Collective Programming Of The Mind Cultural Studies Essay

Collective Programming Of The Mind Cultural Studies Essay Many researchers have provided different frameworks to describe the elements of culture that relate to business patterns around the world. But here we would discuss how these frameworks apply over CHINA and AFRICA, which has so many cultures and religions within it. Dutch expert, Geert Hofstede has provided his research framework from the results of his extensive study of national cultures. He did this study on IBM employees in 40 different countries and gave four dimensions of culture (Hofstede, 1983). But later a fifth dimension Long-term orientation was added to his framework which he developed with colleague Michael Bond. The below paragraphs will discuss briefly on the Hofstede and Trompenaars find out the cultural fit between China and Africa Power distance is the extent to which less powerful members of institutions and organizations within a country expect and accept that power is distributed unequally. Of note is Chinas significantly higher Power Distance ranking of 80 compared to the Africa which averages about 49, and the world average of 55. The above result indicates that there is a high level of inequality in terms of authority and wealth in a social set up. The situation is created but the cultural heritage and was not forced upon. (Hofstede, 1984). As said by Hofstede, power distance between management and employees is very high. The seniority concept is been implied in all the company structures both in private and public sectors. The age factor also plays a vital role and giving respect to elderly person is a must in both the culture. Individualism pertains to societies in which the ties between individuals are loose: everyone is expected to look after himself or herself and his or her immediate family. Collec tivism as its opposite pertains to societies in which people from birth onwards are integrated into strong, cohesive in-groups, which throughout peoples lifetime continue to protect them in exchange for unquestioning loyalty(Hofstede, 1984). A culture is determined as individualistic or collectivistic by the means of three main factors. They are complexity of the society, affluence of the society, heterogeneity (Triandis 1994). China is a typical collectivist society where harmony is valued very high. Harmony can be found in many ways in case of the Chinese. Dignity, self-respect, and prestige are some of the attributes which they would call it as Saving ones face. Therefore, social relationships including senior- junior relationship in business organisation in China are maintained with harmony. Chinese managers involve lot of sentiments in their decision making rather than using rational powers in leadership performance. Adele says that most of the African countries are low on IDV but in contract South Africa alone has a high IDV of 65 because of the European influence in the country. This high score of IDV is indicative of different cultures existing in South Africa and how much they prefer to use their reasonable powers in terms of mangers and their leadership. Chinese masculinity index in Hofstede Dimension is at 66, and the world average also stands at 50 (See appendix). The difference in the values of men and women infers from the higher rank of the country in this dimension. On comparing the world average Masculinity and uncertainty avoidance are relatively higher. A glance on the appendix, very few listed countries have such high masculinity index. In China, masculinity is higher than the figure actually shows as males are valued more than females, and the masculinity of China (66) is quite close to that of South Africas masculinity index which is 63. Chinese lowest ranking dimension is Uncertainty Avoidance (UAI) at 40 and South Africa at 49, when compared to the world average of 65. Openness towards unstructured ideas and situations can be found while going down the ranking (Hofstede, Website). The population may have fewer rules and regulations with which to attempt control of every unknown and unexpected event or situation, as is the case in high Uncertainty Avoidance countries. Future is unpredictable in both the countries; People are more concerned in saving money for the future generations because of the highly unsecured feeling which is entirely diversified from the developed country were people tend to spend money. The families in China and Africa are closely bounded in terms of financial needs and wants. Hence Hofstedes view on this index is a real fact. A Chinese value survey was created by Hofstede and bond, (1988) and was surveyed across 23 countries. The results of which combined with an understanding of the influence of the teaching of Confucius on the East, long term vs. short term orientation became the fifth cultural dimension. China leads this dimension with 118 while Africa has no long term orientation in Hofstedes index. Fons Trompenaars and Hampten Turnerss Cultural Dimensions. To find various ideas on the national culture, Fons Trompenaars a Dutch culturist who is a researcher on international culture and Charles Hampden-Turner (a dilemma enthusiast) combined together to find national culture. The finding of broad general rules is called as Universalism; it helps in finding the best rule when there arent any rules that fit in. Particularism on the other hand is about finding exceptions. When no rules fit, it judges the case on its own merits, rather than trying to force-fit an existing rule. China and Africa are mixture of the both. Each culture differs from the way it carries out various operations than the other. Chinese and Africans have a much particularized culture about their family and friends. Rules and regulations are common for all the people whereas the government scheme preference differs for each and every class and state of people. Integrating brings things together to build the big picture. It assumes that if you have your head in the weeds you will miss the true understanding (Richard, 2002). (Turner and Trompenaars,1997) says Individualism is about the rights of the individual. It seeks to let each person grow or fail on their own, and sees group-focus as denuding the individual of their inalienable rights. Communitarian is about the rights of the group or society. It seeks to put the family, group, company and country before the individual. It sees individualism as selfish and short-sighted. In his views Individualism means people who consider only themselves first than others and communitarian mean a person who considers themselves to be a part of a group or a community or people sharing same beliefs and views. China and Africa both has a communitarian culture and people wanted their family friends to be around them during their good and bad situations. People always wanted to work as a group initially but now a day due to huge influences of western culture the trend has started to move more towards individualism. South Africa where there is a heavy influence of the F rench are tend to be more Individualistic than the other parts of Africa. Whereas, people from interior part of Africa are still communistic and tend to depend on family, friends, and the close circle relation. Achieved status means getting to the desired status by means of hard work and performance. In South Africa, status is achieved by means of performance and dedication towards work. It assumes that the individuals or organisations earn and lose their status every day, and that other means of achieving status are recipes for failure. Ascribed status means to gain status either by heritage or by seniority without taking into account of the performance based considerations. It is believed that status is acquired by right rather than daily performance, which may be as much luck as judgement. It finds order and security in knowing where status is and stays, (Turner and Trompenaars, 1997). (Trompenaars,1993) says that people from emotional cultures like china and most of Africa does business in an unbiased culture, where it is important to do the paper work and to bind them legally. People from emotional culture should understand that lack of emotion does not necessarily mean that people from unbiased cultures do not have emotion or sentiments rather it means that people from such culture usually do not express their emotions to others. But when it comes to work culture, they do not give any room for emotions and sentiments. Chinese people usually are open to share common private issues to others but only to a certain extent. They are very much hesitant to share deep and personal issues to common people other than their family and close friends. This type of culture is also known as specific culture. On the other hand, a culture where public and private spaces are similar in size is a diffuse culture. According to (Turner and Trompenaars, 1997) individuals guard their public space because entry into public space allows them into their private space. South Africans usually follow this type of culture. Equality refers to people having equal status, equal rights irrespective of their birth, caste or creed. Hierarchy refers to the individuals who are superior to others in terms of the power or authority they possess. In China the hierarchy nature is followed in many private and all the public sectors. People in higher positions take decisions and others will have to take it. In most of the private sectors the owner of the company takes the decision which directly implies on the employees which may be both positive and negative in nature. In China the hierarchy nature is followed in many private and all the public sectors. People in higher positions take decisions and others will have to take it. In most of the private sectors the owner of the company takes the decision which directly implies on the employees which may be both positive and negative in nature. After examining the work of Hofstede and Trompenaars dimensions on China and Africa, we can say that there are various differences in both the culture. Both, language and traditional culture differs from one another and there are key cultural problems when considering a merger between the two cultures and companies. Below listed are the some of the problems identified as cultural barriers. One of the commonly noted barriers is communication and language stands as a primary problem when considering a organisational merger between China and Africa. The various languages such as French, English, and Portuguese in different regions are spoken in Africa. On the other hand Chinese speak only Phyia language and is still the lone user of the language in the world. The method of expressions and the way of communicating things are very different between the two countries. Chinese language and expressions are defined and ambiguous, were according to (Chang, 1999). (Ma, 1996 and Toomey, 1988) investigated characteristics of Chinese style of communication giving much importance to saving of face, promoting indirect communication, practicing deference, avoiding confrontation and placing a greater burden on receivers to interpret messages. According to another author McCrea (2004), in his research sample it is proved that Chinese are more assertive people than that of Africans. It is also said that to learn the languages and the methods used by the Africans will cost more for the Chinese organisations than other western countries. Thus leads a bigger worry for setting a work pattern together. The second most problem is the difference in the work pattern. The Chinese companies have opened the trade globally only a little more than ten years and also known for being one of the most productive people in the world because they work in most difficult and critical situations across the globe. While, most of the Africans had been used as slaves for many centuries ago and by the influence of that Africans usually do not work as much as the other people do. People who lived in rural areas had a very strong ability for the survival from a critical surroundings and their attitude towards work is taken very light and most of them have dont care attitude towards work and salaries (Jian, 2003). It will be important for a manager to mould these indifferences and enhance the maximum out of the employees who do not have similar work pattern other. One of the challenges for the organisation will be to offset the differences in the religion from employees from both the countries. In China, there are a large number of people, who are atheist, who do not believe in any deities. They are the highest in the world with 91% in terms of non believers. They have Christians, Muslims, and Buddhist in very less numbers and they all account for only 4 to 6 % in total (Central Agency of the USA, 2008), While religion in Africa is versatile, and most of the m follow either Christianity or Islam. After religion, the bigger challenge will be to bring these two different cultures to group as one and extract work out of them. According to (Vacas et al., 2003), the coexistence of overseas investing companies and the local communities is a famous research project in itself. Many companies from the west have existed in Africa for a very long time than the Chinese but still there is lots of conundrum for them to take it forward. It is very difficult to coexist as a one team with the native and foreign people to live harmoniously is a crucial hitch for all the MNCs. Harmony with the local environment will enhance a much better environmental setup for both the Chinese and Africans and will lead to achieving better management goals. As there are not many mergers between the Chinese and the Africans it will be even more difficult task to bind them together as a one unit. Recommendations for the African and Chinese Managers: After many arguments put forward, this shows that there are various differences in cultural aspects between china and Africa. Though there is continuity in the business transactions between the two countries, there is a significant use of absolute power by both the Chinese and African managers. Hence managers from both the countries who will lead a team in a cross-cultural context are suggested as below: The first and foremost aspect in culture is to respect other cultures and to have tolerance level for different religion and cultures. According to (Hofstede,1994) the cultural differences will not change for at least next ten decades. The existence of the cultural differences creates cultural clashes everywhere in the society. Similarly even in organisation these days with more development and advancement of globalisation concept is taking a heavy toll on cultural diversity and with that manager from different cultures get involved in such clashes directly or indirectly. It is very important for the manager to understand and solve the cultural issues, play a vital role in assessing the effectiveness of a manager and as well as the organisation as a whole. Thus it is important for the organisation to maintain tolerance of all cultures and traditions also it is the responsibility of the manager to ensure that the Chinese and Africans work along with each other to keep the relationship harmonious with their fellow mates.Secondly the organisations should take active part to educate the employees on various cultures and involve them in cross-cultural activities. The cross-cultural activities will make the employees to appreciate different cultural values and in turn will change the ignorance towards a particular culture or religion. (Samovar Porter, 1991) identified these values at three different perspectives and they are superficial culture traits, awareness of significant and subtle cultural traits that contrast markedly with anothers, and awareness of how another culture feels from the insiders perspective. In the first place managers from both the cultures should know the resemblance and variations between the Chinese and African cultures. The managers from both the countries should use their own judgement while using their authority considering their own experience from respective cultures. This is done so as to facilitate a clear understanding of using ones own authority and putting themselves in each others position before extending their use of authority on others. In the second place, only rigorous cross-cultural communication can eradicate any misunderstanding between the Chinese and African managers. These cross-cultural training also helps managers to change their behaviour and leadership pattern towards different cultures. Many MNCs give significant importance to cross-cultural communications and is considered a key factor in evaluating managers leadership skills. African and Chinese managers need to measure their own and other parties use of power. After analysing this at the third level, they will also have to examine their control over the power source from each others perspective respectively. After examination, the manager should move forward from being keen observers of the targeted culture to be an effective impact on that culture. Only after this can managers understand his/her foreign counterparts and subordinates to a n extent, perceiving his/her use of power sources. In addition, a manager also needs to show his subordinates that how much a manager can utilise the power source and to what extent he/she can use it effectively. It is very important for the managers to reveal their powers so that it can be used effectively and while acting to be an insider of another culture may spread information quickly than other means. And thirdly and the most important is to improve use of power sources according to culture. There have been various studies which have been undergone to research the relationship that exists between the managers primary power sources and the subordinates performances. The outcome of these studies shows that there is a major impact on the appropriate power sources by the situational variables. This specific outcome has made the author to point out culture as being one of those variables. In cross-cultural leadership, the use of power sources to the specific cultural environment where the manager works should be very carefully imposed. In our case with African and Chinese managers, African managers are far more used to legitimate power whereas the Chinese culture emphasizes on human emotions because they believe that everything should be done fair. Therefore the African managers should consider the factor of human emotions while improving their use of power sources, where as The Chines e managers pay respect to all the institutional rules while imposing their use of power sources, because they value harmony in the company. Thus, proper exercise of powers can mould the two different cultures to work together to achieve the organisational goals and responsibilities. These are the some of the discussions and solutions put forward for a merger between Africa and China. This paper brings more insight on integration between two of the most ancient cultures in the world today. References: Central Intelligence Agency of USA, 2008. The World Factbook, Washington. Charles Hampden-Turner and Fons Trompenaars, Riding the Waves of Culture: Understanding Diversity in Global Business, McGraw-Hill,   1997 Chang. H.C.,1999. The well-defined is ambiguous- sindeterminacy in Chienece conversation. Journal of pragmatics 31, 535-556. Hampden-Turner, C. Trompenaars, F. (1997) Response to Geert Hofstede. International Journal of Intercultural Relations 21, 1, 149-159. Hofstede, Geert, and Michael Harris Bond (1988), The Confucius Connection: From Cultural Roots to Economic Growth, Organizational Dynamics, Vol. 16, No. 4, 4-21. Hofstede, G.H. (1980), Culture Consequences: International Differences in Work-related Values, Sage Publications, London. Hofstede, G.H. (1983), The cultural relativity of organizational practices and theories, Journal of International Business Studies, Fall, pp. 76-88. Hofstede, G.H. (1984), Cultural dimensions in management and planning, Asia Pacific Journal of Management, Vol. 1 No. 2, pp. 81-99. Hofstede, G. (1994). Cultures and Organizations, Software of the Mind: Intercultural Cooperation and its Importance for Survival, McGraw-Hill, London, 1994. Jian, H,. 2003. Chienese Business Men in Africa: Business, Culture and the People. Economy press pf china, Beijing. Kroeber, A.L., Kluckhohn, C. (1952). Culture: A critical review of concepts and definitions. New York- Random House. Ma, R., 1996. Saying yes for no and no for yes; a Chinese rule. Journal of pragmatics 25, 257-266. McCrae, R.R,. 2004 Human nature and culture: a trait perspective, Journal of research in personality 38, 3-14. Samovar Porter. (1991). Communication between Cultures. California: Wadsworth Publishing Company. Shweder, Richard A., Martha Minow, and Hazel Markus, editors. (2002) Engaging Cultural Differences: The Multicultural Challenge in Liberal Democracies. New York: Russell Sage Foundation Press Thomas, Adele. The Management Implications of Ethnicity in South Africa. Journal of International Business Studies Volume Number 31. Third Quarter 2000: 507-519. UCF Library, Orlando, FL. Accessed Oct 29, 2008. Ting-Toomey, S. (Ed), 1988 Intercultural Styles: A Face-Negotiation Theory- Sage, Newbury Park, CA. Triandis, H. C. (1994). Culture and social behavior. McGraw-Hill, Inc. Trompenaars, F. (1993) Riding the Waves of Culture: Understanding Cultural Diversity in Business (First Edition) London: Nicholas Brealey. Vacas, F., Gonzalez, M., Sanabria, V., Madera, A., 2003. Management of environmental, Social, and health issues involving indigenous communities at the villano project in the Ecuadorian Amazon Region. Van Maanen, J. and E. H. Schein (1979). Toward of Theory of Organizational Socialization. Research in Organizational Behavior, 1: 209-264. http://www.geert-hofstede.com/hofstede_south_africa.shtml (All the diagrams and explanations given in the appendix is taken from Hofstedes website.)

Diversity in the Early Childhood Classroom Essay

Diversity encompasses all of the differences that people possess as humans. It includes differences in race, language, gender, socio-economic status, ethnicity, nationality, abilities, exceptionalities, and geographical placement. Diversity consists of a quality that make individuals dissimilar and that brings to the classroom individuals existence experiences, abilities, talents, character traits, and preferences that enhance individuals being (Pearson, 2000). Children’s individual interests and capabilities, racial and cultural differences, age and gender difference and language differences play a part in classroom diversity. Diversity should be taught starting in the Early Childhood classrooms. The concept of diversity of the early childhood classroom includes the perspectives of multiculturalism and non sexist and antibias education. The classroom differences can also include the social realities that affect children and communities, including availability of economic resources, access to technology, and health and safety concerns. Another full and active participate in diversity are children with disabilities. In a number of the school settings today you can find a growing number of special needs children. These children have disabilities ranging from hyperactivity, attention deficit disorder, speech and language difficulties, blindness, deafness, mental retardation, and physical impairments. The Americans with Disabilities Act has better equipped society to meet the needs and challenges of special needs children, yet many teachers have little to no special training to deal with these students. The challenge of implementing training and proper classroom settings for special needs students falls on the fact that the school administrators and teachers encounter financial, cultural, and social obstacles. The many different problems that fall underneath the diversity category are growing each year and are becoming a growing factor for early childhood education. Teachers can help with diversity by bringing the positive side of it into the classroom. There are curriculums available that support diversity. Teachers should include classroom materials from many cultures that reflect the diversity within specific cultures as well as other cultures. Books should be chosen that reflect diversity. Teachers should choose books from many cultures to read to your children. Children should be able to see faces similar to theirs in  the books that are shared with them. Books should be examined for authenticity and true portrayals of diverse individuals and groups. Include diverse individuals in wall and room decorations. When children see themselves reflected in classroom materials, they understand that who they are is valued, accepted and deemed important. This simple act can make the difference in how well children are motivated to learn. Teachers should use language with children that demonstrate an acceptance of all cultures. Teacher’s word choices indicate acceptance of and often determine behavior in children. Teachers choose words carefully and avoid those that would convey a negative connotation when none is intended (Faber & Mazlish, 1999). Life is given to words when individuals speak them, and children usually try to live up to adults’ characterizations of them. Teachers can expect the best from all children and communicate that expectation to them in positive and motivating ways. Teachers should consider field trips that are taken and who the guest speakers are. If all field trips are reflective of one culture, students never have an opportunity to see themselves or individuals in their communities as something of value. Teachers can get guest speakers that represent as many diverse individuals as possible. When all speakers come from one group, the message sent to children is that individuals from their particular group have little to share with them. Teachers can look at cultural celebrations and when they are celebrated. Contributions of many cultures should be shared throughout the year and not only at specified times during the year. Each culture has its own beliefs, customs, rituals, religions, and business and academic achievements that make it both unique and great. Celebrate them. Teachers should challenge themselves to learn as much as they can about the children they teach. For many, this may mean moving outside of their comfort zones and exploring different ways of living. This knowledge helps to locate a point of identification with the student and will facilitate teaching and learning. Knowledge about children’s home lives and the ways in which they are being acculturated in this society can help a teacher be more effective in classroom instruction (Greenberg, 2002). This knowledge may also serve as a source of enrichment and enlightenment for all children. Good teachers claim that they do not see color in their classrooms. Teachers should plan to include on a regular basis topics that challenge yourself to think beyond your own way of living. Teachers should choose and encourage reading materials that will better prepare you other teachers and childcare workers to interact with a variety of individuals. These materials can serve as a common experience for them to draw upon in discussions at faculty and staff meetings. Through these discussions, teachers should feel free and open to discuss their own previously held biases and examine ways in which they can become more knowledgeable and accepting of diverse individuals. Choose to include professional faculty and staff of diverse backgrounds when hiring for various positions. It is not enough to talk about valuing diversity and then continue to hire only from within a certain group. Truly understanding diversity means that biases rooted in stereotypes have no place within the work environment. It also means that talents and abilities are recognized in all. Once hired, these individuals should have equal consideration for promotions within the organization. Teachers should establish positive relationships with diverse parents by communicating in ways that make them feel comfortable and accepted. Teachers need to use language that is plain, simple, and easily understood. Open and clear communication is the key in parent interactions. If there is a language barrier get the aid of someone who speaks that language. Learn as much as possible about the family language and culture and include appropriate aspects of that information in classroom instruction. Teachers should invite parents to their classroom to share various aspects of their lives with your children. Allowing them to share information and experiences will send a clear message to all that you value their differences and view them as an asset for your learning community. Their sharing will broaden and deepen mutual understandings with you, the family, and the child. Teachers need to respond to parents’ needs and concerns in an equitable manner, making sure that all voices are heard and not merely those with which you agree or those with which you are most familiar or comfortable. Teachers can choose to show parents that they are an important member of the team that is responsible for educating their child. Children are like little sponges that soak up everything that they hear and see. Children are around two or three years old when they begin to notice the difference among people. Children notice things like being short or tall, long hair or short hair, light skin or dark skin and different eye color. The way that children deal with the changes between people is influenced by what they see and hear at home (Williams, 1972). When the adults at home are speaking out loud about their bias opinions children hear that. The children then think that the adults are right and tend to form the same opinions. For some adults, biased statements are unintentional. The smallest things can spark this including gender statements, â€Å"Tommy, boys don’t play with dolls, they play with trucks. † This is implying that boys should play with boy things and girls should play with girl things. Adults should embrace the fact that boys want to play with dolls and look at it in the way of the child will grow to be a good father. The things people say can be the accelerator for children’s intolerance for certain groups of people or the underlying cause of children’s acceptance of individuals. Children will have a natural curiosity about the differences between themselves and others. This curiosity isn’t yet linked to any positive or negative thoughts about different groups of people (Williams, 2008). Teachers should consider when speaking to children to keep the child’s age and developmental stage in mind. Teachers should use words and descriptions they can understand. If a child asks â€Å"Why are Ming’s eyes funny? † you can respond by saying, â€Å"Ming’s eyes look different because different people have different shape eyes. Ming’s parents are Chinese and many Chinese people have eyes shaped like hers. Eyes can have many different shapes and can look different† (Kupetz, 2008). This type of response shows the child a clear answer that acknowledges the difference and clearly explains it to the child. Successful home-school relations and interactions are essential for positive learning experiences for children and their families. These interactions often determine the level of support that teachers and other professionals receive from parents. Positive home school relations are deeply rooted in teachers’ and parents’ willingness to step outside of their own comfort zones and to try to accept and respect the differences of others. Valuing diversity simply means that people are comfortable with who others are as individuals and are able to accept and appreciate the differences of ourselves and of others. Through valuing diversity, people learn to expect, respect and accept differences from others. By accepting the differences of others, people openly acknowledge and affirm the validity of those differences. Adults understand that all people have a heritage and that heritage is rooted in beliefs, customs and behaviors that shape who individuals are. Through acceptance, people learn to listen to every voice with the same level of interest until each voice is heard and every story is told. Teachers’ demonstration of how they respect differences in others is shown in how they respond to the difference they display. The varying perspectives that individuals bring to the classroom learning environments are assets in effective decision making, teaching and learning. Diversity in the early childhood classroom will teach the children at a young age how to accept each other. Teaching children what diversity is in the early childhood classroom will stick with them throughout their life. Teaching children at a young age how to respect one another will help the future of the world. There is so much hate in the world today. In the news you see children committing suicides over bullying. The community would love to see the future full of understanding that everyone is different and that it is accepted. Teachers want the children of the future to not be involved in hate crimes and by teaching them at an early childhood age the morals of acceptance just might be installed in their minds and hearts. References Faber, A. , & Mazlish, E. (1999). How to Talk So Kids Will Listen & Listen So Kids Will Talk. New York, NY: Harper Paperbacks. Greenberg, P. (Ed. ). (2002, October). Bringing Home Into The Classroom. Retrieved from http://www2. scholastic. com/browse/article. jsp? id=3746853 Kupetz, B. , Ed. D. (2008). Do You See What I See? Appreciating Diversity in Early Childhood Settings. In Earlychildhood News The Professional Resource for Teachers and Parents [Diversity in Early Childhood Settings]. Retrieved from http://www. earlychildhoodnews. com/earlychildhood/ article_view. aspx? ArticleId=147 Pearson, C. (2000, January/February). Diversity in the Early Childhood Classroom. The Fountain, (29), 1. Retrieved from http://www. fountainmagazine. com/article. php? ARTICLEID=642 Williams, D. (1972). The Preschool Years, Ages 2-5. In Beyond the Golden Rule (pp. 11-19). Retrieved from http://www. tolerance. org/sites/default/files/ general/beyond_golden_rule. pdf.

Teen’s Alcohol Abuse

The study aims to identify the factors influencing alcohol abuse among teenagers whose age range from 13 to 19 years. Stratified random sampling will be applied, with samples coming from across the state to ensure the heterogeneity of the sample in terms of the variables being studied.Stratified random sampling is done by dividing the population into strata, in this case by the towns the respondents currently reside, then by employing simple random sampling from each stratum (or town) (Johnston, B., and Christensen, L., 2000).The target number of sample will be set at 10% of the 13-19 year old population in each town (rural or urban). A possible barrier to achieving this set number of sample however is the difficulty in achieving this huge target due to the limited time and financial resources.A solution seen to overcome this barrier is through the use of the internet and sending of electronic mails to reach the respondents. The use of this type of method of data gathering may possib ly cause risks in the validity of the answers given by the respondents. Confusion on the part of the respondents may take place, and the researcher may not be available at all times to attend to clarifications. In order for this threat to be avoided, the survey questions have been constructed to be simple and concise.This sample is said to be representative of the population because of the randomization that has been done to assure that the sample is composed of individuals who are not in any way homogenized in one or more traits or characteristics being studied.The survey tool used is a 13-item questionnaire with open-ended and closed-ended questions. Possible answers which are mutually exclusive have been constructed. Should the answer not be found in the list of answers, then the sample may choose to state his response.The survey tool and variables measuredThe variables are demographic in nature such as age, and several socio-cultural variables such as the individuals the respond ent is currently living with, annual family income, the drinking history of the parents, attitude of the parents towards alcohol, and the respondent’s experience in witnessing violence and the frequency of witnessing this violence. Behavioral and attitudinal characteristics of the respondents will also be measured, such current alcohol intake, frequency of alcohol intake, and history of alcohol abuse, and availability of or accessibility to alcohol.The variable â€Å"age† is defined as the age of the respondent in years at the time of the study. This variable is answered by the second survey question, which is a closed-ended one. Since the level of measurement is ratio, the response to this item will be coded as it is.â€Å"Companion in Residence† is defined as the individual/s (if any) with whom the respondent has live with for the most part of his life. This has been defined in such a manner due to the assumption that should an individual’s beliefs or b ehavior be affected by another individual, this effect is said to be incurred by the person he has lived with longest in his life. Possible responses to this question include parents, relatives or guardians, friends or peers, or none. It is a closed-ended type of survey question.The variable â€Å"annual family income† is defined as the average income in US$ incurred by the family in one year. It will be measured in the fourth survey question which is a closed-ended one. The lowest class of the range has been set at less than $5000, whereas the highest has been set at $65,001 and above. Since the level of measurement is ratio, the response to this item will be coded as it is.The variable â€Å"alcohol drinking† is defined as the respondent’s current behavior towards alcohol, i.e. if he at present drinks or does not drink alcohol. This variable will be measured in the fifth survey question, where the respondent answers â€Å"yes† to indicate that he curren tly drinks alcohol, or a â€Å"no† to indicate that he does not currently drink alcohol. The question is a closed ended one.

Security Monitoring - 1041 Words

Security Monitoring Mobin Bahrami University of Phoenix Information Systems Risk Management CMGT/442 June 22, 2012 Brian Hoff Intro Security monitoring is an important factor in keeping any organization network safe as various attacks are on a rise. A company constantly must practice monitory techniques to keep their data safe. The first step is to scan the internal and external environment and identify information technology risks before they become a problem. The key is to be proactive rather than reactive (Marilyn Greenstein). Different organization consist of many applications that require a certain level of security measures and risk assessment. To determine the associated risks within an organization each application†¦show more content†¦E-commerce applications require critical networks to accommodate video, voice, and data traffic as the numbers of users increase the need for greater performance and support is necessary. As a network in a company enables more applications and are available to more users, the applications become more vulnerable to security threats. To ensure e-commerce trans actions are not compromised security technology play a major role, and there are four categories that must be addressed: * Authentication ensures the safety of the systems and data by blocking access to unauthorized users while allowing users access. * Authorization allows only the user to change or modify within an account. * Encryption prevents third parties from recovering the original information, which cannot be recovered without access to the key. * Auditing keeps a record of operations such as, purchasing a merchandise. Human Resources Human resources are vital resources in any company to succeed business needs and support the employees to meet their objectives. Employees should be trained and motivated by the management team to achieve their potential. 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