Cell Phones Essay

Cell phones in school should they be or should they not be allowed? Are they a distraction, and if they are, can we turn this problem around and utilize this technology towards positive results in a classroom setting. Can teachers utilize the cell phone in a classroom to their advantage? â€Å"This may sound like a good suggestion to have one in school, but allowing cell phones in school is not a good idea† (Should). Where can schools draw the line as to when a student uses their cell phone, better yet can they? (Shortypants808). Among administrators, teachers, students and parents there is much deliberation on whether cell phones should be allowed in school. This topic has been hashed and re-hashed for many years. Opinions’ on this matter vary greatly. Are they or are they not disruptive in a classroom? Then there is the issue of safety, and bullying via text messages, whether it is thru the messages that are sent or possibly â€Å"sexting† between students (Shortypants808). In this age of technological advantages, cell phones are in the hands of almost all of the students entering school from the age of 12 and up, and in some cases even younger (Shortypants808). Socially it is becoming almost impossible for a teenager to be without a cell phone, in part because of peer pressure. It is a way in which they have become accustomed to chatting, texting, in order for them to stay in close contact with their friends and family. It has also become a way in which parents have immediate contact with their children without going thru the office at a school (Shortypants808). One could also argue that the pressure of cell phone companies to offer family deals is just one of the reasons we see children with a cell phone in their hands at a young age. It is only a few more dollars to add family members when they sign a contract, than it is to get a completely new contract when a parent decides to add a teenager to their plan. I know this, because it is exactly what we did when we purchased cell phones for our children. It would be hard today to imagine life without a cell phone. They have become a part of everyday life for almost everyone. Where ever you go, you undoubtedly run into someone who has a phone in their hand. I work at a private school, and believe that cell phones should be collected at the beginning of each class, only to be retrieved as they are walking out the door to go to their next class. They are a distraction in several different ways, and they can interfere with the process of education. The school has a policy in place which states: â€Å"Students may bring cell phones to school; however, during school hours cell phones must be turned off, and stored in lockers. If a student needs to make a call he/she must get permission from the teacher and make the call in the foyer. Cell phones may be used in cafe and extended day with permission†. This policy is acknowledged, and signed not only by the students’; it is also signed by their parents, yet is abused by the students on a daily basis. Phones are brought to the office if a student is caught using it during class, and a parent must come in and retrieve it. Parents are told why their child’s phone was taken away, and asked that they please speak to their child regarding where their phone is to be kept during the day. Years ago there was no need for students to get in contact with anyone during the school day, and that is still true today. If there was an emergency, teachers and staff have been prepared on how to handle emergency situations. Cell phones really should not be allowed in school (Lee, Deborah; McMahon, Maureen). Cell phones are more than just a device in which you can call your family and friends on. It is now a device that can store music, play games, download information, watch movies, take pictures, upload information to facebook, YouTube, email and text messaging just to name a few. Such uses on a cell phone like this is fantastic when you are traveling, however, once given to children who are entering school, it now becomes a questionable device, of which none of it is part of any school’s curriculum. There are many students who will push the boundaries when wanting to use their cell phone in a classroom environment. Students today have become so savvy with their cell phones, that half the time they are not caught during class. They have memorized the key pads so they can actually have their phone in their pocket and text other students while sitting in the classroom. Teachers are often interrupted in class because a child forgot to silence their phone. Then there is the student who might get caught texting, whether they are just texting their friend in another classroom, or texting another student to obtain an answer to a question on a test, better yet, what about accessing the internet to obtain answers. Most teachers find it annoying and rude when their class is interrupted, because a cell phone has vibrated or rang during class. Last summer, the Educational Testing Service, which handles test security for the College Board, canceled the scores of hundreds of Advanced Placement tests taken by Trabuco Hills High School students in Orange County, Calif. , after they discovered some students sent texts among themselves during the exam, said ETS spokesman Tom Ewing. † (Alapo, Lola). Then there is the student who deems it necessary to bully or be part of a bulling towards another student today when it comes to using their cell phones, what about the student who is a bully, and decides this is the best way to gang up on another student without getting caught. Gets other students to join in his/her bulling via cell phone. Unless another student is willing to step forward in these cases, it is virtually almost impossible for a teacher to know who started the bulling because of the ability to instantly delete what has been sent. The only cases you hear about in instances like this are to the far extreme where a student has decided to take their own life, and when confronted with the files from phone companies in a court of law, is when you hear about bulling via texting, or pictures that were taken and passed around from one person to another to another in a school environment. Cell phones in a classroom are distracting for teachers, it also is disrupting to other students who respect the teacher and are there to learn. Students are unable to place their full undivided attention on what the teacher is trying to teach, thus frustrating the teachers even more. Teachers come to school to educate students. It is their job. Parents often get upset if they feel their child has not learned anything from a teacher. Yet, at the same time, parents are equally as guilty. Without thinking parents will often text their child during the course of a school day just to let them know if they are going to be late picking them up from school, if they can’t come and get them, and if they need to catch a ride home with another person, or various other reasons. So do parents have the right to get upset if their child has not retained the information that is being taught? I think not. Schools often have a plan in place regarding the use of cell phones on school properties. Many schools state that if a student brings a cell phone to school it must be turned off and placed in their locker until the end of the day. This does not work. Students are often found with their cell phones in their backpacks, in their pockets, virtually almost everywhere they can think of placing it without too much detection. Cell phones are part of their very existence today. Students are lost if they don’t have one readily available to them at their finger tips. They have grown up in a sophisticated advanced techno world, that it is hard for them to understand, and comprehend reasons as to why they can’t have their phone on them all the time. Parents should be equally to blame, after all they purchased cell phones for their children because a child cannot purchase one until they are 18 years of age. This was done out of convenience for parents, not realizing the disadvantages they are imposing on their children; i. e. lack of concentration on subjects being taught during class time. What about safety during school. One could argue that if students had not brought in their cell phones to school the day of the Columbine tragedy, authorities would have responded much slower. Because students had cell phones on them they were able to contact authorities and have them arrive much faster, saving many more lives (Henson, Steve). What if one of those students who used their cell to contact the authorities was overheard by the shooters. Would they too have lost their life? So does this nationally known incident make it right for students to bring cell phones into their classroom? All in all, I do believe that cell phones should not be banned from school. I do believe that their does need to be a more stringent way of dealing with students who abuse cell phone usage during school.

Great Mosque essays

Great Mosque essays The Great Mosque of Cordoba was considered a wonder of the medieval world by both Muslims and Christians. During that time, many people considered it as the Eight wonder of the world. The Great Mosque was built on a Visigothic site, which was probably the site of an earlier Roman temple. The Great mosque began being built in 785 in the Ummayyad dynasty, during the reign of Abd al-Rahman I, a survivor of the Ummayyad dynasty who escaped from Syria to the Iberian Peninsula after his family was massacred by the Abbasids. The function of the Great Mosque was to provide a place for worship and prayer for those who practice the Islamic faith. The structure of the mosque was a blend of Umayyad, Abbasdi, and pre-Islamic influences. The mosques hypostyle plan, consisting of a rectangular prayer hall and an enclosed courtyard, followed a tradition established in the Umayyad and Abbasid mosques of Syria and Iraq. (pg. 346 prayer hall) The marble columns and capitals in the hypostyle prayer hal l were reused from the ruins of classical Roman buildings in the area. The two-tiered system of arches is similar the Roman aqueducts. Its purpose was to increase the height of the interior space to allow light and air to come in. The upper arches are semi-circular and the lower arches have a horseshoe shape and are know as horseshoe arches. The horseshoe arch had been used by the Visigoths in Spain, but its use was greatly expanded by the Muslims. The curved arch was formed by alternating placement of pale stone and red brick voussoirs which was a technique adopted from the Romans and Byzantines. Al-Hakam II, who ruled from 961-976, commissioned expensive and luxurious renovations that displeased many of his subjects. His most lavish renovation was concentrated in the maqsura, the prayer space reserved for the ruler. Its lavishly decorated with carved marble, stucco, and elaborate mosaics. The maqsura is visually separated from the ...

Phyletic Gradualism and Punctuated Equilibrium Evolution Theory

Phyletic Gradualism and Punctuated Equilibrium Evolution Theory Evolution is the process by which generations of species undergo some changes in their biological traits over a given period. There are two theories that explain the process of evolution. They include phyletic gradualism and punctuated equilibrium. Scientists maintain that evolution can only happen as described by the theories (National Academy of Sciences 78).Advertising We will write a custom assessment sample on Phyletic Gradualism and Punctuated Equilibrium Evolution Theory specifically for you for only $16.05 $11/page Learn More Phyletic gradualism is a theory that explains a slow and consistent process of evolution that occurs in biological species. It further maintains that change in characteristics of these taxonomic groups involves splitting of the hereditary features of the species into different traits in the subsequent generations. On the other hand, punctuated equilibrium is an evolutionary theory, which holds the belief that the process of chan ge in biological characteristics is extremely fast. Punctuated equilibrium occurs immediately, and with respect to geology. People rarely notice the changed forms of the species because they exist and disappear very fast (Cook 53). Punctuated equilibrium makes the prediction of an impossibility in recording the characteristic changes whenever there is registration of an evolutionary process. For instance, there may be records of the ancestors of some species having resided at a certain place. At the same time, there could be a new taxonomic group undergoing evolution in a different area. The theory also predicts a reduction in the likelihood of ossification among the members (Ross 108).  Several processes can lead to rapid evolution. These include rivers that contain toxic substances and changes in climate. Rivers with toxicants can result in the evolution of the fish that lives in its water. These toxicants remain on the riverbeds and do not undergo any process of break down. Sci entists have made a discovery that fish, which lives in rivers contaminated with PCBs, normally evolve and develop some forms of characteristics that poisons from PCBs do not affect. The evolution happens very fast and in response to the effects of the toxicants present in the water of the rivers (Grant 133). Climate change also culminates in a faster evolutionary process that may lead to a rapid change in the DNA of the species. After analyzing the DNA of penguins that existed more than six thousand years ago and those that are still existing, scientists discovered that there was an alteration in the sequence of the genes before ending up with the current species.Advertising Looking for assessment on biology? Let's see if we can help you! Get your first paper with 15% OFF Learn More This happened without any variation in the physical appearances of the penguins (Grant 134).  Environment is one of the factors that may lead to relative stasis. Semi-permanent stableness of the environment is one of the key factors that encourage evolutionary stasis. Any climatic change may result in the development of a new form of a disease. If there is no alteration in the climate, there will be no stress on the biological species. This ends up in lack of evolution because the species remain contented with everything around them. Unavailability of predatory animals may also lead to relative stasis. The species may only evolve in order to adapt to a dangerous environment if there is an existing danger. Absence of predators means no threat to the species hence no need for change (Ross 144).  There are several evidences put forward to show that there was life on earth in the early days. Scientists use stromatolites as proof for existence of organisms that had microscopic size, which lived a long time ago, and participated in the development of the sedimentary rocks. They claim that the microorganisms died, and their bodies formed the rocks. Carbon pres ence can also provide proof for living things having occupied the earth at the beginning. Living things do ingest carbon-12 (12C). Carbon-14 (14C) exists for a short time compared to 12C because it is a radioactive element. The existence of 12C bespeaks presence of life, or life that existed. Rocks with12C show that life existed in that area. There are numerous rocks, whose ages may be four billion years old and have 12C (Grant 186).  Upon looking at the differences in species’ characteristics and their changes, one discovers that the changes are minimal. This means that the evolutionary process was much slower. For example, one generation of fish species existed and did not have the surface for jawbones. One hundred years after the existence of the species with no jawbones, the subsequent generation that went through evolution developed jawbones. That is the only difference between the two generations. Another example is in the rocks with traces of microorganisms. There ar e remains of microorganisms with single cells in a rock that is five hundred and fifty million years old. A second rock that is five hundred years old has microorganisms with multiple cells. Changes in cells are the only evolutionary processes seen in the microorganisms (Hey 173).  Fossil records act as support for punctuated equilibrium. There are cases of tracing a species only within certain duration of time, and then it disappears completely.Advertising We will write a custom assessment sample on Phyletic Gradualism and Punctuated Equilibrium Evolution Theory specifically for you for only $16.05 $11/page Learn More The species took long before undergoing any form of characteristic change and then evolved very fast, leaving no evidences for its initial form (Ross 57).  In conclusion, evolution is a process that can occur acutely fast or slow. It can lead to the complete disappearance or change in some characteristics of the species. Pollution of the environment and changes in climate may lead to evolution. People should ensure that toxicants do not find their way into the environment. They should also ensure that they do not engage in activities that may result in climatic alterations, which may culminate in evolution. There are evidences of life in the early years, but the species disappeared due to ecological changes. Cook, Fuller Orator. Methods and Causes of Evolution. Washington: U.S. Government Printing Office, 1908. Print. Grant, Peter R., Grant, Rosemary B. In Search of the Causes of Evolution: From Field Observations to Mechanisms. Princeton: Princeton University Press, 2010. Print. Hey, Jody. Genes, Categories, and Species : The Evolutionary and Cognitive Cause of evolution. Oxford: Oxford University Press, 2001. Print. National Academy of Sciences. In the Light of Evolution III: Two Centuries of Darwin. Washington: National Academies Press, 2009. Print. Ross, Robert M. , Allmon Warren D. Causes of Evolution: A Pal eontological Perspective. Chicago: University of Chicago Press, 1990. Print.Advertising Looking for assessment on biology? Let's see if we can help you! Get your first paper with 15% OFF Learn More

Understanding the Big Five Personality Traits

Understanding the Big Five Personality Traits Todays psychologists agree that personality can be described by five broad traits: openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. Together, these traits make up the five-factor model of personality known as the Big Five. Key Takeaways: Big Five Personality Traits The Big Five personality traits are openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism.Each trait represents a continuum. Individuals can fall anywhere on the continuum for each trait.Evidence suggests that personality is highly stable during adulthood, although small changes may be possible. Origin of the Big Five Model The Big Five, as well as other models that specify human personality traits, arises from the lexical hypothesis, which was first proposed by Francis Galton in the 1800s. The lexical hypothesis states that every natural language contains all the personality descriptions that are relevant and important to the speakers of that language. In 1936, pioneering psychologist Gordon Allport and his colleague Henry Odbert explored this hypothesis by going through an unabridged English dictionary and creating a list of 18,000 words related to individual differences. Approximately 4,500 of those terms reflected personality traits. This sprawling set of terms gave psychologists interested in the lexical hypothesis a place to start, but it wasnt useful for research, so other scholars attempted to narrow the set of words down. Eventually, in the 1940s, Raymond Cattell and his colleagues used statistical methods to reduce the list to a set of only 16 traits. Several additional scholars analyzed Cattell’s work, including Donald Fiske in 1949, and they all came to a similar conclusion: the data contained a strong, stable set of five traits. However, it wasnt until the 1980s that the Big Five began to receive wider scholarly attention. Today, the Big Five is a ubiquitous part of psychology research, and psychologists largely agree that personality can be grouped into the five basic traits specified by the Big Five. The Big Five Traits Each Big Five trait represents a continuum. For example, the trait of extraversion’s opposite is introversion. Together, extraversion and introversion make up opposing ends of a spectrum for that Big Five trait. People can be very extraverted or very introverted, but most people will fall somewhere in between the extremes of the spectrum.   Its also important to remember that each trait of the Big Five is very broad, representing a cluster of many personality characteristics. These characteristics are more specific and granular than each of the five traits as a whole. Thus, each trait can be defined in general and also broken down into several facets. Openness to Experience If you possess high openness to experience, you are open to all the original and complex things life has to offer, both experientially and mentally. The opposite of openness to experience is close-mindedness. Individuals with this trait are usually: CuriousImaginativeArtisticInterested in many thingsExcitableUnconventional Conscientiousness Conscientiousness means having good impulse control, which enables individuals to fulfill tasks and meet goals. Conscientious behavior includes planning and organization, delaying gratification, avoiding compulsive action, and following cultural norms. The opposite of conscientiousness is lack of direction. Key facets of conscientiousness include: CompetenceOrder, or organizational skillsDutifulness, or a lack of carelessnessAchievement through hard workSelf-disciplineBeing deliberate and controlled Extraversion Extraverted individuals who draws their energy from their interactions with the social world. Extraverts are sociable, talkative, and outgoing. The opposite of extraversion is introversion. Extraverts are typically: GregariousAssertiveActiveExcitement-seekingEmotionally positive and enthusiasticWarm and outgoing Agreeableness The trait of agreeableness refers to a positive and altruistic orientation. This trait enables individuals to see the best in others, trust others, and behave prosocially. The opposite of agreeableness is antagonism. Agreeable people are often: Trusting and forgivingStraightforward and undemandingAltruisticAffable and amenableModestSympathetic to others Neuroticism Neuroticism refers to a tendency towards negative emotions and includes experiences like feeling anxious and depressed. The opposite of neuroticism is emotional stability. Key facets of neuroticism include: Anxiety and tensionAngry hostility and irritability,Depression,Self-consciousness and shyness,Being impulsive and moodyLack of self-confidence The acronym OCEAN is a handy device for the traits specified by the Big Five. Can Personality Be Changed? Personality traits tend to be highly stable during adulthood. While some gradual shifts in personality traits may be possible, these shifts are generally not drastic. In other words, if an individual is low on the trait of extraversion (meaning they are more introverted than extraverted), they are likely to stay that way, though they may become slightly more or less extraverted over time. This consistency is partially explained by genetics, which plays a significant role in the traits one develops. For example, one twin study showed that when the Big Five personality traits of identical and fraternal twins were assessed, the influence of genetics was 61% for openness to experience, 44% for conscientiousness, 53% for extraversion, and 41% for both agreeableness and neuroticism. Environment may indirectly reinforce inherited traits as well. For instance, in creating an environment that works with their own traits, parents also create an environment that works with their children’s traits. Similarly, as adults, people choose environments that reinforce and support their traits. The Big Five in Childhood Research on the Big Five has been criticized in the past for focusing primarily on adult personality development and ignoring the development of these traits in children. Yet, recent research has shown that children as young as five have the ability to describe their personality and that by six, children begin to show consistency and stability in the traits of conscientiousness, extraversion, and agreeableness. Two other studies showed that while the Big Five seems to manifest in children, childrens personalities may also include additional traits. One study of American adolescent boys found that in addition to the Big Five traits, participants also displayed two additional traits. The researchers labeled these as irritability  (negative affect that led to developmentally inappropriate behaviors like whining and tantrums) and activity (energy and physical activity). Another study of Dutch children of both sexes between the ages of 3 and 16 also found two additional personality traits. While one was similar to the activity trait found in the previously discussed study, the other, dependency (relying on others), was different. Age Differences in Personality Traits Research has suggested the Big Five traits evolve with age over the life span. In an analysis of 92 longitudinal studies that examined changes in personality traits from youth to old age, scholars found that people became more conscientious, less neurotic, and increase in social dominance, a facet of extraversion, as they get older. People also became more agreeable in old age. And while adolescents were more open to experience and demonstrated greater social vitality, another facet of extraversion, especially during the college years, people decreased in these traits during old age. Sources Allport, Gordon W. and Henry S. Odbert. â€Å"Trait-Names: A Psycho-Lexical Study.† Psychological Monographs, vol. 47, no. 1, 1936, pp. i-171. http://dx.doi.org/10.1037/h0093360Cattell, Raymond B. â€Å"The description of Personality: Basic Traits Resolved Into Clusters.† Journal of Abnormal and Social Psychology, vol. 38, vol. 4, 1943, pp. 476-506. http://dx.doi.org/10.1037/h0054116Costa, Paul T., and Robert R. McCrae. â€Å"The NEO-PI-R: Professional Manual.† Psychological Assessment Resources, 1992. sjdm.org/dmidi/NEO_PI-R.htmlDigman, John M. â€Å"Personality Structure: Emergence of the Five-Factor Model.† Annual Review of Psychology, vol. 41, 1990, pp. 417-440. http://dx.doi.org/10.1146/annurev.ps.41.020190.002221Fiske, Donald W. â€Å"Consistency of the Factorial Structures of Personality Ratings from Difference Sources.† Journal of Abnormal and Social Psychology, vol. 44, 1949, pp. 329-344. http://dx.doi.org/10.1037/h0057198Jang, Kerry J., Jo hn Livesley, and Philip A. Vernon. â€Å"Heritability of the Big Five Personality Dimensions and Their Facets: A Twin Study.† Journal of Personality, vol. 64, no. 3, 1996, pp. 577-592. https://doi.org/10.1111/j.1467-6494.1996.tb00522.x John, Oliver P., Avshalom Caspi, Richard W. Robins, Terrie E. Moffitt, and Magda Stouthamer-Loeber. â€Å"The ‘Little Five’: Exploring The Nomological Network of the Five-Factor Model of Personality in Adolescent Boys. Child Development, vol. 65, 1994, pp. 160-178. https://doi.org/10.1111/j.1467-8624.1994.tb00742.xJohn, Oliver P., Laura P. Naumann, and Christopher J. Soto. â€Å"Paradigm Shift to the Integrative Big Five Trait Taxonomy: History, Measurement, and Conceptual Issues.† Handbook of Personality: Theory and Research, 3rd ed., edited by Oliver P. John, Richard W. Robins, and Lawrence A. Pervin, The Guilford Press, 2008, pp. 114-158.John, Oliver P. and Sanjay Srivastava. â€Å"The Big Five Trait Taxonomy: History, Measurement, and Theoretical Perspectives.† Handbook of Personality: Theory and Research, 2nd ed., edited by Lawrence A. Pervin, and Oliver P. John, The Guilford Press, 1999, pp. 102-138.McAdams, Dan P. â€Å"Can Personality Change? Leve ls of Stability and Growth In Personality Across the Life Span.† Can Personality Change? edited by Todd F. Heatherton and Joel L. Weinberger, American Psychological Association, 1994, pp. 299-313. http://dx.doi.org/10.1037/10143-027 McAdams, Dan. The Person: An Introduction to the Science of Personality Psychology. 5th ed., Wiley, 2008.Measelle, Jeffrey R., Oliver P. John, Jennifer C. Ablow, Philip A. Cowan, and Carolyn P. Cowan. â€Å"Can Children Provide Coherent, Stable, and Valid Self-Reports on the Big Five Dimensions? A Longitudinal Study from Ages 5 to 7. Journal of Personality and Social Psychology, vol. 89, 2005, pp. 90-106. http://dx.doi.org/10.1037/0022-3514.89.1.90Roberts, Brent W., Kate E. Walton, and Wolfgang Viechtbauer. â€Å"Patterns of Mean-Level Change in Personality Traits Across the Life Course: A Meta-Analysis of Longitudinal Studies.† Psychological Bulletin, vol. 132. No. 1, 2006, pp. 1-35.  Van Lieshout, Cornelis F. M. and Gerbert J. T. Haselager. â€Å"The Big Five Personality Factors in Q-Sort Descriptions of Children and Adolescents.† The Developing Structure of Temperament and Personality From Infancy to Adulthood, edited by Charles F. Halverson, Gedolph A. Kohnstamm, and Roy P. Martin, Lawrence Erlbaum Associates, 1994, pp. 293-318.

Discussion Assignment Example | Topics and Well Written Essays - 250 words - 9

Discussion - Assignment Example The transformational leadership brings into notice the salient features of the leader where he is able to find out which sportsperson requires what and what can be done to give him the best even in the most trying of circumstances. It is important to know that sports management is one field where transformational leadership can come into full action and manifest its own basis without much difficulty (Ozaralli, 2003). An example of this transformational leadership is in the form of managing players like Christiano Ronaldo, Messi and other footballers who are at the top of the world due to their soccer prowess. They are being managed properly by sports management firms which have understood the premise of transformational leadership which has brought success to all and sundry (Hautala, 2006). Hence a good enough understanding of transformational leadership is the way to go about solving issues within the sports management domains and it will comprise of the positive aspects as well as the negatives which may arise from time to time in this

Wireless Network Security - Cloud Computing Network Personal Statement

Wireless Network Security - Cloud Computing Network - Personal Statement Example This did not auger well with the ethics of data computing, privacy and security. This gave me the reason to think more on wireless network insecurity as well as the probable way to curb the menace. With thirteen years experience in the computing data; this has given the passion to venture into security measures in the field of computing rather than dwelling on my line of specialization-data structure. Much has been done to improve and enhance data network; but there are those who are out to see the failure of the development. These are the individuals out to hack others data sources and cause harm or use it for unintended tasks. Any individual within a geographical network range of an open, unencrypted wireless network can snuffle, record or even capture the data traffic and get illegal right of entry to the internal network wherewithal and the internet. (Lou, et al. n.d) This may result into sending of spam or even doing other illegal actions using the wireless network internet prov ider (IP) address. Attacks by insiders also pose an often neglected threat scenario when devising security mechanisms for emerging wireless technologies. Therefore, this is a venture that requires someone with a greater passion for sanity on Information Technology. All these may be rare for home routers but highly significant concerning to office networks. Since I have involved myself in the contemporary world of information technology and development, my heart feel disoriented whenever I encounter data insecurity trying to paralyze this marvelous work. With the global growth and embracing of Information Technology by many folks, there is tremendous desire to integrate measures to provide intense security to the data store. However, lack of knowledge on security issues by many, means anyone nearby might access and use the connection. Therefore as an expert in computer studies and having first hand concept on the actual problem on the ground, I feel profoundly obligated to extend my knowledge on cloud computing security. This will not only help in fulfilling my passion but also help the world in alleviating the menace of data insecurity. For my Masters studies at King Abdulaziz University, Jeddah; I dealt with the topic â€Å"The Effect of Visualizing the Roles of Data Structure (RODS) in Student Learning, in a Data Structure Course.† This expounded more on the structure and utilization of data techniques in analysis. I have also attended various conferences and trainings on IT like â€Å"The international Conference on Nanotechnology: Opportunities and challenges, Electronic Exam system, Advanced E-Learning Certificate Program among others.† I have vast working experience in various field of IT like; Head of production and Update of Educational Materials Unit & Lecturer, Instructor in Contact and Support Unit, Technical Specialist in the Admission Unit, and Programmer as well as Instructor; in the student services unit-all in the King Abdulaziz U niversity, Jeddah. My research experience is also vast on Database-based Workflow Management Systems, Accessing E-mail using Speech Technologies, Microsoft Agent Speech Recognition Engines all of which entail understanding the concept data specialty and security among other researches. The above clearly demonstrate the efforts I have made to equip myself with the necessary knowledge that will enhance research on cloud computing security. My choice of Cloud computing is because it moves databases and application software to the large data centers where

Organization in Terms of Developing Leadership Diversity Essay

Organization in Terms of Developing Leadership Diversity - Essay Example It is evidently clear from the research that the leadership is highly autocracy, with Evans making a sole decision without consulting or communicating effectively to the workers. Evans is an amoral manager and acts with emotions to solve issues with no ethical reasoning towards the Asians cultural behaviors and religion. Jones is leading a team of people in a department. He had effective communication skills and managerial skills able to met various stakeholders and strike a balance. He has both responsible and with integrity as he noted the cultural issue within the organization. Both the leadership was accountable to the workers whereas the workers were not accountable to air their grievances on the issues instead they involved their spouses to address the issue. The workers lacked confidence and not proactive in addressing the cultural issue. The author would offer an authentic leadership; he would know the Asian cultural beliefs and values, by this, he will win the trust of the A sian community. The researcher will encourage an open door policy to increase information flow and communication. With knowledge of the situation, possible options available from the various responses and critical analysis of the immediate and future consequences, the author will call the leaders forum and develop a work plan to incorporate a win-win situation. Pat had preconceived notions on his success in IT thinking he has more expertise than the rest, further during the interview, he stated that the board should consider the position on the merit of work and reputation. Carmelita had a success in working across departments, i.e. teams, and suppliers and she could solve any problem arising in the section. Whereas Pat had more narrow capabilities only on technical and intelligence aspect.