Wireless Security Policy Assignment Example | Topics and Well Written Essays - 1250 words

Wireless Security Policy - Assignment Example The implementation and administration of radio communication in the wireless networks occurs at the physical layer of the Open Systems Interconnection, or OSI, model (Rus & Donohue, 2010). This paper will address a wireless security policy for a medium sized banking organization, highlighting the policy overview, purpose, scope, applicability and security requirements. It will also address wireless network requirements, device requirements, standards supported by the organization, ethical guidelines and policy enforcement. Wireless Security Policy Overview Wireless networks occur in various forms, which are wireless PAN (WPAN), wireless LAN (WLAN), wireless WAN (WWAN), wireless MAN (WMAN), wireless mesh networks and cellular networks. Devices in relatively small physical areas are connected through WPAN. WLANs link several devices over short distances via wireless distribution methods such as internet access points, allowing users connection and mobility simultaneously. WMANs link a number of WLANs while WWANs cover large geographical areas, like neighboring cities and towns. For a banking organization, policies create a foundation on which all security initiatives are built. Therefore, the bank needs to come up with standards and policies on data integrity and confidentiality while putting into consideration security levels imposed by government regulation (NIST, 2003). Purpose and Scope The key purpose of wireless network security in a bank is to allow employees freedom of mobility while accessing the network to deliver better customer service without compromising the confidentiality of both the customers’ and the organization’s information (Goldsmith, 2005). The security measures implemented should protect the wireless signals from their vulnerability to eavesdropping and meet audit requirements. Since standards for wireless network security emerge and evolve continuously with technological developments, the bank must keep abreast with the chan ges to avoid being exposed to reputation and strategic risks. The bank’s ability to avoid or manage the risks is dependent on the effectiveness of its management and board oversight; effectiveness of procedures and policies to implement and run wireless projects; the network’s capacity and reliability; the business continuity plan’s adequacy; and the actions taken to monitor undesirable events. Applicability The applicability of the security system should accord clients seamless interactions with the bank and their accounts. This means it must be structured specifically for the requirements of non-company users while prohibiting incidents such as personal use by employees or sending financial records over the network. Although WLANs typically provide unrestricted access to the Internet and an organization’s entire network, the bank should consider blocking its wireless subnets from its Intranet and intranet. It must be specified who has the authority to u se the WLAN as well as their level of access. Regardless of the way access is allowed, it is essential that the scope of access is determined and defined clearly in the bank’s wireless security policy and implementation (Pahlavan & Krishnamurthy, 2009). The CEO and the head of the technical department should be the only ones with exclusive access to critical information, and the policy should also stipulate that access by one of them should be known by the other. Wireless Network Security Requirements The internal department that will be given the responsibility of deploying the wireless access points (WAPs) and the devices, also known as stations, to be used within the network, should also be determined.

Critically evaluate the above statement, explaining the various legal Essay - 1

Critically evaluate the above statement, explaining the various legal implications and legislative concerns of e-commerce which deserve a greater attention from business regulators and law legislators - Essay Example Increased individual autonomy for shoppers poses questions on the legal validity of contracts. The convenience of buying goods or services from any part of the world affects the enforceability of transactions especially when disputes arise. Likewise, increased liberty may expose consumers to infringement of rights to privacy. It is critical for legal stakeholders to familiarise themselves with these legal concerns in order to guard against loss of business due to these issues. One of the primary challenges in handling ecommerce transactions is the lack of physical signatures. E-commerce transactions take place without paper or other physical representations of transactions. In traditional business settings, handwritten signatures authenticate contracts by providing a unique form of identification for the signee (Chaudhury and Jean-Pierre, 2002). They also assist in showing the association between the person and the document being signed. Traditional signatures are highly useful in proving that the signee was actually involved in the transaction. E commerce also has its own form of authentication called the electronic signature. Sometimes it is in the form of a secret code, a pin number, a typed name or a scanned image of one’s handwritten signature (Frieden and Sean Patrick, 2006). Digital signatures may also be used; these ones come in the form of encrypted messages that only respond to a specific key when being decrypted. The latter form is highly secure in comparison to other electronic signatures. Regardless of the type of signatures chosen, certain legal implications still exist. Stakeholders are yet to decide on the circumstances in which electronic signatures ought to be trusted. Furthermore, it is still unclear whether these signatures hold the same weight as traditional ones. Some signatures seem to hold greater authenticity than others. Business persons are still

Educational Status of Women in India

Educational Status of Women in India INTRODUCTION Education and literacy can be viewed as essential prerequisites for the full integration of women into the social and economic life of the nation. Apart from providing greater opportunity for employment in the skilled and prestigious high-income jobs, female education and training have important consequences for the whole familys welfare, as well as for its individual members. Where the mother of the household has above average education she is more likely to enter the labour market and use her supplementary income to raise the standard of well-being of the family. In addition, most studies from around the world have found a relationship that is inverse between a womans education and her fertility, and that is positive between her education and the early survival chances of her child (Ghazi, 1985). A childs academic achievement is also likely to be closely associated with its mothers level of schooling. The educational status of women therefore is the key indicator of the stage of so cietal development and the potential for progressive change. Literacy is an important indicator of development among tribal groups. Among women in general, high literacy rates lead to lower infant mortality rates (Kingdon, 1999; World Bank, 1997), reduce the number of pregnancies and enhance the status of women both in domestic life and society. Additionally, the mothers literacy status and educational attainment have significantly positive effects on the childs human capital attainment (Sengupta and Guha, 2002; Colclough, 1982). The tribal population, in general, lags behind the Hindus and the Scheduled Caste population both in literacy and educational attainment. This discrepancy in human capital attainment between the mainstream population and the tribes is particularly marked among tribal women. However, the literacy rates for scheduled tribes in India have also improved substantially from 1961 (8.54 per cent) to 2001 (47.10 per cent) for both males (13.04 per cent to 59.17 per cent) and females (2.89 per cent to 34.76 per cent) respective ly. OBJECTIVE OF THE STUDY The present paper aims to focus on the educational status of Muthuvan women belonging to the state of Kerala. THE STUDY POPULATION The tribes under study are known as Muthuvans who are residing in the Chinnar Wild Life Sanctuary in Devikulam taluk of the Idukki district in Kerala. The Muthuvan settlements are located in the interior of the forest. To reach the Muthuvan settlements are too difficult because of the segregated nature of settlements in the interior forest. Necessary and relevant information was collected from three Muthuvan villages in the Sanctuary namely Eruttalakudi, Puthukudi, and Fifth Mile. The study generates ethnographic data through secondary sources, participant observation, orally conveyed memories, personal observations and interviews. In the 2001 census report the population of Muthuvan tribe is clubbed with the Mudugar tribe of Wayanad district therefore does not give the correct population of both these tribes. The population size of Muthuvan/Mudugar tribe has been given as 21000. The Muthuvans are settled agriculturalists, cultivating lemon grass, ragi, maize, beans, sweet potato and other allied vegetables. Their chief food items are ragi and rice with leaves and vegetables. Each household produce their food. LITERACY LEVEL OF TRIBES IN KERALA In all the five year plans, priority was given to educational development of the Scheduled Tribes. The main reason for the very slow spread of education among the Scheduled Tribes is the peculiar nature of their habitation. Majority of the Scheduled Tribes are living in remote areas far away from educational institutions. The socio-economic condition prevailing in the tribal settlements are not conducive for studies. Lacks of sufficient educational institutions in tribal areas, their poverty etc, curtailed effective educational development among Scheduled Tribes. However, the literacy rate of the tribes in Kerala (64.9 per cent) is far ahead of the tribal areas in India (47.10 per cent) and even higher than the literacy rate of the total population of the country (64.8 per cent). The Muthuvans are very poor. Many of the students discontinue schools at Primary and Middle school due to financial difficulties. Though the state and central government is providing enough financial assistance in the form of scholarship, free boarding, lodging facilities, provision to text books and mid-day meals in primary schools, stipend and hostel facilities, not many tribal children are attracted to education. The Muthuvans have not been earning much to educate themselves. Their cultural surrounding and poverty creates hindrances in the process of their education. NON-FORMAL EDUCATION AMONG THE MUTHUVANS Among the Muthuvans the dormitories were a kind of training institution for unmarried boys and girls. It is in this Chaavati (male dormitory) and Kumari Madam ( girls dormitory) that the traditions were passed from mouth to mouth, from older age group to youths and from youths to younger ones. The parents and the elders of the village initiate the child into different customs and traditions of their community and group. The dormitory system exist as a kind of school where the Muthuvan youths of either sex learn how to perform their conjugal and social duties as also the lore of the clan. These Muthuvan dormitories are chiefly meant for imparting social education to the Muthuvan children. Muthuvan dormitory especially the Chaavati functions as if it is a club, a place for juvenile happiness, a non-formal school, and also a training center for children for making the Muthuvan boys as mature community members. At least up to the second quarter of the 20th century Muthuvans had both male and female dormitories (Krishna Iyer, 1939; Luiz, 1962) to train their youths to a useful and mature community member. But now the female dormitories (kumari madam- where kumari indicate the young unmarried-girls, madam indicates dwelling) had undergone a process of decay. The Muthuvan dormitory (Chaavati) acts as a club for members to come together to share traditional experience. Their folk-tales, folk-songs and folk dances reveals lessons in different agricultural operations, hunting, wood cutting, honey collection, and in economic pursuits. These stories and anecdotes speak about sanctity of Muthuvan discipline, social approbation, social justice, law and order in their community. Chaavati enables them to get to know how to protect the community by learning the ways of defence against animal raids and enemy attacks, teaches them how to be useful for the community through co-operative labour, enables to know the community rituals and rites and also how to participate in them, provides an avenue to be community conscious and corporate in their feelings and actions thus making them responsible to the community. Members are also taught how to make fishing nets, traps, mats, ornaments etc., whereas in formal schools this kind of activities are absolutel y not seen and home could not attract the Muthuvan children. From the dormitory, each Muthuvan acquire the knowledge about the flora and fauna, the forest track path, medicinal plants for various diseases and so on. In the Chaavati Muthuvan children are properly educated in order to face future eventualities of life and cope ages with the cultural requirements. FORMAL EDUCATION Formal education is considered as important tools for social change and development. Formal education can be broadly divided in to two, primary and secondary education. Primary education is intended for all children aged between 4 years to 12 years where as secondary education is provided for children aged 12 years and above. In general any type of education oral or written is the action of developing the individual mentally and morally. For primary education in all the study villages government established primary schools with a single hut class room which will house all the students up to IV standard, handled by a single teacher. Muthuvans send their children to school up to primary level. To attract the children to school, government provides many facilities for students in primary level. All students in the primary school are provided with book, pencils, and slates for free of cost. Government also provided mid-day meal to all students in the primary level. In mid day meal per day 150 gram rice and 30 gram dal and 2 eggs in a week are provided. Children above the IV standard will be sent to the tribal hostels and tribal schools away in the block or district headquarters. But once they come for vacation, majority of them never return to hostels. The strange life style and schedule at the hostel, being away from the parents and the village, missing all the cultural and social freedom, all these make them quit the hostels and keep them still close to illiteracy. Like any other people they too feel comfortable to speak their own language and dialect, the enavan pech (our own speech). LITERACY TRENDS AMONG THE MUTHUVAN WOMEN Among the Muthuvans the demand for education is much lower than as compared to other tribes in Kerala. Muthuvan women have to work in order to cope with their daily living and do not place a high value on education. Additionally, in the remote Muthuvan hamlets where a good infrastructure is lacking, women find it difficult to have access to schools. Many are not even aware of the existence of schools in their areas due to lack of communications and networks. LITERACY LEVEL OF THE MUTHUVAN WOMEN Even though Kerala has a high literacy rate even in the rural areas (90.9 per cent), women among the Muthuvan tribe are still lagging behind in literacy (36.98 per cent compared to the women literacy rate of Kerala, 87.80 per cent). The general trend of high female literacy rates in Kerala and the high status of women in the state have no impact on the literacy rate among the Muthuvan women because of their isolation and living in the dense forest away from the main stream. Considering the educational qualification of the women respondents in the study area, out of the total 211 respondents 71.09 per cent are illiterate, 18.48 per cent studied up to the primary level, 10.5 per cent were in the Middle school level. Only two respondents were studied up to Higher Secondary Level and two were studied up to graduate level. Due to the provision of incentives such as mid- day meal programmes and distribution of uniforms, there is a slight increase in the number of children who go to school. In the sample population, Muthuvans in the age group of 5 to 19 years showed some inclination towards schooling. Out of 92 boys and 83 girls, 81.66 per cent boys (75 boys) and 80.53 per cent (67 girls) attended school. These are obviously the first generation learners because the largest number, 82.66 per cent boys (62 out of 75 boys) and 79.10 per cent girls (53 out of 67 girls) were in the primary school. The number of girls and boys in the Middle and High school were meager. There are many reasons for this condition. Non-availability of middle schools in the vicinity of tribal settlements as well as the failure of ITDP schools in the state of Kerala to offer Middle schools and High Schools is the two most important reasons for the educational backwardness of tribal children. Poverty of the parents is yet another re ason. Above all they are still unaware of the importance of education. EDUCATION OF THE MUTHUVAN GIRL CHILDREN The girl child among the Muthuvans is denied the future opportunity of the total development. The reasons associated with not educating girl child are financial constraints, early marriage, submissiveness, and motherhood. After attaining puberty, Muthuvan girls are not allowed to go to school even if the school is located in the settlement itself. Girls have no say on the topic of education. It is entirely their parents decision. Regarding their aspiration to educate their daughters, the parents had different response. More than half of them wanted to send their daughters to schools but others thought it was futile. In absence of hired labour, the girls work at home and fields is of utmost importance and all considered the fact that eventually the girls have to get married and start their families. Where parents are enthusiastic about educating their daughters, they enroll their daughters in schools but rarely allow them to complete their schooling. The girls study up to primary scho ol only; since there is no middle school in their area they have to go to town to continue their education. The Muthuvans are reluctant to send their girl children out of their settlements since they are very much concerned about the safety of their daughters. Thus they discontinue their education at the primary level and turn to household chores and agricultural activities. From early childhood itself Muthuvan girls play a prominent role in running the family. By the age of 12-14 years most of the girls join the agricultural force. The girls also supplement the household income through their labour-force and also participate in minor forest produce collection. If they have spare time in spite of all these activities and obtain permission from their parents then they may go to school. According to 47.86 per cent of the respondents the reason for their present educational status is that the facilities were not available for them to get educated, 0.94 per cent revealed that girls education was not allowed, 6.16 per cent said the reason that because of agricultural activities and household chores they did not get time to study, 3.31 per cent opined that they did not have any interest to study since this education is worth less for them on account of that they are staying in the forest and they possess enough knowledge from the forest itself to cope with their lives. Out of 211 respondents 93.36 per cent are ready to send girl children to school up to primary level, while 6.63 per cent shows unwillingness to send their girl children to school. They are of the opinion that girl children should first learn how to manage household chores and agricultural activities as they have to manage her husbands house after marriage. From early childhood to begin with, girl children are trained in various domestic chores. As soon as girl is grown up enough to play she is regarded old enough to work. She may be seen assisting her mother in all domestic work bringing fuel from the forest, carrying water from the nearby pipe and by attending to small babies. She has to attend all kinds of domestic work. When the girl children started to manage the household mother can go for agricultural activities without any hindrance. In absence of hired labour, the girls work at home and fields is of utmost importance and all considered the fact that eventually the girls have to get married and start their families. Other than going school 50.23 per cent of the girl children were managing the household chores, helping in agricultural activities and taking care of the younger children. Even if the schools were located in their hamlet itself, due to these work burdens girl children were always withdrawn from the schools. DROP-OUT AMONG THE MUTHUVAN CHILDREN Drop out is an evil of primary education. Primary education is imparted with two main objectives as to make the children literate and to prepare them for becoming responsible citizen of the country. So the children to be literate should have at least four years schooling and to be a responsible citizen most have and eight years of schooling. The drop out pupils of the study area is large. So it is very important to analyze the cause for drop out. REASON FOR DROP-OUTS The reasons for drop-out are depending on family status, economic imposition, bi-lingual education, lack of interest, etc. Among the Muthuvans it was found that the problem of dropout is not an isolated phenomenon, but it may be attributed to so many other facts. 1. Economic Backwardness The Muthuvans depend on agriculture for their subsistence. Further they also engaged in wage labour and each family income ranges from Rs 800/-to Rs.1000/-per month. As such they find it difficult for them to spend hard earnings on the expenses of their childrens education. Though majority of the families depended on agricultural produce and collection of Non-Timber Forest Produce (NTFP), barter system has no longer very much effective in their daily living. Everything has a price now a days including education. Exploitation of non-tribes in procurement of agricultural produce from Muthuvans and consequently trap in vicious cycle of indebtedness accentuated the problem of poverty. Due to their poor economic condition, children assist their parents in familial subsistence. As such this drop-out problem is perpetuating in the study area. 2. Socio-cultural factors Socio-cultural practices of Muthuvans play a significant role in the overall development of children in the study village. The formal education which is imparted to Muthuvan children is devoid of learning about their own society and their vernacular language, they are forced to learn alphabets in alien language. Even the teachers are not well versed with Muthuvan language and they teach in text book language. They are not bothered about whether the children are capable of understanding what they are taught. It is the fact that despite their tradition and culture these societies have to accept the innovation for getting employment. But they feel that the medium of instruction should be local up to primary level and the syllabus should be based on their culture and society. Lack of such amenable medium of instruction and territorial based education causing lot of confusion among the children. Eventually they turn down this education under those psychological pressure and phobia about the formal education. 3. Non-availability of facilities All the settlements had primary schools and Anganwadies, but these settlements do not have Middle school and High Schools. The Primary Schools in the study area was working with a single teacher in a small hut having only one room. All the students from Standard I to Standard IV were sitting in the same class room and the single teacher managed all the classes. Further analysis of the reasons for dropout showed that after the attainment of puberty girls never allowed to go to schools, in addition to this their economic conditions also forced them to dropout. The dropout generally occurred after the child completed the school. Where schools are not located at close quarters from the settlements, rates of dropout as well as non-enrollment are high. There is a natural hesitation on the part of most parents to send children to schools located at a distance. Lack of appropriate atmosphere of schooling, continuous attendance, parental interest, study interest are some of the important problems of education faced by Muthuvan children. Few teachers perceived economic problems, inadequacy of clothing, lack of books and stationery as the reasons for poor attendance of students. Poverty coupled with insufficient infrastructure is responsible for the prevalence of large scale drop out among the tribal children. The Muthuvan settlements are located in forest belts. Often children have to walk through wild animal infested forest tracts to reach the nearest school. This is a big safety risk. For example, not a single child in the school going age in the settlements in the midst of Chinnar Wild Life Sanctuary was going to school, where the schools are located away from the settlement. The Muthuvans are especially apprehensive about sending girls through lonely forest tracts for a very genuine fear. Many a time not only they encounter wild elephants but also wild and lusty men. There have been instances when forest contractors, non-tribal men in the neighbouring villages have tried to make sexual advance at these young girls. PRE-METRIC HOSTEL FOR FEMALE CHILDREN The Kerala state provided a boarding institution for tribal girls- pre-metric hostel as it is called, in Marayoor, the nearby town of the study area, for the convenience of the tribal girls who are coming from the remote settlements. The hostel has now thirty-two boarders who are students in Government-run and private schools. Of them, only six are from Muthuvan community. As Muthuvans consider themselves as superior to the other tribes they do not prefer to admit their children to the hostel where they would have to live, interdine, and interact with the Malapulaya children. Muthuvans are claiming superior status over Malapulayas. The school dropout rate among Muthuvan children is said to be considerably high. It would seem that besides their hesitancy to stay and interact with Malapulaya children, Muthuvan children who are used to high altitudes and evergreen forest habitat and associated way of living find the hostel and school alienating. The resistance of Muthuvan parents to the ir children intermingling with Malapulaya children is very high. This also forms one of the reasons for not sending the children in the schools away from Muthuvan hamlet. DISCUSSION Low literacy among the Muthuvan tribe in general and women in particular, presents a very serious problem. The demand side of labour market has a feedback effect on the investment decisions on the Muthuvans in education. They are relayed on agriculture for their livelihood. The Muthuvans consider both boys and girls as economic asset to the family, therefore sending them to school upsets the traditional pattern of division of labour. Muthuvan girls usually help their mothers at home in all possible ways and work in the field in the agricultural seasons. In non-agricultural seasons they are usually engaged in the collection of minor forest produces, grazing cattle and goats, under these circumstances parents never force the children to go to school at all. Although economic constraints hinder tribal girls from getting educated, cultural, social and family structures also contribute to the tremendous variation in dropout rates of girls among the Muthuvans. Besides going to school majority of the Muthuvan girls are managing the household chores, taking care of the younger children, helping in the agricultural activities, collecting minor forest produces and firewood. They also bring water from the far away pipes and looking after the livestock. Parents want the children to help them in agriculture and other allied activities. On the top of that, school vacations are not synchronized with the heavy agricultural seasons of sowing or harvesting. So the parents cannot be faulted for pulling out their children for getting of little extra help. The study area has only primary and middle level schools. After completing middle level education, they are unable to go to town for higher education due to cultural and safety reasons as mentioned earlier. The Muthuvan literacy level, in general is quite low. But in case of Muthuvan women it touches the lowest bottom. Muthuvans as settled agriculturalists lack enough food grains to maintain the family whole year. Education therefore is a luxury for them which they can hardly afford. Each school- going girl in a Muthuvan family is an economic unit and contribute to the family. If the girl is taken away from her normal economic work to attend school, the family is deprived of little income which she brings; instead, the parents have to feed the child out of their earnings which further reduces the economic stability of the family. Merely increasing the number of schools in tribal areas or throwing up superficial incentives per se will not bring development to the doors of the tribal women or girl children. The actual needs and real life situations have to be taken cognizance of while planning schemes for tribal development. In order to facilitate tribal girls to make extensive and effective use of schooling facilities, schools must be located within easy and safe reach of children. This definitely is a meaningful incentive for a large number of tribal parents who are desirous of sending their children schools. One cannot expect young girls to walk for miles through dangerous animal and human infested forest tracks. It is easier to offer scholarships and gold medals to successful tribal learners than opening new schools in distant tribal belts or removing the actual hurdles to effective utilization of existing facilities. The introduction of formal education is not without any negative impact. A set of values totally alien to the Muthuvan culture have now been introduced to their community. Often, the curricular content of class room training is in direct contradiction to their real life experiences. Barring a few exceptions tribal education programmes do not take into account the needs and conditions of tribal life and culture. A curriculum that is alien to their culture and ways of life leaves them confused. Such concepts as the father being the sole bread earner, mother attends only to household chores, boys playing out-door games and girls engaged in domestic work leaves them perturbed. Even the gender insensitive games that are taught in the non- tribal schools do not have positive attitude towards tribal values. The non-tribal culture at large does not have a very pro-women attitude and the same is reflected in the attitude of these teachers towards female children. The teacher addressed the gir ls as waste, burden, and scolded them whenever they did not show interest in the lessons or failed to answer their questions. They made a point to repeatedly remind the female students that their place was in the home and that kitchen work does not require any formal schooling. Teachers with such attitudes are doing great damage to the motivation of girl children because of their gender blind attitudes. Ideas that had hitherto not crept into Muthuvan mind have now been introduced. Many female teachers also act as a negative, influence on women and girl children. They express their displeasure and disapproval about such tribal practices as elopement, divorce and widow marriage. These young children are slowly developing a sense of aversion towards their indigenous practices, many of which are very progressive.

Prescription Drug Abuse in America Essay -- Prescription Drug Abuse Ep

When a person thinks of problems that haunt the state, mostly what comes to mind are drunk driving, the meth epidemic, or the bipolar weather, but our state has a crisis that is on the rise and catching the attention of the police force all over the state. Our state ranks high among all states with people, ages 12 and older, taking prescription pills without being prescribed them. (NSDUH) Many teens and adults can recall a friend asking them for their prescription pills or have witnessed someone taking these pills illegally. Throughout my life, there are many instances that I can recall from memory that deal with prescription pills and these instance changed or altered my life. People tend to think that prescription pills are safer than street drugs because they are made for people to take. But in one occurrence, my mother lost her best friend and my good friend lost his mother to the addiction with prescription drugs, which caused a downward spiral in her life. One might ask, what i s the state doing to stop this epidemic? One might also wonder what effects prescription drug abuse has on our city. My personal story and experience with the prescription drug problem started when my mother and I moved from Spain to the United States; my mother met her soon-to-be best friend, Regina. When I was a child, my mother never told me about the serious problem that Regina had: addiction to prescription pills. She wanted to shelter me from the problems it caused. Most common drugs that are abused are opioids: hydrocodone and oxycodone, depressants: diazepam, or stimulants: amphetamines, all of which Regina had been using for a considerable amount of time. (NIDA) Soon Regina’s family moved away to Florida and she told my mother that she had... ...H115/sr115-nonmedical-use-pain-relievers.htm>. (NSDUH) Griffin, R. Morgan. "Living With Chronic Pain: Treatments, Alternative Remedies, Exercises, and Tips." WebMD. Ed. Brunilda Nazario. WebMD, 09 Mar. 2011. Web. 25 Feb. 2014. . (WebMD) "Statistics of Prescription Drug Abuse, Overdosing, Emergency Room Visits: Foundation for a Drug Free World." Statistics of Prescription Drug Abuse, Overdosing, Emergency Room Visits: Foundation for a Drug Free World. Foundation For A Drug-Free World, n.d. Web. 25 Feb. 2014. . (Drug-Free World) "Prescription Drugs." National Institute on Drug Abuse (NIDA). National Institute of Health, Dec. 2012. Web. 28 Feb. 2014. . (NIDA)

Performance Management at Jet Food Services Essay

It is now the end of Sampada’s first year as regional manager for Jet Food Services. As regional manager, Sampada supervises a total of ten districts, each of which has a manager responsible for sales and service to customers in that area. Jet Food provides contract food services for hospitals, schools, colleges, business firms, and other institutions that need meals prepared on site but that do not wish to be responsible for operating such services. Jet Food Services hires all necessary kitchen employees, purchases all supplies, and prepares meals in accordance with specifications agreed on with customers. The district manager is responsible for coordinating all customer activities. This includes planning, budgeting, hiring and supervising Jet`s on-site representative (customer service manager), customer satisfaction, and contract renegotiations. Sampada was recruited after years of experience as director of food services for a multicampus university. In that job, she had oversight responsibility for the food services at several campuses. The Jet Food position offered an opportunity for continued growth and advancement. In her first year, Sampada has concentrated on getting to know the district managers and the customers with whom they work. She spent more than a week with each district manager and visited each customer with him or her. At this point, she feels comfortable with her job and the knowledge she has gained of both operations and personnel, and it is time to appraise the performance of the district managers and to schedule review meetings with these employees. Sampada`s assessment of Ranjan: Ranjan is the longest term district manager in Sampada’sregion. He completed less than one year of college, held several short term jobs, and then joined Jet as a shift supervisor of the company`s services at a large college. At present, he is completing twelve years of employment with Jet. He has been a district manager for three years. In working with Ranjan, Sampadahas observed his strengths, along with some problems. Ranjan has a talent for working with people, Jet employees and customers alike. In fact, in his years with Jet, no customer he worked with has ever switched to a competitor. Many on-site supervisors recruited, trained, and supervised by Ranjan have gone on to become managers of other districts.On the other hand, Ranjan’s unhealthy eating habits – despite doctors` warnings – have contributed to some serious medical difficulties. During the past year, Ranjan was out of work for three months with gallbladder and heart problems, attributable in part to obesity. And Ranjan’s behaviour towards others can be overbearing. Sampada kept track of her phone calls from district managers during the year, and there were more calls (or messages) from Ranjan than from the other nine district managers taken together – calls to promote or advertise his own efforts. Although Ranjan can be charming, he has started to be loud and rude with regional personnel whom he perceives as excessively rule – oriented. All in all, Ranjan’s style and appearance have become entirely different from what Sampada is accustomed to in colleagues and employees.Further, it has been announced that Sampada’s region is going to be expanded and that a new position, that of assistant regional manager will be created. Ranjan has made it clear that as Jet`s longest tenured district manager in the region, he feels entitled to this promotion. However, Sampada does not feel she could work with Ranjan as the assistant regional manager. She feels that their management styles are too different and that Ranjan’s behaviour might irritate regional and corporate personnel. As Sampada looks over Jet`s performance assessment and management instrument, she realises that her honest assessment of Ranjan’s performance in his current job is generally excellent. She glances at the last page of the assessment and management form and the overall ratings from which she will have to choose. Jet`s overall rating system is on a 1-10 scale, with 10 as outstanding; 7-9, different degrees of excellent performance; 5-6, satisfactory; 3-4, below average; and 1-2, unacceptable. Sampada is uncertain as to what overall rating to assign. If she gives Ranjan too high a rating, he will expect to be promoted. If the rating is too low, Ranjan will doubtless be angry, feeling that an injustice has been done. Ranjan`s Self-Assessment and Management: Ranjan sees himself as different from the other district managers. An outgoing, gregarious type, he loves to visit his customer locations and work with his company`s personnel. His idea of a successful day is one spent teaching a customer service manager a new operating procedure or management technique. In fact, Ranjan is known to roll up his sleeves and teach Jet employees a new recipe or how to improve an existing dish.Ranjan has worked for several district managers and has always liked to keep them informed about his activities, sometimes phoning two or three times a day. From discussions with Sampada, he is aware that she thinks many of these calls are not necessary, but he wants her to know how things are going with his employees and customers. He is also aware of Sampada’s views regarding his ignoring medical advice. Ranjan is proud of his career and of what he has been able to do without much higher education. He feels he is qualified to become a regional manager, and he looks forward to the possibility of promotion to the new assistant regional manager position as a step toward this ultimate goal. Ranjan’s Assessment Rating: In reviewing the situation, Sampada decides to give Ranjan an overall rating of 6. She feels justified, given that Ranjan did miss months of work as a result of neglecting his health. She knows that Ranjan will expect a higher overall rating, but she is prepared to stand behind her evaluation. Sampada then goes back to considering the separate ratings she will assign and to making plans for their feedback review. Questions:1 How would you describe Sampada’s approach to the assessment and management of Ranjan’s performance? 2 Are Sampada`s concerns with Ranjan’s performance legitimate? Will Ranjan have justifiable reasons for feeling dissatisfied with the assessment and management results?

Marialyn Essay

My First week in bank of Makati makes me so tired but still I am grateful because we got the opportunity to have an on-the-job-training with a prestigious kind of bank. I was assigned near the teller’s area. In my first tasked Ma’am Noreen the branch operations head, assigned me to encode the account name and account number of clients exclusive only for the past two years. I was also assigned to stamp the liquidated receipt paid by the bank as their expenses and etc. I also had a time to socialize with some employee. In the following days, my tasked are still the same. I continued to encode the remaining sets of accounts then I stamp customer information forms. I was also assigned by Ma’am Dianne the marketing sales associate to paste the invitation cards and cut designs for the candle holder which will be used for the opening of the new building that the bank of Makati will be moved. Those invitation cards will be given to their selected clients. I was also assigned to arrange receipts according to its serial number. An hour before the duty end the manager treat us a snack for us to relieve our stress. In the second week of our on the job training, during its first day we already moved to the new and better building of Bank of Makati which is located at Quimpo Boulevard, Ecoland Matina Davao City. We have a little celebration together with the manager, employees, visitors and other officers from the main office. When we went back to our work, one of the employee who is assigned in loan operation department told me together with my co-trainees to count the documents by hundred. As I get back to the department where I truly assign, Ma’am Noreen instructed me to arrange the files sealed in the long enveloped and cleaned it. The next day I encode another set of account name and number of clients. After that I was task to arrange again the files sealed in the enveloped the same routine that I made the other day since the branch operation head told the utility man to transfer the drawer’s placed then I take off the envelop and I arrange it back to its original placed. I was also tasked to stamp letters which will be given to the clients and then I make sorting for the serial number of sealed enveloped, it seems that it is confidential I cannot saw what’s inside of it. I also helped my co-trainee to cut the slips in check accounts that will be used by the teller. In the following days, I was tasked to cut small pieces of labeled papers which has a content of bank’s name and its new address, it will be used as label to those envelop that will be delivered to the clients. After that I paste those pieces of papers that I cut and I inserted the letters inside of it and then I sealed. I also cut another pieces of papers which has the content for requirements purposes and I arrange it to the small box. At afternoon, I was tasked to put check marks in the customer information forms, specimen signature cards, payroll debit authorization & etc. so that it would be easy for the clients to know the things that they only needed to fill up. I also arrange bundles of transmittal form according to its places. It was quit tiring and confusing because after separating the transmittal form according to its places, we’re going to arrange it also by dates in descending order. In my third week, during its first day I continued sorting the transmittal forms which I started last week. I was also instructed to cut pieces of labeled papers that will be used by the teller in wrapping cash such as 500 and 1,000 bills, and then I continue doing it after lunch. I was also tasked by one of the employee assigned in loan operation department to look the certificate of registration of selected clients. After that I was assigned by Ma’am Dianne to fold letters for the clients and sealed it to envelop. The next task was looking for those selected names in a two bundles of sheets. I was also instructed by Ma’am Noreen to her by e-mail the things that I encoded last week. For the following days I was tasked to crash out the wrong information regarding the terms and conditions in time deposit/special savings account in the customer information forms, I think that were about hundred of forms. I was also assigned to stamp bundles of envelop and then I also answered telephone calls and I make sketch lines in log book for clients information purposes. In the next day my tasked are still the same as yesterday which is the crashed out thing in the customer information form but the difference was this time I crashed out the already filled up forms by the clients while yesterday it was the unfilled up ones. The next tasked that was assigned to me was to fold letters and sealed it to an enveloped. After that I continued my tasked which is the crashed out thing again and that was my assigned work for the whole afternoon and a whole day in the next day. In the last of my duty for this week, Ma’am Dianne let me joined with their official business travel or what they called OBT. We went to nearby places in Davao City in which our target market was the regular employees, encouraging them to avail the newly created loan system of the bank of Makati. It was quit tiring but enjoy because I get the chance to observe them the actual way on how to market a loan. For this week, my first tasked was to sort and alphabetized the signature cards, that was my assigned work for the whole day. On the second day, I helped my co-trainees in their assigned department to sort and arranged bundles of files. Then the next day I was tasked to check and arranged the documents in customer information form and after that I go back with my co-trainees and helped them to continued their assigned work since the other day. At afternoon, one of the employees in loan operation department asked me to get inside the vault and look for the registration card of those listed names that she gave to me. Since I was absent last Friday I have to comply it in Saturday and in that day I was tasked to stamp, sort and arranged the signature cards, arranged other files, sorting and arranging receipts. In this week my tasked was to arranged files, I inserted those customer information forms inside the enveloped in alphabetical order. I was also told to make corrections for those unwanted information in customer information forms. In Tuesday I was asked to encode receipts and sort it after. I also cut withdrawal slips that will be used by the teller. In Wednesday, I continued to cut withdrawal slips and that was my work for the entire day. In Thursday I was assigned to cut another sets of slips, after that I was tasked to pull-out certificate of registration’s (CR’s). In the last day of the week I helped my co-trainee in their assigned department in segregating documents namely the Dacion en Pago or Deed of Sale. For this week, I was with my co-trainee in their assigned department. We arranged documents and I was also assigned to pull-out certificate of registrations. The next day I together with my co-trainee was instructed to look for the document of a specific customer. In Thursday, after one & a half day of looking for the document in almost a hundred of bundled sheets at last we found it. The next thing we did was to insert those sealed envelops to its original placed. In the last day of ojt for this week I was assigned in the vault’s area, I arranged and sort files. I was also assigned in loan operation department; I was tasked there to look for the documents listed in a 3 sheets of bond paper. Mission Statement We value our role in economic development We exist to help more people: I. Answer the following questions on a separate sheet. A. Has the practicum/fieldwork experience helped you prepare for a job in the business field? Why or why not? Yes, the practicum experienced helped me prepare for a job in the business field because it gives me learning about the real scenario of how to work in a bank, in which they taught me those duties and responsibilities that I will be used in preparing for a job someday. With that, I could I could say that those learning’s from where I had my practicum motivates me to be ready in the actual world of workplace. B. Which of the courses you have taken were of the most value during the Practicum? Of all the courses that I have taken the most valuable during the practicum was the Total Quality Management (TQM), which talks about on how to manage things in a proper way because in the work that I have undergo I was assigned in encoding, stamping, filing, arranging documents and from those worked that I have encountered I have learned to see to it that everything must be in the proper way. It should be organized and orderly done. C. What could your company/job supervisor have done to improve your practicum/fieldwork experience? My supervisor helped me to become a good listener, alert, and patience in every tasked that she gave to me. She made me become a good listener in the sense that I should see to it that in every words that she says, I must directly and clearly understand it. To be alert that in every assigned work I should have the enthusiasm or willingness to do and lastly she made me become patience, that whatever loaded work that will be given to me I shouldn’t be get mad or be high tempered. D. What could you have done to improve your practicum/fieldwork experience? The thing that I have done to improve my practicum experienced is to gain willingness in every tasked that will be given, because if there’s a willing power of a person there’s a big possibility to make the worked done properly E. What skills/competencies were you required to use in your fieldwork that: . 1. You felt prepared to do: The skills that I have required to used in my fieldwork that I felt prepared to do, are my skills in encoding, sorting, arranging bundles of documents even the ability to make conversations with clients and faced their concerns. 2. You felt unprepared to do: The skill that I felt unprepared to do was to market loans and making business transactions. Because I think I am not yet ready for that, I need to undergo an experienced for me to be ready. F. What other courses or learning experiences would have helped in the Practicum? The other learning experiences that have helped in the practicum was our subject in Marketing Management which tackled about on how to market products or services, reminds me in the official business travel that I have joined together with the selected employees from the bank where I did my on-the-job-training. From which I saw the actual scene on how to market loans. The other subject that helped me in the practicum was our Management 3 which talks about the ethical behavior, helped me to behave in a descent way and treat one another fairly even if a person is lower than your position G. What suggestions can you make to help improve the Practicum Program? I suggests that if

Discover the Windward and Leeward Islands

Discover the Windward and Leeward Islands The Windward Islands, the Leeward Islands, and the Leeward Antilles are part of the  Lesser Antilles  in the Caribbean Sea. These island groups include many of the most popular tourist destinations in the West Indies. This collection of islands is diverse in terrain and culture. Most are very small and the tiniest islands remain uninhabited. Among the major islands in this area, a number of them are independent countries while in some instances two islands may be governed as a single country. Quite a few remain as territories of larger countries like the United States, United Kingdom, France and the Netherlands. What Are the Windward Islands? The Windward Islands include the  southeastern islands of the Caribbean.  Theyre called the Windward Islands because they are exposed to the wind (windward) of the northeast trade winds (the northeasterlies) from the Atlantic Ocean. Within the Windward Islands is a chain that includes many of the smaller islands in this group. This is often called the Windward Chain and here they are listed from north to south. Dominica: The northernmost island,  the British government  held this territory until 1978 and considered it part of the Leeward Islands. It is now an independent country and most often thought to be in the Windward Islands.Martinique  (France)Saint Lucia  Saint Vincent and  The GrenadinesGrenada  Ã‚   Just a little farther to the east are the following islands. Barbados is more to the north, nearer  St. Lucia, while Trinidad and Tobago are to the south near the coast of Venezuela. BarbadosTrinidad and Tobago What Are the Leeward Islands? Between the islands of the Greater Antilles and those of the Windward Islands are the Leeward Islands. Mostly small islands, they are called the Leeward Islands because they are away from the wind (lee). The Virgin Islands Just off the coast of Puerto Rico are the Virgin Islands and this is the northernmost part of the Leeward Islands. The  northern set of islands are territories of the United Kingdom and the southern set are territories of the United States. Outside of the Bahamas and Jamaica, the Virgin Islands are among the most popular tourist destinations in the Caribbean.St. Croix is the largest of the Virgin Islands.Though considered part of the Lesser Antilles, from a purely geological standpoint, the Virgin Islands are actually part of the Greater Antilles. British Virgin Islands There are over 50 small islands in the British Virgin Islands territory, though only 15 are inhabited. The following are the largest islands. TortolaVirgin Gorda  AnegadaJost Van Dyke U.S. Virgin Islands Also made up of around 50 small islands, the U.S. Virgin Islands are a small unincorporated territory. These are the largest islands listed by size. St. CroixSt. ThomasSt. John   More Islands of the Leeward Islands As you might expect, there are many tiny islands in this area of the Caribbean and only the largest are inhabited.  Working south from the Virgin Islands, here are the rest of the Leeward Islands, many of which are territories of larger countries. Anguilla  (U.K.)Saint Maarten - the Netherlands controls the southern third of the island. The northern two-thirds are controlled by France and called  Saint Martin.Saint-Barthà ©lemy  (France)Saba  (the Netherlands)Sint Eustatius  (the Netherlands - in English Saint Eustatius)Saint Kitts and  NevisAntigua and Barbuda (Redonda  is an uninhabited dependent island.)Montserrat  (U.K.)Guadeloupe  (France) What Are the Leeward Antilles? To the west of the Windward Islands is a stretch of islands known as the Leeward Antilles. These are farther apart from each other than the islands of the other two groups. It  includes more of the  popular destination Caribbean islands and runs along the Venezuelan coast. From west to east, the major  islands of the Leeward Antilles include the following and, collectively, the first three are known as the ABC islands. Aruba (Netherlands)Curaà §ao  (Netherlands)Bonaire  (Netherlands)Isla de Margarita (Venezuela) Venezuela has a number of other islands within the Leeward Antilles. Many, like the Isla de Tortuga, are uninhabited.