Robbing people of the ability to see enormous opportunities directly Essay - 2

Robbing people of the ability to see enormous opportunities directly in front of them - Essay Example Much as with many nebulous and difficult to define terms, this American dream means something different for almost each and every individual that seeks to integrate with it. Rather than arguing whether or not the American dream is ultimately a life were dead, this brief analysis will seek to analyze whether or not present America is something of a â€Å"stacked deck† and whether or not the current system is robbing people of their ability to see enormous opportunities directly in front of them. As a function of such an analysis, three of the readings which have been engaged during the course of the semester will be utilized to prove that the current system of opportunity and potential that exists for the individual within the United States is ultimately constrained and unreflective of the faults height and bravado that is so oftentimes associated with such terms as the American dream. In such a manner, it will be the goal of this author to prove to the reader why the United St ates, in its present form, promise and hopeless situation for many participants within its society. Although it is not hard to disagree with such political buffoons as Rush Limbaugh, the point that he made with regards to disagreeing with the overall level of potential and opportunity that exists within the United States was less outlandish been many of his other statements. Ultimately, what them off claimed was the following â€Å"such an understanding robs people of the ability to see the enormous opportunities directly in front of them†. Such a statement assumes that these semi-nebulous â€Å"opportunities† exist for each and every member of the society; a fact that has been fundamentally disproven with regards to the literature which will be discussed and with regards to existing literature outside this given subject matter. In such a way, the reader can definitively understand that the opportunities and potential that someone such as Rush Limbaugh, a

Information Security Policy Document (ISPD) Assignment

Information Security Policy Document (ISPD) - Assignment Example Organizations are dependent on these digital communication channels for transferring and exchanging classified information such as confidential information, mission critical information and information that is published for the people. As information is a blood life of any organization, it is vital to protect information by implementing physical, logical and environmental controls. In the context of protecting information security, three fundamental factors must be considered to make use of digitized information in an effective manner i.e. Confidentiality, Integrity and Availability. As there is a requirement of protecting this digital information internally and externally, policy is a control that provides necessary steps, procedures and processes to protect information. These are also considered as high level statements derived from the board of the organization. â€Å"Information security policy is therefore considered an essential tool for information security management† (Ilvonen 2009). However, information security policy is customized by company to company and department to department. Different factor that may influence to tailor the policy includes organization size, dependence on information systems, regulatory compliance and information classification scheme. For addressing all issues related to information security via a single policy is not possible, however, to cover all aspects related to information security, a set of information security policy document focusing on different group of employees within the organization is more suitable. This paper will discuss different factors that must be taken in to account when constructing and maintaining an information security policy. However, there are many methods available for constructing an information security policy, the initial step before adopting any one of the methods is to identify the current maturity level of the policy construction process within the organization. The outputs will be either no information security policy development process in place or there is an extensive policy development process exists. As University of Wales has inaugurated a new bespoke digital forensic and information security laboratory, we will use a phased approach that will use a basic policy framework that will address key policies followed with the development of more policies. Likewise, the phased approach will also revise the existing policies that are already in place. In the current scenario there is no policy in place, as the laboratory is new. One key element for a policy development process is the process maturity level. For instance, a newly derived comprehensive and complex security policy cannot be successful because organizations need time for compliance. Common pitfalls for compliance are different organization cultures, lack of management buy-in, insufficient resources and many other factors. For a newly inaugurated forensic laboratory, the initial

Compare and contrast these two newspaper articles Essay Example for Free

Compare and contrast these two newspaper articles Essay The tabloid and broadsheet articles have the same topic but are written in extremely different styles. They are both in the same place within the two papers and are not on the front page. This shows they are not major stories. The lexis and syntax are different as is the graphology. The tabloids aim for target readers in social groups C2, D and E while the broadshhet papers aim for target readers in social groups A, B and C1. The tabloid paper uses the pyramid formation to lay out the pages. The headline is made the biggest piece of writting to grab attention. A pun is put in to get you to then read on. For Prince Harry they use His Royal Styness which is a play on words were they involve the story and how he is being punished by having to work on a farm. The tabloid then focuses mainly on the pictures which have been manipulated by adding in people that arent there to make Harry look worse so more people will want to read the rest of the story. The picture was superimposed and this sets you up for the following text. The writting its self isnt very informative and uses a basic lexis and syntax for wearing a Nazi uniform to a pals fancy dress party. this uses a more Colloquial language. The style is informal and the writer uses a semantic field of Nazis and pig farming. The tabloid also has small side stories and links that lead of in another direction, they have a story still involved with the royal family but moves of Prince Harry and on to the whole royal family when they have a survey about them. The writer makes the overall register quite playful and slightly mocking towards the Prince making him look less respectable Weed the plants (not that weed Harry) is put into embarasses him as he had been acused of doing cannabis before. The writting is more opinion based The rowdy royal than factual based and it doesnt state who the quotes are from in name a security resource revealed. Unlike the broadsheet paper so it shows that the tabloid paper is more factual. In the broadsheet paper the quotes seem more reliable because it says exactly who is saying it and it gives a short amount of information about who the quote is from Ian Davidson, the MP for Glasgow. This article doesnt exploit the story and use it as an excuse to mock Prince Harry. The writer Andrew Pierce puts in his opinion subtly. The writer makes fewer puns and uses fewer pictures and focuses more on the actual text. Pierce uses a more intellectual syntax and using a wider and more polysyllabic words recomendations, combination and commemorate. Pierce uses longer more complex scentences using more clauses the hearings, which will be televised, begin on February 7. The target readership is for people who generally enjoy reading, like those in social groups A, B and C1. Pierce took a different perspective on this story and didnt focus on Harry so much but spread the story wider to cover the whole of the royal family questioning them politaclly and morally. Plans by German politicians .. could cause further embarrassment for the Royal Family This shows that the braodsheet paper is taking things into more depth. The graphology is plainer with just the headline, the text and a small picture making you focus more on the actual text. The overal register is more serious and truthful. The broadsheet paper and tabloid papers are on two very different levels. The broadsheet is more in depth and formal, while the tabloid is more informal and uses a more colloquial language. This shows the different styles of writting used and the different layouts.

Students with Learning Disabilities: Self-Concepts

Students with Learning Disabilities: Self-Concepts Learning disabilities (LD) is an umbrella term used to describe a number of other, more specific learning disabilities (SLD). Students with SLD comprise the largest single category of students with special needs (U.S. Dept. of Education, 2016). There are many obstacles that students with LD encounter. One of those obstacles being how they judge themselves based on comparisons of other students without LD. In order to better understand this obstacle, one must first examine how children with LD understand their disability and how this understanding is associated with global self-esteem and other self-perceptions. A study conducted by Cosden, Elliot, Noble, and Kelemen (1999) used an assessment consisting of three components: Harters What I am Like scale, Heymans Self-Perception of a Learning Disability (SPLD), and a series of open-ended questions about learning disabilities to determine how children with LD understand their disability and how this understanding is associated with global self-esteem and other self-perceptions. The study consisted of students from both elementary and junior high school. Cosden, Elliot, Noble, and Kelemen (1999) findings revealed that students in the junior high school group had more negative self-perceptions than did students in the elementary group. The largest population of students in each group was informed about their learning problems by school personnel, while other students were informed by their parents. 20% of the junior high students and over one-third of the elementary students reported that no one told them about their disability. A majority of ele mentary students were not able to explain LD in their own words, while one-third of junior high students were able to define learning disabilities as a specific academic problem. A majority of all students believed they would outgrow their LD; however, one-fourth of the junior high students stated that LD would continue to affect them, but not as severe. The remaining students felt that their learning disability would continue to affect them the same as now or didnt know what would happen in the future. Data from the SPLD scores showed that students who reported being informed about their learning disability from teachers had less positive perceptions of their learning disability than students who were told by their parents. Cosden, Elliot, Noble, and Kelemens (1999) revealed additional data that some students told by their teachers were able to articulate an accurate verbal description of their LD; while others told by their teachers demonstrated very little understanding. Therefor e, Cosden, Elliot, Noble, and Kelemens (1999) determined that the source of information had a mixed impact on the students self-understanding. There was some indication that greater knowledge about learning disabilities was associated with lower self-esteem for the children in this study. Now, that weve gained some insight on how self-understanding of ones learning disability affects self-esteem and self-perceptions, lets uncover what research shows about children with LD in regards to academic self-concept and self-esteem. Heyman (1990) examined the self-perception of a learning disability and its relations to academic self-concept and self-esteem. The instrument used for measuring self-esteem was the Coopersmith Self-Esteem Inventory School Short Form, Form B (SCEI-SF). Academic self-concept was measured by three subscales of the Students Perception of Ability Scale (SPAS) developed by Boersma and Chapman (1979). Self-perception of ones learning disability (SPLD) was assessed by a 25-item scale developed by Heyman specific for this study. Participants were tested individually or in small groups of two to eight children. Heyman (1990) found a positive correlation between self-perception of learning disabilities and academic self-concept and self-esteem. Self-perception of learning disability explained 12% of the variability in self-esteem and more than 30% of the variability in academic self-concept. This relationship remained significant after controlling for sex, ethnicity, age, reading and math achi evement, self-contained versus mainstreamed class setting, and age at the time the learning disability was diagnosed. The results of Heymans (1990) study suggest that self-perception of the learning disability may have an effect on academic self-concept and self-esteem, which in turn may influence achievement for children with learning disabilities (Heyman, 1990). At this point, I will discuss differences in self-concept between a student with LD and nonhandicapped students. Cooley and Ayers (1988) investigated differences in self-concept between a student with LD and nonhandicapped students, differences between attributes made by students with LD and those made by nonhandicapped students when explaining success and failure, and the relationship between self-concept and the attributions used by the students. Instruments used for this study included The Piers-Harris Childrens Self-Concept Scale and the Intellectual Achievement Responsibility Questionnaire (IAR). Cooley and Ayers (1988) analysis of the data indicated that the children with LD reported significantly lower self-concept scores than their nonhandicapped peers. Cooley and Ayers (1988) indicated that there was not a significant difference between attributes made by students with LD and those made by nonhandicapped students when explaining success and failure. In regards to the relationship between self-concept and attributions, analysis of Cooley and Ayers (1988) data suggested that external att ributions for success and ability attributions for failure are related to the self-concept scores. Below I will review students from primarily Hispanic backgrounds with LD. Gans, Kenny, and Ghany (2003) examined the self-concept of children with learning disabilities (LD) from primarily Hispanic backgrounds. The study compared children with LD and their peers without LD on self-concept and contributes to the literature by using a primarily Hispanic sample and by examining gender differences. The Piers-Harris Childrens Self-Concept Scale (PHCSCS) was selected for this study due to its theoretical understanding of self-concept, its ease of administration and the targeted population. The PHCSCS includes six cluster scales: Behavior, Intellectual and School Status, Physical Appearance and Attributes, Anxiety, Popularity, and Happiness and Satisfaction. Participants completed this 80-item scale by responding yes or no to the test statements. Gans, Kenny, and Ghany (2003) found that participants with LD scored significantly lower on the PHCSCS subscale of Intellectual and School Status than participants without LD. Also, Gans, Kenny, and Ghany (2003) found th at participants with LD scored lower on the PHCSCS subscale of Behavior than participants without LD. None of the other subscales yielded significant differences between participants with LD and those without LD. There was no difference between boys with LD and girls with LD on self-concept. The correlations of PHCSCS Subscales for students with LD and students without LD were presented. The correlation of Happiness with Behavior was significantly higher for students with LD than for the students without LD. No other subscale correlations were significantly different. This study focused on children from the primarily Hispanic background from only one school in an urban area. The results are generalized only to schools with similar populations; therefore, future research should employ larger samples of other ethnic groups. The next study will evaluate the self-concept of LD students versus academically gifted children. Educators and researchers traditionally relate self-concept with educational status, often concluding that children with LD have low self-concepts and academically gifted children have high self-concepts (Montgomery, 1994). Using the Multidimensional Self-Concept Scale (MSCS), Montgomery (1994) assessed the self-concept of students with LD, comparing observer ratings and self-reports both within the LD group and across LD, nondisabled, and high-achieving classes. Montgomerys (1994) results show that children with LD report lower academic and competence self-concepts than do high achieving and nondisabled children. However, the three student groups; LD, Nondisabled, and High Achieving, did not differ significantly in their social, family, affect, or physical self-concepts. Montgomerys (1994) comparisons of teachers evaluations of LD, nondisabled, and high achieving students global self-concepts showed that teachers incorrectly evaluated children with LD as having lower self-concepts t han nondisabled or high achieving students. The teachers appeared to magnify the differences among the student groups and clearly differentiated among LD, nondisabled, and high achieving children did themselves. The teacher-children comparisons for each student group show that teachers did indeed underrate the self-concepts of the children with LD. Montgomery (1994) concluded that parent evaluations of the children with LD were equivalent to the childrens self-reports. Parents of nondisabled and high achieving children also assessed their childrens global self-concepts accurately. Lastly, I will discuss the effects of school placement and social support on the self-concept of children and adolescents with LD. The primary purpose of the study conducted by Forman (1988) was to examine the effects of two types of social factors; school placement and perceived social support, on the self-concepts of children and adolescents with LD. The LD students received three types of educational services: self-contained LD classrooms, remediation during part of the day in LD resource rooms, and not yet receiving LD services in school. Perceived social support was assessed using a self-report measure developed by Harter which provided information on the availability of support from parents, teachers, classmates, and friends. Formans (1988) finding concluded that the self-perceptions of the LD students and adolescents studied were related to their perceived access to adequate social support. Forman (1988) showed the higher social support from parents, classmates, teachers, and friends were associated with higher self-esteem in general self-worth, scholastic competence-specific behaviors, athletic competenc e, and behavioral conduct. Also, Forman (1988) revealed that school placement did not seem to affect self-concept in her sample of subjects. She contributed this to the small number of subjects in both resource and regular classroom placements, making it difficult to achieve statistically significant difference at the .01 level. Further research using a larger sample is needed to better assess the impact of school placement on students with LD. The research described above demonstrates some of the many obstacles that students with LD encounter. There were inconsistencies in the research regarding the self-concept of students with LD. Heyman (1990) noted that there is a positive correlation between self-perception of learning disabilities, academic self-concept, and self-esteem. Cooley and Ayers (1988) concluded that there is a difference between students with LD and nonhandicapped students self-concepts. Gans, Kenny, and Ghany (2003) suggested children from primarily Hispanic backgrounds with LD had lower self-concept based on their responses on the Piers-Harris Childrens Self-Concept Scale. Also, Montgomery (1994) found that students with LD had lower self-concept based on their responses on the Multidimensional Self-Concept Scale. Additional factor such as placement of students with learning disabilities was also reviewed. Foreman (1988) showed that there isnt a reliable correlation between placement and self-concept. In conclusion, the research discussed in my literature review revealed that there are obstacles that students with LD encounter that affects their self-esteem and other self-perceptions. References Cooley, E.J. Ayres, R. R. (1988). Self-Concept and Success-Failure Attributes of  Nonhandicapped Students and Students with Learning Disabilities. Journal of Learning  Disabilities, 21, 174-178. Cosden, M., Elliot, K., Noble, S. Kelemen, E. (1999). Self-Understanding and Self-Esteem in  Children with Learning Disabilities. Learning Disability Quarterly, 22, 279-290. Forman, E.A. (1988). The effects of social support and school placement on the self-concept of  LD students. Learning Disability Quarterly, 11, 115-124. Gans, A. M., Kenny, M. C., Ghany, D. L. (2003). Comparing the Self-Concept of Students  With and Without Learning Disabilities. Journal of Learning Disabilities,36(3), 287-295. Heyman, W. B. (1990). The Self-Perception of a Learning Disability and Its Relationship to  Academic Self-Concept and Self-Esteem. Journal of Learning Disabilities,23(8), 472-475. Montgomery, M.S. (1994). Self-Concept and Children with Learning Disabilities: Observer-Child Concordance Across Six Context-Dependent Domains. Journal of Learning Disabilities, 27(4), 254-262. U.S. Department of Education, National Center for Education Statistics. (2016). Digest of  Education Statistics, 2015 (NCES 2016-014), Table 204.30. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=64

Social Promotion Essay -- essays research papers

Social Promotion: An Excuse for Not Educating a Child   Ã‚  Ã‚  Ã‚  Ã‚  When it comes to students failing a grade level there has always been two options, either a student can be socially promoted or they can be retained. The choices for a failing child are limited and both situations have stigmas attached. Both options have positive and negative effects this I concur. While, presenting both sides of the argument I will note that retention is not always the solution to a failing child’s future, however, promoting a student without the skills or knowledge to proceed to the next grade level only paves a future of destruction. What is Social Promotion?   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Social promotion is the practice of promoting students to the next grade when they have failed to master part or all of the grade-level curriculum.† Social promotion is considered to keep a student’s social and psychological well being intact by allowing them to stay with their peers (social promotion). Social promotion reinforces failure, ignores students’ problems, and sends a message to every student that achievement and effort do not matter. (#1 pg. 1) The Alternative†¦Retention   Ã‚  Ã‚  Ã‚  Ã‚  Retention is often viewed as the only alternative to social promotion, it is a policy that holds back students who have failing grades at the end of a school year (#2 pg. 3). Retention allows students to have an additional year to repeat a grade and to master the core curriculum for that grade level. However, when a child repeats a grade level they are often taught the same skills in the exact same manner from the previous year, thus leading them through another unsuccessful year.   Ã‚  Ã‚  Ã‚  Ã‚  While most teachers know that educational research indicates that retention can be ineffective, if not harmful, they feel there are insufficient educational alternatives (#2 pg. 4). It is estimated that between 15 and 19 percent of students are retained each year and as many as 50 percent of students in large urban areas are usually retained at least once before they graduate or decide to drop out of school (Starr pg.1). The American Federation of Teachers reports that very few studies have ever documented any appreciable long-term academic gains with retention (Starr pg. 1). The AFT also notes that with retention come problems such as, student alien... ...ly intervention, and a determine and well prepared staff.   Ã‚  Ã‚  Ã‚  Ã‚  It is so easy to pass a child off by just promoting them to the next level. One might think it is not my problem anymore. By socially promoting children by just one grade level can effect that student’s performance for a lifetime. Students are in school to learn not to be passed off. They have right to a proper education and they must master all skills before being promoted. There is no hope for a child who has not met the standards or mastered the skills to be constantly promoted from one grade to the next. A student with an immeasurable amount of unmet skills and standards will never be able to function on â€Å"normal† level within society. If school systems, teachers, and parents do not hold each child responsible for the set standards then they are depriving these students of an education and a chance to ever have a successful future. When the question asked what is to be done with a failing student the answer is not social promotion. Social pro motion is an excuse, a scapegoat, or a way out of taking the time, extra effort, and responsibility of educating a child.   Ã‚  Ã‚  Ã‚  Ã‚  

The Difference Between Life and Breath :: essays research papers

The Difference Between Life and Breath   Ã‚  Ã‚  Ã‚  Ã‚  Respiratory therapists are highly skilled practitioners who provide treatment, management and care of patients with breathing deficiencies and abnormalities. I chose to go into this profession not just for the money, as some might think, but because of my own life experiences in having to deal with taking care of my Dad, who died from third stage emphysema and because my son has asthma. Part of my acceptance into the respiratory program at Ivy Tech was to job shadow a therapist for a day. I chose to do this at St. Clare Medical Center in Crawfordsville. I called to set up my appointment for the job shadow and found out I would be shadowing Pam Ehrie, which was good because I already knew her as she helped to care for my Dad and also cared for my son.   Ã‚  Ã‚  Ã‚  Ã‚  I arrived at the Respiratory Department at 10 a.m. on Monday of the following week and Pam came out to greet me with a scrub jacked and a name tag and briefly explained that I would go with her to make her rounds for the day. â€Å"Oh yesterday would’ve been a much better day to have come,† she exclaimed. â€Å"We had three codes so there was a lot more going on and it would‘ve given you a better idea of what we really do.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"What are codes?† I ask, although I already had a pretty good idea.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Oh that is when the patient arrives and they are basically gone, not breathing, and we have to recessitate them back to life.† Pam says. â€Å"I forget that you are just starting into this, so if there is anything that I say and you do not understand it, just ask me.†   Ã‚  Ã‚  Ã‚  Ã‚   Pam is a rather petite, bubbly individual who stands about five foot tall with shoulder length reddish brown hair and green eyes. She is pretty, with a warm smile that hugs you when you first meet her and a friendly face with kind, gentle eyes. Pam has been a therapist for fourteen years and she also went through her schooling at Ivy Tech. She loves her job, co-workers, and helping others. â€Å"It is my passion in life,† she says. She embraces the idea that she is giving a better quality of life to others. She is also the senior Registered Respiratory Therapist on staff at St. Clare Medical Center and she does all of the clinical sequences with the new students at Ivy Tech.

Myth and the World of C.S. Lewis Essay

C.S. Lewis and his series The Chronicles of Narnia have long been children’s favorites. The books envelop children into a world of good and evil, action and adventure, chivalry and honor. Lewis takes his readers on an astonishing trip that embodies his own values, dreams and beliefs. Fascinated by other myths, Lewis borrows a variety of creatures from different places, constructing an entire world that children delve into and love. From the Greek and Roman myths he takes creatures such as fauns, nymphs, and dryads, and from the Norse mythology, dwarfs and giants. His first book, The Lion, The Witch and the Wardrobe, was written soon after World War II, in 1950. He went on to write six more stories in the Chronicles of Narnia series. Many scholars have thoroughly studied Lewis’s books and great controversy has erupted from different interpretations of the symbolic meanings in his books. A devout Christian in the latter part of his life, Lewis draws parallels between the world of Narnia and the Bible. By illustrating the creation of Narnia in his first book, and establishing the laws of Narnia in a subsequent novel, C.S. Lewis creates a compelling myth around the fantasy world of Narnia. The Chronicles of Narnia begin with The Magician’s Nephew, an ingenious story of a curious young boy and his friend as they stumble upon the creation of another world, Narnia. This novel serves the purpose of the cosmological function of a myth, in which â€Å"myths describe the â€Å"shape† of the cosmos, the universe, our total world.† In The Magician’s Nephew, we first encounter the godlike lion, Aslan. The creator of Narnia, he also bestows life onto the creatures in it, booming, â€Å"Narnia, Narnia, Narnia, awake. Love. Think. Speak. Be walking trees. Be talking beasts. Be divine waters† (116). The majestic lion continues to say, â€Å"Creatures, I give you yourselves. I give to you forever this land of Narnia. I give you the woods, the fruits, the rivers. I give you the stars and I give you myself† (118). As God did in the book of Genesis, Aslan crafts the world, breathes life into â€Å"Adam† and bestows the world on him. However, in The Magician’s Nephew, there is no â€Å"Adam†. Aslan gives his world to his newly created talking beasts, a creation story with a new twist. Myths not only reveal the story of creation but also the laws by which the new society exists. In the sociological function, â€Å"myths pass down ‘the law’, the moral and ethical codes for people of that culture to follow, which help define that culture and its prevailing social structure.† The laws of Narnia become apparent in Lewis’s second book, The Lion, the Witch and the Wardrobe. In this book we learn more about the fundamental nature of Narnia, its customs and traditions. The White Witch enlightens the reader about one of Narnia’s ancient laws after capturing Edmund, one of the four central characters. She claims that Edmund’s life is hers to take: â€Å"You at least know the Magic which the Emperor put into Narnia at the very beginning. You know that every traitor belongs to me as my lawful prey and that for every treachery I have a right to kill† (128). This law has been in Narnia since the beginning of Narnia’s creation, cannot be broken and is essential to the balance between good and evil. Lewis also embeds the codes of chivalry into his novels; honor is to be won on the battlefield, and this code of honor is violated at your own peril. The codes of honor hark back to the chivalry of medieval knights and are fundamental to the culture and traditions of Narnia. The Narnia Chronicles incorporate the elements of a classic myth – the concept of creation and a set of laws to which the society should adhere. The books set out for children black and white images of good and evil, right and wrong. The values of honesty, courage, loyalty, friendship and strength of family are clearly stated. The impact of The Chronicles lies in its ability to develop an alternative, fantasy world with its strong ethics and moral code and thus influences both the readers and scores of writers who have followed in C.S. Lewis’ footsteps. The Narnia books are, and always will be timeless classics of fantasy and wonder.