It Infrastructure Security Policy

UNIT 6 ASSIGMENT 1 IT Infrastructure Security Policy Purpose of the Network InfrastructureThe Companies values openness and promotes access to a wide range of information; accordingly, the campus information systems have been designed to be as open as possible.The Companies network consists of: data cables and jacks from the wiring closets to the user's work station, or wireless access points to a user's PC; copper and optical data communications cables; Ethernet switches, routers, servers, and peripherals; systems to enable and manage access; and systems to monitor the capacity and maintain the integrity of the network, with the goal to provide high availability and capacity to support the needs of the network users. The reliability, availability and adequate capacity of network resources is critical to the day-to-day function of the Companies.Each member of the Companies community (students, faculty, staff, and guests) is expected to protect the integrity of the network and to know and adhere to Companies rules, regulations and guidelines for their appropriate use. Regulations that govern personal conduct and use of Companies facilities also apply to the use of network resources. * Components of the Network Infrastructure Policy * Appropriate Use * Unacceptable Use * Access Restrictions * Request for Evaluation Read this  Chapter 2 – Why Security is NeededComponents of the Network Infrastructure Policy * * Connecting Devices to the Network * The campus network is a shared resource. It is therefore necessary to strike a balance between enabling opportunities for teaching and research, and protecting the integrity of network resources. To this end, Companies must be involved in the planning, acquisition, maintenance, and on-going connectivity of all network devices. This will ensure the appropriate network design, interoperability of components and integrity of operation.If a device is connected to the network infrastructure without prior consultation, Companies cannot guarantee the on-going connectivity and proper operation of the device. * * Wireless Network Equipment The interest and use of wireless networking (802. 11a, 802. 11b & 802. 11g, Wi-Fi) is evolving rapidly. All network use policies apply to the use of wireless LAN technology. Wireless access to Companies resources whic h will be secured through a central authentication system, except for specific departmental needs.The company will work with individual departments and colleges to help address their special needs for wireless technology. * * Domain Name Service Internet servers for academic departments or administrative units serving campus related information may need DNS entries set up for the server. Requests for DNS entries will need to be submitted to the Networking unit of Companies for approval. No other DNS server should be setup by other campus units. DNS names will not be given to a server set up for personal use, such as a personal web server.Any web site served on the web servers maintained by Companies such as www. uww. edu, facstaff. uww. edu, and students. uww. edu will carry the appropriate path names as URL; no DNS name will be given. Occasionally members of the Companies community may sponsor an organization that is loosely affiliated with the Companies. These organizations may be of professional, scholarly, partnership or entrepreneurial nature. Under certain circumstances it may be appropriate for these organizations to hold DNS names other than uww. edu , while hosting them in the Companies domain.Provided that the use of these domains support the Companies’s mission and are consistent with all applicable Companies policy, Companies may host them within the uww. edu domain. Approval and regular review of these domains will be conducted on a case-by-case basis by the Chancellor and the CIO. Additionally, there are technical criteria that must be met, such as: 1. â€Å"Servers in the domain must reside in the McGraw data center. 2. This progress must be listed as the technical contact with the registrar**, so that others are aware of any changes and can respond appropriately. 3.Only UW-W DNS servers should be specified to the registrar * * Dynamic Host Control Protocol The DHCP service delivers IP information to campus workstations to provide Intern et connectivity. The central DHCP service and the management of IP assignments is administered by Companies. No other DHCP service should be set up on campus without prior consultation with Companies, and only to meet specific administrative or academic needs. *Remote Access to Network Resources While web access is sufficient for the majority of Companies educational and business activities there are some instances when direct access to network resources is necessary.To enable remote access to network resources in a secure manner that protects confidentiality and integrity of Companies and personal information Virtual Private Networking is a method by which a user can access UWW’s internal network via the internet in a secure manner through a firewall or similar security layer. Remote access for some campus services, such as email and library databases, may be addressed in separate campus policies. Authorized users must only connect to the Companies network from computers tha t conform to the Network Infrastructure Use Policy security requirements.This includes ensuring that computers are fully patched with the latest operating system updates and have current antivirus software. Appropriate UseListed below are the policies that govern data network access and usage for students, staff and faculty at the Companies of Wisconsin Whitewater. 1. Authorized users Authorized users are (1) current faculty, staff, and students of the Companies; (2) individuals connecting to a public information service supported on the Campus network and (3) others who are specifically authorized to use a particular computing or network resource by the campus unit responsible for the resource. . General Guidelines Those who use the campus network resources are expected to do so responsibly, that is, to comply with state and federal laws, with this and other policies and procedures of the Companies, and with normal standards of professional and personal courtesy and conduct. 3. Sec urity Information security at Companiesis everyone's responsibility. To maintain security in using the campus network services, it is important to adhere to the following guidelines: * Protect your login ID and password.Computer accounts, passwords, ids and other types of authorization are assigned to individual users and should not be shared with others. * Be aware that the person to whom an account is assigned will be held accountable for any activity originating from that account. * Do not access data or systems for which you have not been given specific authority. * Take reasonable steps to ensure that your desktop or laptop computer system does not create a security risk when connected to the network, including keeping anti-virus software and operating patches up-to-date. Report security violations. 4. Confidentiality Information stored on computers is considered confidential, whether protected by the computer system or not, unless the owner intentionally makes that information available to other groups or individuals. The Companies of Wisconsin Whitewater takes the position that computer users desire that the information that they store on central and/or campus shared computing resources remain confidential.While all efforts will be made to ensure confidentiality, users should be aware that data (including e-mail) might, due to software or hardware failure, become accessible to those Companies who are not authorized for that access. Companies personnel may also on occasion have access to such data while performing routine operations or pursuing apparent systems or user problems. No guarantee of complete privacy is made or implied by this policy. Requests for the disclosure of confidential information will be governed by the provisions of the Family Educational Rights and Privacy Act of 1974 (FERPA) and the Wisconsin Open Records Statutes .All such requests will be honored only when approved by Companies officials who are the legal custodians of the infor mation requested, or when required by state or federal law, or court order. Users found to be copying, modifying, or otherwise accessing information for which they have not been granted permission may be liable to disciplinary action. Unacceptable UseNetwork resources at this Companies may not be used for unlawful activities, commercial purposes not associated with the Companies, or uses that violate other Companies policies or guidelines.The following activities are NOT acceptable use of the campus network resources: * Damaging or performing unauthorized removal of networking equipment, software or data * Tampering with network hardware, wiring, or software * Disrupting or interfering with the normal operation of network communications, generating excessive network activity or performing unauthorized monitoring of network traffic * Willfully introducing computer viruses or other disruptive programs into the Companies network, which are intended to damage or create excessive load on network resources * Intentionally violating or attempting to bypass network security strategies * Using unauthorized accounts, passwords, IP addresses or other network access information * Accessing or modifying any software, files, data or other Companies information for which an individual has not been given authorization * Using network resources to harass or intimidate others * Using network resources to impersonate others or to forge another's identity * Interfering with the computing activities of others. * Setting up network services or equipment without knowledge or involvement of Companies. * Violating state, federal or copyright laws * Using network resources for commercial activity or financial gain which does not conform to UW-W rules and regulations Access RestrictionsAccess to campus network resources may be wholly or partially restricted by the Companies without prior notice and without the consent of the user when: 1. required by and consistent with law 2. when ther e is reason to believe that violations of policy or law have taken place 3. hen the continued access/use of network resources by an individual significantly affects the integrity, performance, or security of the campus network as a whole The individual will be notified of the reason and duration of the access restriction as soon as possible. Access will be restored when the situation has been resolved. These are general Companies policies; departments or other units may place additional restrictions on the resources that they manage. Work cited : http://www. uww. edu/icit/governance/policies/network/infrastructure. htmlg3ctoolkit. net/†¦ /IT_Infrastructure_Security_†¦ – United Kingdom www. wokingham. gov. uk/EasysiteWeb/getresource. axd?†¦ It Infrastructure Security Policy UNIT 6 ASSIGMENT 1 IT Infrastructure Security Policy Purpose of the Network InfrastructureThe Companies values openness and promotes access to a wide range of information; accordingly, the campus information systems have been designed to be as open as possible.The Companies network consists of: data cables and jacks from the wiring closets to the user's work station, or wireless access points to a user's PC; copper and optical data communications cables; Ethernet switches, routers, servers, and peripherals; systems to enable and manage access; and systems to monitor the capacity and maintain the integrity of the network, with the goal to provide high availability and capacity to support the needs of the network users. The reliability, availability and adequate capacity of network resources is critical to the day-to-day function of the Companies.Each member of the Companies community (students, faculty, staff, and guests) is expected to protect the integrity of the network and to know and adhere to Companies rules, regulations and guidelines for their appropriate use. Regulations that govern personal conduct and use of Companies facilities also apply to the use of network resources. * Components of the Network Infrastructure Policy * Appropriate Use * Unacceptable Use * Access Restrictions * Request for Evaluation Read this  Chapter 2 – Why Security is NeededComponents of the Network Infrastructure Policy * * Connecting Devices to the Network * The campus network is a shared resource. It is therefore necessary to strike a balance between enabling opportunities for teaching and research, and protecting the integrity of network resources. To this end, Companies must be involved in the planning, acquisition, maintenance, and on-going connectivity of all network devices. This will ensure the appropriate network design, interoperability of components and integrity of operation.If a device is connected to the network infrastructure without prior consultation, Companies cannot guarantee the on-going connectivity and proper operation of the device. * * Wireless Network Equipment The interest and use of wireless networking (802. 11a, 802. 11b & 802. 11g, Wi-Fi) is evolving rapidly. All network use policies apply to the use of wireless LAN technology. Wireless access to Companies resources whic h will be secured through a central authentication system, except for specific departmental needs.The company will work with individual departments and colleges to help address their special needs for wireless technology. * * Domain Name Service Internet servers for academic departments or administrative units serving campus related information may need DNS entries set up for the server. Requests for DNS entries will need to be submitted to the Networking unit of Companies for approval. No other DNS server should be setup by other campus units. DNS names will not be given to a server set up for personal use, such as a personal web server.Any web site served on the web servers maintained by Companies such as www. uww. edu, facstaff. uww. edu, and students. uww. edu will carry the appropriate path names as URL; no DNS name will be given. Occasionally members of the Companies community may sponsor an organization that is loosely affiliated with the Companies. These organizations may be of professional, scholarly, partnership or entrepreneurial nature. Under certain circumstances it may be appropriate for these organizations to hold DNS names other than uww. edu , while hosting them in the Companies domain.Provided that the use of these domains support the Companies’s mission and are consistent with all applicable Companies policy, Companies may host them within the uww. edu domain. Approval and regular review of these domains will be conducted on a case-by-case basis by the Chancellor and the CIO. Additionally, there are technical criteria that must be met, such as: 1. â€Å"Servers in the domain must reside in the McGraw data center. 2. This progress must be listed as the technical contact with the registrar**, so that others are aware of any changes and can respond appropriately. 3.Only UW-W DNS servers should be specified to the registrar * * Dynamic Host Control Protocol The DHCP service delivers IP information to campus workstations to provide Intern et connectivity. The central DHCP service and the management of IP assignments is administered by Companies. No other DHCP service should be set up on campus without prior consultation with Companies, and only to meet specific administrative or academic needs. *Remote Access to Network Resources While web access is sufficient for the majority of Companies educational and business activities there are some instances when direct access to network resources is necessary.To enable remote access to network resources in a secure manner that protects confidentiality and integrity of Companies and personal information Virtual Private Networking is a method by which a user can access UWW’s internal network via the internet in a secure manner through a firewall or similar security layer. Remote access for some campus services, such as email and library databases, may be addressed in separate campus policies. Authorized users must only connect to the Companies network from computers tha t conform to the Network Infrastructure Use Policy security requirements.This includes ensuring that computers are fully patched with the latest operating system updates and have current antivirus software. Appropriate UseListed below are the policies that govern data network access and usage for students, staff and faculty at the Companies of Wisconsin Whitewater. 1. Authorized users Authorized users are (1) current faculty, staff, and students of the Companies; (2) individuals connecting to a public information service supported on the Campus network and (3) others who are specifically authorized to use a particular computing or network resource by the campus unit responsible for the resource. . General Guidelines Those who use the campus network resources are expected to do so responsibly, that is, to comply with state and federal laws, with this and other policies and procedures of the Companies, and with normal standards of professional and personal courtesy and conduct. 3. Sec urity Information security at Companiesis everyone's responsibility. To maintain security in using the campus network services, it is important to adhere to the following guidelines: * Protect your login ID and password.Computer accounts, passwords, ids and other types of authorization are assigned to individual users and should not be shared with others. * Be aware that the person to whom an account is assigned will be held accountable for any activity originating from that account. * Do not access data or systems for which you have not been given specific authority. * Take reasonable steps to ensure that your desktop or laptop computer system does not create a security risk when connected to the network, including keeping anti-virus software and operating patches up-to-date. Report security violations. 4. Confidentiality Information stored on computers is considered confidential, whether protected by the computer system or not, unless the owner intentionally makes that information available to other groups or individuals. The Companies of Wisconsin Whitewater takes the position that computer users desire that the information that they store on central and/or campus shared computing resources remain confidential.While all efforts will be made to ensure confidentiality, users should be aware that data (including e-mail) might, due to software or hardware failure, become accessible to those Companies who are not authorized for that access. Companies personnel may also on occasion have access to such data while performing routine operations or pursuing apparent systems or user problems. No guarantee of complete privacy is made or implied by this policy. Requests for the disclosure of confidential information will be governed by the provisions of the Family Educational Rights and Privacy Act of 1974 (FERPA) and the Wisconsin Open Records Statutes .All such requests will be honored only when approved by Companies officials who are the legal custodians of the infor mation requested, or when required by state or federal law, or court order. Users found to be copying, modifying, or otherwise accessing information for which they have not been granted permission may be liable to disciplinary action. Unacceptable UseNetwork resources at this Companies may not be used for unlawful activities, commercial purposes not associated with the Companies, or uses that violate other Companies policies or guidelines.The following activities are NOT acceptable use of the campus network resources: * Damaging or performing unauthorized removal of networking equipment, software or data * Tampering with network hardware, wiring, or software * Disrupting or interfering with the normal operation of network communications, generating excessive network activity or performing unauthorized monitoring of network traffic * Willfully introducing computer viruses or other disruptive programs into the Companies network, which are intended to damage or create excessive load on network resources * Intentionally violating or attempting to bypass network security strategies * Using unauthorized accounts, passwords, IP addresses or other network access information * Accessing or modifying any software, files, data or other Companies information for which an individual has not been given authorization * Using network resources to harass or intimidate others * Using network resources to impersonate others or to forge another's identity * Interfering with the computing activities of others. * Setting up network services or equipment without knowledge or involvement of Companies. * Violating state, federal or copyright laws * Using network resources for commercial activity or financial gain which does not conform to UW-W rules and regulations Access RestrictionsAccess to campus network resources may be wholly or partially restricted by the Companies without prior notice and without the consent of the user when: 1. required by and consistent with law 2. when ther e is reason to believe that violations of policy or law have taken place 3. hen the continued access/use of network resources by an individual significantly affects the integrity, performance, or security of the campus network as a whole The individual will be notified of the reason and duration of the access restriction as soon as possible. Access will be restored when the situation has been resolved. These are general Companies policies; departments or other units may place additional restrictions on the resources that they manage. Work cited : http://www. uww. edu/icit/governance/policies/network/infrastructure. htmlg3ctoolkit. net/†¦ /IT_Infrastructure_Security_†¦ – United Kingdom www. wokingham. gov. uk/EasysiteWeb/getresource. axd?†¦

Assessment of Learning Essay

Assessment for Learning and Pupils with Special Educational Needs The aim of this paper is to provide a summary of the key issues that emerged during the Agency project Assessment in Inclusive Settings in relation to the application of the concept of Assessment for Learning to pupils with special educational needs (SEN). A significant aspect of inclusive assessment in practice that emerged from the on-going discussions with Project Experts was the concept of Assessment for Learning. References to this concept can be found in the majority of project Country Reports on national assessment systems (www.european-agency. org /site/themes/assessment/index. shtml). Within these Country Reports, Assessment for Learning can be seen as a ‘qualitative’ type of assessment procedures. This type of assessment – also referred to as ‘formative’ or ‘on-going’ assessment – is usually carried out in classrooms by class teachers and professionals that work with the class teacher. It usually refers to assessment procedures that inform teachers about pupils’ learning and guides them in planning the next steps in teaching. As a central task within the second phase of the Agency project, a decision was taken to explore in more depth the concept of Assessment for Learning and how this can be applied to assessment in inclusive settings. Two activities were conducted: – A review of available literature considering the concept. This was a short review of English language materials (please see the reference list at the end of this document); – Discussions with all Project Experts. Information from the initial review of available literature was presented to Project Experts as a stimulus for their discussions. This led to the Experts being asked to reflect on the differences between Assessment for Learning (formative, ongoing assessment) and Assessment of Learning (summative assessment) using the following parameters: PARAMETERS PURPOSE GOALS ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING Supporting Learning Accountability (linked to predetermined standards) Informs teaching and learning Promotes further steps in learning Focuses on improving Develops pupils’ skills of reflection Collection of information about what has been achieved (a record of marks) Compares with  targets that have been pre-established. Focuses on achievement www. european-agency. org 1 PARAMETERS ACTORS WHEN TOOLS ASSESSMENT FOR LEARNING Teachers Pupils Parents Peers Other school professionals On-going ASSESSMENT OF LEARNING Teachers External practitioners At fixed and pre-determined times Discussions, observations, self- Tests, drilling, grading, marking, assessment, peer-assessment, questioning, observation teacher debate, comment-only, dialogue, questioning, feedback, no-grading, portfolio, individual education plan . Adapted from Harlen (2007a) The key difference between Assessment for Learning and Assessment of Learning can be identified as the purpose for which teachers and other professionals gather evidence of learning. Although some tools may be the same (e. g. questioning) the key issues emerging from the feedback provided by Project Experts indicated that it is necessary to keep in mind that: – Assessment for Learning aims at improving learning; Assessment of Learning aims at ensuring accountability (of schools and teachers). – Assessment for Learning explores the potential for learning and indicates the next step to be taken in order to promote learning and focuses upon the dynamics of teaching and learning); Assessment of Learning shows what has been already achieved, memorised and absorbed and provides a snapshot of the current situation. The actors involved in Assessment for Learning are able to provide insights into progress that a pupil has achieved and how the school contributed to this development; the actors involved in Assessment of Learning include professionals who are external to the school situation (e. g. inspectors) and may be required to provide a picture of a school at a particular point in time, but they may not always know the school context and life in the necessary detail to provide insights into pupil learning. Assessment for Learning and Pupils with SEN? The concept of providing feedback to pupils about their learning is the crucial element in understanding the potential difference between the use of the term Assessment for Learning generally by educators – as it is most often used for example within the project Country Reports – and the use of the term within a research context. Overall, Assessment for Learning is concerned with collecting evidence about learning that is used to adapt teaching and plan next steps in learning. Evidence 2 www. european-agency. org about learning is crucial as it indicates if there has been a shift (or not) in a pupil’s learning progress and possibly learning processes. On the basis of such evidence, teachers can formulate targets/goals and are able to provide pupils with feedback about their learning (see Hattie and Timperly, 2007) clearly indicating to a pupil not just what they have learned, but also giving them information on how they may have learned it and how best they can learn in the future. The feedback provided during Assessment for Learning contributes to a pupils’ reflection on their own learning. Within the research literature reviewed for this investigation, Assessment for Learning is often described as involving this form of self-reflection, or more specifically, as a means by which pupils reflect on their own learning as they are engaged in an interactive ‘feedback loop’ with their teachers. The essential aim of employing the ‘feedback loop’ within Assessment for Learning is to promote pupils’ meta-cognition; that is their own understanding of not just what they learn, but how they learn and can learn in the best way. This is clearly presented by the Assessment Reform Group (2002) who describe Assessment for Learning as: †¦ the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. (Assessment Reform Group, p. 2) Assessment for Learning within this research-based context involves issues of self-reflection and self-assessment that develops a pupils’ own understanding of how learning is taking place and how it can be developed. This is particularly relevant as Assessment for Learning emphasises assessment as a process of meta-cognition (see for example the notion of Assessment as Learning in Western and Northern Canadian Protocol for Collaboration in Education, 2006). These notions, however, are not always the main focus when the concept of Assessment for Learning is used more generally (that is as in the project Country Reports). Meijer (2003) suggests that what is good for pupils with special educational needs is also good for all pupils and this maxim is one that has been considered throughout the entire Agency Assessment project. However, when considering the researchgenerated concept of Assessment for Learning, it has to be recognised that the work has been conducted in relation to pupils without SEN. Within the research work on Assessment for Learning considered in the literature review (Lynn and et al. , 1997; Black and Wiliam, 1998), issues around Assessment for Learning and pupils with SEN are only very marginally dealt with. Consequently, a decision was taken to actively explore within the Agency Assessment project the relevance of the research-based concept of Assessment for Learning for the learning of pupils with SEN along with the possible implications for assessment procedures used by teachers, school managers, parents and even www. european-agency. org 3  pupils themselves. Within the Agency Assessment project discussions therefore, the central question emerged as being is what is good for most pupils also good for pupils with SEN? The discussions with project experts essentially explored if the research concept of Assessment for Learning was valid for pupils with SEN. Two main areas were debated by Project Experts: 1. Does Assessment for Learning mean the same thing for pupils with and without SEN? Are same principles applied? 2. Are there differences in the use of Assessment for Learning for pupils with and without SEN? If so what are these differences for pupils, teachers, school managers and educational practice? Assessment for Learning – a relevant concept The most main outcome emerging from the discussions of the Project Experts is the agreement that Assessment for Learning is a significant element in successful teaching and learning of teaching with all pupils, including those with SEN. In essence, the critical question to ask is not whether Assessment for Learning can be applied to pupils with special educational needs, but rather how it can be applied. However, one potential area of concern was highlighted by project experts in relation to using Assessment for Learning with pupils with the most severe needs. In particular, engaging pupils with profound and multiple learning difficulties in the ‘feedback loop’ was seen as being challenging. However, project experts’ reflections on this potential difficulty can be summed up as follows: †¦ students with profound difficulties do not need different assessment systems, but only different methods/tools of assessment. Assessment for Learning – methods and tools In relation to tools for Assessment for Learning, Project Experts’ feedback indicates that many Assessment for Learning approaches (such as individualised observation, portfolios and diaries) have been extensively used in special needs education settings for some considerable time. In relation to other potential methods and tools it is necessary to underline the fact that Assessment for Learning methods and tools can be used with pupils with SEN providing that they are modified and adjusted (accommodated) to meet the needs of the individual pupil. 4 www. european-agency. org Teacher observation was seen by Project Experts as a main method for gathering Assessment for Learning information. This approach is seen as particularly relevant for pupils with SEN as it may be the only method available to gather information about the learning of pupils who use non- or pre-verbal forms of communication. However, the Project Experts’ inputs suggested that teachers needed to be given more guidance by specialists in order to improve their skills in observation. Specifically, project experts indicated that more guidance should be given to develop more individualised methods of observation of pupils with SEN. Some suggestions included the use of videos as helpful tools to collect evidence of learning for students with profound learning difficulties and to provide teachers with the best opportunities to reflect upon assessment and discuss the evidence with their colleagues. Questioning is often a crucial part of the teacher pupil interaction that occurs in the Assessment for Learning ‘feedback loop’. Project Experts indicated that questioning pupils with SEN is also possible – and necessary – but only: †¦ if the questions are framed in a way that allows pupils to have enough time to answer (the ‘wait time’) and if different stimuli to support questions (e. g. visual versus verbal stimuli) and ways of responding (e. g. eye contact) are considered †¦ In addition, Project Experts also indicated that the portfolio – if complemented with other information, for example the pupil’s IEP or specialist therapeutic programmes – could be a tool for dialogue with other professionals and parents. Finally, Project Experts expressed their view that approaches that encourage selfassessment and particularly self-reflection are tools within Assessment for Learning provided that they are adequately adapted and modified to meet the needs of individual pupils. The reinforcement of self-assessment skills was seen as a crucial goal for pupils with severe learning difficulties whose personal learning targets may often include autonomy and independence. These competences are fundamental skills clearly supported by the development of self-reflection and meta-cognitive skills (Porter et al., 2000). Assessment for Learning – implications for school managers All Project Experts agreed on the important role played by school managers in creating the opportunities for teachers to discuss and reflect on assessment issues and for parents to participate in the process of assessment of their children. There is a need for: †¦ head and deputy school managers [to] monitor planning and assessment †¦ more home/school diaries, informal chats reviews, phone calls. www. european-agency. org 5. School managers are crucial actors for the development of an organisational ethos that recognises pupils’ involvement as fundamental (Porter, Robertson and Hayhoe, 2000). Without respect for pupils’ wishes and a general school philosophy that supports pupil participation, Assessment for Learning is less likely to develop. Overall, as far as school managers are concerned, Project Experts across different Agency countries indicated there is a real need for them to provide all teachers with more formal time to reflect on their use of assessment in order that they can successfully engage in Assessment for Learning processes with pupils. Conclusions All of the contributions from the project experts were unanimous: the concept of Assessment for Learning as currently understood by countries, but – most importantly for this debate – also as described in the research literature is valid for all pupils: including those with SEN. From the discussions held with Project Experts, this proposition can be developed further: Assessment for Learning concerns all pupils and from an inclusive perspective there should not be any need to differentiate between pupils with or without SEN, but rather to differentiate classroom practice to meet all pupils’ requirements. Building on this assertion, four main findings can be highlighted: 1. The same principles of Assessment for Learning apply to pupils with or without SEN. 2. The only difference in Assessment for Learning between pupils with and without special educational needs is essentially in the type of tools and the assessment/ communication methods used by teachers. 3. The only area of concern relating to Assessment for Learning being applied to pupils with SEN relates to the notion of Assessment for Learning as a tool for pupils’ reflection on their own learning (i. e. the interaction between the pupil and teacher during the ‘feedback loop’). For pupils who use alternative forms of communication this feedback process cannot operate in the ‘traditional’ language based way. In this case, a more individualised approach, new assessment tools and a variety of means for teacher/pupil interaction need to be explored and implemented; for example close observation in structured situations which allows teachers to assess pupils’ likes/dislikes and so forth. 4. Many methods and tools of Assessment for Learning have been developed within special needs education settings and could be transferred into mainstream  settings to improve educational provision for all pupils. In summary, Assessment for Learning can and should be applied to all pupils, including those with SEN, providing that the relevant and necessary changes and 6 www. european-agency. org modifications are made in order to ensure the individual pupil’s full participation in the assessment process. It is clear that the discussions relating to the concept of Assessment for Learning within the remit of the Agency Assessment project have only provided a starting point. More detailed examination – research and also the wider dissemination of examples of good practice in applying Assessment for Learning to meet the needs of pupils with SEN – is needed in the future. It is hoped however, that the reflections from project experts as well as their assertion of the usefulness of the concept in supporting the learning processes of all pupils will inform the work and decision making of educational policy makers and practitioners across Europe. For the full text of this paper – including direct quotations from Project Experts relating to the key findings – please go to: http://www. european-agency. org/site/themes/assessment/index. shtml www. european-agency. org 7 References Assessment Reform Group (1999) Assessment for Learning: Beyond the Black Box. Cambridge: University of Cambridge School of Education. Assessment Reform Group (2002) Assessment for Learning: 10 principles. Research-based principles to guide classroom practice. Nuffield Foundation: Electronic source available online at: http://www. qca.org. uk/libraryAssets/media/ 4031_afl_principles. pdf (Last accessed November 2008). Black, P. and William, D. (2002) Inside the Black Box: Raising Standards through Classroom Assessment London: King’s College. Harlen, W. (2007a) Assessment of Learning. London: Sage. Harlen, W. (2007b) The Quality of Learning: assessment alternatives for primary education. (Primary Review Research Survey 3/4). Cambridge: University of Cambridge. Hattie, J. & Timperly, H. (2007) The power of feedback. Review of Educational Research, Vol. 77, N. 1, pp. 81-112. Lynn, S. F. and et al. (1997) ‘Effects of task-focused goals on low-achieving students with and without learning disabilities’ American Educational Research Journal, 34, 513-543. Meijer, C. J. W. (ed. ) (2003) Inclusive Education and Classroom Practices. Middelfart: European Agency for Development in Special Needs Education. Porter, J. , Robertson, C. and Hayhoe, H. (eds. ) (2000) Classroom Assessment for Students with Learning Difficulties/Disabilities. Birmingham: Qualifications & Curriculum Authority. William, D. (2007) Assessment for learning: why, what and how. London: Institute of Education, University of London.William, D. and Leahy, S. (2007) ‘A theoretical foundation for formative assessment’. In J. McMillan, H. (ed. ) Formative Classroom Assessment: Theory into Practice (pp. 29-42). New York: Teachers College Press. Western and Northern Canadian Protocol for Collaboration in Education, (ed. ) (2006) Rethinking Classroom Assessment with Purpose in Mind. Crown Right of the Government of Alberta, British Columbia, Manitoba, Northwest Territories, Nunavut, Saskatchewan, Yukon Territory: Western and Northern Canadian Protocol for Collaboration in Education. 8 www. european-agency. org.

Green Purchasing and Procurement Strategies

The publication mainly discussed sustainable procurement by applying a highly effective and long-term investment strategy which is called green purchasing. This is defined as the approach to purchasing products and services that considers the economical, environmental and social impacts of buying choices (Little, Green Purchasing & Procurement Strategies 1). It includes best value-for-money considerations; applying the price, quality, availability and functionality of a required product or service. The thrust for green purchasing in the company is spearheaded by regulation which is mainly the European Union and national government policies. ; through the expectation of the customers, consumers and other legitimate stakeholders; and most importantly the tangible and beneficial effect of sustainable procurement in the business which are the cost reduction, lowered risk to business, provides options through innovation and preferences by potential customers, insurers, credit sources and others. (Little, Green Purchasing & Procurement Strategies 2). This conclusion is generated from the survey conducted from major Italian utility companies by Arthur D. Little. The companies perceived the three most valuable benefits of a sustainable procurement system to be: protection from environmental risk or disruption; attraction of environmentally sensitive customers; reinforcement of brand reputation. (Little, Green Purchasing & Procurement Strategies 2). The approach to sustainable procurement was also tackled as well as the influence of the CEO’s overall accountability which can be used as wider strategic choice of a company. The role of the CEO and his accountability to the overall performance of the business, the overall response of the stake holder’s expectations and his duty to build the value of the company through cost reduction, minimizing risks and protection of revenue. The CEO cannot transfer the accountability for sustainable procurements but can typically delegate responsibility for making it happen in the Chief Procurement Officer. (Little, Green Purchasing & Procurement Strategies 3). Three strategic choices for sustainable procurement are the following: Reactive- the company is forced to comply by regulation or loss of business; Compliant- allows revenue protection but fails to encourage new revenue generation; Anticipative- systematic evaluation of the company and procurement options followed by implementation of measures designed to maximize the business benefits delivered through procurement. (Little, Green Purchasing & Procurement Strategies 4). The strength of the publication is that it tackled a lot of ideas regarding sustainable procurement and offered a comprehensive explanation based on research and survey conducted from Italian Utilities companies. Contact information for possible additional clarifications was cited. There were too many points for strategic procurement that the explanation of green purchasing is not explained fully. It is not explained in detail how an organization can implement green purchasing. The publication stresses on the achievement of sustainable procurement through green purchasing power and the role of the CEO in the organization to realize this goal. To be able to effectively attain a more sustainable procurement is through the identification of: †¢ The stakeholders’ expectations †¢ The business ambition for the way of doing business †¢ The barriers that prevent the company from adopting a sustainable procurement strategy †¢ The comparison between the company and the other organizations’ performance in the field of sustainable procurement. Little, Green Purchasing & Procurement Strategies 7). Green purchasing is highly recommended by experts to be implemented in the company because it offers a lot of advantages in terms of cost reduction and also revenue generation which would result to sustainable procurement in the long run. [1] ———————– Works Cited Little, Arthur D. Green P urchasing Power Cost Reduction and Revenue Generation through Sustainable Procurement, 2008. Web

What is the biggest problem facing the United States today Essay - 1

What is the biggest problem facing the United States today - Essay Example these changes to the growing economic problems and lack of adequate education in the country; however, these problems are also existent among the elite population which is suggestive of the fact that family trends are drastically changing within the entire population irrespective of their social or educational status. Along with the United States several countries have been experiencing changes in family structure and values, but every other country has introduced family structure policies and laws to help uphold the two-family system. In the case of the US, these changes which could have threatening consequences on the development of children and the future society, are now gaining acceptance among the general public. Issues such as single-parenthood, same-sex marriages and transgender issues are gaining a lot of prominence especially with the rise in government support and policy measures implemented to safeguard the rights of these people. People who are against the changing family structure are blaming the economic situation and the inaccessibility to basic education by the poorer and lower middle-class. However, though these changes are more widely prevalent among these people, changing family trends are also being observed among the wealthy and elite population. Political theorists such as Baron de Montesquieu have always propagated the importance of marriage and also stressing that the father is naturally obliged to take care of his children instead of forcing the responsibility on the mother. He further stressed on the need to uphold laws that favor wedlock which would in turn result in a healthy society. In the modern American society, women who are divorced or are single-parents of children born out of wedlock are now forced to take up employment in order to meet the responsibility of bringing up their kids. Both scientific research and societal facts have always claimed that children growing up in two-parent household have a relatively normal growth

Legal Mari Guiana Essay Example | Topics and Well Written Essays - 1000 words

Legal Mari Guiana - Essay Example On the other hand, some states such as California, Hawaii, Washington and New Jersey among others have passed laws to allow for the citizens to grow and use marijuana for medical purposes. Countries such as Mexico, Uruguay, Netherlands and Argentina among others have partially legalized the use of Marijuana whereby citizens are allowed to consume and possess certain amounts of the drug for recreational purposes (Bakalar, 2007). This paper is a critical evaluation of why or why not marijuana should be legalized. Marijuana should be legalized as a way of creating revenues for the government, in terms of taxation. Failing to do so encourages illegal trade whereby scrupulous dealers form organizations, through which the product is traded in secrecy and in high prices. These illegal drug dealers continue to enrich themselves and this motivates them and makes it affordable for them to operate and finance other illegal businesses such as gun trade, human trafficking among others, which include criminal activities such as gang violence. Critics in this debate may have forgotten the impact the ban on alcohol sale and use in the US in the 1920s had on the society but it may be important to remind them that it resulted to widespread illegal trade of the product and the emergence of powerful groups, mafia, which took advantage of the inability of the government to enforce the law (Rosenthal, 2003). In fact, it is believed that this formed the basis of the formation of drug lordship in the country as t hese cartels had already been accustomed to the lucrative trade and hence had to venture into other similar businesses once the ban was lifted and alcohol became accessible in the general market. In this context, criminal gangs compete over markets whereby one gang claims ownership of a certain territory and whenever any other gang member crosses this territory in search of customers, violence erupts leading to

Entrepreneurship and Venture Creation Essay Example | Topics and Well Written Essays - 3000 words - 1

Entrepreneurship and Venture Creation - Essay Example There are several theories that explain the multidimensional concept of entrepreneurship. For example, the psychological theories that focuses on the mental and emotional factors characteristic of entrepreneurs. In the classical and neo-classical period, the terms entrepreneurship and entrepreneur were perceived to be similar (Evans 2014:48). The theories explaining entrepreneurship can be divided into three broad categories that are the psychological aspects, sociological theories and economic principles. However, scholars in the discipline of economics are the main contributors to the development of the entrepreneurship concept. In the neo-classical theories, entrepreneurship does not exploit the business field. Based on the earlier concepts of market equilibrium, neo-classical theories argue that firms in the market obtain their profit margin based on their levels of labor. The neo-classical theories also argue that entrepreneurs who put in more effort compared to their counterpar ts in turn obtain more profits (Evans 2014:48). The key limitation in the neo-classical theories is that they undermined the role of management and decision making in the success of the firm in the market. The theories also focused on the knowledge of the entrepreneurs and the nature of the business that an entrepreneur carries out. For example, if an entrepreneur is more knowledgeable in a particular type of business compared to their counterpart, then the entrepreneur is likely to be successful.

A Study of Adult and Teen Differential opinion regarding Online Social Dissertation

A Study of Adult and Teen Differential opinion regarding Online Social Networking - Dissertation Example 46 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 48 TABLE OF CONTENTS Chapter 1 The Problem and Its Background The purpose of the study is to study the perceptional differences among adults and teenagers in the usage of and issues related to online social networking. Objectives: Specifically, it aims to answer the following research objectives: 1. To determine if there are differences between the two age groups in terms of how often they use it; 2. To determine if there are differences between the two age groups in terms of perceived importance; 3. What are the differences between the two age groups in terms of issues encountered when using social networking sites? Introduction The availability of Internet as a means of communicating and bridging people from different places around the world has been increasing for the past decade. Along with the increase in Internet usage come with changes such as the way people interact and communicate with each other (Harris, 2006). It has been determined by various studies such as Kiesler (2007) that communication via the Internet fosters and improves communication and relationship building, which means that those who commonly use the Internet stays more connected to their families and friends than those who do not. Nowadays, the most commons means of communication is via social networking. ... Orkut, Face book and Twitter are only a few examples. Orkut is community based and less personal, while Face book, Twitter and My Space are more personalized kind of social networking platforms. The common characteristics of all social networks are the provision rather the requirement of making a profile that usually demands some personal information including contact information. According to CNN or Cable News Network (2006), Facebook and My Space are two of the most popular social networking sites among high school and college students. According to this documentary, My Space has over 20 million registered users while Facebook have been recording as much as 9.5 million registered users as of September 2006 and it has been increasing by as much as 230,000 registrations in a day. Dumon (2008) reported that in May 2008 Facebook was able to have a higher visitor rates as compared to MySpace. The factors why it’s very popular among high school and college students are mainly its ability to offer various means of communicating with other people. Users can post information about themselves or ideas, pictures, send messages, get instant messages, and even upcoming events, which makes communicating very flexible. Dumon (2008) also stated that Facebook is very successful as compared to other social networking sites because the users are being connected using different categories like city, workplace, school, region, and via this connection they can interact. Rationale of the Study Various researches have analyzed social networking sites and people who use them, often focusing on theories like Maslow’s Hierarchy of Needs that could explain the popularity of such means of communication. However, not many researches have focused on the difference

Arguing for Legalization of Gay Marriages Essay

Arguing for Legalization of Gay Marriages - Essay Example It is evident that the society and the legal system have undergone enough metamorphosis to be able to expand their definition of civil marriage and family as a union of equals regardless of their gender (Mello 56). Gay couples are people who have made an emotional and moral commitment to love each other, like in any other heterosexual marriage and should be equally legalized. In support of legalization of gay marriage, gay parents can raise emotionally stable children like any other heterosexual couples. This is contradictory to most people who are driven by an assumption that gay parents are incompetent as parents and are unfit for children upbringing. In addition, there s enough evidence that children brought up in gay marriage on average are healthier and sometimes even happier than children brought up by single promiscuous parents. Most anti-gay marriage activists have recently argued that gay marriage should not be legalized in order to preserve the ideal of a basic and traditio nal marriage, opposing evidence has been given since then to proof that same sex does would not disrupt that and that just because same sex marriage is not mentioned, does not mean it does not or should not exist. Socially, there is absolutely no doubt that the common and large numbers of marriages in the society are between a woman and a man, the rest are between a man and a man or a woman and a woman. All the gay marriages in the current world have proofed to be beyond any legal system. They are couples who are living casually ordinary life with an obligation to satisfy each other as partners in life. This is what any general marriage or family entails. Like in most states in the world and in Massachusetts the want to marry is a product of the love, commitment and a want to share a life with each other as it was by a plaintiff. These statements by The Globe helps to convince the society why the society should respect each other want to be with or spend life with whomever they want to, regardless of the sex. This is a point based on â€Å"pathos† Gay marriages are good for children rearing or up bringing. This is a reason why the Globe suggests that it should be legalized. Mello has found out that â€Å"numerous states in the world have affirmed that to deter gay or lesbian marriages from having children is to impose more discrimination on a group of people who have been previously mistreated because of gender†(28). Further, it is quite irrelevant to ban gay marriages based on the quality of their childrearing skills. Marriage is not entirely based on multiplication, and nurturing children and that logically the gay parents are legally allowed to adopt children, even though procreation is not usually a factor in their union. In any case, there are several benefits that children gain from their lesbian or gay parents’ marriage. There are several provisions fro married couples; first, the parents have a generally financially stable level be cause of role sharing. The insurances and leave financial allowances improve the material well being of children in a marriage. There is a provision for social security survivor benefits and inheritance incase the parents die. Gay parents like heterosexual parents are able to pull their resources to provide enough material wants for their children. This further supports what the editors, in The Globe wanted to put across when

The United States should intervene in the Syrian Civil War to Essay

The United States should intervene in the Syrian Civil War to overthrow the Assad regime - Essay Example ed out not to be the case because, despite its repressive nature, the Assad government still has a lot of support from the military as well as some of the Syrian population. This is the reason why the United States is duty bound to intervene in this conflict on the side of the rebels and overthrow this regime to end it. It is estimated that more than sixty thousand Syrians have lost their lives since the beginning of the conflict and such a high number of deaths is not reasonable. This number of deaths for the sake of a few men holding on to power is unacceptable and the United States, as the defender of democracy, should lead the way in overthrowing them (Friedman). Syria is one of the countries of the Middle East whose stability and strategic position is essential for the maintenance of stability in the region. The conflict that is currently going on in this country is likely to destabilize the region due to the influx of refugees from Syria to its neighbors as well as the spilling over of the conflict to such volatile countries as Lebanon. In order to prevent such an occurrence in a region where it has many interests, it is essential for the United States to intervene this early in the conflict to establish stability. The promotion of democracy has always been one of the reasons why the United States has seen fit to intervene in the affairs of other states. In this case, Syria should not be an exception mainly because its government has for the last fifty years, been among the most repressive in the world. It is only logical for the United States to intervene because this opportunity promotes its democratic ideals to a part of the world that has until recently, experienced little of it (Friedman). Among the most important reasons for the intervention of the United States in Syria is to ensure that a government, which is friendly to the West, is put in place. The Assad regime has proven itself to be against the strategic interests of the United States and its

Ethical Issues in Marketing Essay Example | Topics and Well Written Essays - 1750 words

Ethical Issues in Marketing - Essay Example However, after its approval for distribution in 1993, Neurontin was aggressively marketed for a large number of off-label usage that were not only unapproved by the FDA, but were also suspected of negative effects such as suicide. Thus, given the important role pharmaceutical companies play in ensuring the well-being of a nation, and the dangerous effect off-label marketing can have on patients; this essay will argue that it is unethical, not to mention illegal, to market drugs for unproven uses on the basis of public health, especially if it is linked to harmful effects such as suicidal behavior. Off-label drug usage is a common practice in the medical community. Defined as the use of medicines for "indication, dosage form, population, or other use parameter not mentioned in the approved labeling," it has been accepted, and even warranted, in some occasions, where it presents the best and sometimes even only course of possible treatment (qtd. in Kaufman 2004, 3). According to Steven Salbu, there are three forms of off-label activities - off-label use, of-label prescription, and off-label marketing (qtd. in Kaufman 2004, 5). While off-label use and prescription are readily accepted, off-label marketing for unapproved usage of drugs is another story. ... The interest of pharmaceutical companies to market off-label usage of their products lies in their need as business entities to get these medicines out in the market as soon as possible without the long and expensive wait that FDA approval requires. One company that took advantage of this leeway to the point of fraudulently marketing their products is Pfizer in its efforts of promoting Neurontin. Neurontin: An Effective Marketing Strategy Neurontin is a legally approved drug indicated as an "adjunctive therapy" for the treatment of partial seizures and epilepsy (Pfizer Inc., 2005, 7). Hence, it is not to be used alone, but only as a secondary treatment "added to other antiepileptic drugs" in the event that the primary drugs are not successful (7). However, it was still aggressively marketed for non-approved uses in treating a wide range of ailments including: bipolar mental disorders, various pain disorders, Lou Gehrig's disease, attention deficit disorders, migraine, drug and alcohol withdrawal seizures, restless leg syndrome, and as a primary treatment for epilepsy (DOJ, 2004). In a whistleblower suit filed by Dr. David Franklin, evidence emerged that the off-label uses previously mentioned were marketed in an illegal and fraudulent manner in what has been known as "the most complete and well documented case of off-label promotion to ever come into public view" (Sweet 2003, 18). According to Franklin, the company implemented a "coordinated national effort to implement an off-label marketing plan" because first, conducting further clinical trials to prove its effectiveness for off-label uses are both too time

International Public Relations application excercise Essay

International Public Relations application excercise - Essay Example I decided to obtain an MSc in public relations because this educational arena will assist me in developing my PR skills that will be required when I will be serving as a public relations officer for a particular organization. This course will not only provide me with theoretical knowledge related to the field of public relations, it will even assist me in applying this theoretical knowledge in the practical settings. MSc in public relations will assist me by teaching me how to use relations with media to conduct effective and efficient PR campaigns and will develop my consultancy skills through different coursework and assignments. 2. Currently the female gender is leading the industry of public relations; out of the 100% of the workforce of the public relations industry, 85% are females as stated by the Public Relations society of America. In accordance to the statistics of Orange County, women are the owners of well established PR agencies and they are mainly leading in niches such as boutique. The academic literature falls short of explaining the reason why the PR industry is led by the female gender and why the female gender is the most preferred industry by women. Certain practitioners of the industry believe that women have the characteristics and skills required to make it into the PR industry. Women do not only lead the professional side of the industry, they even lead the educational side of the industry. In the US, over 60% of the individuals who enroll in different kinds of PR educational programs are females. According to a PR professor of the Cal State Fullerton and a member of the society of American Public Relations is of the idea that women have the required skill set that are highly desirable in the PR industry. He stated that females are better public relation representatives as during their educational life they perform better in listening, observing and communication. These

Peace Essay Example for Free

Peace Essay Peace is a state of harmony characterized by the lack of violence, conflict behaviors and the freedom from fear of violence. Commonly understood as the absence of hostility, peace also suggests the existence of healthy or newly healed interpersonal or international relationships, prosperity in matters of social or economic welfare, the establishment of equality, and a working political order that serves the true interests of all. Etymology [edit] From the Latin pax, meaning freedom from civil disorder, the English word came into use in various personal greetings from c. 300 as a translation of the Hebrew shalom. Such a translation is, however, imprecise, as shalom, which is also cognate with the Arabic salaam, has multiple other meanings in addition to peace, including justice, good health, safety, well-being, prosperity, equity, security, good fortune, and friendliness. [citation needed] At a personal level, peaceful behaviors are kind, considerate, respectful, just, and tolerant of others beliefs and behaviors — tending to manifest goodwill. This latter understanding of peace can also pertain to an individuals introspective sense or concept of her/himself, as in being at peace in ones own mind, as found in European references from c. 1200. The early English term is also used in the sense of quiet, reflecting calm, serene, and meditative approaches to family or group relationships that avoid quarreling and seek tranquility — an absence of disturbance or agitation. In many languages the word for peace is also used a greeting or a farewell, for example the Hawaiian word Aloha, as well as the Arabic word salaam. In English the word peace is occasionally used as a farewell, especially for the dead, as in the phrase Rest In Peace. Buddhists believe that peace can be attained once all suffering ends. They regard all suffering as stemming from cravings (in the extreme, greed), aversions (fears), or delusions. To eliminate such suffering and achieve ersonal peace, followers in the path of the Buddha adhere to a set of teachings called the Four Noble Truths — a central tenet in Buddhist philosophy. Islam means submission. Muslim, etymologically directly related to salaam and the name Islam, means a person who submits to Allah in salaam. [citation needed] Submission to Allah is based on humility. An attitude of humility within ones own self cannot be accomplished without total rejection of violence, and a personal attitude and alignment toward pe ace.

Major Research Designs And Methods Psychology Essay

Major Research Designs And Methods Psychology Essay Since time immemorial, Sociologists have been using different designs and research methods to examine society and social behaviour. Most sociological research involves  field work typically designed to depict the characteristics of a population as fully as possible. The designs and methods have proved utilitarian in studying the behaviour and relationships among groups of people and institutions and how their characteristics are shaped by these relationships. It analyses how society changes and how it maintains stability, looking into both unanimity and conflict among different social groups. Sociologys subject matter comprises of social procedures such as, deviance, identity development, socialization and social institutions, including work, religion, family. Major research designs The three most popular social research  designs are discussed below- CROSS SECTIONAL: It is also known as transversal studies,  cross-sectional analyses and  prevalence study. Cross sectional research involves the study of a number of individuals varying in age but have the same attribute or characteristic of interest at a single point of time. It forms a class of  research methods  that necessitate observation of all of a population, or a representative subset, at one specific point in time. They differ from  case-control studies  in that they aim to provide data on the entire population under study, whereas case-control studies typically include only individuals with a specific characteristic, with a sample, often a tiny minority, of the rest of the population. Cross-sectional studies are descriptive studies (neither longitudinal nor experimental). Unlike case-control studies, they can be used to describe, not only the  Odds ratio, but also  absolute risks and  relative risks  from  prevalences.  They may be used to describe some feature of the population, such as  prevalence  of an illness, or they may support inferences of cause and effect.  Longitudinal studies  differ from both in making a series of observations more than once on members of the study population over a period of time. Longitudinal, in which scientists study the same individuals or society repeatedly over a specified period of time. A  longitudinal study  is a  correlation  research study that involves repeated observations of the same variables over long periods of time often many decades. It is a type of observation study. Longitudinal studies are often used in psychology to study developmental trends across the life span, and in sociology  to study life events throughout lifetimes or generations. The reason for this is that unlike  cross-sectional, in which different individuals with same characteristics are compared,[1]  longitudinal studies track the same people, and therefore the differences observed in those people are less likely to be the result of cultural differences across generations. Because of this benefit, longitudinal studies make observing changes more accurate, and they are applied in various other fields. In medicine, the design is used to uncover predictors of ce rtain diseases. In advertising, the design is used to identify the changes that advertising has produced in the attitudes and behaviours of those within the target audience who have seen the advertising campaign. Cross-sequential, in which scientists test individuals in a cross-sectional sample more than once over a specified period of time Six of the most popular sociological research  methods  (procedures) are the  case study, survey, observational, correlation, experimental,  and  cross-cultural methods, as well as working with information already available. Cross sequential studies combine both longitudinal and cross sectional methods in an attempt to both shorten the length of the research and minimize developmental assumptions Research methods Five of the most popular methods which help in sociological research are- Case study Survey Observational Experimental Cross-cultural CASE STUDY METHOD: In  case study research, a research worker analyses a person or small group of individuals with a strange situation or condition. Case studies are usually clinical in scope. The researcher (often a clinical sociologist) sometimes applies self-report measures to gather quantitative data on the field. A comprehensive examination, including a long-term follow-up, can last months or years. The advantage of case study is that, it obtains meaningful information about individuals or groups. The disadvantage is, it is only applicable to individuals with alike characteristics instead of the general population. SURVEY RESEARCH METHOD: It is the most common method by which researchers gather their data. This type of research method  involves face-to-face interviewing or administering  questionnaires, or written surveys, in which interviewer meets with his subject to ask them questions. The investigator examines the data acquired from surveys to know about similarities, differences, and current trend. The researcher then makes predictions about the subjects being studied. Its positive side includes acquiring information from a large number of responders, conducting interviews according to respondents convenience, and obtaining data as tattily as possible. Its negative side includes biased volunteer or interviewer and distortion. Distortion occurs when the subjects are not honest with the investigator. OBSERVATIONAL METHOD: It is also called field research, is a basic of sociology. Observational research involves directly noticing subjects behaviour, either in a laboratory (called laboratory observation) or in a natural environment (called  naturalistic observation). Observational research ensures the investigator that subjects will share totally honest accounts of the experiences, take the study seriously, learn to remember, do not feel embarrassed. Observation studies are of two types- Participant Observation and Non-Participant Observation. In participant the investigator gets an opportunity to be a part of the group he is studying and might even live with them. This must not influence the behaviour or attitude of the people they are studying. In nonparticipant observation, the research worker analyses a group of individual but does not otherwise interact with them. EXPERIMENTAL METHOD: This research method  tries to ascertain  how  and  why  something happens. Experimental research tests the way of how one variable  affects the other. There are various factors that can affect the resultant of any type of experimental research. One is discovering random samples and representative of the universe being analysed. Another is bias  experimenter, in which the investigators prospects about what should or should not occur in the study shake the results. Still some other is ascertaining for  immaterial variables, such as noise level or room temperature, which may intervene with the conclusions of the experiment. Only when researcher cautiously controls for immaterial variables can she or he draw sensible conclusions about the results of specific variables on other. The major plus point of this method is that the experimenter can be reasonably sure of a cause-and-effect relationship. Most experiments take place in the laboratory, which ma y be a room with a unidirectional mirror, but some experiments occur in the field, or in a natural environment. CROSS-CULTURAL METHOD: This method involves the study of values, folkways, norms, attitudes, mores, customs, and practices necessitate knowledge of other societies and cultures. This research is designed to discover variations across people from different culture experience and background. Most cross-cultural research involves direct observation, survey, and  participant observation  methods of research. In participant observation the investigator gets an opportunity to be a part of the subjects community he is studying and might even live with them. The positive aspect of this method of research is that the information obtained is considered within the social, political, economical, and religious systems of that community. The study also demonstrates that Western cultural standards are not necessarily practised by other societies. What may be acceptable or normal for one group may be unacceptable or abnormal for another. Conclusion The important types of sociological research include cross cultural, surveys, experiments, the use of existing data and observational studies. Surveys are the most common of all as it allows the researcher for gathering much information on subjects or respondents that is relatively trivial. The conclusion of surveys that use random samples can be generalized to the population that the sample represents. An observational study is also common and allows us to acquire in-depth knowledge of a small group of individual. Because the samples of these analyses are not random, the outcome cannot necessarily be generalized to a population. Experiments are very less common in sociology. When field experiments are conducted in sociology, they can yield valuable information because of their experimental design.

Understanding The True Meaning Of Heritage

Understanding The True Meaning Of Heritage Alice Walker illustrates the significance of heritage in material objects by contrasting the family members in the story Everyday Use. Walker uses Mamma and Maggie, the youngest of the two daughters, as an example that heritage travels from one generation to another through experience and learning. However, Dee, the oldest daughter, possesses a misconception of heritage as material. During Dees visit with Maggie and Mamma, the contrast of the characters becomes a conflict because Dee misplaces the significance of heritage in her hope for displaying her racial heritage. Dee doesnt understand the true meaning of her heritage, unlike her sister and mother who do understand the true story behind the quilt and churn top. In Everyday Use Walker embodies the different sides of culture and heritage in the characters of Dee, Maggie and Mamma through symbolism in the quilt and churn, characterization of Mamma and Dee, and the impact of setting and education. Dee, Maggie, and Mamma each have a different outlook on their African heritage and culture. Unlike Mama who is rough and man-like, and Maggie who is shy and scared, Dee is confident, and beautiful: first glimpse of leg out of the car tells me it is Dee. Her feet were always neat-looking, as if God had shaped them Dee next. A dress down to the ground, in this hot weather. A dress so loud it hurts my eyes. There are yellows and oranges enough to throw back the light of the sun. Earrings gold, too, and hanging down to her shoulders (Walker 111). Maggie has lived in Dees shadow her whole life. Mamma describes Maggie as walking with her chin on chest, eyes on ground, feet in shuffle, ever since the fire (Walker 109). Even though the fire has had a major impact on Maggies body and personality, she still lives a satisfying and practical life, sharing the daily chores with Mama. In the near future she will marry John Thomas, a local man who seems to be a realistic choice (Walker 110). Mama i s more into the rough work, such as kill and clean a hog as mercilessly as a man, with her rough, man-working hands (Walker 110). Mamma symbolizes a simple satisfying way of life where items of culture and heritage are valued for both their usefulness as well as their personal significance. Mamma dreams a dream that her daughter, Dee, will arrive home and embrace her with tears in her eyes, and show affection for her. But when she comes home, Dee is seen as a stranger. She greets them saying Wasuzo-Teano! When Mamma refers to Dee by her name, Dee replies with No, Mama. Not Dee, Wangero Leewanika Kemanjo! Mamma asks, What happened to Dee? Dee replies with, Shes dead. I couldnt bear it any longer, being named after the people who oppress me (Walker 111). Dees proclamation of her new name is a turning point in the story in which pushes Mammas limits (Farrell 179-86). In this part of the story Dee is rejecting her family history. Dee doesnt understand that there is actually a story of how she got her name. Mamma is quick to point out that Dee is named after her aunt, who was named after her grandmother. Even though Dee may not be an African name it is based on custom, tradition, ancestors and the heritage of the Johnson family. Mamma also doesnt show her true feelings of Dees arrival. She replaces her own fears onto Maggie when she anticipates that Maggie will be awed by Dees company. However, Maggies behavioreven her limited use of languageconveys disgust with her sister rather than envy and awe (Tuten 125-28). Mamma expects Maggie will be nervous until after her sister goes: she will stand hopelessly in corners homely and ashamed of the burn scars down her arms and legs, eyeing her sister with a mixture of envy and awe. She thinks her sister has held life always in the palm of one hand, that no is a word the world never learned to say to her (Tu ten 125-28). Dee can be described as selfish and unappreciative because she obviously forgets where she came from. In a sense she forgets who she really is and the kind of household she grew up in. Mammas life growing up was different from the life Maggie and Dee grew up in. Mamma mentions that after second grade, the school was closed down, and because of this she is not educated and cannot read (Walker 110). Critics see Dees education and her insistence on reading to Mama and Maggie as further evidence of her separation from and lack of understanding for her family identity and heritage (Farrell 179-86). Tuten, for instance, argues that, in this story, Walker stresses not only the importance of language but also the destructive effects of its misuse. à ¢Ã¢â€š ¬Ã‚ ¦ Rather than providing a medium for newfound awareness and for community à ¢Ã¢â€š ¬Ã‚ ¦ verbal skill equips Dee to oppress and manipulate others and to isolate herself (Farrell 179-86). Similarly, Donna Winchell writes that Dee tries to force on Maggie and her mother knowledge they probably do not need. She continues, Mrs. Johnson can take an objective look at whom and what she is and find not disillusionment but an easy satisfaction. Simple pleasures-a dip of snuff, a cooling breeze across a clean swept yard, church songs, the soothing movements of milk cows-are enough (Farrell 179-86). Although they were sisters, Dee and Maggie were two very different individuals with different aspects on certain objects such as the quilts and churn top. Maggie and Dee are very different from each other. Maggie is more of a passive individual who is unconfident and ashamed because of the burn scars that are located up and down her arms and legs, but Maggie understands the history behind simple objects, like the quilt, and the importance that it holds, unlike Dee. Dee takes the hand-crafted churn top, which she will apply as a centerpiece for the alcove table (Walker 112-113). Dee only wants these things to show off her African heritage, but Mamma and Maggie actually need these things to survive. Dee doesnt realize the true value of it. Her mother and sister use the churn top everyday by making butter. Dee is only concerned about fashion and the beauty of objects. Dee relates the items with her heritage now, but thought nothing of her heritage in her youth as she was growing up. Dees chase of her heritage is external, wishing to have these different items in order to display them in her home and using them to show off to her friends. Dee wants to keep the items as souvenirs and display them in her home. She wants the items because she understands each to have value, but Dee doesnt understand the deeper meaning behind the quilt or churn top. For example, instead of being used for warmth, she uses the quilt as a symbol of art or fashion to display on her wall. Dee and Mamma have different point of views on the quilts, and this makes their relationship complicated. Dees interpretation of the quilt conflicts with Mammas understanding of the quilts. There are all pieces of dresses Grandma used to wear. She did all this stitching by hand. Imagine! (Walker 113). This line represents that Dee considers the quilt worthless because the quilt is hand-stitched, not machined. Dee plans to show the quilts or Hang them, (Walker 113) unlike Maggie, who will actually put them to everyday use (Walker 113). Mama knows that there is a connection of heritage in Maggie, and she knows that It was Grandma Dee and Big Dee who taught Maggie how to quilt (Walker 113). Mama expresses herself in the climactic scene of the story not through words but through deeds: she hugs Maggie to her, drags her in the room where Dee sits holding the quilts, snatches the quilts from Dee, and dumps them into Maggies lap (Tuten 125-28). Its because Maggie has such a great connection with her heritage that Mama takes the quilts from Dee who held the quilts securely in her arms, stroking them clutching them closely to her bosom (Walker 113) and then hands them to Maggie. Only by reaction does she finally speak and tell Dee to take one or two of the others. Instead of using words, Mamas actions silence the daughter who has used language to control others and separate herself from the community: Mama tells us that Dee turns and leaves the room without a word (Tuten 125-28). Dees past is another reason of why she doesnt understand the importance of her heritage. Mamma remembers Dees childhood and her appreciation of nice things. Dee was not the least upset when their home burned to the ground while she was just a girl, Why dont you do a dance around the ashes? Id wanted to ask her. She had hated the house that much (Walker 110). Dee is misinterpreting her heritage as material goods, as opposed to her ancestors customs and way of life. It could be because she left her hometown to get an education and become a more sophisticated and independent young woman. Dee believes heritage to be as concrete as a quilt on the wall or an old-time butter churn in the alcove. Dee has an understanding that the items are hand made by her ancestors, but remains unaware of the knowledge and history behind them. Mamma knows the traditions behind the quilts and it puts their ancestors memories to everyday use. Unlike Dee, Maggie understands the true meaning of her African heritage, and she believes to put all items to good use. On the other hand, Dee enjoys flaunt ing the beauty of objects instead of using them for their specific use. Through the story Everyday Use Walker presents that heritage is a practiced tradition. People can learn about their heritage and culture from one generation to the next. It is not suddenly picked up. A person who possesses real heritage and culture make use of it every day of their life.

The Power of Baseball and Role Models in Latin America Essay -- Sociol

The Power of Baseball and Role Models in Latin America In many countries around the world, the socioeconomic problem is so bad that they are granted the title of a Third World country. Countries that are not quite as bad, such as most Latin American countries like Cuba, the Dominican Republic and Puerto Rico, often have trouble, on a smaller level, of creating jobs and job security for its people to inspire work ethic and incentive to raise the socioeconomic bar that has been set below average. Sometimes, all it takes is a role model; a person who is from that respective country who has made a name for themself of continental proportion to inspire the rest of the country to fight against the low standard that has been acquired. This paper will discuss how in Latin America, the people of these countries have found hope and incentive to work through the hardship and hard work of certain professional baseball players that had either defected or were lucky enough to work their way into the American professional baseball system. Because these players have struck gold on such an enormous level, a global level, they have given the poorer and disadvantaged people of their country a reason to fight to make their situation better. These players have given back considerably to their communities and their countries which makes them the role models they are today. Puerto Rico â€Å"Puerto Rico is a self-governing commonwealth of the United States and is not subject to the imposition of tax levies by the continental United States except for Social Security, workman’s compensation and several additional labor benefits† (Sennholz). So, the apparent question is, why is Puerto Rico such a poor country? To be perfectly honest, their lack of... ...it to the U.S. and pursue a career in baseball and then even further on to jobs that even entail coaching and managing, are the kind of role models who stand out in these Latin American countries and are the reason baseball is continually embraced there today. These role models send the right message back home and have and will continue to be role models to not only their home country, but to many others throughout the world for their dedication, hard work, and perseverance. Works Cited Ender, Eric. â€Å"Cuban Baseball: The Road to the Majors,† www.espn.com. 2 Feb. 2000. Accessed site: 30 May 2003. Paese, Gabriella. â€Å"Injuries Sideline 5 Puerto Ricans in the Major Leagues,† Puerto Rican Herald. 19 Apr. 2002. Accessed site: 1 June 2003. Sennholz, Hanz. â€Å"El Pasatiempo Nacional,† www.puertoricobaseball.com/baseballnotes/. 3 July 2001. Accessed site: 2 June 2003.

Price Fixing :: Business

Price fixing is defined as, â€Å"an arrangement in which two firms coordinate their pricing decisions.† (O’Sullivan & Sheffrin, 2003). The price fixing case I chose was regarding Brown and Toland Medical Group. The company is a multi-specialty, for-profit San Francisco-based independent physicians' association (Rauber, 2004). Brown and Toland Medical Group was charged by the FTC with violating federal antitrust laws by fixing prices and other terms under which it would contract with insurance companies for preferred provider organization (PPO) enrollees. The FTC contends that the company had physicians agree on prices and terms they would enter contracts with heath plans or third-party payers. The company also allegedly told doctors to terminate any pre-existing contracts. Then they asked others to join in their price-fixing agreement. This would raise prices for physician services in their home town San Francisco. The FTC proposed a consent agreement that bars Brown and Toland from: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Negotiating with any payer on behalf of any physician. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dealing or refusing to deal with any payer based on price or other terms †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Jointly determining price or other terms upon which any physician deals with payers Another stipulation of the consent agreement is that Brown & Toland to notify the FTC at least 60 days before entering into any arrangement with physicians or contacting any payer, except for those arrangements under which Brown & Toland will be paid a capitated amount, and contains standard recordkeeping provisions to assist the FTC in monitoring the respondent’s compliance(www.

Assessing the Goal of Sports Products, Inc Essay

Sports Products Inc. is a large producer of boating equipments and accessories. The two key players within this organization is Loren Segura who works as a Clerical assistant in the accounting department and Dale Johnson who works in the shipping department. Both team members had a concern about the company profits and was equally concerned about the stocks declining in value therefore, Loren and Dale try to strategize what is important to management and how the current options affect their pay directly. (Gitman,2009) Solution a. What should the management of Sports Products, Inc. pursue as its overriding goal? Why? Sports Products Inc. will definitely want to maximize their shareholders wealth, which should be the most important goal of an organization although; profit is required to increase the dividends of the company. The managers in Sports Products Inc. must focus on how the organization will continue to profit however; shareholders wealth will increase or maximize while they focus on maintaining their status of providing excellent boating equipment and accessories to their clientele. The firm will also need to come up with a way to incorporate pollution control for the existing problems and a way to pay the additional cost it will incur. The study indicates that the firm has never paid any cash dividends in their twenty-year history and this is how stockholders receive their profit from the organizations earnings. Shareholders fall secondary when it comes to receiving cash dividends or profit because, a shareholder only profits after everyone else in line has received their payments such as the organizations creditors, or suppliers which explains why Sports Products Inc. is being sued by various officials for dumping waste in adjacent streams. The company has chosen not invest in paying for pollution control as this will increase cost to the company and lower the company profit margin. By the shareholders, owning the firm places them at a greater risk and by them owing other companies for risking pollution no one will want to invest in the company although, the profits are rising there is no increase in the firm’s stock price. b. Does the firm appear to have an agency problem? Explain. There does appear to be an agency problem because, regardless of Dales and Loren efforts to manage their jobs by trying not to waste packaging material and performing their job as cost-effective as possible the stock price is still declining $2 per share over a 9 month period which is a large decline under a year time-frame. The company also, does not seem to be concerned about incorporating a pollution control program because; the company is concerned over the cost to themselves and their company profit margin. c. Evaluate the firm’s approach to pollution control. Does it seem to be ethical? Why might incurring the expense to control pollution be in the best interests of the firm’s owners despite its negative effect on profits? To be honest, I am unsure why this would happen ethically. Sports Products Inc. will eventually have to take responsibility on a higher level if these other companies go through with the lawsuits. Therefore, the organization will be forced into either incorporating a pollution control plan or paying fines, which will reduce shareholders wealth even more because, at this point the shareholders cannot receive anything until their creditors are paid in full. d. Does the firm appear to have an effective corporate governance structure? Explain any shortcomings. The structure of Sports Products Inc. appears poorly structured. The management teams are not focused on the shareholders wealth at all. The management structure wants to maintain company profit to break even however, they are not concerned about dumping waste into streams or, creating a pollution control plan. The company is not assuring their stockholders wealth is maximized and if they have not paid cash dividends in 20 years they are just trying to stay in business however, they are not taking care of their employees who work from them everyday nor, does the company have the shareholders best interest at heart. e. On the basis of the information provided, what specific recommendations would You offer the firm? Based on the case study I would recommend Sports Products Inc. forming a better plan that will not just break even however, strategize how to incorporate a pollution control program that will be cost-effective and not affect profits if possible. I would recommend that they incorporate better ethical values that will show integrity to their constituents and internal employees. The organization will need to continue to profit but they also, need to ensure that the shareholders get a piece of the pie in addition, to changing the standards that have been in place for 20 years.

Gertrude’s portrayal suggests Ophelia Essay

At the beginning of Hamlet, Hamlet is reprimanded by Claudius because of grieving for his father, King Hamlet. Claudius calls Hamlet unmanly ‘Of impious stubbornness, ‘tis unmanly grief. ’ Claudius’ use of the word ‘Unmanly’ suggests Hamlet is frail like a woman, this shows in Hamlet not just women are weak in this play but men also display forms of frailty. Claudius’ use of the word ‘unmanly’ surely suggests Hamlet is feminine, and if Hamlet is feminine surely as a man, that also makes him weak. The phrase ‘Frailty, thy name is woman,’ appears in Hamlet’s first soliloquy. Here Hamlet condemns Gertrude, his mother, for having a swift remarriage to his uncle, Claudius. In ‘Hamlet’ Shakespeare presents women as the weaker sex, used for the purpose of men’s satisfaction sexually. For a woman to consider, or commit a sexual deed, it is seen as corruption. Today, a modern audience may see Hamlet’s, Polonius’ and Laertes’ actions toward Gertrude and Ophelia as a form of sexual abuse. Women were the victims of a Patriarchal society, corrupted by sex and hated by misogynistic men. Patriarchy describes a social structure where the behaviour and ideas of men and boys are overriding over those of women and girls. This situation of male authority is reflected in correlative unfairness throughout the society and in the play ‘Hamlet’. The Shakespearean era was a patriarchal society where women were seen as powerless to the extent that in the time that Shakespeare wrote his plays; women were not authorized to act on stage, which meant that boys were required to dress up as the female characters in plays. Frailty can be a condition of being frail, whether it is being mentally frail, physically or morally. ‘Frailty, thy name is woman,’ is a statement, which at the very least could infuriate a feminist critic who may view Shakespeare’s opinion of women misogynistic because he frequently displays women as being dependant on men. Hamlet criticises his mother for incestuous relations with his uncle, Claudius. He says, ‘Almost as bad, good mother, as kill a king and marry with his brother. ’ Hamlet believes his mother to be morally frail as she has an apparent refusal to control feelings to how a woman should be and has committed a sexual rebellion ‘Rebellious hell. ’ Hamlet’s disgust towards his mother’s ‘incestuous’ relationship comes to a climax ‘Stew’d over corruption, honeying and making love over the nasty sty! ’ Here, Hamlet refers his mother making love over a pig sty, once again referring to women as victims of sexual corruption and as dirty as pigs. Hamlet stated ‘Frailty, thy name is woman,’ he refers to by his mother, Gertrude, being a woman, she displays moral frailty in being vulnerable to the act of seduction by Claudius. This provides the audience with a model of women’s infidelity in Hamlet. For Gertrude to give into this, Hamlet felt his mother was morally frail. An audience would believe Gertrude was frail to a degree from giving into her brother in law and accepting his hand in marriage. To a Shakespearean audience, Gertrude disobeys patriarchal boundaries by marrying her brother in law, so soon after her husband’s death would be frowned upon. Henry the VIII married his brothers widow, Catherine of Aragon, because this was frowned upon in the Tudor times, he used it as an excuse when he later wanted to divorce her. Hamlet says ‘But two months dead,’ the essential association of incestuous desire takes place between Hamlet and his mother, Gertrude, Hamlet appears fixated on the disgust of his mother’s sexual welfare with Claudius, from this Hamlet appears to become cynical about women in general and perceives a connection between the female sexuality and moral frailty. The concept of misogyny continues to occur throughout the play and is a significant constraint in Hamlet’s relationships with his mother and Ophelia. Hamlet also refers to his mother’s incestuous sexuality with Claudius in Act One Scene Two; Hamlet says ‘O most wicked speed! To post with such dexterity to incestuous sheets! ’ suggesting Gertrude moved into bed with Claudius too quickly. A theme of incest is repeated several times throughout the play and is frequently insinuated by Hamlet and the ghost, who says ‘So to seduce! – won to his shameful lust to the will of my most seeming-virtuous queen. ’ Referring to how Claudius won Gertrude over with his lustful charm. Gertrude is the mouthpiece for the description of Ophelia’s death to Laertes and Claudius, at the end of Act four Scene seven. An audience may see by Gertrude being the representative for this description, as solidarity and uniting of women. She was ‘As one incapable of her own distress and indued unto that element. ’ Her description is full of pathos, reflecting Ophelia’s innocence and beauty. Gertrude’s portrayal suggests Ophelia was one with nature and native to the water. This suggests her death could have been caused by physical frailty ‘incapable of her own distress’, Gertrude explains how Ophelia was ‘Pull’d the poor wretch from her melodious lay to muddy death. ’ Her ‘Melodious lay’ suggests to the reader, she was calm and at ease around the water. When Gertrude says ‘Her clothes spread wide, and awhile they bore her up,’ which shows the reader a powerful image of Ophelia struggling and drowning and eventually dying, it suggests due mourning over her father and the love of Hamlet, she became physically weak enough to let life defeat her therefore Ophelia is presented as a weak victim. If Ophelia’s death was suicide, it could suggest Ophelia was morally frail to want to take her own life, going against what was right. Today, a modern audience would look upon victims of suicide, supposedly Ophelia, with empathy for the desperation that must have preceded their demise. An Elizabethan audience however saw suicide to be such a hideous form of murder. Ophelia in Act four Scene five says ‘We must be patient. But I cannot choose but weep to think they would lay him I’th’ cold ground. ’ Ophelia appears mad and weak over Hamlet’s misogyny, the death of her father and rejection of her. Ophelia goes into a double realm of remorse, believing herself to be to blame for both Hamlet’s madness and her father’s death. Ophelia here is showing an appearance of being physically and mentally frail. Ophelia sings songs concerning chaos, death, and unrequited love. As she is singing Claudius and Queen both try to reason with her, but she replies only incomprehensibly. Claudius says ‘Alas, sweet lady, what imports this song? ’ Ophelia’s rogue line breaks of poetry, disrupts the prose of the other characters in the scene, the audience is distracted by Ophelia’s deep thoughts, emotions and feelings.