Ethics Project Case Study Example | Topics and Well Written Essays - 500 words

Ethics Project - Case Study Example This is because the company might not be able to establish the efficacy of the other levels of the client’s security system that were done by another or other computer network security companies (George 45). The risk aversion principle supports my recommendation because the event of liability for a security breach would tarnish the reputation of the company making it lose the trust of its many clients when it would easily borne the loss of one potential client. When declining to grant the client’s request, the CEO would need to provide the client with sufficient information on all potential risks involved for both the company and the client. This would comply with the guiding principle of the Association of Information Technology Professionals’ ideal of upholding honesty. Finally, my recommendation to decline the client’s request would be to benefit the many clients of the company by reassuring them of the company’s accountability. Based on the utilitarian principle, it would be better for the company to lose this potential client and safeguard the trust of its many clients (George 45). Snapchat’s actions were not ethical because they would have caused serious damages to its subscribers. As such, the first specific action that Snapchat should have taken would have been to verify whether the security vulnerability was genuine or not in order to be sure of the plan of action. Another specific action for Snapchat would have been to initiate containment measures based on the extent of the vulnerability or the accrued damages in order to attend to its corporate duty of taking care of its clients. The final action would have been to notify its clients about the security vulnerability and reassure them that it has contained it in order to demonstrate its accountability to its clients (Perlroth & Wortham p8). The actions of

Federalists vs Democrats 18th Century Essay Example for Free

Federalists vs Democrats 18th Century Essay Throughout the 1790s the birth of American political parties emerged. Many of Americas founding fathers hated the idea of political parties because they represented political parties came about because of the difference in opinions among the population. The newborn constitution brought about issues such as north and south, rich and poor, and agriculture vs. industries that would revolutionize the way people in America thought, and their beliefs, thus giving birth to political parties. The political parties were divided as follows. There was Alexander Hamilton, a Federalist, and his followers who believed in a strong central government that would support their interests in commerce and industry. Amongst the Federalists supporters were some of the most influential men of the time, including: George Washington, Benjamin Franklin, James Madison, and John Jay. These men had great opposition to the constitution and wrote about them in their Federalist Papers and were read all across the nation. The Federalists wanted to solve the issues of the nation themselves. Thomas Jefferson was categorized as a Democratic-Republican. The Republicans believed in a decentralized agrarian republic in which federal government had limited powers. The two parties struggled against each other heavily in the beginning. After the ratification of Jays Treaty in 1794, providing a somewhat sugar-coated commercial relationship, awoke differing opinions between the Federalists and the Republicans. In one corner stood John Adams, federalist, supporting the ratification of Jays Treaty because it avoided war and continued trade. On the other side there was Jefferson, Democratic-Republican, who believed the treaty left doors open for the British to continue abuses of power such as impressment. For a long time, opposing political parties consumed what was the media of the era and created an opinion among the people. Although with its great efforts and philosophers, the Federalist party soon seized to exist, and for years the Democratic-Republicans regulated what is the United States.

My Classroom Management Plan Essay -- Classroom Management 2014

Many of us tend to equate classroom management with discipline (and for that matter, to equate discipline with punishment, but that's another story). I see classroom management as the processes and procedures that are in place to mitigate the need for punishment, leaving discipline to cleave to its roots of "to follow." Anything else is not classroom management. It’s damage control. Classroom management starts, for me, with very clear expectations, and firmly established procedures.  I begin the year (or semester) with a more formal, regulated tone, and have so far been able to end each year and semester with an atmosphere of relaxed mutual respect. I value students’ self-control over my being in control. Room Arrangement One of the goals of my room set-up is to minimize non-instructional interaction.  This sounds a bit impersonal and harsh, but its intent is to keep students on task, give them consistency in behavioral expectations, and to minimize their attempts to derail my teaching. Everyone benefits. There are clear procedures written on the whiteboard behind my desk for absentees, make up work, and getting extra help. There areFAQ  signs about work being for a grade, the temperature, whatever all around the room.  I try to maintain a predictable schedule so students know what's expected of them during each part of the 98 minutes we spend together each day -- and don't have to ask.  The agenda and objectives are on the board behind my desk. (I balked at this requirement during summer school, but have found that it allows students to know what's expected of them. They do look at it, and are quick to ask questions about the items I post that are intentionally ambiguous.)   I have a peninsula table at the entry where ... ...Toddlers and teens have more in common than not: They're at a transitional stage in which they are testing limits, learning boundaries, and trying on personalities. Once they learn the specific boundaries and consequences of my classroom, most are grateful for the atmosphere of safety and respect in my classroom. It’s still a daily struggle, but the amount of time I’ve spent focusing on damage control has been minimal during the school term. Does all this mean my room is a sweat shop where students feel repressed, dragged down and not able to express themselves?  No. It means that the students who are there to learn have an environment where they feel safe and able to be themselves. We have running inside jokes. And peach cobbler. I do loads of group work, peer teaching, and self-guided activities that can only be effective in a class with seamless management. My Classroom Management Plan Essay -- Classroom Management 2014 Many of us tend to equate classroom management with discipline (and for that matter, to equate discipline with punishment, but that's another story). I see classroom management as the processes and procedures that are in place to mitigate the need for punishment, leaving discipline to cleave to its roots of "to follow." Anything else is not classroom management. It’s damage control. Classroom management starts, for me, with very clear expectations, and firmly established procedures.  I begin the year (or semester) with a more formal, regulated tone, and have so far been able to end each year and semester with an atmosphere of relaxed mutual respect. I value students’ self-control over my being in control. Room Arrangement One of the goals of my room set-up is to minimize non-instructional interaction.  This sounds a bit impersonal and harsh, but its intent is to keep students on task, give them consistency in behavioral expectations, and to minimize their attempts to derail my teaching. Everyone benefits. There are clear procedures written on the whiteboard behind my desk for absentees, make up work, and getting extra help. There areFAQ  signs about work being for a grade, the temperature, whatever all around the room.  I try to maintain a predictable schedule so students know what's expected of them during each part of the 98 minutes we spend together each day -- and don't have to ask.  The agenda and objectives are on the board behind my desk. (I balked at this requirement during summer school, but have found that it allows students to know what's expected of them. They do look at it, and are quick to ask questions about the items I post that are intentionally ambiguous.)   I have a peninsula table at the entry where ... ...Toddlers and teens have more in common than not: They're at a transitional stage in which they are testing limits, learning boundaries, and trying on personalities. Once they learn the specific boundaries and consequences of my classroom, most are grateful for the atmosphere of safety and respect in my classroom. It’s still a daily struggle, but the amount of time I’ve spent focusing on damage control has been minimal during the school term. Does all this mean my room is a sweat shop where students feel repressed, dragged down and not able to express themselves?  No. It means that the students who are there to learn have an environment where they feel safe and able to be themselves. We have running inside jokes. And peach cobbler. I do loads of group work, peer teaching, and self-guided activities that can only be effective in a class with seamless management.

Mexican immigration

Mexican immigration has been considered as a distinct event that occupies a place in the history of United States immigration.   There are currently millions of Mexican Americans in the U.S., occupying almost all regions of the country.   Their immigration started in the 20th century and the influx of Mexicans is still continuing to date.   The culture of Mexico and its US immigrants is complex, representing a combination of Spanish, Mexican and other indigenous tribal traditions and beliefs. The significant migration of Mexicans to the US has influenced the judiciary and public systems of the US.   In addition, legislative rulings regarding immigration have been constantly changing since the 20th century, mostly due to the Mexican migration.   Interestingly, the US society has also experience variations in reception of these migrant individuals, ranging from a warm welcome to a cold feeling for unsolicited migrants.   In return, the Mexican immigrants have learned to adapt to an ever-changing treatment in the US and have become skilled at defending themselves from US citizens that show prejudice towards them. Today, a huge portion of the US population is composed of Mexican immigrants.   Their numbers in the US have made them prominent social and cultural group, influencing the employment of the Spanish language in most of the public services and commercial products.   The Mexican food has been around the US for hundreds of years now, with its meals being a staple even to non-Mexican US citizens. The growth of the Latino population in the United States has resulted in the significant observation of social and economic risk factors that are associated with health.   Mexican-Americans or the Latino population comprise the largest group of immigrants in the United States.   Studies have revealed that the concept of having Mexican origins was an independent risk factor that influences conditions of being uninsured.   Even though the word â€Å"Latino† is an acceptable descriptor for this specific population, other groups categorized this ethnic group as â€Å"Hispanic.†Ã‚   Several studies have attempted to describe and evaluate the socio-demographic features of Mexican-Americans, including the health conditions and healthcare needs of this specific population (NIH, 2006). The Mexican-American population is considered an immigrant population, hence it should also be noted that it takes time for this population to totally settle down in the United States (Schmidley, 2001).   Studies show that first-generation Mexican American families experienced a more difficult living condition than subsequent generation.   These include family income level, educational attainment and language.   It has been generally observed that approximately 65% of the first-generation Mexican-Americans lived in poverty, and 75% of the heads of Mexican-American household possessed less than 9th grade education.   It is also interesting to know that less that 10% of the Mexican-American households had a good command of English. First-generation Mexican American children had the highest rate of being uninsured (64.2%), which was significantly higher than the percentage reported for Hispanics as a whole. Significant differences persisted for the second- and third generation groups. In fact, each generational group of Mexican American children was more likely to be uninsured than either non-Hispanic white children or black children. It is also interesting to note that, among first-generation Mexican American children, there were almost equal proportions of children with private and public health insurance. This is not surprising, because 70% of the heads of household were employed.   A significantly greater proportion of first-generation children could be insured if their parents worked for employers who provided health insurance. Even when insurance is offered, however, many employed Hispanics in poor and low-income households decline coverage because of lack of affordability. Previous reports that immigrant children as a whole are less likely to have health insurance, less likely to have a usual source of care, and less likely to have had a doctor’s visit in the past year were limited in that they did not differentiate Hispanic subgroups or generations.   First-generation Mexican American children had much worse health care access than previously described for Hispanic children as a whole. Previous studies show that majority of Hispanic children had a usual source of care.   With regard to immigrant children, 51% of all foreign-born children (including Latino, white, black, and Asian children) in working-poor families were uninsured and that 65% had a usual source of care, suggesting that first-generation Mexican American children may also fare worse than immigrant children considered as a whole. Even when first-generation Mexican American children were insured, they had the lowest likelihood of having a regular source of care or a specific provider. First-generation Mexican American children also demonstrated the lowest levels of utilization of health care services, as assessed by visits to a physician, use of prescription medications, and screening for hearing and vision problems (Holl et al., 1995; Weinick and Krauss, 2000).   Poor health care access is a known predictor of poor health care utilization; however, the data also suggest that the first-generation group might have had decreased needs.   For example, fewer reported earaches/infections in the first-generation group and lower levels of treatment for ear infections were consistent with fewer visits to a physician for earache/infection. First-generation Mexican American children also had lower rates of reported cold or flu, pneumonia, and ear infections, which were consistent with lower rates of prescription medication use.   Better health outcomes in recent immigrant populations form the basis of what has been described as the â€Å"epidemiologic paradox† (Trevino et al., 1991).   Despite the presence of demographic and socioeconomic risk factors, foreign-born Mexican American women have low birth weight infant birth rates and infant mortality rates similar to those of white women. It has not been confirmed that any advantage at birth persists into early childhood, and study results are conflicting.   Mexican American mothers report low rates of asthma, coordination problems, psychologic and behavioral problems, speech problems, and mental retardation among their children, suggesting that immigrant children may fare better with regard to specific illnesses. A substantially higher number of first-generation Mexican American households reported Spanish as the primary language spoken and also had lower levels of health care access and utilization, compared with the other groups (Kurzon, 2000).   Hispanic parents identify language problems, long waits at the physician’s office, lack of health insurance, difficulty paying medical bills, and difficulty arranging transportation as the greatest barriers to care (Halfon et al., 1997). However, several may not bring their children in for care if the medical staff does not understand Hispanic culture.   This is an important realization that points to systemic factors, as opposed to individual patient factors, as causes of racial/ethnic disparities in health care. The cultural shortcomings of clinical staff, including lack of Spanish language proficiency, lack of knowledge of Hispanic culture, and lack of Hispanic staff members, cannot be underestimated.   Additional research is required to identify the specific barriers to health care access and utilization for specific population subgroups, the benefits of a culturally competent and language-friendly clinical environment, and the costs of creating and maintaining such an environment. Indeed, culture, cultural perspective, and/or cultural differences may account for a portion of the difference attributed to generational status (Jackson and Heroux, 1999). One of the most studied measures of acculturation, namely, language, reflected the first-generation Mexican American households, with most being primarily Spanish-speaking. Although the definitions of acculturation varied, past studies that used language preference as a measure of acculturation showed increased use of preventive services and decreased perceived barriers to care for Hispanics who spoke English. A substantially higher number of first-generation Mexican American households reported Spanish as the primary language spoken and also had lower levels of health care access and utilization, compared with the other groups.   The language and culture of the medical office may have disproportionate effects on utilization of health care for first-generation immigrants (http://findarticles.com/p/articles/mi_hb4389/is_200410/ai_n15294610). Hispanic parents identify language problems, long waits at the physician’s office, lack of health insurance, difficulty paying medical bills, and difficulty arranging transportation as the greatest barriers to care. However, many may not bring their children in for care if the medical staff does not understand Hispanic culture.   This is an important realization that points to systemic factors, as opposed to individual patient factors, as causes of racial/ethnic disparities in health care. T he cultural shortcomings of clinical staff, including lack of Spanish language proficiency, lack of knowledge of Hispanic culture, and lack of Hispanic staff members, cannot be underestimated.   Additional research is required to identify the specific barriers to health care access and utilization for specific population subgroups, the benefits of a culturally competent and language-friendly clinical environment, and the costs of creating and maintaining such an environment. First-generation Mexican American children also demonstrated the lowest levels of utilization of health care services, as assessed by visits to a physician, use of prescription medications, and screening for hearing and vision problems. Poor health care access is a known predictor of poor health care utilization.   The first-generation group might have had decreased needs.   For example, fewer reported earaches/infections in the first-generation group and lower levels of treatment for ear infections were consistent with fewer visits to a physician for earache/infection. First-generation Mexican American children also had lower rates of reported cold or flu, pneumonia, and ear infections, which were consistent with lower rates of prescription medication use.   Better health outcomes in recent immigrant populations form the basis of what has been described as the â€Å"epidemiologic paradox.† Previous studies of perinatal outcomes showed that, despite the presence of demographic and socioeconomic risk factors, foreign-born Mexican American women have low birth weight infant birth rates and infant mortality rates similar to those of white women. It has not been confirmed that any advantage at birth persists into early childhood, and study results are conflicting.   Previous studies suggested that Mexican American mothers report low rates of asthma, coordination problems, psychologic and behavioral problems, speech problems, and mental retardation among their children, suggesting that immigrant children may fare better with regard to specific illnesses. The generational status alone may account for lower developmental scores among Mexican American children.   Lower rates of specific illnesses among first-generation Mexican American children seem to support the epidemiologic paradox, suggesting that first-generation Mexican American children had decreased health care needs with respect to the conditions reported. This might have translated into decreased utilization of health services for this group.   The theory that Mexican American children become less healthy as they become more acculturated has now been assessed and reviewed.   Subsequent generations reported higher prevalence of the illnesses tested, adding to evidence in the literature that Hispanic immigrant children have health outcomes and indicators that worsen with greater acculturation and each successive generation (NIH, 2007). References Halfon N, Wood DL, Valdez RB, Pereyra M and Duan N (1997): Medicaid enrollment and health services access by Latino children in inner-city Los Angeles. JAMA 277:636–641 Holl JL, Szilagyi PG, Rodewald LE, Byrd RS and Weitzman ML (1995): Profile of uninsured children in the United States. Arch. Pediatr. Adolesc. Med.   149:398–406 http://findarticles.com/p/articles/mi_hb4389/is_200410/ai_n15294610 Jackson M and Heroux J (1999):   Program to address sociocultural barriers to health care in Hispanic communities.   National Program Report.   Retrieved from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/19/d5/46.pdf Kurzon VP (2000):   Mexican-American culture and antepartum management.   Grad. Res. Nursing.   Retrieved from http://www.graduateresearch.com/kurzon.htm. National Institutes of Health (2007):   Health disparities.   Bethesda: NIH. National Institutes of Health (2007):   U.S.-born Hispanics may have poorer health than immigrants.   Retrieved from http://www.nlm.nih.gov/medlineplus/news/fullstory_52026.html Schmidley AD (2000): Profile of the Foreign-Born Population in the United States.   Washington, DC: US Government Printing Office. US Census Bureau Current Population Reports, series. p23-206. Trevino FM, Moyer ME, Valdez RB, Stroup-Benham CA (1991): Health insurance coverage and utilization of health services by Mexican Americans, mainland Puerto Ricans, and Cuban Americans. JAMA   265:233–237. Weinick RM, Krauss NA. Racial/ethnic differences in children’s access to care. Am. J. Public Health. 90:1771–1774.         

Effective Change Leader and Facilitator Essay

To prepare myself now for being an effective change leader and facilitator I can educate myself on the process of change initiatives and how other companies have successfully implemented radical change initiatives. It is important to have an understanding of change in business and one way of obtaining that understanding may be through higher education such and college or training. I would also try to read books and articles about strategic management. Radical change is typically when a business or organization is changing a lot like a merger with another company or changing the way they do business. Jackson (2009) said that â€Å"radical change is relatively infrequent and generally takes a long time to complete. It touches everyone and everything in the organization†. (Jackson, Schuler & Werner, 2008) I think that I would more often be expected to lead and facilitate Incremental change which is â€Å"an ongoing process of evolution over time, during which many small changes occur routinely. The cumulative effect of many small changes may be to transform the organization totally†. (Jackson, Schuler & Werner, 2008) It is important to be well informed about the organization and the environment in which the organization does business. Once the objectives and reasons for change are addressed, then a plan for change should be made. Before fully implementing change it is important to have an understanding of how the change will affect the organization. Employees should also be informed of the importance of the change, how it will affect them, and how it will occur. Through learning about other organizations that have implemented similar changes lessons can be learned to not make similar mistakes. Working with consultants that have gone through the change process with other companies could also be very beneficial because they have experience. There are many authors that have written about strategic change and how to effectively implement radical change. Reading about change before the process starts could make me more prepared for leading others through change. I have also taken a few classes about strategic management and organizational development and how changes can be facilitated. I think that the more educated about change and the more experience gained through participating in change the more comfortable I would be with leading and facilitating change. References Jackson , S., Schuler, R., & Werner, S. (2008).Managing human resources. (10 ed., pp. 27-31). Australia: Cengage Learning.

Hero Essay on George Bush

Hero Essay on George Bush There are many people of the modern times that would fit the description of a hero. A hero is a person of distinguished courage or ability, admired for his/her brave deeds and noble qualities. One of my heroes of the 21st century is George W. Bush. Bush is the president of the United States and is doing what he thinks is right for our country. Some people do not like Bush because he went to war and they did not think he had to go to war. Bush is one of my heroes of the modern times.In classic literature heroes typically went through 4 stages in their journey. The first stage is when a hero or heroine leaves safe and familiar surroundings to search for a new understanding of life. George W. Bush left the familiar surroundings of a world without war to go to war. This was called on by the attack of the world trade centers and George Bush had to do something to counter this so other nations would not just do the same thing.In the book, Blair writes that he hoped that Georg...Going to wa r was an unknown land and Bush went here to show other nations that they would not attack us again. Bush searched for a new meaning of life and left a familiar surrounding and this is what makes him a hero.The second stage of being a hero or heroine is discovering the road that leads out of his secure homeland that has many obstacles, dangers, threats and struggles. Bush left the United States to go to Iraq, which is a unfamiliar place with many dangers and hardships. He did this knowing it was difficult but to make sure that the United States was secure in the future and protected. The result of what Bush did is worth...

The Layers of Earths Atmosphere

The Layers of Earths Atmosphere The envelope of gas surrounding our planet Earth, known as the atmosphere, is organized into five distinct layers. These layers start at ground level, measured at sea level, and rise into what we call outer space. From the ground up they are: the troposphere,the stratosphere,the mesosphere,the thermosphere, andthe exosphere. In-between each of these major five layers are transition zones called pauses where temperature changes, air composition, and air density occur. Pauses included, the atmosphere is a total of 9 layers thick! The Troposphere: Where Weather Happens Of all the atmospheres layers, the troposphere is the one were most familiar with (whether you realize it or not) since we live at its bottom the Earths surface. It hugs the Earths surface and extends upward to about high. Troposphere means, ‘where the air turns over’. A very appropriate name, since it is the layer where our day-to-day weather takes place. Starting at sea level, the troposphere goes up 4 to 12 miles (6 to 20 km) high. The bottom one third, that which is closest to us, contains 50% of all atmospheric gasses. This is the only part of the whole makeup of the atmosphere that is breathable. Thanks to its air being heated from below by the earths surface which absorbs the suns heat energy, tropospheric temperatures decrease as you travel up into the layer. At its top is a thin layer called the tropopause, which is just a buffer between the troposphere and the stratosphere. The Stratosphere: Ozones Home The stratosphere is the next layer of the atmosphere. It extends anywhere from 4 to 12 miles (6 to 20 km) above Earths surface up to 31 miles (50 km). This is the layer where most commercial airliners fly and weather balloons travel to. Here the air doesn’t flow up and down but flows parallel to the earth in very fast moving air streams. Its temperature also increases as you go up, thanks to the abundance of natural ozone (O3) the byproduct of solar radiation and oxygen which has a knack for absorbing the suns harmful UV rays. (Anytime temperatures increase with elevation in meteorology, its known as an inversion.) Since the stratosphere has warmer temperatures at its bottom and cooler air at its top, convection (thunderstorms) is rare in this part of the atmosphere. In fact, you can visibly spot its bottom layer in stormy weather by where the anvil-shaped tops of cumulonimbus clouds are. How so? Since the layer acts as a cap to convection, the tops of storm clouds have nowhere to go but spread outward. After the stratosphere, there is again a buffer layer, this time called the stratopause. The Mesosphere: The Middle Atmosphere Starting roughly 31 miles (50 km) above Earths surface and extending up to 53 miles (85 km) is the mesosphere. The mesospheres top region is the coldest naturally occurring place on Earth. Its temperatures can dip below -220  °F (-143  °C, -130 K)! The Thermosphere: The Upper Atmosphere After the mesosphere and mesopause come the thermosphere. Measured between 53 miles (85 km) and 375 miles (600 km) above the earth, it contains less than 0.01% of all air within the atmospheric envelope. Temperatures here reach upward to 3,600  Ã‚ °F (2,000  °C), but because the air is so thin and there are so few gas molecules to transfer the heat, these high temperatures would amazingly feel very cold to our skin. The Exosphere: Where Atmosphere and Outer Space Meet Some 6,200 miles (10,000 km) above the earth is the exosphere the atmospheres outer edge. It is where weather satellites orbit the earth. What About the Ionosphere? The ionosphere isnt its own separate layer but is actually the name given to the atmosphere from about 37 miles (60 km) to 620 miles (1,000 km) high. (It includes the top-most parts of the mesosphere and all of the thermosphere and exosphere.) Gas atoms drift into space from here. It is called ionosphere because in this part of the atmosphere the sun’s radiation is ionized, or pulled apart as it travels earth’s magnetic fields to the north and south poles. This pulling apart is seen from earth as auroras. Edited by Tiffany Means