Tuesday, August 6, 2019
Music-Induced Affect as Treatment of Elderly Depression Essay Example for Free
Music-Induced Affect as Treatment of Elderly Depression Essay Abstract            Depression in elderly patients is one of the most prevalent psychological problems today. However, research and knowledge regarding this subject is limited and those involved in the application of this knowledge to help elderly individuals experiencing depression are lacking in efficient strategies and training. This paper aims to explore the efficacy of inducing positive affect through music as a strategy in treating depression in elderly individuals. The paper focuses on the effectiveness of music alone as tool in treating depression based on its capability to induce positive affect. It is hypothesized that positive affect continuously induced via music within a set time-period will lessen signs of depression. Introduction Depression has recently been recognized as one of main psychological problems facing society today. Literature shows that treatment of depression needs to be specialized in terms of the population it addresses. Certain groups, such as adolescents, respond to certain treatments differently when compared to another group, such as the elderly. (Aryan Alvidres, 2001; Von Kroff et al, 2001) Depression among the elderly has specifically been found to be rampant and mostly unchecked mainly due to the fact that it was regarded earlier on as a normal step in an individual’s aging. (Casey, 1994) The need for further research on the subject is stressed by the fact that treatments and solutions for depression among elderly individuals are studied only in areas wherein a majority of the population is in the late stages of life. (Bramesfeld, 2003) Also, research has shown that general practitioners involved in treating depression in the elderly need to have more training and information on how best to handle depression in older patients. (Rothera et al, 2002) Diagnosis of depression is also a problem with 70-90% of depressed elderly patients going undiagnosed. (Koenig, 1999) A new strategy being researched for its effectiveness in treating depression employs the use of music techniques. Hendricks et al (1999) showed the potency of music in treating adolescent depression mainly because of its ability to inspire a change in the individual’s emotions. Hanser Thomson (1994) and Hanser (1990) studies have also shown promise in the use of music techniques to treat depression in older individuals. This paper aims to validate these previous studies but will focus only on the musical aspect of the treatment. Previous research included exercise, muscle relaxation techniques, and recall of experiences which could have confounded the results of the previous studies attesting to the effectiveness of music techniques. Research Question             The goal of this paper is to determine whether there is a significant relationship between music-induced affect and depression. Can positive affect induced by music reduce depression? It is hypothesized that positive music-induced affect has a significant negative relationship with depression. Methods            The design of the study is experimental and random. Specifically, it makes use of a 22 between-subjects factorial design. One variable will be the music-induced affect which will have two levels in the experiment, presence and absence of music-induced affect. Negative music-induced affect will not be used for ethical reasons. The other variable will be the test scores of the participants assessing the intensity of their depression. This will have two levels, test scores prior to the application of the music technique and test scores acquired after application. The two variables contribute tot eh 22 factorial design. (Mann, 1949) Setting            The study will be conducted in a laboratory setting within primary care facilities from which the participants will be gathered. Performing the experiment in a primary care facility will be more convenient especially because the participants involved are elderly individuals. The laboratory setting will control for confounding variables that could be present in a real environment. Population            The research sample will be composed of individuals from age 65 onwards coming from primary care facilities and who have been diagnosed with depression (ranging from mild to severe). This is to avoid ethical and scientific concerns regarding clinically-induced depression. Data Collection The independent variable is the positive music-induced affect will be measured with the State Form of the Multiple Affect Adjective Check List-Revised (MAACL-R). (Zuckerman Lubin, 1985) The depression level, the dependent variable, of the participants will be measured with the Beck Depression Inventory (BDI). (Beck et al, 1961) Participants will be randomly assigned to two groups. The experimental group will be administered with music sessions aimed at inducing positive affect. The music will be pre-tested on a different set of participants also with depression to check its validity in inducing positive affect. The control group will not be administered with music sessions and will only be administered the Beck Depression Inventory at the start and at the end of the experimentation period.            The experimental group will be administered the selected music once daily for a duration of four weeks. During the sessions, participants of the experimental set-up will be asked to clear their minds and to concentrate only on the music being played. The State Form of the Multiple Affect Adjective Check List-Revised will be administered before and after each session to ensure that positive affect was induced. The Beck Depression Inventory will also be administered to this group at the start and end of the four-week experimentation period to document depression levels. Data Analysis            Collected data will be analyzed statistically with the use of a one-way analysis of variance (one-way ANOVA). The computed marginal means in the ANOVA will be the determining statistical value indicating the effect of positive music-induced affect on depression scores with the Beck Depression Inventory. Conclusion            Music as a technique employed in treating depression will provide healthcare workers and low-income families with a relatively cost-free strategy of helping elderly individuals experiencing depression. This is also a technique that doesn’t require much training or medical expertise in its administration. All one would need in order to be able to administer this technique is knowledge as to which music selections are prescribed and certified to induce positive affect. This technique, because of its simplicity and speed of application, could also be used as a supplementary strategy to medication, counseling and psychotherapies being employed to treat depression in elderly patients.            The research, however, has many limitations. The range of elderly individuals that will be available for experimentation will only be confined to a specific locality. Time constraints will also be an issue. Further study should be conducted on a larger sample size and over a longer experimentation period. Different music styles and variations can also be checked to ascertain maximum effectiveness of the treatment. Gender could also be checked as a factor.            Depression is indeed a psychological problem that afflicts today’s elderly individuals. Research regarding effective techniques has to be continued and expanded in order for healthcare workers to be able to best address this growing problem. References Arean, P., Alvidrez, J. (2001). Treating Depressive Disorders Who Responds, Who Does Not Respond, and Who Do We Need to Study? Journal of Family Practices, 50(6), 529 Beck, A., Ward, C., Mendelson, M., Mock, J., Erbaugh, J. (1961). An inventory for measuring depression, Archives of General Psychiatry, 4, 561-571. Bramesfeld, A. (2003). Service provision for elderly depressed persons and political and professional awareness for this subject: a comparison of six European countries. International Journal of Geriatric Psychiatry, 18, 392-401 Casey, D. (1994). Depression in the elderly. Southern Medical Journal, 87(5), 559-563 Hanser, S. B. (1990). A music therapy strategy for depressed older adults in the community. Journal of Applied Gerontology, 9, 283-298. Hanser, S. B., Thompson, L. W. (1994). Effects of music therapy strategy on depressed older adults. Journal of Gerontology, 49, 265-269. Hendricks, C., Robinson, B., Bradley, L., Davis, K. (1999). Using music techniques to treat adolescent depression. Journal of Humanistic Counseling, Education Development, 38(1), 39-46 Koenig, H. (1999). Late-life depression: How to treat patients with comorbid chronic illness.Geriatrics, 54(5), 56-61 Mann, H.B. (1949). Analysis and design of experiments; analysis of variance and analysis of variance designs. New York, Dover Publications. Rothera, I., Jones, R., Gordon, C. (2002). An examination of the attitudes and practice of general practitioners in the diagnosis and treatment of depression in older people. International Journal Of Geriatric Psychiatry, 17, 354-358 Von Kroff, M., Katon, W., Wells, K., Wagner, E. (2001). Improving Depression Care Barriers, Solutions, and Research Needs. Journal of Family Practice, 50(6), 529-561 Zuckerman M, Lubin B. (1985) Manual for the Multiple Affect Adjective Check List-Revised. San Diego: Educational and Industrial Testing
Monday, August 5, 2019
Management Of Strategic Policy In Education Education Essay
Management Of Strategic Policy In Education Education Essay What is sport. According to the Concise Oxford Online Dictionary, sport is being described as an activity which involves the physical exertion and skill in which a person or team competes against one another. Sports should be included as part of a whole in a students life. Sports can actually benefits in health and also train one to develop skills like teamwork as they can be the leaders among the students in the sport team. As such, Berry Berry Easy blog claimed that their readers have actually benefitted from their participation in various sports which they most voluntarily participated in the sports of their choice. But in the current era, students are not being active in sports and they need to be forced in order to get them into sports. They prefer playing online games where there is no much physical exertion involves. As so, taking this matter into the consideration, our Ministry of Education in Malaysia have come up with a policy. We would like to highlight the latest 1Student 1Sport policy which is being introduced by the Ministry of Education in Malaysia. This policy is being introduced in the hope that we can produce more students who are well balanced in both academic and sports. Policy implementation, Dye (2002) indicates that implementation involves all of the activities designed to carry out the policies enacted by the legislative branch. These activities include the creation of new organizations like departments, agencies, bureaus, and so on, or the assignment of new responsibilities to existing organizations. These organizations must translate laws into operational rules and regulations. They must hire personnel, draw up contracts, spend money, and perform tasks. All of these activities involve decisions by bureaucrats decisions that determine policy. Definition According the 1M1S Guidebook, it states that One Student One Sport Policy (1M1S) requires all the students to participate in at least one sport activity in schools. This policys main aim is to support the implementation and in line with the National Education Philosophy that focuses to produce individuals who are physically, spiritually, intellectually and emotionally balanced. This policy is in line with the National Sport Policy, which emphasized on the Sports for All and Sports for Excellence. 1M1S policy program requires every student from Standard 4 in primary schools up to Form 6 in secondary school to complete at least one sporting activity conducted in a planned and systematic way. 1S 1M policy is based on the basic principles of physical development of pupils. Hence, 1S 1M policy is created to provide access for all pupils to benefit from participation in sports in particular to those who were less active or not; develop a school sport towards increasing the participation rate of students in at least one sport in schools; and to provide opportunities for all students who are talented and have the potential to be polished to a higher level. (1M1S Guidebook, 2011) According the 1M1S Guidebook, a sport is very important in building up the physical ability of pupils to support and in line with the phrase Minda yang Cerdas terletak pada Tubuh yang Sihat which means an intelligent mind lies within a healthy body. In this circumstance, sports play an important role in nurturing an active, productive and healthy human in order to be able to contribute to the economic development as well as to the social welfare. Thus, a variety of sports were introduced in order to attract the students practicing an active and healthy lifestyle. Ministry of Education (MoE) implemented 1S1M policy so that every student benefits and gets to enjoy the sports in hope of forming the next generation of sports culture in line with the academic requirements (1M1S Guidebook, 2011). Theory and Concept In short, the elite theory is viewed as the preferences and values of governing elite. As said by Dye (2002), public officials and administrators merely carry out the policies decided on by the elite. Policies flow downward from elites to masses; the policy does not arise from mass demands. This elite theory instigates the top-down approach in the policy implementation process. Educational development and policy in Malaysia have always been characterized by governments effort to adapt education to address to social, economic and political development needs of the country. The Malaysian education system is a highly centralized and bureaucratic system where most of the important policy decision making occurs outside the schools. The MoE decides on the allocation of funds to schools, prescribes and standardizes what should be taught in schools, transfers teachers in and out of schools and formulates top-down school reforms (Zabidi, 2012). Approaches and Models According to PÃ ¼lzl and Treib (2006), there are three generations of implementation research that can be categorized into three distinct theoretical approaches in order to study the implementation. The first model described by PÃ ¼lzl and Treib (2006) will be the top-down models in which their emphasis rely on the ability of the decision makers to produce unambiguous policy objectives and on controlling the implementing stage. The second will be the bottom-up models in which it critiques and view the local bureaucrats as the main actors in the policy delivery and conceive of implementation as negotiation processes within networks among the implementers. And lastly the synthesizer theories in which it tries to overcome the divide between the two approaches by incorporating elements of top-down and bottom-up theoretical models. In this case study, we are considering the Top-down theory as we believe that all policies implemented in Malaysia are based on the Top-down theory. It is always been that the policy makers who are the government will annouce the policy that they have planned and let the implementers who are the teachers to implement the policy accordingly. In an article taken from TheStar online dated 18th March 2010, The Deputy Prime Minister Tan Sri Muhyiddin Yassin, said that sports will be introduced to school timetables in year 2011 as a new subject. He also mentioned that under the 1Student, 1Sport policy, secondary school students would get 90 minutes a week to play a game of their choice, while primary pupils would spend 60 minutes weekly. He emphasized that the Physical Education subject would still be taught as it had a specific syllabus. This shows that the Minister is giving the suggestion and also assurance of what the students will get out of the 1M1S policy when it is being implemented. In an article taken from TheStar online dated 14th July 2010, Tan Sri Muhyiddin Yassin mentioned We have informed our officers on the appropriate ways to implement this at both primary and secondary school levels, as students of different ages have a different approach to sports, at a press conference after opening the Second Asean Schools Games at the Kuala Lumpur Football Stadium. This shows that the Malaysia uses the Top-down theory in implementing the 1M1S policy. This excerpt defines that the Ministers cabinet was told on how to implement this policy in schools to cater the needs of different levels of students. Above mentioned articles shows the scenario happening in Malaysia where the Deputy Prime Minister also the Education Minister, Tan Sri Muhyiddin Yassin announces the 1M1S policy in public behalf of the Education Ministry board. This claim can be supported by the top-down theories started from the assumption that policy implementation starts with a decision made by central government as said by PÃ ¼lzl and Treib (2006). As PÃ ¼lzl and Treib (2006) mentioned, the top downers essentially followed a prescriptive approach that interpreted policy as input and implementation as output factors. The author also mentioned due to their emphasis on decisions of central policy makers, deLeon (2001) describes top-down approaches as a governing elite phenomenon. PÃ ¼lzl and Treib (2006) also claimed that Press and Wildavsky started from the assumption that policy objectives are set out by central policy makers in which it refers to the the Ministry of Education. The authors also underlined the linear relationship between agreed policy goals and their implementation. Implementation therefore implied the establishment of adequate bureaucratic procedures to ensure that policies are executed as accurately as possible. To this end, implementing agencies should have sufficient resources at their disposal, and there needs to be a system of clear responsibilities and hierarchical control to supervise the actions of implementers (PÃ ¼lzl and Treib, 2006). This can be seen that the Malaysia Education Ministry assumes the 1M1S policy formation and execution as disticnt activities in which the 1M1S policy is set at the higher levels and then sent out the order of implementation to their lower level bureaucrats who are the implementing agencies; the ed ucation officers in all levels (state,district and school) which are then charged with the managerial, administrative and technical tasks of putting the 1M1S policy into practice. The MoE also gives the time to accomplish the implementation without considering the sufficient resources that needed to ensure the implementation to succeed. Some selected models of policymaking are taken into consideration before implementing the 1M1S policy via top-down approach. The first model that is taken into consideration is the institutionalism model where the model treats the policy as institutional output. According to Dye (2002), the relationship between the public policy and government institutions is very close in which the policy is authoritatively determined, implemented and enforced by government institutions, namely Parliament, Prime Minister, bureaucracies and so on. In accordance to this model, 1M1S policy is being authoritatively determined and enforced by the MoE. The second model that counts is the rationalism model which treats the policy as maximum social gain. Dye (2002), stated that no policy should be adopted if its costs exceed its benefits. The policy is considered rational when the difference between the values it achieves and the values it sacrifices is positive and is greater than any other policy alternatives. Reflecting from this models point of view in this 1M1S policy, the outcome in future will be beneficial to the country as this policy will produce more talented sports people in various sports activities, get participated in many international games and making our country proud by winning more medals in various games. Implementation Techniques Utilized In the case of 1 Student 1 Sport (1M1S) policy, information provision technique is highly utilized. The provision of information is an essential element of the functioning of any community. Providing information in a timely and targeted manner can be a huge benefit. Without a means to provide facts and data, policy implementers would not be able to make well-considered decisions about how the policy should be operated. The 1M1S Policy Implementation Handbook was published in order to help policy implementers with the dispersion of the policy. Through the handbook, the states education office, the districts education office, the schools sport development committee, the teachers, as well as the Parents Teachers Associations, are given guidelines on how to employ the policy. School sports program implementation under 1M1S policy is to be conducted throughout the year. However, schools are encouraged to plan the implementation of sports programs in accordance with the availability, affordability and creativity and innovation the schools. There are a total of 42 different sports/games intended for the implementation of the 1M1S. The policy makers also proposed some sports activities to be carried out throughout the year. For example general sports programs which includes cross-country, and track and field. In the handbook, 15 strategies in carrying out the 1M1S policy were also presented. Every school is recommended to follow the strategies presented depending on the facility and the existing infrastructure in schools. Schools are given the flexibility to choose, determine or modify the method of execution as appropriate, means and needs of the school. Schools may also plan other methods if deemed appropriate. Some examples of those strategies would be to undertake survey to identify student interest in certain sports, survey of sports facilities in and outside the school that can be used by students, and scheduling school sports program activities in accordance with the appropriate time based on the background and school facilities. The Ministry of Education also provided sports training modules for school sports club advisory teachers. Currently there are 20 training modules for 10 different sports are made available for both primary and secondary schools through the MoEs website. These modules are helpful as guidelines for sports club advisory teachers and trainers, and are also useful as visual aids for students in the course of their training. The management guideline for track and field (athletics) championships in school is also made available in the MoEs website. This is useful as it will aid teachers especially novice teachers in managing athletics championships in school, as it provides proper guidance. Professional circulars, and sports and co-curriculum press letters are also given out by the MoE from time to time, in order to steer policy implementers towards achieving the goal of the policy. Thus it is evident that, in the implementation of 1M1S, the policy makers rely heavily on information provision as an instrument of policy implementation. Implementers Involved There are many implementers involved in the diffusion of 1 Student 1 Sport. As the students are the target group for the policy, the school itself is the main implementer of the policy. The school must hold competitions between levels, classes, sports houses, dorms, and sports clubs of schools. The students participation in the District School Sports Council (Majlis Sukan Sekolah-Sekolah Daerah [MSSD]) or State School Sports Council (MSSM) competitions as well as on international level are counted as 1Student 1Sport activities. But who is the school? Who is responsible for all those competition? Every school has a School Sports Development Committee. Teachers are a big part of the implementers involved. Teachers are appointed as heads of smaller managing committees, sports/club advisors, and also trainers. This is indeed a great challenge for teachers, as they are already laden with other school tasks. The Co-curricular Senior Assistant Teacher is also an important implementer figure. The Co-curricular Senior Assistant Teacher is responsible for the smooth administration of the co-curricular activities, enhancing student performance as well as the involvement and participation of teachers in extra-curricular activities. Moreover, they are also responsible to work with the Parents Teachers Association (PTA) of the schools regarding co-curriculum matters, who are the implementers involved as well. Parents Teachers Associations are also integral to the implementation of the policy. With support and provisions by the PTA, it can provide insights and lessen the burden of the teachers in the diffusion of the policy. The Chairman of the School Sports Development Committee is the principal/headmaster of the schools. The District Education Office acts as the advisor, while the State Education Office is the Patron of the School Sports Development Committee. The Principal monitors the operation of the policy at the school level. They then report to the District Education Office, and then the District Education Office reports to the State Education Office. These policy implementers face the reality of promoting the learning of sports to groups of students, with all their diversity and complexity. Moreover each context creates a set of variable with which policy implementers must contend, and policy initiators are often unaware or unimpressed. Policy makers and policy implementers want the same things the best possible educational sports experience for students. These implementers are important in assuring the success of the 1M1S policy diffusion. Monitoring Monitoring helps to access degrees of compliance, discover unintended consequences of policies and programs, identify implementational obstacles and constraints, and locate sources of responsibility for departures from policy. (Dunn, 1994). According to Dunn, there are 2 levels of monitoring: Macroimplementation Monitoring and Microimplementation Monitoring. Macroimplementation monitoring consists of tracing the process by which a policy progresses from legislation to action in order to determine: (i) what is being implemented, (ii) why is it taking a particular form, and (iii) what actions can be taken to influence implementation. Microimplementation monitoring consists of collecting information to describe the a policy has taken in various implementing jurisdictions in order to determine: (i) the extent of compliance, (ii) the adaptation a policy has undergone, (iii) reasons for noncompliance and adaptation, and (iv) manipulatable aspects of implementation. Monitoring of the implementation of the management of 1M1S by the school management is part of the strategy to evaluate and ensure the success and effectiveness of sporting activities undertaken. This aims to examine aspects of management and use of equipment, regulatory compliance, health, safety and welfare and student participation in school sports program. The monitoring process shall be conducted by the school management throughout the year. Improvements are to be carried out by the school from time to time to ensure the implementation of the 1M1S. Policy Problems Policy problems are unrealized needs, values, or opportunities for improvement that may be pursued through public action, as defined by David Dery. According to Russell A. Ackoff, policy problems are products of thought acting on environments; they are elements of problems situation. William N. Dunn also stated that policy problems are the products of subjective human judgment. There are three questions to be considered about the nature of policy problems, as suggested by William N. Dunn. How well do we understand the problem? Have we identified the right objectives? Are we solving the wrong formulation of problem when we should be solving the right one? Problems Encountered in One Student One Sport The availability of school infrastructure School infrastructure is the prior fundamental requirement for the success implementation of the policy One Student One Sport. Schools should have provided adequate sports facilities and equipment to maximize the opportunities of physical activities. Lacking of space, playing fields, sports equipment will cause the deficiency of the policy. Moreover, the variation of sports and its equipment is much limited in schools. Schools in Malaysia which have already established for years inevitably needed an upgrading. The readiness of teachers as sports trainers Teachers are undoubtedly the implementers of the policy, which is to be the sports trainers in schools. Their readiness in terms of physically, mentally or technically is dubious indeed. Most teachers who are involved are assigned by the management of schools. They do not have relevant qualification in sports coaching or physical education. It is a setback for them to coach students instructionally appropriate. The implementation of this policy should not be just letting students to play any sport they wish as usual. The choices of sports in schools The choices of sports in schools are limited as the sports facilities and equipment are not adequate. For those existing sports facilities and equipment in schools, some of them are not well maintained too. As the policy One Student One Sport focuses on students, it is crucial to take in students personal interest of the particular sports into consideration. Hence, the choices of sports in schools are most probably in short supply to cater for students need in their selected physical activities. The different abilities of students Students physical ability is one essential factor to be reflected in the policy of One Student One Sport. Students with strong physical ability or competence will be motivated to participate actively in sports and thus bringing this policy a success. Nevertheless, students who have low physical competence will be marginalized as they are not able to enjoy the sports activities in schools. As a result, they lose interest in sports and this policy becomes an extra burden in their schooling days. The ratio between the number of students and teachers The ratio between students and teachers is an influence factor towards the policy attainment. In most schools, the number of teachers is far more exceeding the number of students. The number of students as participants is not meeting the expected amount. Students tend to defend their absence or nonparticipation by giving all sorts of excuses. The lack of support from parents Parents support directly impacts on the policy of One Student One Sport; either it is a bane or boon. Parents support helps students in developing their interest in sports. However, parents nowadays place a strong emphasis on academic excellence of their children. Students who are examination oriented failed to be beneficial from the policy. Solutions of the policy problems Solution of the policy problems produce information about the likelihood that future courses of action will result in consequences that are valuable to some individual, group or society as a whole, as stated by William N. Dunn. He added that this process engages between the transformations of information about policy futures to action which will then come in valued results. Any solution to the policy problems must be actionable, that is going beyond the fact and involving actions that aim to satisfy need, values and opportunities for improvement, (Alexander George, 1980). Solutions to the Problems Encountered in One Student One Sport Increase the allocation of sports fund in schools Allocation of sports funds in schools should be increased in order to improve on the schools infrastructure. Sports facilities and equipment have to be expanded in terms of quantity, whereas the existing facilities and equipment should be upgraded, especially in their quality. Variation of sports activities should be added in as well as introduced in schools for students. By having a variety of choices, students can have better chance to develop their interest in sports. As a result, the number of students who participate in sports will be raised. Select the right teachers as sports trainers Teachers have to be equipped with high quality coaching skills for the particular sports that they are in charged with. Students need to master the basic skills in their chosen sports as a kick start for their development of interest in sports through teachers coaching. Therefore, teachers as sports trainers have to be instructionally skilled in certain sports. Expertise and technical skills of sports trainers make a difference in students life. Schools management can provide sufficient supports to teachers as a mean to enhance their enthusiasm of being sports trainers in schools. Incorporate sports as part of academic Sports can be incorporated as part of academic as a way to encourage students to be more actively engaged in it. Sports can be integrated in schooling hours, but not to be in the extension of schooling hours. This is hopefully to re-gather the support of parents to encourage their childrens participation. It is intended to minimize the inconvenience of sending their children back to school after schooling hours. Furthermore, sports activities can be accountable for higher percentage in students academic as to counter the problem of examination oriented mindset, either of the students or the parents. Conclusion Every policy started off with a noble purpose. However, the process of implementing it in reality is what it really matters after all. It is not to say that the noble purposes are there to defend any deficiency of the outcomes. Hence, policy in action is what to be the main focus. Undeniably, the evaluation of policy comes after the implementation over a period of time. Problems are identified and then followed by recommended solution. It is a process, a cycle which keeps going on. Sport is an integral part in ones life. One Student One Sport is a policy with the vision of creating a balance and healthy lifestyle among students. It is indeed a well plan policy which seen to be a complete one for the society, schools, teachers and students. Nevertheless, to implement any policy in Malaysia, it has to be confronted with all aspects considering the fact of every school where it will be the setting of the policy implementation. One policy is not to be able to fulfil every ones need.
Sunday, August 4, 2019
Was British Industry Inefficient? :: essays research papers
By the 1870s, Britain’s economy was enviable by the rest of the world as they set the pace in industrialising. However, her pre-eminence (GPD per capita exceeded that of America by one-third) wavered in this period preceding World War I. To determine whether this change was due to inefficiencies in British industry requires recognition of the contrasts between Britain and America. Although America’s economy improved vis-à -vis Britain’s, this was out of Britain’s control due to exogenous variables.      Neoclassical economic growth theory states that technology is a precursor to higher living standards and productivity gains. Britain and America were very different economies and as a result faced very different economic prospects in the late 1800s. For instance, the population in Britain grew by nearly two-fold between 1860 and 1910 whilst the America trebled. Britain’s domestic market was not only smaller, but consumer demands were much less homogenous than in America due primarily to cultural ties and wage inequality. Many sole proprietorships and partnerships developed in response to these tastes through niche markets, producing highly specialised goods. America had a national, homogenous market in which large corporations profited from economies of scale and mass production. Factor differences between the two nations resulted in Britain benefiting from her highly skilled labour, two-thirds of which were employed with companies of less than 250 people. America, with its abundance of land and raw materials, focused on using capital intensities in production rather than relying on the relatively more expensive skilled labour. One similarity of both nations was the decline of employment in agriculture by the late 19th century, which freed up labour to be utilised in other industries.      Growth opportunities in British industry were hampered in several ways. The tendency around the 1870s was for Britain to encourage small, specialised companies to compete primarily in staple industries such as cotton, coal, iron and steal, and shipbuilding. The high level of specialised products prevented technological transfers from overseas in developing markets and these companies did not benefit from economies of scale. British entrepreneurs were less likely than their American counterparts to discover innovative techniques, such as the assembly line used successful in car manufacturing by Henry Ford in the early 1900s. This lack of adaptability was not a blemish on British industry because it was not relevant to consumer demands at home. Also, the implementation of a free trade policy in Britain, despite its merits, made it exceedingly difficult for British industries to compete in the world market when nations such as America and Germany pursued protectioni sm to shield ‘infant industries’ from international competition via tariffs.
Saturday, August 3, 2019
The Allegory of the Cave: Turn Around :: essays research papers
The Allegory of the Cave: Turn Around      Putting the Allegory of the Cave into my own words seems comparable to the Christian idea of using the lord's name in vain. First, I'd like to introduce a phenomenon I have observed throughout my life time. I call it soul resonance. Bear with me here. When two objects emit sympathetic vibrations, the sound or force multiplies. Example: Two tuning forks of the same frequency are struck upon each other and held a few feet apart. The vibration is much stronger. Something basic about each object recognizes a similar quality in the other, and amplifies it. As with so many other laws of science, this law applies to many other phenomena. I believe this is what people feel when they first hear the Allegory of the Cave . . . soul resonance. Somehow, something deep inside tells them that here we have found a singular truth.      The Allegory, taken as the story of one man, narrates his life from ignorance to enlightenment. He sits within a cave, facing away from a blazing fire. He stares at the wall opposite him, watching pretty shadow puppets. He listens to the exotic, wonderful, and large words whispered in his ears by the puppeteers. He would naturally turn around, or perhaps even stand, but chains bind him to the ground, and the puppeteers have servants who hold his head in place. One day, a situation arises where he finds that the chains are broken, and he stands. This is against the will of the servants, but they have no physical power over him, if he does not allow it. He turns round and sees the fire and the puppeteers and then he realizes that all has been lies. He is not what they have told him. He does not feel what they have said he does. The fire blinds him. The puppeteers, seeing they have lost another to knowledge, quickly get rid of him by pushing him into the dark cave that looms off to the side, hoping for his demise. The man is lost, he has gone from darkness to light to darkness once again. Something within him tells him to climb, and he does, scrabbling. He cuts himself many times, and many times he almost falls to his demise on the rocky ground below. He pauses often. Until there comes a time when he sees a distant light at the exit/entrance to the cave. When he sees this light, he is not sure whether this is yet another shadow puppet on the wall, but it is upward and that is where he must go.
Gay Marriage and Hawaii Sovereignty :: Politics Political Gays Hawaii Essays
"Lesbian/gay work sits on a lily pad. The lily pad is the foundation, the Kanaka Maoli struggle: the beautiful pink flower is the lesbian/gay work." â€â€Ku’umeaaloha Gomes (1) â€Å"It’s a big industry, the exotification of Hawaii and its people, making it into every white man’s paradise. It’s nice now that we have ownership of our own stories.†â€â€Lois-Ann Yamanaka (2) Hawaii is arrival. To arrive in Hawaii is to follow all of history, one group at a time. To the Kanaka Maoli, the people who first traveled in ancient times across the ocean in canoes and small boats from Polynesia, Hawaii was the promised land. It was the end of their pilgrimage, the land of powerful spirits and gods in need of worship. The Kanaka Maoli developed a complex society around this new land and these new spirits; a free society built around peace, love, and worship of one’s homeland. This way of life flourished for thousands of years, until the arrival of Christian missionaries in the 18th and 19th centuries declared their freedom evil, their nakedness vile, and their gods false. Christianity flooded the shores of the islands, pulling with it white entrepreneurs, who set up massive farms and plantations to take advantage of Hawaii’s unique agriculture, and Japanese workers for those plantations, with whom Christianity gained its strongest base in the i slands. Then came the political opportunists, who in less than one century pulled the Hawaiian monarchy up to its highest levels of Western pomp and circumstance, only to tear it down again with the overthrow of Queen Liliu’okalani in 1893 with help from the United States Government (who later annexed the island chain). Next came the arrival of the expatriates; the tourists; the haoles (whites) who saw Hawaii as nothing more than a tropical novelty or an escape from their stress-filled lives back on the mainland. Statehood came quickly in 1959, as did immigrants from the Phillipines and Korea. I came in 1995, with my haole military family, to a land that would become my adopted home the way it had for so many others. I found a land carved up like a puzzle; each person, each culture, each idea holding onto their piece with the will of God or gods. Today, there are many Hawaii’s. Depending on where you go, you can witness the poor, the rich, the privileged, the op pressed, the loud, the silent, the passive, and the active.
Friday, August 2, 2019
Common Information Security Threats Essay
The internet is approximately 40 years old and is continuing to grow at a rapid pace. This rapid growth and use of the internet for practically everything you can do in life has also cause a major increase in threats. Cyber-criminals are often breaking into security on many major websites and making the news. Information Security is turning into an important part in protect a business’s information. Amazon.com website went online in 1995 (Byers, 2006). Amazon offers there services and products through the website Amazon.com to many countries around the world, which includes: United States, Canada, France, Spain, Japan, Italy, Germany, United Kingdom, and China (Amazon, 2012). Amazon has been around for approximately 17 years and continuous to be a successful business. One of the reason for this is because Amazon investing time in Information Security. Amazon has a massive amount of information on servers around the globe contain sensitive information, not only information for Amazon but also for Amazon’s customers. Some examples of the information Amazon maintains on the servers they own: product information, warehouse information, call center information, customer service information, service information, customer account information, bank information, cloud computing information, digital media download information, and reviews of customers for product information (Amazon, 2012). There will always be some kind of the potential risks to the information maintained by any business or person because new vulnerabilities are found every day. Just recently, on August 7, 2012, a wired magazine reporter’s information stored on his Google account, Twitter account, MacBook, iPad, and iPhone where erased without the user wanting this done. A hacker that goes by the name of Phobia comprised the reporters Amazon account with a security exploit. The security exploit allowed Phobia to access the reporter’s Amazon account by calling and resetting the passwords over the phone with the reporters co mpromised AppleCare ID and Amazon ID (Kerr, 2012). Amazon responded with the following, â€Å"We have investigated the reported exploit, and can confirm the exploit has been closed as of yesterday afternoon (Kerr, 2012).†Another major breach in security for Amazon occurred on the Zappos.com, which Amazon also owns. 24 million accounts where compromised, which included the following account information: names, shipping addresses, billing addresses, phone numbers, and email addresses (Vilches, 2012). Zappos CEO Tony Hsieh wrote in an email that the hackers gained access to the internal network of Zappos allowing the hacker’s access to the server that was in Kentucky. On October 28, 2011 a researcher uncovered a massive security flaw in the Amazon Cloud service that is provided by Amazon (Hickey, 2011). A team of German researchers found a way that hackers would be able to access user accounts and data. The methods of attack the security researchers found that the Amazon Cloud service was vulnerable to where signature wrapping and cross site scripting. XML signature wrapping attacks were developed that could completely take over a user account with administrator permissions for the Amazon Cloud accounts. The AWS interface could also be manipulated to run an executable code and create cross-site scripting attacks. The researchers said that they had access to all the customer data, including authentication data, tokens, and passwords (Hickey, 2011). There are many other vulnerabilities for Amazon that may exist but are not known. Intruders (hackers) are a major threat for Amazon as proven from the previously listed examples. When the attack is done by a small group or just one person the threat will fall into the unstructured category (Conklin, White, Williams, Davis, & Cothren, 2012). Threats caused by attacks by hackers that are in a criminal group are known to fall into the structured category (Conklin, White, Williams, Davis, & Cothren, 2012). Physical security is important to remember because if a hacker can get into the internal network and infrastructure, it can be much easier to gain unauthorized access to the network. Information Security risk analysis is used to access the vulnerabilities, threats, and how to set controls for an organization (Whitman, 2011). List of what can be vulnerable: Web Servers, Computer Servers, Routers, Client, Databases, Firewalls, Software, Power, and Transmission. List of threats: Denial of Service Attacks, Spoofing and Masquerading, Malicious Code/Virus, Human Errors, Insider Attacks, Intrusion, Spamming, and Physical Damage to Hardware. List of costs: Trade Secrets, Client Secrets, Trust, Lost Sales, Clean up Costs, Information, Hardware, Software, Services, and Communication. List of controls to be used: Firewalls, IDS, Single Sign-on, DMZ, Security policy, Employee Training, Configuration of Architecture, and Hardening of Environment. All of these lists can be put into a chart to help form a risk analysis and setup controls to be used for Amazon (Conklin, White, Williams, Davis, & Cothren, 2012). The legal, ethical, and regulatory requirements for protecting data need to be thought about when it comes to Information Security. Statutory laws, administrative laws, and common laws currently exist and are involved in computer security. New cyber laws are being defined by the courts, but none of these laws have been used yet (Conklin, White, Williams, Davis, & Cothren, 2012). In 1986, the Computer Fraud and Abuse Act (CFAA) was established to make it a crime to access computer systems when not authorized. Amazon has been around for 17 years and has a good track record for catching security risks and patching them quickly. With the internet continuing to grow at such a rapid pace, Amazon and everyone wanting to maintain their data integrity needs to tight down on their Information Security protocols. Information Security is turning into an important part in protect a business’s information. References Amazon. (2012). Amazon. Retrieved from http://www.amazon.com Byers, A. (2006). Jeff Bezos: the founder of Amazon.com. New York, NY: The Rosen Publishing Group. Conklin, A., White, G., Williams, D., Davis, R., & Cothren, C. (2012). Principles of Computer Security: CompTIA Security+ and Beyond (Exam SY0-301) (3rd ed.). New York, NY: McGraw-Hill Company. Hickey, A. R. (2011, October 28). Researchers Uncover ‘Massive Security Flaws’ In Amazon Cloud. Retrieved from http://www.crn.com/news/cloud/23190911/researchers-unconver-massive-security-flaws-in-amazon-cloud.htm Kerr, D. (2012, August 7). Amazon addresses security exploit after journalist hack. Retrieved from http://news.cnet.com/8301-1009_3-57488759-83/amazon-addresses-security-exploit-after-journalist-hack/ Vilches, J. (2012, January 16). Amazon owned Zappos hacked. Retrieved from http://www.techspot.com/news/47060-amazon-owned-zappos-hacked-24-million-accounts-compromised.html Whitman, M. E. (2011). Readings and Cases in Information Security: Law and Ethics. New York, NY: Cengage Learning.
Thursday, August 1, 2019
Minicase San Pico
San Pico is a rapidly growing Latin American developing country. The country is blessed with miles of scenic beaches that have attracted tourists by the thousands in recent years to new resort hotels financed by joint ventures of San Pico businessmen and moneymen from the Middle East, Japan, and the United States. Additionally, San Pico has good natural harbors that are conducive for receiving imported merchandise from abroad and exporting merchandise produced in San Pico and other surrounding countries that lack access to the sea.Because of these advantages, many new businesses are being started in San Pico. Presently, stock is traded in a cramped building in La Cobijio, the nation's capital. Admittedly, the San Pico Stock Exchange system is rather archaic. Twice a day an official of the exchange will call out the name of each of the 43 companies whose stock trades on the exchange. Brokers wanting to buy or sell shares for their clients then attempt to make a trade with one another. This crowd trading system has worked well for over one hundred years, but the government desires to replace it with a new modern system that will allow greater and more frequent opportunities for trading in each company, and will allow for trading the shares of the many new start-up companies that are expected to trade in the secondary market. Additionally, the government administration is rapidly privatizing many state-owned businesses in an attempt to foster their efficiency, obtain foreign exchange from the sale, and convert the country to a more capitalist economy.The government believes that it would conduct this privatization faster and perhaps at more attractive prices if it had a modern stock exchange facility where the shares of the newly privatized companies will eventually trade. You are an expert in the operation of secondary stock markets and have been retained as a consultant to the San Pico Stock Exchange to offer your expertise in modernizing the stock market. What w ould you advise? Explain. Most new and renovated stock exchanges are being established these days as either a partially or fully automated trading system.A fully automated system is especially beneficial for a small to medium size country in which there is only moderate trading in most issues. Such a system that deserves special note is the continuous National Integrated Market system of New Zealand. This system is fully computerized and does not require a physical structure. Essentially all buyers and sellers of a stock enter through their broker into the computer system the number of shares they desire to buy or sell and their required transaction price. The system is updated constantly as new purchase or sale orders are entered into system.The computer constantly searches for a match between buyer and seller, and when one is found a transaction takes place. This type of system would likely serve San Pico’s needs very well. There is existing technology to implement, the bug s have been worked out in other countries, and it would satisfy all the demands of the demands of the San Pico government and easily accommodate growth in market activity MINI CASE: SARA LEE CORP. ’S EUROBONDS The International Finance in Practice boxed reading in the chapter discussed a three-year $100 million Eurobond issue by Sara Lee Corporation.The article also mentions other bond issues recently placed by various foreign divisions of Sara Lee. What thoughts do you have about Sara Lee’s debt financing strategy? Suggested Solution to Sara Lee Corp. ’s Eurobonds Sara Lee is the ideal candidate to issue Eurobonds. The company has worldwide name recognition, and it has an excellent credit rating that allows it to place new bond issues easily. By issuing dollar denominated Eurobonds to Swiss investors, Sara Lee can bring new issues to market much more quickly than if it sold domestic dollar denominated bonds.Moreover, the Eurodollar bonds likely sell at a lower yield than comparable domestic bonds. Additionally, it appears as if Sara Lee is raising funds in a variety of foreign currencies. Sara Lee most likely has large cash inflows in these same currencies that can be used to meet the debt service obligations on these bond issues. Thus Sara Lee is finding a use for some of its foreign currency receipts and does not have to be concerned with the exchange rate uncertainty of these part of its foreign cash inflows.
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