Stepfamilies with Adolescents - Counseling Interventions Pertaining to Case Study

Stepfamilies with Adolescents - Counseling Interventions Pertaining to Communication and Discipline - Case Study Example Parenting is the most difficult aspects of a stepfamily. It is more difficult to form a stepfamily with adolescent children compared to forming a family with younger children. The main cause could be because of developmental stages. Research indicates that children who are between the ages of 10 and 14 may have a hard time in adjusting into a stepfamily. However, both children above the age of 15 and under the age of 10 may need to have a stepparent. The older or the children who are over 15 may need little or less parenting and will be less involved in the family. Finally, the children who are under 10 may be willing to have another adult in the family. Family structure has recently transformed due to both demographic and social changes. According to the Office of National Statistic, marriage rates have drastically while the number of divorce cases has remained constant. In recent years, people become parents and have their first child easily in a cohabiting union rather than within a marriage. Moreover, between 1975 and 2004, non-marital childbirth has drastically increased, from 9% to 43%, in which two-thirds is of unmarried parents. Several factors may affect how a child adjusts to a stepfamily this include, gender of the child. Girls attend to be more difficult than boys are and they may take time in adjusting in a stepfamily. For instance, stepfamilies that include the natural mother and a stepfather, the girls are more likely than boys to oppose the new male figure. In divorced families, where there is only a single parent that is involved, mother-daughter relationships tend to be extremely close. Consequently, girls may see the stepfather as a threat to the relationship with her mother when the mother decides to remarry. Alternatively, boys would quickly adjust since they yearn for a masculine figure.  

Interaction with a Group of Students from UAE Assignment

Interaction with a Group of Students from UAE - Assignment Example Though the young guys from the UAE did respond, they seemed to be a bit hesitant and restrained. It appeared that something was holding them back. In retrospect, now that I have accrued a little cultural literacy, I think that being from UAE, which is a nation with a high Uncertainty Avoidance Index, my initiating a conversation in a spontaneous and abrupt manner made them feel a little ambiguous and anxious (Geert Hofstede 2). In consonance with a their cultural dimensions, our friends from the UAE must have been a little startled to be accosted by a group of young strangers, who were trying to interact with them as if they were long lost friends. However, as our interaction proceeded, things became a little more relaxed and comfortable. We learnt that the young people were students from a reputed business school located at Abu Dhabi and the two mature gentlemen accompanying them were their professors. We showed a great interest in knowing as to how they found the academic environment at Abu Dhabi, the subjects they liked and the careers they intended to pursue after finishing their degree in business. They warmly responded to our curiosity and proceeded to talk about the topics they found really interesting. In the meantime, my friend Steven, who was also pursuing an MBA, asked one of the professors about his opinion regarding an international business issue. The professor proceeded to talk about the issue with a smile. However, as he was talking, Steven interrupted him and candidly contradicted the gentleman regarding a specific aspect of the topic being discussed. Suddenly we felt that a foreboding sense of seriousness too k over the entire group from the UAE. The professors seemed a bit irked and disturbed. Today, I think, UAE being a country with a very high Power Distance Index, the instance of Steven discernibly contradicting a senior professor, must have seemed disrespectful to our Arab friends (Geert Hofstede 2).

Costing Methods Pape Essay Example for Free

Costing Methods Pape Essay Write a paper of no more than 700 words addressing the following questions:  · What strategies did the management of Super Bakery, Inc. use?  · Why did Super Bakery’s management think it was necessary to install an ABC system? Do you agree with their reasoning? If you disagree, identify your recommended costing system, including your rationale, to management.  · Would a job order cost system or a process order cost system work for Super Bakery. Why or why not? Format your paper consistent with APA guidelines. College is too important not to give it your all, no matter what you face throughout your collegiate career. Hopefully, this article has given you some very useful advice that will help make college life easier for you and getting to that all important graduation day with confidence a little less challenging. In this document ACC 561 Assignment Week 4 Costing Methods Paper there is a review of the following parts: Strategy ABC Installation Cost System Conclusion Business Accounting Resource: Accounting Read BYP17-5, titled Communication Activity, in the Ch. 17 â€Å"Broadening Your Perspective† section of Accounting . Write a paper of no more than 700 words addressing the following questions:  · What strategies did the management of Super Bakery, Inc. use?  · Why did Super Bakery’s management think it was necessary to install an ABC system? Do you agree with their reasoning? If you disagree, identify your recommended costing system, including your rationale, to management. To get more course tutorials visit https://bitly.com/12Binkm College is something that you want to make sure that youre ready for as much as possible. While you have to live into much of it, there are many things you have to do ahead of time in order to make sure youre successful. Make sure you continue reading in order to find out the information you need. Business Accounting

Appropriateness Of Ones Behaviour Psychology Essay

Appropriateness Of Ones Behaviour Psychology Essay In this chapter the research methodology used in the study is described. The location/ geographical area where the study was conducted, the study design and the population and sample are described. The instruments used to collect the data, including methods implemented to maintain validity and reliability of the instrument are described. RESEARCH DESIGN AND APPROACH Both quantitative and qualitative approaches were adopted. According to Burns and Grove (1993), quantitative research is asystematic, formal, and objective process used to test and describe relationships. Quantitative approach is used to determineeffect and cause interactions among different variables. Qualitative research design on the other hand is a subjective and systematic approach useful in describing life experiences and giving them meaning. Qualitative approach is vital in in-depth exploration that helps to gain insight, complexity and richness in the inherent phenomenon. Due to the positivist nature of the research, this study adopted a deductive approach (Saunders et al, 2007). This approach represents the most common view of the relationship between theory and research, and results gotten from this approach are developed through logical reasoning (Bryman and Bell, 2007). The data findings were compared against existing literature to ascertain if they concur with what has already been published in the field of online recruitment. Surveys were also used for exploratory,descriptive and explanatory research.A descriptive survey design was used. According to Mouton (1996), a survey is used to collect original data for describing a populationthat is too large to observe directly. A survey helps to obtain information from a population sample bymeans of self-report. Survey design allows the respondents and the sample population to respond to a series of structured and well-designed questions posed by the researcher (PolitHungler 1993). In this study the information was collected through interviews, and structured questionnairesadministered to the subjects by the researcher. A descriptive survey was selected because it provides an accurate representation or explanation of the various elements and characteristics;these would include such examples asbehaviour, abilities,opinions,knowledge, and beliefs of a particular situation,individual,or group. This design was chosen to meet the objectives of the study. ACCESS AND RESEARCH SETTING The ability to gather primary data during this study was dependent on gaining access to an appropriate source within the organization. The level to which this source is appropriate relies on the research question, related objectives and research designs (Saunders et al, 2007). Therefore, the researcher, as a friend of an employee within the organization, was in a favourable position to get access within the organization. The researcher contacted his friend who as per the research duration was working within graduate recruitment at Lloyds TSB. The researcher together with the friend discussed the prospects of the dissertation. The friend spoke to several of her colleagues on behalf of the researcher and they consented and allowed the researcher to conduct telephone interviews with four (4) members of the graduate recruitment team, some of which had been there for an average of 5 10 years (reasons expatiated further in this chapter). Due to the non-intrusive nature of the research, there were no objections or limitations raised by the participants with regards to the questions asked or the purpose of the study. DATA COLLECTION Sampling Method Based on the research objectives and the issues to be investigated, it would have been most appropriate if all recruitment staffs within the organization were interviewed. However, due to the time constraints and resource limitations inherent in this study, a non-probability sample of the population was selected. Saunders et al (2007) asserts that a non-probability sample is most often used when adopting a case study strategy. According to Oppenheim(2000), a non-probability sample refers to a sample in which the probability of each case being selected from the total population is not known. The samples of graduates that were chosen to partake in the quantitative study are too small to constitute a probability sample of graduates within London or United Kingdom (UK). Also, the number of employees within Lloyds who took part in the qualitative study was not high enough to constitute a significant portion of the recruitment department within Lloyds TSB. Therefore the study focused more on the quantitative facts of the perception of recruitment within the organization, as opposed to theories expressed in the literature review, and what graduates on the outside thought of online recruitment. Primary Data Collection In collecting data that could be analysed using quantitative means, Easterby-Smith et al (2008) claims that researchers could collect either primary or secondary data. He further claims that though each of these means have their merits and demerits, the collection of ones own data gives control over the structure of the sample and the data obtained from each respondent. It also gives greater confidence that the data collected would match the research objectives. The researcher therefore chose to collect primary data from 20 graduates using questionnaires distributed-in-person to each respondent. This was done amongst friends and colleagues within the university who have utilized online recruitment systems. Data from the semi-structured interviews were collected using a tape recorder, and the conversations with all four employees would be transcribed word for word, and expression for expression. The advantages inherent in this approach is that it allows the researcher to document and see patterns in words and emotions that would not be available if other forms of interviews were conducted. Data Collection Instrument Questionnaires and Interviews were chosen as data collection instruments. A questionnaire is a printed self-report form designed to elicit information that can be obtained through the written responses of the subjects. Theinformation obtained through a questionnaire is similar to that obtained by an interview, but the questionstend to have less depth (Burns Grove, 1993). Data would be collected with the aid of questionnaires to evaluate the sample populations knowledgeand views on research objectives. Questionnaires were decided upon because of the following: They ensured a high response rate as the questionnaires were distributed to respondents to completeand were collected personally by the researcher. They required less time and energy to administer. They offered the possibility of anonymity because subjects names were not be required on the completedquestionnaires There was less opportunity for bias as they were presented in a consistent manner. Most of the items in the questionnaires were closed, which made it easier to compare the responses toeach item Apart from the advantages that have been listed above, questionnaires have their weaknesses; forexample, there is the question of validity and accuracy (Burns Grove, 1993). The subjects might notreflect their true opinions but might answer what they think will please the researcher, and valuableinformation may be lost as answers are usually brief. To counter the weaknesses of the questionnaires in data collection, interviews were used to enhance validity and accuracy. The researcher interviewed the selected staff based on the duties and responsibilities of the staff in the organization. The questionnaires consisted mostly of closed-ended questionsand a few open-ended questions, as these provide more diverse detail. In the open-ended questions, thesubjects were required to respond in writing, whereas closed-ended questions had options which weredetermined by the researcher (Burns Grove, 1993). Open-ended questions were included becausethey allow subjects to respond to questions in their own words and provide more detail. Closed-endedquestions were included because they are easier to administer and to analyze. They are also more efficientin the sense that a respondent is able to complete more closed-ended items than open-ended items in agiven period of time (PolitHungler, 1993). The respondentswere given the assurance that the answers would never be able to link theirresponses to them at the stage of data analysis, therefore ensuring anonymity. RESEARCH STRATEGY This study adopted a case study strategy in answering the research question. Robson (2002) asserts that the case study strategy would be useful if the aim of the study is to gain a rich understanding of the research perspective and the process being endorsed. Therefore as this study aims to understand the recruitment process within Lloyds TSB and also any benefits associated with online recruitment, a case study would be most effective. Two separate yet parallel approaches were utilized in this study, and are outlined in the table 1 below. Table 1: Research Strategy STRATEGY AIM SAMPLE TYPE OF QUESTIONS METHOD OF ANALYSIS Quantitative questionnaire Quantify graduates perception of what constitutes an effective recruitment platform 10 graduates who have applied to one or more organizations through their online system. Closed rating scale questions, and nominal data. Descriptive analysis (bar chart, pie chart and line charts). Qualitative semi-structured interviews This was done in order to ascertain the benefits associated with online recruitment. 4 members of the recruitment staff within Lloyds TSB, who have been in the organization for more than 5 years Structured questionnaires. Open questions Content analysis Quantitative Questionnaire Quantitative methods are mainly used in the data collection process of research. It involves data that is either in the form of, or expressed as numbers (Easterby-Smith et al, 2008). The quantitative questionnaires were handed out to 10 graduates and undergraduates. The questionnaire was mainly designed with rating scale questions, where respondents were asked to state their opinion or preference for a particular question on a scale of 1 5. Secondary nominal data was also included in order to ascertain the respondents status, application activity and preference. The quantitative questionnaire distributed to respondents is outlined in appendix. Quantitative questionnaires are useful as the results derived are quantifiable and measurable against other variables in an objective manner (Saunders et al, 2007). Qualitative Semi Structured Interviews Following the access grant to four members of the recruitment team within the organization, 15 20 minute qualitative telephone interviews were carried out. A semi-structured interview is a qualitative interview that is defined by a pre-set question guide. It aims to provide in-depth findings through informal discussions with participants (Collis and Hussey, 2003). This interview method was chosen over unstructured or structured interviews, because this study intends to answer the research questions by asking specific questions, but not so much (unstructured) that it generates useless data, and not so less (structured) so as not to miss out on any unanticipated information. The interview questions in the semi-structured interview are in appendix. The themes utilized in this study were derived mainly from the literature review and were crucial in developing the questions that were raised during the study. The semi-structured approach also provided the researcher with the ability to probe answers. Answer probing was particularly useful in responses whereby more explanation was needed in order to fully understand the answers. Due to the recent adaptation of online recruitment, the semi structured interviews was targeted at members of the team who had witnessed or orchestrated the shift towards online recruitment, that way these respondents would be better able to answer questions that relate to the comparison of both methods. Also, members of the online recruitment team being interviewed had different positions within recruitment and handled separate tasks. The questionnaires were given to them beforehand, when the approval was first sought, and each respondent chose the questions that they were more qualified to respond to. Therefore the research was such that all respondents answered some questions, while some others were answered by a particular individual because of their knowledge of that process. Table 2 outlines the respondent details and their interview theme. Table 2: Interview Respondents and Questions asked Respondent Fictional Name Role Years in Lloyds Subjects Covered R1 Alice Graduate Events Manager 2 Effectiveness, Disadvantages R2 Martha Application Review 7 Background, Adoption, Effectiveness, Disadvantages R3 Nick Finance and Budgeting 9 Adoption, Effectiveness, Efficiency R4 Chloe Media Advertisement 3 Effectiveness, Advertisement Each respondent were asked for their consent to interview, prior to the interview sessions, and also requested not to have their names mentioned so as to prevent any form of organizational backlash if the contents of the study were interpreted in any other non-academic form, and distributed. They have therefore been given fictional names, so as to make the research more readable. RELIABILITY AND VALIDITY Reliability Polit and Hungler (1993) refer to reliability as the degree of consistency with which an instrument measures the attribute it is designed to measure. The data collection techniques administered to the sample population was used to revealconsistency in responses. Reliability was ensured by minimizing sources of measurement error like data collector bias. Data collector bias was minimized by the researchers being the only one who administered the data collection techniques, and standardizing conditions such as exhibiting similar personal attributes to all respondents, for example friendliness and support.The physical and psychological environment where data was collected was made comfortable by ensuringprivacy, confidentiality and general physical comfort.The subjects wereat their convenient and comfortable venues including free and fresh air circulations. Theresearcher remained in the neighbourhood with the subjects. Conditions were considered tomaintain privacy and prevent interrupti ons. Subjects were requested not to write their names on the data collection instruments to ensure confidentiality. Validity The validity of an instrument is the degree to which an instrument measures what it is intended to measure(PolitHungler, 1993). Content validity refers to the extent to which an instrument represents thefactors under study. To achieve content validity, the instruments used included a variety of questions on theknowledge of correspondents about the research topic, objectives and questions. Questions were based on the information gathered during the literature review to ensure that they wererepresentative of what correspondentscould know about the research topic. Content validity was further ensured by consistency in administering the instruments of data collection. All instruments were administered to the subjects by the researcher personally. The questions were formulated in simple language for clarity andease of understanding. Clear instructions were given to the subjects and the researcher was readily available to answer questions raised by the correspondents in the course of responding to the research questions. The subjects were requested to complete the questionnaires and respond to the questions in the presence of the researcher. This was done to preventsubjects from giving questionnaires to other people to complete on their behalf. For validation, thequestionnaires were submitted to the research supervisor for review. As a result questions were refined to ensure higher representativeness. Rephrasing of some questions were done to clarify thequestions and more appropriate alternative response choices were added to the closed-ended questions toprovide for meaningful data analysis (Burns Grove, 1993). External validity was ensured. Burns and Grove (1993) refer to external validity as the extent to whichstudy findings can be generalized beyond the sample used. All the persons approached to participate in thestudycompleted the questionnaires. No single person who was approached refused to participate.Generalizing the findings to all members of the population was thereforejustified.Seeking subjects who are willing to participate in a study can be difficult, particularly if the study requiresextensive amounts of time or other types of investment by subjects. If the number of the personsapproached to participate in a study declines, generalising the findings to all members of a population is not easy to justify. The study was well planned to limit the investment demands on subjects in order toincrease participation.As the percentage of those who decline to take part in the study increases, external validity decreases (Burns Grove 1993:270). PRE-TESTING THE QUESTIONNAIRE A pre-test refers to a trial administration of an instrument to identify flaws. When a questionnaire or an interview schedule is used asa data gathering instrument, it is necessary to determine whether the questions and directions are clear tosubjects and whether they understand what is required from them. This is referred to as the pretesting of aquestionnaire (PolitHungler 1995:38, 711).The researcher was able to pre-test the questionnaires and the interview schedules to ensure that the instruments meet the set criteria.All of the samples approached to pre-test the instruments were asked to answer the questions and necessary changes made based on the findings of the pre-test. ETHICAL CONSIDERATIONS Blumberg, et al (2005) describes ethics as referring to the appropriateness of ones behaviour in relation to the rights of those who become the subject of a research project. A number of ethical issues have been identified and raised with respect to this study. The issues and steps taken to alleviate such issues are discussed below: The company may be secretive about some aspects of its online recruitment, such as the quantity of graduates and marketing techniques to attract graduates, which it may not like its competitors to know about. Employees responding to semi structured interviews may not be so willing to discuss their personal opinion of the banks recruitment system, or the quality of graduates received through their channels, in case their response does not really conform to the brand and reputation that the organization is trying to build (for instance, the bank may pose as an equal opportunity organization that employs from diverse backgrounds, whereas they mostly only recruit students from top Oxbridge universities with a certain background). Information such as this could pose difficulties if the bank eventually decides to broaden its pool of candidates and employ people from varying backgrounds. Apart from these ethical considerations, no other ethical dilemmas have been found with relation to this research. Therefore, in order to alleviate these issues, the questionnaire and interviews were designed in such a way that it does not offend, harm, provoke or stress any of the participants in any way. Questions asked would be non-intrusive as no personal information about names; age or post would be requested. Information about specific applicant quality and demographics of applicants recruitment would not be sought.Also, in terms of graduate questionnaires that have been distributed, some candidates may think that answering these questions and including personal details may impede or even benefit them when applying to said organizations. Therefore the questionnaires would fully state that it is an academic research and in no way constitutes a study conducted by the organization. Integrity, honesty, expertise and diligence are key ingredients in conducting of research. This isuseful to protect and recognise the ethics and human rights of the respondents. The key ethical consideration observed in this study included anonymity, informed consent, confidentiality and rights to self-determination. Written permission and respondents consent were obtained prior before the respondents responded to the research instruments. Burns and Grove (1993)define informed consent as the prospective respondents agreement to participate voluntarily in a study, whichis reached after assimilation of essential information about the study. The subjects were informed of theirrights to voluntarily consent or decline to participate, and to withdraw participation at any time withoutpenalty.Subjects were informed about the purpose of the study; the procedures used to collect thedata, and assured that there were no potential risks or costs involved. Anonymity and confidentiality were observed and maintained throughout the study. Burns and Grove (1993) defineanonymity as when subjects cannot be linked, even by the researcher, with his or her individual responses. In this study anonymity was ensured by not disclosing the respondents name on the data collection instruments, research reports and detaching the written consent from the questionnaire.In this study, confidentiality was maintained by keeping the collected data confidential and not revealing the subjects identities whenreporting the study (Burns Grove 1993). No identifying information was entered onto the data collection instruments, and the instrumentswere only numbered after data had been collected (PolitHungler1995:139). The ethical principle of self-determination was also maintained. Subjects were treated as autonomousagents by informing them about the study and allowing them to voluntarily choose to participate or not.Lastly, information was provided about the researcher in the event of further questions or complaints.Scientific honesty is regarded as a very important ethical responsibility when conducting research.Dishonest conduct includes manipulation of design and methods, and retention or manipulation of data(Brink 1996). The researcher tried to avoid any form of dishonesty by recording truthfully the answers given during interviews. The researcher was with integrity of heart and sincerity produced the results with the necessary supervision to avoid subjective collaboration. Theopen-ended questions which were beanalysed by the researcher were also checked by the supervisor forconfirmation of credibility. ANALYSIS OF RESEARCH FINDINGS Quantitative Data The quantitative data collected during the course of this study, whilst still in its raw form, is described by Saunders et al (2007) as being useless and conveying little information to most people. Universites, which are total sample distributions of one variable at a time (Oppenheim, 2005) was utilised in analysing the frequency and percentage occurrence of each variable; including both ordinal and nominal, category and rating scale questions. However, an in-depth correlation or bivariate analysis was not conducted due to the low number of graduate respondents, and also due to the fact that the study was mainly concerned with the viewpoint of the organization, and not necessarily that of the graduates. Results would be analysed using Excel and graphs would be drawn out to analyse all data with the aim of comparing them to the qualitative study. Qualitative Data Yin (2002) suggests that in studies whereby the research question has been formulated based on the literature review; these theories that have been used in the postulation of the research question could also be used in analysing the findings. Thereby, suggesting that a deductive approach to data analysis would be essential for theoretical driven studies. Based on these arguments, this study analysed the qualitative findings using deductive methods. The findings from each respondent and questionnaire theme were analysed according to the literature review topics discussed. In the instance whereby different respondents had something to say about a particular issue, all their opinions were recorded and taking into consideration in the analysis of findings. A fact sheet of all findings according to the theory is illustrated in chapter 4. Full transcripts of the interview are in the appendix. The pattern matching procedure, as postulated by Saunders et al, (2007)were utilized in this deductive analysis. It involves predicting a pattern of outcomes based on theoretical propositions. These propositions are thereby analysed in the data analysis process. This procedure involves the development of an analytical framework, utilizing existing theory, and then testing the adequacies of the framework as a means of explaining the findings (Saunders et al, 2007). In the instance where a pattern is found as initially predicted, it would be evidence that suggests that there is indeed an explanation for findings.

Types of Crimes Essay -- Crime Violence Felony Misdemeanor Laws Essays

Types of Crimes A crime is an act against the public good, punishable by a fine, imprisonment, or both. There are two major classifications of crime. The first classification of crime is a felony. A felony is a major crime punishable by imprisonment or death. Murder, manslaughter, burglary, robbery, and arson are examples of felonies. The second major classification of a crime is a misdemeanor. A misdemeanor is a less serious crime with a less severe penalty. Misdemeanors that aren’t as serious are known as petty offenses. Driving an automobile without a license, lying about your age to purchase alcohol, and leaving the scene of an automobile accident are all examples of misdemeanors. Crimes are defined by two elements. The first element is the criminal act. Every law that defines a crime must specifically explain the conduct that is forbidden by that law. The criminal act must also involve voluntary conduct. The second element is the required state of mind. The required state of mind is specified in the law that defines the crime. In this statue the mental state of mind is required. There are many different crimes that are against people. Murder is the unlawful killing of another human being. There are two degrees of murder. To be charged with the first degree of murder you must kill some one with premeditation, you use cruel torture in killing someone, and you kill someone while acting out a felony. The second degree of murder is known as mans...

Network Security Essay examples -- essays research papers

Network Security In today’s world, with so many ways to gain unauthorized access to someone’s computer system, network security is very important. Almost every company has been a victim of a virus attack, hackers, or some other form of unauthorized access to their network. In this paper, I will discuss various methods that those who want this access use and ways they can be prevented. Many people feel that because they use passwords their files are secure and can’t be hacked. They unknowingly leave their networks open to attack without protection thinking everything is fine. Hackers can easily get into password protected files once they have access to a computer system. One way to prevent this is to use a firewall. A firewall prevents unauthorized users from gaining access to a system by restricting access to the entire system, not just the files on the system. Firewalls prevent access to data by using symmetric or asymmetric encryption. Symmetric encryption uses the same password to decrypt the data that it does to encrypt the data. This method allows users to be able to share the same password to gain access to the data and make any needed changes. Asymmetric encryption is different in that there are different passwords used to encrypt the data and decrypt the data. Asymmetric is considered a little more secure as passwords don’t have to be shared in order to allow someone access to the data. Each individual has his or her own password to access it. Asymmetric encryption uses public/private keys to encrypt/decrypt data. Public keys use the same encryption data to access the data that the data was encrypted with. Private, or secret, keys allow the originator of the data to encrypt it and not have to share his password with anyone. They can use their own private key to unlock the data. Digital certificates are certificates that are guaranteed to be authentic by a Certificate Authority. The certificate authority digitally ‘signs’ the data stating that it is authentic. An alternative to this is Public Key Infrastructure, or PKI. PKI uses private keys to certify the data is correct and authentic. PKI is a fast growing, although time consuming, method of securely transmitting data. Network security became necessary when hackers and other neer-do-wells discovered flaws, or holes, in the various layers of the OSI model that would allow... ...  Ã‚  Ã‚  Site located in-theater  Ã‚  Ã‚  Ã‚  Ã‚  Off-site system replication OPSEC and low profile to prevent hostile targeting  Ã‚  Ã‚  Ã‚  Ã‚  Network monitoring systems  Ã‚  Ã‚  Ã‚  Ã‚  Hardened sites Based on just the information contained in the CACI table, it’s obvious that Network Security is mandatory requirement for all networks. As information accessibility grows, so will the need to protect it. By protecting your network from the onset, you can help prevent the problems caused by those who want unauthorized access to your network. References http://www.certmag.com/articles/templates/cmag_feature.asp?articleid=580&zoneid=9 http://www.caci.com/business/ia/threats.html http://www.medword.com/MedwordStore/CSoft/encryption_white_paper.html http://www.iam.unibe.ch/~mseeberg/key/theory.html http://www.windowsitpro.com/Article/ArticleID/46871/46871.html?Ad=1 http://www.windowsitpro.com/Article/ArticleID/46871/46871.html?Ad=1 http://www.windowsitpro.com/Article/ArticleID/8843/8843.html http://www.windowsecurity.com/pages/article_p.asp?id=1142 http://www.windowsitpro.com/Article/ArticleID/15314/15314.html

Reasearch Proposal

TABLE OF CONTENT I: CHAPTER ONE 1. 0 Introduction 2. 1 Background of the study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1. 2. 2 Problem statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 2. 3 Statement of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 2. 4 Objective of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 2. 5 Significance of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 2. 6 Research Question†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 2. 7 Hypothesis of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦2 2. 8 Limitation of the Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 2. 9 Delimitation of the study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 II: CHAPTER TWO . 0 Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 III: CHAPTER THREE 3. 0 Research Methodology 4. 10 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 4. 11 Sample Size†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 4. 12 Data Collection, Methods And Instrument†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 IV: CHAPTER FOUR 4. 0 Data analysis or Presentation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 4. 1 Time and Findings Interpretation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 V: CHAPTER FIVE 5. 0 Summary 6. 13 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 6. 14 Recommendation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6. 15 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 6. 16 Appendix†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 CHAPTER ONE 1. 0. INTRODUCTION. This research work intends to make an investigation on poor performance in Math ematics Subject and the factors leading to poor performance of form four students in Kimala secondary school which is the community school. This study will also evaluate the performance of Kimala secondary school form four National exam results of two years as of 2011 and 2012. 2. 1.HISTORICAL BACKGROUND OF MATHEMATICS PERFOMANCE IN SECONDARY SCHOOLS IN TANZANIA PARTICULARLY KIMALA SECONDARY SCHOOL. Mathematics is compulsory subject in Tanzania but it is the using in scientist matter in Tanzania and it is used as a major of instruction from secondary schools to tertiary level. All official and legal documents are written appreciate the Mathematics subject as the best in refresh brain and to make somebody to calculate each and every thing in mathematics methods. Mathematics was introduced in Tanzania by the British during the colonial era. . 2. PROBLEM STATEMENT The topic to be investigated in this study is the performance of Mathematics subject in form four National examinations in Kimala secondary school. 1. 2. STATEMENT OF THE PROBLEM The researcher wants to make an evaluation on the performance of Mathematics subject in form four National examinations in Kimala secondary school. 1. 3. OBJECTIVES OF THE STUDY 1. 4. GENERAL OBJECTIVE To evaluate the form four students’ Mathematics performance in National examinations. 1. 5.SPECIFIC OJECTIVE .To investigate how Mathematics subject is performed in National examinations by Kimala secondary school, form four students. .To examine and evaluate the Mathematics performance in form four National examinations of two years in Kimala secondary school. 1. 5. SIGNIFICANCE OF THE STUDY The research will help to improve Mathematics Subject and academic performance in Kimala secondary school. 1. 6. ORGANIZATION OF THE STUDY This research proposal consists of three (3) chapters.The first chapter will help the researcher to discover the causes of poor Mathematics performance of form four students in Kimala secondary sch ool. Chapter two will be about other researchers’ findings. Chapter three will talk about research methods which will be used in this research work. HYPOTHESIS OF THE STUDY 1. May be the lack of text book 2. May be the shortage of the can be the factor that affects the performance of form four students in Kimala secondary school 3. May be undisciplined of the students. DEFINITION OF TERMS. 1. 7. LIMITATION OF THE STUDYThe researcher faced some problems during research proposal writing as follows; Lack of enough funds for typing, printing and binding this research proposal. a. DELIMITATION OF THE STUDY. Researcher has tried to type, print and bind this proposal by using his pocket money. CHAPTER TWO 1. LITERATURE REVIEW. This chapter will provide a range of reviewed literature which will be relevant to the study which will speculate school environment in relation to performance of mathematics subject in Kimala secondary school. THE LACK OF TEACHING AND LEARNING MATERIALS AFFEC T MATHEMATICS PERFORMANCE.Anderson, B (1990:2) stated that, â€Å"Kilimanjaro region success in education sector is made possible by the donor who funded school teaching materials like mathematics books. Though Kilimanjaro region became the second after Dar-es-Salaam. † some schools in Kilimanjaro including Kimala secondary school receive support from world food program, international fund for agriculture development and other organizations which all together helps to feed schools and most students even those who are found among secondary schools in Kilimanjaro do not turn back home until they use evening time for studies.Mwendapole (2009:4) Reported that, â€Å"half of the students who attempted leaving certificate examination failed the Mathematics subject, as the minister for educational and vocation training announced publicly through radio and television. † The minister’s report showed that most students performed poorly in Mathematics subject. This was the indication that there is lack of teaching and learning facilities like Mathematics books, Mathematics teaching aids like manila and others.According to Ahiakwo, M. J (1989:295-6), A Crisis in the school of some countries is being caused by irrelevant curricula, in adequately trained teachers, lack of teaching materials such as Mathematics text books which are designed for use in teaching as whole or part of particular study course, reference books which are designed for use in teaching as whole or part of particular study course, reference books which contain collected information. Wickliffe N.J (1997:181) Said, drawings combine the features of both picture and charts in that they represent something that is real and at the same time, do so in form of summary, drawings are symbolized summaries of the real earth and it is important to remember this, for symbolism is code and children need to be taught to reach such codes. This significance of objects is depicting the whole situation of lacking in English teaching in secondary schools in Tanzania. CHAPTER THREE 2. RESEARCH METHODOLOGYThe research design was used especially cross section research design where the information for study was collected on time in which both question for students ad interview for the head of the school and academic matter were used. The researcher was able to access many people so that he made genuine interpretation and generalization to other subject by using this research design. Also the researcher was able to spend few hours to complete the whole process of collecting data by using survey research. 3. 1. INTRODUCTIONThe researcher will use the questionnaires method which includes both open and closed questions and the observation method whereby he will visit Kilimanjaro secondary school. The targeted population will be considered 3. 2. SAMPLE SIZE: TARGETED POPULATION For successful research in Kimala secondary school likewise the researcher decides to use the sample size of 50% from Kimala secondary school. Researcher intends to provide the questionnaires to 50% of the respondents The researcher will use both probability sampling and non probability sampling to collect information whereby each and every element will have equal chance of be selected.Probability sampling gives every member of the population equal opportunity of being included in the study. The researcher will use simple random sampling because it has no complexities involved. 3. 3. DATA COLLECTION METHODS AND INSTRUMENTS The researcher decides to use questionnaire methods, and actual observation in collecting information. A. QUESTIONNAIRE METHOD A Questionnaire consists of planned questions related to the topic in order to gather information required to accomplish the research work. 3. 4. DATA COLLECTIONThe researcher will use questionnaire to get information from the respondents. 3. 5. DATA ANALYSIS AND PRESENTATION This study is aimed at analyzing the factors and reasons causing poor acade mic performance of form four students mathematics examinations. Researcher will use tables, pie charts, columns, bars and line charts to analyze and interpret the data he will obtain. BIBLIOGRAPHY: Ahiakwo, M. J (1989). Faculty of Technical and Science Education. Mozambique: River State Ahiakwo, M. J (1992), An investigation into Public Perception and Knowledge of Science.Mozambique: River State Ahiakwo, M. J (1995), Cognitive Study and Students. Mozambique: River State. Ahiakwo, M. J (2000), An investigation into Public Perception and Knowledge of Science. Mozambique: River State Anderson, B (1990), Pupils Conceptions of Matter and its Transformations Studies in education Science. Bajah, B (1988), African Science in School Curriculum. New Jersey: African World Press. Basalla, G (1976), The Persistence Stereotype: Childs Image. London: Virago Ltd APENEX EVALUATION QUESTIONNAIRESThis questionnaire consists of five sections as shown below: SECTION AYES/NO SECTION BMULTPLE CHOICE SECTI ON CSHORT ANSWER SECTION D TRUE AND FALSE Please answer all questions as instructed and return the dull filled questionnaire to the researcher. Your contribution will be highly appreciated in the completion of this work. Any information given in this paper will be treated as confidential and will not be revealed anywhere. Do not write your name please. SECTION A Part 1 Write YES/NO to the following questions. . Basic Mathematic performance is affected by traditional values 2. Low motivation of teachers lead to poor performance is science discipline 3. Lack facilitates lead to poor performance on basic mathematics PART II Multiple choices 1. Performance in Basic mathematics subject is affected by a. Parent teachers and students b. Facilities 2. Poor performance in Basic mathematics affects a. Historical background b. Scientific and technological matter 3. Poor performance have been a problem mostly in . Science disciplines b. Basic mathematics PART III 1. List at least any four facto rs leading to poor performance is basic mathematics subjects a) _______________________ b) _______________________ c) _______________________ d) _______________________ PART IV Write a word TRUE or FALSE to the following statements given 3. 8. Mathematic is an art subject. 3. 9. Majority of the student are not serious in mathematic subject. 3. 10. In Kimala secondary school there are many mathematic books in the library 3. 1. The change of the curriculum caused poor performance in mathematic subject at Kimala secondary school. 3. 12. Many students failed in mathematic subject because of the lack of mathematics teacher. TIME TABLE MONTH| ACTIVITIES| TIME SCHEDULE| REMARKS COMPLETED| Feb 28| Surveying of school | 10:00 am – 01:00 pm| | March 2| To bring letter to authority | 08:00 am – 10:00 pm| | March 11| Researching day (Data collection) | 08:00 am – 12:00 Noon| | March 12| Compelling data | 07:00 pm – 1o:00 pm| |March 18 | Data analysis | 03:00pm â€⠀œ 07: 00 pm | | March 27| Data presentation | 03:00 pm – 07: 00 pm| | April | To write report | 08:00 am – 10:00 am | | April 15| Submission of report to authority| 10:00 am – 11:00 am| | BUDGET S/NO| ACTIVITY| REQUIREMENT| AMOUNT| 1| My income| . | Nil| 2| Transport| petrol| 97000| 3| Stationary charge| Tipying,pen,ruler| 50000| 4| Meals/accommodation| Food charge, lodge| 30000| 5| miscellanies| Caution money| 15000| 6| Assistance| Salary| 20000| TOTAL 212000