Women’s contemporary work

In the United States the labor market is strongly segregated according to sex: there are distinctive men's and women's occupations, jobs, and work tasks. Examples of women's gender-non-traditional occupations are: engineer, manager of a private business, technician, police officer, auto mechanic. This work reveals some of these hidden aspects of women's work. In different ways, the studies reported here point to the pervasiveness of gender as an organizing principle in the world of employment. The first goal of this paper is to identify the systematic and institutionally created and reinforced dimensions of women's work experience. The paper shows how gender affects the ways in which women are included in the labor force, the impact of work technologies, the threat of sexual harassment, government policy toward workers, the accessibility of labor organizations, the ability to protest collectively, and employed mothers' attitudes toward their work lives as related to the division of labor at home. Today the majority of working-age women (18-64) are in the labor force. Single and divorced women tend to have higher labor force participation rates than married or older widowed women, but marital status is having a decreasing effect on women's chances of working for pay. Although giving birth has traditionally been a reason for women to drop out of paid work and begin full-time homemaking, as the labor force participation rate for women has increased, the rate for mothers of young children has increased even faster. By 1983, half of all mothers of two-year-olds were in the labor force, and the proportion of women working increased with the age of the youngest child (Waldman 1983). Over their lifetimes, virtually all women will spend more years in the labor force than as child rearers. Most women, like most men, work as individuals for large or small companies and agencies; the family enterprise has virtually disappeared. The last holdout, the family farm, has largely gone under in the 1980s farm crisis. In 1983, 93 percent of employed women were wage and salary workers, working neither for themselves nor in family businesses, but for companies and businesses. Women workers are important to all industrial sectors. Women are more than 50 percent of the workers in retail trade; finance, insurance, and real estate; and services, particularly entertainment, health, hospitals, elementary and secondary education, welfare, and religion. Only in agriculture, mining, and construction are women less than 20 percent of the workers. Fox and Hess-Biber (1984) have summarized the extensive body of research on women workers: The occupations held by women are concentrated in the secondary labor market – jobs characterized by low wages, poor working conditions, little chance for advancement, lack of stability, and personalized employer/employee relations conducive to arbitrary and capricious work discipline. Although there has been some limited decline in sex segregation since 1970, the work world remains basically segregated into men's jobs and women's jobs. Even the slight decline appears less positive when examined closely: women tend to be able to enter previously male work when those occupations are declining in power and status and males are able to find better jobs elsewhere. On the whole, women have been able to increase their numbers in the labor force because the occupations and industries into which they are segregated have been expanding their need for labor. The barriers to occupational change are extensive, and involve both public and private patriarchy: childhood socialization of boys and girls to want different work, discriminatory practices of career counselors and employment firms, corporate personnel practices, harassment by male coworkers, failure of government to require affirmative action, reluctance of women to face the battles and hostilities that would result from their entering nontraditional work, child care responsibilities, and the refusal or inability of husbands to share housework and child care equally. Women's wages tend to be lower than men's even within the same occupational groupings, whether these are professional subspecialties or blue-collar work. On the whole, women and men do not work in the same occupations. The expansion of women's paid work since World War II has been less in professional or highly paid technical work, and more in service occupations characterized by low pay and lack of promotion opportunities. In some cases the hierarchical relationship of men and women is built directly into the work structure of individuals. The relation of an executive secretary to an executive is that of an â€Å"office wife†. In other cases the hierarchy is occupational. Staff doctors, predominantly male, leave orders for hospital nurses (predominantly female) to carry out. Management of the labor force is a white male prerogative. Although low-level management positions may be filled by women, 96. 5 percent of persons making $50,000 or more in executive, administrative, or managerial positions in the 1980 census were males; 94. 9 percent were white males. Among members of professional specialties making $50,000 or more, 96 percent were male and 90 percent were white males (U. S. Census Bureau 1980). The higher-level managers not only manage the labor force, they also set and carry out the policies and programs of business, public administration, education, medicine, and other fields. Nor does government offer an antidote to disproportionate male power. In 1982, women were only 12 percent of state legislators and 6 percent of mayors; in 1983 they were only 4 percent of the U. S. Congress (U. S. Census Bureau 1985). Promotion tracks tend to require a flow of family work mothers generally lack. Promotion in skilled and semiskilled blue-collar jobs typically depends not on outside schooling but on on-the-job training. Skilled workers such as electricians and plumbers are trained through apprenticeships, many of which require nighttime classes for several years. This may contribute to the fact that women were only 7 percent of registered apprentices in 1991. Semiskilled workers learn their jobs often in training programs that take place in overtime. This means that women are excluded from such training because they are less likely to have a family member available to care for their children (Kemp 247). An increasing amount of control over women's daily labor is held by employers, not husbands. Husbands may willingly accept, even urge, wives to engage in less homemaking and child care in recognition that what women can buy with the money they earn working may be more valuable than what they can produce through their unpaid labor at home. What they can buy depends on what goods and services companies offer; in other words, what employees are paid to do. The goods and services that are produced, the conditions of the work that produces them, and the market relations under which they are offered to clients and customers are all hierarchically ordered. American society is capitalist. The increase of public patriarchy is an increase in the power of corporate managers and the upper class. It is an increase in the power of higher-level men at the expense of the erstwhile privileges of lower-level men. Upper-level men continue to have stay-at-home wives and in addition have women employees, whereas lower-level men have either no wives or working wives and are themselves employees. They obtain goods and services to the extent that the decision-making elite considers the provision of such goods and services to be in the interest of the elite, and to the extent that the men's wage levels or other statuses permit. Although the benefit is largely to the upper-level men, it is not only to them. The jobs of many working women are oriented to giving â€Å"service with a smile,† making life nicer for men at all levels (Hochschild 1983). Examples range from television entertainers, provided free by advertisers to everyone with access to a television set, to airline flight attendants, provided by airlines to those who can afford to fly. It could be said that under public patriarchy, women are provided as a public good for all men. Poorer men who could never afford homemaker wives may now receive the services of working women, albeit at a much lower level. For example, men in some public chronic care hospitals have their beds made and rooms cleaned by women workers. Women's benefit from public patriarchy depends on their economic class and their family status. Although women's wages are well below men's, professional women's wages are higher than unskilled women's wages. Clearly, what can be bought can be bought better by those with more income. The career woman combines freedom and income to a greater extent than other women except those with clear title to inherited wealth. Those who perceive themselves as powerless and fit mainly for motherhood will reject policies and practices connected with public patriarchy. These particulars may be less matters of income and more matters of education and class background. Low-income women may be better off under the programs of the welfare state than under the power of lowincome husbands. Women may get both jobs in the public sector and services from the public sector. Services to low-income people are provided to women as well as men (such as free television or Medicaid hospital beds). Married women at most levels of the class system may enter the welfare system when they become divorced. Compared with husbands, public agencies may be more reliable, more amenable to negotiation, and less likely to become violent while drunk. The increase in working women and the increasing importance of public patriarchy have various implications for men and women. Lower wages and job segregation for women assure the continuation of male domination. Speaking of the relation between women's low wages in public and their subordination in the family, Heidi Hartmann ( 1981b) says, â€Å"The lower pay women receive in the labor market both perpetuates men's material advantage over women and encourages women to choose wifery as a career. Second, then, women do housework, childcare, and perform other services at home which benefit men directly. Women's home responsibilities in turn reinforce their inferior labor market position† (p. 22). Thus public patriarchy continues to uphold private patriarchy even as it undercuts and changes it. Just as women differ from each other, so they share a number of common features almost irrespective of their race, class, and family responsibilities. All women's wages are lower than those of equivalently skilled and qualified men; all women are vulnerable to stereotypical assumptions about their aptitudes and their commitment to work, in particular, about the potential impact of their current or future children upon their work; all women are vulnerable to sexual harassment. Despite the factors which distinguish women from each other, it is still possible to discuss the disadvantages that women suffer as a group. Minority women are differentially affected by the change. Black men and women have always been subject to a patriarchy originating outside of, and destructive to, their family structure. In the early stages of the women's movement some feminists seemed to envy black women their freedom from the private patriarchy of black husbands, without recognizing the oppression they suffered from the public patriarchy of white, male-dominated society. For black women and for other minorities, the family can be both a source of oppression and a protection against the worst excesses of capitalism. It has been suggested that there are very likely to be increased opportunities – in terms of both recruitment and promotion – for women in the field of computing as a consequence of its internal organisational shifts. Commentators are divided as to whether the kinds of social and communication skills which are now seen as critical for such work are attributable to nature or nurture, but are united in thinking that we are more likely to find them in women than in men. Women, typically, are seen as more empathetic, creators of harmony as opposed to hostility, of co-operation. The new technologies associated with computers are being hailed or decried as the basis of a new revolution for women. Women's labor force participation remains high for all ages and marital statuses. But past experience has made it clear that employment in occupations may expand or contract with economic change. There is evidence that the high-tech economy will automate some of the services and clerical work that have been the mainstay of women's employment. One possibility is that decreased employment will send women back into the home. Housewife† has often been a euphemism for â€Å"unemployed,† and may become so to a greater extent. It is not clear, however, that unemployed women will in fact become housewives supported entirely by their husbands (Bose 90). Private patriarchy declined in part because many men did not see a benefit to themselves in supporting a wife. Perhaps unemployed women will become divorced unemployed women. Perhaps they will become welfare mothe rs subject to a particularly important part of the public patriarchy. Perhaps they will find jobs in newly developing industries. All of these changes have taken place within a relatively short space of time. There is no denying that women's employment rights have radically increased in that time. But for all of this, women still earn a great deal less than men (if full-time and part-time women workers are considered together, about 70 per cent of men's hourly wages). Occupational segregation has remained almost constant to date and women are still concentrated, for the most part, at the bottom of the wage hierarchy. A few women have broken through one or more layers of glass ceiling, but the majority remains in jobs which, however demanding and skilled, pay less than those jobs in which men work. The social division of labor is maintained. Women do women's work and men do men's work, both in the home and in the paid work place. Women's work is low paid or unpaid; men's work is higher-paid, enabling men on the whole to buy women's work both at home and in the market. Control over social policies remains in the hands of men.

Formal Education Tends to Restrain Our Minds and Spirits Rather Than Set Them Free Essay

The statement that formal education tends to restrain our minds and spirits rather than set them free seems true to a very good extent. It is based on the assumption that too much of formal education tends to create a narrow line of thinking. Formal education dictates the path that a person is supposed to follow to reach his/her destination. It stresses on the need to learn from the mistakes of the unsuccessful people and adopt ways of the successful people. It discourages experimentation and out-of-the box approaches. However, ironically, some of the most successful people, both in the past and the present are those who had little formal education and who did not confirm to its structured and one-dimensional learning approach. Thomas Alva Edison, who has more than a hundred inventions to his credit, had dropped out of school in his early years. He did not certainly have a full fledged formal education but learnt a lot of things on his own through experimentation and by trying out things that might have seemed stupid to his formally educated peers. More modern examples could include the likes of Bill Gates and Steve Jobs, both of who were instrumental in the world switching to the Information Technology era, were both college drop outs. Having said this, it is also important to realize that education is important. Edison, Bill and Steve, all of them did learn a lot of things in their journey to becoming legends on their own. But they did that with little formal education but more of practical and creative learning.

Is poverty of the third world the fault of the first world Essay

Is poverty of the third world the fault of the first world - Essay Example In this paper I argue that the major reasons for poverty in third world countries is the activities of developed countries. Role of developed countries in causing poverty in third world In one world, as in one state, when I am rich because you are poor, and I am poor because you are rich, the transfer of wealth from the rich to the poor is a matter of rights; it is not an appropriate matter for charity.† Such are the angry claims of Julius Nyerere, president of the African nation of Tanzania. His sentiments are echoed by the Third-World revolutionary Frantz Fanon: â€Å"The question which is looming on the horizon is the need for a redistribution of wealth. Humanity must reply to this question, or be shaken to pieces by it (Davis, 2012). Nobody is taking birth in this world as rich or poor. In fact natural resources are equally owned by the people in this world. However, rich people control the majority of the natural wealth in this world, not because of their rights but becau se of their ability to exploit it. Such people have the ability to exploit the natural wealth of even underdeveloped countries. Lack of education, unemployment and poverty, force governments in under developed countries to accept the strict terms and conditions put forward by the developed nations, for granting financial aids. Thus, the debts of poor countries are getting accumulated as time goes on. In short, developing countries are exploiting the weaknesses of poor countries while providing financial aids and hence the poverty in third world is remaining as a answerless problem. Because people in developed nations may have more wealth and resources than those in developing countries, their standard of living is also generally higher† (Poverty at large: A dark spot in humanity, n.d.). Higher living standards force people in developed countries to practice consumerism at the highest level. For example, wealthy people in developed countries have more than one vehicle in their family. When the number of vehicles increases, the consumption of petroleum products also increase. Since oil is a nonrenewable energy source, uncontrolled consumption of petroleum products results in rapid exhausting of energy sources. Shortage of oil sources cause price hike for petroleum products in global market. Price hike of petroleum products in global market increases the living costs in poor countries since petroleum products are necessary for the transportation of goods like food and other commodities. In short, increased consumption of petroleum products in developed countries is indirectly causing poverty in developed countries. Current world is extremely globalized and interconnected. The problems or developments in one part of the world can affect other parts of the world. MNC’s from developed countries are currently investing heavily in third world countries not for helping but for exploiting the natural resources of those countries. It is reported that billion s of tons of food products are getting damaged in the warehouses of developed countries. In a globalized world, it is the duty of the developed countri

Reading Assignment Example | Topics and Well Written Essays - 250 words - 3

Reading - Assignment Example Most organizations have employees with creative ideas but unless they are recognized and given incentives and opportunity to exercise it, the society at large has a lot to lose. The assertion of the post regarding significance of recognizing creativity in an individual is true and valid. The posts show that creativity is the key quality that most employers seek in a potential employee. In the context of engineering, creativity has seen the revolution of technology with ever expanding advancement. The ideas emerging in the field of engineering are a product of creative minds which transverse the traditional concepts. By offering diverse scenarios where creativity boosts engineering discipline and other careers, the post asserts the need for managers to recognize productive recruits. The managers should have open mind and deep knowledge on how to identify creative employees and retain them for a prosperous performance. In that regard, the posts assertion on creativity and its overriding influence in an organization and individual productivity is reliable. This post gives an insight into the role of creativity for individual growth and sustained organization development. There are processes of recruitment which must incorporate the ability to select quality workers. Creativity and innovation should be valued in an individual as it adds credit to the quality of output in an individual. Organizations are currently engaged on formulating strategies towards recruiting and sustaining creative and innovative minds. Competitive strategies of organization has been shifted towards human capital which is significantly defined by ability to innovate hence boost the overall performance. The post therefore reiterates the importance of creativity in sustaining

Suitability of Yemen for Multinational Business Term Paper

Suitability of Yemen for Multinational Business - Term Paper Example Yemen is the Unitary Presidential Republic or the Parliamentary Republic located in the Middle East with Oman (east) and Saudi Arabia (west) as its common border countries. It has a total land area of 527,968 sq km (203,849 sq mi), and it is the 50th largest country in the world (â€Å"Middle East: Yemen†). As of 2011, the total population of Yemen is 24,133,492 (70% are Muslims or Arab), which is number 49 in the world ranking. Yemen’s type of government is the Presidential Republic, and it has a 2-part legislature (House of Representatives & Shura/Consultative Council) with an executive branch headed by President Ali Abdullah Saleh (head of government & state) and Prime Minister Mohammed Mujawar. The country’s election is generally held every after 6 years for the lower house and 7 years for the President; however, many allegations have aroused regarding the poor regulation of the electoral system, which is considered unfair and fraudulent in many grounds. â₠¬Å"Jews, Christians, and Hindus, the non-Muslim indigenous minorities, may vote but according to a 2001 Election Committee decision, they cannot hold elected office† (â€Å"International Religious†). The Yemeni Constitution is according to Shariah or Islamic law; thus, many issues about religious discriminations and human rights violations have emerged, which lead to violent protests and demonstrations. The uprising against the government of President Saleh had started in early 2011 when the Yemenis had asked him to resign after 21 years in the presidency since the reunification in 1990. The people have demanded Saleh to step down because the country is not well-managed under his administration as shown in the country’s high unemployment record (11%), deep poverty, and government corruption. In fact, there are only 57% and 39% of Yemenis believed that the government has the capacity to improve good governance, peace, and poverty level (â€Å"Yemen Ranked 106â₠¬ ). Since the violent protests and demonstrations, the security and political setting are deteriorating. This made Yemen a deeply divided and poorest nation in various world indices, particularly in the Arab world (Bakri and Goodman). The Yemenis are highly discouraged on their government’s position about environmental preservation, particularly in the country’s oil resources and freshwater. There are several environmental regulations that have been enacted to govern hazardous wastes, soil erosion, desertification, carbon emission, and many more, but these are not properly observed and seriously implemented by the government. Culture. In every investment, customs and behaviors of people are necessary factors of success because these will determine if the company’s domestic product/services are acceptable in the new market. Figure 1 shows Yemen’s national culture using Hofstede's cultural dimensions. Figure 1: Index Scores of Hofstede’s Dimensions for Selected Islamic Countries (2009) Source: (Eune and Lee 1217) The figure illustrates that Yemen is a low power country, which indicates that there is fairness in the distribution of power. Also, a high score in individualism gives more importance to personal choice and not in the group. Furthermore, Yemen has a moderate masculinity score, which indicates that the society is focused on future achievements and motivated by success in terms of money, material things, and works. Yemen has a weak uncertainty avoidance, which means that people are prepared to take risks because they are comfortable in ambiguous situations.

Latest technology in battery for electrical vehicles Research Paper

Latest technology in battery for electrical vehicles - Research Paper Example Moreover, these cells need to be frequently recharged. Since the discovery of electric cars, countless breakthroughs in technology have been made over the previous decade. These innovations are aimed at translating into commercial batteries that store energy and are cost effective. Improving the electric drive vehicle batteries, such as plug-in electric vehicles and hybrid electric vehicles is critical enhancing the environmental, economic, and social sustainability (Czapnik et al., 2015). In essence, changing to light-duty hybrid electric vehicles and plug-in electric vehicles may reduce a country’s dependence on foreign oil by approximately 60% and also reduce emission of greenhouse gas by about 50% (Czapnik et al., 2015). However, these reductions are dependent on the particular mix of technologies employed. With the numerous electric vehicles that are being made available on the market, efforts to make further improvements in electric vehicle batteries would not only make these cars more affordable but also more convenient to consumers. The vehicle technologies office has come up with numerous initiatives that focus on reducing the weight, cost, and volume of the batteries, while concurrently improving the performance of the electric vehicle batteries in terms of durability, energy, and power (Harris, 2012). The ability of these cells to tolerate cruel conditions is also improved. Besides light duty vehicles, manufacturers of some heavy duty vehicles are emulating hybridization of heavy and medium duty vehicles to enhance fuel economy. Realizing the goals of these researchers in these areas as well as commercializing innovative energy storage technologies enables more individuals to buy and use these electric drive vehicles (Harris, 2012). Moreover, this latest technology in electric vehicle batteries helps the energy department to meet the electric vehicle needs. This makes the United States the first nation globally, to produce affordable plug-in

Cash, Color, and Colonialism by Renee Ann Cramer - Review Essay

Cash, Color, and Colonialism by Renee Ann Cramer - Review - Essay Example In an examination of the actual process of recognition, Cramer argues that economic, social, cultural, and political aspects strongly influence the recognition of Native American peoples. More particularly, she claims that the colonial relationship between Native Americans and the White people, issues of race, and gaming interests largely influence the decision of the BAR to approve or reject an application. The discourse on federal Indian regulation and tribal political law has primarily been the area of concern of legal scholars. This issue, as argued by Cramer, is complex, puzzling, and conflicting. There are a huge number of Native American tribes that have been granted official recognition by the federal government, and every period has its own language, legacy, and history. Not like other U.S. governments, tribal administrations do not have legal foundation; thus, they have been traditionally viewed by the federal government as self-governing dependent entities, government districts, and foreign units. All of these aspects have resulted in the marginalization of Native American peoples. Official recognition by the federal government is the crucial aspect in the success of Native American peoples in preserving its ancestral domain, economy, heritage, and autonomy. Without official recognition, an ethnic group will remain unidentified, despite heritage. Within the framework of federal Indian law, official recognition creates an agreement between the American government and Native American tribes. This agreement grants several privileges to the tribes, such as gaming rights and reclamation rights. But several ethnic groups have not been officially recognized. This fact encouraged Cramer to comprehensively examine the bureaucratic process of federal recognition, situating her analysis in a broader cultural, legal, and historical perspective. She believes that the process of federal recognition can only be correctly

Human Resource Management High School Essay Example | Topics and Well Written Essays - 3250 words

Human Resource Management High School - Essay Example While making profit remains the ultimate goal of every business enterprise; it is considered that financial performance is not the only one that has impact on revenues. In other words, the 'rule of the bottom line', which was popular in the early XX century has much less weight nowadays. Taking into account overall organisational performance implies increasing role of management to the business success. "Top managers bring to the administrative setting a variety of idiosyncratic values, beliefs and behaviours the posture of the organisation, its actions and, consequently, its performance, reflect the bounded rationality, multiple goals, competencies and skills of its leaders." (Ramaswami and Thomas 1994, p. 74). Multiple management concepts developed in past decades tend to determine key factors and to use them effectively to increase organisational performance. For example, TQM (Total Quality Management) focuses on the quality of the final product as a way to increase competitive advantage and performance of the company. Among others the concept of HRM (Human Resource Management) operates an assumption that performance of the business can be increased through people working in it. One of the key accents in HMR is made on the importance of balancing between outsourcing jobs to external workers and completing them within the company: "firms must choose between alternative governance structures. When firms rely on outside suppliers, they are relying on market contracting as a form of governance. When they rely on internal employees, they are relying on organizational hierarchy." (Gainey et al 1999, p. 113) Outsourcing has always been and will be the best way to complete a job, in which your company does not tend to specialise. The technology has significantly changed the contemporary look of outsourcing. Companies had to work with available performers in the past. Nowadays with the recent rapid development of IT, new market of outsourcing services has emerged. Internet and Web services have made it possible to choose among all the companies in the world for outsourcing. Needless to say, IT industry was the first one greatly influenced by outsourcing. "Not long ago, everybody thought the big salaries were in IT. IT jobs have been exported to developing countries" (Gordon 2004, p. 41). US Case US have become the first country that felt significant changes made by the development of outsourcing. Following principles of increasing labor efficiency stressed in various innovative management concepts (HRM was one of them), managers started to transfer manufacturing processes to China and Indonesia significantly decreasing costs associated with labour. Anxiety among US workers was set at rest by the strategic position of companies: executives reassured outsourcing will only relate to 'blue collar' jobs, which do not require special skills. "Old technology, [experts] claimed: manufacturing is passe. The U.S. would enter the new global economy with the new technology. Information, services, cutting-edge research and development--these would be the clean, high-paying jobs that would keep America on top." (Jasper 2003, p. 10) However outsourcing was not constrained by 'blue collar' jobs. John McCarthy, analyst of

Study of nti socil behviour nd violent conduct t UK night clubs Essay

Study of nti socil behviour nd violent conduct t UK night clubs - Essay Example Youth-oriented communities s well s dults, tht visit the clubs, crete the tmosphere of love, unity, tolernce nd hppiness tht is expressed through dncing, communiction nd other rnge of ctivities tht my not lwys entil socilly cceptble behviours. s the result of such relxing conditions in night clubs, the number of socil problems my pper. Specificlly, the problem of lcohol misuse nd illegl expnsion of drugs is one of the widely spred chrcteristic of night clubs. Drug use nd lcohol is intended to enhnce clubbers' senstions nd boost their energy so they cn dnce for long periods. While the first problem is generlly cceptble behviour (lcohol is normlly uthorised to sell out in brs of the night clubs), the second problem my led to the vriety of nti-socil behviourl expressions nd violence. Deling ppropritely with the violence cused by the use of lcohol nd drugs is difficult for police. On the one hnd, police often fce substntil pressure from minstrem society to put n end to drugs nd lcohol uthority in night clubs, usully through ggressive lw enforcement. On the other hnd, the tmosphere creted by "esy" (Morris, 1998) drugs nd lcohol is enormously populr mong significnt minority of teengers nd young dults, most of whom re generlly lw biding nd responsible. Strict enforcement efforts cn liente key segment of this popultion from government in generl, nd the police in prticulr. To be sure, lcohol cn pose genuine risks, but those risks re frequently exggerted in the public's mind. It is importnt tht police recognize tht most lcohol-relted hrms hppen to the clubbers themselves, nd while clubbers re not wholly responsible for those hrms, they willingly ssume much of the risk for them. ccordingly, night club prty problems re t lest s much public helth problems s they re crime nd disorder problems. It is criticl to estblish solid bse of fcts bout night clubs-relted hrms in the community, fcts from which to intelligently develop locl policies nd responses. The principl night clubs-relted concerns for police tht re considered to result in nti-socil nd violent behviour re s follows: - drug overdoses nd ssocited medicl hzrds: some drugs when overdosed cn bring to the stte of "shg frenzy", incresing chnces of ctching HIV nd other sexul trnsmitted disesed. (Morris, 1998) - drug trfficking nd the potentil for violence ssocited with it: different wys of drug trfficking my led to misunderstnding between drug delers nd result in nti-socil conducts such s street fights, robberies or murder; - noise (from loud music, crowds nd trffic): usully clubs re situted in one re specificlly llocted for night life; however there re clubs tht my be creted in plces where people live which will cuse problems in terms of noises t night s well s other outcomes of nti-socil behviour resulted from drug nd lcohol use; (Morris, 1998) - driving under the influence: this is the problem tht oftentimes results in cr ccidents. In view of the bove finding nd the resercher's interest in further evlution nd detection of problem re, the proposed explntory reserch study is imed to investigte the following subject: nticiption of nti socil behviour nd violent conduct t UK night clubs Generlly, the problem tht is rised in this pper concerns the connection of lcohol nd drugs use nd violent behviour. From one side it is regrded the problem of using clubbers' drugs rther thn lcohol in

SYSTEMATIC THEOLOGY ON THE GENDER OF GOD Term Paper

SYSTEMATIC THEOLOGY ON THE GENDER OF GOD - Term Paper Example However, most ethnologists have argued that God has no gender especially the female theologians quoting the texts in genesis that states that at the beginning God created Man in his own image. In this context, the image of God encompasses the features of both female and male and hence the conclusion that God has no gender. There are also other instances in which God is referred to as strong winds, tides, Waters Mountains and many other names thereby confirming that God is not a human being but a living spirit. The theology on the gender of God is therefore difficult to understand though there are several efforts from different religions to explain the understanding of God’s image with regard to respect to God’s gender.1 Among all these arguments, non has been able to prove that God is female or masculine since several texts referred to in the text are not only referring to specific situations, but are made to aid in the understanding of the words scriptures. For example when God is referred to as God the father, it was meant for the Christians to believe that God is the provider of protection and security. When God is referred top as tides, mountains, waters and many other terms, it refers to power and a kind of supernatural being. This has therefore misled those who read the bible since it has been interpreted the wrong way. This paper has therefore explored the different views from philosophers and theologizes with respect to God’s gender. All through the Christian bible, God is referred to as masculine. 2 This originated from the Greek word theos referring to God and most of the analogies have been used to refer to God and almighty as Masculine. It is important to note that within the Christian doctrines, God had never been referred to as male or female. In fact within the Christian doctrines, God is referred to as the almighty. In this context, God has no gender and represents the image of all of the human being creatures since he state s in the book of genesis that he created human beings in his own image. However, the controversies come when Jesus is referred to as masculine. In the New Testament, Jesus is referred to as god and God is Jesus meaning they are one and the same thing. However Jesus in the New Testament is referred to as at the time of his birth as â€Å"baby boy†. Does this therefore mean that Jesus is a boy or a man following the several instances in which he is referred to with masculine notation. It is therefore important to note that there are differences between the new and the Old Testament with regard to the way Jesus’ gender is referred in many occasions. The question here is to determine whether Jesus and God are different or Jesus is God. However in the Old Testament, it has been stated that Jesus was to be born and that he was to be a boy. 3The relationship between Jesus and God is therefore not clear and hence there is lack of consistence between the Old Testament and the N ew Testament. While many Christian doctrines hold that god has no gender, many other religious leaders and Christians have argued that if this is the case then man was not created in the image of God or if man is created in the image of God then â€Å"man† in this context does not include women. In the view of the above, the ancient Greek fathers made a lot of efforts to protect

Directness and Indirectness in Different Contexts Essay Example for Free

Directness and Indirectness in Different Contexts Essay In modern life, people communicate with others in different ways; for instance, the way that directness or indirectness can affect the success or failure of communication. So, we wonder which way is better for human communications. The definition of directness is the character of being accurate in course or aim or straightforwardness , the quality of being clear, plain, or easy to understand . The definition of indirectness is not said or done in a clear and direct way or stating what a real or supposed original speaker said with changes in wording that conform the statement grammatically to the sentence in which it is included . Speakers use a different register when speaking to different people, such as children, elderly people, peers, superiors, friends, strangers. So , when people talk to each other, they should consider the context, the situation, and then use the right way to communicate.. Position or social status is an important element of choosing whether directness or indirectness. When in a superior position, people tend to use more directness to their inferiors ,by contrast, people use indirect way when they are in a lower or subordinate position. Subordinates usually are more mitigated—polite, tentative or indirect. For example, in a company, as employees, they have to talk to their boss indirectly and politely; even their boss make mistakes, they cannot indicate directly if they do not want be laid off. Otherwise, bosses just talk to the employees directly. But the ones in power had the option of choosing which style to use. It was precisely because of his higher status that the boss was free to choose whether to speak formally or informally, to assert his power or to play it down and build rapport—an option not available to the subordinate, who would have seemed cheeky if she had chosen a style that enhanced friendliness and closeness. In this spirit, if your boss request you something with indirectness,you should not only get the real meaning but also you should manage it, or you may in trouble. Another reason that affects communication is how people related to each other, or social distance, those who have closer relations tend to talk in a more direct way. For instance, they can talk to their parents directly anytime; talking directly is much better to parents; as a result, children should be honest to their parents. Moreover, as a close friend, they also need be honest to each other, so talk directly is a right way to them. When their close friends make any fault, as close friends, they should indicate directly; that is a good way for both of them. On the other hand, people need to talk to their in-laws indirectly; moreover, people should be also respect to elder people. When in a special circumstances, or in emergency, people must use direct way of speaking, otherwise it will cause serious consequences, such as the conversations between the co-pilot and the captain in the text. If people in a urgent situation, they should speak directly even they are subordinates. If not, the superior one would more likely to ignore hints from their crew members than the other way around. The use of indirectness can hardly be understood without the cross-cultural perspective. Communication in any culture is a matter of indirectness. Only a part of meaning resides in the words spoken; the largest part is communicated by hints , assumptions , and audience filling-in from context and prior experience. Americans as a group tend to ignore or even rail against indirectness. For Japanese, Arabian, or the Mediterraneans, small talk is big and essential in business dealings. Non-Americans, and American women, more often realize that much of what is meant cannot be said outright. Cross-culturally it becomes a maddening guessing game that most entrants lose. Cultural differences in listening behavior can be categorized as direct or indirect. In direct listening cultures such as France, Germany, and the United States, people listen primarily for facts and concrete information. Listeners in these cultures also confront speakers directly and feel comfortable asking questions. In indirect listening cultures such as Finland, Japan, and Sweden, people listen in a very different manner. Interruptions do not occur while the speaker is talking, and politeness is part of the listener’s behavior. Indirect messages allow you to express your desire with-out offending or insulting the one interacting with you, but often at the sacrifice of your own feeling. Instead of saying,â€Å" I am bored with the conversation, â€Å" you say , â€Å" Its getting late and I have to get up early tomorrow, â€Å" or you look at your watch and pretend to be surprised by the time. Instead of saying , â€Å" This food tastes horrible ,you say ,â€Å" This food tastes different . â€Å" Instead of saying ,â€Å" You look terrible in this dress ,â€Å" you are likely to say ,â€Å" I like the dress you wore yesterday. However, different people have different ideas; some people think that talking directly can show the point clearly ; and others think that being indirect can be much more polite; otherwise, they think that talking directly is rude to people. The ways that talking directly or indirectly are very important in our life. People should use these properly. These two systems can affect the communication success or failure. And sometimes the different culture also will affect the way that people talk directly or indirectly. Nevertheless, different situations and relationship are two of the most important effects. Therefore, learning how to use a right way to communicate to each other is a very important part in our life.

Word Mapping and Language Development Essay Example for Free

Word Mapping and Language Development Essay This paper aims to discuss word mapping processes during the child development, explore the concepts of Fast and Slow mapping, discuss the application and acquisition of word associations and definitions in the context of word mapping, and conclude by demonstrating that the process of elaboration through which childrens meanings of words grow to include categorical semantic relations between words requires slow mapping. ? Fast Mapping For a child being inundated with new vocabulary from moment to moment, clues to any one particular words meaning may be few and far between, yet somehow a child manages to take these limited exposures to new words, derive meaning from them, and maintain representations of them for future use. Carey and Bartlett (1978) have termed this speedy process of inferring relatively correct and complete initial meanings of novel words given a limited number of exposures to the words fast mapping (Behrend, Scofield, Kleinknecht, 2001). It is widely assumed that children must possess an innate mechanism of specialized constraints specific to word learning to account for their precocious abilities to infer novel word meanings (Deak Wagner, 2003, p. 318), and fast mapping is the label applied to this system (Behrend et al. , 2001). Fast mapping was first demonstrated in an experiment done by Carey and Bartlett (1978), in which 14 children, ages three to four years old, were initially presented with a novel color word in a neutral context without first being explicitly taught its meaning, and later tested on their knowledge of the new term. All of the children had begun mapping color words to corresponding colors, and 13 of the 14 children were able to comprehend and generate six to eleven names for corresponding colors. The children were therefore familiar with the property and concept of color, which allowed the researchers to see how learning a new color would restructure the childs existing lexical and conceptual color domains (Carey, 1978, p. 271). Prior to the introduction of the children to the novel color word, each child received a production test in which he was asked to name the color of each of a number of different colored chips including an olive colored one. Most children called the olive color green, while others called it brown, but none of the children referred to the olive chip as olive. Carey and Bartlett (1978) chose to introduce the children to the novel color olive (a color the children were unfamiliar with), but instead of referring to it as olive (a word that some children might be familiar with) they chose to call the olive color chromium. The researchers painted one cup and one tray in the childrens nursery school classroom olive, while an identical cup remained red, and an identical tray remained blue. The researchers asked the childrens teacher to introduce the new color word individually to each child in a normal everyday context, such as preparing for snack time. The teacher avoided explicitly presenting the new color word either by asking the child to Bring me the chromium tray, not the blue one, the chromium one, or to Bring me the chromium cup, not the red one, the chromium one (Carey, 1978, p. 271). The phrase not the blue/red one provided enough information for the child to bring the correct tray or cup. As a result, the child was implicitly provided with lexical, syntactic, and contextual cues adequate to the full mapping (Carey, 1978, p. 272) of chromium, while not being forced to rely on the new color word to provide any additional information necessary for the completion of the task. All except one of the children chose the correct tray/cup upon first exposure to the new word. And even though they did not need to rely on the new word to make the correct choice, the majority of the children attended to the fact that they had just heard a new word, and either repeated it aloud or sought approval for the selection they had just made. One week later the children took part in a second teaching task in which a group of six different colors (including olive) was presented to each child, and the children were each asked to map these different colors to their specific corresponding color words (including chromium). This task had been designed to serve as a comprehension task in determining whether or not the children had learned to correctly map the color name chromium to the olive color. However, since olive was the only color for which the children had not previously demonstrated having a name, and since a control group (with no previous exposure to the olive/chromium mapping) performed the task at the same level as the experimental group, the researchers determined that the task was not truly a comprehension task, but rather another teaching task. The children therefore experienced two teaching tasks prior to being tested. Five weeks after the second teaching task, the children were given a second production test just like the one they received prior to the introducing event. However, unlike the first production test, in which the majority of the children called the olive colored chip either green or brown, eight of the fourteen children now either said that they did not know what color name to use to refer to the chip or began referring to the olive chip using one of the color names that they knew but had not mapped stably to any one particular color. Fast mapping is evident in that after only two brief exposures to the chromium color word/olive color pairing, the child had learned and retained for over a month that olive is not called green; in searching his lexicon for a name to call it, he found another color word with no stable referent which was more highly accessible than the new word chromium. Thus for these eight children at least, the process of restructuring the conceptual and lexical domains had already begun (Carey, 1978, p. 273). The children had demonstrated their ability to infer meaning (as to which color the word chromium referred to) by relying solely on the situation and the context in which they encountered the word. In the previous example the children’s retention would be limited- although not inhibited entirely- if exposed to a great variety of colors that had never been introduced to them before. This assertion illustrates the importance of scope to proper establishment of the context. Studies have found that as the factors increase in number or property, subjects of all ages are more likely to disorient and produce ambiguous definitions (Patson, 2010). Precise, mutually exclusive terms are the most conducive to a clear and complete understanding of a word. A study examined the potentiality of mutual exclusivity by first asking if the part pointed to was the trachea and then further challenging the student by requiring them to specify whether the whole area or one specific part was the trachea. When the subject area is previously known it is normal for children to favor an inclusive definition, i. e. accepting craniofacial instead of accepting cranial and facial as two, separate, specific, mutually-exclusive terminologies (Hansen, 2009). The correction of such errors is atypical to fast mapping, where the concept is simply understood. Fast mapping provides a seemingly quick and efficient way for children to initially acquire correct partial meanings that are specific to the contexts in which new words are heard. However, acquiring a complete definition for any one word generally requires the integration of a number of partial mappings derived from specific encounters with the word in everyday life. Fast mapping is merely the beginning of a longer more gradual elaboration and reorganization process called slow mapping that results in a more complete definition (Carey, 1978; Johnson Anglin, 1995; McGregor, Friedman, Reilly, Newman, 2002). Slow Mapping Slow mapping is a prolonged period during which the child must hold a fragile new representation in lexical memory, distinguish it from many other fragile representations, continue to hypothesize about the meaning of the word, and update the representation as a result of those hypotheses (McGregor et al, 2002, p. 332). The partial meanings of words acquired during fast mapping are retained in memory while meanings derived from new encounters with words provide additional information and allow connections both between and within new and existing knowledge to be created, eliminated, and reworked. Slow mapping is the term applied to this process in which information provided through both old and new encounters with words is slowly integrated and evolves into increasingly accurate and complete definitions. Whereas fast mapping has been experimentally captured (e. g. Carey Bartlett, 1978), and shown to be replicable (Deak Wagner, 2003, p. 318), the protracted timeline and more elusive nature of slow mapping have made it difficult to pinpoint, study, and understand the process. It appears that much speculation surrounds the true nature of slow mapping. Johnson and Anglin (1995) comment this elaboration process is not yet well understood, but it appears that children somehow develop additional meaning relations among the new word and others within the same semantic field and increasingly incorporate contextual restrictions, distributional properties, and syntactic privileges of occurrence (p. 614). Carey (1978) admits, I have gone much further than available data license (p. 292) in summarizing her hypothesis on the nature of slow mapping following a description of her fast mapping study. Deak and Wagner (2003) attempted to access the process of slow mapping in the learning of categorical semantic relations between words by introducing children aged four to seven years old to made-up words with invented meanings and semantic relationships to one another (introduced as an alien language) and later testing their comprehension and production of these new words. Children were taught basic categorical semantic relations of exclusion (no overlap between word referents), inclusion (referents of one label are a subset of the referents of another label), and overlap (the sets of referents of two labels intersect) during two separate play sessions in which each of four labels for newly contrived categories were presented (along with defining information) a minimum of twenty times. The semantic relations were either explicitly expressed or implicitly derived by the children during the play sessions. The older children of the group (six- and seven-year-olds) were able to learn more semantic relations and word definitions than the younger children (four- and five-year-olds), and exclusion was the categorical semantic relation most readily learned in both age groups. The principle finding of the study was that although all of the children were able to learn new categorical semantic relations between words equally well whether the relations were explicitly stated or implicitly derived, the children were not able to fast map these categorical semantic relations as they were able to do with basic word meanings. Whereas children were able to infer relatively correct meanings of the novel words almost immediately, for example, they could correctly point out exemplars, they were unable to fast map categorical semantic relations even when these relations were explicitly stated. Deak and Wagner (2003) conclude, when word learning is measured at a surface level, children show a grasp of new words, but this grasp is weak. It is unlikely to include knowledge of meaning relations, or incorporation into a differentiated semantic network, even after many unambiguous exposures to the new words (p. 323). Thus, it appears that fast mapping describes childrens ability to quickly associate words to referents, but does not capture the process of elaboration through which childrens meanings of words grow to include categorical semantic relations between words. Slow mapping is the route through which the incomplete initial word meanings obtained through fast mapping expand to include more information about the meanings of words including semantic relations between words. Penno, Wilkinson, and Moore (2002) have also attempted to access the process of slow mapping, albeit using a different procedure, by presenting children aged five to eight years old with new words through the context of storybook reading. Children were read a storybook once a week for three consecutive weeks in small groups, and were given a multiple-choice vocabulary test both prior to the first reading and after the last reading. The multiple-choice vocabulary test included 15 words present in the storybook that were assumed to be unknown to the children. In addition, following each reading of the storybook, the children were asked to complete a retelling task in which they retold the story they had just heard to the best of their ability to the researcher. After the entire process had been completed for the first storybook, children were read a second storybook following the same procedure. The children received an explanation for each of the fifteen new words (every time one of the words was encountered) during every reading of one of the two storybooks. For the remaining storybook, no explanation was supplied for unknown words. The main objective of this study was to examine the effects of repeated exposure to a story and the additive effects of explanation of the meaning of target words on students vocabulary (Penno et al. , 2002, p. 23). Both repeated exposure and explanation of meaning were indeed significant contributors to vocabulary growth. The process of slow mapping was displayed through the linear improvement in the accuracy of use of the target words across the three retellings of the stories (Penno et al. , 2002, p. 31). After being read a storybook for the first time, the children were able to retell the story in a manner that demonstrated their fast mapping ability in that they were able to provide some indication of a basic understanding of the new words meanings. However, the second and third readings and retellings of a storybook revealed the slow mapping process, as the children used the new words with ever increasing accuracy through each subsequent storybook retelling. Accuracy and depth of word knowledge was measured incrementally through a coding system containing six categories ranging from category zero (indicating no knowledge or use of the target word) to category five (indicating generalized knowledge of the target word) (Penno et al. , 2002, p. 26). For example, the coding system might determine a childs accuracy and depth of word knowledge as progressing from category two (Developing knowledge: the target word is used, but inappropriately) at the first storybook retelling, to category three (Synonym: a synonymous phrase or word is used for the target word) at the second storybook, up to category four (Accurate knowledge: the target word is used accurately and more frequently than a synonym) by the third storybook retelling (Penno et al. , 2002, p. 26). Children also benefited from receiving explanations for unknown words, displaying greater gains in vocabulary when provided with explanations than when not, suggesting that the explanation may have provided useful experience with the meaning of the unknown words. One of the challenges of word mapping research area is finding word knowledge assessment methods that go beyond measures of childrens ability to identify the correct referent of a word or to use a word in an appropriate context. In 2009 the effect of the cultural, linguistic differences between mainstream English and African American English was measured. An equal number of African American English speakers and mainstream (mostly Caucasian, Hispanic, and African American) respondents were given a series of syntactical questions. This result was that native speakers of English who were African American were predisposed to have more difficulty with the grammatical structure of formal English (Johnson, 2009). In addition to the methods described in the previous three studies, childrens word definitions may serve as a source of information on the process of mapping (Hughes, Woodcock, Funnell, 2005; Johnson Anglin, 1995; McGregor et al, 2002). Childrens word definitions have also been found to change with age. These changes may reflect, in part, increased understanding of the words meanings. Another source of information on word mapping may be childrens word associations. Word Definitions Word learning, commencing at around age of one year, progresses at the rate of approximately ten new words every day (Bloom, 2000), or about one per every waking hour (Carey, 1978). Werner and Kaplan (1950) describe the acquisition of the meanings of words as occurring in two ways. One way a child learns a word is by explicit reference either verbal or objective (p. 3), in which a word is verbally defined or an object is directly named for the child. The second way a child learns a word is through implicit or contextual reference (p. 3), in which a word is inferred from the context of a conversation. Up until around two years of age, a child may learn a great many words through explicit reference, as adults will often repeat common phrases and names of objects and provide definitions for unknown words in an effort to teach a child new vocabulary (Carey, 1978; Werner Kaplan, 1950). However, as children grow older, they receive this vocabulary coaching less and less and they must rely primarily on implicit or contextual reference to acquire the majority of vocabulary. Children learn the majority of their words from hearing how others use them in day-to-day life. In doing so, they must rely solely on the linguistic context in which the word occurs and the situation in which it is used (Carey, 1978, p. 265) to derive meaning for new words. Researchers recognize the ability to produce quality word definitions as a metalinguistic skill (Watson, 1985), as individuals must not only consider their knowledge of the to-be-defined word and determine what characteristics should be included in the definition but they should also know how to organize information into conventional definitional form (Skwarchuk Anglin, 1997, p. 298). An individuals mastery of the form and content of word definitions is imperative in producing quality definitions (Watson, 1985), and there are a number of well-established trends concerning the development of both. The definitions provided by young (roughly preschool) children tend to be comprised primarily of functional information, e. g. a knife is to cut with (Litowitz, 1977), but they also include (to a lesser degree) perceptual features, e. g. a kitten is furry (Hughes et al. , 2005). Young childrens definitions also tend to include information that is personally relevant, such as I have a friendly rabbit named Hoppy (Watson, 1985) and are often concrete, simple, and context bound (Skwarchuk Anglin, 1997). As a child grows older, a transition occurs in the content included in a definition, suggesting a conceptual shift from the individually experienced to the socially shared (Litowitz, 1977, p. 289), and definitions become more abstract, complex, and precise in nature (Skwarchuk Anglin, 1997). However, the accurate acquisition of a definition is dependent on the individual skills of the child and of the clarity of the context in which the new conceptual definition is presented (Nicoladis, 2010). Namely, the listener must recognize the probable intention of the statement through the interpretation of nonverbal cues. This is done through the rapid analysis of the word usage, the verbal tone, the context, and the previous experiences of the listener (de Ruiter, 2010). A child’s inferential attributions to a word are also built upon their personal skills. In the Sally Ann task, the children are asked to conceptualize the thoughts of others and are measured by their success at that task, their ability to concede that the other’s thoughts are not necessarily correct, and to form a hypothetical, mental frame of context through which to examine the probable thoughts and actions which inform that person’s decisions (Jary, 2010). The ability to successful integrate the representational theory of mind tested by the Sally Ann task has been proven to aid in the conceptualization of both grammatical structure and definition (Jary, 2010). Both form and content develop and change over time, but these changes do not necessarily occur simultaneously, and children are generally able to express semantic content more successfully than they are able to use correct Aristotelian definitional form (Johnson Anglin, 1995). Since form and content of childrens definitions change as their knowledge of and experience with words increases it seems logical that studying the elaboration and refinement of word definitions in children over time would allow us to better understand the process of slow mapping (McGregor, 2002). The interpretations of the ambiguities of language, such as the use of the finite â€Å"that† for an infinite pool of possible contexts, are key contributors to the accuracy of slow mapping in the inferred or abstract definition of words (Jary, 2010). In a study designed to capture the slow mapping process of word meaning development, McGregor et al. (2002) offer some evidence that childrens definitions may indeed provide an accurate representation of the semantic knowledge possessed by a child. McGregor et al. have shown that a childs abilities to provide a name for and draw a picture of each of a series of objects correspond reliably with one another and are also consistent with a childs ability to provide definitions for those objects. The study suggests that the three tasks (naming, drawing, and defining) access a common semantic representation and therefore validates the use of the defining task in providing a window into the slow mapping of word meaning. Word Associations Childrens word associations also change as word knowledge changes over time. Consequently, studying childrens word associations may provide an additional opportunity to capture the slow mapping process of word meaning development. Petrey (1977) draws attention to the development of word associations as shifting from episodic (or schematic) to semantic (or taxonomic) as childrens word knowledge grows. She comments, Whereas adults responses are grouped primarily by semantic memory of words internal content, childrens responses display mainly episodic memories of external context (p. 69). For example, if the stimulus word were rabbit, a child is likely to provide an episodic response like carrot, and an adult is more likely to provide a semantic response like squirrel. Petreys research suggested that the shift from episodic to semantic association responses occurs by around third grade. Researchers have also attempted to explain changing word associations as reflecting a syntagmatic-paradigmatic shift. Syntagmatic refers to words being syntactically related, that is, likely to occur together in the same sentence, like a verb response to a noun, whereas paradigmatic refers to words being in the same syntactic class, like a noun response to a noun (Nelson, 1977). This description has proven to be less well supported than the episodic-semantic (or schematic-taxonomic) shift. Another explanation refers to the cultural influences of the child’s caretaker(s). Because as the child ages there is less need and ability to define the abstract concepts, there is an increased reliance on word attribution (de Ruiter, 2010). Bilingual children favor the grammatical structure and the customary usage of their stronger language (Nicoladis, 2010). In Blewitt and Toppinos study, superordinate responses in the word association task became increasingly frequent with age (as is the case in word definition tasks), suggesting that the word association task may indeed be a useful tool to implement in future work aimed at capturing the slow-mapping process. The increasing use of superordinate terms provided both in the word definition task and the word association task suggest that the two tasks may be measuring the common underlying process of elaboration and completion of word meaning over time that is slow mapping. Summary Conventional estimates suggest that by age 17 the vocabulary of an average English-speaking individual comprises more than 60,000 words (Bloom, 2000). In order for this monumental task to be achieved, word learning, commencing at around age of one year, must progress at the rate of approximately ten new words every day (Bloom, 2000), or about one per every waking hour (Carey, 1978). Werner and Kaplan (1950) describe the acquisition of the meanings of words as occurring in two ways. One way a child learns a word is by explicit reference either verbal or objective (p. 3), in which a word is verbally defined or an object is directly named for the child. The second way a child learns a word is through implicit or contextual reference (p.3), in which a word is inferred from the context of a conversation. Up until around two years of age, a child may learn a great many words through explicit reference, as adults will often repeat common phrases and names of objects and provide definitions for unknown words in an effort to teach a child new vocabulary (Carey, 1978; Werner Kaplan, 1950). These two methods for accessing developmental change in childrens word knowledge have both been found to change with increasing age and understanding of words, and appear to provide access to slow mapping in children. In general, knowledge about familiar words is slowly acquired. Children both increase their understanding of the semantic relations among words, and learn about the details of the objects labeled by the words. Children are unable to fast map categorical semantic relations even when these relations were explicitly stated. Conclusively, the process of elaboration through which childrens meanings of words grow to include categorical semantic relations between words requires slow mapping. The ability children possess to infer initial meanings for novel words given a limited number of exposures to the words fast mapping. Fast mapping provides a seemingly quick and efficient way for children to acquire initial meanings of novel words, but the meanings children gain through fast mapping are often incomplete, especially requiring a longer more gradual elaboration and reorganization process called slow mapping in order to become complete definitions. Slow mapping allows the connections both between and within new and existing knowledge to be created, eliminated, and reworked, as increasingly complete and accurate definitions evolve. Slow mapping, a much slower and more elusive process than fast mapping, has not been experimentally captured, and much speculation continues to surround its true nature. Attempts to access slow mapping by researchers have provided some insight into the nature of that process. However, research studies have not accessed childrens word understanding beyond an initial, superficial level. References Behrend, D. A. , Scofield, J. , Kleinknecht, E. E. (2001). Beyond fast mapping: Young childrens extensions of novel words and novel facts. Developmental Psychology, 37, 698-705. Blewitt, P. , Toppino, T. C. (1991). The development of taxonomic structure in lexical memory. Journal of Experimental Child Psychology, 51, 296-319. Bloom, P. (2000). How children learn the meanings of words. Cambridge, MA: MIT Press. Carey, S. Bartlett, E. (1978). Acquiring a single new word. Papers and Reports on Child Language Development, 15, 17-29. Carey, S. (1978). The child as word learner. In M. Halle, J. Bresnan, G. A. Miller (Eds. ), Linguistic theory and psychological reality (pp. 264-297). Cambridge, MA: MIT Press. de Ruiter, J. , Noordzij, M. , Newman-Norlund, S., Newman-Norlund, R. , Hagoort, P. , Levinson, S. , et al. (2010). Exploring the cognitive infrastructure of communication. Interaction Studies, 11(1), 51-77. doi:10. 1075/is. 11. 1. 05rui. Deak, G. O. , Wagner, J. H. (2003). Slow mapping in childrens learning of semantic relations. Proceedings of the Annual Conference of the Cognitive Science Society, 25, 318-323. Hansen, M. , Markman, E. (2009). Childrens use of mutual exclusivity to learn labels for parts of objects. Developmental Psychology, 45(2), 592-596. doi:10. 1037/a0014838. Hughes, D. , Woodcock, J., Funnell, E. (2005). Conceptions of objects across categories: Childhood patterns resemble those of adults. British Journal of Psychology, 96, 1-19. Jary, M. (2010). Assertion and false-belief attribution. Pragmatics Cognition, 18(1), 17-39. doi:10. 1075/pc. 18. 1. 02jar. Johnson, C. J. , Anglin, J. M. (1995). Qualitative developments in the content and form of childrens definitions. Journal of Speech and Hearing Research, 38, 612-629. Johnson, V. , de Villiers, J. (2009). Syntactic Frames in Fast Mapping Verbs: Effect of Age, Dialect, and Clinical Status. Journal of Speech, Language Hearing Research, 52(3), 610-622. Retrieved from Academic Search Complete database. Litowitz, B. (1977). Learning to make definitions. The Journal of Child Language, 4, 289-304. McGregor, K. K. , Friedman, R. M. , Reilly, R. M. , Newman, R. M. (2002). Semantic representation and naming in young children. Journal of Speech, Language, and Hearing Research, 45, 332-346. Nelson, K. (1977). The syntagmatic-paradigmatic shift revisited. A review of research and theory. Psychological Bulletin, 84, 93-116. Nicoladis, E. , Rose, A. , Foursha-Stevenson, C. (2010). Thinking for speaking and cross-linguistic transfer in preschool bilingual children. International Journal of Bilingual Education Bilingualism, 13(3), 345-370. doi:10. 1080/13670050903243043. Patson, N. , Warren, T. (2010). Evidence for Distributivity Effects in Comprehension. Journal of Experimental Psychology / Learning, Memory Cognition, 36(3), 782-789. doi:10. 1037/a0018783. Penno, J. F. , Wilkinson, I. A. G. , Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the matthew effect? Journal of Educational Psychology, 94, 23-33. Petrey, S. (1977). Word associations and the development of lexical memory. Cognition, 5, 57-71. Skwarchuk, S. , Anglin, J. M. (1997). Expression of superordinates in childrens word definitions. Journal of Educational Psychology, 89, 298-308. Watson, R. (1985). Towards a theory of definition. Journal of Child Language, 12, 181-197. Werner, H. , Kaplan, E. (1950). The acquisition of word meanings: A developmental study. Monographs of the Society for Research in Child Development, 15(1, Serial No. 51).

Lexical and Structural Ambiguity Examples

Lexical and Structural Ambiguity Examples Language is the most important thing in our life. People communicate with others by using language. Without language we cannot communicate with other people properly. Even deaf or dump people can communicate with others by using their special language or sign language. People talk, share their thought, feeling and emotion through language either spoken or written. In the world, there are many different languages in different countries. It is possible that there are many languages used in one country. Although have so many different languages, people use it for one reason, that is to communicate. They communicate with each other either spoken or written through sentences. Sometimes people do not get what we said to them. It is not because they do not hear it or something. However, occasionally we say a sentence which has more than one meaning. As a result, the listeners will have some different interpretations and this will make confusion for the listener. In this case, this misunderstanding is called an ambiguity. We can find ambiguous sentences everywhere, not only when people say something to us or spoken but we can also find it in written forms, like in the book, newspaper, magazine, and so on. This ambiguity can happen if there are more than one meaning which can be interpreted by the people who read or listen to the ambiguous sentences or phrases. There are three kinds of ambiguity according to Ullmann (as cited in Tambunan 202, 204); phonetic, grammatical or structural, and lexical ambiguity. Phonetic ambiguity appears in spoken only, e.g. when we say near, not all people will catch near as the meaning of close by or next to. Nevertheless, some people can misunderstand what they hear. They can possibly hear near as an ear or a near as well. Meanwhile, in his book, Pateda () said Grammatical or structural ambiguity appears because of the resemblance of phrase. Each word which forms a phrase actually should be clear, but the combination can be interpreted more than one meaning. For example in the sentence I met a number of old friends and acquaintances. The word old (past or someone who has been already old, in this case about age matter) in this sentence can be connected with friends (people who you know well but not in family members) and acquaintances which means people that you have met but do not know well. In that sentenc e, where is meant by the past, is it friends or acquaintances? In lexical ambiguity it has been explained that each word can contain more than one meaning. A word can lead to something different according to the usage. As the writer mentioned above, apparently ambiguous sentences or phrases can be shown in the written forms. Based on this research, the writer chooses the source of data from a newspaper, especially in the titles of each section which most likely contains ambiguous meaning. Because nowadays we find so many newspaper which contains ambiguous meaning in it, either in the content or the title. This is happening because in this modern era, language is changed. Trask (92) said that language has changed, and many of the old words have disappeared and been replaced by the new words. Other words have survived, but have changed either their forms or their meanings so much that we can barely recognize them. In this research the writer chooses a local Indonesian newspaper, that is Suara Merdeka. It is the largest Indonesian daily newspaper in Central Java, Indonesia which is made in Semarang, Central Java. There are some sections that are offered by this news, such as headline, business, advertisement, your letters, entertainment, and so on. In this paper, the writer will conduct a research in the news title of each section. Since the data is taken from newspaper, the writer will take some titles which most likely has ambiguous meaning in both lexically and structurally. FIELD OF THE STUDY This research is in the field of Linguistics. SCOPE OF THE STUDY In this paper the writer focuses on lexical and structural ambiguity in the title news of each section in Suara Merdeka newspaper. The data of this research are taken from all titles in each section of the newspaper which has ambiguous meaning. PROBLEM FORMULATION The research question can be formulated as follows: Which words, sentences or phrases are possibly ambiguous? What parts of speech are lexically ambiguous? Which type of ambiguity is the most dominant? OBJECTIVES OF THE STUDY The objectives of this paper are to answer the problem of this research which is mentioned above. They are: To find out words, sentence or phrases are possibly ambiguous. To analyze the part of speech of words that can be lexically ambiguous. To determine the most dominant type of ambiguity. SIGNIFICANCE OF THE STUDY The result of this study provides the readers to improve their ability in understanding the ambiguous sentence, phrase, or word in written language. This research will contribute as the reference for the study of semantics and syntax in teaching and learning activity. Moreover for the people who are interested in lexical and structural ambiguity for their research. DEFINITION OF TERMS Ambiguity Ambiguity appears when something has more than one possible meaning and may therefore cause confusion (Cambridge Advanced Learners Dictionary 43). Lexical Ambiguity According to Grenat and Taher in Al satil journal (10), lexical ambiguity refers to the type of ambiguity those results from the occurrence of homonyms. Structural Ambiguity A sentence is called structurally ambiguous if there is more than one complete structural description that may be assigned to it (Tesar, par. 1). LITERARY VIEW Semantic Theories As a branch of linguistics, semantics is defined as the study of the meaning. Yule (100) says that Semantics deals with the conventional meaning conveyed by the use of words, phrases and sentences of a language. In semantics it can be seen what is meant by meaning, the kinds of meaning, anything which is connected by meaning, the components of meaning, whether meaning is changed or not, why meaning can be changed, either each word has only one meaning or more, how we comprehend the meaning of a word or sentence easily, everything can be traced through semantics (Pateda 2). Meaning There are two ways in investigating meaning of words in a sentence; conceptual and associative meaning. Conceptual meaning is the basic components of meaning carry on literal use of words. For example, the word needle has the meaning of sharp, thin, an instrument for sewing. Associative meaning is like the connotation of words. For example, the word needle has the meaning of pain, illness, drug, thread, or knitting. In this association meaning, it is possible that each person may have different interpretations (Yule 100). An idea has to be sent clearly and meaningfully, so it will not cause misunderstanding in communication. Ambiguity can cause wrong perception in peoples mind when evaluating something (Suryaslavia 7). Ambiguity According to Clare (par 4), something is called ambiguous when it can be understood in two or more possible senses or ways. A word or sentence is ambiguous when it has more than one sense. A sentence is ambiguous if it has two (or more) paraphrases which are not themselves paraphrases of each other. For example, We saw her duck is a paraphrase of We saw her lower her head and of We saw the duck belonging to her. In this case, we consider that We saw her duck is ambiguous (Hurford and Heasley 121). Ambiguity can arise in a sentence for a number of reasons; through the ascription of multiple meanings to single words, through the assignment of different syntactic structures to a sentence, or through the use of certain expression that may have semantic scope (Cann 8). Lexical Ambiguity Lexical ambiguity according to Hurford and Heasley (128) is any ambiguity resulting from the ambiguity of a word. For example in the sentence The captain corrected the list is lexically ambiguous. The word list has two possible meanings, either record (short pieces of information, such as peoples name) or lean (in a ship). Lexical ambiguity can be created from because of polysemy and homophony (OGrady 270). Polysemy Polysemy occurs where a word has two or more related meanings. Example: Bright : shining, intelligent To glare : to shine intensely, to stare angrily A deposit : minerals in the earth, money in the bank Homophony Homophony exists where a single form has two or more entirely distinct meanings. For example, the word bat has the meaning either a flying mouse-like nocturnal mammal or a piece of equipment used in cricket or baseball. In this case, it is assumed that there are two or more separate words with the same pronunciation rather than a single word with different meanings. Structural Ambiguity Structural ambiguity appears because of the resemblance of phrase. Each word which forms a phrase actually should be clear, but the combination can be interpreted more than one meaning. For example in the sentence I met a number of old friends and acquaintances. The word old (past or someone who has been already old, in this case about age matter) in this sentence can be connected with friends (people who you know well but not in family members) and acquaintances which means people that you have met but do not know well. In that sentence, where is meant by the past, is it friends or acquaintances? Structural ambiguity happens if there is a sentence which is ambiguous because its words relate each other in different ways, even though none words are ambiguous (Hufford 129 130). Language of Newspapers In his book, The Language of Newspaper; Socio Historical Perspective, Conboy (1) says that the language of newspapers has always encapsulated what would they sell to the readers and how the information which they share could best be packaged and presented to achieve the commercial end at a certain time. The market-driven rationalization of the language of the new mass newspapers affected the grammar of the reduced sentences which were increasingly identifiable as journalistic. The twentieth-century newspapers language was shaped by a wave of technologies competing with the newspaper as the prime provider of topical information about the world. In newspapers today, we are witnessing the latest linguistic accommodation to changing social and commercial pressures. Newspapers have always striven to provide an elaborated form of conversation with their audiences, to be something more than a dry account of the events of the day (Conboy 2). Previous Study In Faculty of Letters, Unika Soegijapranata there have been thre theses discussing about Ambiguity. Marsha Marieanne (2011), The Analysis of Ambiguity in Printed Consumer Goods Indonesian Advertisements investigates the classification of the ambiguous taglines in printed Indonesian consumer goods advertisements. Doncy Suryaslavia (2005), Lexical and Structural Ambiguity on Television Advertisements focuses on a classification of Indonesian television advertisements which contain lexical or structural ambiguity. Arkhid Awful (2005), Peoples Interpretstion of the Advertisement Containing Ambiguous Sentences or Phrases talks about interpretation of people concerning the ambiguous sentences or phrases in the advertisement. The difference between those three theses from the writes study is that the writer focuses on the lexical and structural ambiguity found in news titles. The writer will conduct a research on each section of the newspaper and find any titles which most likely have ambiguous meaning. RESEARCH METHODOLOGY Method of Data Collection The aim of this study is to analyze the lexical and structural ambiguity in the newpaper titles. The writer conducts a reasearch from Indonesian local newspaper, that is Suara Merdeka. She takes the data from each section of the newspaper which most likely contains ambiguous meaning and she will analyze it based on the lexical and structural ambiguity. Instrument 1.2 Procedure Method of Data Analysis Reading the selected data Identifying the words, phrases, and sentences which are possibly ambiguous. Classifying them into the types of ambiguity whether lexical or structural ambiguity.

Response to the Film William Faulkner: a Life on Paper :: Movie Film Essays

Response to the Film William Faulkner: a Life on Paper While I was watching the documentary William Faulkner, a Life on Paper I found it striking how the different people that were interviewed talked about two different sides of the author William Faulkner. His daughters, Jill Faulkner Sommers and his stepdaughter, spoke mainly about his alcohol abuse and his moodiness whereas Faulkner’s contemporaries from Oxford underlined Faulkner’s generosity and kindness. The documentary shows Faulkner not only as father of Jill and his stepdaughter but also as a father figure for many others. He had to take care of several families at once. At one point Faulkner had seventeen dependents to provide for. Many of the people that were interviewed describe Faulkner as being very generous and always willing to help others even when he had almost nothing himself. One special example is his brother Dean who died in an airplane accident and because Faulkner had bought the plane he apparently felt guilty about the death of his brother for the r est of his life as his sister-in-law says in the interview. The interviews with Faulkner’s daughter Jill and his stepdaughter show a different side of the Nobel Prize-winning author. Jill speaks about her father (whom she calls â€Å"papi†) and his alcohol habits in an objective, distanced way and seems to have accepted the fact that her father was a man who cared about many people, but sometimes â€Å"would have walked on her.† One incident she talks about struck me especially. She remembers that at a party her father was drinking once again and when she asked him to stop he said to her: â€Å"No one remembered Shakespeare’s child†¦Ã¢â‚¬  Even when we take the fact into account that he was drunk at that point, this seems to me a rather cruel thing to say to one’s daughter. Other women, however, seem to have been of great importance in Faulkner’s life among them Joan Williams, a young, aspiring author from Memphis. Talking about her Jill Faulkner Sommers says that her father liked the idea of having a â€Å"protà ©gà ©.† Other women Faulkner seems to have been greatly attached to were his mother and his grandmother. Faulkner dedicated Go Down Moses to another woman he apparently cared about very much, the family â€Å"mammy.† The dedication runs: â€Å"To Mammy Caroline Barr, who was born in slavery and gave to my family a fidelity without stint or calculation of recompense and to my childhood an immeasurable devotion and love.

science of ozone :: essays research papers fc

THE SCIENCE OF OZONE Ozone, though similar to oxygen chemically, is composed of three molecules of oxygen and is usually blue in color with a very strong odor. The atmosphere contains less ozone than the common oxygen. While out of every ten million air molecules, there exist about two million molecules of normal oxygen and only three molecules of ozone. Most of these ozone molecules are typically concentrated in the Stratosphere, the atmospheric layer that runs roughly from ten kms to about fifty kms in altitude. Even though the amount of ozone in the atmosphere is small, it plays a vital role in the atmosphere. The ozone layer protects the Earth and everything on it by absorbing the sun’s UV radiation. When the ozone is not at an atmospheric level and is at ground level, ozone proves to have toxic effects. ‘Inhaling fairly low amounts of ozone can result in signs and symptoms such as coughing, congestion, wheezing, shortness of breath, and chest pain in otherwise healthy people. People with already existing asthma, bronchitis, heart disease, and emphysema may find their conditions worsen while inhaling ozone. Breathing ozone may also increase the risk of getting certain lung diseases. People can recover from short-term exposure to low levels of ozone. However, breathing high levels of ozone or breathing low levels of ozone over a long period of time may have more damaging and longer-lasting effects.’ Ozone has also been found to have positive effects on people. It has proven to be a very purifying substance. Doctors are now aware that it has three powerful properties: 1. It stimulates the immune systems through production of natural cancer-killing proteins called cytokines. 2. It improves oxygenation (delivery of oxygen to starved tissues) and metabolism. 3. It is a powerful antibiotic when applied locally. Ozone is made naturally in the atmosphere or artificially by using high voltages or ultraviolet rays. Ozone and Oxygen work together efficiently to prevent the ultraviolet radiations reaching the earth’s surface. The ultraviolet radiations with shorter wavelengths, such as wavelengths less than 242 nm, have sufficient energy to break the O-O covalent bonds in the oxygen molecules and are thereby used up by the oxygen molecules. < 242 nm O2 (g) Â ® 2O (g) Similarly, ultraviolet radiations with higher wavelengths, for example more than 242 nm to 320 nm, are used up in breaking the bonds between the oxygen atoms in an Ozone molecule. 242-320 nm

The Evolution of Capital Punishment Essay -- Death Penalty

The Evolution of Capital Punishment Ever since there has been crime, there has been punishment. One form of punishment that has existed since the beginning of society is capital punishment. As crime and societies have evolved over time, so have capital punishment, its forms, and its reasons for use. Capital punishment is defined as the execution or death for a capital offense. (Hill & Hill 1995: 75) A capital offense is defined as being any criminal charge that is punishable by the death penalty. (Hill & Hill 1995: 75) A capital offense usually means that no bail will be allowed. Capital punishment has existed since the earliest civilizations such as the ancient Greeks, Romans, and even the English have existed. Death sentences were not only carried out centuries ago, but they were also given out as sentences in formal courts. In ancient Greece, the death penalty was ordered for what are known as minor crimes in modern day living. The rules of Rome were not much more merciful to say the least. Starting a fire or even disturbing the peace after dark could fuel such a verdict as death by fire or worse. And finally in England, there were over 200 offenses that could be punishable by death. (Landon 1992: 9) The English, were in fact, the main reasons as to why the death penalty exists in America. Capital punishment became a very important part of the written rules at the time of the first wave of colonists that arrived in America. The rules varied from colony to colony although the rules remained quite similar all the same. (Landon 1992: 10) The death penalty in very early America was the end result of a murderous conviction the majority of the time although it was put to use for many other crimes. Due to the fact that there was no separation of power between the church and the American government and the fact that a simple accusation could cost somebody their life, the 8th and then later on, the 14th amendments were created. The 8th amendment states that â€Å"Excessive bail or fines and cruel punishment are prohibited. Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.† The 14th amendment then states that â€Å"All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or... ...t is awfully convenient to be able to go both ways on such a subject. It is fascinating to be able to notice the evolution of such an important subject in our history and how it is still changing. It is worth noting that the death penalty is not simply the most serious criminal punishment there is to offer, but is has and is still a social, moral, and legal problem in society. It was a problem 200 years ago and still is today. It is a subject that all people most likely will not be able to come to an agreement on, but it is one that will continue to evolve so all we can do for now is watch and see. Bibliography 1.  Ã‚  Ã‚  Ã‚  Ã‚  Hill, Gerald N., and Kathleen Thompson Hill. Real Life Dictionary of the Law. Los Angeles, General Publishing Group, Inc., 1995 2.  Ã‚  Ã‚  Ã‚  Ã‚  Zimering, Franklin E., and Gordon Hawkins. Capital Punishment and the American Agenda. Cambridge, Cambridge University Press, 1986 3.  Ã‚  Ã‚  Ã‚  Ã‚  Berns, Walter. For Capital Punishment: Crime and the Morality of the Death Penalty. New York, Basic Books Inc., 1979 4.  Ã‚  Ã‚  Ã‚  Ã‚  Landon, Elaine. Teens and the Death Penalty. Hillside, Enslow Publishers, 1992 5.  Ã‚  Ã‚  Ã‚  Ã‚  Herda, D.J. Furman v. Georgia. Springfield, Enslow Publishers, 1994

Final Exam Essay

INTRODUCTION 1.1 Title of the project Access Control Proposal Project 1.2 Project schedule summary The project will be a multi-year phased approach to have all sites (except JV and SA) on the same hardware and software platforms. 1.3 Project deliverables †¢ Solutions to the issues that the specifies location of IDI is facing †¢ Plans to implement corporate-wide information access methods to ensure confidentiality, integrity, and availability †¢ Assessment of strengths and weaknesses in current IDI systems †¢ Address remote user and Web site user’s secure access requirements †¢ Proposed budget for the project—Hardware only †¢ Prepare detailed network and configuration diagrams outlining the proposed change †¢ Prepare a 5 to 10 minute PowerPoint assisted presentation on important access control infrastructure, and management aspects from each location. 1.4 Project Guides Course Project Access Control Proposal Guide Juniper Networks Campus LAN Reference Architecture 1.5 Project Members Members of the Technology Staff: Phil Kurutz, IT Architect and IT Security Specialist Nathan Gleed, Chief Information Officer (CIO) 1.6 Purpose This project is done as a part of fulfillment of the course IS404 (Access Control, Authentication, and Public Key Infrastructure). It is a proposal for improving IDI’s computer network infrastructure. This project is intended to be used by IDI’s information security team to developing a plan to improve IDI’s computer network infrastructure at multiple locations. 1.7 Goals and Objectives †¢ 1st Objective To assess the aging infrastructure and then develop a multi-year phased approach to have all sites (except for JV and SA) on the same hardware and software platforms. †¢ 2nd Objective The core infrastructure (switches, routers, firewalls, servers and etc.) must capable of withstanding 10 – 15% growth every year for the next seven years with a three-to-four year phased technology refresh cycle. †¢ 3rd Objective Solutions to the issues that the specifies location of IDI is facing †¢ 4th Objective Assessment of strengths and weaknesses in current IDI systems †¢ 5th Objective Address remote user and Web site user’s secure access requirements †¢ 6th Objective Prepare detailed network and configuration diagrams outlining the proposed change †¢ 7th Objective Prepare a 5 to 10 minute PowerPoint assisted presentation on important access control infrastructure, and management aspects from each location. †¢ 8th Objective A comprehensive network design that will incorporate all submitted requirements and allow for projected growth. †¢ 9th Objective: Final testing of all installed hardware, software, and network connectivity. †¢ 10th (Final) Objective: Initialization of the entire network and any last minute configuration adjustments to have the network up and operating within all specified ranges. 2 Risks and Vulnerabilities 2.1 Overall: There is a hodgepodge of servers, switches, routers, and internal hardware firewalls. Each of the organization’s locations is operating with different information technologies and infrastructure—IT systems, applications, and databases. Various levels of IT security and access management have been implemented and embedded within their respective locations. The information technology infrastructure is aging and many locations are running on outdated hardware and software. Also, the infrastructure is woefully out-of-dated in terms of patches and upgrades which greatly increase the risk to the network in terms of confidentiality, integrity, and availability. 2.2 Billings, Montana:   Logisuite 4.2.2 has not been upgraded in almost 10 years. Also, over 350 modifications have been made to the core engine and the license agreement has expired. Progressive upgrading to the current version will be required. As a result, renewing this product will be extremely cost and time-prohibitive. RouteSim is a destination delivery program used to simulate routes, costs, and profits. It is not integrated into Logisuite or Oracle financials to take advantage of the databases for real-time currency valuation and profit or loss projections.   IDI’s office automation hardware and software has not been standardized. Managers have too much liberty to buy what they want according to personal preferences. Other software problems include early versions of MS Office 5, WordPerfect  7.0, and PC-Write that are not compatible. Telecommunications has not been since the company moved its current headquarters 15 years ago. This has left many  of the new features for telecommunic ations lacking and not integrated with the customer service database to improve call management efficiency. The generic system was acquired from a service provider who is now out of business.   Policies for personal devices are being ignored by many of the executives who have local administrators install the clients on their unsupported, non-standard personal laptop computers and workstations that interface with the internet. These devices   The original WAN was designed by in the early 2000’s and has not been upgraded. During peak periods, usually between September and March, the capacity is insufficient for the organization resulting in lost internet customers which further reduces growth and revenue.   Telecommunications works through a limited Mitel SX-2000 private automatic branch exchange (PABX) that only provides voice mail and call forwarding. 2.3 Warsaw, Poland This is the largest office based on number of employees, strategically located to assist IDI for major growth in the Middle East and Asia, and the home portal for expansion and geographical client development, yet there is insufficient computing power to stay afloat on a day-to-day basis.   The primary freight forwarding application is almost 10 years old and does not interface with the McCormack dodge accounting and finance system   There are 6 Web servers (4 are primary and 2 fail during clustered load balancing) The cafeteria sponsors a public wireless network running WPA (Wi-Fi Protected Access) with no password protection.   Telecommunications is an 8 year old Siemens Saturn series PBX, some of whose features have become faulty. The desktop phones have not been replaced or upgraded during this time. There is a lack of separation of duties between the network operations and the accounts receivable department and there is evidence of nepotism and embezzlement. 3 Proposed Budget 4 IDI Proposed Solutions 4.1 Billings, Montana Consolidate 14 Hewitt-Packard (HP) UNIX servers to 1 UNIX server Upgrade 75 Microsoft (MS) Windows servers to Windows server 2008 R2 Upgrade MS exchange e-mail to latest version Find another software vendor to replace Oracle financials for accounting  and financial systems, Logisuite 4.2.2, RouteSim Hire developers to standardize the office automation hardware and software. Convert telecommunications system to a VOIP system Design and implement a new Acceptable Use Policy (AUP) Upgrade WAN to a T1 MPLS to increase bandwidth 4.2 Warsaw, Poland Find a new proxy server to replace the IBM Infinity hardened served Hire a new in-house application developer Convert the Siemens Saturn series PBX telecommunications system with desktop phones to a VOIP system Enforce the current Acceptable Use Policy (AUP)