The data classification policy Essay Example for Free

The data classification policy Essay The data classification policy is intended to provide a framework for classifying a company’s data based on its level of sensitivity. Data classification entails analyzing the data an organization retains, determining its importance and value, and then assigning it to a category. Data is classified to help determine baselines for security controls in that will be implemented to protect the data. Data classification policies apply to all company employees, their vendors and customers who has authorization to access the data. Anyone who has access to, is responsible for classifying, or is responsible for protecting data and is subject to being held accountable to adhering to the data classification policy. Data classification is the classification of data based on its level of sensitivity and impact to an organization. Impact is determined by how data is disclosed, altered or destroyed without appropriate authorization. How data is classified and the levels of sensitivity associated with it is generally determined by the organization but in some cases the classification is mandated by federal, state and local laws. Data classification levels are typically arranged from the most sensitive data being classified as restricted to unclassified or public data. The classification levels vary depending on the institution. Data is typically classified according to its type such as medical, financial or personal. Most organizations classify data to comply with their requirements of Confidentiality, Integrity and Availability (CIA). Data classification is the responsibility data stewards and their primary  purpose is the protection of the confidentiality, integrity and availability of the data and the data classification reflects to level of impact to the organization if the confidentiality, integrity and availability is compromised.

A Comparison Of Henry David Thoreau And Ralph Waldo Emerson?s Beliefs E

A Comparison of Henry David Thoreau and Ralph Waldo Emerson’s Beliefs concerning Simplicity, the Value and Potential of Our Soul, and Our Imagination.Henry David Thoreau tests Ralph Waldo Emerson’s ideas about nature by living at Walden Pond, where he discovers that simplicity in physical aspects brings deepness to our mind, our soul to its fullest potential, and our imagination to be uplifted to change our lives. These two men believe that nature is what forces us not to depend on others’ ideas but to develop our own. Nature is ever changing so we must keep searching for explanations about human life. They feel that nature is the key to knowing all.Thoreau lives at Walden Pond to find the true meaning of life. He wants to experience things for himself. Thoreau says, "I wanted...to know it by experience, and be able to give a true account of it in my next excursion" (Thoreau 235). He takes Emerson’s advice who says, "Let us demand our own works and laws and worship" (Emerson 215). Emerson tells how modern generations live life vicariously through the stories and traditions foretold. We do not experience things for ourselves. We take what our ancestors and others before us have said and do not think twice about whether we should try things for ourselves. Emerson decides not to conform to modern ways, but to be an individual.Furthermore, in Nature, Emerson says, "Standing on the bare ground - my head bathed by the blithe air and uplifted into infin...

Qualitative and Qualitative Research Methods in Early Childhood Education Essay

The need for scientific research methodologies that would bring about accurate and analytic research findings and results have put early childhood education scholars and researchers into the question of whether quantitative or qualitative methodology would best fit in the studies of phenomena (Shavelson and Towne, 2002). Needless to say, the debate in the early education research literature concerns the need for reliable and validated research studies in order to contribute to the existing literature as well as to aid in the policy making of educational institutions and the government (Cobb, et. al. , 2003). However, the issue of using the quantitative or qualitative methods are still ambiguous for most educational researchers particularly on the issue of which is more scientific between the two (Berliner, 2002). This paper examines two research articles on early childhood education specifically on the promotion and acceptance of young children of their disabled peers in early childhood education. Specifically, the focus of this paper is on the methodological approach of the two articles (quantitative vs. qualitative) and how these articles have contributed to the literature and understanding on the topic. Methods of Research in Early Childhood Education The approaches for the promotion for the acceptance of young children on their peers who are disabled have been an important issue in the inclusion of children with disabilities in regular early childhood education classroom. Two studies using two different research methodologies had explored the attitudes of young children as well as the means of improving their acceptance on young disabled children. The first study conducted by Favarazza, Phillipsen and Kumar (2000) employed quantitative and qualitative research in answering the problem whereas; Batchelor and Taylor (2005) had used the qualitative approach alone. Using the Acceptance Scale for Kindergarten (ASK), Favazza, Phillipsen and Kumar (2000) interviewed 48 kindergarten students and used pre-tests, post-tests and follow up in order to provide a reliable quantitative data from the purposive sampling that was done. The data obtained from their study were then collated and a quantitative analysis was made. Consequently, a qualitative data analysis was made from the responses on the interviews that were conducted from the researchers. Hence, the authors used what is termed as the multi-method research approach wherein, quantitative data is verified and further analyzed through the use of qualitative data. The research findings revealed that teachers and their activities in the classroom can significantly impact on the levels of acceptance of young children on their disabled peers. On the other hand, Batchelor and Taylor (2005) drawing upon the case study of a four year old with a moderate developmental disability had employed interviews, observation through the employment of programs such as the Stay, Play and Talk as well as social integration activities. Before the impact of the program was measured, the researchers had developed a baseline data in order to examine the degree of differences in the attitude of the children and the four year old subject on her peers. The study revealed that social intervention programs can promote a more positive attitude from young children on their disabled peers as well as disabled children’s attitude towards their peers. Primarily, the similarity of Favarazza, Phillipsen and Kumar’s (2000) and Batchelor and Taylor’s (2005) articles includes their use of interviews in order to expound and further analyze the data they have on hand. For instance, both authors had interviewed the teachers of the children in order to determine the attitudes of the children on their disabled peers. Second, both articles had used observation in their analysis- while Batchelor and Taylor (2000) had used observation more extensively than avarazza, Phillipsen and Kumar’s (2000), their recorded observations were significant part of their analysis of the issue. Finally, the result of the studies of both articles is similar: that the attitudes of young children on their disabled peers are positively influenced by the social interaction programs that are implemented by the teachers and the schools. Consequently, both articles contributed greatly to the understanding of the ways to promote positive attitude in inclusive early childhood education programs. While there had been similarities between the two articles, there are more differences in terms of orientation and methodological approach. First, Favarazza, Phillipsen and Kumar (2000) used a qualitative-quantitative method of inquiry- employing both quantitative and qualitative method through the use of a standardized survey (ASK survey), interviews and observation. On the other hand, Batchelor and Taylor (2005) utilized the qualitative approach alone employing a case study approach of one four-year-old girl. Hence, the primary instrument used in their study is observation and report notes including interviews made to the teachers of the child. With the different methods used, the article of Batchelor and Taylor (2005) provided a more in-depth study in the psychological and social impact of social activities in the promotion of positive attitude of young children on their disabled peers. For instance, Batchelor and Taylor (2005) were able to discuss and evaluate the responses of the child on specific activities at different points in time. Hence, the degree of the exploration of the authors on the child’s psychological aspect has been deeper than the results outlined in the study of Favarazza, Phillipsen and Kumar (2000). However, while the case study rendered a better discussion of the psycho-social impact of social activities programs, the study of Favarazza, Phillipsen and Kumar (2000) provides a broader and more general view of children’s responses to their disabled peers. Drawing from forty eight (48) respondents, the authors were able to capture not just an individual response but rather a more generalized response. The use of a bigger population is necessary in order to plot differences and similarities in attitudes- something that was not accomplished in the study of Batchelor and Taylor (2005). Consequently, the use of a standardized survey served not just an empirical purpose but also a theoretical purpose. The study of Favarazza, Phillipsen and Kumar (2000) was able to validate the ASK survey. Hence, the study provided not only empirical significance but theoretical significance as well. Second, the quantitative-qualitative approach of Favarazza, Phillipsen and Kumar (2000) can be considered to be more rigorous and hence, more scientific than that of Batchelor and Taylor’s (2005) study. This is because the study of the former had used pre-tests, post-tests as well as follows up tests in order to evaluate the effectiveness of the survey measure in determining the validity of the opinions expressed in the survey questionnaire. Consequently, the perspectives that were solicited in the study of Favarazza, Phillipsen and Kumar (2000) had come from several numbers of students and teachers while that of Batchelor and Taylor’s came from some teachers and one student alone. Suffice it to say, the attitude of the young children on their disabled counterparts cannot be accurately described and explained by the teachers- it is the students themselves who can accurately express their perceptions and feelings. However, it should be noted that both studies had been objective in recording their observations through careful record keeping. Finally, as concurred by Batchelor and Taylor (2005) in their study, the case study is limited in scope because it only employed one child hence, the need to further explore the topic by including more children. On the other hand, there is a need for Favarazza, Phillipsen and Kumar (2000) to provide a more detailed study on the psycho-social impact of social promotion programs of the children. The method of employing record keeping and direct observation by Batchelor and Taylor (2000) had been effective and important measures in order to provide a deeper psycho-social analysis of young children. Analysis Qualitative and quantitative research methods had been traditionally been seen as poles apart in terms of administration, instruments used as well as the depth and degree of analysis that they contribute in education researches. However, while the difference between these two methods had been pronounced in earlier literature, contemporary research methods in education (McMillan, 2008) recognizes that quantitative and qualitative research methods can be used in conjunction with one other- one can actually validate the other. Hence, multi-method or the use of both qualitative and quantitative research methods had gained acceptance in the literature. In this paper, we have examined the similarities as well as the differences of a qualitative-quantitative research versus that of a purely qualitative research. The result showed that the qualitative-quantitative research provided a broader discussion of young children’s acceptance of their peers than its purely qualitative counterpart. Consequently, the qualitative-quantitative method was able to provide a more generalizable study because of the scope of its respondents whereas the qualitative study through the use of case study of one person is limited- particularly on the issue that it cannot be argued that it is representative of the population. Moreover, a case study would be highly dependent on the individuality of the participant hence; the result would more likely be different with a person in the same situation. However, in the quantitative-qualitative study, the validity of the findings are more general and hence, more acceptable because it was not confined to one person alone but on a sample that is representative of a given population. While the quantitative-qualitative approach is generally seen as more valid, the qualitative study of Batchelor and Taylor (2005) provided deeper analysis on the behavior and the changes that can be made on a young child. By focusing on one person, the authors were able to provide a holistic approach in studying the psychological responses of the child in social interaction programs and activities. Quantitative and qualitative approaches both have their strengths and weaknesses- the goal of early childhood researches are to determine the most appropriate method to be used in the questions that are being ask. Suffice it to say, there is no inferior or superior research method but rather it would depend on the science, objectiveness and the devotion of the researchers to answer the questions. Hence, valuable scientific findings can be found in both modes of inquiry. References Batchelor, D. and Taylor, H. (2005) Social Inclusion-The Next Step: User-Friendly Strategies to Promote Social Interaction and Peer Acceptance of Children with Disabilities. Australian Journal of Early Childhood. 30 (1). Berliner, D. C. (2002) Educational Research: The hardest science of all. Educational Researchers. 31 (8): 18-20. Cobb, P. , Confrey, J. , diSessa, A. , Lehrer, R. and Chasuble, L. (2003) Design experiments in educational research. Educational Researchers. 32 (1): 9-13. Favazza, P. , Phillipsen, L. and Kumar, P. (2000) Measuring and Promoting Acceptance of Young Children with Disabilities. Exceptional Children. 66 (1). Harper, L V, & McCluskey, K. S. (2003). Teacher-child and child-child interactions in inclusive preschool settings: Do adults inhibit peer interactions? Early Childhood Research Quarterly, 18, 163-184. McMillan, J. H. (2008) Educational research: fundamentals for the consumer. 5th Ed. New York: Longman Shavelson, R. J. and Towne, L. (2002) Scientific research in education. Washington D. C. : National Academy Press.

Essay on Saboteur - 653 Words

Saboteur. Mr. Chiu unintentionally became the saboteur that he was accused of and theres no indication that he regrets his choices. Although Mr. Chiu lives in a communist society where the Cultural Revolution was redefining the way of life for many Chinese people, there are still some fundamental principles of law and order that have not and will not change. His pride can be confused with arrogance and in this story his pride was definitely a character flaw. However, the complex human experience of Mr. Chiu does not excuse the fact that he contributed to the outbreak of Hepatitis in that region of Muji City. What he did was wrong but the resulting outbreak of Hepatitis has many layers and the blame cannot solely be put on Mr. Chiu. He†¦show more content†¦Mr. Chiu’s pride was not the factor that made him change his mind about respecting authority; it was his health. â€Å"His desire for peace of mind originated from his fear that his hepatitis might worse.† (Ha Jin, Sabo teur) Mr. Chiu’s lawyer, a former student, came to retrieve him and is treated with the same cold-heartedness and cruelty that Mr. Chiu received. Because of the current societal structure, police brutality goes unnoticed and Mr. Chiu is forced to make a deal with the Bureau chief. The deal sets Mr. Chiu and his lawyer free. The issue of police brutality is an important issue in any society, and so is public health. Mr. Chiu, even as a proud academic, disregards all his education and knowledge on the subjects and proceeds to intentionally infect the local eateries with his untreated disease. â€Å"As if dying of hunger, Mr. Chiu dragged his lawyer from restaurant to restaurant near the police station, but at each place he ordered no more than two bowls of food. Fenjin wondered why his teacher wouldnt stay at one place and eat his fill. Mr. Chiu bought noodles, wonton, eight-grain porridge, and chicken soup, respectively, at four restaurants. While eating, he kept saying throu gh his teeth, If only I could kill all the bastards!† (Ha Jin, Saboteur) Even his lawyer was confused and surprised at his dark pucker covered and jaundiced face and strange behavior. 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