Personal statement for Finance (NOT ACCOUNTING) program at Imperial Essay

Personal statement for Finance (NOT ACCOUNTING) program at Imperial College - Essay Example While in China, I had the opportunity to work at Volunteer Union, Suzhou, for the old people. I also worked as a journalist for XJTLU University in Xian. I could do fairly well as a journalist, and some of my works got published in the official website of the university those days. All these areas helped me to get along with people and sustain confidence in everything I do. I was always crazy plying with numbers. During my graduation, I was very particular with the subject that even the solution to an easy puzzle would give me a lot of delight. The reason why I love to select finance as my subject is I want to concentrate on the unpredictable financial market situations in order to make stock analyses based on the market environment that involves a lot of mathematical calculations and analyses. To get real life experiences and additional knowledge on my prospective career, I have made visits to actual financial markets and travelled through markets like Shaanxi Finance Radio, Huatai Security Company and Agriculture Bank of China. Admittedly, my internships added to my experience and I clearly understood the required level of expertise a person must possess in order for working in financial markets. After two years’ major education in China, I left for Liverpool for continuing the rest of it in September 2010. My two years experience in the UK helped me to adjust with strange cultures and to take up a different view on urban and finance culture. This knowledge in cultural diversity is essential for one to act in response to the present financial problems in the modern economy especially in financial markets. I have the strong hope that Imperial College London with its fortunate reputation in academic world can help me to develop my skills and employability across a wide range of industries. The subjects like statistics, economics, securities market and financial mathematics that I studied during my

Guernica and the Torture of Politics Essay Example for Free

Guernica and the Torture of Politics Essay When Pablo Picasso (1881-1973) painted Guernica (1) in 1937, the painting was not only a pictorial documentation on the horrors that took place on a small Basque town in northern Spain on April 26th, 1937, but a testament to the tragedy of all war that humankind wages upon itself. Picasso says he created the painting to bring the world’s attention to the Spanish civil war and to General Franco’s unusually cruel tactics to try and win this war. In the case of Guernica, this painting has monumental political significance and is still viewed today as greatest anti-war symbol of our time. This massive, mural- sized painting (11 ft. tall by 25 ft. wide) is painted in oil and currently on exhibit at the Museo Reina Sofia in Madrid. Even if we remove the political significance of this nearly monochromatic painting, we are still left with one of Picasso’s masterpieces of cubist composition. The twisted, disjointed figures undulating across the canvas create a tapestry of suffering in sharp contrasts of black, white and blue. The Spanish Republican government commissioned Picasso in 1937 to create a large mural painting to help bring to the light the misery of the Spanish Civil War to an international audience. Rather than seeing this very political commission as a limitation, Picasso embraced this opportunity as a platform to use his mastery of oil painting to affect political and popular opinion. Even those who are Basque or Franco sympathizers can not escape from the deep sadness and despair they are confronted with in this painting. In no way is this painting’s political tie a limitation to its greatness. Picasso’s Guernica has been exhibited throughout the world, viewed by millions, and many would argue that this was Picasso’s greatest achievement. Fast-forward 70 years to 2007; Different artists, different politics, different wars. No longer does the general populous receive its information in newspapers or the radio as they did in 1937. Our access to information is now instant and mainlined. In 2004 accounts of torture, sodomy and rape at the Abu Ghraib army prison in Iraq began to surface. The world, including its artists began to react. Richard Serra (born 1939) created a series of litho-crayon drawings depicting a scene of an Abu Ghraib prisoner being tortured (2), arms outstretched like a Christ figure, with the words â€Å"Stop Bush† on either side of his hooded face. The Whitney Museum of American Art used images of this drawing for posters of their 2006 Whitney Biennial at a time when America was still deeply divided over the continuance of this war. This mass-produced, photographic image had become a symbol of the anti-war movement in the United States. But unlike Picasso’s Guernica, Serra is working directly from a photograph of the actual event, simplifying it into a cartoon like image. Thus, Serra’s anti-war statement does not appear to be a timeless piece of art as Picasso’s did. If we take away the political significance from Serra’s drawings we are left with a compositionally stark subject. The politics must be included in Serra’s drawings for us to have an appreciation (or hatred, depending on your political view) of it. This is, perhaps, intentional on Serra’s part, being a minimalist sculptor, to strip the very concept of torture and war down to its most essential parts. The speed at which Serra created this drawing is parallel to our contemporary, insatiable appetite for news and information. It is possible that Serra wanted this drawing, like the actual photographic image itself, to be ephemeral; viewed and discarded to make way for the next headline. In conclusion, the political art that can align itself with our speed of information will be the political art that is successful in the future. Like it or not, we are all involved in politics in some way and affected by the decisions our governments make. If art is a mirror of our surroundings, then at some point it’s going to cross over into the realm of politics. We can only hope that our contemporary artists will utilize the same care and skills to create political work with mature political significance rather than first-idea, sophomoric vision.

Research Methodology for Online Shopping Project

Research Methodology for Online Shopping Project 1. INTRODUCTION: RESEARCH AIMS AND OBJECTIVES The project had two key questions to focus on and this acted as a guide to the research design and methodology. The two key research questions in my project were: What are the key consumer motivations for online shopping and how are these impacting the development of the online channel? This question is focused on the key drivers acting as make for consumers to pursue online shopping, and how these drivers were impacting the online channel as an alternative channel for making purchases. What are the emerging trends for online shopping, and how will the online shopping channel develop? As online shopping continues to increase, both organisations and consumers are expected to be better-placed with having a good understanding of where online shopping trends seem to be directed at. 1.1 Consumer motivations The project sought to understand the consumer motivations for choosing online shopping as an alternative channel or, for some consumers, their main channel for shopping particular items. This part of the project was based on determining what consumers have stated as their key motivation factors through secondary research. This was supported by primary research by surveying and interviewing consumers on their motivational factors. The objective was to list out the key motivational factors consumers have for online shopping. 1.2 Emerging trends for online shopping In addition to understanding consumer motivation, this project also sought, as an objective, to understand the emerging trends in online shopping, and establish a viewpoint on where the online channel was expected to move to. Similar for consumer motivations, this part of the project was based on a combination of primary and secondary research. 1.3 Foundation for research project There was a strong foundation for pursuing this project as it aimed to provide a greater understanding of the consumer and the motivations behind online shopping. As the importance of the online channel becomes increasingly greater for organisations, there is greater need for determining the consumers key drivers in choosing this as an alternative channel for shopping. The project results impact both consumers and organisations. For consumers, this gave them a venue for stating their preferences and key requirements to continue using the online channel which could lead to improvements on the online shopping experience. For organisations, this project provided an understanding of the current situation and also the emerging trends based on competitive dynamics, in order to be able to provide the consumers their requirements. This project was also important for me as the student as it gave me an opportunity to develop the knowledge and pursue the analysis of a critical management issue which was becoming a greater value add channel for a large number of organisations. The project, I believe, has led to new insights and a confirmation of consumers key motivations to online shopping. I believe this contributes to the growing knowledge on the online shopping experience of consumers. 2. LITERATURE REVIEW In this section, research works relating to consumer motivations for online shopping and related issues are critically evaluated. This research project was pursued with a qualitative research approach as the focus was on consumer motivations, which, while it could have been developed with quantitative metrics, seemed to translate better into a qualitative focus. The objective was more focused on going in greater depth across the key consumer motivations instead of tallying figures in terms of which factors consumers felt were their key motivations. The qualitative aspect of the research project was pursued through surveys and in-depth questionnaires. The primary data collected through the surveys and in-depth interviews were highly subjective as these were the results of consumers opinions and viewpoints. In this instance, it seemed best to pursue a rational approach to analysing the data results and the resulting interpretation. The interpretation of the research results was critical in this research project as there were no specific correct answers being pursued rather the collective view point and key motivating factors were being identified. Overall, the approach pursued for this research project was an interpretive qualitative research approached which seemed to fit best the requirements of the project. 2.1 Overview Even at the end of the last century, online shopping was already starting to catch peoples attention, and was slowly attracting consumers to use it as a channel, primarily because of its ease in completing purchases (i.e. not needing to step out of the home) and also in providing information as, even then, some sites already provided extensive information (Gay 1999, Gehrt et al 2007). But we are well into the first decade of the 21st century, and since then times have changed and certainly, consumers motivations, as evidenced in this literature review and the results of the research project, have changed. The use of the online channel for shopping varies greatly by country with the UK and the US ranking high up in the list with greatest ratio of online shoppers among Internet users, in addition to also having a large penetration of users for Internet access (Bhatti 2006). In the UK, Internet access among households has increased from 34% in 2000 to 54% in 2004, while Internet access for adults increased from 40% in 2000 to 64% in 2005 (Datamonitor 2006). 2.2 Consumer motivations In a research on consumer motivations for online retail shopping conducted a few years ago, some of the consumer motivations cited were interest in use of a new technology, ease of navigation and use, and convenience of online shopping (Childers et al 2001). While the research mentioned looked at consumer motivations, the research was only a subset of what could be learned from consumer behaviour as the study focused on only a few possible factors of online shopping activity. Also, the research is dated considering the advancements in technology over the past few years and the changes that have occurred in the online channel and the resulting consumer experience. A key thing to note was that the authors highlighted then the expectations that online retail shopping would continue to increase as consumers found greater reasons for shopping online. Linked to the increase of online shopping is the increase in access and usage of the Internet. For example, Rodgers and Sheldon (2002) researched the increasing use of the Internet and highlighted shopping as one of the key motivations for increased consumer use. In this instance, shopping was focused on as one of the factors resulting in the increased use of the Internet. In this work, the authors looked at shopping as a consumer motivation for increased consumer use but their work is interesting as the other factors they considered as increasing Internet use come into play, potentially, in increased motivation for online shopping. These include researching, communicating, and even Internet surfing. Despite the seemingly increasing growth of online shopping and also the increased interest in consumer motivations for online shopping, there has relatively not been much research in this area. This thought is supported as well by the research of Zhang et al (2007) which stated as a premise the online shopping environment s still representing a comparatively new, and largely unexplored, marketing channel. The premise of Zhang is hard-hitting as it exposes a large gap in the understanding of consumers motivations for online shopping. However, the research does have a major limitation in that the research focused only on college students as its respondents. The research was also very focused on impulse purchasing behaviours, and not consumer motivations for online shopping, as its key issue for analysis. Before going in detail in some of the consumer motivations discussed in research works, it should be noted that there has been considerable growth in Internet access and usage, and this has created a significant market in marketing and communications of organisations (Ko et al 2005, Tamimi et al 2005, Dadzie et al 2005). Online shopping has been growing and organisations have been focusing more on developing the online channel to capture a greater share of the wallet of the consumer. Online shopping Internet is the worlds largest network with high technology and greater controls, every day the standard of the internet is improving. In the past decades people and sales persons used to follow traditional methods for shopping and promotion of the business. Banks and thousands of businesses are using computers to share the data online and for transferring the funds using online banking. Internet is very flexible to view the information all over the world and for comparison of product prices from one to one organisation. A first step to understanding the growth happening in online shopping is to understand whats included in the term online shopping. It is generally accepted that it encompasses any product or service that is actually offered online, and hence does not relate only to the typical retail product that people buy but can also mean services that can be purchased online. A rather broad definition is given by Hult et al (2007) wherein online shopping can relate to any offering of service quality, product quality, or e-Business quality where the objective is the customer-based value creation for organisations. Based on this definition, we can see that the number of online shoppers has indeed increased significantly, at least in the UK, with the percentage of UK Internet users shopping online (including ordering tickets of buying goods and services) grew from 36% in 2000 to 61% in 2005 (Datamonitor 2006). For this research project, the broad definition is reasonable as the key focus of the research is in understanding consumer motivations for online shopping in general, with no specific product or service in mind. Undoubtedly, there are a large number of ways in which to cut the issue and there would be differences in the consumer motivations for specific products in specific markets, for example. The works cited in this section provided a good starting point in the consumer motivations to be considered. The research works also provided an indication of the increasing use of the Internet and online shopping as an activity. From the limitations cited in the research works, further research needs to be conducted on a general understanding of consumer motivations which are not limited to a few factors. The rest of this section discusses some motivating factors cited by consumers as driving their online shopping activity. 24-hour access One key factor mentioned as a motivation by consumers is the 24-hour access provided or allowed by most online shopping channels. Thus, the online channel is utilised by consumers as it provides them with 24-hour access for information, customer service, and purchase opportunity (Bramall et al 2004). This essentially gives the consumer the opportunity to browse products and purchase at the consumers own leisure. While the research of the authors states this factor as a motivation, the focus of the research work was actually on potential trust issues in online shopping. This specific motivating factor was not analysed in comparison to other motivating factors for consumers. Shopping convenience One oft-mentioned reason, and an early consumer motivating factor, for shopping online is the convenience of doing so as consumers wont need to go to the retail stores and experience the hassle of buying products in the stores (NBC News 2007). Another article does not only highlight the convenience of shopping online but also states that shopping only also helps decision-making as a large part of the information requirements a consumer may need to make the decision are found online (Furnham 2007). Clearly, shopping convenience is expected to rank high among the consumers in terms of their motivations for pursuing online shopping. Convenience can take many forms and includes all-hours access (i.e. the 24-hour access mentioned previous to this can be considered a subset of this motivating factor), own time and no pressure for decision-making, no requirement to dress up and go to the retail stores, and extensive available information, largely on demand, to support the product or service . Shopping convenience is a large factor for the US and UK consumers but this is not limited to the US or the UK markets only as even in Japan, online shopping has seen increasing growth rates, with shopping convenience as the greatest factor motivating consumers to do online shopping (Gehrt et al 2007). Another example where convenience plays a part in online shopping is in the office as a large number of offices are seeing their office employees turn to online shopping during their breaks or in between work in the office to do their shopping which, in some ways, actually results in more productive employees as they dont need to go to the retail stores for their shopping (Spillman 2006). As mentioned, online shopping allows unrestricted information search unlike in retail stores where comparisons are constrained largely by time and availability of sales staff to provide information (Chiang 2005). Thus, consumers tend to pursue online shopping if their information requirements are large and can be met online, or if consumers would like to make comparisons between products and services, and across a number of stores. The shopping convenience factor has been recognised across a number of research works, but these only tend to highlight that consumers have different meanings attached to the terminology, and may actually be referring to different sub-factors under the general term of convenience. In understanding this factor further, specific meanings were attached to and discussed in the surveys and interviews for the research. Greater bargains An increasingly cited motivating factor in online shopping is the existence of greater bargains for products and services. Consumers are increasingly interested in shopping online due to the greater bargains found in the Internet as organisations pass on savings resulting from using the online channel for sales (NBC News 2007, Lii Lee 2005). This poses a challenge for organisations though as some may not have fully understood the online channel business model, and may already be providing greater discounts to their products and services through online purchases of consumers. Another challenge for organisations is that consumers are expected to continue increasing their online purchases but only if they receive greater bargains from sellers in their online sites versus their retail stores (Craver 2006). Thus, consumers are already building the expectations that prices online will be less that prices in retail stores. This means that part of the value for organisations in establishing their online channels has already been transferred to consumers who are expecting more competitive prices online. If only to hammer the point of increasing consumer expectations, two factors mentioned by consumers in their increased interest in doing online shopping were free shipping of their products purchased and also everyday low pricing particularly relative to the retail stores of the sellers (Hajewski 2006). The key limitation in the citations for greater bargains is that these are from press articles and the approaches were not based on proper research conducted to determine the consumer motivations for online shopping. Nevertheless, this should still be accepted as a consumer motivation as this has been mentioned to be a factor based on the articles cited. Overall online shopping site experience This final factor discussed touches on the overall online shopping site experience which, in a way, relates to the overall customer experience in online shopping. This factor is quite specific to online shopping sites which consumers may visit but this nevertheless provides a motivation for some specific consumers and it relates to the overall online shopping site experience and having a positive satisfaction to the experience (Elliott Speck 2005). Specifically, the authors argued that the following factors impacted on the consumer motivation to complete their online shopping transactions: ease of use of online shopping site, product information available, trust in the brand and the online shopping site, customer support, and entertainment experienced while in the site. The focus of the research conducted by the authors was not on online shopping specifically but rather on the attitude towards retail web sites but using the online shopping experience as an example, with an analysis of the resulting impact on the consumers. Similar to some of the other published research cited in this section, the key limitation is the set of respondents considered for the research which, in this case, consisted of undergraduate marketing students. The results are interesting and provide a good preview of what the results could be if the research is expanded to capture a greater sample of the population. 2.3 Emerging trends for online shopping In reviewing the related literature touching on online shopping and also consumer motivations, a number of emerging trends were clearly seen. These include the following: Increased efforts in improving online security Potential for an expanded product range and ancillary businesses Usability of an online site as an increasing differentiator Management of Internet product returns Increasingly demanding consumers Increasing opportunity for organisations to develop consumer relationships Increasingly older market Greater share of ad market Each of these trends is discussed in greater detail in this section. Increased efforts in improving online security Across most metrics, online shopping has shown strong growth and yet the belief is that online shopping growth rates could actually be much higher if not for security-related concerns by some consumers (Bramall et al 2004, Arnold et al 2007, OConnell 2005, Cullen 2005). Increasing trust in e-retailing was one of the factors cited that could significantly drive much greater online shopping activity. Organisations are thus investing in ensuring greater security for their online shopping sites. ConsumerReports.org even recently developed a tool to provide consumers with a safe and enjoyable online shopping experience (Ascribe News 2005). There are two trends to be noted in relation to the security concerns of consumers. The first, as mentioned, is that there are greater efforts placed by organisations in improving online security as breaches to their security could have considerable consequences. Online security is the ability to protect the information of the customers from unauthorised access and destruction. Most of the online business websites using the technologies to secure their online transactions which gains more customers faith and trust to shop online. The use of firewalls, data encryption/ decryption techniques, secure socket layer (SSL), digital certificates, electronic signatures is making online transactions secure. Many governments over the world implemented regulations and law to support the people who want to make transactions online. The European Union adopted the directive on data protection in 1998, which limits any dissemination of personal data. Security and privacy are the most important facto rs in peoples decisions to purchase online, so the sophisticated technology to secure online transactions is the main factor of customers motivations to shop online. The second trend is that a complementary approach to improving reputation for managing online security risks is paramount. In support of this, where there are great concerns for risk, it has been established that utilising expert endorsers, as opposed to celebrity endorsers or even non-celebrity non-expert endorsers, can actually help in bringing consumers over their risk concerns (Biswas et al 2006). Potential for an expanded product range and ancillary businesses Another trend is that organisations are increasingly seeing potential for an expanded product range and ancillary businesses. For example, in recent months, Kohls, a US department store chain, has offered products online which were not normally found in their department stores and these included higher-priced items such as leather chairs, high-end home entertainment centres, and flat screen televisions (Hajewski 2007). This trend is not without its implications for organisation. In the Kohls example, one problem with the expanded product range as done by Kohls was that Kohls did not offer everything they had online in their retail stores. This is a concern as some consumers utilise the online site for their window shopping before moving to the retail stores to try on and purchase the items (Dodes 2006). The article states that more than 80% of online shoppers research products online first before sometimes going to the stores to see the products firsthand. Given that not all products are available in the stores, it would be prudent for online sites to be clear about which products are available in the stores and which products are not. In terms of ancillary businesses, the increase in online usage and online shopping has even spawned related business such as businesses which monitor traffic into organisations websites with the objective of increasing an organisations online sales (Newman 2007). Another ancillary business opportunity is from online shopping sites is as a social shopping space, such as Jellyfish.com which was recently acquired by Microsoft as it saw the growing opportunity in the business (Gallagher 2007). However, these new business are still untested as these are fairly new and would need some time before potentially growing into profitable businesses. As online shopping continues to grow, organisations will continue to seek out other opportunities that could help build the rationale for investments in establishing a highly competitive online shopping site. Usability of online site is an increasing differentiator While the extent of technological readiness of the consumer plays a part in determining the level of comfort in navigating through an online shopping site, the general usability of an online shopping site is an increasing differentiator and distinguishes between the different sites that consumers will utilise in online shopping (Massey et al 2007). There is a significant effect of the online marketing or advertisements on the customers to shop online and this pushing medium of marketing makes the people to shop online. The online marketing websites are designed with the facility of keyword search which brings more flexibility to online customers. Online stores are offering with much amount of choices and more information than atmosphere, so pure play sites attracting people with higher interactivity. The goal with these sites is to have it easily navigated through by consumers such that any potential barriers to keep consumers from purchasing products and services are effectively tak en out of the equation. Online promotions are very important to investigate the future trends of the online shopping. Customer relationship management is the most important function in any organization to promote their marketing strategies and to maintain good customer relationship. It is very important to consider the attitudes, behaviour and experiences of the customers to make the online promotions. An example of an initiative moving into the direction of overall ease of usability is the recent transaction involving Abazias.com and Google wherein Abzias.com partnered with Google for their shopping checkout process which is considered fast and very convenient (M2 Presswire 2007). The challenge for organisations is to continue making their online shopping sites easier to use. And to support the point, some online shopping sites now provide potential live help from customer service if particular requirements are needed in order to limit the number of lost purchases resulting from consumers abandoning their purchases (Prince 2005). Overall, the design of the website and the ease of use have a large impact on the online shopping sites performance (Auger 2005). Management of Internet product returns Another emerging trend is the establishment of clear guidelines in the management of Internet product returns, which then addresses a key concern or questions by some consumers. Internet product returns has been one of the key factors limiting part of the online shopping growth as the uncertainty surrounding how returns of defective or unwanted products impacted on the overall cost and inconvenience for the consumer. Organisations which are able to state clearly their policies on Internet product returns, and which provide a seamless process for allowing consumers to make returns for products bought online are at an advantage versus other organisations which have a perception of being difficult to coordinate with in processing Internet product returns (Mollenkopf et al 2007). Increasingly demanding consumers As the development of the online shopping channel continues, we are now seeing increasingly demanding consumers. This is shown in an example using the UK supermarket sector. In this sector, online shopping is still considered a poor offering by the UK supermarkets as none of the top five supermarket chains passed a service test conducted by a consumer affairs staff of a newspaper (Prunn 2006). Their failures were from their product offering to the product substitutes provided. The key good news for the UK and supermarkets thought was that the websites were generally easy to use for online shopping. Also, the delivery drivers were helpful and friendly. In contrast, in the US, online shopping offering for the supermarkets is a competitive offering with various supermarkets increasingly providing greater online shopping offerings for their consumers including chef-prepared, fresh-food delivery service (Food Institute Report 2006). Thus, the US supermarkets are able to provide the US consumers with their demands from US supermarkets. UK supermarkets will need to focus on improving their offering in order to capture the consumer wallet for shopping deliveries. Finally, an approach to cater to the demanding consumers is to provide channels for consumers to give their reviews, and to act on the comments of consumers which have been seen to provide a good way of increasing the online sites business (Spors 2006). Increasing opportunity for organisations to develop consumer relationships The online shopping channel provides organisations with an additional channel to develop consumer relationships. Organisations which are able to effectively capture value from their online shopping offering are the organisations which are able to collect and analyse data on consumer patterns, interpret customer behaviour, respond with timely and effective customised communications, and deliver product and service value to consumers (Kennedy 2006). The game is not new to most organisations. The only difference is that there is a new channel to consider for the consumer relationships. In order to be competitive, organisations should be able to learn from their interactions with the consumers, and develop the channel into one that consumers will find value from. With the growth of the online shopping channel, more organisations will invest in ensuring that consumer information is managed properly to be leveraged by the organisation in capturing value from the interactions. Increasingly older market At least in the US, the trend is that the older internet users market comprises the fastest-growing demographic group in the US Internet market and are, aside from large and growing, generally financially secure (Iyer Eastman 2006). While a research has not been found to state a similar point for the UK, it is possible that this is the case as well given the increasingly older society with a lower proportion of younger people in the country. What does this mean for the online shopping channel? If this is truly the trend, then the investments that organisations will place in developing their online shopping channels will be geared towards an older generation, from site design to products and services to site technology used. This potential trend has large implications on various organisations that can benefit from this research work. Thus, a greater understanding of the key trends is important in order to allow the organisations to plan and invest properly in their online shopping channels. Greater share of ad market Finally, another trend worth noting is the increasing share of the ad market by the online channel. With the growth of the online shopping consumer market, the ad share of this channel (the Internet) is expected to grow as well from about 5-8% to up to one-fifth of total ad budgets over the next three years (Ong 2005). As examples, US auto firms spent ~14% of their total advertising budget for online advertising in 2005 while Procter Gamble was planning to shift ~5% of its television advertising budget for online advertising and marketing programs (Datamonitor 2006). The greater share of the ad market by the online channel has implications for organisations across two key points. First is that there needs to be a decision on the amount of the ad budget that will be allotted to the online channel. After deciding on the first point, the second key point is that it is imperative for organisations to understand the business model of the online channel, and that the organisations have a plan in ensuring their investments will eventually generate good returns, if not doing so already. 2.4 Framework of Analysis As mentioned, this literature review was used for building a preliminary understanding of the key motivations of consumers in online shopping activity and also in determining the emerging trends in the online channel. From the literature review in this section, the following framework of analysis was utilised in the surveys and interviews. Consumer Motivations The consumer motivating factors mentioned in the literature review was utilised in both the surveys and interviews to prompt respondents and to test the factors. The structure of the factors in the for prompt section of the surveys and the interviews followed this listing: 24-hour access Respondents were asked if this was one of the factors they considered as a key motivation for online shopping. Shopping convenience While this was included as a factor in the for prompt section of the surveys and interviews, greater depth was pursued in understanding what the consumer may consider as shopping convenience in relation to online shopping. Greater bargains This was tested to determine if consumers truly saw this factor as an expectation already, and if not having this factor would impact on their use of the online channel for shopping. Overall online shopping site experience This factor was analysed in the context of the overall consumer experience, and was assessed of the importance versus the other factors mentioned by consumers as their key motivating factors for online shopping. Emerging Trends For emerging trends, not all the possible trends were included in th

The Evolution of the American Television Family Essay examples -- essa

The Evolution of the American Television Family Television is not just a form of entertainment, but it is an excellent form of study of society’s view concerning its families. This study focuses on the history of television beginning in the early 1950s and will run through present day. It examines the use of racial, ethnic and sexual stereotypes to characterize the players of these shows. The examples assist in tracing what has happened to the depiction of the American family on prime time television. It reveals the change of the standards employed by network television as disclosed to the American public. Finally, I will propose the question of which is the influential entity, television or the viewing audience. The Goldbergs, which was originally a radio show, became the first popular family series. It became a weekly TV series in 1949, revealing to Americans a working class Jewish family who resided in a small apartment in the Bronx. The show, while warm and humorous, confronted delicate social issues, such as sensitivity due to the Second World War. It is an excellent example of an ethnic family’s status in society. A classic among classics, I Love Lucy appeared on television on October 15, 1951, (http://www.nick-at-nite.com/tvretro/shows/ilovelucy/index.tin). The series’ premise focused on the antics of a nonsensical wife who beguiles her easily angered husband. The series created the men-versus-women standard on television, (such as what we see between Dan and Roseanne on Roseanne today), that still predominates today. One circumstance that led TV executives to seriously challenge the show’s impending success was the use of Lucille Ball’s real-life Cuban husband, Desi Arnaz. The â€Å"mixed-marriage† status was a questionable concept that worried the administrators. The situation prevailed; its episodes routinely attracted over two-thirds of the television audience. Leave it to Beaver, the definitive 1950’s household comedy, focused on life through the eyes of an adolescent boy, Beaver. Beaver was a typically disorderly youngster. His brother Wally, just entering his teens, was beginning to discover the opposite sex. The relationship that existed between the boys and their parents, Ward and June, was impeccable. A situation never developed that damaged the kinship beyond restoration. The parents exhibited perfect attributes that no ... ..., the idea of the American family is much more realistic than that of those shows from the 1950s. The family’s obnoxious mother is the most dynamic member of the family. Married with Children was an overly exaggerated example of a problematic family. While it was a far cry from reality, the show expressed the society’s opinion of its own culture in a satirical fashion. Television’s portrayal of the American family has undergone a significant transformation in the fifty years of its existence, as stated by this essay. The families seen on television today are the diametric opposite of those seen in the early 1950s. The relationship between the parents and the children has gone from perfect to dysfunctional. But, it is the dysfunctional relationships that are better examples of American families. Racial and ethnic lines have been crossed in the fifty years of television’s existence. If anything, television families have been teachers, showing the viewing audiences how to act and how things truly are. Blind folds, previously worn by the American people, have been taken off and thrown away. It is society’s greater appreciation for honesty that has greatly influenced television.

Prejudice in “To Kill a Mockingbird” by Harper Lee Essay

Throughout the novel To Kill a Mockingbird, many different prejudices are revealed. The most prominent being the racial prejudice between the white people and black people in Maycomb, Alabama during the 1930’s. However, there are many more subtle and discreet prejudices against other people in Maycomb, also. One of the first prejudices to become known is against the Cunninghams. The Cunninghams are a very poor farming family who were hit hard by the Great Depression. â€Å"†¦The Cunninghams never took anything they can’t pay back – no church baskets and no scrimp stamps. They never took anything off anybody, they get along on what they have. They don’t have much, but they get along on it.† Scout explains to Miss Caroline, their first grade teacher, on page 20. The Cunninghams were hit hardest by the Depression and because of their level of poverty the Cunninghams are discriminated against. â€Å"The thing is, you can scrub Walter Cunningham till he shines, you can put him in shoes and a new suit, but he’ll never be like Jem.† Aunt Alexandra explains to Scout on page 224. Aunt Alexandra does not want Scout associating with Walter Cunningham simply because of his class. Aunt Alexandra is discriminating against the Cunninghams because they are below the Finches on the social strata. Probably the most prominent prejudice in the novel is the racial prejudice. Tom Robinson was a black man who was accused of raping Mayella Ewell, a white girl. When Tom was put in jail awaiting trial, Atticus, his lawyer, went down one night and sat outside the jailhouse. A mob showed up that night with the intent to beat Tom Robinson but with Atticus there, the mob was stalled and eventually left. This mob was consumed with racial prejudice against the black people. Even Calpurnia, the black housekeeper for the Finches, is discriminated against. Although Calpurnia is treated fairly, it is obvious Calpurnia is considered to be on a lower social level than the Finches. Calpurnia calls Scout ma’am and Jem sir, although these are titles usually reserved for elders. An example of this is on page 207. Calpurnia addresses Jem after they have been missing at the trial all day with â€Å"Hush your mouth, sir! When you oughta be hangin’ your head in shame you go along laughin’. If Mr. Finch don’t wear you out, I will – get in that house, sir!† Though it seems that the blacks are the ones who are prejudiced against, when Jem and Scout are taken to Calpurnia’s church, (their black house-keeper) the black people show hostility towards Jem and Scout. Lula, a black woman at the church confronts Calpurnia on page 119. â€Å"You ain’t got no business bringin’ white chillun here—they got their church, we got our’n.† Because the whites shun the blacks the blacks are prejudiced in return. Another prejudice that comes to light is the prejudice against Dolphus Raymond. Dolphus is a wealthy white man but is a victim of isolation because of his relationship with a woman who is black. When Scout meets Mr. Dolphus Raymond during the trial Scout becomes aware that Dolphus is a victim of prejudice and has become an outcast. Dolphus pretended to be a drunk so he didn’t have to explain the fact that he was simply in love with a black woman. The alcohol, Dolphus said, gave the people an excuse to say that Dolphus didn’t know what he was doing. On page 200, Dolphus says to Dill and Scout â€Å"When I come to this town, which is seldom, if I weave a little and drink out of this sack, folks can say Dolphus Raymond’s in the clutches of whisky—that’s why he won’t change his ways. He can’t help himself, that’s why he lives like he does.† The people of Maycomb are intolerant of the way Dolphus chooses to live. Dolphus is discriminated against because he lives his life with a black woman. This is thought to be wrong in society in Maycomb. Yet another prejudice in Maycomb was that against Arthur Radley. Arthur Radley could see the segregation of the people of Maycomb and the prejudice. Therefore Arthur isolated himself; Arthur didn’t want to be a part of Maycomb’s intolerance. By doing this Arthur became one of the outsiders and was still a victim of the prejudice, as Arthur was different. There were wild rumors circulating the town and the children made up stories and games about Arthur. Because he was virtually unknown, Arthur Radley was discriminated against. The theme of prejudice is explored many ways throughout the novel To Kill a Mockingbird. The different kinds of prejudice explore how deep people’s  hatred of each other can go. It gives the reader good insight as to what makes people intolerant and why people shouldn’t be prejudiced just because others are different. From discriminating against the poor to racial prejudice to silly rumors fueling intolerance, very few realize that everyone is different but also equal.

Bullying within secondary schools and education

This essay is traveling to look at strong-arming within instruction, concentrating chiefly upon secondary schools, looking at the different types of intimidation, the effects intimidation has on the victims and the toughs and what the schools and the authorities have done and are making to forestall strong-arming within schools and instruction. The UK Government defines strong-arming as ; â€Å" Repetitive, wilful or relentless behavior intended to do injury, although one – off incidents can in some instances besides be defined as intimidation ; internationally harmful behavior, carried out by an person or a group and an instability of power go forthing the individual being bullied experiencing defenceless. Bullying is emotionally or physically harmful behavior and includes ; name – naming, teasing, mocking, doing violative remarks, kicking, hitting, forcing, taking properties, inappropriate text messaging and emailing, directing violative or degrading images by phone or via the cyberspace, gossipmongering, excepting people from groups and distributing hurtful and untruthful rumor † . ( HOC 2007:7-8, Frederickson et al 2008:176-177 ) . Bullying takes many signifiers. It can be physical intimidation, this is when a kid is being pushed, beaten or thumped by bare custodies. It can affect a arm and menaces. Bullying can besides be verbal and emotional, racial or sexual. Elliott ( 1997a:2 ) â€Å" it would look that male childs are more likely to be physical in intimidation, while misss tend to be cruel verbally † . Research by Olweus ( 1993:19 ) indicates that â€Å" misss are more frequently exposed to harassment such as slandering, the spreading of rumors and exclusion from the group instead than physical onslaughts † . Olweus ( 1993 ) continues â€Å" it must be emphasised that these gender differences are general and that is some schools, misss are besides expose to physical intimidation † ( Olweus 1993:19 ) . In more recent times at that place have been instances in the UK in which misss have violently and sharply attacked other misss. An illustration of this was â€Å" 14 twelvemonth old mis s was cornered in the resort area by a pack of 10 male childs and misss. She was stripped to the waist and had to implore on her articulatio genuss to acquire her apparels back. She was pushed, punched and had her hair pulled. ‘Tell and you ‘ll acquire worse ‘ was the farewell words from one of the misss. The victim did non state until they did it once more and took exposure. When her female parent confronted the school, she was told it was merely ‘horseplay ‘ . The victim, who attempted self-destruction after the latest incident, was transferred to another school in which she is now booming † . ( Elliott 1997b:1 ) , this incident had a more positive stoping, which is non ever the instance. There have besides been deceases caused by strong-arming within schools, chiefly in secondary schools. An illustration of this was in â€Å" 2000 a 15 twelvemonth old school miss committed suicide after being bombarded with anon. calls on her nomadic phone, th e inquest into her found that she was being bullied through her nomadic phone – ‘Mobile Phone Bullying/Cyber Bullying ‘ † ( The Independent, 2000 ) . The incidence of misss being violent does look to be increasing and is a tendency that must be viewed with concern, as female toughs, particularly in groups or ‘gangs ‘ are acquiring merely as violent if non more violent so male toughs. Surveies show that strong-arming takes topographic point in every type of school. Surveies on strong-arming within schools day of the month back to the 1980 ‘s, were the first UK countrywide study was conducted by Kidscape from 1984 to 1986 with 4000 kids aged 5 to 16. The study revealed that â€Å" 68 per cent of the kids had been bullied at least one time ; 38 per cent had been bullied as least twice or had experienced a peculiarly bad incident ; 5 per cent of the kids felt it had affected their lives to the point that they had tried self-destruction, had run off, refused to travel to school or been inveterate sick † ( Elliott and Kilpatrick 1996 ) . Subsequent surveies have found really similar consequences. Research workers at Exeter University questioned 5500 kids aged 13 and found â€Å" that 26 per cent of male childs and 34 per cent of misss had been afraid of toughs sometime in their lives † ( Balding 1996 ) . Strong-arming calls to ChildLine are turning at a rapid rate, ChildLine ( 2006 ) â€Å" counselled 37,032 kids about strong-arming between 1st April 2005 to 31st March 2006. A farther 4018 called ChildLine for other grounds but went on to speak about intimidation. Every Month ChildLine counsels more than 3,000 immature people about intimidation, that is a one-fourth ( 23 % ) of all calls to the services. One country of turning concern is homophobic strong-arming † . ( ChildLine 2006 ) . Bullying is non merely a UK job, it happens throughout the universe. Olweus ( 1993:19 ) has been researching the job of strong-arming in Norway since 1973 ; â€Å" he estimated that one in seven students in Norse schools has been involved in bully/victim jobs † ( Olweus 1993 ) . Similar findings in other states indicate that if grownups are willing to listen and look into, kids will state them that strong-arming is one of the major jobs kids face during their school old ages. There are different signifiers of strong-arming behavior that has been identified, such as indirect and direct, as affecting persons or groups, verbal and physical. It is by and large agreed that the most common signifier of intimidation is verbal maltreatment is and name naming, followed by assorted other signifiers of physical intimidation such as ; gender, gender and ethnicity. The chief types of strong-arming within school, particularly within secondary schools, these are physical school intimidation, emotional/verbal school intimidation, electronic intimidation or Cyber – intimidation and sexual/homophobic intimidation. Physical intimidation is when an single bully or a group of toughs physical harm their victim, illustrations of this type of strong-arming are pluging, jostling and slapping, and this can besides be direct intimidation. Emotional/Verbal school intimidation is when a bully or toughs use hapless and violative linguistic communication. Examples of emotional intimidation includes the spreading of bad rumors about their victims, maintaining their victims out of a ‘group ‘ , badgering the victim in agencies ways and cursing them, acquiring other people/bullies to ‘gang up ‘ on the victims, name naming, torment, aggravation, torturing, whispering to another/others in forepart of the victim, walking in groups around school and maintaining secrets off from a so – called friend ( s ) . Electronic intimidation or cyber intimidation is when strong-arming happens online or electronically. It occurs when the bully or toughs bully their victims through the cyberspace, nomadic phones or other electronic agencies and devices. Examples of this type of strong-arming are directing mean spirited text messages, electronic mails and instant messages, posting inappropriate images, messages about their victims in web logs, on web sites or societal networking sites and utilizing person else ‘s user name to distribute rumors or prevarications about their victims. Sexual bullying/homophobic intimidation is any of the above intimidation behavior, which is based on a victim ‘s gender or gender. It is when gender or gender is used as a arm by male childs or misss towards their victims, although it is more normally directed at misss. This type of intimidation can be carried out to the victim ‘s face, behind their dorsum or through the usage of engineering ( cyber intimidation ) . However, it is besides argued that â€Å" sexist intimidation or torment in school is often dismissed as unoffending or legitimised as portion of the normal procedure of gender socialization, and that it is a signifier of maltreatment engaged in by male instructors and male students likewise † ( Stainton Rogers 1991:207 ) . Furthermore, sexual torment, of a physical every bit good as verbal sort, has been described as â€Å" portion of the ‘hidden course of study ‘ of many carbon monoxides – educational schools † ( Drouet 1993 ) . Indeed, Duncan ( 1999:128 ) presents a complex scenario in relation to what he footings ‘gender maltreatment ‘ in schools. â€Å" In deconstructs strong-arming as a manifestation of gender struggle ‘in the chase of a coveted sexual individuality ‘ † . He concludes that â€Å" both misss and male childs can follow a assortment of active and inactive functions in relation to intimidation, but that sexualised nature of much gender maltreatment serves to remind misss that power is gendered. The menace of colza was identified as a possible countenance against misss who do non conform to male outlooks: ‘rape may be ( relatively ) rare but physical and sexual assault are non and the lower scope of conflictual sexualised gender patterns keeps that menace alive on a day-to-day footing ‘ . Some school misss have identified sexual assault and even ravish within their apprehension ( and perchance experience ) of strong-arming † . ( Duncan 1999:12 8 ) . The permeant nature of homophobic maltreatment in schools has been widely commented upon, whether the intended mark is known to be cheery, or non. There is grounds to propose that â€Å" homophobic maltreatment serves to ‘police ‘ gender individualities, and set up norms of sexual behavior and gender individuality † ( Mac An Ghaill, 1989:273 – 286, Douglas et Al, 1997 ) Rivers ( 1996:19 ) argues that a â€Å" important characteristic of homophobic intimidation is the badness of the maltreatment. In a retrospective survey of cheery work forces and tribades ‘ experience of intimidation, one homosexual adult male reported holding been raped by a instructor, others reported holding their apparels set alight, and being burnt with coffin nails while being held down. One tribade reported holding been raped by a male student and another of holding been dragged around the playing field by her hair † ( Rivers 1996:19 ) Other types of intimidation are gender intimidation which could be linked straight to sexual and homophobic intimidation and another type of strong-arming that is increasing is racist strong-arming or racial torment, figure of surveies on the relationship between strong-arming and racism. However at that place appears to be some ambivalency refering the conceptualization of racialist intimidation. Tizard et Al ( 1988:2 ) , for illustration, â€Å" study that name – naming associating to physical visual aspect, personal hygiene and race represented the three most frequent signifiers of ‘teasing ‘ reported among 7 twelvemonth olds † ( Tizard et al 1988:2 ) Loach and Bloor ( 1995:18 – 20 ) and Siann ( 1994:123 – 134 ) argue that â€Å" intimidation can work as a ‘cover ‘ for racism † . A study by the Commission for Racial Equality ( 1988 ) , describes assorted instance surveies of what is defined as ‘racial torment ‘ in schools. Regardless of the nomenclature used, Gillborn ( 1993 ) argues that â€Å" racism in schools reflects a wider and racially structured society, and accordingly, racialist maltreatment carries excess weight † . In footings of prevalence, Kelly and Cohn ‘s ( 1988 ) study of first ( twelvemonth 7 ‘s ) and Fourth Year ( twelvemonth 10 ‘s ) students in school in Manchester found that two – tierces of students said that they had been bullied. Racist name – naming was recorded as the 3rd most common signifier of strong-arming. In recent study of Black and cultural minority student in chiefly white schools, â€Å" 26 % said that they had experienced racially opprobrious name – naming during the old hebdomad, while at school, or while going to and from school † ( Cline et al 2002:1 ) . However, it is common with many studies on intimidation, that it is likely that racist strong-arming or torment is under – reported. There is some argument in the literature refering both the value and cogency of placing typical ‘victim ‘ or ‘bully ‘ features. Stainton Roger ( 1991 ) for illustration, argues that â€Å" any kid can be a bully or a victim, and that neither denotes an single abnormal psychology: ‘bullying is a brooding pattern † . Basically what is being said is that immature people who get bullied are making victims and those victims are making toughs or are going toughs themselves. On the other manus, Sharp et Al ( 2002:139 ) â€Å" claim that some kids are more likely to fall into a bully function or victim function, and that is how kids learn to pull off aggression and averment in interpersonal accomplishments represents a cardinal contributory factor † ( Sharp et al 2002:139 ) Olweus ( 1993:19 ) described toughs as â€Å" physically stronger and victims as holding features that differed from the norm, for illustration in visual aspect sporting or academic ability † . Boulton and Underwood ( 1992: 73 – 87 ) besides found that â€Å" kids who perceived themselves to be different in some manner, felt more vulnerable to strong-arming † ( NSPCC 2003:20 ) . Olweus ( 1984:58 ) found that â€Å" about 20 per cent of toughs were besides victims, and that they represented a peculiarly disturbed group † . Others have claimed that â€Å" some kids fall neither into the victim nor bully category and that they therefore provide a utile ‘normative contrast ‘ with which to analyses strong-arming and victim behavior † ( Schwartz 1993 and Glover et al 1998 ) . The effects that strong-arming has on both the bully and particularly the victim can be life altering, in a negative manner and have severe effects non merely short term, strong-arming can besides hold a long term consequence on the victims. The effects of strong-arming have been said to be really serious, it has been reported that â€Å" about 10 kids in the UK kill themselves each twelvemonth because their lives have been made so suffering by being subjected to strong-arming † ( NSPCC 2009 ) . There are many effects of intimidation, these are include experiencing down and sad most of the clip, holding kiping jobs such as insomnia or holding incubuss, non desiring to travel to school, non eating or over eating, enduring from tummy achings and concerns, experience less confident and besides lose their ego assurance and halt believing in themselves, experience unhappy and suffering which will ensue in basking life less. The longer the victim is subjected to strong-arming will l ikely in bend become a bully themselves, it will take longer for the victim to retrieve from it and may go on to destruct the ego assurance of the victim, taking to possible self-destruction. In 1999 Kidscape conducted the first of all time retrospective study of grownups to detect if intimidation at school affected those who had been bullied in ulterior life. The study showed that being severely bullied as a kid had a dramatic, negative, strike hard – on consequence throughout life. The extended study of over 1000 grownups, showed that â€Å" strong-arming affects non merely your ego – regard as an grownup, but your ability to do friends, win in instruction, and in work and societal relationships. About half ( 46 per cent ) of those who were bullied at secondary school contemplated suicide compared with merely 7 per cent of those who were non bullied. The bulk of the grownups reported feeling angry and acrimonious now about the intimidation they suffered at school as kids. Most standard no aid at the clip to halt the intimidation and stating either made the blustery worse or had no consequence. Of the 1044 grownups who took portion in the study 828 were bu llied at school and 216 were non and of those bullied 70 per cent were adult females and 30 per cent were work forces and of those who were non bullied, 49 per cent were adult females and 51 per cent were work forces † ( Kidscape 1999:1 ) . However, jobs may happen if the school fails to recognize and decide intimidation within school, whereby a kid may go at hazard of truanting and detachment from instruction, which could so take to the hazard of ego harming and possible self-destruction. Should a kid non see an educational experience supportive of constructing resiliency against intimidation, so those exposed to strong-arming can turn to person before it is excessively late. The importance of instruction as a preventive step against intimidation will be discussed along with how instruction is delivered to those kids who are enduring at the custodies of toughs. The Government has made undertaking intimidation in schools a cardinal precedence and the Department for Children, Schools and Families ( DCSF ) has made it clear that no signifier of intimidation should be tolerated. Strong-arming in schools should be taken really earnestly, as it is non a normal portion of turning up and it can and will destroy lives. It is mandatory for schools to hold steps in topographic point to promote good behavior and regard for others on the portion of students, and to forestall all signifiers of intimidation. The DCSF supports schools in planing their anti – intimidation policies and their schemes to undertake intimidation, by supplying comprehensive, practical counsel paperss. Regional advisors with expertness in the field of strong-arming are besides on manus to assist schools implement the counsel and pull on best patterns. Teachers can assist to cut down strong-arming both by the manner they teach and by what they teach. In footings of attacks to learning, although it may look obvious, it may be helpful to see learning attacks along a spectrum with, at one extreme attack which actively promote strong-arming and at the other 1s which specifically seek to forestall intimidation. An illustration of actively advancing intimidation is whenever a instructor intentionally humiliates a student, and so the instructor is rather merely prosecuting in strong-arming. It truly does non count to the student whether the purpose is simply to exercise control or derive personal satisfaction. It would be pleasant to presume that this sort of instructor intimidation was something that merely happened in the yesteryear. Unfortunately most secondary school students, at least, will state you that in their school there are one or two instructors who on a regular basis use bullying, irony, minimizing or harassment towards stud ents, and that most instructors, on occasions, will fall back to this sort of behavior ( Lawson 1994 ) , demoing the students that it is acceptable to bully others. The contrast from ‘actively – promote strong-arming ‘ is strong-arming – preventative instruction. This is an attack to learning which is watchful to and aware of the status which makes some students vulnerable and avoids backing these. This is about handling all students with a degree of regard and avoiding doing gags at the disbursal of the weakest. It is about non lending to a student ‘s exposure, about non puting up victims. It is besides approximately moving as a good function theoretical account, as person who does no misapply the power they have. More proactively strong-arming – preventative instruction is about publically admiting that strong-arming is non acceptable, seting it specifically on the docket within the secondary school and in the schoolroom, and making chances which will assist staff and students to develop schemes to antagonize strong-arming. Overall what is needed is to alter the manner that students behave towards each ot her. To make this the pupils themselves must desire to alter and they need schemes and they must cognize how to alter. The 1996 Education Act placed duty on caput instructors for subject and behavior in schools, and in 1994 the Department for Education encouraged caput instructors, in audiences with their government organic structures, staff and parents, to develop ‘ whole school ‘ behaviour policies and attacks which are clearly understood by students, parents and the school staff. The counsel recommended that schools should besides hold an anti – intimidation policy ; ‘School staff must move and significantly be seen to move steadfastly against strong-arming whenever and wherever it appears. School behaviour policies and the associated regulations of behavior should, hence, make specific mention to strong-arming. Regulating organic structures should on a regular basis reexamine their school ‘s policy in strong-arming. School prospectuses and other paperss issued to parents and students should do it clear that strong-arming will non be tolerated. Prospectuss should bes ides explicate agreements through which students troubled by strong-arming can pull their concerns to the attending of staff in the assurance that these will be carefully investigated and, if substantiated, taken earnestly and acted upon. â€Å" Individual members of staff must be watchful to marks of intimidation and act quickly and steadfastly against it. Failure to describe incident may be interpreted as excusing the behavior † ( Elliott 1997c:118 ) . In more recent times, when a secondary school utilizations SEAL ( Social and Emotional Aspects of Learning ) , if used efficaciously it contributes to the work secondary schools are making to cut down intimidation. â€Å" When a school implements SEAL efficaciously across the whole school it establishes strong foundations to its work to forestall intimidation. At the nucleus of SEAL are the societal and emotional accomplishments, which are all of import because high degrees of these accomplishments create societal clime that does non digest strong-arming behavior † ( DCSF 2007 ) The partnership between ChildLine and Schools is a recent enterprise, called CHIPS which was established by ChildLine taking to work straight in schools, young person nines and other scenes with kids and immature people across the UK. In 2007/2008 CHIPS â€Å" worked with more than 66,000 kids and immature people across more than 700 primary schools and secondary schools and about 100 particular schools and young person groups, to back the position that kids and immature people can assist each other, can play a portion in doing alterations to better their ain lives, and have a right to be listened to and respected. CHIPS provides a scope of services from awareness raising assemblies, workshops covering with strong-arming issues, to puting up peer support strategies, that encourage kids and immature people to back up each other † ( NSPCC 2008 ) , all of those services are done within the schools. There are many deductions when it comes to enterprises and proviso, the first is less attending appears to hold been paid to kids ‘s support needs during periods of passage, for illustration between primary school and secondary school. Children frequently fear strong-arming at points of passage in their lives, or at peculiar turning points, for illustration, during the move from primary to secondary school. Children in their last twelvemonth of primary school may be seen as the ‘leaders ‘ of their school. Primary schools are by and large smaller, both in the cloth of the edifice and in the size of the school population. Secondary schools are, by contrast, often viewed as fearfully big topographic points, where fledglings represent the lowest round of a long ladder. Children who change schools as a consequence of traveling place may besides experience vulnerable to strong-arming. It would therefore seem utile for more research to be conducted on the support demands o f kids as they learn the ropes of their new environment. Another deduction is doing certain that all schools have an anti – intimidation policy within school and that it is used efficaciously and at all staff knows how to utilize it. Some of these surveies were prompted by the concerns raised by parents and students that anti – intimidation policies and schemes were holding a limited consequence ) . This shows that â€Å" following an anti – intimidation policy is non plenty ; policies need to be efficaciously implemented and sustained over the long term † ( Glover et al, 1998 ) . Parents and instructors is another deduction as they are non seen to be working together or non working together every bit much as they should. It is every kid ‘s democratic right to go to school in safely. As instruction is one of the really few compulsory activities that parents and the authorities enforce onto kids, it involves all grownups, in whatever capacity, to guarantee that this is possible. Parent and instructors, being the most closely involved have the most valuable function to play. â€Å" Parents are frequently highly dying to hold a bang-up state of affairs quickly resolved and so will offer the highest degree of committedness. Their degree of hurt can frequently be reduced by ask foring them to go actively involved in any program as feelings of weakness may be increasing their concern † ( Besag 1992:155 ) . It may be easier for the victim to confide in a instructor instead than in their parents who are frequently bewildered by the kid ‘s reluctance to discourse the affair and refusal of their offers of aid. The state of affairs in such instances remains shrouded in enigma, and parents rely to a great extent on instructor to back up the kid and communicate with them suitably. Another deduction is when a parent does non experience that the school of their bullied kid has non dealt with the intimidation in an effectual manner and stopped it, and they withdraw their kid from the school where the kid is acquiring bullied and either traveling them to another school or even educating the kid at place, this may hold a negative consequence on the victim, as if they attended a new school, they would hold to do new friend and at that place in non certainty that they will non acquire bullied at the new school, it will besides hold an consequence on the kid ‘s instruction because they may possible be at different phases in the course of study at the new school compared to the school that they were antecedently at. If the parent ‘s of the bullied kid decide to educate their kid at place, they would hold to screen out stuffs and resources themselves, and this could take clip and money. Parents should be warned that if they decide to educate their kid at pla ce, they have opted out of the province instruction system and should non anticipate any aid in educating their kid from the LEA ( Local Education Authority ) . Under the Education Act 1996, â€Å" parents have a legal responsibility to guarantee that their kid receives an efficient full clip instruction suited to the kid ‘s age, ability and aptitude, whether this be at school or otherwise in some sort of instruction † . ( Elliott 1997d: 124 ) . The barriers to education both before and after the point at which a kid is bullied set out above can be institutionally specific, but it is besides clear that some barriers and some of the jobs of proviso troubles around reintegration are dependent on authorities policies and the wider educational system. For about two decennaries, strong-arming in schools has attracted the involvement and concern of authoritiess and policy shapers. In the late 1980s a public question was launched into boisterous behavior in schools, the consequence of this question was the Elton Report ( 1989 ) . The Report highlighted the issue of intimidation, and â€Å" suggested that a positive school ethos provides the indispensable factor in easing academic success and positive student dealingss. A ‘positive school ethos ‘ has, nevertheless, proven a hard construct to specify or quantify. Alternatively, research has tended to concentrate on the comparative virtues of different attacks or ‘interventions ‘ designed to cut down or forestall intimidation † ( Mackinnon et al 1995:43 ) . In the 1990s an extended research funded by the DfEE, indicated that intimidation was far more prevailing in some schools than others, and that the grounds for this form could non ever be attributed to individual cause ( such as societal want, or geographical location ) . Some schools were besides shown to be more effectual than others at presenting and prolonging anti – intimidation work. Despite these complexnesss, the research provided much needed grounds on â€Å" what had up till now remained a mostly concealed phenomenon, and provided the footing for the authorities ‘s first major effort to supply schools with grounds – based research on effectual anti – intimidation schemes † ( DfE 1994, DfEE 2000 ) . About a decennary subsequently, strong-arming continues to stand for an of import issue for public policy, non least because of the links between strong-arming, academic underachievement and mental wellness jobs Guidance issued to â€Å" teacher and school governors highlights their responsibility to forestall all signifiers of intimidation: ‘the emotional hurt caused by strong-arming in whatever signifier – be it racial, or as a consequence of a kid ‘s visual aspect, behavior or particular educational demands, or related to sexual orientation, can prejudice school accomplishment, lead to lateness or hooky, and in utmost instances, terminal with self-destruction, low study rates should non themselves be taken as cogent evidence that strong-arming is non happening ‘ † ( DFEE, 1999:24- 25 ) . The National Healthy School Standard ( DfEE 1999 ) besides recommended the â€Å" development of anti – strong-arming enterprises as portion of a whole – school attack to raising educational criterions, bettering the wellness of kids and immature people, and cut downing societal exclusion † . The DfES has besides announced that, as portion of the authorities ‘s national behavior and attending scheme, counsel and preparation will be offered to all secondary schools on undertaking strong-arming from September 2003. However, while the ‘whole school attack ‘ might be interpreted as repeating the impression of a ‘school ethos ‘ , in other respects the issue of strong-arming appears to be beset by a figure of tensenesss in policy. Students, who are excluded for 15 yearss or more, now receive full – clip instruction. Nevertheless, schools continue to be engaged in the hard undertaking of striking a balance between protecting the vict ims of intimidation ( through the usage of lasting or impermanent exclusions ) , and go toing to the public assistance of students who bully others. A figure of ratings have been undertaken of the impact of school policies on intimidation, and of the comparative effectivity of different sorts of intercessions. Some of these surveies were prompted by the â€Å" concerns raised by parents and students that anti – intimidation policies and schemes were holding a limited consequence † ( Glover et al 1998:120 ) . The grounds shows that â€Å" following an anti – intimidation policy is non plenty ; policies need to be efficaciously implemented and sustained over the long term † ( Glover et al, 1998:222 ) . In peculiar, available research indicates that: â€Å" school broad policies decline in effectivity over a 2 – 3 twelvemonth period, after which clip intimidation additions † ( Sharp et al 2002:139 ) , â€Å" decreases in strong-arming are easier to accomplish in relation to its milder manifestations, but that more terrible signifiers of strong-arming are harder to act upon and even with an effectual anti intimidation policy in topographic point, about 5 per cent of kids will endure from terrible strong-arming at secondary school. † Including the subject of strong-arming within the school course of study has won widespread support. Assorted facets if the course of study offers range for turn toing intimidation, for illustration, â€Å" as an component of personal societal and wellness instruction, or English, play, history or RE † ( Cowie and Sharp 1994:85 ) There is besides grounds to â€Å" back up the development of anti – male chauvinist and anti – racialist policies alongside anti – intimidation policies, and besides within a whole school model † ( Roland, 1989, Gillborn 1993 ) . It is clear that there are deductions to any enterprises or commissariats that even those created by the authorities. Despite the being of anti – intimidation policies, kids express a go oning reluctance to state grownups, parents or instructors, about their experiences when it comes to strong-arming. Children ‘s reluctances to speak to grownups about strong-arming have been attributed to their deficiency of religion in grownup ‘s ability to halt the intimidation. A survey undertaken by Glover et Al ( 1998:159 ) reported a â€Å" figure of different grownups responses perceived by kids as helpful or non so helpful. Staff who communicated that steadfast action would be taken against strong-arming were valued, peculiarly during the passage from primary to secondary school. other helpful responses were identified as instructors acquiring to cognize who the problem shapers were, maintaining an oculus on victims, supplying information during assemblies and showing the difference between strong-arming and ‘mucking about ‘ during category. Adult responses were described as counter – productive if they were perceived by kids to be unsuitably forceful. Traveling victims to another category was besides described as unhelpful because victims were so obliged to do new friends. ‘Telling ‘ grownups about strong-arming entailed a figure of hazards, including loss of control over how the ailment was later handled † . Another issue about kids ‘s reluctance to ‘tell ‘ may besides be attributed to kids ‘s ain codification of behavior, which they could be looking to be ‘telling narratives ‘ to instructors or other grownups in places of authorization. â€Å" Children besides express reluctance to confide in their parents, because they feel ashamed, rejected, obliged to demo self – trust, and do non desire to worry their parents † ( Besag 1989:155 ) . They may besides fear that their parents will over respond to strong-arming. It is apparent from the research that there are still many factors that assist in the increasing figure of kids and immature people being bullied within secondary school, and they are non having the support and counsel that they should be having from their schools and the support that they do have is limited. The literature reveals that the demands if these immature people are really complex: therefore they could non be addressed by one individual enterprise or Government policy. Olweus ( 1993:19 ) advises that â€Å" more research is needed to happen out why kids engage in anti – societal behavior and intimidation and the effects of those who are bullied and recommends that more longitudinal research should be carried out † . This thought would assist to develop effectual enterprises that can both cut down intimidation and raise engagement in instruction for all from the oncoming. Longitudinal research besides proves advantageous in measuring how good current Governmen t enterprises are working to cut down offense. The current enterprises aimed to undertaking intimidation and educational detachment of both the bully and the victim set out by the Labour Government look to be working, but they are limited to certain social/ethnic groups and schools, granted these societal groups are the 1s most in demand, but it is possible that kids of other social/ethnic groups and schools are being missed. It is pointed out by the TES ( 2005 ) that national jobs need to be tackled nationally, whereby these inducements need implementing in more countries in order to be wholly successful. With respects to kids who are being bullied, it is evident that schools have improved on seeking to forestall intimidation over the twelvemonth and so has the possible to supply support and counsel every bit good as high quality instruction to those affected by any type of intimidation ; nevertheless the figure of negative promotion of schools non making plenty to forestall strong-arming within school and immature people perpetrating self-destruction because of intimidation and harder penalties to those who do bully, has a important impact of those kids who are victims to strong-arming. Some of the jobs may be caused by the kid and some caused by the school and authorities policies, extra research needs to be carried out to do the differentiation between policy failure and the single failure. It appears that hapless communicating and uncertainness about duties from the footing of many jobs throughout schools and the bar of intimidation and bound any possible advancement. It is hence apprehensible why certain bureaus have called for one individual authorization to be responsible for the victims of intimidation and besides those who cause the intimidation, the bully/bullies. However in order to turn to the complex and multiple demands of both the toughs and the victims it could be said that legion bureaus need to be involved, given that each one has expertise in certain countries, it is hence suggested that the Government implement a new system to work out the communicating job. This would profit a important sum of people, in peculiar those who are victims of intimidation, who suffers in legion ways because information sing their background and besides what has been go oning to them and what bar steps are non passed on to relevant bureaus. Overall the essay has highlighted the factors that put immature people at hazard of both educational detachment and intimidation ; and demonstrated how easy each of these factors overlaps. The importance of instruction as a protective and preventive step against intimidation has been highlighted. However, it has besides been pointed out that certain kids do non profit from the positive facets of instruction and go on to bully others. In order to better educational battle and cut down strong-arming within school, particularly secondary schools, extra research needs to be carried out in order to turn to how educational enterprises and policies impact on alienation. On a more local degree the importance of effectual communicating and support in each single school demands to be addressed, its betterment would be of great benefit to all those involved, chiefly the victims and their households.ReferencingBalding, J. ( 1996 ) Bully Off: Young Peoples Who Fear Traveling to School, School Hea lth Education Unit. Exeter University. Besag, V E ( 1989 ) Bullies and Victims in Schools: A usher to Understanding and Management. Milton Keynes: Open University Press pp155 Boulton, M and Underwood, K. ( 1992 ) Bully/Victim Problems Among Middle School Children. British Journal of Educational Psychology 62: 73 – 87 ChildLine ( 2006 ) Strong-arming Calls to ChildLine Grow 12 Per Cent ( Online ) Available at hypertext transfer protocol: //www.nspcc.org.uk/whatwedo/mediacentre/pressreleases/29_august_2006_bullying_calls_to_childline_grow_12_per_cent_wdn38326.html ( Accessed on 19 March 2010 ) Cline, T. De Abreu, G. Fihosy, C. Gray, H. Lambert, H and Neale, J. ( 2002 ) Minority Ethnic Pupils in chiefly White Schools. Research Report No. 365. Norwich: HMSO pp1 Commission for Racial Equality ( 1988 ) Learning in Terror! A Survey of Racial Harassment in Schools and Colleges. London: CRE Cowie, H and Sharp S ( 1994 ) Undertaking Bullying through the Curriculum. In Smith, PK and Sharp, S ( explosive detection systems. ) School Bullying: penetrations and Positions. London: Routledge pp85 DfE ( 1994 ) Bullying: Do n't Suffer in Silence. London: HMSO DfEE ( 1999 ) National Healthy School Standard. Guidance. London: DfEE pp24 -25 DfEE ( 2000 ) Bullying: Do n't Suffer in Silence. ( Online ) Available at hypertext transfer protocol: //www.dfes.gov.uk/bullying/ ( accessed on 1 April 2010 ) DfES ( 2003 ) Undertaking Bullying: Listening to the Views of Children and Young Peoples Available at hypertext transfer protocol: //www.dcsf.gov.uk/research/data/uploadfiles/RR400.pdf ( accessed on 25.01.10 ) DCSF ( 2009 ) How can Seal lend to the Work Schools are Making to Reduce Bullying? ( Online ) Available at hypertext transfer protocol: //nationalstrategies.standards.dcsf.gov.uk/banda/secondary/pages/background_213.html ( Accessed 1 April 2010 ) Douglas, N. Warwick, I. Kamp, S and Whitty, G. ( 1997 ) Playing it Safe: Responses of Secondary School Teachers to Lesbian, Gay and Bisexual Pupils, Bullying, HIV, AIDS and Section 28. London: Health and Education Research Unit, Institute of Education, University of London. Drouet, D ( 1993 ) Adolescent Female Bullying and Sexual Harassment. In Tattum, D ( ed. ) Understanding and Managing Bullying, Oxford: Heinemann Duncan, N ( 1999 ) Sexual Bullying: Gender Conflict and Pupil Culture in Secondary Schools. London: Routledge pp128 Elliott, M ( 1997a ) Bullying: A Practical Guide to Coping for Schools. London: Financial Times Pitman Publishing pp 2 Elliott, M ( 1997b ) Bullying: A Practical Guide to Coping for Schools. London: Financial Times Pitman Publishing pp 1 Elliott, M ( 1997c ) Bullying: A Practical Guide to Coping for Schools. London: Financial Times Pitman Publishing pp 118 Elliott, M ( 1997d ) Bullying: A Practical Guide to Coping for Schools. London: Financial Times Pitman Publishing pp 124 Elliott, M & A ; Kilpatrick, J. ( 1994 ) How to Stop Bullying: A Kidscape Training Guide, Kidscape ( Online ) Available at hypertext transfer protocol: //www.kidscape.org.uk/download/index.asp # Training hypertext transfer protocol: //www.kidscape.org.uk/download/index.asp # Training ( accessed on 19 March 2010 ) Frederickson, N. Miller and A. Cline, T. ( 2008 ) Educational Psychology. London: Hodder Education. Pp176 – 177 Gillborn, D ( 1993 ) Racial Violence and Bullying. In Tattum, D ( ed. ) Understanding and Pull offing Bullying. Oxford: Heinemann Educational Glover, D C. Cartwright, N and Gleeson, D ( 1998 ) Towards Bully Free Schools: Interventions in Action. Milton Keynes: OUP pp 120, 222, 159 Home of Commons, Education and Skills Committee ( 2007 ) Education and Skills – Third Special Report ( Online ) Available at hypertext transfer protocol: //www.publications.parliament.uk/pa/cm200607/cmselect/cmeduski/600/60002.htm ( accessed on 1 April 2010 ) pp7 – 8 Kelly, E and Cohn, T. ( 1988 ) Racism in Schools: New Research Evidence. Stoke – on – Trent: Trentham Books Kidscape ( 1999 ) Kidscape Survey: Long Term Effects of Bullying. ( Online ) Available from: hypertext transfer protocol: //www.kidscape.org.uk/download/index.asp ( Accessed on 1 April 2010 ) pp1 Lawson, S ( 1994 ) Helping Children Cope with Bullying. London: Sheldon Press Loach, B and Bloor, C. ( 1995 ) Droping the Bully to Find the Racist. Multicultural Teaching 13 ( 2 ) : 18 – 20 Mac An Ghaill, M. ( 1989 ) Coming of age in 1980s England: Reconceptualising Black Students ‘ Schooling Experiences. British Journal of Sociology of Education. 10 ( 3 ) : 273 – 286 Mackinnon, D. Statham, J and Hales, M. ( 1995 ) Education in the United kingdom: Facts and Figures. London: Open University pp 43 NSPCC ( 2003 ) Undertaking Bullying: Listening to the Views of Children and Young People ( Online ) Available at hypertext transfer protocol: //www.helpwomenandchildren.org/ # /help-for-children/4536351558 ( Accessed on 1 April 2010 ) pp 10, 14, 18, 19, 20, 23, 24 NSPCC ( 2008 ) CHIPS – ChildLine in Partnership ( Online ) Available at hypertext transfer protocol: //www.nspcc.org.uk/Inform/resourcesforteachers/CHIPS/chips_wda55379.html ( Accessed on 1 April 2010 ) NSPCC ( 2009 ) Go Green Assembly Plan ( online ) Available at hypertext transfer protocol: //www.nspcc.org.uk/documents/assembly_pdf_wdf36162.pdf ( Accessed on 1 April 2010 ) Olweus, D ( 1984 ) Aggressors and their Victims: Bullying at School. In Frude, N and Gault, H ( ed. ) Disruptive Behaviour in Schools. New York: Wiley pp58 Olweus, D. ( 1993 ) Strong-arming at School: What We Know and What We Can Make, Oxford, Blackwell. Pp19 Rivers, I ( 1996 ) Young Gay and Bullied Young People Now, January, 18:19 Schwartz, D. ( 1993 ) Ancestors of Aggression and Peer Victimisation. Conference for Research in Child Development, New Orleans, March 25 -28, Organised by the Society of Research in Child Development Sharp, S. Thompson, D A and Arora, C M J ( 2002 ) Bullying: Effective Schemes for Long – Term Change London: RoutledgeFalmer pp139 Siann, g. ( 1994 ) Who gets Bullied? The consequence of School, Gender and Ethnic Group. Educational Research, 36 ( 2 ) : 123 – 134 Stainton Rogers, W. ( 1991 ) Promoting, Permiting and Preventing Bullying. In Elliott, M ( ed. ) Bullying: A Practical Guide to Coping for Schools Harlow: Longman pp207 Telluriums ( 2005 ) ‘Excellence in Cities is Mediocre ‘ ( online ) Available from: hypertext transfer protocol: //www.literacytrust.org.uk/Database/secondary/excellence.html ( Accessed 18 March 2010 ) The Independent ( 2000 ) Schoolgirl Killed herself after ‘Phone Bullying ‘ ( online ) Available at hypertext transfer protocol: //www.independent.co.uk/news/uk/home-news/schoolgirl-killed-herself-after-phone-bullying-634442.html? cmp=ilc-n ( Accessed 1 April 2010 ) Tizard, B. Blatchford, P. Burke, J. Farquhar, C and Plewis, I. ( 1988 ) Young Children at School in the Inner City. London: Lawrence Erlbaum pp2

The IB Primary Years Program

The IB Primary Years Program In 1997, just one year after the International Baccalaureate Organization introduced their Middle Years Program (MYP), another curriculum was launched, this time targeting students ages 3-12. Known as the Primary Years Program, or PYP,  this curriculum designed  for younger students echoes the values and learning objectives of its two predecessors, including the MYP and the Diploma Programme, the latter of which has been in existence since 1968. A globally recognized program, the PYP is today offered in nearly 1,500 schools worldwide - including both public schools and private schools -  in more than 109 different countries, according to the IBO.org website. The IB is consistent in its policies for all levels students, and all schools wishing to offer the IB curriculums, including the Primary Years Programme, must apply for approval. Only schools that meet strict criteria are granted the label as IB World Schools.   The goal of the PYP is to encourage students to inquire about the world around them, preparing them to be global citizens. Even at a young age, students are asked to think about not what is happening just inside their classroom, but within the world beyond the classroom. This is done through embracing what is known as the IB Learner Profile, which applies to all levels of IB study. Per the IBO.org site, the Learner Profile is designed to develop learners who are inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. According to the IBO.org website, the PYP provides schools with a curriculum framework of essential elements - the knowledge, concepts, skills, attitudes, and action that young students need to equip them for successful lives, both now and in the future. There are several  components that are used to create a challenging, engaging, relevant and international curriculum for students. The PYP is challenging in that it asks students to think differently than many other programs do. While a number of traditional primary school courses of study focus on memorization and learning tactical skills, the PYP goes beyond those methods and asks students to engage in critical thinking, problem solving, and to be independent in the learning process. Self directed study is a crucial part of the PYP. The real world applications of  learning materials allows students to connect the knowledge they are presented with in the classroom to their lives around them, and beyond. By doing so, students often become more excited about their studies when they can understand the practical applications of what they are doing and how it pertains to their daily lives. This hands-on approach to teaching is becoming more common in all aspects of education, but the IB PYP specifically incorporates the style in its pedagogy. The global nature of the program means that students arent just focusing on their classroom and local community. They are also learning about global issues and who they are as individuals within this greater context. Students also are asked to consider where they are in place and time, and to consider how the world works. Some supporters of the IB programs liken this form of study to philosophy or theory, but many simply say that we are asking students to consider, how do we know what we know. Its a complex thought, but directly targets the approach of teaching students to inquire about knowledge and the world in which they live.   The PYP uses six  themes that are part of every course of study and are the focus of the classroom and learning process. These transdisciplinary themes are: Who we areWhere we are in time in placeHow we express ourselvesHow the world worksHow we organize ourselvesSharing the planet By connecting courses of study for students, teachers must work together to develop investigations into important ideas that require students to delve deeply into subject matter and question the knowledge they have. The holistic approach of PYP, according to IBO, combines socio-emotional, physical and cognitive development by providing a vibrant and dynamic classroom setting that embraces play, discovery and exploration. The IB also pays close attention to the needs of its youngest participants, as those children ages 3-5, need a thoughtful curriculum designed for their development progress and ability to learn.    The play-based learning is deemed by many as a crucial component for success for younger students, allowing them to still be children and age-appropriate but challenge their ways of thinking and ability to comprehend complex thoughts and issues at hand.

“The effects of security techniques on the performance of the IP addressing schemes used in different Operating Systems In the Wireless 802.11n Networks” The WritePass Journal

â€Å"The effects of security techniques on the performance of the IP addressing schemes used in different Operating Systems In the Wireless 802.11n Networks† 1. Introduction: â€Å"The effects of security techniques on the performance of the IP addressing schemes used in different Operating Systems In the Wireless 802.11n Networks† 1. Introduction:2. Background:3. Problem Description:4. Current Status and Development:4.1 Literature or Technology Survey and Analysis:References:Related 1. Introduction: Utilization of Bandwidth Efficiently is the most Challenging factor, in today’s IT Revolution. Providing security for the data transmission over wired and wireless networks is again a very important factor in order to avoid piracy, illegal and unauthorized accesses. Here we are investigating the effect of WPA2 security technique on the IP addressing schemes with the client-server configuration on Windows 7 Windows Server 2008 and Windows XP Windows Server 2008 Operating systems respectively.   When comparing the techniques each other, we need to enable and disable the encryption techniques used respectively, in order to study the proper impact of security techniques on the performance of the 802.11n wireless networks. The most important factor is to provide the better security for the data transmission over wired and wireless communication with less processing time and should use the low bandwidth as much as possible without reducing the performance; and also security is the main factor which decreases the performance of the setup by increasing the processing time [8]. This also leads in decreasing the system throughput. Providing the better security with efficient utilization of bandwidth with reduced processing time during the transmission of data, will become the most effective and supportive step for today’s growing IT World. IPv6 replaced IPv4 as IPv4 has failed to provide enough IP addresses to all the end user systems. Recently developed operating systems by different organizations support both IPv4 and IPv6 Protocol Stacks and Infrastructures [2]. 802.11n IEEE standard is the recent development by the IEEE group, in the Wireless Fidelity category [9]. This standard provides the improved bandwidth compared to previous wireless standards. 802.11n is able to provide the improved bandwidth as it utilizes multiple antennas and wireless signals technology – The MIMO technology, where the other previous version of IEEE standards were not using this technique for the Data Transmission and Reception. 802.11n standard was finalized on nov-2009 [9]. After the successful development of 802.11n, the industries started implementing the wireless devices that provides and supports the data transmission rate more than 100Mbps in the current real world, which is the much more compared to any other wireless standards previously developed. This is one of main advantages of the 802.11n. IPv6 is replaced by IPv4, which is new and have also been upgraded in newly developed operating systems. Windows 7 is the most recent successful development by the Microsoft Windows organization which works on both IPv4 and IPv6 addressing schemes. Most of the companies have decided to move to the new operating systems like Windows 7. Some of the companies and organizations are still using Windows XP which runs on IPv4 addressing scheme [6]. Some of the companies are addicted to Windows vista even though Vista has few bad reviews and disadvantages compared to newly developed operating systems. The working of Vista and Windows 7 are almost same. Windows Server 2008 is the new and advanced version of Microsoft [6]. This has many upgraded features, technologies, better authentication and rights of admission controls and also the added active directory services as compared to the other previous versions of Server Operating Systems from the Microsoft [6]. WPA (Wireless Protected Access) and WPA2 are the security protocols used in securing the data from unauthorized accesses during Data Communication, in Wireless Computer networks[10]. This was developed by ‘Wi-Fi Alliance’. This was developed in order to overcome the disadvantages and solve the queries that were found during research on WEP technique in various organizations and institutes as well. This WPA2 technique provides better encryption than WEP, and consists of more advanced features and techniques [10]. 2. Background: In 2009, Samad Salehi Kolahi, and the co-authors et al [1] conducted a   study on Impact of Security on the IPv4 and IPv6 using 802.11n Wireless LAN on Windows Vista, Windows Server 2008 and Windows XP operating systems[1]. The main contribution of their paper was to compare the performance of IPv4 and IPv6 on a client-server configuration, in wireless 802.11n networks, using the operating systems like   Windows Vista, Windows Server 2008, Windows XP and Windows Server 2008. WPA2 security encryption technique was used and then they compared the outputs with the open system 802.11n networks [1]. This paper gave me the motivation to compare and verify the performances of both IP addressing schemes and the outputs on different operating systems, when the MTU is increased and to compare the time taken to transmit the data (ex: how much time does setup1 and setup2 takes to transmit the 1Gigabyte of data respectively and compare them with each other). MTU (Maximum Transmission Unit) is a protocol which used in the higher layers. This protocol forwards the data using MTU parameters; these parameters are always associated with the communication interface like network interface card, serial and parallel ports [13]. The MTU size is fixed by the standards or protocols which are used. For a larger MTU, the packets contain data where the protocol headers and delays are remaining fixed. The efficiency of the MTU is calculated when we use bulk data throughput. The Per-Packet-Processing technique used in this protocol may limit the performance of the system. Usually when large packets are being transmitted the transmission link used appears to be slow for some amount of time [13]. This Latency may become a factor in decreasing the overall efficiency of the setup. Sometimes when transmitting the larger packets due to some communication errors which cause the data bit loss in the arrived packets at the destination, irrespective of the error i s present in all of the bits or in a single bit or in some bits of the packet, whole packet has to be retransmitted, this retransmission takes much time which is again a main factor which decreases the throughput of the setup also causes increased MAC delay. The retransmission of IP packet can be done without the fragmentation technique [13]; this fragmentation includes only the IP header except all other low level headers of the OSI layers. The minimum size of reassembled packet for IPv4 is 576 and IPv6 is 1500 bytes. The MTU for a wireless 802.11 networks is 2272 bytes [13]. 3. Problem Description: The above diagram shows the client-server configuration setup, the server is connected to the 802.11n wireless access point using a CAT 5e straight through cable. The client is connected to the access point using 802.11n NIC (Network Interface Card). Here we are investigating the performance of the 802.11n in different phases. In the phase 1, Step1: The Server is installed with Windows Server 2008, and client is installed with windows 7 operating system. IPv4 addressing scheme is used here in this step, no encryption technique is used during the data transmission to verify the throughput of the setup without any security encryption to verify the performance, and also to investigate the performance when MTU is increased beyond the range of 128–1408 bytes. Step2: Here in this step the Server is installed with Windows Server 2008, and client is installed with windows 7 operating system. IPv6 addressing scheme is used instead of IPv4 addressing, no encryption technique is used during the data transmission to verify how the security factors affect the throughput performance, and also the performance when MTU is increased. Step3: Here in this step the server remains with the same operating system   and client as well, the IPv4 addressing scheme is used again instead of IPv6 but the   WPA2 encryption technique is enabled. Encrypted data is transmitted in order to verify the weather the security factor affect the throughput performance and also the time taken to transmit the encrypted data and this time is compared with the time taken in the steps 1 and 2 respectively fro different MTU ranges. Step4: The Server operating system remains same with windows server 2008, and client with the Windows 7, but the IP addressing scheme is changed back to the IPv6 then the WPA2 encryption technique is used for the transmitting data, and the outputs are measured and compared with the results of the above steps. The outputs obtained from all the above 4 steps are compared with each other to decide which Operating system configuration and IP addressing schemes going to provide the required high throughput and better performance by plotting the respective graphs to the obtained respective outputs; and also how does the encryption technique impact on the performance of the IPv4 and IPv6 in Wireless 802.11n Networks and the system output as well. In the Phase 2, Step1: Windows Server 2008 is installed in the server, and client is installed with windows XP. First the IPv4 addressing scheme is used, no encryption technique is used all the encryption techniques are disabled during the data transmission to investigate the time taken to transmit data and verify the Throughput as well, and also the performance of the system when MTU is increased. Step2: The Server is installed with Windows Server 2008, and client operating system will be Windows XP. We are using IPv6 addressing scheme instead of IPv4, all the encryption techniques are disabled during the data transmission to verify whether the security factors affect the throughput performance, and also the performance when MTU (Maximum Transmission Unit)   is increased beyond its maximum limit with respect to the operating system used. Step3: Here in this step the Server operating system will be Windows server 2008, but the client operating system is installed with Windows XP, the IPv6 addressing scheme is changed back to IPv4 but here in this step the WPA2 encryption technique is enabled during transmission. Encrypted data is transmitted in order to verify the weather the encryption security factors affect the throughput performance and also the time taken to transmit the encrypted data. Step4: The Server operating system is installed with Windows Server 2008, , and client operating system will be Windows XP, but the IP addressing scheme used here is IPv4, but the WPA2 encryption technique is enabled here and encryption is used for the data transmission, the outputs are measured and compared with the above steps respectively. The outputs obtained in all the steps are compared individually with each other by plotting the respective graphs which helps us in knowing which Operating system Configuration performs better and gives better throughput and the performance as well. Similarly, whether the IP addressing schemes used in the respective steps going to fetch the required high throughput and provide the   better performance; finally how does the encryption technique impact on the performance of the IPv4 and IPv6 in Wireless 802.11n Networks and the system output. Finally the outputs from both phases are compared and plotted a graph TCp Throughput versus packet size (bytes) and this graph helps us to investigate the performance of the IP addressing schemes and the security encryption techniques and their impact on the throughput performances used in the respective setups. The outputs will be verified for different packet sizes like 128, 384, 640, 896, 1152, 1408 bytes of packet sizes in each steps of their respective phases which takes a minimum of 48 different scenarios and setups in order to clearly verify the performance of the IP addressing schemes by plotting the graphs. The client-server setup is installed by windows 7, windows server 2008 and windows XP operating systems to compare whether the operating systems affect the throughput performance of Wireless 802.11n Networks. We also compare the WPA2 encryption security techniques with the Open system to investigate how the encryption technique affects the performance of the setup. The IEEE paper which is published in the year 2009, the paper â€Å"The Impact of security on the performance of IPv4 and IPv6 using 802.11n Wireless LAN† which gave me a motivation to come through this idea, where the author has failed to clarify what happens if the MTU values are increased beyond the 1408 bytes, and the author has failed to give us (reader) a clear idea how does the IPv4 and IPv6 TCP/IP stack works on both Windows 7and Windows XP operating systems from the   Microsoft organizations. We also investigate the time taken in the encapsulation process inside the TCP/IP stack. 4. Current Status and Development: 4.1 Literature or Technology Survey and Analysis: In 2009, S.S.Kolahi, Zhang Qu, Burjiz K.Soorty, and Navneet Chand et al [1] compared the performance of IPv4 and IPv6 addressing scheme on a client-server Wireless 802.11n networks. The author concluded that enabling the encryption technique WPA2 results in approximately 7.07% less throughput for IPv4 and 5.42% less throughput for IPv6. The highest bandwidth obtained here is 120Mbps in 802.11n achieved in XP and IPv4, which is the highest as compared to all the other setups [1]. In 2009, et al [7];   Vasaka Visoottiviseth*, Thanakorn Piroonsith*, Siwaruk Siwamogasatham, the authors made a â€Å" Emperical Study on achievable throughputs of IEEE 802.11n devices†, here the performance of 802.11n network is compared with the 802.11g network device,[7] the performance improvements of IEEE 802.11n are measured approximately about 85% of UDP downlink Traffic, 68% of TCP Downlink traffic, 90% of TCP and 50% of UDP Uplink Traffic, the TCP results are quite balanced throughout all the trials where the UDP results are bit more variations[7]. In 2008, et al [3] S.S.Kolahi, the author’s made a detailed study on the impact of security techniques for 802.11g on Windows Server 2003, Windows Vista and Windows XP [3]. The author’s contribution was to verify the impact of security on throughput and Round Trip Time (RTT) on the respective operating systems, when the encryption techniques are activated on the Open systems, the TCP throughput reduced by 10% on WEP-64 and 14% for WEP-128 on Windows XP [3]. In 2007, et al [4] Filho investigated the bandwidth security Trade-off in Windows XP Operating System. The outputs showed that there is a drop in the throughput about 4%, 7% and 5% when the encryption techniques WEP-64, WEP-128 and WPA are used in Open Systems [4]. In 2006, B.E Zedin et al [5] published a paper based on the impact of security on the performance of the wireless 802.11n networks.th authors were successful to prove that TCP throughput is reduced about 4% on Windows XP when WEP-64 is enabled and 7.14% when 128 bit key is enable [5]. References: [1] The impact of security on the performance of IPv4 and IPv6 using 802.11n Wireless LAN. Authors: Kolahi, S.S; Zhang Qu; Soorthy, B.K; Chand, N; Publication year 2009. New Technology Mobility and Security 2009, 3rd International conference. Link:   http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=arnumber=538467 [2] Comparison of end system IPv6 Protocol stacks. Authors: Zeadally, S; Waseem, R; Raicu, I;   Publication Year 2004, page(s): 238-242.Communications IEE Proceedings, Vol 151, Issue 3. Link:   http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=arnumber=1309776 [3] The Impact of Wireless LAN Security performance of different windows operating systems. Computers and Communnications, 2008.ISSC 2008. IEEE Symposium Authors: Kolahi, S.S; Narayan, S.; Nguyen, D.D.T.; Sunarto, Y.; Mani,P.; Link:   http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=arnumber=4625636 [4] â€Å"Security versus Bandwidth: The support of Mechanisms WEP e WPA in 802.11g Network,† Authors:   E.J.M.A. Filho, P.N.L. Fonseca, M.J.S Leitao, and P.S.F. de Barros, IFIP International Conference on Wireless and Optical Communications Networks, 2007. Link: http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=arnumber=4284142 [5] Impact of Security on the performance of Wireless-Local Area Networks, Author: Ezedin, B.; Mohammed, B.; Amal, A; Hanadi, al, S.; Huda, K.; Meera al, M.; Innovations in Information   Technology, 2006, pp 1-5. Link: http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=arnumber=4085411 [6]   Windows Server 2008, Microsoft Corporation, Published June 2008. Link: winsupersite.com/blogs/tabid/3256/entryid/74766/windows-  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   server-2003-vs-windows-server-2008.aspx (Click on Windows server 2008 White paper) [7]   An Empirical Study on achievable throughputs of IEEE 802.11n devices. Author: Visootiviseth, V.; Thanakorn; Piroonsith; Siwaruk Siwamogsatham. Link:   http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=arnumber=5291578 [13] Structure of the IEEE 802.11 MAC Frames Wireless WLAN Wi-Fi   Ã‚  Ã‚  Ã‚   Configuration and Optimization tips.   Ã‚  Ã‚  Ã‚  Ã‚   Link:wireless-center.net/Wireless-Internet-Technologies-and- Applications/1925.html Text Book and Timelines: [8] CCNA – Fundamentals of Wireless LANs, Cisco Networking Academy program. [9] S.McCann.; Official IEEE 802.11 Working group project timelines – 2009. Link: ieee802.org/11/Reports/802.11_Timelines.htm [10] Wikipedia 802.11n, Link: http://en.wikipedia.org/wiki/Wi-Fi_Protected_Access Additional references: [11] â€Å"Measurement and analysis of TCP performance in IEEE 802.11 networks.† Author: W.Ge,; Y. Shu; L.Zhang, L.Hao; O.W. Yang – Published year 2006. Link: http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=arnumber=4055002 [12] IEEE 802.11n Development: History, Process and Technology. Author: Perahia.E – Communication Magazine, IEEE, Vol 46, Issue 7. Link: http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=arnumber=4557042