Graded Assignments Essay

The following sections contain student copies of the assignments. These must be distributed to students prior to the due dates for the assignments. Online students will have access to these documents in PDF format, which will be available for downloading at any time during the course. Graded Assignment Requirements Assignment Requirements documents provided below must be printed and distributed to students for guidance on completing the assignments and submitting them for grading. Instructors must remind students to retain all handouts and assignment documents issued in every unit, as well as student-prepared documentation and graded assignments. Some or all these documents will be used repeatedly across different units. Unit 1 Assignment 1: Match Risks/Threats to Solutions Learning Objectives and Outcomes You will learn how to match common risks or threats within the seven domains of a typical IT infrastructure with solutions and preventative actions. Assignment Requirements This is a matching activity. You will receive the Match Risks/Threats to Solutions worksheet, which contains a numbered list of common risks and threats found in a typical IT infrastructure. You must enter the letter for the correct solution or preventative action in the blank to the right of each risk or threat. Required Resources Worksheet: Match Risks/Threats to Solutions Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Length: 1 page Due By: Unit 2 Self-Assessment Checklist I have correctly matched all the risks or threats within the seven domains of a typical IT infrastructure with the solutions and preventative actions. Unit 1 Assignment 2: Impact of a Data Classification Standard Learning Objectives and Outcomes You will learn how to determine the impact of a data classification standard on an organization’s IT infrastructure. Assignment Requirements You are a networking intern at Richman Investments, a mid-level financial investment and consulting firm. Your supervisor has asked you to draft a brief report that describes the â€Å"Internal Use Only† data classification standard of Richman Investments. Write this report addressing which IT infrastructure domains are affected by the standard and how they are affected. In your report, mention at least three IT infrastructure domains affected by the â€Å"Internal Use Only† data classification standard. Your report will become part of an executive summary to senior management. Required Resources None Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Citation Style: Chicago Manual of Style Length: 1–2 pages Due By: Unit 2 Self-Assessment Checklist I have identified at least three IT infrastructure domains affected by the â€Å"Internal Use Only† data classification standard. In my report, I have included details on how those domains are affected. Unit 2 Assignment 1: Calculate the Window of Vulnerability Learning Objectives and Outcomes You will learn how to calculate a window of vulnerability (WoV). Assignment Requirements You are reviewing the security status for a small Microsoft workgroup LAN. The workgroup contains many distinct separations in the network determined by group memberships. An example of the network divisions is as follows: Windows laptops: Traveling salespeople, remote suppliers, branch offices Windows desktops: Accounting group, developer group, customer service group Windows servers: Administrative server, Microsoft SharePoint server, Server Message Block (SMB) server A security breach has been identified in which the SMB server was accessed by an unauthorized user due to a security hole. The hole was detected by the server software manufacturer the previous day. A patch will be available within three days. The LAN administrator needs at least one week to download, test, and install the patch. Calculate the WoV for the SMB server. Required Resources None Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Length: 1 page Due By: Unit 3 Self-Assessment Checklist I have accurately calculated the WoV. Unit 2 Assignment 2: Microsoft Environment Analysis Learning Objectives and Outcomes You will learn how to analyze a mixed-version Microsoft Windows environment and to identify the issues described in Microsoft Security Advisories. Assignment Requirements You are reviewing the security status for a small Microsoft workgroup LAN. The workgroup contains many distinct separations in the network as determined by group memberships. The network consists of computers working on a variety of client platforms, such as Windows XP, Windows Vista, and Windows 7, and server products in a single environment. An example of the network divisions is as follows: Windows laptops: Traveling salespeople, remote suppliers, branch offices Windows desktops: Accounting group, developer group, customer service group Windows servers: Administrative server, Microsoft SharePoint server, Server Message Block (SMB) server Microsoft Common Vulnerability and Exposures (CVEs) are addressed through security advisories with a corresponding advisory ID. Other CVE sources attach a CVE ID to advisories. Go through the archive of Microsoft Security Advisories on the following link: http://www. microsoft. com/technet/security/advisory/archive. mspx (accessed September 15, 2010) Answer the following questions based on the advisories for the past 12 months: 1. What vulnerabilities exist for this workgroup LAN based on the advisories? List five of them. 2. Do any vulnerabilities involve privilege elevation? Is this considered a high-priority issue? 3. Identify and document at least three vulnerabilities and the solutions related to the client configurations. Required Resources Internet Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Length: 1–2 pages Due By: Unit 3 Self-Assessment Checklist I have identified at least five vulnerabilities for this workgroup LAN? I have identified privilege elevation as a high-priority issue? I have identified and documented at least three vulnerabilities related to the client configurations? Unit 3 Discussion 1: Access Control Models Learning Objectives and Outcomes You will learn about access control models for different scenarios. Assignment Requirements In this assignment, you have a handout on the access control models. Read the handout and discuss it with your classmates to collect answers for the following questions: Select an access control model that best prevents unauthorized access for each of the five scenarios given in the worksheet. Which types of logical access controls should be used in each scenario? Justify your recommendations. Respond to at least two other students’ views to engage in a meaningful debate regarding their choices or to defend your choice. Required Resources Worksheet: Access Control Models Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Citation Style: Chicago Manual of Style Length: 1–2 pages Due By: Unit 3 Self-Assessment Checklist I have correctly selected an access control model that best prevents an unauthorized access for each of the five scenarios given in the worksheet. I have selected the correct types of logical access controls that should be used in each scenario. I have included justifications for my recommendations. I have responded to at least two other students’ views. Unit 3 Assignment 1: Remote Access Control Policy Definition Learning Objectives and Outcomes You will learn how to design a remote access control policy definition for an IT infrastructure. Assignment Requirements Richman Investments is an investment and consulting firm. The company wants to expand its business operations both in the U. S. and in foreign countries. It intends to eventually have 10,000 employees in 20 countries. The Richman corporate headquarters is located in Phoenix, Arizona. Currently, there are eight branch offices in: Atlanta, Georgia Chicago, Illinois Cincinnati, Ohio Denver, Colorado Los Angeles, California Montreal, Canada New York City, New York Washington, D. C. The North American offices have a total of 5,000 employees who use desktops, mobile computers, and wireless devices. The Phoenix office has an Internet connection to all remote offices because redundancy is extremely important to the company. There are several sensitive applications that all offices use. The management from each office share application information that is hosted at the corporate office. Design a remote access control policy for Richman using the appropriate access controls for systems, applications, and data access. Include the design and justification for using the selected access controls for systems, applications, and data access. Required Resources None Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Citation Style: Chicago Manual of Style Length: 1–2 pages Due By: Unit 4 Self-Assessment Checklist I have correctly designed a remote access control policy for the given scenario. I have correctly selected appropriate access controls for systems, applications, and data access. I have included my justification for using the selected access controls for systems, applications, and data access. Unit 4 Assignment 1: Enhance an Existing IT Security Policy Framework Learning Objectives and Outcomes You will learn how to research standards. You will learn how to write Remote Access Standard. You will learn how procedures and guidelines fit within an IT security policy framework. Assignment Requirements You will receive the worksheet entitled Enhance an Existing IT Security Policy Framework. It contains a scenario and an illustration of a portion of a company’s security policy framework. After studying the worksheet, complete the following tasks: Research Remote Access Standards on the Internet. For the given scenario, write a draft Remote Access Standard that will reduce the occurrence of risks, threats, and vulnerabilities in the Remote Access domain of the given IT infrastructure. Make sure you include the minimum remote computer configurations, the use of anti-malware software, and the secure virtual private network (VPN) access in the Remote Access Standard. Indicate the names of procedures or guidelines that you would add under the Remote Access Standard. Required Resources Worksheet: Enhance an Existing IT Security Policy Framework Internet Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Citation Style: Chicago Manual of Style Length: 1–2 pages Due By: Unit 5 Self-Assessment Checklist I have written an appropriate Remote Access Standard, which includes the minimum remote computer configurations, the use of anti-malware software, and the secure VPN access. I have included the names of at least two procedures or guidelines that would appear under the Remote Access Standard in the framework. Unit 4 Assignment 2: Acceptable Use Policy (AUP) Definition Learning Objectives and Outcomes You will learn how to research and compare AUPs enforced by other organizations. You will learn how to compose a portion of an AUP for an organization. Assignment Requirements You are a networking intern at Richman Investments. An employee of the company used employer-owned equipment to access the Internet and check his personal Web-based e-mail account. He followed a link in a spam e-mail, downloaded games to his hard disk, and inadvertently infected the computer with malware, which spread to the network server. The security officer at Richman has asked you to research and to define â€Å"the acceptable use of Richman assets regarding Internet and e-mail access,† including the actions that are prohibited. . Then, the employees must be restricted from using the Internet at work for personal use, other than to occasionally check Web-based personal e-mail accounts. Personal downloads must be strictly prohibited. Your definition will become part of the overall AUP. For this assignment: Research acceptable use policies on the Internet. Find the actual policies of real companies. Compare the portions that address Internet and e-mail access of at least three different companies. Create an AUP definition for Richman Investments that defines the acceptable and unacceptable use of Internet and e-mail access at Richman. Required Resources Internet Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Citation Style: Chicago Manual of Style Length: 1–2 pages Due By: Unit 5 Self-Assessment Checklist I have conducted adequate research of AUPs before defining the policy. I have included the appropriate statements that address both acceptable and unacceptable use of the Internet and Web-based e-mail accounts. Unit 5 Assignment 1: Testing and Monitoring Security Controls Learning Objectives and Outcomes You will learn to recognize security events and baseline anomalies that might indicate suspicious activity. You will learn to identify policy violations and security breaches and to appropriately monitor threats and control activity across the network. Assignment Requirements Refer to the handout Testing and Monitoring Security Controls. It contains information on security events or breaches and baseline anomalies. After studying the handout, answer the following questions: Identify at least two types of security events and baseline anomalies that might indicate suspicious activity. Given a list of policy violations and security breaches, select three breaches, and consider the best options for controlling and monitoring each incident. Identify the methods to mitigate risk and minimize exposure to threats or vulnerabilities. Required Resources Worksheet: Testing and Monitoring Security Controls Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Length: 1–2 pages Due By: Unit 6 Self-Assessment Checklist I have identified at least two security events and baseline anomalies. I have indicated the best options for controlling and monitoring three of the policy violations and security breaches from the list. I have identified the methods to mitigate risk and to minimize exposure to threats or vulnerabilities. Unit 5 Assignment 2: Define an Acceptable Use Policy (AUP) Learning Objectives and Outcomes You will learn to successfully identify inappropriate activity on a network and to develop a basic AUP that describes the handling of such incidents. Assignment Requirements Richman Investments requires the enforcement of strict ingress-egress filtering policies for network traffic. Certain traffic is expressly forbidden: No peer-to-peer file sharing or externally reachable file transfer protocol (FTP) servers No downloading executables from known software sites No unauthorized redistribution of licensed or copyrighted material No exporting internal software or technical material in violation of export control laws No introduction of malicious programs into networks or onto systems No accessing unauthorized internal resources or information from external sources No port scanning or data interception on the network No denying service or circumventing authentication to legitimate users No using programs, scripts, or commands to interfere with other network users No sending unsolicited e-mail messages or junk mail to company recipients No accessing adult content from company resources No remote connections from systems failing to meet minimum security requirements Define a LAN-to-WAN, Internet, and Web surfing AUP that restricts usage of the company’s Internet connection and permits the company to monitor usage of the corporate Internet connection. Carefully evaluate the implications of each policy and how implementations might impact the IT infrastructure, both positively and negatively. Weigh the benefits and the disadvantages of each method. Consider whether or not a proposed solution causes an interruption to the legitimate users and how it might bring security at the expense of preventing a perfectly legitimate activity. Required Resources None Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Citation Style: Chicago Manual of Style Length: 1–2 pages Due By: Unit 6 Self-Assessment Checklist I have defined an effective LAN-to-WAN, Internet, and Web surfing AUP. I have evaluated the implications of each policy. I have carefully considered the benefits and disadvantages of each policy enforcement control. I have proposed strong ideas for acceptable and unacceptable resource usage. Unit 6 Assignment 1: BCP, DRP, BIA, and Incident Response Plan Mix and Match Learning Objectives and Outcomes You will strengthen your understanding of details regarding a business continuity plan (BCP), disaster recovery plan (DRP), business impact analysis (BIA), and an incident response plan. Assignment Requirements In this assignment, you are provided with a handout on the major elements that are part of a BCP, DRP, BIA, and incident response plan. You must properly align the elements with their corresponding plans. Required Resources Worksheet: BCP, DRP, BIA, and Incident Response Plan Mix and Match Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Length: 1 page Due By: Unit 7 Self-Assessment Checklist I have correctly matched all the elements with the plans. Unit 6 Assignment 2: Quantitative and Qualitative Risk Assessment Analysis Learning Objectives and Outcomes You will be able to analyze real-world scenarios and perform a quantitative risk assessment and a qualitative risk assessment by performing proper calculations. Assignment Requirements In this assignment, you are provided with a handout on a quantitative risk assessment and a qualitative risk assessment. Go through the scenarios given in the handout and answer the questions. Required Resources Worksheet: Quantitative and Qualitative Risk Assessment Analysis Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Length: 1–2 pages Due By: Unit 7 Self-Assessment Checklist I have correctly calculated the values for Single loss expectancy (SLE), Annual rate of occurrence (ARO), and Annual loss expectancy (ALE). I have determined the effectiveness of the safeguard of buying insurance. I have determined whether or not Richman should buy the insurance. I have supported my choice with an explanation. I have correctly calculated the risk level of each of the risk given in the scenario. I have correctly prioritized the given risks. I have created an effective risk matrix for the given scenario. Unit 7 Assignment 1: Select Appropriate Encryption Algorithms Learning Objectives and Outcomes You will learn how to select the appropriate encryption methods and techniques for real-world business applications. Assignment Requirements In this assignment, you are given a handout which contains a list of the common encryption algorithms and five scenarios. Match the common encryption algorithms with real-world business applications and the requirements for given different scenarios. Give justification for your selections. Required Resources Worksheet: Select Appropriate Encryption Algorithms Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Length: 1 page Due By: Unit 8 Self-Assessment Checklist I have selected the appropriate encryption algorithms and the methods for the given scenarios. I have justified the selections I have made. Unit 7 Assignment 2: Design an Encryption Strategy Learning Objectives and Outcomes You will learn how to design an enterprise encryption strategy. Assignment Requirements In this assignment, you are given a handout that contains the scenario of Richman Investments which needs an enterprise encryption strategy—a public key infrastructure (PKI) that supports internal employees, external business partners, and clients. You need to design the enterprise encryption strategy for Richman Investments. In your design, include the following: Select appropriate encryption algorithms and methods. Identify and justify the selection of encryption solutions that support internal employees, external business partners, and clients. Required Resources Worksheet: Design an Encryption Strategy Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Citation Style: Chicago Manual of Style Length: 1–2 pages Due By: Unit 8 Self-Assessment Checklist I have selected the appropriate encryption algorithms and methods. I have identified and justified my selection of the encryption solutions that support internal employees, external business partners, and clients. Unit 8 Assignment 1: Network Hardening Learning Objectives and Outcomes You will learn the essentials of network hardening for a given network layout. Assignment Requirements In this assignment, you are given a handout which contains four different network layouts. Your instructor will assign one of the four layouts to you. For your layout, you are required to devise at least three strategies for hardening the network environment throughout the seven domains of a typical IT infrastructure. Support your decisions with your justification. Required Resources Worksheet: Network Hardening Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Length: 1–2 pages Due By: Unit 9 Self-Assessment Checklist I have identified at least three network hardening strategies for the given network layout. I have given the justification for my decisions. Unit 8 Assignment 2: Network Security Applications and Countermeasures Learning Objectives and Outcomes You will learn how to determine where certain security countermeasures apply across the seven domains of a typical IT infrastructure. Assignment Requirements In this assignment, you are given a worksheet that contains a list of network security applications and countermeasures. You need to identify where they belong, within the seven domains of a typical IT infrastructure and what confidentiality, integrity, and availability (CIA) function they provide. Complete the worksheet and submit to your instructor for evaluation. Required Resources Worksheet: Network Security Applications and Security Countermeasures Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Length: 1–2 pages Due By: Unit 9 Self-Assessment Checklist I have accurately placed security countermeasures within the seven domains of an IT infrastructure. I have identified the portions of the CIA triad affected by specific security countermeasures. Unit 9 Assignment 1: List Phases of a Computer Attack Learning Objectives and Outcomes You will learn how to identify the activities that occur during each phase of a computer attack. Assignment Requirements In this assignment, you need to pretend to be ethical hackers who need to protect their organization from a computer attack. List the general phases of a computer attack. Thinking like an attacker, you should add items to each phase that an attacker would consider when performing a successful computer attack. You can refer to the textbook for this course. Required Resources Textbook: Fundamentals of Information Systems Security Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Citation Style: Chicago Manual of Style Length: 1–2 pages Due By: Unit 10 Self-Assessment Checklist I have identified at least three phases of a computer attack. In my answer, I have included the factors the attackers take into consideration when targeting computers or networks. Unit 9 Assignment 2: Summary Report on a Malicious Code Attack Learning Objectives and Outcomes You will learn how to mitigate the threat of a virus or malware attack. Assignment Requirements Select a well-known virus or malicious code attack, and write a summary report explaining what kind of malicious attack it was, how it spread and attacked other devices, and how it was mitigated. Indicate how you would defend the attack from recurring on a network you control. You may use the Internet for research. Consider the following: The severity of the outbreak The propagation methods and speed The targets of the attack The success rate of the attack vector Additional complexity: self-armoring, self-updating, and so on The ways to defend infection in every domain The ways to defend intrusion at every layer Required Resources Internet Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Citation Style: Chicago Manual of Style Length: 1–2 pages Due By: Unit 10 Self-Assessment Checklist I have included the following in my summary report: The type of malicious attack How it spread and attacked other devices How it was mitigated I have specified details on how to defend the attack from recurring on a network. Unit 10 Assignment 1: Examine Real-World Applications of Security Standards and Compliance Laws Learning Objectives and Outcomes You will learn to relate a well-known standard or law to real-world applications. Assignment Requirements In this assignment, you are given a handout on security standards and compliance laws. The handout contains a list of international and domestic information security standards and compliance laws. You need to select one and describe its real-world applications in both private and public sectors. Required Resources Worksheet: Examine Real-World Applications of Security Standards and Compliance Laws Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Citation Style: Chicago Manual of Style Length: 1–2 pages Due By: Unit 11 Self-Assessment Checklist I have correctly described real-world applications of the chosen standard or law. I have included examples in both the private and public sectors. Unit 10 Assignment 2: Small- to Medium-Sized Business Analysis Learning Objectives and Outcomes You will learn how to apply the Payment Card Industry’s Data Security Standards (PCI DSS) standard to a small- to medium-sized business. Assignment Requirements Meager Media is a small- to medium-sized business that is involved in the sale of used books, CDs/DVDs, and computer games. Meager Media has stores in several cities across the U. S. and is planning to bring its inventory online. The company will need to support a credit card transaction processing and e-commerce Web site. Write a summary report detailing what Meager Media must do when setting up its Web site to maintain compliance with the PCI DSS standard. Obtain a copy of the PCI DSS standards document from the following Web site and address all 6 principles and 12 requirements in your report: https://www. pcisecuritystandards. org/security_standards/pci_dss. shtml (accessed September 14, 2010) Required Resources Internet Submission Requirements Format: Microsoft Word Font: Arial, Size 12, Double-Space Citation Style: Chicago Manual of Style Length: 3–4 pages Due By: Unit 11 Self-Assessment Checklist I have presented a detailed plan for creating a PCI DSS-compliant Web site. I have addressed all 6 principles and 12 requirements of the PCI DSS. Project Security Domains and Strategies Purpose This project provides you an opportunity to apply the competencies gained in various units of this course to identify security challenges and apply strategies of countermeasures in the information systems environment. Learning Objectives and Outcomes You will learn the purpose of a multi-layered security strategy. You will understand the information systems security (ISS) fundamentals including the definition of terms, concepts, elements, and goals. You will incorporate the industry standards and practices with a focus on the confidentiality, integrity, availability, and vulnerabilities of information systems. You will fulfill the role of a security professional implementing proper security controls in a specific business situation based on Systems Security Certified Practitioner (SSCP ®) Common Body of Knowledge domains. Required Source Information and Tools To complete the project, you will need the following: 1. Access to the Internet to perform research for the project 2. Course textbook 3. (ISC)2 SSCP ® Common Body of Knowledge available in the SSCP ® Candidate Information Bulletin Project Logistics The project is divided into one smaller and one major assignment as per the details below: Activity Name Assigned Due By % Grade Project Part 1. Multi-Layered Security Plan Unit 1 Unit 2 6 Project Part 2. Student SSCP ® Domain Research Paper Unit 2 Unit 11 15 Deliverables Project Part 1 Multi-Layered Security Plan Introduction The components that make up cyberspace are not automatically secure. This includes cabling, physical networks, operating systems, and software applications that computers use to connect to the Internet. There is a raging information security war. The goal is to protect national security and business information. Therefore, IT is in great need of proper security controls. Scenario Richman Investments is a mid-level financial investment and consulting firm. The Richman corporate headquarters is located in Phoenix, Arizona. Currently, there are eight branch offices in: Atlanta, Georgia Chicago, Illinois Cincinnati, Ohio Denver, Colorado Los Angeles, California Montreal, Canada New York City, New York Washington, D. C. Tasks You are a networking intern at Richman Investments. This morning, you received an e-mail from your supervisor stating that you need to create an outline of the general security solutions planned for the safety of data and information that belongs to the organization. You are told that every month, the networking division needs to submit a report to the senior management about the security plan for the month, and this time, your outline will become a part of that report. Therefore, you need to research the elements of a multi-layered security plan and to create an outline. Your outline should indicate one or more general security solutions for each of the seven domains of a typical IT infrastructure. For this project part, you may use the book for this course and the Internet to research the concept of a multi-layered security plan. Include several applicable layers for the plan, and describe at least one layer of security for each of the seven domains. Project Part 1 should be submitted in the following format and style: Format: Microsoft Word Font: Arial, Size 12, Double-Space Citation Style: Chicago Manual of Style Length: 1–2 pages Self-Assessment Checklist I have included several applicable layers for the plan. I have described at least one layer of security for each of the seven domains. I have conducted adequate independent research for the report. Project Part 2 Student SSCP ® Domain Research Paper Introduction The (ISC)2 SSCP ® is frequently viewed as the first step in an information security career path, leading to the Certified Information Systems Security Professional (CISSP ®) and other advanced certifications. Scenario Continuing the Richman Investments scenario explained in Part 1 of the project, the offices have a total of 5,000 employees, and the office technology inventory includes desktops, mobile computers, and wireless devices. There is a mix of computers running Windows XP, Windows Vista, Windows 7, and Mac OS X. Most of the managers have BlackBerry devices for instant communication, and all employees are provided cell phones. A Windows Active Directory forest with domains is set up for each office, and seven file and print servers are located in the Phoenix office. The Phoenix office also contains two proxy servers, configured as an array, that provide Web cache services and Internet access control for the organization. The majority of applications are Web-based and hosted from the Phoenix office. The Phoenix office has an Internet connection to all the remote offices, and the redundancy is extremely important to the company. There are several sensitive applications that all offices use. The management from each office shares application information that is hosted at the corporate office for accounting and reporting purposes. All employees have Internet access. There is no policy on the use of removable media. Several of the branch offices have encountered issues with malware recently. Richman hosts an intranet for employees to access information about the company and to enroll in company benefits programs. Richman also hosts an extranet for its business partners. Due to many recent technology and process improvements within Richman, the corporate security policy is out of date, and each branch office policy differs. Tasks You are a networking security intern at Richman. You have been asked to submit a proposal to Richman senior management. In the proposal, you must choose to address one of the following and relate it to the appropriate SSCP ® domains: 1. Based on the premise that Richman has 5,000 employees throughout the main office and several branch offices, you must research solutions and detail the appropriate access controls including policies, standards, and procedures that define who users are, what they can do, which resources they can access, and which operations they can perform on a system. 2. Based on the premise that most of the managers have BlackBerry devices for instant communications and all employees are provided cell phones, you must research and detail the cryptography methods to protect organizational information using techniques that ensure its integrity, confidentiality, authenticity, and nonrepudiation, and the recovery of encrypted information in its original form. 3. Based on the premise that there is a mix of computers running Windows 2000, Windows XP, Windows Vista, Windows 7, and Mac OS X, you must research and devise a plan to thwart malicious code and activity by implementing countermeasures and prevention techniques for dealing with viruses, worms, logic bombs, Trojan horses, and other related forms of intentionally created deviant code. 4. Based on the premise that all employees have Internet access to browse the Web, there is no policy on the use of removable media, and several of the branch offices have encountered issues with malware recently, you must research and formulate a plan to implement monitoring and analysis. You must determine system implementation and access in accordance with defined IT criteria as well as how to collect information for identification of and response to security breaches or events. 5. Based on the premise that Richman hosts an intranet for employees to access information about the company and enroll in company benefits programs, and that Richman also hosts an extranet for its business partners, you must research and devise a method to secure networks and communications. This should include the network structure, transmission methods and techniques, transport formats, and security measures used to operate both private and public communication networks. 6. Based on the premise that the Phoenix office contains two proxy servers configured as an array, which provide Web cache services and Internet access control for Richman, and that the majority of applications are Web-based and hosted from the Phoenix office, you must assess risk, response, and recovery. Conduct a review of the implementation processes essential to the identification, measurement, and control of loss associated with uncertain events. 7. Based on the premise that the corporate security policy is out of date and each branch office policy differs, you must research and define security operations and administration including the identification of information assets and documentation of policies, standards, procedures, and guidelines that ensure confidentiality, integrity, and availability. You need to write the proposal as detailed in the instructions above. Be sure that you create a professional, well-developed proposal with proper documentation, grammar, spelling, and punctuation. In addition, document the vulnerabilities, methods, and controls effectively. Project Part 2 should be submitted in the following format and style: Format: Microsoft Word Font: Arial, Size 12, Double-Space Citation Style: Chicago Manual of Style Length: 4–5 pages Self-Assessment Checklist I have created a professional, well-developed proposal with proper documentation, grammar, spelling, and punctuation. I have successfully identified appropriate SSCP ® domains and related them to the scenario. I have documented the vulnerabilities, methods, and controls effectively. I have conducted adequate independent research for the proposal.

How Accurate Was the Term Era of Good Feelings in the United States

In the 1800’s following the war of 1812, the term commonly applied to that era in the United States was known as the â€Å"era of good feelings†. While the United States was growing in several different aspects, such as politically, socially and economically, and changing as a country, there are several key factors that denote this term, and nullify its meaning. While the changes were significant, and the United States evolved at an exponential rate after the war of 1812, the accuracy of the term â€Å"era of good feelings† is way off, and the United States was anything but experiencing an â€Å"era of good feelings†. Following the war of 1812, growth occurred primarily economically, politically, and socially for the United States. These changes indicated symbolize development, expansion of both land and industry, and a sense of unifying nationalism within the citizens of the United States. Although Nationalism seemed to unify the nation, there was more of an underlying indication of a much larger problem, Sectionalism. Sectionalism is a relation to a geographic area. So whereas people could have felt patriotic towards the United States, they related more towards the region they lived in and not the country they were a part of. This sectionalism also indicates a difference in the economic, social and political stances of regions such as the North and the South, and the â€Å"era of good feelings† continued to simply widen that gap. Economically, the United States was experiencing growth. But looking further into sectionalism, there are two completely different growths present in the northern United States and the Southern United States. In the north, following the war of 1812, a rapid expansion occurred in the industry of the north. Technological advances such as the textile mills, and factory workers and the increase in the amount of factories in the North helped create a gap in the economy of the north itself. A lower class, comprised of the workers, got low wages and produced high quantities of product, and the middle class, who were the businessmen and managers. This rift created a class system which benefited the middle class as well as the Northern United States as a whole, as a free market economy developed and increased. Although this was increase throughout the United States, this economical situation occurred primarily in the North, and much less in the south. In the south, the economic increase was much different. Because of the large amounts of plantations and farms in the south, new land was needed so that the crops that had dried up the soil could continue to grow and the economy can continue to benefit. This growth in land and economy indicates that the economic benefit in the south came from crops and agricultural might, rather than industrial. These differences help identify that the â€Å"era of good feelings† and the nationalism that is implied is incorrect and inaccurate, as people have more of a connection towards the land that they make their money on, which implies sectionalism. Politically, the â€Å"era of good feelings† was extremely off. Even before the war of 1812, there had always been a major difference in the political parties and systems of the government. A major difference in this coming from extremely opposing ideologies of the parties and the lack of unity between the two. The difference between the parties is also present in Document C, which shows two different party tents during the fourth of july. Whilst the people are generally happy, the party tents show that the difference is quite evident, and especially how only one of the tents has an American flag flying above it. This difference helps show the gap in political unity and the disagreement between parties. Also, many parties were so discontent with the others, that one (the new England federalists) offered to secede from the Union so as to follow their own system. This shows that the â€Å"era of good feelings† only helped widen the gap between parties, as more and more minor parties came into existence. Socially, The United States was anything but experiencing an â€Å"era of good feelings†. The country was experiencing major problems as the south and the north fought for the Missouri compromise. The north, wanting a free state, fought for Missouri to be free. The south, wanting more power, wanted Missouri to be a slave state. The geographical differences indicate less of a feeling of nationalism and an extreme version of sectionalism. This is also evident in Doc F, â€Å" A geographical line, coinciding with a marked principle, moral and political, once conceived and held up to the angry passions of men, will never be obliterated; and every new irritation will mark it deeper and deeper†. This quote by Thomas Jefferson emphasizes the difference between the North and South. The usage of the term a geographical line only seems to magnify the situation that the United States is in. If anything nationalism isn’t even implied in the document, and the idea of sectionalism strikes itself deep in the line, indicating that the problems between the North and the South is not just a coincidence. It is because of increasing tensions and a lack of unity between the two regions. This rift clearly indicates that the â€Å"era of good feelings† is not only extremely inaccurate, but also opposite of what actually is occurring, which is an increasing divide in the country, as sectionalism continues to increase geographically, and socially. â€Å"The era of good feelings† is anything but a good feeling for the United States. The 1800s provide a turbulent earthquake that splits the nation economically, politically, and socially. The most common indication of this is the ever increasing difference in between the North and the South, which would culminate in 1861 with the deadly civil war that would leave about 620,000 Americans dead.

Strategic Management Essay Example | Topics and Well Written Essays - 2750 words - 3

Strategic Management - Essay Example Specially mentioning, strategic management assists modern business organisations to take effective decisions and conduct activities for attaining success, resulting in attaining superior competitive position and sustaining in the long run (Wells, 2003). In this essay, the views of two different authors of strategic management will be elaborately discussed in order to gain a proper understanding of strategy. The essay intends to explore and compare the views of Mintzberg’s ten schools of thoughts along with Whittington’s four strategic lenses. A proper analysis will be conducted in order to gain insights about the different levels of strategy. According to the views of Michael Porter, strategy is a decision, which includes a conscious approach of performing activities in a different manner from that of the competitors in order to accomplish a viable long-term competitive advantage. Porter states that it is important for the organisations to focus not only on the operational perspectives but also on the strategic activities that tends to be effective in performing effectively in the business markets (Sage Publication, n.d.). Moreover, as per the views of Strickland and Thompson (2003), strategy is described as a managerial process, which is used to form strategic visions, objectives and approaches that are considered to be appropriate in order to accomplish long-term success. It is reflected that a strategy is said to be ineffective without the implementation of proper strategic management. It is often observed that there are various strategies that reflect as quite useful for developing overall business performance, but d oes not succeed in the long-run due to the lack of strategic management initiative. It is noticeable that the success of the organisations is dependable on various factors and thus there exists various levels of strategy for fulfilling the

Presentation paper Essay Example | Topics and Well Written Essays - 750 words

Presentation paper - Essay Example However, merit pay has been used to develop the standard payment structure that is common and applicable to all the employees (World at Work 60). Merit pay is as described as pay for performance based on the results set on a standard operative module. It is an approach to compensation that rewards well performing employee. It focuses on offering additional pay for the best performing employees. Despite the challenges, the merit pay system has several advantages. First, it enables the employer to differentiate between high and low performers in the company. Unlike the profit sharing or bonus pay schemes, it allows the employer to differentiate between performances of employees. While there are several programs and schemes are developed to reward overall performance of employees, merit pay offers compensation for strong performers. Merit pay allows the employer to recognize individual performance once meaning to continue benefiting from the scheme the employee must be able to continue the performing perfectly (Jiang, Xiao and Qi 67). Despite the numerous advantages of the scheme, it has been found that it does not offer a better support mechanism to the employees and the employer. The failure to address the essential issues that may affect performance both the group and individual makes the scheme non-effective. The scheme lacks accuracy affecting its ability to differentiate the ability of the individual employees. The success of the scheme has been reduced by the increasing dynamism in human behavior and factors that affect performance. The merit pay structure is different and creates a serious challenge in managing workers. The use of the total reward system has taken over the development of compensation structures. The total reward scheme is a program developed, by employers, to attract, motivate, and retain employees. The main focus of the program is to include everything the employee perceives to be value resulting from the employment relationships. The con cept has been advanced tremendously through evaluation and restructuring of the process of rewarding employees. When developing a total reward system, analyzing the need of every employee in the team (Jiang, Xiao and Qi 112). The development of a total reward scheme involves six steps with the first phase of the process in analyzing. The process of analyzing the needs of the employees includes the examining of the current policies. After analysis, the design process will involve the determination of compensation and the compensation strategies that can be employed in the process. During the design process, all the available approaches in total reward schemes. After the design, of the total reward scheme, the development of the plan and operation strategy involves the use of the various methods (World at Work 45). After the creation of the necessary plan and strategy, the plan must be communicated to the employees, so that they understand the reward scheme. Additionally, communicatio n in the company is vital because of the various reasons. Communication facilitates the development process, and the reasons of promotion and wage level setting. The success of the total reward scheme will depend on the various factors including the management design of the process (World at Work 213). The inclusion of all the factors that affect motivation and employee welfare will ensure that the total reward scheme is perfect. In conclusion, the total reward scheme is based on the inclusion of all

Comparative Religions, Christianity Essay Example | Topics and Well Written Essays - 750 words - 1

Comparative Religions, Christianity - Essay Example When I do my ablutions and bow down, at the point my forehead touches the ground I have a sense of the greatness and might of Allah, and a sense of how irrelevant I really am. This propels me to adhere to the requirements the Prophets laid out for us in the Koran and the Sunna. There is a time I had a deeper religious experience. This was when all the men in my family circle did a pilgrimage together. Having prepared us through fasting when we chanted and prayed together I really felt that a real person gripped me. The other religious experience I had was when I was faced with some difficulty in completing my studies. Some friends and family of mine got together and helped me out. All of them coming together at this point, I felt there was a common bond that Allah has set for us which can never be broken, and nothing should be allowed to ever break it. My Encounter: I have been around Christian people for some time now. This special encounter started when I was seated at a diner alone and the person who was seated opposite me bowed his head and said something. I realized he was praying. When he finished I told him that he must be a really religious man. He said that he tried to do what is right but that he really wants to be thankful for what he has, because there was a time he did not have much. So every time he eats food he thanks his God, because he remembers a time where he did not have much food. That seemed a really sincere answer, so I asked him as to whom he prays to. He replied that he prayed to God in Jesus name. I was confused because I thought that the Christian God was Jesus. So I inquired along those lines and he said that Jesus was the Son of God. This is a very blasphemous thought. How could God have a Son? So I gestured in a flustered way and said you cannot do this. You are making God to look like humans with a f amily. I did not tell him

Text Analysis Essay Example | Topics and Well Written Essays - 1500 words - 1

Text Analysis - Essay Example Nye’s article is very persuading to the audience. To make it more persuading and interesting, Nye uses a unique poem style. The author attempts to make the audience view the Arab population from a different perspective. To do this, she first explained how the Arab population has been criticized and then makes the audience aware of the fact that not all Arabs are involved in the violence. The author manages to convince the audience by providing reasons that should not be forgotten such as the idea that the violent portion of the Arabs does not represent the entire population. This implies that the act of violence should not be generalized as an issue undertaken by the entire Arab community. Most of them are peaceful and condemn the acts carried out by the violent ones. The author achieves this purpose since she persuades the audience successfully. The audience intended for the text is the entire U.S population as the author attempts to change the perception of the Arab individual on the eyes of Americans who have suffered various attacks perpetrated by individuals from this community. The text has a sharp focus, which is maintained appropriately. The author manages to maintain the focus by reminding herself and the audience of the main issue that she is intending to pass, which is the contempt that the Arab population in the U.S has to live with every day of their lives. In one instance, she stated, â€Å"I refuse to let that hope go† (Par. 8). This implies that she is hopeful that the lives of the Arab people in the U.S would improve and that the other races would stop viewing them as the perpetrators of September 9, 2011 attacks on the Americans. Nye also manages to persuade the audience by acknowledging that a portion of the Arab population is to blame for various attacks on the U.S. She then uses this to let the au dience know that it is not the responsibility of the entire Arab population. This can be seen as she states, â€Å"Because men

Burma Pipeline Case Study Analysis Example | Topics and Well Written Essays - 1250 words

Burma Pipeline Analysis - Case Study Example Currently, there has not been a legal judgment as to whether or not the company is guilty to any of the perceptions held by accusers. The company has also not come to that stage yet where it has proved beyond reasonable doubt to its accusers that it is innocent. It is some of these factors and form of the current situation that make it nothing more than a controversy. But there remain some key implications that the company might have to deal with for now. Example of this is the possibility that the company will soon be engaged in series of legal battles as there has been a governmental perspective taken on all these controversies. Stakeholders of the Organization The problem and case of controversy that the company is dealing with right now has greatly affected the important players and for that matter stakeholders involved in the company. It would be noticed that the role of stakeholders of any given organization is not a static and robust position that cannot be changed (Cairns, 20 09). Depending on events and happening in a particular company, the stakeholders keep changing. Presently, there are four major stakeholders that can be identified with the company. These are government, the community, financiers and managers/employees of the company. The governments of Burma and United States have become key stakeholders in the company as certain key decisions to be taken by these governments can affect the company in a great deal of ways. For instance, as a shareholder in the company, the government of Burma has a lot of stake in terms of the macro economic policies that are put in place and how these policies affect Unocal (Harvard college, 2000 p. 2). The government of the United States has also become a stakeholder by virtue of the fact that the government holds a firm on all the controversies that are going on. The community, which sees itself as denied benefactor of the company is also a stakeholder. This is because it is for these people that the company wor ks for and it is these people the company expects to patronize their products. The community therefore has a lot of stake in deciding the trend of revenue of the company. Financiers such as shareholders also have a lot of stake in funding the company. Managers and employees also have a stake in ensuring the corporate running of the company is done in a manner that ensures growth and development. Other target groups of the organization Given the present controversy surrounding the company, it could be said that all clients and outsourcers of the company should be considered as important target groups whose actions and decisions would affect the company greatly. The clients of the company must be concertized to come to accept and agree to the present reforms that are being suggested by the company. Though a lot of these reforms would initially come with some level of challenge to clients and perhaps denied them of some initial benefits, it is important that the clients will be made to appreciate the reforms as long term strategies that come with future benefits that will be of importance to not just the company but to the clients as well (Lewis and Heckman, 2006). If this concretization is not done, there is a very high probability that several clients of the company will leave the company in this crisis time that the company needs them most. The role of management and production team Management is expected to be a pool of strategic

Can There be Development without Security and Security without Essay

Can There be Development without Security and Security without Development - Essay Example For some it may be the amount of resources available to the society, for some it is freedom of the masses, for others peace and security and for some it may be equitable distribution of income. This difference between perceptions is what causes a substantial difference between the statuses of the two countries that may otherwise be equal based on other factors. The term ‘sustainable development’ used fervently by many can be defined as development that produces economic benefits in a surplus without generating great cost to the environment. Also in order for a development to be sustainable it is important that all the current necessities are met without over consumption taking place and causing any disturbance for future generations in meeting their needs. World Bank (2004) further states that there are different requirements of development; for example reducing poverty is one of the indicators of development taking place. One of the methods to reduce poverty would be to increase income generating activities which again result in development, occurring as an industry is supported and developed. To safeguard human life from any sort of invasive threats is the most critical element of security. A house, land or region is secure if the people who live in it can move freely without any fear of threats that could harm their life or property (Alkire, 2003, pp.3). Human security is proactive. It assumes the possibility of a threat to human life that may exist in form of physical violence, financial crisis, pollution or natural disaster. These threats can be managed just like any other conflict because every conflict has a solution; a threat from earthquakes can be minimized by building earthquake resistant properties (Alkire, 2003, pp.3). Another method to provide security in the wake of emerging threats is to respect human lives. Respect for human security will enable individuals and institutions to make decisions which will acknowledge the importance of human lives and does not have implications that might compromise it. Threats to security may be direct or indirect. An indirect form of threat would consist of reduction in public expenditure or the recently incurred global financial meltdown. Other forms of threats are direct which means that they not only affect the essential functions of a human life but human life itself; for example civil wars and natural disasters (Alkire, 2003, pp.5). Recently literatures have recognized an inverse relationship between threats to security and development. International Cooperation for Development and Solidarity (2005) conducted a study in which it defined the relationship between security and development. The study states that when there is a decrease in security which means an increase in violence inadvertently there will be a decrease in development because threats to human life or their property transfers into a slowed down developmental process. Relationship between security and developm ent After World War 1 and till the Cold War, security was taken to be a matter of discussion between different states, super powers and blocs. However, as the world evolved and such wars have ceased to exist, inter-state conflicts evolved the term security into a concept of human security (Adam, 2008, pp.1). Latest findings state that security and development are inter-related; one cannot exist without the other. Bernard Adam (2008, pp.1) goes

Estate Planning Research Paper Example | Topics and Well Written Essays - 1500 words

Estate Planning - Research Paper Example Without a comprehensive estate plan, a significant part of the work you've done throughout your life, both at your job and with your investments, can be lost or given to unintended beneficiaries" (InvestorGuide.com). Estate planning is also important for recipients of social security benefits as "receiving an inheritance may alter his/her social security entitlement. This is particularly prevalent when one member of a couple dies as the survivor is then treated as a single person with lower thresholds under income and assets tests. This means that the levels of assets and income at which the pension starts to reduce and ultimately ceases are reduced which may result in a lower pension or even a complete loss of pension for the beneficiary" (Social security estate planning implications ). Now there are more than one way of planning your estate, especially what to expect after death. The most popular of which is the last will and testament. However, recent developments in finance provides estate planners a better way of handling their estate, that which entails lesser cost, direct or indirect to the heirs: trusts and superannuation. In this particular paper, we will show the many ways in which trust and superannuation supersedes the benefits of the estate planner and their heirs; both through current literatures and through analysis. "A trust is an arrangement under which one person, called a trustee, holds legal title to property for another person, called a beneficiary. You can be the trustee of your own living trust, keeping full control over all property held in trust. A 'living trust' (also called an "inter vivos" trust) is simply a trust you create while you're alive, rather than one that is created at your death" (Nolo). One good thing about living trust is it helps one evade probate, helps reduce taxes and also sets up a long-term property management (Nolo). Trust Versus Will "The Trust owns the legal title to the property in it while you are still alive, and since a Trust does not end at your death, it will still own the property when you die. You put instructions in the Trust for how the Trustee, or person controlling the Trust, should distribute the Trust property, and the Trustee will carry out those directions" (FreeAdvice.com). One important feature about the trust is it can be distributed without necessarily going through the probate process - a "legal process which inherited property goes through in order to transfer the title of the property from the decedent to the beneficiary" (FreeAdvice.com). The main reasons why trusts are advantageous especially for the high net worth individual is it is far less expensive to administer (FreeAdvice.com). On the other hand, "a will is a document that transfers property to others after your death. Because you still own the property at the time you die, all the property transferred in the Will must go through the probate process, which is often slow and costly" (FreeAdvice.com). Below is a summary of the advantages of a trust over a will: Avoid probate - Unlike

Mario Escobar, Matias Ramos, and Stephanie Solis Assignment

Mario Escobar, Matias Ramos, and Stephanie Solis - Assignment Example The paper tells that Matias Ramos, who was not eligible, for in-state tuition and his parents. They were not able to rise for his fees struggled hard until he was able to complete his four-year course in college. Stephanie Solis too had financial difficulties when she enrolled to UCLA. She decided to become a housecleaner; she made cardboard boxes and tutoring which helped her save money that enabled her to get through UCLA. The Langston Hughes poem, â€Å"A Dream Deferred† reflects a dream, which achievement is by hard work. The poem relates to the stories of Matias Ramos, Mario Escobar, and Stephanie Solis since their dreams were achieved through a tough struggle and hardships. In the poem, the dream is a load that is so heavy to bear and can not let one go a milestone to achieving the desired goals in life. The dream in the poem is full of pain, sorrow, and hardships that are not worthy to bear and can only be achieved by one who can only live the hard way out. As in the ca se of Mario Escobar who after surviving the El Salvador's brutal civil war where he lost his parents, he never gave up but struggled the hardest way out to achieve his dreams. The same applies to Stephanie Solis and Matias Ramos whose dreams were like a heavy load that had no signs of exploding, but through struggle, they are at the top of their dreams.

The Beginning of Infotainment Essay Example for Free

The Beginning of Infotainment Essay Infotainment has slowly taken over the news. It affects our vote, what we watch, and what we choose to hear. In my paper I will discuss where infotainment started, infotainment in the news, how infotainment is used, and the news we do receive. Thus the question where did infotainment begin? Infotainment according to Kathleen Maclay of Public Affairs from the University of California Berkeley dates back to the days of Benjamin Franklin. Infotainment was used in the days when Ben Franklin and his brother James printed songs about topical subjects. One example that Ben Franklin used infotainment in was a ballad â€Å"The Downfall of Piracy† in 1719 according to USA Today (Society for the Advancement of Education). Today infotainment is used in â€Å"real news† and has been known to get their stories from infotainment sources like TMZ. Infotainment is most of today’s news. The reason I say this is because there are many infotainment shows that are highly watched. The more watched television ones are Extra, TMZ, The Insider and many more on cable like The Soup. These shows are highly watched for entertainment and sometimes even quoted on actual news. Many other infotainments shows quote from People Magazine and Vanity Fair. News shows will keep their audience by showing clips of the infotainment in the beginning clips of the news hour and then show the story at the end of the news hour. TV news shows compete to keep their audiences. The competition is getting fierce with 24 hour cable news networks and the internet. The major new networks have even included infotainment in the news. According to an article â€Å"The Dawn of a New Era in Infotainment† by Jonah Goldberg of National Review Online; CNN was known to talk about an Obama skit that was aired on SNL. Now whether CNN checked the facts or not it was good TV time that would attract viewers. Frankie Rich from The New York Times calls infotainment â€Å"a mediathon†. After reading the article which was written in 2003 seven years ago not much has changed about mediathons. A â€Å"mediathon: a relentless hybrid of media circus, soap opera and tabloid journalism we have come to think of as All Calamity All the Time. The latest being the scandal with Tiger Woods and the women he allegedly slept with. Rod Blagojevich the former Governor of IL turned into infotainment after airing on â€Å"Celebrity Apprentice† and his wife airing on the TV show â€Å"I’m a Celebrity, Get Me out of Here†. The name of the article is â€Å"How 15 minutes Became 5 Weeks† written by Frankie Rich from The New York Times. The title itself is very true in our media and news industry. If you are a celebrity, governor, or athlete and you are involved in any kind of scandal the media will eat you, digest you, and then pick you back up for more. For example more recent ones Michael Jackson, Chris Brown, and Sandra Bullock; Michael is gone but still being spoke about his sexuality and children. Chris Brown another singer is still in infotainment about his court case from when he hit Rihanna, and the newest Oscar winner Sandra bullock and her husband cheating on her. Mediathons have an effect on ratings and readers and many companies will pick up that mediathon to keep their readers and viewers. If they don’t do it their audience can easily go someplace else. Like I had mentioned before competition is fierce. When politics come into the news people look to media to see what is happening and feed off of the information that is given. When it comes to election time media can have quite an impact on how the people vote. The people look to news for facts as they should. It is the job of the news to inform the people. Others look towards infotainment shows like Oprah and Jon Stewart. In the article from Slate. com â€Å"Democracy for Dummies† by Jack Shafer he talks about how politicians use entertainment for their gain. Shafer speaks on how President George W.  Bush and John Kerry appeared on a number of shows both day and night shows. Laura Bush appeared on â€Å"The Tonight Show†, and â€Å"Larry King†. John Kerry appeared on â€Å"The Daily Show† and â€Å"John Edwards, Kerrys running mate, has made appearances on Live with Regis and Kelly, The View, and The Tonight Show according to Marc Ransford Media Relations Manager author of the article â€Å"Bush, Kerry Using Entertainment Television Shows to Reach Public†. Infotainment media is used to gain the vote of those readers/viewers. Obama is a good example of his method he used his time towards the younger and middle class voters during campaign. Obama appeared on Oprah and she spoke about him being president on her show October 18, 2006. Oprah a year later did speak in favor for Obama when he was elected to be president at a Rally December 9, 2007 thedailymotion. com. Oprah also spoke for President Obama when she appeared on Larry King Live May 3, 2007. As everyone knows Obama did win the election making a mark in history. He still uses the media to answer questions and try to stay in favor of Americans. Obama has had 158 interviews 90 being on television 11 on radio and the rest of the 57 were newspaper and magazines Knoller, Mark Obamas First Year: By the Numbers. The audience will continue to choose what they want to hear than what we need to know. Infotainment is winning against news the question is how did this happen? In an article from USA Today (society for the Advancement of Education) Michael Medved has quite a bit to say on this topic. Medved says â€Å"that the audience has let this happen. We continue to choose to watch entertainment rather than the news. † The news that we do receive is usually the bad than good. In ’99 73% of news lead stories were of violence or natural disasters. Not much has changed in news since then many of the headlines are of violence in schools or natural disasters around the world. Many news directors do air these stories for the viewers. In order to keep their attention and keep them entertained. The news networks air what will keep you watching. The Internet does offer its share of wonderful news. The bad part of reading news on the Internet people will read what they want or what they are in favor of. If you are for the vote of healthcare you are likely to read on how it’s going to pass not how it won’t make it. The Internet gives you options you can click on what you want to hear or know The media in your life An Introduction to Mass Communication pg. 275. To capture the attention of the audience is fierce. Because we have so much technology out today and we have all these options to choose from. What are the news networks to do or the newspapers and magazines that choose to eliver the news that we need to know. I think that the news networks should still include the news that we need and tell the public what we need to know. I have discussed on how infotainment is included in our news today and how it dates back to the days of Benjamin Franklin. How the news and media affect our politics and how the politicians use the media likewise for their benefit. In my opinion I believe that infotainment was created to keep the attention of the audience but I also think it was created to distract the people from the real news. It was created so that people didn’t have to think about the negative news that was being told. Instead it’s easier to forget about it and watch TMZ. The audience is us. We are the people that make the choices. We are the ones that affect the news. So why don’t we? If the people chose to discard the infotainment that is being given it would most likely go away. But as long as we feed into the mediathon and infotainment shows they will remain. Leading to our lack of knowledge about what is really happening.

Urie Bronfenbrenner Ecological System Theory

Urie Bronfenbrenner Ecological System Theory This paper will focus on the various human development theories and then try to connect them with public health issues. The public health concern that we have chosen for this paper is cigarette smoking. It is a big social problem and there is an urgent need of finding the root cause of the same. There is a growing need to find out ways in which one can connect this problem with the human development theory so that one can remove the root cause of the same. We have to see the behavioral trait of the person and find the common traits so that we can link them with a human development theory. In the first half of the paper we will focus on human development theories by Erikson, Bowlby, Bronfenbrenner, Piaget, and Freud. Then apply the theoretical elements of human behavior and development to a specific public health concern such as cigarette smoking, and how behavioral theories affect program delivery or health education efforts. Erickson View on Theory Erickson gave the world of psychology famously known as Eriksons stages of psychosocial development. These are the stages through which any developing human should pass from his early stage of infancy to the late stages of adulthood. In each of the stages, human confront new challenges and then his or her experience helps them to master the stage and move on to the next stage. If the challenges of one particular stage are not completed in the stage itself, then it will appear as a problem later in life. However, it was also mentioned that one need not master the stage or become super-efficient in one of the stages to move on to the next. This is not a preset condition in the model (Sigelman, Shaffer, 2013). The process of passing through each of those stages is a summation of social and biological changes that the person goes through. Each of these stages has some kind of virtues, psychosocial crisis, some kind of significant relationship and the questions which challenge the human during that period. John Bowlby- Contribution Attachment Theory Bowlby: John Bowlby is famous British psychologist who is known all over the world for his interest in child development and his amazing conceptual work in attachment theory. In case of infants when they are fighting for survival then they seek proximity to the figure with which they have attachments. This is what was his best study ever and was famously known as attachment theory. This general attachment was most visible in case of perceived alarm or some kind of visible distress (Bowlby, 1995). As the baby grows the foundation stones of his or her growth is laid on the attachment figure and the perceived behavior from the same. This whole process is not gender specific and will be shown towards any general person who shows care and is sensitive. The attachment theory is considered to be a great work in understanding the early part of social development of human. Urie Bronfenbrenner-Ecological System Theory Urie Bronfenbrenner is a famous Russian psychologist who is known for his work in the field of ecological systems theory. He was the prime person who was involved in development of this theory. He was considered to be a prime example in linking policy and social development of the child while understanding the psychology behind child development (Kail, Cavanaugh, 2010). His focus was on research and development of the policy. This is a prime example where a behavioral study was used in shaping up the policy matter. This would ideally create a society which learn from behaviors and then implement them across the policy. His statement was that basic science needs public policy more than public policy needing basic science. Under his ecological system theory, there are basically four kinds of systems in the world. These four systems are micro, meso, exo and finally macrosystem. The fifth system which was further added to the system was called chronosystem. John Piaget-Cognitive Theory Jean Piaget is known for his development of cognitive theory and it focusses on nature and development of human intelligence. It is a theory which will always remain on developmental stage. Under his thought process cognitive development is always a reorganization of various mental processes which is all total as a result of biological maturation and the environmental experience around (Santrock, 2007). Children in the world construct and understanding of the world around them and it is the mix of what they have already learnt and what they are learning which ultimately helps in cognitive thinking. Sigmun Freud Sigmund Freud believes that the basic behavior of the person and his or her personality trait takes place majorly till the age of 5. It is the early behavior and experiences which play a major part in developing personality of the person. It is one of the most controversial theories and is always in front of critical theory. In a simple example of the theory a person who is in some kind of early pressure then he or she will become over dependent and there are high chances of him and her inclined to smoking, over eating and drinking (Cherry, 2013). Linkage with Public Health concern Till now we have seen theories from various psychologists who have focused their work on human development. In this part of the paper we will explore some problem which is a genuine public health concern and will seek for ways in the human development theory of reaching the root cause of the same. The public health concern that we have chosen for this paper is cigarette smoking. It is a big social problem and there is an urgent need of finding the root cause of the same. There is a growing need to find out ways in one can connect this problem with the human development theory so one can remove the root cause of the same. We have to see the behavioral trait of the person and find the common traits so that we can link them with human development theory. Traits of a smoker Smoking is like an addiction to them. There is a belief process in the mind that I canà ¢Ã¢â€š ¬Ã¢â€ž ¢t live without it. It is like utter dependency on something. The person tends to get disturbed if not able to smoke. It is a perceived notion that smoking is relaxing the whole mindset of the person (Terracciano, Costa, 2013). There has been research which has shown that smokers are mostly impulsive and insecure personality types. It is this behavior of the person which has been mostly visible. We have tried figuring out few personality traits among smokers. Some of the common symptoms that exist are dependency, perceived notion, requirement, self-defeating behavior, impulsive and insecure personality. These are some of the very common traits which were observed in the people who smoke regularly. Linkage with Human development Theory In this part of the paper we will focus on the various aspects of different human development theories and how can they be linked to habit of smoking. Some of the key aspects in human development theory are: These are the stages through which any developing human should pass from his early stage of infancy to the late stages of adulthood. In each of the stages human confront new challenges and then his or her experience helps them to master the stage and move on to next stage. If a smoking habit is controlled in the stage in which it originates then there is very less chances that problem will go too far. There is a need of linkage and policies which does not encourage smoking at early stage (Vander Zanden, 2007). General attachment was most visible in case of perceived alarm or some kind of visible distress. As the baby grows the foundation stones of his or her growth is laid on the attachment figure and the perceived behavior from the same. It is the responsibility of the person who is attached with the child that right methods and beliefs are passed. If right habits are self-observed by the person attached then child will not take up wrong habits. There is prime example where a behavioral study was used in shaping up the policy matter. This would ideally create a society which learn from behaviors and then implement them across the policy. If one has to create a society which is free from smoking then policies of the region should promote this habit. As per the method human development theory it is very important that right state and national policies are created to support the ongoing movement. Under his thought process cognitive development is always a reorganization of various mental processes which is all total as a result of biological maturation and the environmental experience around. Children in the world construct and understanding of the world around them and it is the mix of what they have already learnt and what they are learning which ultimately helps in cognitive thinking. Hence it is imperative that childrenà ¢Ã¢â€š ¬Ã¢â€ž ¢s growth period is full of right understanding keyed in early stage of life. It is the early behavior and experiences which play a major part in developing personality of the person. It is one of the most controversial theories and is always in front of critical theory. In a simple example of the theory a person who is in some kind of early pressure then he or she will become over dependent and there are high chances of him and her inclined to smoking, over eating and drinking. Conclusion In this paper we have explored the problem of smoking and its linkages with human development theory. We have seen how behavior attributes are generated and how do they flow in the linkages. In an ideal world scenario the learning from the human development theory should be used in policy making. Urie Bronfenbrenner was considered to be a prime example in linking policy and social development of the child while understanding the psychology behind child development. His focus was on research and development of the policy. This is a prime example where a behavioral study was used in shaping up the policy matter. This would ideally create a society which learn from behaviors and then implement them across the policy. This paper concludes that right methods and policies in the states should be the fall out of the learnings from the various human development theories. This actually helps in root cause analysis of the problems.

Gender Differences in Classroom Behaviour

Gender Differences in Classroom Behaviour Investigating the differences in classroom behaviour across the genders Introduction: In recent decades there has been an increasing focus on gender differences in an educational context. During the 1970s and 1980s, feminist research on gender and education was motivated by concern at the underachievement, and marginalization, of girls (Francis and Skelton, 2001, p.1). This had been largely due to the different subjects that boys and girls studied, and it was not until the introduction of the National Curriculum which saw boys and girls studying the same subjects for the first time, that the extent of girls’ relative success was revealed (Arnot et al., 1999). Recent years have seen something of a pendulum swing with boys now being a focus for concern. Younger et al. observed in key stage two children a ‘marked disparity between the attainment of boys and girls in English’ with 83 % of girls attaining level 4 in 2004 compared with 72% of boys (Younger et al., 2005, p.20). There is, however inconsistency in the research with Myhill suggesting that not all boys are underachieving and neither are all girls academic success stories (Myhill, 2002). The nature of gender in the education is a difficult effect to isolate since class, race and gender are inevitably interrelated and it is difficult to disentangle the individual effect (MacGilchrist, et al., 2006, p.62) and therefore say conclusively that differences in attainment levels are due to gender alone. The aim of this paper is to investigate the differences in behaviour in respect of gender in the school setting, by looking at the nature of the differences, possible explanations and strategies which teachers can use in the classroom to address these problems, particularly in respect of boys’ underachievement. Theories of Gender Development: That there are patterns of behaviour and social organisation that differ according to sex/gender is not in doubt (Francis, 2006, p.8). There are many theories as to why this is the case, some regarding differences as due to the different biological nature of men and women while others argue that there are environmental reasons for the differences, the dichotomy of nature versus nurture (Rose, 2001, p.256). The idea of gender differences has been taken up by feminist theorists who have argued that that femininity is culturally constructed (Weiner, 1994), as is masculinity (Mac an Ghaill, 1994). Innate Differences: This is the belief that the sexes are inherently different. Evolutionary biologists see differences in gender as having their roots in our genetic make up, stretching back for many generations. Findings from research by Professor John Stein in connection with his work in the context of dyslexia, indicates that boys brains are generally slower to develop. It is therefore not logical to have the same expectations from boys and girls when they come to school for the first time (Scott, 2003, p.84). In recent years many biologists and neuroscientist have been critical of the evolutionary approach (Francis, 2006, p.9), leading to the idea that gender specific behaviour is socially constructed, shaped by a number of factors including culture and the environment. Role Theories: Role theories suggest that gender characteristics are constructed by observing the ways in which other people adopt typical gender roles, being rewarded for engaging in appropriate behaviour and punished in some way when they do not (Gregory, 1969). Proponents of these theories suggest that girls learn how to be girls by watching demure, feminine behaviour, characteristic of girls, while boys learn to be boisterous and tough. These are images that are portrayed to children by a variety of people in their lives, their parents and carers, their teachers, their siblings and reinforced through the media. School is an important arena for the observation of roles and a school policy concerning equal opportunities must reflect an awareness of this. Views on Children’s Acquisition of Gender Knowledge: Skelton and Francis have identified two views on how children acquire their knowledge about gender: Social learning theories which propose that gender identity is learned by children modelling their behaviour on same sex members of their family, peer group, local community as well as the gender stereotypes seen on books and on television; Cognitive development theorists, such as Lawrence Kohlberg, who suggest that a child’s understanding of their gender identity as opposed to their biological sex depends on their stage of cognitive development, their intellectual age. (Skelton and Francis, 2003, p.12). Environmental Factors: It has been suggested that boys and girls are shaped differently by their environment because of the different ways in which they respond to it. Gilligan proposes that girls tend to analyse situations before coming to decisions whereas boys are more likely to stick to rules that they have applied in previous situations. Gilligan suggests that these differences in reaction are as a result of differences in cognitive styles rather than abilities (Gilligan, 1982), but can impact on outcomes in respect of attainment. Environmental factors have been shown to have an effect on children’s attitudes to and performance at school. Home background and parental levels of educational attainment and expectation have been shown to be factors in the different levels of attainment of boys and girls in school. Research presented by Brooker showed that, while boys and girls did not have any marked differences in ability levels on entry to school, over the course of a year girls made more progress than boys. She found that the most successful group were those who came from large families where they had a lot of home support from their siblings (Brooker, 2002, p. 159). Girls typically work more collaboratively, engaging in more socially constructed activities, enhancing learning in the process. Boys from some ethnic minorities have been shown to be under performing against all other educational groups. This has been attributed to peer group pressure, with an anti achievement culture believed to be operating among some black teenage boys. This manifests itself in their disrupting schoolwork and generating a low level of expectation among themselves (Aslop and Hicks, 2001, p.148). The school environment plays an important part in the development of gender attitudes. While it was thought that gender stereotypes would be reinforced by single sex schools, research has shown this not to be the case. When brought together in co educational settings, both boys and girls made more sex stereotypical choices despite a greater variety of facilities. It would therefore appear that co education increases differentiation between the sexes (Leonard, 2006, p.194). Gender Differences in School: With an increasing belief that gender is socially constructed, has come an awareness that school is one of the social contexts in which gender appropriate behaviour is defined and constructed (Myhill and Jones, 2006, p.100). The most prominent area for concern has been the development of gendered behaviour leading to the disengaged or alienated male in school. His behaviour, general unruliness and lack of interest are seen as dominating classroom life (Gray and McLellan, 2006, p.652). Many teachers show a strong belief in gender differences, believing them to influence attitudes to school, motivation, maturity, responsibility, behaviour and identification with the school ethos (Arnot and Gubb, 2001). It has been shown that because so many primary school teachers are female, they have not been trained in how boys and girls learn differently (Gurian, 2002, p.126) and traditional teaching styles adopted may favour the learning dispositions of girls. Expectations: Teacher expectations are an important factor in achievement. If teachers have high expectations, pupils will be highly motivated to learn and succeed (Aslop and Hicks, 2001, p.148). In respect of boys’ underachievement, evidence has tended to note that teachers have low expectations about boys’ levels of academic achievement (Myhill and Jones, 2006, p.101), research supported in a study by Younger and Warrington that demonstrated that teachers tended to underestimate boys’ achievement at GCSE level, while girls’ achievement tended to be overestimated (Younger and Warrington, 1996). Teachers have been shown, in addition to having low expectations of boys, to take advantage of girls, enlisting them as allies in the battle to â€Å"police, teach, control and civilise boys† (Epstein et al., 1998). It is incumbent on schools therefore to have high expectations for boys and to have mechanisms for transmitting this information to the students and developing high expectations. They must also have a focus on not using girls a pseudo teachers, allowing them to develop an appropriate role in the classroom in the context of their peers. Perceptions of Boys and Girls: In studies of primary schools differences have been shown in the ways in which teachers perceived boys and girls. Girls have traditionally been viewed as co operative and conscientious workers with boys being viewed as dominant, demanding but rewarding to teach. Boys have traditionally been viewed as requiring more effort to teach but at the same time having more ability (Skelton and Francis, 2003, p.8). Boys and Underachievement: Changes in educational policy in recent years can lead to boys feeling devalued because, in the early years, especially, they find themselves in a world of learning lacking in masculine figures. Research has also shown that girls have a lack of confidence, even when performing well in comparison with boys (Gray and McLellan, 2006, p.653). The challenge is therefore to re-engage boys in the learning process through appropriate activities and motivation and to develop greater degrees of self esteem in girls. The extraordinary academic progress of girls in recent years has been associated with two features; girls’ continuing advantage in English and their improvement in mathematics and science (Arnot et al., 1999, p.16). As noted above, Gilligan has presented evidence that boys and girls may react to their environment in different ways, but what causes concern for teachers and educators is that maths and science have traditionally been male domains, which now boys are not performing as well in as they have done in the past. Gipps and Murphy expand on this point by suggesting that this should be borne in mind by those who set and mark test papers in order to take into account the different approaches students may adopt when answering questions (Gipps and Murphy, 1994). Schools must give consideration to the strategies being employed to facilitate boys’ learning. Research carried out by Daniels et al. in the context of special education suggests that girls give each other a great deal of help and support, not something often seen in boys. They speculate that this may have at least three important consequences: It can help reduce the amount of extra support required by girls from their teachers as they are getting a lot of this from their peers; The support is likely to be appropriate because the peers know exactly what type of ‘scaffold’ is needed to facilitate learning; The person giving the support can consolidate their own learning by giving support and teaching someone else. (Daniels et al., 1996). Girls have also been shown to give considerable help and attention to boys, helping them by providing equipment and helping them with their homework (Thorne, 1993), reiterating the idea of girls acting as pseudo teachers in the class. Although there is a lot of individual variation amongst males and females, male students of all ages tend to dominate discussions, to make more direct and directive comments to their partners and generally to adopt more ‘executive’ roles in problem solving (Mercer, 2001, p.196). Working with Boys in the Classroom: While girls have been perceived as being hard working in the class, it has been argued that peer group pressure among boys makes it difficult for them to slot into this role. Popularity among ones peers and working hard at school can be seen as mutually incompatible and may result in boys being bullied or excluded from friendship groups (Frosh et al., 2002). The issue in respect of how boys behave in the classroom has been a further area of controversy with arguments ranging from boys being treated less favourably than girls through to boys causing disruption to a degree that hampers learning for other children, but there is evidence to suggest that, regardless of the nature of the interaction, whether positive or negative, teachers do engage more with boys than they do with girls (La France, 1991). Some of the reasoning behind boys underachievement has been questioned. Biddulph, (1998, cited in MacNaughton, 2006, p.140) has suggested that while boys are often accused of not listening in class, the reality is that they suffer from growing spurts that have an adverse affect on their ear canals. MacNaughton questions the fact that if this is the case for boys, then surely the same must be true for girls (MacNaughton, 2006, p.141), suggesting that the physiological explanations do not provide an adequate explanation. There has been a great deal of concern for many years about boys’ behaviour in schools, having been expressed as early as 1930 by Brerton who commented â€Å"Many girls will work at a subject they dislike. No healthy boy ever does!† (Brerton, 1930, p.95). A major factor that has come to light in a great deal of the research concerning boy’s disaffection with school is that fact that it is multifaceted in its nature, with gender being only one of a number of factors. Bob Connell is among a number of researchers who ahs pointed this out writing, â€Å"The making of masculinities in schools is far from the simple learning of norms. It is a process of multiple pathways, shaped by class and ethnicity, producing diverse outcomes.† (Connell, 2000, p.164). Research presented by Marland suggested that teachers treated boys and girls differently and in doing so amplified society’s stereotypes (Marland, 1983). Research in gender and education has highlighted the negative consequences of the construction of masculinity for many boys in education, with many boys coming into conflict with teachers and other authorities (Skelton, 2001). Some theorists have suggested that this could be addressed by having greater concentrations of male teachers in schools. Thornton and Bricheno have countered this, presenting evidence that greater concentrations of male teachers actually leads to poorer discipline in schools (Thornton and Bricheno, 2002, cited in Skelton and Francis, 2003, p.7). Assessing Children’s Perceptions: As with all other teaching and learning that goes on in the school setting, schools must begin the development of the equal opportunity policy in respect of gender by ascertaining the views that the children have, addressing misconceptions, planning what they want to achieve and developing a programme to facilitate this. Skelton suggests that in order to do this the school should begin by asking the following four questions: What images of masculinity and femininity are the children bringing with them into school and what types are they acting out in the classroom and playground? What are the dominant images of masculinity and femininity that the school itself reflects to the children and are these what the school wishes to present? What kinds of role model does the school want and expect of its teachers? What kinds of initiatives/strategies/projects should teachers be undertaking with children to question gender categories? (Skelton, 2001). A Europe wide study carried out by Smith and Gorard revealed that boys in several European countries in general felt that they were treated less favourably than girls but the feelings were strongest among boys in the United Kingdom (Smith and Gorard, 2002, cited in Myhill and Jones, 2006, p.102). This is a finding that is echoed throughout the research literature (Wing, 1999; Francis, 2000). Gender and Mathematics: Recent decades have seen a shift in emphasis from the focus on girls’ underachievement in mathematics, towards generic ideas concerning mathematics and gender. Research has been carried out by the Girls and Mathematics Unit (Lucey et al., 2003, p.55) has proposed that the characteristics of an ideal mathematics learner is a child who is active, keen to explore and investigate new challenges, ideas central to constructivist theories of learning where learners build on what they know already to assimilate new concepts. It has been argued that these are in fact characteristics more often associated with boys, rather then being gender neutral, suggesting that the ideal child is, in fact an ideal boy (Adams and Walderdine, 1986). Concerns in respect of a general decline in mathematics led to the adoption of a National Numeracy Strategy. Research has suggested that girls like to work in an investigative way, keen to learn about new things rather than just getting the correct answer, skills that are fostered by the move towards an approach which focuses on learning about learning and developing strategies for developing mathematical skills and explanations. Clark argues that boys and girls have different ways of exerting their power in the classroom, boys using direct methods such as dominating the classroom dynamics and interacting to a greater degree with the teacher, while girls employ more subtle methods for asserting themselves through working hard and being co operative (Clark 1990), which in turn helps their attainment (Walden and Walkerdine, 1986, p.125), a consequence of their spending more time directly on task. Lucey at al. suggest, that in the context of whole class teaching, in order for all children to experience success, teachers need to avoid lessons becoming an arena for confident children. They argue that a better use of lesson time is to allow children to work at their own pace, in group or pair contexts, where pupils are allowed to develop their own skills, explore a variety of strategies, and at the same time, develop confidence and self esteem. Gender and Literacy: As mentioned above, girls have been performing better than boys in respect of literacy, giving it a central role in the debate about gender and schooling in recent years. Boys’ underachievement in this area has been well documented. In her book Differently Literate, Millard proposed reasons for this, citing one of the main ones as the fact that bots and girls have interests in different aspects of literacy. She argued that boys were largely discriminated against in the school setting where many of the texts available are not related to boys’ interests. The National Literacy Strategy was introduced in 1998, one of the main ideas of which was critical literacy, an idea that texts do not stand alone, but that they are socially constructed making them useful in developing critical literacy skills in respect of gender roles (Marsh, 2003, p. 73). The fact that gender roles are embedded in many of these texts provides opportunities for the challenge of stereotypes by children. This is essential in developing the understanding necessary for overcoming them. Gender and Science: The 1990s saw science become one of the success stories in the primary curriculum, following a number of attempts to reduce sex specific behaviours in science and technology. The research concerning children’s perceptions in science has been mixed. Drawing a scientist has been employed as way of ascertaining children’s perceptions. Some studies have shown that children have developed less gendered ideas about scientists and therefore science while other research has suggested that children’s attitudes have not really changed very much (Reiss, 2003, p.82). The nature of science and its subject matter has been the subject of debate in the gender context. While single and mixed sex groupings have both been shown to be effective in teaching and learning in science in some respects, what has been identified as more important is the teacher’s attitudes in respect of gender equity, preferably in the context of a whole school approach to gender issues in science. It is important to facilitate the development of diverse ideas with respect to scientific concepts and to have assessment systems which are fair. Addressing the Issues: Head states the implication of gender research for teachers is that if girls and boys: â€Å"prefer different learning procedures then teachers should be flexible in their choice of teaching and assessment methods. But these gender differences are not absolute, there is considerable overlap between the two sexes and considerable variation within one group. A flexible approach to pedagogy should therefore be of general benefit to the school population.† (Head, 1996, p.68). It has been recognised that children work hard to demonstrate their gender identity, not being easily swayed by alternative images (Francis, 1998). Schools do have a responsibility to ensure that they have a policy on sex discrimination, and must ensure that it is being properly implemented. In the light of the evidence presented by Francis (above) and others, it is not sufficient for teachers to present alternative views for children. The approach must be more proactive with children being given opportunities to actively challenge stereotypical views that they may hold. The role of the teacher in facilitating gender awareness and equality in the classroom cannot be overestimated. Teachers should avoid using stereo typical language pertaining to gender, should use reading and teaching materials which can be interrogated in respect of gender, and should foster attitudes pertaining to equal opportunities and inclusion in the classroom. Skelton and Francis suggest that this can be achieved in the primary classroom through an active challenge of gender stereotypes, including the following activities: Teachers should ensure that they are involved in a full range of activities in the classroom, paying particular attention that they are not avoiding areas in the classroom traditionally associated with the opposite sex, such as male teachers avoiding the home corner and female teachers avoiding the construction toys; Children should be presented with a range of play and learning activities in which they can be encouraged to challenge gender stereotypes; Teachers should take opportunities, as and when they arise, to discuss issues pertaining to gender, through the use of appropriate materials; When boys or girls are dominating particular play areas or activities, that can be challenged through the use of circle time or class discussion. The teacher can play a role in challenging behaviour through the use of open ended questioning such as â€Å"can boys and girls play together with blocks, do you think that of you worked together you could make something better than you can on your own?† In this way the teacher can be encouraging children to be reflective about their roles in the class and in society generally; Teachers need to help children in the development of skills with which they may not normally associate themselves. (Skelton and Francis, 2003, p.17-18). Conclusion: The growing body of literature on masculinities and femininities in education has advanced our understandings of the complex ways in which boys and girls construct and negotiate their identities within schools (Jackson, 2006, p.xiv). Research supports the view that pupils take up various positions with respect to attitudes to schooling but, while identifying the existence of clearly gendered pupil types, it challenges the simplistic notions about how boys and girls may differ (Gray and McLellan, 2006, p.654). Many of the practices recommended in schools’ equal opportunities policies to redress gender inequalities have done little, if anything, to change the way in which boyhood and girlhood is perceived and judged by adults as well as acted out by children in the primary classroom (Francis and Skelton, 2003, p.13). Research has demonstrated that, despite their improved achievement, many facets of girls’ educational experience remain negatively affected by the masculine values and expectations reflected in educational institutions (Francis and Skelton, 2001, p.3). Evidence that has been presented in respect of girls outstripping boys in terms of school achievement has not gone unchallenged, with Gorard et al. suggesting that data presented masks the fact that exam performance has increased for both boys and girls on a yearly basis, and the statistical information has, in any case, been misinterpreted (Gorard et al., 1999). The boys’ underachievement debate has been cri ticised because of the narrow parameters of the argument where it has been suggested that all boys, irrespective of social class, ethnicity and so on are underachieving (Francis and Skelton, 2001, p.165). It is essential that schools develop policies which take a holistic view of inclusion and equal opportunities in respect of gender. These must be implemented and their success evaluated, and efforts made to re-engage boys in the education process. References: Adams, C. and Walkerdine, V. (1986) Investigating Gender in the Primary School. London: ILEA. Alsop, S. and Hicks, K. (2001) Teaching Science: A Handbook for Primary and Secondary School Teachers. London: Kogan Page. Arnot, M., David, M. and Weiner, G. (1999) Closing the Gender Gap. Cambridge: Polity Press. Arnot, M. and Gubb, J. (2001) Adding value to boys’ and girls’ education. A gender and achievement project in West Sussex. Chichester: West Sussex County Council. Brerton, C. (1930) Modern Language in Day and Evening Schools. London: University of London. Brooker, L. (2002) Starting School: Young Children Learning Cultures. Buckingham: Open University Press. Clark, M. (1990)The Great Gender divide: Gender in the Primary School. Melbourne: Curriculum Corporation. Connell, B. (2000) The Men and the Boys. Cambridge: Polity Press. Daniels, H., Hey, V., Leonard, D. and Smith, M. (1996) Gender and Special Needs Provision in Mainstream Schools. ESRC Report no. R000235059. Epstein, D., Elwood, J., Hey, V. and Maw, J. (1998) Failing Boys? Issues in Gender and Achievement. Buckingham: Open University Press. Francis, B. (2006) The Nature of Gender in C. Skelton, B. Francis, and L. Smulyan, (2006) The SAGE Handbook of Gender and Education. London: Sage. Francis, B. (2000) Boys, Girls and Achievement: Addressing the Classroom Issues. London: RoutledgeFalmer. Francis, B. (1998) Power Plays. Stoke-on-Trent: Trentham Books. Francis, B. and Skelton, C. (Eds)(2001) Investigating Gender: Contemporary Perspectives in Education. Buckingham: Open University Press. Frosh, S., Phoenix, A. and Patman, R. (2002) Young Masculinities. Basingstoke: Palgrove. Gilligan, C. (1982) In a Different Voice. Cambridge, MA: Harvard University Press. Gipps, C. and Murphy, P. (1994) A Fair Test? Assessment, Achievement and Equity. Buckingham: Open University Press. Gorard, S., Rees, G. and Salisbury, J. (1999) Reappraising the apparent underachievement of boys at school. Gender and Education, 11, 4, 391-400. Gray, J. and McLellan, R. (2006) A matter of attitude? Developing a profile of boys’ and girls’ responses to primary schooling. Gender and Education, 18, 6, 651-672. Gregory, R. (1969) A Shorter Textbook of Human Development. Maidenhead: McGraw-Hill. Gurian, M. (2002) Boys and Girls Learn Differently! San Francisco, CA: Jossey Bass. Head, J. (1996) Gender identity and cognitive style in P. Murphy and C.Gipps (Eds) Equity in the Classroom: Towards an Effective Pedagogy for Girls and Boys. London: Falmer Publishing. Jackson, C. (2006) Lads and Ladettes in Schools. Oxford: Oxford University Press. LaFrance, M. (1991) School for scandal: differential experiences for females and males. Gender and Education, 3, 1, 3-13. Leonard, D. (2006) Single-Sex Schooling in C. Skelton, B. Francis and L. Smulyan, (Eds)(2006) The SAGE Handbook of Gender and Education. London: Sage. Lucey, H., Brown., Denvir, H., Askew,M. and Rhodes, V. (2003) Girls and boys in the primary maths classroom in C. Skelton and B. Francis (Eds) Boys and Girls in the Primary Classroom. Buckingham: Open University Press. Mac an Ghaill, M. (1994) The Making of Men: Masculinities, Sexualities and Schooling. Buckingham: Open University Press. MacGilchrist, B., Myers, K. and Reed, J. (2006) The Intelligent School. London: Sage Publications. MacNaughton, G. (2006) Constructing gender in the early years education in C. Skelton, B. Francis and L. Smulyan, (Eds)(2006) The SAGE Handbook of Gender and Education. London: Sage. Marsh, M. (2003) Superhero stories: Literacy, gender and popular culture in C. Skelton and B. Francis (Eds) Boys and Girls in the Primary Classroom. Buckingham: Open University Press. Mercer, N. (2001) Talking and working together in J. Wearmouth (Ed) Special Educational Provision in the Context of Inclusion. London: David Fulton Publishers. Millard, E. (1997) Differently Literate: Boys, Girls and the Schooling of Literacy. London: Falmer Press. Myhill, D. and Jones, S. (2006) â€Å"She doesn’t shot at no girls†: pupils’ perceptions of gender equity in the classroom. Cambridge Journal of Education, 39, 1, 99-113. Myhill, D. (2002) Bad boys and good girls? Patterns of interaction and response in whole class teaching. British Educational Research Journal, 28, 3, 339-352. Reiss, M. (2003) Gender equity in primary science in C. Skelton and B. Francis (Eds) Boys and Girls in the Primary Classroom. Buckingham: Open University Press. Rose, S. (2001) Escaping evolutionary psychology in H. Rose and S. Rose (Eds) Alas Poor Darwin: Arguments Against Evolutionary Psychology. London: Vintage. Scott, W. (2003) Making meaningful connections in early learning in J. Fisher (Ed) The Foundations of Learning. Buckingham: Open University Press. Skelton, C. (2001) Schooling the Boys: Masculinities and Primary Education. Buckingham: Open University Press. Skelton, C. and Francis, B. (2003) Boys and Girls in the Primary Classroom. Buckingham: Open University Press. Skelton, C., Francis, B. and Smulyan, L. (2006) The SAGE Handbook of Gender and Education. London: Sage. Thorne, B. (1993) Gender Play: Girls and Boys in School. Buckingham: Open University Press. Walden, R. and Walkerdine, V. (1986) Characteristics. Views and relationships in the classroomin L.Burton (Ed) Girl