Schools Meet The Holistic Needs Of Every Child Education Essay

Schools Meet The Holistic Needs Of Every Child Education Essay Schools and teachers, in my belief, act as in loco parentis, which means that they take over all the responsibility of the child as a parent. Under The Children Act (1989) and The Health and Safety at Work Act (1974), teachers have a duty of care towards their pupils. Although, this does not bind them to have parental responsibility, teachers are expected to promote the welfare and wellbeing of children in their care as any responsible parent would do. In doing so, a teacher ought to be aware of the holistic needs of every child. This does not only include academic needs but physical, mental, social and emotional aspect as well. Ideally, the aim to meet these requirements should be reflected through the schools polices and the adaptability towards different approaches throughout the school. Before analysing my subject in detail, I would like to explore my subject in context of Maslows Hierarchy of needs starting from physiological as the basic requirement building gradually to the psychological elements of concerns. (Maslow, A. 1987) Many schools, according to the demand of the children, provide extended school provisions such as breakfast clubs to meet basic physiological needs. Moreover, as statutory framework for EYFS (2012) emphasises on the provision of healthy meals, snacks and drinks as necessary and fresh drinking water being available and accessible at all times. The psychological aspect covers mainly the mental, emotional and social needs. These are generally met according to the criteria set by different schools i.e. their policies and approaches. Its effectiveness however, depends on the implementation of these approaches throughout the school, within the classroom and towards an individual child. As it is not possible to cover all these aspects of concern, my focus in this essay would be on social needs of an EAL child in a classroom. In order to evaluate my subject, I will be using examples from my previous school experiences in school B. Being larger than an average primary school; every year a reasonable number of children join school B with no exposure to English. Looking into the school policies and approaches; I will explore its relation to the classroom environment and its impact on that particular child. My aim will be to produce an evaluation based on evidence and critical analysis of effectiveness of schools policies with supporting evidence throughout. As school Bs policies (appendix 1) strongly advocate the idea of individuality and being inclusive, hence providing a social friendly environment for its pupils. Their mission statement, every piece of puzzle is needed to complete the whole picture and celebrating success together is a true representation of their policies. (School website, online) Many of these policies are highly influenced by government documents such as, Working Together to Safeguard Children (DfES 2006) and Bradford Safeguarding Children Board Procedures (2007) as mentioned in their policies (appendix 2). In addition, various national initiatives have been taken into consideration along with these policies, which has moulded the ideology of the school B. A very recent example of which is the Every Child Matters (DfES 2003) initiative which focuses on the basic individual needs of children. Although, ECM is not a legal requirement for schools anymore, its principles are still deeply embedded in the school in the form of a program Every Child Counts. The key areas that ECM covered were generally about safety, integrating locally, regionally and nationally and to be able to make a positive contribution in society. Other than that, Pugh, G. (2006) highlighted that there was a stronger focus on parenting and families as a part of an ECM factor that enabled many schools to develop connection between the school and the community. Considering these elements, school B established strong terms with the parents by encouraging their participation in school activities. This was done by inviting them in school assemblies and other celebrations throughout the year. Having this open door policy, parents/carers and local agencies were welcomed to visit the school at all times. This interaction not only helped school to identify individual needs but also helped parents/carers to develop a healthy relationship between the school, teachers and the pupils. I believe that this relationship plays a vital role in the childrens development as a whole. Pollard (2005), on the other hand, perceives an even deeper meaning to this relationship. This perspective on parents/carers is one that views them as partners with teachers in their childrens development, with parents/carers and teachers in regular contact. (Pollard, A. 2005) Apart from that, the social and emotional aspect of learning known as SEAL is one of the most emphasised programs in school B. This program is a whole school approach to promote effective learning and positive behaviour by supporting social and emotional skills of individuals (DfES 2005). The competences of SEAL has not only shaped the general ethos and environment of the school, but is also deeply embedded in the teaching of these skills within the classroom. This is done by implicating its elements into the curriculum especially through PSHCE, where these needs are addressed in a more assertive manner. Although, PSHCE is not statutory, it is still a very integral part of the curriculum, which reflects the ideology of school B towards social and emotional wellbeing of every child. As school B signifies the importance of inclusion, the general feel of the school is very welcoming to the EAL pupil and parents. Schools motto, greetings and instructions throughout the school are translated into different languages to create a socially friendly environment. To meet the needs of EAL pupils academically, school B has assigned a language support team which not only provide these children with extra guidance throughout the curriculum but also equip them with the a basic tool of language to socialize. However, the success of these policies depends on the teacher to adapt them according to the needs of children and to develop a well structured approach to address them appropriately. In doing so, the teacher in classroom 1 of school B, emphasises on being inclusive and active participation of every child in the classroom. In order to do that the teacher has adopted various methodologies to meet the social needs of the classroom in general. Basic socializing skills like listening, speaking, empathising and collaborating with other pupils are encouraged at all times within the classroom. By making children talk in pairs during the lesson, making small groups to carry out various tasks and through introducing purposeful games within the lesson, these skills are embedded in their daily routine. In realizing the need to develop social skills amongst pupils, the teacher in classroom 1, encourages discussions and expression of ideas in every form. She organizes activities around the curric ulum such as role play and drama. This in turn, encourages children to share different ideas and develop them together in collaboration (Chilver, P 1982). These activities provide a platform for EAL students to express themselves openly, hence enhancing their confidence in classroom participation. On the other hand, this approach enables rest of the class to develop an understanding amongst each other which helps to remove any social barriers between them and EAL pupil. These implications in my opinion, supports children specially EAL pupils to access learning by creating a responsive environment. Although, schools and teachers are working very hard to provide a purposeful environment for children, its effectiveness depends on how every child benefits from it. As social needs of individuals could differ remarkably from one person to another, they are addressed in a more personalized way in classroom 1. To elaborate my point, I will refer to a case of child A in this classroom, who was new to English and had joined the class in the middle of the year. Being, relatively new to the country and to the language, child X found it increasingly frustrating to participate in class activities. Seeing his discomfort, the teacher appointed a boy from a similar cultural background to accompany him in the classroom and in the playground. This technique, in my point of view, worked effectively in helping child A settle into the classroom. The fact that the child he was paired up with was from the same ethnic background, created a friendlier and more comfortable environment for child A as he was able to communicate with him conveniently. However, this should have been even more useful if the child A was later on paired up with another child with a completely different background. Having this experience could have expanded his understanding of the society, thus developing his social skills. Realizing that the language barrier was a hindrance in child As progress, he was provided with extra help from the EAL support team. As a part of his daily routine, child A was sent out of the classroom for the language sessions with the support teacher during the English and phonics lessons. As this approach was introduced to enhance his language development, in doing so it excluded him from the learning environment and the overall classroom experience. To my understanding the school policies in this case, did help to recognize the specific requirement of child X and provided him with an exclusive support to meet his needs. On the other hand, it also took away the opportunities to experience an inclusive learning environment which I believe is a basic right of every child. Although, I do take into consideration the point of view that this practice was essential for child X to provide him with the basic understanding of the language. However, similar sort of support could be provided within the classroom by differentiation and one to one guidance. To provide an inclusive learning environment, other lessons were adapted by providing extra visual aids to encourage child As classroom participation. The activities were differentiated throughout the lessons for child A by encouraging the use of ICT to help develop his listening, speaking and reading skills. Provision of an adult support in the classroom, assisted him throughout the lessons to improve his understanding. As the school policy emphasises on adaptation of SEAL, its implications could be seen during the PSHCE lessons in classroom 1. Part of the lesson was incorporated into a whole class activity to encourage social interaction. Even though, execution of the lesson was very effective in addressing the social needs in classroom, in my opinion it did not attend to the requirements of child A. Looking into school Bs policies mentioned above, it could be seen that many are heavily influenced by the government. Basic school policies such as health and safety and child protection are legal requirements for every school to provide. Other than that the national initiatives such as ECM, in my belief plays a very vital role in identifying individual needs and to address them effectively. As it is seen that the principles of ECM initiative are deeply rooted in school Bs policies and is reflected through the provision of interventions throughout the school. As looking specifically into the social needs of EAL, I discussed earlier about the introduction of language support group within the classroom. The purpose of these interventions is to target the specific needs of every child hence, following the ECM agenda. I believe that a particular need of child X was addressed through the intervention; however, in doing so it failed to address his needs holistically. It is seen that the interpretation of school policies is well conducted in the classroom B through the class rules, general environment and discipline. Katherine Weare (2000) in her point of view explains the implication of school policies in an affective way. Social and affective education need to be tackled in a way that suits the nature and ethos of each individual school, and be adapted by individual teachers to fit their own style of working. (Weare K. 2000, pg.36) A similar, outcome is extracted from the above study which insinuates that meeting the holistic needs of a particular child depends on how the teacher implicates her ideology into practice. In my opinion, school Bs policies did influence the general understanding of the teacher in classroom 1. However, it was the teacher rather than the school policies, who contributed the most towards meeting the holistic needs of child A. By looking into my past experiences through this essay, it has made me realize that more than school policies; it is the teachers beliefs that make a difference in a childs life.

Different Deaths in Death Be Not Proud and Do Not Go Gentle Essay

I feel uncomfortable making comparisons because a successful work of art, whether it is a poem or a painting, has to be judged on its own merits. â€Å"Death Be Not Proud† and â€Å"Do not go gentle† are both great poems, by two poets with different philosophic outlooks and different ways of looking at the world, written at different times, and in different styles. On the surface both these poets seem to be talking about the same things but a careful reading of the poems show that their views differ in both substance and in style. John Donne was a metaphysical poet of the early 17th Century, a clergyman, the Dean of St Paul’s in London (WikiSource). The label â€Å"metaphysical† was attached by the critic Dr. Samuel Johnson to a group of 17th century poets who shared a common style: they employed wit, subtle argument and linked our ordinary life to the eternal, â€Å"looking beyond the palpable† (Lukà ¡cs). Dylan Thomas was a mid-20th century Welshman, who worked for the BBC and drank himself to death before he turned forty. Apart from great poetic talent, there is little in common in their poems. John Donne writes about death. In fact he addresses death directly: Death be not proud, you are neither mighty nor dreadful, you do not really kill: â€Å"One short sleep past, we wake eternally/ And death shall be no more; death thou shalt die.† (Donne) The poem expresses a defiant faith in the hereafter and in resurrection. Death is cut down to size with simple but powerful arguments. Dylan Thomas’s poem is not about death but about dying; it is not an argument-based poem but an emotionally-charged poem, wordy and repetitive. The repeated phrases increase the impact of the emotion on us: â€Å"Do not go gentle into that good night† an... ...h but about loss. So perhaps modern poets tackle death indirectly. The modern sentiment that is acceptable is friendship and love; to mourn a friend (or a father) is therefore acceptable. This way, modern poets slide past the death problem. Works Cited Auden, W.H. â€Å"Stop all the clocks.† 1936 Brooke, Rupert. "The Soldier" London: Sidgwick & Jackson, 1915. John Donne.19 November 2007 Madden, Frank. Exploring Literature. New York: Pearson, 2007. Donne, John. â€Å"Do not go gentle† pps.1238-1238. Madden, Frank. Exploring Literature. New York: Pearson, 2007. Thomas, Dylan. â€Å"Death be not proud† McGough, Roger. â€Å"Let me die a young man’s death† Penguin Modern Poets. Vol 10. London 1972. Metaphysical poets. 22 November 2007

Parental Involvement Week 2 Paper

Parental Involvement Parental Involvement Joi I. Booty Grand Canyon University SPE-522 Module 2 May 9, 2012 Introduction This essay will strive to discuss the effects of the No Child Left Behind Act on special education reform, specifically the relationship between parents and teachers. We will discuss parental involvement in the education of their children in schools and ways to increase participation in a school setting.Lastly, we will discuss what schools can do to involve more parents in the educational process, rights and responsibilities as a parent of a special needs child and a parent’s candid opinion of how they would build a reliable alliance with their teacher and school. My interview is with a mother of a freshman at Southwood High School in Shreveport, La. This was a telephone interview and the mother was very forthcoming in answering all the questions. On the first question â€Å"How has NCLB (general education and special education reform) affected the relation ship between parents and teachers?The parent replied: I believe it has made it better for my child. I have three school age children that have gone through the Caddo Parish School System and with my older child I did not get all the updates and information that I have now with my youngest child. (K. Davis, personal communication, May 7, 2012). The second question â€Å"Have you been actively involved in your child’s education throughout your child’s school life? In what ways? The parent replied: Yes I have. I am firm believer in being active in my children school work and after school activities.I am a member of the PTA, a parent monitor, teacher helper; and I also bring extra school supplies at the beginning and during the school year. (K. Davis, personal communication, May 7, 2012). The third question â€Å"What can schools do to involve more parents in the educational process†? The parent replied: Schools should make participation mandatory and not an option . Parents should have so many volunteer hours that they must complete every semester or every month. I volunteer twice a month in my child’s class, one block, and twice a month, that’s only three hours a month.Parents have to volunteer at these private schools or else their child cannot attend, it should be the same in a public school. The second thing I think would be good is to allow parents to teach a class, just for 30 minutes or so. If the parents knew all what teachers have to do in a class, then they would be better able to help the kids at home. (K. Davis, personal communication, May 7, 2012). The fourth question â€Å"Do you know your rights as a parent with a special needs child†? The parent replied: â€Å"Yes, I am very well aware of my children rights when it comes to special education.I stay informed and read a lot on the internet and the hand outs my I. E. P. holder gives me at her meetings. † (K. Davis, personal communication, May 7, 2012). The fifth question was â€Å"How would you as a parent build a reliable alliance with your teacher/school†? You should have a reliable alliance and communicate with your child. You should listen to them when they come to you with things, and not make them feel like they are lying to you all the time. Sure kids bend the truth, but that’s just the point, it’s got to be some truth in what they say to you. Listen to your I. E. P. holder; he is your personal advocate for your child.I call him and leave a message for him all the time, and he calls me back usually the same day, even if it’s after school is out. You as a parent must call teachers, I. E. P. holders, go to meetings, and move your schedule around so you can be there. These meetings are important and it tells your child you mean business. Work with all the staff that works with your child. Communication is the key. (K. Davis, personal communication, May 7, 2012). According to Farenga and Ness (2005) , â€Å"the most important component to successful family involvement in the provision of services to children with special needs is information. Information is what K. Davis; the mother that this author interviewed talked about. She said communication is key between parents and the school, the teacher, special education support staff and especially your own child. She also agreed with Farenga and Ness (2005), when they noted, â€Å"All children must show adequate yearly progress. † In summary, partnering with families is an important part of the reauthorization of Public Law 101-476,otherwise known as (IDEA), Individuals with Disabilities Education Act and a part of the latest revision of the No Child Left Behind Act of 2001.This act mandates more accountability in terms of academic results and more flexibility on how local school board and districts divide their federal dollars. Plus it gives parents from lower income families’ ways to send their children to better schools and have more input on their educational outcomes. These mandates help to level the playing field for all special education students and help them achieve a quality education. ConclusionThis essay discussed the effects of the â€Å"No Child Left Behind Act† on special education reform, specifically the relationship between parents and teachers. We discussed parental involvement in the education of their children in schools and ways to increase participation in a school setting. Lastly, we discussed what schools can do to involve more parents in the educational process, rights and responsibilities as a parent of a special needs child and a parent’s candid opinion of how they would build a reliable alliance with their teacher and school.References Farenga, J. and Ness, D. (2005). Families of Children with Special Needs, Encyclopedia of Education and Human Development. Vol. 3. Armonk, NY; M. E. Sharpe, 2005. 891-893. Gale Virtual Reference Library. Web. 3 May 2012 Farenga, J. and Ness, D. (2005). Families of Children with Special Needs, Encyclopedia of Education and Human Development. Vol. 3. Armonk, NY; M. E. Sharpe, 2005. 891-893. Gale Virtual Reference Library. Web. 3 May 2012

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buy custom Police Investigation essay Interrogation of Michael Crow. Michael Crow was a very popular and bright 12 year old girl. At night of January 21st 2009, Crow with a boy crept into the Stephanies bedroom. Stephanie was found dead, stabbed nine times with a hunting knife in the chest. The three boys of the age of 14 to 15 years old were all charged with the murder of Stephanie. However, their parents stood by them and insisted that the boys were being coerced. The police were accused of violence against the children (Lofman, 2007). This caused problems to the police investigators who were involved in the interrogation. The boys have not been found guilty. The lawyers of these three children insisted that the confessions were forced from them and should not be admissible. Nobody knows exactly what happened that night except these three boys. Trying to get information from them was futile and any attempt to probe more into the investigation only caused complains about the boys being coerced. (Swanso, 2002) The police did a good job in interrogating the boys. These boys needed to tell the truth about what happened that night. However, children, especially teenagers are very sensitive and should be dealt with differently. The police or the interrogation team should have been more patient and attentive to the boys. The other option would have been to treat them as children are treated and thinking in their level. In the recent years the number of sibling murders has increased. For example a case of a 15 year old boy who told the authorities that he had beaten his sister up to death. The motive of these childs murders is sibling rivalry. What interrogation methods should be used in childrens cases? Children are very sensitive and might not take violence as other people do. Therefore, children should be treated differently. Whether or not they are guilty they are still children and need to be treated as children. (Lofland, 2002) Emotion torture, psychological torture and physical torture can have a negative effect on the children. Violent treatment can result to permanent damage to the children. According to AD Redlich, law and psychiatry (2004), the ultimate goal tointerrogate a criminal is to get the required information to solve the case. Therefore, establishing the psychological control is very important in order to achieve the desired results. Police interrogations should not be based upon physical intimidation but should use a more sophisticated psychological manipulation. In the Crows case, the police should have used psychological manipulation. Gitmo Cases According to Chisun Lee, the National Law journal (2006), the Government lost almost 15 cases of the inmates after the inmates said they were witnesses of forcible interrogations from the police. One of the issues that amounted to the force was a wrongful detention. In ths case, the Government rejected all the evidences because the interrogators were accused of using verbal threats as well as physical abuse which they called torture. However, the Government won 8 cases against the inmates. (Lee, 2010) This has posed a big problem to the Unites States Government. This is because the Government thinks that the inmates are too dangerous to be released. On the other hand, these prisoners cannot be prosecuted in any court, military or civilian. This could have been avoided if the police not used excessive force in the interrogations. What would have been done differently? The police would have established a physiological control in order to achieve better results from the interrogations. The interrogations should not have been based on the physical treats and intimidating but a sophisticated psychological manipulation. Ad Redlch, Law and psychiatry (2004). The other method that could be used to do things differently is to control interrogation or have control of interrogations. The Government should borrow an evidence approach from the criminal law. In this approach the prosecutor can only succeed in proving the guilty or innocent of the person accused through arguing. This would help to avoid such events and accusations. The Putten Murder Willem Wagner, European review (2002), attributes that interrogation techniques that mislead or suggest may affect the innocence of the persons being accused. This is because such tactic affects the innocent people psychologically and they begin to envision themselves committing these crimes. This is evident in confessions which are obtained after many repeated interrogations in a long period. Therefore, confessions according to Willem case are not the good evidence to use in a case. This is because it contains the element of deception and suggestion. The Putten murder case is a case of two innocent men (Kapoor, 2003). These men were imprisoned for eight years yet they were innocent. The confessions from these two men were obtained after many repeated interrogations in a long period. These two men in the end confessed to the crimes that they did not commit. This caused a big problem to the interrogation team. The interrogation technique that they used resulted to the conviction of two innocent men while the culprit still walks the streets of Netherlands free. The main objective of criminal investigations, according to Willem, puts no limit on what is acceptable even though it is a known fact that false confession is a serious risk to the society and to the person being incriminated. This can be corrected and made right only if in the future the police investigations were c ontrolled and limited. There should be a law that restricts the use of excessive force during interrogations. On the other hand, this would pose another problem to the police force. This is because hard criminals would take addvantage of this fact or law and use it for their own benefits. Abuse of Iraqs Detainees The photos of the Iraq detainees abuse at the Abu Ghariab prison have left many people speechless. In the beginning of the case the detainees were willing to cooperate with interrogators. Later it was decoded that more information could be obtained from the detainees by the use of force and coercion. During the interrogation, the interrogators beat the detainees senselessly; they used fists and blunt objects. That specific detainee died while in the custody of the United States. He died before he could give the investigators the information they needed. Dr. Marvin Zalman (2007), Constitution and society, attributes that torture is prohibited. He states that inflicting pain on a prisoner, whether it is physical pain or mental pain, is inhuman. Every human being deserves to be treated with respect and dignity. The crime they are accused of committing should not be a reason to use torture and inflict pain (Zalman, 2007). The big question is what prisoners should be tortured? Should terr orists be tortured in order to obtain information from them? Is torture justified in such cases? Christopher Hickens, an English philosopher, makes a very important point when he attributes that a man who knows where the bomb is, puts the hooks into him swiftly. Is there anything like successful torture? The answer is definitely no! This is because torture always has a negative effect on both the prisoner and the interrogator. Physical and mental torture may not leave a mark that is noticeable but will leave a permanent mark that no eyes can perceive. The use of excessive force also forces people who are innocent to confess to the crimes they did not commit. This is because most of these people can not stand the torture any more. In this regard, interrogations should be controlled and regulated. There should be laws and rules that govern and restrict the use of excessive force. Torture is unnecessary and does not bear any positive results. The police investigators who are accused of using excessive force should be punished in a court of law. This is because the use of excessive force is a crime of its own kind. Therefore, countries, states and nations should put an end to the endless torture that goes on behind bars and in the interrogation rooms (Wagenaar, 2002). This vice should be put under strict control. Every human being has a right to be treated as a human being. This paper has analyzed five different cases that involved interrogation and have caused problems for the case. Similar cases are on the rise in many different countries. The finding of this paper is that the use of excessive force, inflicting physical or mental pain and torture are crimes which should be punished. 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Passion without Barriers Essays

Passion without Barriers Essays Passion without Barriers Essay Passion without Barriers Essay Passion without Barriers BY tbb95 29-oct-13 Mrs. Haddad Tina L. Brictson Nuit Blanche Nuit Blanche describes a fleeting moment between two strangers as they experience love at first sight. They overcome obstacles to reach one another. For instance, the woman breaking through glass, and the man damaging a car and meeting her in one piece. This visually appealing short film is old-fashioned based on the lack of color, and the dress of the two main characters. The setting itself, ransforms right into a hyper-real moment of emotional intensity. There was a tunneled vision because both individuals excluded their surroundings to get to their destination. Once they get past staring at each other, the man and woman seem to have a promising future, due to the events that occurred; they overcame obstacles of the same material. Time slows when the man steps into a puddle. Similarly, when the woman views the mans actions, she stands and drops her glass of wine, where it slowly shatters on the white table cloth. They were both exposed to the same elements liquid and the second element was glass. The second similar material is glass. The man experiences the shattering of glass when the car explodes around his form, and the woman walks through glass to meet him. These two elements might imply that the man and woman have a chance; they can overcome the same obstacles and come out unharmed. Id relate this scene to the word passion. Passion drives us towards something we desire. It pulls you to something you cannot resist. This involves overcoming obstacles, taking risks, and choosing different paths. Unfortunately, passion can be blind because we lose control of our sense of reason. In conclusion, the man and woman do not actually push cars or break glass, but they transcend barriers to become one soul. We do not find the meaning of life by ourselves; we find it with another. Love is indestructible and passion is unlimited. The only way to find true happiness is to risk being completely cut open. -Chuck Palahniuk.

Security in New Generation Cell Phones Research Paper

Security in New Generation Cell Phones - Research Paper Example Technology in every new generation provides major improvements from the previous generations. In the cellular communications, there was first the 1G and 2G generations. These generations contributed to the provision of the internet for the mobile phones through the 3G dominated the scene. The third generation cell phone internet had advancements that made it stand up from the earlier versions of 1G and 2G. The 3G had the capacity to converge voice and the data with the wireless internet. This makes it suitable for transmitting data in high quantities. Additionally, migration towards the 4G technology has been witnessed. Regardless of these processes and developments, the security of cell phone remains paramount. Ensuring the security of the cell phones The continuity in the manufacturing and distribution of cell phones leads to the rise in the security risks in different ways. Users of electronic gadgets like cell phones should be more concerned about their safety. Lately, electronic devices such as the Apple’s iPhone latest version and the Google’s Android have committed themselves to the manufacturing and development of cell phones with 3G networks so that they possess the same features and functions of computers. Although this promotes great conveniences, it also comes with severe security risks. Both the new and future generations of cell phones require the setting up and update of security software. This software includes firewalls, anti-virus software, operating system patches, anti-spam software, file encryption, and the anti-spyware software. This requires the observance of the basic home computer internet safety and guidelines. The revolution in the field of information technology has enabled most financial institutions to adopt mobile banking technologies to enlarge their customer bases. Cell phones users are required to conduct their business and financial transactions online. As a result, they will need to store their login passwords w ith the information pertaining to their credit card and personal details. With this trend, there will be more cases of online fraud, identity theft, more spam, digital forgery, data theft, and any other cyber crimes. Besides, it can also lead to the denial of disseminated service attack. This has the risk of disabling the network service supplier. Additionally, cell phones are prone to theft based on their portability compared to desktop computers. Since most theft cases occur unexpectedly, a cell phone user can lose a lot of information and data stored in the mobile device. In the event that the mobile device contains business and financial information of the user, the thief can use it to defraud the user of his or her finances. This is a major security concern. Additionally, the new generation cell phones come with applications that display the user’s location and movements. One such application is the opt-in text advertisements that give information on the whereabouts of t he user round the clock. Hacker stalkers can use this information to trail their victims and even do felony acts to them.

Statical Data in a Business Essay Example | Topics and Well Written Essays - 500 words

Statical Data in a Business - Essay Example A central depot is set up, where all the detergent that is manufactured by the two plants is sent and mixed together. Following a careful investigation, the production manager established that 10% of the detergent manufactured in Florida and 5% of the detergent manufactured in Texas is faulty and hence cannot be used. It is also known that when the company sells faulty products, its goodwill is tainted and the cost of replacing the faulty product is high. The production manager finds it prudent to allocate these costs reasonably between the two production facilities. This allocation requires knowledge of the probability that a particular production line will produce faulty detergent. In particular, the production manager should seek answers to the following questions: To find the solution to this problem, a probability function is constructed, whereby, F stands for the event that a unit of detergent is faulty. In other words, the production manager is aware of the following? It is by now known that 40% of the detergent is produced by Florida plant and 60% from Texas. As such, P (Florida) = 0.40 and P (Texas) = 0.6. Using Bayes’ Theorem, the following probability from each production line is presented: These probabilities imply that 57.14% of the faulty cost should be assigned to the Florida plant and 42.86% assigned to the Texas plant. It is notable that P (F) represents the probability of the faulty detergent. This probability can be represented as follows: The production manager has applied Bayes’ theorem to craft a fair method of allocation cost that is associated with production of defective products between the two production facilities (Peebles, 1993). Although the production manager was not certain of the exact cost that comes from each plant, the probabilities have been formed devoid of bias. Therefore, the company will be more decisive when allocating these costs between