Friday, January 31, 2020
Richman Investments Essay Example for Free
Richman Investments Essay Overview To stop malware problems from occurring at Richman Investments Protecting Richman investments employees, partners and company from illegal or damaging actions by individuals either knowingly or unknowingly Internet /intranet/ extranet related systems including but not limited to computer equipment, software, operating systems, storage media, network accounts providing electronic mail, www browsing, and FTP, are the property of Richman investments. These systems are to be used for business purposes in serving the interests of the company and of our clients and customers in the course of normal operations Purpose The purpose of this policy is to mitigate the improper use of company computer asset these rules are in place to protect the employee and Richman investments. Inappropriate use exposes Richman investments to risks including virus attacks, compromise of network systems and services, and legal issues. Scope I would like to implement a new AUP policy to stop these problems from occurring they need to design an AUP to let user know what they can or can’t do on the system. And use the IT department to restrict access to removable devices. Policy 1.While Richman investments network administration desires to provide a reasonable level of privacy, users should be aware that the data they create on the corporate systems remains the property of Richman investments. Because of the need to protect Richman investments network, management cannot guarantee the confidentiality of information stored on any network device belonging to Richman investments. 2.Employees are responsible for creating guidelines concerning personal use of Internet/Intranet/Extranet systems. In the absence of such policies, employees should be guided by departmental policies on personal use and if there is any uncertainty, employees should consult their supervisor or manager. 3.For security and network maintenance purposes, authorized individuals within Richman investments may monitor equipment systems and network traffic at any time. 4.Richman investments reserve the right to audit networks and systems on a periodic basis to ensure compliance with this poli cy. Security and Proprietary Information 1.The user interface for information contained on internet/intranet/Extranet related systems should be classified as either confidential or not confidential, as defined by corporate confidentiality guidelines details of which can be found in the HR policies. Examples of confidential information include but are not limited to company private, corporate strategies, competitor sensitive, trade secrets specifications, customer lists, and research data. Employees should take all necessary steps to prevent unauthorized access to this information. 2.Keep passwords secure and do not share accounts. Authorized users are responsible for the security of their passwords and accounts. System level passwords should be changed quarterly; user level passwords should be changed every six months. 3.All PCs, laptops and workstations should be secured with a password protected screensaver with the automatic activation feature set at 10 minutes or less or by logging off when the host will be unattended. 4.Use encryption of information in compliance with acceptable encryption n use policy 5.Postings by employees from a Richman investments email address to new groups should contain a disclaimer stating that the opinions expressed are strictly their own and not necessarily those of Richman investments unless posting is in the course of business duties. 6.All host used by the employee that are connected to the Richman investments , Internet/Intranet/Extranet, whether owned by the employee or Richman investments shall be continually executing approved virus scanning software with a current virus database unless overridden by departmental or group policy. 7.Employees must use extreme caution when opening email attachments received from unknown senders which may contain viruses, email bombs, or Trojan horse code. Unacceptable use The following activities are in general prohibited. Employees may be exempted from these restrictions during the course of their legitimate job responsibilities system administration staff may have a need to disable the network access of a host if that host is disrupting production services. Under no circumstances is an employee of Richman investments authorized to engage in any activity that is illegal under local, state, federal or international law while utilizing Richman investments owned resources. Email and communications activities 1.Sending unsolicited email messages including the sending of junk mail or other advertising material to individuals who did not specifically request such material email spam. 2.Any form of harassment via email, telephone or paging whether through language, frequency or size messages. 3.Unauthorized use or forging of email header information. 4.Solicitation of email for any other email address other than that of the poster’s account with the intent to harass or collect replies. Enforcement Any employee found to have violated this policy may be subject to disciplinary action up to and including termination of employment
Thursday, January 23, 2020
Japan and Its Customs Essay -- Japan Japanese Customs Essays
Japan and Its Customs General Information on Japan Japan has a population of approximately 125 million people packed tightly into a rather small geographic area. The official language in Japan is Japanese. Japanese is spoken only in Japan. The literacy rate in Japan is very close to 100 percent and 95 percent of the Japanese population has a high school education. Japan’s form of government is parliamentarian democracy under the rule of a constitutional monarch. The dominant religion is Shinto, which is exclusive to Japan. However, the Japanese have no official religion. Appearance 1) Make appointments before you arrive in the country Japanese don’t like newcomers. Make appointments before you arrive in the country. The best way is to be introduced personally by a Japanese agent, or better, by a Japanese business partner. Before you make an appointment send detailed information about your company. Your Japanese partners expect you to ask for the same. 2) Be on time As a general rule, the Japanese are always on time. There are no such things as being "fashionably late" or making a "grand entrance". If an event is to begin at 09:00, then it is best to arrive a few minutes early to get yourself organized and be prepared to begin right at 09:00 (not 09:05). 3) Dress conservatively In general, the Japanese are much more conscious of their appearance in public than we are in the West. Some Japanese would rather spend money on clothing than on food. In the large cities your clothing is a sign of your background, social status, or wealth. In general, women do not wear sleeveless tops, shorts, or revealing styles. To conform to the typical businessman's style, men wear dark two piece suits with plain white shirts and conservative ties. The Japanese do not wear excessive amounts of jewellery that are obvious signs of wealth. Although a piece of jewellery might be expensive, it is worn with a sense of quality, not quantity. Behavior 1) Greet with a long and low bow Bowing represents humility. You elevate, honor, and respect the other person by humbling yourself or lowering yourself. The lower you bow, the more you are honoring or respecting the other party. As a Westerner, you are not expected to initiate a bow, but a bow should always be returned (except from personnel at department stores and restaurants who bow to welcome... ... or letter openers; -     items totaling an even number, such as four flower stems (the number four symbolizes death); items totaling nine (the number symbolizes suffering) -     flowers are generally used at times of illness, death, or courting only -     white and yellow chrysanthemums are for funerals Conclusion The Geert Hofstede analysis for Japan is dramatically different from other Asian Countries such as Hong Kong, Korea or China. In Japan Masculinity is the highest characteristic. The lowest ranking factor is Individualism, which coincides with their high ranking in Uncertainty Avoidance. Japan is a more collectivist culture that avoids risks and shows little value for personal freedom. Power Distance     Individualism     Uncertainty Avoidance     Masculinity     Long term orientation Japan     54     46     92     95     80 Romania     90     32     90     42             PDI – Power Distance IDV – Individualism MAS – Masculinity UAI – Uncertainly Avoidance LTO – Long term Orientation      â€Å"Anyone going to Japan will find it illuminating. Anyone going to do business in Japan will find it a must.†                    Ronald Dore
Wednesday, January 15, 2020
Positive Learning Essay
Introduction Student behaviours in schools have been perceived by researchers for years. Over the past twenty-five years, Sugai, (2009) states that Gallup Polls have specified, behavioural complications are on the top trials schools face. To establish and scan these behaviours, checklists of behaviours are available that included the most usual behaviours observed by te schools teachers (Algozzine, 2003). Such behaviours includes anxiety, disobedience, isolation, destructiveness and disruptiveness. Safran, Safran, & Barcikowski, (1985) states, such behaviours occupy teachers for an undue amount of time. Safran & Safran, (1984) reports that teachers normally spend sixty- ninety precent more time with misbehaving students than with the rest of the students. Johnson & Fullwood, (2006) states that teachers spend up to ninety precent more time with problematic students. Many new teachers have trouble dealing with persistent misbehaviour. They become exasperated because their previous responses had little impact. They spend substantial time distressing about the problem and often feel as if their authority and power is being challenged. A common way of consolidating behaviours is the division of internalising against externalising behaviours. Internalising behaviours such as anxiety, shyness, or inattentiveness mainly affect the student demonstrating the behaviour. Externalising behaviours such as fighting, aggression, and disobedience are outer-directed behaviours. It is essential to understand student behaviour from an eco-systemic viewpoint. This principle highlights the composite, unified and co-dependent type of relationships between a variety of relational, intra-personal and environmental factors that impact the everyday behaviours of teachers and students. The behavioural change in social systems does not take place in the direct approach of the positivistic custom. Instead, behaviours should be observed as cycles of communication. In other words, the students’ behaviour is assumed to be affected and dependent on the behaviours of other people around them. (De Jong. 2005). To learn the approaches and opinions of different people regarding student misbehaviour, a research was commenced through conducting informal interview of six people belonging to different groups in the society. The purpose was to get different views and perceptions on why students misbehave; interviewees included people from different groups such as practicing teachers, retired school teacher, parents, pre service teacher and a non-teaching professional. The interview consisted of several informal and open-ended questions in order to grasp the in-depth knowledge about various reasons of student misbehaviour and their solutions. The approach uses a series of questions intended to offer perspective on the student’s misbehaviour and assistance in creating responses. 2. 0 Participants: Following interviewees were selected for interview. Names have been kept confidential to maintain privacy. 1. Interviewee 1 (Female): is a full time teacher is her early 30’s. 2. Interviewee 2 (Female): is a pre-service teacher in her 20’s. 3. Interviewee 3 (Male): is a pensioned off school teacher in his late 50’s. 4. Interviewee 4 (Female): is a 38 years old mother of three children. 5. Interviewee 5 (Male): is a father of three children in his early 40’s. 6. Interviewee 6 (Male): is a non-teaching professional and postgraduate student in his early 30’s. During the interviews, many common themes regarding student misbehaviour, their reasons and impacts were discussed. Various researches and theories were also linked with the answers in order to analyse the root cause of such behaviours and the suitable responses. 3. 0 Understanding the Reasons for Difficult Behaviour: Understanding multiple causes of student misbehaviour can aid you to select the most applicable solution. Questions on physical, emotional and environmental factors were asked which helped in understanding the main grounds of problematic misbehaviours: 3. 1 Question – What are the physical causes of misbehaviour? Interviewee 1 suggested that the consumption of illegal Medication and Drugs by school students modify their behaviour in numerous ways. She once took students on an excursion, and one student arrived drunk showing extreme behaviours (drowsy, overly active). Students usually recall information when they are in the same state (drunk) as when they learned it (Eich, 1989). Interviewee 2 answered that students don’t take good care of their health and feeling unpleasant can make them irritable, although misperception and distraction may be more usual reactions. She also pondered that Fatigue is common in academic life and increases, when exams dates are near. When the pressure of exams increases, politeness is usually absent in students. Hearing and vision problems also result in student misbehaviour. A student with such debility may appear troublesome. Interviewee 3 answered that vision/hearing difficulty of student or even the teacher raises the risk of confusion thus leading to miscommunication and the possibility that student or teacher might get offended. 3. 2 Question – What are the major Emotional Challenges? Teachers have to choose if to get personally involved when emotional challenges are the reason for rude behaviour. Talking privately with associates or the counselling centre can benefit the teacher to choose when a student requires referral for professional assistance. Interviewee 6 specified that when school students reach an adults’ age, they’re usually given charge for their major decisions in life thus they might feel lonely once confronted with loss. Grief may be uttered as anger or guilt, depression and denial. Interviewee 3 believed that a small incident in the class (like forgetting the textbook) may activate a strangely big response and usually the teacher is merely an aim for the expression of the student’s sentiment. 3. 3 Question – What are the major Environmental Factors? Interviewee 1 discussed that class size and culture contribute to varying student’s behaviours. Big classes can buoy up a student or students to behave as if they were in a cinema or even a tv lounge. Interviewee further commented that supportive educational activities might aid in reducing the blockades that a big class creates among the teachers and the students. Every culture has a different standard regarding student’s unpunctuality to class or when it is suitable for a student to talk. If all every student is going to experience a specific cultural atmosphere after graduation, it may be easier to have classroom environment that matches with the work environment. Routine and Stimulation are other environmental factors identified by Interviewee 2 commented that excessive routine result in boredom, however too little creates confusion. A lot of motivation generates difficulties for the students who normally have trouble handling their activity level, and too little motivation results in disruption in the class. Interviewee 1 opined the importance of an unconventional learning environment. Some students require alternate flexible atmosphere but taking away students from the regular schoolroom should be the last alternative, and is grounded upon the belief that not all effective educational experiences happen in the classroom and thinking broadly about education is critical. 4. 0 Importance of behaviour management: 4. 1 Question – How important is behaviour management in effective teaching and learning? For many teacher and school front-runners in the past, a silent and disciplined classroom was the symbol of effective teaching. There is no doubt that regimented classrooms and schools enable effective teaching and the decent behaviour management skills are essential for teachers to perform the primary task of improving students’ performance and learning outcomes. Interviewee 3 stated that behaviour management is a key skill for both experienced and beginning teachers. Interviewee 6 specified specifies that it is brilliance in teachers that makes the utmost difference. Hattie’s research about the key impacts on the variance in student success examined the differences between experts, proficient and experienced teachers (Hattie, 2003). Interviewee 1 suggested that the student behaviour is indissolubly associated to the quality of the learning capability and teaching skills. Active pedagogics is acute to student engagement. She advised that good quality of teaching increases the student engagement and reduces behaviour matters. She further recommended that optimistic relationships between students and teachers are significant to encourage correct behaviours and attaining learning objectives. 5. 0 Role of parents: 5. 1 Question – How can parents contribute in improving the behaviour is students? Successful parent participation develops not only good student behaviour and attendance but also significantly affects student accomplishments. Parents can exhibit involvement at home by reading with their kids, assisting with homework, discussing school events and by attending functions or volunteering in classrooms. Being an experienced father, Interviewee 5 advised that parents are occasionally hesitant to get involved in school because they don’t have spare time or because they don’t speak smooth English. He said however â€Å"the biggest issue is the disconnection between the school and the parents†. Interviewee 4 on the other hand answered, â€Å"Parents consider that they are not welcomed. They often have had a lesser adequate experience with their own schooling†. However she firmly believed that parents should remain open and supportive with teachers and other school staff when dealing with issues of student misbehaviour. Retired school teacher Interviewee 3 recommended that school staff should mediate with parents while dealing with behaviour and misconduct issues. He also suggested that parents should back the school’s Student Behaviour Management Policy and should work with their children to assist them to understand their responsibility and obligations towards others. 6. 0 Effects of Teacher Gender: 6. 1 Question – How teacher gender affect the student behaviour? Interviewees were asked about the possible differences for teachers’ patience founded upon the gender of the teacher. Since both male and female teachers are present in the classrooms and the students are engaged in the classrooms with both genders, it is significant to recognise the characteristic differences. Teachers’ gender, teachers’ attitude, and the reporting of behaviour problem are found to have a connection (Ritter, 1989, Stake & Katz, 1982). Interviewee 3 believed that teacher tolerance and student behaviour have a give-and-take relationship, in that students’ behaviour influences the teachers’ patience levels for behaviours, teachers’ approach and opinion of the student, and the contagion influence of behaviour on the rest of the students in the class, resulting in academic achievement of the students. He also considered that students are more involved, behave more properly, and perform at a greater level when taught by teachers who shares their gender. On the other hand, Interviewee 6 suggested that the male teachers used more clarifications and general instructions than the female teachers. They also ask more questions and call for more student answers than female teachers. 7. 0 Conclusion: The interview with diverse group of people of both genders helped in identifying the main causes of student misbehaviours and efficient ways of addressing such behaviours. There are always students in classrooms who tend to meet their desires and wants through inappropriate behaviour. Having a range of alternatives (that are consistent with the needs and values of the teacher) can be exceptionally valuable when reacting to incidents of misconduct in complex classrooms. Both verbal and nonverbal communications are important when answering to persistent disobedience. Teachers should develop an â€Å"I mean it†demeanour by using firmness and clarity. Many student misconduct problems can be resolved by reorganising the environment. This might be done to ease proximity control, isolate students who cannot workout self-control, or eliminate students from an area where there are disruptions. Teaching students to adjust their own behaviour benefits students recognise their feelings and their wants and aiding them learn how to search for substitutes to unproductive behaviour. Teachers and parents need to be working together rather than being adversaries.
Monday, January 6, 2020
The Effects Of Domestic Violence On Children - 3116 Words
Millions of children witness the abuse of women by their intimate partners physically. Abusive behaviors are a problem in families, not seen only through the eyes of adults but, their children as well which terms them as indirect victims. Individuals who are exposed to domestic violence as children often display the behavior issues which include violent aggressive behavior as adults (Gorman 2010). Domestic violence is defined within the field of criminology as a pattern of abuse. Domestic violence consists of acts committed in the context of adult intimate relationship. Aggressive Behavior in any relationship that is used by one partner against to gain or maintain control over another intimate partner, including physical abuse, emotional abuse and psychological abuse are wrong. (Gordis, Margolin , and John 2007) Such violence is perpetrated as intentional torts against men and women every day. All violence is unacceptable, and harmful to the victims of the actual crime and the wit ness. These actions also threaten the security and well-being of children within the family. (Learning network, 2012). Young males exposed to violence have lasting physical, mental, and emotional harm. Violence has a way to be introduced to all children; we define violence as destructive physical aggression intentionally directed at harming other persons or things. ( Bartol 2005 ). Humans become violent by acquiring aggressive models and actions from society. ( Bartol, 2005 p. 241) BecomingShow MoreRelatedThe Effects of Domestic Violence on Children1529 Words  | 7 PagesProject: The Effects of Domestic Violence on Children Trudy Root Kaplan University CM107-11 Children are negatively impacted by the surrounding of domestic violence in multiple ways, in which need to be identified. 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