Laws and Guidelines Regulating E-Commerce

Laws and Guidelines Regulating E-Commerce Laws and Guidelines regulating e Commerce http://www.legislation.gov.uk/ Use the link above and the course textbook to investigate the following legislation and guidelines Why it was introduced? What must an e commerce business do to avoid contravening these rules? Data Protection Act (1998) To allow the users data to be protected when they are using any website. To prevent people from gaining access to sensitive information when purchasing or signing into a business website. This .blocks users access into the systems database where the users personal and sensitive information is stored. A business should avoid breaking these laws by making sure that when a user enters sensitive information that they are protected from people being able to gain access to that information. Users should also be aware that the information is being stored on the website and ensured that their data is protected. Computer Misuse Act (1990) To prevent people from being able to gain access into peoples computers since the internet was becoming a large-scale application. It was introduced to prevent hackers from gaining access into computers and being able to get away with it. To avoid breaking the law a business must ensure that they have antivirus software to prevent hackers from getting into the system and being able to get access to users sensitive information. As well as to make sure that, the business does not use the clients details to gain access to their information. They should also be aware of the ways to get malware and other viruses. Consumer Credit Act (1974) To make sure that users where aware of what was happening with their data within an agreement and if they werent happy they would be able to break the contract/ decline the contract to prevent their data from being leaked it also ensures that payments will be made. This cooling off period is within a period of two weeks. In addition, retailers are guaranteed with  £25,000 worth of payments. A business must make sure that they disclose what the arrangements are for the user. Such as making sure users are aware of the period that they can return the product. Trading Standards Trading standards where introduced to prevent traders from providing their users with dodgy products and to make sure users got a high quality product. Local governments also decide on whether or not the trading company is u to the trade standards. A business needs to make sure that it is able to get approval to make sure that the product provided is up to trading standards. Freedom of Information Act (2000) The Act was introduced to allow people to view the activities that the business has been doing to make sure that users are aware of what the business has been doing. This can come under the form of a request from the company if the information is not public. This comes under peoples right of having the right to know. A business should make sure that they are able to provide the appropriate information to users about the companys activities and if a user request to see information that isnt public that the user is aware if they should be able to have access to that information. Copyright Legislation Copyright legislation was introduced to make sure that a persons property was protected from other people copying it and using it for their own product/idea. This was first introduced with the Copyright and design Act, which allowed companies to be able to protect their property such as logos or music this would then be able to go on for a set amount of time where it can then be renewed. As business, it is important that they are aware what pieces of work are an infringement of someones/another companys piece of work under the copyright conditions. E-commerce Regulations It was introduced to make sure that users are aware of the protection and use of their data and what their data might be used for. It also provides users with information about the company such as where their brick stores are located as well as the contact details to be able to get into contact with the business. It also allows sure to make amendments to orders if they were to mistype the order. It is important that the business makes sure that the users are protected and that their data isnt stored onto the site for people to use.

Naked and Free in The Awakening :: Chopin Awakening Essays

Naked and Free in The Awakening The Awakening, by Kate Chopin seems to fit neatly into twentieth century ideals. Chopin addresses psychological issues that must have been difficult for people of the late nineteenth century to grasp. Just as Edna died a premature death, Chopin's book died too. The rejection of this book, at the time, ironically demonstrates the pressure many women must have felt to conform to society. Chopin shows the reader, through Edna Pontellier, that society restricts women the right to individuality. This restriction by society can be seen in the clothing Victorian women wore during the time. For example, we see clothing used as an important metaphor in the story. Victorian women's clothing was extremely confining, much like their life. The clothing can be seen as a type of "cage" which is apparent when we see Edna and Adele walking to the beach in chapter seven. Adele wore a veil, "doe skin gloves, white gauntlets ... was dressed in pure white, with a fluffiness of ruffles that became her" (478). Adele was the ideal of beauty. Edna, on the other hand, "wore a cool muslin that morning ... a white linen collar and a big straw hat" (478). We learn that "a casual and indiscriminating observer ... might not cast a second glance" (478) towards Edna. The fact that Edna was simply dressed showed her non conformity towards society's standards. When the two women get to the beach, Edna removes her collar and unbuttons her dress at the throat. Her decision not to wear all the garments is a hint at the rebellion to come. Another obvious example of the symbolism of clothing is seen at the end of the novel when Edna removes all of her clothing before committing suicide. Chopin writes that when Edna was "there beside the sea, absolutely alone, she cast the unpleasant, prickling garments from her, and for the first time in her life stood naked in the open air" (558). Edna seems to be removing her final restrictions before finding her freedom in death. This last rebellion against society seems to give Edna her final "awakening". This awakening can be seen when Chopin writes, "She felt like some new born creature opening its eyes in a familiar world that it had never known" (558).

Gender-Based Notions of Homoerotic Love: Sappho and Plato’s Symposium

Gender-Based Notions of Homoerotic Love: Sappho and Plato’s Symposium The poetry of Sappho, and the speeches in Plato’s Symposium both deal primarily with homoerotic love, although Sappho, one of the only female poets in Ancient Greece, speaks from the female perspective, while Plato’s work focuses on the nature of this love between men. There are several fundamental elements that are common to both perspectives, including similar ideals of youth and beauty, and the idea of desire as integral to both views on love. Despite these similarities, however, there is an important distinction, which can be understood in terms of Pausanias’ concepts of Common versus Celestial Love, where Sappho’s view represents Common Love, and the larger view of Symposium represents Celestial Love. While Sappho’s work is very much grounded in the physical realm, Plato emphasizes that true love is centralized in the mind, and that it is an intellectual and philosophical phenomenon. Pausanias, who delivers Symposium’s second speech, explains some of the societal norms governing male homoerotic affairs. The rules by which a lover (an older man) and his boyfriend (a young man who has probably not yet grown his beard) may behave are rigid, and strongly enforced by the society’s moral code. Pausanias reveals that the convention of this relationship is pursuer/pursued: â€Å"our society encourages the lovers to chase their boyfriends, and their boyfriends to run away: this enables us to find out whether a given lover and his beloved are good or bad† (184a). Pausanias emphasizes the moral element further when he discusses the circumstances under which it is acceptable to gratify a lover. It is acceptable when â€Å"the ... ...otional) need of a lover. Sappho, who represents female homoeroticism, and Plato, who’s Symposium addresses many aspects of male homoerotic love, share some fundamental aspects of love, but their views and objectives are largely different. The latter’s goal is essentially intellectual satisfaction, while the former’s is more directly linked with physical beauty and desire for physical closeness, not characterized by grand moral and intellectual ideals. This is not to say that the love between Sappho and her lovers, was solely based on sexual desire. It is certainly wrong to assume that, in light of the Symposium’s perspective, they were mindless, sex-driven lesbians. I would argue, rather, that this love, is more real, more common, and more universally accessible, whereas the love in Symposium is highly specialized, and accessible exclusively to men.

The yellow wallpaper -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The plot of â€Å"The Yellow Wallpaper† comes from a moderation of Charlotte Perkins Gilman’s personal experience. In 1887, just two years after the birth of her first child, Dr. Silas Weir Mitchell diagnosed Gilman with neurasthenia, an emotional disorder characterized by fatigue and depression. Mitchell decided that the best prescription would be a â€Å"rest cure†. Mitchell encouraged Gilman to â€Å"Live a domestic life as far as possible,† to â€Å"have two hours’ intellectual life each day,† and to â€Å"never touch a pen, brush or pencil again,†(Gilman 20) as long as she lived. After three months of isolation, abiding by Dr. Mitchell’s orders, Gilman realized she was becoming insane. She abandoned Dr. Mitchell’s advice and, after recovering, she wrote an exaggerated version of her experience. Written in 1892, â€Å"The Yellow Wallpaper† reflects the social mindset of United States’ citizens just after the Civil War. This was a time of cultural and economical growth, expansion, and development. Women received little political and social freedom; their actions were greatly influenced by their husbands’ wills. The wallpaper’s chaotic pattern represents the metaphorical bars that Jane feels trapped in as a woman. The woman in the paper represents Jane trying to escape and become free from the reigns of her husband. Women were not expected to have a career or a â€Å"public life;† instead, they were expected to focus on the upkeep of home and family. People in this time lived ... The yellow wallpaper -- essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  The plot of â€Å"The Yellow Wallpaper† comes from a moderation of Charlotte Perkins Gilman’s personal experience. In 1887, just two years after the birth of her first child, Dr. Silas Weir Mitchell diagnosed Gilman with neurasthenia, an emotional disorder characterized by fatigue and depression. Mitchell decided that the best prescription would be a â€Å"rest cure†. Mitchell encouraged Gilman to â€Å"Live a domestic life as far as possible,† to â€Å"have two hours’ intellectual life each day,† and to â€Å"never touch a pen, brush or pencil again,†(Gilman 20) as long as she lived. After three months of isolation, abiding by Dr. Mitchell’s orders, Gilman realized she was becoming insane. She abandoned Dr. Mitchell’s advice and, after recovering, she wrote an exaggerated version of her experience. Written in 1892, â€Å"The Yellow Wallpaper† reflects the social mindset of United States’ citizens just after the Civil War. This was a time of cultural and economical growth, expansion, and development. Women received little political and social freedom; their actions were greatly influenced by their husbands’ wills. The wallpaper’s chaotic pattern represents the metaphorical bars that Jane feels trapped in as a woman. The woman in the paper represents Jane trying to escape and become free from the reigns of her husband. Women were not expected to have a career or a â€Å"public life;† instead, they were expected to focus on the upkeep of home and family. People in this time lived ...

Historical King Arthur Essay

King Arthur is one of the most well known historical figures of all time. One of the most interesting debates surrounding the legends and tales of King Arthur is whether or not he truly existed. The debate has its roots in the Renaissance time when Arthur’s existence was defended as the basis for the Tudor monarchs to trace their ancestry back to King Arthur as a way to hold onto their reign. Modern historians argue that a King Arthur may have existed though he was not the same King Arthur in the much loved legends and tales that have been passed down from generation to generation. This debate will continue as there has been no logical proof that King Arthur did actually exist (The Camelot Project, 1). At the same time, the influence of King Arthur will remain an important part of history as well. King Arthur has had a significant influence on literature, art, music and society as far back as the Middle Ages. The legend of Arthur projects him as a great legendary British king born to Uther Pendragon and Igraine. Some versions of the legend also include information regarding three half sisters of Arthur. Arthur married Guinevere and legend says they had no children together although Arthur did father children. Some versions of the Arthur legend contend that Perlesvaus was fathered by Arthur and Guinevere but other versions say this is not so (Joe, 1). Further, in various versions of the legend, Arthur’s son had different names. One legend states that Arthur killed his son while another says his son died after being attacked by a wild boar (Joe, 1). These ancestorial facts are unclear and vary across different versions of the legends which is perhaps one reason why the existence of a real King Arthur is so heavily debated. There has been no archeological evidence that a real King Arthur ever existed. Without absolute proof it is difficult to separate potential facts from the many legends that surround King Arthur (Joe, 1). Perhaps the reason why the legend of King Arthur is so popular is because King Arthur was a bright light in the face of treachery and darkness (Snell, 1). King Arthur brought peace to his land by defending it from every danger and also expanding his empire to encompass great amounts of land. Under the command of King Arthur, a group of knights helped the helpless, battled evil and scoured the land for holy relics. The courageous nature of King Arthur makes him a true hero that many generations of people have looked up to. He gave people hope in sorrowful times by being the type of ruler that looked out for the weak and the poor. Despite the fact that King Arthur is so loved and admired, he remains a legend. There is no existing proof that can provide without a doubt that King Arthur is a true historical figure. Instead, the legend of King Arthur will remain a legend (Snell, 1). The vast amount of literature and other media that focus on King Arthur may cause some people to assume that these stories are based in part on fact. However, there is no evidence that any of the facts surrounding the legend of King Arthur are true. Part of the reason why so many people assume that King Arthur is a true historical figure may be based on The History of the Kings of Britain which details the life and rule of the exalted King Arthur (Snell, 1). This historical document provides so many in depth details about King Arthur that many find it hard to argue with. However, the reference for this document has never been found so the facts included within cannot be proven. Further, some are of the opinion that the author of this document, Geoffrey of Monmouth, wrote the history in order to make others view his people in a more positive light (Snell, 1). There are many scholarly facts that aid in disproving the actual existence of King Arthur. These are the facts that enable King Arthur to keep his place in history as one of the most noble and well loved kings of all time. Legend holds that King Arthur was able to single handedly lead an assault that left nine hundred dead and allowed him to reign as king for nearly one hundred years. Legend also holds that King Arthur fought giants and strange beasts and was led by a red dragon (Ogden-Korus, 1). Since none of these mythological creatures or fantastic feats are possible, it can be assumed that King Arthur is a legend as well. This leads to the goal of many scholars. They wish to uncover facts that may prove whether there really was a King Arthur behind all the folklore (Ogden-Korus, 1). So far, they have been unsuccessful in proving that King Arthur ever did exist so he remains a legend to this day. In order to find proof of King Arthur, many archeologists have attempted to find concrete evidence that can be directly traced to the legendary king. There is very little evidence in Britain that can be traced back to the time of King Arthur. For example, the primary building tool during King Arthur’s time was wood, which completely decomposes over time and would not provide any proof of the existence of King Arthur. Further, the field of archeology cannot deal with specifics (Ogden-Korus, 1). Instead, archeologists analyze existing evidence and make educated guesses regarding ancient history. With regards to the place and times of King Arthur, these educated guesses have led to the conclusion that King Arthur is simply a legend. One of the most common associations with King Arthur is Camelot and the Knights of the Round Table. However, this connection cannot be considered fact. The legend of King Arthur is said to have lived during the sixth century but the creation of Camelot did not come into existence until the twelfth century when it became a part of literature (Ogden-Korus, 1). There are other more compelling discoveries that have aided in spreading the opinion that King Arthur did once exist. However, this evidence, while compelling, is not concrete. For example, Tintagel Castle, the alleged birthplace of King Arthur was a thirteenth century castle so it could not have existed during the time of King Arthur. However, in 1998, an archeological dig at Tintagel Castle uncovered a sixth century fort underneath the castle (Giger, 1). This evidence alone does not point to the existence of King Arthur. There are many sixth century forts in England and Wales and the discovery of this one does not provide concrete evidence that King Arthur ever existed – only that a sixth century fort existed where legend says that King Arthur was born (Giger, 1). This type of evidence is exciting and motivates historians and scholars to continue their search for evidence that King Arthur did exist. However, at this time no concrete evidence has been discovered to prove the King Arthur was anything more than a legend. Despite the fact that there is no definitive proof that King Arthur ever existed, there have been many myths that surround his name. Camelot is the perhaps the most well known myth that surrounds the legend of King Arthur. As previously discussed, Camelot did not come into existence until it was included in literature in the twelfth century (Ogden-Korus, 1). Camelot is the most well known and famous castle associated with King Arthur. Experts agree that Camelot is most likely a fictional place because its exact location is unknown. â€Å"Camelot, located no where in particular, can be anywhere† (Lacy, 67). The myth of Camelot has been allowed to spread because of how much people respect and admire the legend of King Arthur. The various versions of the myths surrounding King Arthur often contradict one another but people are willing to overlook such discrepancies because the writings about King Arthur are so captivating and entertaining (Miller, 1). People want to believe that such a magnificent person could really have existed so they get caught up in the myths surrounding King Arthur and begin to believe that he was a real person. Another myth that the legend of King Arthur has influenced is the legend of Lancelot, one of the Knights of the Round Table. Sir Lancelot is considered one of the best and one of the worst knights in the court of King Arthur (Sir Lancelot Online, 1). Lancelot is a creation of literature that emerged at the same time that Camelot did. In this portrayal, Lancelot becomes the most valuable knight of King Arthur. He was chivalrous and brave and accomplished many important tasks including rescuing Guinevere from Meleagant and once again rescuing her from being burned to death for committing adultery with him (Sir Lancelot Online, 1). Sir Lancelot helped contribute to the myths surrounding King Arthur because his heroic deeds made King Arthur look good. Ultimately, Lancelot betrays King Arthur by committing adultery with Guinevere but this too makes King Arthur look good because people pity him for the wrongs committed against him. Another important and famous myth surrounding King Arthur that has contributed to the admiration of many is his sword, Excalibur. Excalibur is said to have magical powers. Part of the reason why the myth of Excalibur makes King Arthur so admired is because some versions of the myth discuss how King Arthur pulled the sword from a stone thus making himself appear magical and strong. However, other versions of the myth keep Excalibur and the Sword in the Stone separate. The myth that includes King Arthur pulling the sword from the stone provides some with evidence that he was a true king because only a true king would be able to even pull the sword out of the stone. Other versions say that Excalibur was a sword the King Arthur obtained through Merlin from the Lady of the Lake (Ford, 1). The fact that King Arthur used such powerful weapons also provides a compelling reason why so many people believe in the power of King Arthur. These weapons are also part of the reason why King Arthur has survived throughout history as one of the most revered kings of all time. One final aspect of the legend of King Arthur that has enabled him to live throughout history is the myth of Merlin. Merlin is a well known wizard that mentored King Arthur. Merlin had supernatural powers and abilities and is said to have engineered the birth of King Arthur through his magical powers (Briggs, 440). The magical powers that surrounded Merlin were of enormous benefit to King Arthur because they enabled him to accomplish great things. These great things are what has allowed King Arthur to become as legendary as he remains today. King Arthur is a real historical figure in that many people truly believe that he actually existed. This belief has been passed down from generation to generation so that the legend of King Arthur has become real to so many people. The fantastic accomplishments that are credited to King Arthur make him a much loved and respected ruler. At the same time, the magic and mystic that surround King Arthur provide a sense of mystery that captivates people into believing the myths. These myths have allowed King Arthur to rise in prestige and remain so popular. However, there is no historical or archeological proof that King Arthur ever existed. If such proof is out there it has yet to be discovered. The fact that the legend of King Arthur is so well known and loved has allowed the myths associated with the legendary king to become valid parts of the King Arthur legend. For example, most people do not realize that Camelot and Lancelot are fictional creations that came into existence some five hundred years after the time of King Arthur. These myths have provided King Arthur with a reputation of greatness that cannot be based on historical fact. At the same time, there is no harm in allowing people to believe that King Arthur was real because in the hearts of many King Arthur was real. There is no definitive data to back this assumption up but this does not deter many people from believing in the existence of King Arthur. In the end, history has not proven that King Arthur truly existed but literature and movies have created a character that is so loved that he has become â€Å"real† and he will remain â€Å"real† as long as people continue to be captivated by the legend of the King Arthur and the myths that surround him. Briggs, Katharine Mary. An Encyclopedia of Fairies, Hobgoblins, Brownies, Boogies and Other Supernatural Creatures. New York: Pantheon Books, 1976. 440. Ford, David Nash. â€Å"Excalibur. † Brittania. 2000. 17 Feb 2009 . Giger, Remus. â€Å"In Search of†¦ King Arthur. † Associated Content. 2007. 17 Feb 2009 . Joe, Jimmy. â€Å"King Arthur. † Timeless Myths. 1999. 17 Feb 2009 . Lacy, Norris J. â€Å"Camelot. † The New Arthurian Encyclopedia. New York: Garland, 1991. 67. Miller, Michael D. â€Å"The True Story. † Camelot: The True Story. Moffat, CO: Rideout Publishing, 2008. Ogden-Korus, Erin. â€Å"An Archeological Quest for the ‘Real’ King Arthur. 1999. 17 Feb 2009 . Sir Lancelot Online. â€Å"Sir Lancelot of the Lake. † 17 Feb 2009 . Snell, Melissa. â€Å"The Truth of Arthur. A Legendary King. † About. com: Medieval History. 1999. 17 Feb 2009 . The Camelot Project. â€Å"Historical Arthur. † King Arthur and the Knights of the Round Table. 2001. 17 Feb 2009 .

Critical Criminology

CHAPTER 1 CRIME THEORY: CRITICAL CRIMINOLOGY There could be different reasons of increasing crimes. One of the obvious reasons is poverty and social injustice. Most of the people engaged in crime either don’t have proper source of income or they are socially discriminated. So the main reason of crime is poverty and social injustice. Most of the places with high poverty and social injustice have high crime rate (Jerry, 1995). The most important policy implications that would be most successful in reducing crime and/or rehabilitating convicted offenders in long term are critical criminology theories. In critical criminology crimes are defined in terms of domination. That is if some class or group is dominant than they can make social concept lawful and unlawful. Lower class, single parent women, poor people and minorities mainly suffer due to domination factor by others (Hopkin, 2001). 1. 1 Broad Problem Area: â€Å"Importance of Critical Criminology in Reducing Crimes† Justice system around the world is not strong enough to reduce crimes. So we need alternative approach through which criminals can become useful and productive member of the society. It’s not easy to completely change justice system but it’s not difficult to make criminals better citizens as well. Critical criminology is an effective way to reduce social injustice and crimes. Concept of critical criminology came in late sixties and early seventies. It mainly deals with the dominative and differential relation between different groups on the basis of demographic factors such as age, gender, ethnicity, minorities, cultures, values and social groups. This culture and social diversity was created due to migrations and human nature. Social indifferences are another form of injustice. It’s important to support these peoples who are being discriminated (Bauman and Tester, 2001). According to Wikipedia Encyclopedia, in critical criminology the scope of crimes is defined differently on the basis of social circumstances and time period of their occurrence. Critical criminology is somewhat different from basic study of criminology that deals with criminals and their behaviors. The basic idea of critical criminology is that the social and past trends would define whether some thing is unlawful or not at given time. There could be different things that are considered to be unlawful in past but now they are lawful and same goes with those things which are lawful in past but now they are unlawful. Such as marriage of homosexuals was considered to be unlawful in past but now with the passage of time societies are accepting this and making laws to protect marriages of homosexuals. This is not possible that all the studies on crimes are dealing with modern social life but they are some way connected to the present (Garland, 1999). There could be different theories that could emerges from critical criminology such as conflict theories, feminist theories, & postmodern and peacemaking theories. A conflict theory of criminology is not accepted largely by criminologist because they think conflict theories don’t address the criminal activities in socialist and capitalist societies. Feminist theories define that crime done by males and crimes done by females should be viewed differently. They give new aspect to criminology on the basis of gender. Critical criminologists have different views and way of resolving crimes. These two theories are mainly recognized around the world. Main emphasis is given to relation between criminals and societies. Even feminist criminologists don’t properly represent gender prospective and take back their views after failure of other criminologists (Van, 1997). There is a difference between critical criminology and conventional criminology. Conventional criminology is not dealing with activities which are affecting life of thousands of people such as politicians’ decisions that could affect millions of people, corporate scandals that affected thousands of workers, stock market manipulations that affected thousand of investors and also discriminations of minorities that have no end. Conventional laws do not answer these structural disparities that helps dominate group to take advantage of it. Conventional criminology is dealing with state defined crimes but not the crimes that are harming society ocially (Stephen, 1983). Criminologists working to find ways to resolve or to reduce crimes are not able to identify or not able to provide any authentic procedures to resolve crimes (Braithwaite, 1998). And also they didn’t even give importance to issues or difference created due to power and state (Cunneen and White 1996). This is still a claim that critical craniologist are more inclined towards gaining some pos ition and recognition rather than actually doing some thing for society to protect human rights and to promote justice in society. Since 1960, activists in human rights and social justice are molding progress in critical criminology theory. There is a relation between criminologists and social & human right moments (Braithwaite, 1989). Critical criminologist overstates the crime problem in society. Instead of removing the mystery that crimes are not their and its media created etc. they should accept crimes as a dilemma of powerless. They must not criticize criminal system by keeping this fact in mind that it is created by undue protection given to the privileged class. There is a cause effect relationship between crimes and poverty, racism, discrimination, social injustice, racisms etc. Critical criminoloiges must keep this in mind while evaluating crimes. However, critical criminology and traditional criminology should not work in different ways rather they should work together in the same way. (Cohen, 1998). 1. 2 Problem Statement: â€Å"Is Critical thinking is helpful to reduce crimes and able to reduce social injustice from society†. 1. 3 Purpose & Significance of Study The main purpose of this study is to identify the importance of critical criminology in order to reduce crimes. This study will also identify other ways to reduce crimes and their effectiveness. And it will also explain what factors are responsible for crimes. This study will help policy makers and law enforcing agencies to avoid crimes by using proper critical criminology theories. 1. 4 Research Questions The aim of this research is to study, 1) How do people perceive that critical criminology can reduce crimes? 2) How do people perceive the role of critical criminology in order to reduce injustice from society? ) How do people perceive that critical criminology approach is better way to reduce crime rather than conventional criminology approach? 1. 5 Theoretical Diagram In this diagram crimes reduction is dependent variable which depend on critical criminology that is independent variable. Critical Criminology method that properly identify social injustices that could change offend er future behavior towards crime and society support to accept these people as a useful member of society are intervening variable. These variables can assure the effectiveness of counseling treatment to reduce crimes. Independent Variable Dependent Variable Intervening Variable CHAPTER 2 RESEARCH DESIGN AND METHODOLOGY This chapter presents the basic methodology and requirement in research. It includes the methods of research, the respondents and their description, sources of data, the sets of research instruments that were used, the treatment of data, and the statistical tools, which were used in this study. 2. 1 Method of the Study: The research utilized the descriptive method in acquiring information for evaluation and analysis. The descriptive survey was the general rocedure employed in a study that has for its chief purposes the description of the phenomena that is importance of critical criminology theory in reducing crimes from society by providing social injustice. 2. 2 Sample, Type of Questionnaire, & Treatment of Data: The population for this research study was the general public. A random sample of 50 was taken from different places and different groups such as law enforcing agencies, c ommunity, criminologist etc. Researcher selected probability sampling, because every person had an equal chance of being selected. The survey questionnaire seeks the perception of the respondents with respect to factors important for crime reduction. In order to analyze the information given in the questionnaires, Likert scale had been applied in question 1 to question 9. The purpose is to evaluate effectiveness of counseling in crime reduction. 2. 3 Validation of the questionnaire: It was deemed necessary to revalidate the questionnaire to find out the clarity of the questions being asked as well as their relevance to the problems formulated. The validation of the questionnaire was done through the comments and suggestion by respondent. And also validation and reliability of research instrument used to get information that is questionnaire is done by implementing it to different places and same results were extracted from every place. 2. 4 Statistical Tools: Researcher used frequency and percentage distribution to determine the relationships of the variables and give clear and reliable analysis and interpretation of the data. The formula is; % = F/N ? 100 % = percentage F = frequency N = number of respondent CHAPTER 3 QUESTIONNAIRE ANALYSIS, FINDINGS & CONCLUSION 3. 1 Questionnaire Analysis: Respondent responded in the following way: Topic Based on Questionnaire |Highly Disagree | Disagree | Moderately | |Highly Agree | | | | | |Agree | | |Critical criminology is providing support to poor, minority |11% |18% |25% |42% |4% | |and low social class group | | | | | | |Critical criminology theory is important to reduce social |0% |0% |14% |57% |29% | |differences | | | | | | |Main reason of increasing crime rate is soci al injustice |3% |10% |21% |40% |26% | |Critical criminology is playing important role in order to |11% |28% |31% |26% |4% | |highlight social injustices | | | | | | |Critical criminology is different from conventional |29% |36% |19% |10% |6% | |criminology | | | | | | |There is a difference of opinion among critical criminologist |18% |24% |21% |30% |7% | |Critical criminologists are criticizing conventional justice |17% |19% |23% |35% |6% | |system that it supports to powerful class | | | | | | Social movement regarding human rights and social justice is |0% |0% |9% |55% |36% | |supporting critical criminologist | | | | | | |Critical criminologists are working for their recognition |26% |37% |21% |10% |6% | |rather than to support social injustice | | | | | | 3. 2 Findings & Conclusion: On the basis of the questionnaire, most of the respondent responded that critical criminology is providing support to poor, minority and low social class group and critical criminology theory is i mportant to reduce social differences †¢ On the basis of the questionnaire, most of the respondent agreed on a statement that main reason of increasing crime rate is social injustice and critical criminology is playing important role in order to highlight social injustices †¢ On the basis of the questionnaire, most of the respondent responded moderately agreed on a statement that critical criminology is different from conventional criminology and there is a difference of opinion among critical criminologist †¢ On the basis of the questionnaire, most of the respondent responded that critical criminologists are criticizing conventional justice system that it supports to powerful class and social movement regarding human rights and social justice is supporting critical criminologist. In these days societies are giving more focus to crime, victimization, regulation, punishment, with respect to human rights, equity, social justice, well being of the community, and globaliz ation. More activists are taking interest in decreasing discrimination and imbalances in societies. They are trying to gather more people to take action for the betterment of society and this will affect both antiestablishment and establishment criminologies. If model of Mutualism develops with the same pace than critical criminologists have to revise their studies and ways to resolve crimes. They have to establish the relation between antiestablishment and establishment criminologies not for individual but for the society. Now societies are moving from equal rights and equal justice to human rights and social justice due to social movement to protect rights. References: Bauman, Z. , & Tester, K. (2001). Conversations with Zygmunt Bauman. Cambridge: Polity Press. Braithwaite, J. 1989. Crime, Shame and Reintegration. Melbourne: Cambridge University Press. Braithwaite, J. 1998. Reducing the Crime Problem: A Not So Dismal Criminology. The New Criminology Revisited, London: Macmillan. Chan, J. 1996. Crime Prevention and the Lure of Relevance. Australian and New Zealand. Journal of Criminology, 27(1): 25-9. Cunneen, C. , and White, R. 1996. Juvenile Justice: An Australian Perspective. Melbourne: Cambridge University Press Garland, D. (1999). The Commonplace and the Catastrophic. Theoretical Criminology, 3(3), pp. 353-64. Hopkins, B. R. (2001). An Introduction to Criminological Theory. Cullompton: Willan pg. 173 Jerry, B. (1995). Crime Control: We the People. Radio broadcasts. North Coast XPress. Stephen, B. 1983. Power & Crime. Van, S. R. (1997). Critical Criminology: Visions from Europe. London: Sage Wikipedia Encyclopedia. Critical Criminology. 2008. Retrieved on 12 July 2008 from http:// en. wikipedia. org/wiki/Critical_criminology QUESTIONNAIRE: RESEARCH PAPER CRIME THEORY: CRITICAL CRIMINOLOGY Direction: Please indicate the degree of importance as perceived by you, by putting a tick mark opposite to each of the number item showing the degree of perception. Scale |Weights | |Highly Disagree |1 | |Disagree |2 | |Moderately |3 | |Agree |4 | |Highly Agree |5 | 1) At what extent do you think critical criminology is providing support to poor, minority and low social class group? Highly Disagree Highly Agree 1 2 3 4 5 2) At what extent do you think critical criminology theory is important to reduce so cial differences? Highly Disagree Highly Agree 1 2 3 4 5 3) At what extent do you think main reason of increasing crime rate is social injustice? Highly Disagree Highly Agree 1 2 3 4 5 4) At what extent do you think critical criminology is playing important role in order to highlight social injustices? Highly Disagree Highly Agree 1 2 3 4 5 5) At what extent do you think critical criminology is different from conventional criminology? Highly Disagree Highly Agree 1 2 3 4 5 6) At what extent do you think there is a difference of opinion among critical criminologist? Highly Disagree Highly Agree 1 2 3 4 5 7) At what extent do you think critical criminologists are criticizing conventional justice system that it supports to powerful class? Highly Disagree Highly Agree 1 2 3 4 5 ) At what extent do you think social movement regarding human rights and social justice is supporting critical criminologist? Highly Disagree Highly Agree 1 2 3 4 5 9) At what extent do you think critical criminologists are working for their recognition rather than to support social injustice? Highly Disagree Highly Agree 1 2 3 4 5 ———————– Critical Criminology CRIMES REDUCTION Feminist Theory Conflict Theory Postmodern & Peacemaking Theories

Evaluate and Use Information and Communications Technology Essay

The purpose of this essay is to research a technological toy, I focused on Bee Bots, which I use in my setting, evaluate and critically analyse the effectiveness of that toy in promoting children’s learning. Later I will demonstrate my personal use of ICT and a record of use of Information and Communications Technology (ICT) over a period of one month as a professional role in promoting children’s development in my setting. Finally, I will reflect on my tracking sheet and identify the opportunity to develop ICT in communication with parents. According to Siraj-Blatchford, Whitebread (2003) in supporting children in their development of an early understanding of ICT we are concerned to support them in learning about a wide range of products that are used to manipulate, store, retrieve, transmit or receive information not only computers. Most of the ICT applications that we are familiar with today are put to use in electronic products such as telephones, audio and video, CD player, recorders, computers, television. I am going to focus on a programmable toy – Bee Bot. I chose that particular piece of ICT toy as we use it quite often in our setting. Bee Bot is a bright and a colourful and multi-sensory programmable floor robot, suitable for use in Early Years. According to Morgan, Siraj-Blatchford (2009) the use of programmable toys in early years educational settings is based upon the constructionist teaching approach, which is underpinned by the idea that learning can happen most effectively when people are actively engaged with doing and making things in the real world and was first developed by Papert, in 1993. Bee Bot â€Å"enable young children to learn through play about control and directional language and provides a perfect ‘hands on’ introduction to robotics† (Sprainger, 2007). Sturdy construction and colourful, easy-to-operate design is a perfect tool for teaching alphabet, number recognition, fine motor skills by using the directional buttons, and social skills such as turn taking. Direction keys are used to enter up to forty commands which send Bee Bot forward, back, left and right. Pressing the green ‘Go’ button starts the toy on its way. â€Å" Bee Bot blinks and beeps at the conclusion of each command to allow children to follow Bee Bot through the program they have entered and then confirms its competition with lights and sound† (Terapine Software, no date). It works on rough or smooth surfaces and is small enough to be used on a table (Inclusive Technology, no date). Bee Bot moves in 6†steps and 90 degree turns and compact size as well as durable material make Bee Bot child and classroom friendly. Bee Bot is equally adaptable to home and school environment, it can be use both indoor and outdoor and operates on three AA batteries (Interactive Learning in the Early Phase, No date). In 2005, Bee Bot was awarded a Gold Award at the Practical Pre-School Award in London and in 2006 Bee Bot was a winner of an Education Resources Award in the Primary ICT category awarded by The British Educational Suppliers Association (BESA), (TTS: Educational Supplies for Schools, Nurseries & Childminders , No date). After an initial introduction to the toy Bee Bot help children to engage in playful exploratory activity which allows for numerous opportunities such as self-initiated activity, which provide opportunities for quality adult-child and child-child interactions (Siraj-Blatchford, Whitebread, 2003). According to Light and Butterworth, activities requiring ‘joint attention’ and which involve ‘children learning to share’ provide a better cognitive challenge for young children than activities were they work alone† (Developmentally Appropriate Technology in Early Childhood, No date). Learning with the Bee Bot is a highly social experience and support communication and social skill development, children learn about negotiating, taking turns, sharing and peer work. The Bee Bot has the capacity to support children to develop a broad range of essential skills across curriculum and the only limit is the practitioner and children imagination. It is available with across curriculum mats to enhance children learning in all area of their development, therefore in my work place we adapt the mats that we already have in our setting and I still feel that we did not use its full potential. So far we used Bee Bot with Alphabet mat, and alphabet flash cards to extend children letter sound recognition and oral language development for children with English as an Additional Language (EAL) to support their listening and recalling skills. Number and shape mat is used to expand children mathematical skills such as counting, number recognition, positional language, shape recognition. Road mat is used to develop children orientation as they need to manipulate, orientate, track and rotate the Bee Bot as well as road safety skills. Using a Bee Bot also introduce the children to a range of science skills as they interpret design challenges, generate possible solutions, make plans, test and evaluate and modifying the program were necessary (Sprainger, 2007). I founded as well as a number of eachers around the world (see teachers reviews in Appendix C) that Bee Bot are good value for money (manufacture instruction enclose in Appendix B) and the only disadvantage I can find is that after each activity program needs to be cleared in order to reprogrammed again. Although, it is clear that ICT should be used ‘to develop skills across all six areas of learning’ it is the ‘Knowledge and Understanding of the World ’ strand alone in the guidance that makes direct reference to ICT usage. â€Å"It is clear that young children are computer†¦ literate at an early age† (Keating, 2007, pg. 126). According to DATEC (No date) any application introduced to children in order to develop understanding and experience of ICT should not just be enjoyable, although this is important but more importantly should be educationally effective. Children need a variety of applications which encourage a range of development, including creativity, self-expression and language. From analysing my tracking sheet which recorded the use of ICT in my setting (details in Appendix A) I must admit that I was quite impressed with the amount of ICT equipment we use with children each day without even realising. From the tracking sheet I understood how important modelling and collaborative play is in Early Years. Programmable toys and many screen based applications offer the possibility of collaboration but adult intervention is frequently needed to gain the most from the ICT ‘equipment’. According to the UK Effective Provision of Preschool Education (EPPE) (Sylva et al, 2004), and Researching Effective Pedagogy in Early Childhood (REPEY) (Siraj-Blatchford et al, 2002) studies have found that the most effective foundation stage settings combined the provision of free play opportunities with more focused group work involving adult instruction. This approach appears to be most desirable model to promote ICT and I must proudly admitted that we are focusing on small group activities to meet all children’s needs, especially with EAL children. The relationship between cognitive strategies and language development is currently regarded as central to understanding children’s difficulties developing language as a first or additional language. Skinner emphasizes the roles of imitation, repetition, reward and reinforcement in formal language teaching situation (Lewis, Norwich, 2005). Adult-child interactions that involved some elements of ‘sustained shared thinking’ were especially valuable in terms of children’s early learning† (Siraj-Blatchford, and Siraj-Blatchford, No date). Activities I have provided for the children in my setting are differentiated according to their interest, age and learning style and were â€Å"targeted at learner’s educational needs and stage of understanding† (Hurst, 1997, pg. 82), as according to Miller, Devereoux (2004, pg155) â€Å"children need to be able to experiment, repeat activities in variety of ways and have some control over a pace of what they are doing†¦ ollaborate with adult and each other and share their discoveries and triumphs†. Furthermore, the work of Bruner and Vygotsky suggests that â€Å"we actually come to understand what it is we think through talk† (Moyles, 1995). â€Å"Bruner showed that children need to be reminded of previous experience†¦ by pictures, books†¦ he called this ‘iconic thinking’, he also felt that role of adult was important†¦ as†¦ adult provides support as children develop their competence and confidence† (Tassoni, H uccker, 2005, pg. 31). I believe that according to North, McKeown, (2005, pg. 72) â€Å"ICT meets all learners styles as it â€Å"lets pupils learn by looking, listening and doing†. â€Å"Although the evidence on gender differences in attitudes towards computer-related activities, levels of participation with computers,†¦ it appears that girls perform just as well as boys when they engage with computer-based learning† ( Bancroft, Carr, 1998, pg. 104) and it has been proved in my setting that girls get involved as equally often and well in ICT related equipment as boys. From my tracking I also realised that we are meeting entire requirement as Every Child Matter (2008) suggested relating to observation, assessment, planning, key person by using ICT equipments such as cameras, video recorder, Interactive White Board (IWB) and Fronter – School Blackboard (explained deeply in Appendix D), which is available through London Managed Learning Environment (MLE) (Ealing Grid for Learning, No date) and all the staff have been given training on it. Children from key stage one and two are able to access Fronter from home and share their school life with their parents. In the sector I work in – Early Years Foundation Stage parents are given individual logins and passwords to be able to track what is happening in our nursery each term, check any events that are taking place in school but in my opinion working with parents in relation of ICT is an area that needs improving. I discovered three main issues that must be improved in my opinion to develop a better communication and build better relationship with our parents. First of all, I must mention that even though as a school staff we have opportunities for professional development and ICT â€Å"supporting learning† (Teaching and Learning, No date). Training are usually organised by our school ICT co-ordinator. Insets quite frequently and I recognise myself as being a computer literate person thus we must consider that not all of our parents â€Å"can present barrier† (Plowman, Stephen, 2003, pg. 160) and perhaps school could extend ‘children Fronter club’ for ‘parents Fronter club’ to help parents overcome that barrier as â€Å"home school link and parents involvement is therefore a component of effective school† (Curriculum Guidance, 2001). Secondly, the language barrier could be one of the reasons why parents are not so keen on using our School Blackboard. To overcome this barrier after having an Inset with my manager we decided that the school news letter both in electronic form and hard copy could be translated in the most common spoken languages in our school, such as Tamil, Somali, Arabic and Farsi. As a Foundation Stage Practitioners we all agree that when â€Å"parents, teachers and children collaborate towards the same goals it leads to the improved academic performance of children† (Curriculum Guidance, 2001). Lastly, in my opinion the main issue could be, as the school is situated in low-income industrial area, that not all household might have an access to the computer. According to Morgan, Siraj-Blatchford (2009) research evidence has shown that the efforts of parents and preschools can make a considerable difference to children’s future educational achievements regardless of their socio-economic background and current national policy initiatives aim is to close the gap in educational achievement for children from disadvantaged background. â€Å"One of the ways in which this commitment has manifested itself has been in the Government’s three hundred million pounds Home Access project which provides computers and internet access to families to enhance learning at home† (Morgan, Siraj-Blatchford , 2009, pg. 13). Our school received the funding three years ago and designed the ‘parent computer room’ which was very popular at the begging but now seems to be forgotten. I think it is a good time to bring up that issue during the Inset to make use of that room again. When talking about ICT I must mention about a â€Å"number of queries and concerns regarding health and safety issues and other risks, which may be associated with technology routinely used by young children (Morgan, Siraj-Blatchford, 2009, pg. 39) , such as using electricity . Our children are thought not to â€Å"investigate or play with any equipment that uses mains electricity† (Creary, 2002, pg. 4) and all sockets are protected with socket protector to eliminate any hazards. According to Health and Safety at Work Act (1974) Portable Appliance Testing (PAT Testing and Portable Appliance, No date) is required once a year and our school has passed one two weeks ago. It is important that while children learn about ICT they also learn how to manage their own space and select the right tools when sitting at the computer. According to Morgan, Siraj-Blatchford (2009) it is therefore advisable that the regular use of any computer application by three years old child should not be longer than ten to twenty minutes. Young children, parents and practitioners are using ICT in novel and creative ways† (Morgan, Siraj-Blatchford, 2009, pg. 40) and it is important to use all available ICT equipment safely. Our school leaders with ICT co-ordinator â€Å"consider the issue of e-safety† (E-safety, No date) and drew Acceptable Use Policy (AUP) (See Appendix E). According to Every Child Matter (2008), suitable premises, environment and equipment our outdoor and indoor spaces, furniture, equipment and toys are safe as they are checked on regular basis and school is monitored by CCTV camera and locked.