Motorcycle Accidents

MOTORCYCLE ACCIDENTS ENGLISH 215 28 AUGUST 2011 Motorcyclists are more prone to die in accidents than those in automobiles. Accidents are caused by the motorcycle itself, the lack of experience, not wearing proper gear,  riding at excessive speeds, and inexperienced automobile drivers. The main reason for most motorcycle accidents are caused by motorcyclist that operate their vehicles without wearing the proper protection. A safe and secure cyclist wears a helmet if riding one mile or two hundred miles.Without a helmet, a person is leaving themselves open for the potential for many different types of injuries when riding a motorcycle, in particular injuries to the brain. There are many dangers which can be waiting on the highway for motorcyclists and many of these are preventable by being properly ready to ride and always being safe. Some believe that motorcycles are temptation for fate; unlike cars that have overhead covering, seatbelts, windshields, and two extra tires. Motorcycl es provide no safety features for the rider. This seems to be a good enough reason for most people to avoid riding motorcycles.A select few individuals are willing to take this chance at fate and enjoy the thrill and excitement of riding on the open road. There are many injuries and fatalities associated with motorcycles that cause most people to be against operating motorcycles. Some people have even lost love ones because of the love of motorcycles. Once the collision has occurred, or the rider has lost control through some other mishap, several common types of injury occur when the bike falls: * Collision with less forgiving protective barriers, or badly placed roadside â€Å"furniture† (lampposts, signs, fences etc. This is often simply a result of poor road design, and can be engineered out to a large degree. Note that when one falls off a motorcycle in the middle of a curve, lamps and signs create a â€Å"wall† of sorts with little chance to avoid slamming agains t a pole. * Concussion and brain damage, as the head violently contacts other vehicles or objects. Riders wearing an approved helmet reduce the risk of death by 37 percent. ( Wald, Matthew, 12September 2007, The New York Times) The Hurt Report also commented on injuries after an accident stating that the likelihood of injury is extremely high in these motorcycle accidents – 98% of the multiple vehicle collisions and 96% of the single vehicle accidents resulted in some kind of injury to the motorcycle rider; 45% resulted in more than a minor injury. ( U. S. Department of Transportation. ) People who ride motorcycles most realize that due to the extreme risk of riding, certain protective gear must be worn to help minimize injuries.The most important piece of equipment is the helmet. Operating a motorcycle without a helmet is just ludicrous. Riders should want to be highly visible at night. When a motorcyclist is not visible to others at night they become more susceptible to bei ng injured by other vehicles. The wearing of bright or reflective clothing helps other people notice you at night. Abrasion resistant clothing is a must. This material help protect against debris and major cuts. Wearing jackets and pants that have extra padding assists in protecting the motorcyclist from extreme impacts.Gloves are very important as well. Depending on the weather a riders hands may become moist or damp and could potentially cause the hands to slip of the throttle. The proper foot wear is very important because a rider most protect his ankles and have the necessary grip on the foot pegs to ensure a safe posture. Speeding also plays a part in the fatalities and injuries of motorcyclist. Motorcyclists tend to be very competitive when it comes to motorcycles. They often choose to speed but lack the experience to handle the speed.Inexperience motorcyclist and automobile drivers play a big part in most accidents. Most automobile operators lack the necessary skills to opera te a motor vehicle. The average person goes to the DMV and takes the written test and passes it. Then go straight to the driving portion without going through any type of driver’s training. Attending drivers safety courses can help reduce injuries and fatalities among motorcyclist and automobile operators. Most states highly encourage people to attend these classes but few actually attend.Even with over 1,500 locations in USA, and over 120,000 annual students, MSF only trains about 3% of the owners of 4,000,000 new motorcycles sold for highway use. (Motorcycle Safety Foundation. ) There are many reasons for motorcycle accidents and fatalities and some of them are unavoidable, but it is up to the individual to decide whether they want to operate the vehicle, regardless of the dangers. REFERENCES www. ct. gov/dot/LIB/dot/Documents/dhighwaysafety Department of Transportation. www. nytimes. com/2007/09/12/us/12helment. html New York Times. www. msf-usa. org/SafeCycling/Safe_Cycli ng Motorcycle Safety Foundation

Interagency disaster management Essay

Introduction The term â€Å"disaster† has only transient significance. It is a set off, a flag to signal a meaning, a spur to produce a specific reaction. Yet it has almost no significance for the activities that are carried out under the marque of a disastrous event. Disasters do not cause effects. The effects are what we call a disaster (Dombrowsky 1998, 21). No disaster â€Å"works† and an earthquake is not anything more than shock waves, never a fist that hits a city. The term that â€Å"a disaster strikes† is as wrong as saying â€Å"the winds blow,† as there is no separate process that swells the cheeks to rage. Wind is air in explicit motion, not a separate being that makes the air move. In a definite way, it is the same with disasters: there is no difference between a disaster and its effects. And to cope with disaster, Disaster Management came into existence. Crozier and Friedberg characterize a Disaster Management organization as a â€Å"merger of human beings with the aim to solve their vital problems† (1979:12). The capabilities of the organization for problem-solving, however, develop step by step from those solutions that have been successful in the first place. Read more:  Sharing Responsibility During Disaster Disaster Management, as Crozier and Friedberg put it, and then lean to organize themselves around their success. In the long run, the successful solutions particularly have to be defended against competitors and envy. Thus, the operation of organizations leans to turn into a hedgehog position. Progressively, the operation of the organization is transferred into the centre of the efforts of its members. at that time, an organization has turned to selfishness. Its only interests are self-preservation; the organization is controlling itself, with the original reason for its establishment being turned into a subordinate, accessory matter. Simultaneously, the discernment of reality changes from a creative, problem-oriented awareness, toward a cynical, solution-oriented persistence. Instead of scanning for upcoming problems, the self-preserving organization describes reality within the framework of its available resolutions. The interest is less in focusing on potential solutions for upcoming problems, but more on the applicability of the available solutions. This shift is significant because it marks a difference in the ways of perceiving the world. The primary way is analyzing the problem in favour of finding a passable solution. Thus, basic aim of interagency disaster management is not to focus on the fundamental problems of the victims, but on the solutions they have at hand or can offer. Reality then is completely seen from one approach; the solution defines the problem, and deductively, reality. â€Å"Disaster management † are mainly defined this way. The cases where warm clothing was sent to African famines or thousands of tons of contraceptives or cough mixtures were sent to mass victim situations are not only mistakes, but the rational outcome of the inner dynamics of self-preserving organizations. The concept is characteristically used in disaster medicine and in emergency planning for nuclear accidents. Also directly influenced by practice are those conceptualizations of disaster that are built along the distinctive planning and action systems of emergency management. Successful community-based and participatory approaches to disaster management often distinguish local human capacity as well as susceptibility. Empowering those most pretentious by disaster through a role in management, planning and response can have psychosocial and practical gains. People exposed to disaster might have come close to death, which might shake their belief in themselves and their principles to the foundations. Life might be perceived as chaos, diminishing their ability to respond adequately to the new situation, manage their lives and meet basic needs. Rebuilding the foundation will form meaning from chaos, and much of the foundation in life is build on human relations.

ART_Compare and Contrast Essay Example | Topics and Well Written Essays - 750 words

ART_Compare and Contrast - Essay Example The dull texture portrayed in â€Å"The oath of Horati" portraying sadness and the smooth, dull texture in the "Women on Algiers† portray a relaxed mood (Getlein, p. 217). The Work by Jacques-Louis David, Oath of Horati, depicts a picture of three soldiers, one carrying a spear and a picture of an elderly man carrying three swords saluting each other in a solidarity show. It shows four women, out of whom one has a child. There are also a picture of a "wall and pillars" depicting the scene occurring in a hall. The Cultural similarities in the two types of painting can be depicted by the manner of the dressing. In The painting by Jacques Louis David, Oath of Horati, which portrayed ancient Rome, women are shown to have won long dresses, possibly made of silk, the same can be said of the kind of dresses won by the women on Algiers. The differences between North African Culture and Western Cultures as shown in the two paintings are portrayed as how men treat their women. In North Africa, Women are treated better. They are allowed to enjoy themselves in specific areas. They are given slaves or Servants; this is shown on the painting, Women on Algiers. The work by Eugene Delacroix is a perfect work of art. He has managed to depict his theme/subject matter by effectively using the visual elements and design of painting. The painter has managed to bring out the relaxed emotion of the ladies in the harem by effective use of light and color. A larger percentage of this painting is colored in dark. An overlapped use of color has created a vibrant canvas therefore bringing out the subject of sexuality. The Painting by Jacques David is neo-classical. Emphasis is on the fore-ground as opposed on the background and this portrays the importance of patriotism (Getlein, 312). The author has successfully depicted the theme by using dull colors. The

Meat and milk factories Essay Example | Topics and Well Written Essays - 1000 words

Meat and milk factories - Essay Example In fact, we can delude ourselves into believing that the animals do not have any thoughts, feelings or emotions. This, in turn, means that we can treat our animals in any way that we choose. This essay will show specific examples of how horrible we treat our animals, and makes the argument that, if humans could identify more with animals, animals would not be allowed to be treated as they are. The point that Singer and Mason were trying to make, when they talked about how we, as humans, use completely different terminology when referring to animals, as opposed to referring to humans –such as using the term farrowing for giving birth, feeding for eating, and gestating for being pregnant – is that it separates the animals from the humans in our minds. It makes it seem as if they are less than us, different from us. Of course, they are different from us, but it is this difference which allows us to treat them in a manner that we would never treat our fellow man. In the cha pter titled â€Å"Meat and Milk Factories,† Singer and Mason presented examples of how we treat animals, and how this is not the way that we would treat one another. They began to detail the life of a farm pig. First of all, they state that the pigs are kept in a crate which is too narrow for them to turn around or walk more than a step or two forward or backwards. â€Å"More than 90% of pigs raised for met today are raised indoors in crowded pens of concrete and steel, and don’t even have straw to bed down in† (p. 45). These pigs are locked in these crates for life. This is because there are little protections for them. At this time, there was not a federal law that governed how farm animals were to be treated while they are living on the farm. The lack of a federal law is the reason why farmers are allowed to treat pigs in the manner that they treat them – keeping them in crowded pens of concrete and steel, never letting them outside to root around, and not even providing them with straw to lay on. This is especially true for breeding sows, who produce one litter after another, while living in tiny crates which are a foot longer than their bodies. Singer and Mason state that 90% of breeding sows in the America’s 10 largest producers are kept in this manner. This causes the pigs to show signs of clinical depression and stress, because it goes against their basic nature, which is to explore their surroundings and root around. This is because keeping them in this manner goes against their basic nature, as pigs are â€Å"sensitive, intelligent, and highly social animals,† and the conditions provide them with â€Å"nothing to do all day. They cannot walk around or socialize with other sows. All they can do is stand up or lie down on the bare concrete floor† (p. 46). Other examples in this chapter also show how we treat our animals. For instance, there was a sow with a broken leg, who was due to farrow the following week. A vet wanted to fix up the leg, but the farmer would not allow it – he said that he didn’t have the money for this. The sow would be shot as soon as she gave birth to her piglets. According to Singer and Mason, â€Å"

Hybridized Identity and the Love of Learning Assignment

Hybridized Identity and the Love of Learning - Assignment Example Identity is important in identity hybridization, one must know his identity first before being hybridized and turn it into something else. However, identities are constantly changing through time. I agree with the author towards Plato’s thought (par 8) that the fundamental identity of different things resided in the realm of the Forms (Plato, 1966 as cited by author). It really denies it. It does not merely seem to deny it. And Plato would deny that what is heroic today is different from what it was before. People’s opinions about it might change, but those are shadows, not reality. But is there an assurance that the person is still the same if his identity changes? Hume suggested that the self is a bundle of perceptions, including memory that changes over time. This precludes that any two people could be the same, but it allows that one can change, constantly, and still have some almost undying (at least in one’s lifetime) thread. However, amnesia and dementia m ay erase all of the person’s memories, which loses his link between his past and present, making him different person because arguably, a person with severe dementia or amnesia is not the same person, only the same body. A person composes of multiple selves (par 12), but to Baldwin (1897) a self has two aspects: the ego which represents the thoughts about oneself, and alter which represents the way one thinks of another (par 13). Ego and alter play an important role in decision making and the way to react depending on situations. In Oupensky’s statement (par 14) one becomes master over the other for only thirty minutes, until a new one takes over the other. This is similar to Nietzsche’s notion of the self as a number of wills to power, each expressing itself as master at different times. Transformation of one’s identity becomes rapid if he

What is normative question and is there a place for normative question Term Paper

What is normative question and is there a place for normative question - Term Paper Example y have the tendency of finding reason for everything they do and observe because they are not automatons who simply will do what they are asked to do. Instead, people have feelings and dreams which drive them to make sense of the things that affect their lives. Philosophers such as Plato, Confucius and Socrates asked various normative questions, trying to find not only the meaning and reason behind the norms but also the meaning and reason of living itself. However, it does not always take a philosopher to ask these questions. Normative questions have been asked even by nameless, faceless children. Normative questions are the opposite of positive questions. While normative questions focus on value, positive questions concentrate on the facts. For instance, normative questions will ask if a norm is good or bad or if it is right or wrong but positive questions inquire about the how the world moves, what is the distance between the moon and the earth or the speed of a falling body. In other words, positive questions spark a person’s interest on things that can be described and measured and answered with proofs such as statistics and experiments. The answers for normative questions on the other hand, are based on experience and general observations. In the world today wherein wisdom and intelligence are equated with knowledge about facts, normative questions are not as desired as positive questions. It seems that more and more people are interested in finding out about facts that science can explain. Many people are abandoning the teachings of religions because they claim that only unquestioning fanatics get fooled by the inaccurate teachings of religions. Stories in the Bible, Qu’ran and other religious books have become mere fairytales which only our â€Å"uneducated† ancestors believed to be true. Those who follow such teachings are not considered bright enough to see that they believe stories made up by men. This then brings the issue whether normative

What are the key internal factors and external factors to be Essay

What are the key internal factors and external factors to be considered in price decision making - Essay Example he equilibrium point where demand curve intersects with supply curve is the deciding point at which price is determined. When price is considered in terms of demand and supply, it can be said that price has inverse relationship with demand and positive relationship with supply. In other words, when price increases demand decreases and vice versa, while price increases supply also increases. This is because, when price increases, the customers would like to reduce its consumption as the product seems to be more expensive. Likewise, when price increases, the firms will be encouraged to produce or supply more, as they expect more for their products. In another words, price has the tendency to be increased by the increased demand and to be decreased by the increased supply. But in a real market, price is not solely determined by the equilibrium position of supply and demand, but some other factors also play crucial role in deciding the price of the products. Pricing is a more a complex a nd complicated process than a simple determination of demand and supply. Hence, pricing policies which are deliberately taken by the firm is the most important deciding factor which decides the price of a particular product. These pricing policies of the firm are influenced, in general, by two sets of factors- internal and external. Both the internal as well as external factors influence the pricing decisions of any enterprise or firm. These factors may be psychological, economical, quantitative or qualitative. (Sawyer, 1981 and Kotler, 1997). 2. Internal Factors Pricing decisions are influenced by a number of internal factors which consist of profit margin, cost of production and other expenses, brand image and expectations of the company, suppliers’ and employees’ efficiency and responsiveness of the product to the price changes (Kotler, 1997). . These factors can broadly categorized under the following heads: 2.1 Corporate and marketing objectives of the firm. Corpo rate and marketing objectives of the firm mainly seek to recover the cost elements of all types, to make target returns and to maximize the profit. Coverage of the corporate cost of production as well as marketing should be an influential factor of pricing policy of the firm. Corporate objective of making specific return rates on the basis of internal cost factors is another important internal factor which play crucial role in an organization’s pricing strategy. Some important examples of other market objectives are survival of the firm in a high competitive atmosphere, current profit maximization, market share leadership and product quality leadership (Munroe, 1990). 2.2. Image sought by the firm through the price By setting a particular price or implementing a pricing policy, the firms seek a particular public image and this image plays a crucial role in the pricing policy. For example, premium prices are usually being charged for global brand. Likewise, a plant keep going by setting a low price in the hope that in future, the plant can increase the demand. In this case, survival is more important than price or profit maximization (Forman, 1998). 2.2 The Stage of the Production in its life cycle The stage of the production under which the firm goes through is an important factor in the price setting strategy. Whether the firm is going through increasing, decreasing or stagnant returns of scale and where the position of its average and marginal product curves stand, are the important things which decisively play role in the pricing policy of the firm. 2.3. Capacity Utilization and Market Contribution rates Capacity utilization has a positive influence on cost-based pricing strategies. Organizations operating at full capacity are capable of spreading the fixed cost to various units and

International Marketing - Hofstedes Cultural Framework Essay

International Marketing - Hofstedes Cultural Framework - Essay Example (Answer.com) Air conditioner, refrigerator, tube-lights, bulbs, electric fans, heaters etc also come under the same definition. Since the contemporary age is the age of technological advancement, computerization, automation and mechanization, electronics goods and items have become an essential part of everyday life during the modern age and are used in offices, residences and all other institutions at large all over the world. Japan based world’s renowned electronic entrepreneur Hitachi Consumer Electronics Company is one of the supreme electronic organizations of the world, which maintain a wide range of products including air conditioners, refrigerators, heaters, switch-boards, juicers, grinding machines, domestic equipments, medical equipments, allergy diagnostics, automotive components and long list of electronics spare parts. Their consolidated sale is estimated around 10,248 billion Japanese Yen during the fiscal year 2006-07 (wikipedia.org) Recently, it has also introduced computer accessories to provide the customers with high quality products related to information technology. â€Å"Hitachi Ltd. is pulling out of the household computer business in the latest shift among Japanese electronics makers to refocus their sprawling operations.† (GMA News TV) The Company has hired the services of nearly 400,000 employees working in hundreds of its branches in all parts of the globe, which wo rk very hard from dawn to dusk for the good name and fame of the company. It is therefore the products of Hitachi Consumer Electronic Company are thought to be the sign of high quality and the consumers in different countries of the world demand its products for office, domestic, commercial and industrial use. â€Å"The global parts procurement capability of Hitachi, coupled with its state-of–the-art manufacturing facilities, allows to realize

REFLECTION paper on Bilingualism, American Style (will fax chapter) Essay

REFLECTION paper on Bilingualism, American Style (will fax chapter) - Essay Example da who were already fluent in English; now immigration has steadily increased to include many diverse countries in which English may not be spoken at all. Data shows that in successive generation of non-English speaking immigrants, the tendency to embrace English as the primary language used has increased. Several factors are cited for this trend, including the fact that society has placed a stigma on the use of any language except for English; this is only combated when immigrant families maintain their heritage language at home and when specific cultural groups occupy their own neighborhoods (for example, Chinatowns). Where a few decades ago schools in the United States did not have any real need to include secondary English language classes or primary foreign language classes into their curriculum, now 1 in 5 students in America is either a foreign-language immigrant or the child of one. This means that the call for updated language classes is much more demanding, particularly when English remains the only official language used in the United States. In 1968 the Bilingual Education Act focused on Native American groups and other minority language groups like the Chinese; these reforms were minimal, however, and the modern classroom finds them very lacking. Half of the country’s population growth in the 1990’s came from non-English speaking immigrants or their children, and while such groups traditionally have held onto their cultural and language differences while living in America, now we are seeing that more and more of them feel the need to take on English as the functional language of their country of business. While non-English speaking immigrants and Native groups that reside in rural areas of the United States tend to hold onto their own languages more stubbornly that their counterparts in urban areas and cities, all of them have increasingly made an effort to integrate in terms of language. According to demographic and linguistic data

The Law and ICT Essay Example for Free

The Law and ICT Essay Introduction: Since the introduction of personal computers in 1980s, the use of computer technology in schools has mirrored that in western society as a whole. In many western schools, the availability of an internet-connected is considered as a right and a prerequisite for learning; many schools have considered or are planning to move to a ratio of one computer for each student. As computer technology has grown ubiquitous in the spheres of business and industry, a cultural expectation has developed that schools should â€Å"train students for the workplaces of the future†. This expectation has led, in turn, to public policy initiatives focused on encouraging adoption of various aspects of technology. Universities began training teachers to use technology in their classrooms, and governments and businesses alike began pouring money into schools. Though initially referred to by the catch-all term â€Å"educational technology†, reflecting the perspective of many in the research community that computers were another in the long line of tools used in service of technology, the rhetoric began to change in the late 1990s. Researchers and policymakers in the United Kingdom, excited about the prospects of computer technology for transforming teaching and learning, began to use the phrase â€Å"Information and Communication Technologies†, or ICT, to refer to the broad uses of computing in schools (Stevenson, n. p., 1997). Today, though there remain pockets where computer technology is less than pervasive in schools, many consider that schools in developed countries have reached a near-universal level of access to computing technology. Statistics bolster this argument: 99% of secondary schools in the US and UK has computers that can access the internet. The average student-to-computer ratio in UK secondary schools in 2004 was 4.9-to-one, while US schools reported an average ratio of 4.8-to-one in 2002. (NCES 2003, DFES 2004) At the same time the computer technology has become ubiquitous in schools, researchers have begun to examine what role computers should play in the educational endeavor. From early technophiles and champions of classroom-based computing came promises of increased learning efficiency and success for all learners (Papert, n. p., 1980), combined with a perhaps unpleasant notion of teachers being relegated to mere coaches for students’ individualized learning (Callister Dune, p 324-326, 1992). Critics, pointing to the amazing ability of the educational establishment to avoid systematic change in the face of even the most impressive of interventions, were skeptical of technology for a number of reasons (Chadwick, p 35-40, 2002). One result of this rivalry (Reynolds, Treharne, Tripp, p 151-167, 2003) was a proliferation of research comparing educational computing to traditional content delivery; collectively, the work found basically no difference in the educational outcomes of the different delivery methods (Salomon, p 71-72, 2002). Other research has provided significantly more valuable data on how computer technology can be used in educational contexts. Specifically, by combining research in the learning sciences with research in educational computing, researchers have been able to point out clear areas where computers can impact learning in highly positive ways (Brown, p 399 413, 1997). There remain questions, however, about computer technology in schools (Cuban, Kirkpatrick, Peck, p 813-834, 2001; Solomon, p 73- 75, 2002). In spite of growing bodies of research pointing to successful ways to integrate computers into learning environments, many problems exist. Teachers are often ill-prepared and fail to integrate ICT successfully even when they have the necessary hardware and software. Technology programs are often introduced into schools with little preparation and support, thus ensuring that only the most highly motivated teachers will take them up. Technology is often used in support of traditional teaching practices, even though it shows the promise of taking teaching and learning to a new, more learner-centered and thus more effective level (Reigeluth Joseph, p 9-13, 2002). ICT in Schools at UK As it is commonly used in UK schools today, ICT may consist of many technology-based tools which are used for teaching and learning in the schools: personal computers used by the teachers, staff, or students; any software that may run on those computers, whether designed or adopted for educational purposes or not; the Internet including various component applications but specifically the Web; static display technologies such as monitors and LCD projectors or interactive ones such as electronic whiteboards; printers and other output devices; video cameras, digital still cameras, audio recorders, digitized music, and other multimedia production equipment that connects to the computers; and other alternative input devices such as scientific measuring equipment. Perhaps because of how broadly effective computer technology has been in the workplace, or because of how it has changed the way many people communicate with friends and family, there seems to be a tacit assumption that technology should improve the experience of teaching and learning in schools (Tyack Cuban, n. p., 1995). The Function Performed by ICT in the System of Education ICT is capable of and definitely performs a number of functions within a school. The key functions that it can play are academic, ethnic, communal, managerial and professional .If ICT is implemented with a vigilant software and is set up logically, it can absolutely influence numerous areas of school life, such as the extent and intensity of the environment of learning, starting as of a strong perplexity of current practices of teaching to a ongoing development in value, in addition to offering a outstanding opening for the progress and improvement of teachers (Pedro et al. p 2, 2004). Function of Academic Implementation One of the important roles of ICT within the circumstances of school is to present a structure so as to encourage an upgrade and revise educational practices of teaching. Although there have been numerous optimistic results accounted for on a minor level, on a replicable and large scale no innovative sort of breakthrough is evident on account of ICT. However, both students and teachers may avail the benefit of an increased number of learning sources such as web pages and software packages. For effective classroom utilization the teachers would require matter and stuff related to the existing curriculum in addition to comprehensible approaches model patterns. If IT is included as a routine classroom practice the teachers will realize a better learning motivation and even an improved regularity and attendance at school. Thus, teachers could productively make use of this affirmative manner to open up novel educational approaches to involve students in learning activities more actively, rather than making them mere inactive knowledge recipients. (Pedro et al. p 3, 2004) Edifying, Communal, and Specialized Functions The edifying, communal and specialized functions of ICT are implemented principally out of a successful exercise of the enormous quantity of sources of knowledge and obtainable assistance at present for the whole community of education that are the parents, administrators, teachers and the students. Besides, at present the latest apparatus for instance the PDAs, Tablet PCs and science devices, and economical moveable keyboards having ability of text-handling, are definitely assisting teachers the world over. An Internet connected school can speed up interaction and exchange of ideas within the educational community not only on local or national extents but on a global level as well. The academic and learning projects which bring together both teachers and pupils from all over the world could intensify the eminence of the spoken distances, and could enlarge learners’ perspectives through permitting them to get acquainted with people of different ethos and may arouse collective performance and communal communication and interface. Such networks serve as an intermediary for teachers to set up smooth associations amid worldwide schools peers. The teachers might have great advantages by discussing their knowledge, troubles and uncertainties with teachers of other countries in the same field. E-learning is also assuming significance at present among the teachers for offering numerous training modules via Internet, consequently making new resources available for proficient advancement no matter what and where is the workplace of the participants. (Pedro et al. p 3-4, 2004) Organizational/managerial Function The functions performed by ICT in the school management are recognized as not much burdensome and can be successfully integrated into the administrative flow of information about pupils, teachers, syllabus and prospectus, financial plans and potential actions due to the learning scheme pipelines of information. ICT also proves to be an effective source of information for the community such as guardians, parents, investigators and politicians, regarding new policies and other educational reports. They also enable teachers to effectively keep their up-to-date records such as students’ marks and other academic or personal records with the latest upgrading. With the help of preformatted documents they can also generate the complete necessary facts and figures for the parents and management. Significantly, in digital format teachers are able to preserve their topic stuff like worksheets and exercises, lectures outlines, lesson plans, assessment papers and evaluations etc., with easier revision and updating, which could also be shared with other teachers. Actually, the multipurpose   apparatus for instance a CPU, a portable key board or a handheld gadget along with a and a network, may assist teachers in carrying out their   organizational responsibilities, is of course a persuasive reason to convince teachers for ICT training (Pedro et al. p 4-5 2004). However, there is also a growing body of research showing that ICT can have a beneficial impact and has significant potential for education. Not surprisingly, many cognitive scientists have rallied around the idea that computers and computer-aided learning environments can definitely have unique benefits for students if they are used in ways that support student learning (Bransford et al., n. p., 1999). Nevertheless, if not appropriately and vigilantly operated the same beneficial aspects of employing the ICT in schools may turn into extremely adverse situations for the administration as a number of hazards are involved in its usage. The research now moves on to study such hazards and the measures to overcome them.    Synopsis: Potential Hazards    A great number of constructive learning and communal advantages are offered by ICT to young groups, however regrettably it involves some hazards also. Young folks and kids are more susceptible to unknown or even known hazards in any walk of life on account of their mental immaturity and may harm themselves. Similarly while using ICT as well, specifically the Internet they are more exposed to the hazards. Moreover a number of immature individuals might involve themselves in some illegal or inappropriate activities. Several problems and threats may be abridged underneath (E-safety Developing whole-school policies to support effective practice, p 4, 2005). Since a number of problems summarized here mainly speak about ICT exercises not inside the school, but predictably numerous activities are instigated outside of course, but are gradually brought inside the school and are required to be handled by the school management. For example, bullying via chat or text messages will impact upon relationships within school; fanatical internet exploit by a student must affect his performance in the school, and his character variations and common comfort possibly will signify his involvement in improper activities. Though the schools are supposed to have suitable technologies to confine such unacceptable right to use, however one can’t deny the fact that students might lead to use a more complicated variety of handheld appliances within school which may provide them discrete right to use inappropriate resources. Therefore the policies of the schools regarding adequate employ, must contemplate about the equipments possessed by the students. Thus, a great responsibility lies with the school management not only to teach the students, but to educate them with acceptable manners and essential judgment ability which could guide them to continue legally and safely while working on internet and using various technologies. The adolescents habitual of too much internet practice, or occupied in threatening and illegal online behaviors, at times take professional assistance and therapy restore stability in their life whether online or offline. In this regard a vital role may also be played by the school for facilitating suitable assist (E-safety Developing whole-school policies to support effective practice, p 4, 2005). ICT and Fanatical internet Use The young people and children are more inclined to be fanatical while using the internet and its associated expertise. There are certain factors which indicate the level of priority achieved by the Internet in the life of an adolescent, as follows: Wasting of precious study time in online activities; Reducing time of sleep; Declining performance in the school; Bad effects on relationships with family members (E-safety Developing whole-school policies to support effective practice, p 5, 2005). Violation of Copyright Law The law of copy right is applicable on the internet also but is neglected at times by a number of adolescents when they either download music files or exchange them, prepare their academic assignments merely by cutting and pasting other writer’s works, or sometimes the complete project is purchased online available at some cheat sites devoid of considering the inferences and results (E-safety Developing whole-school policies to support effective practice, p 5, 2005). Illegitimate or Unsuitable conduct Teenagers are sometimes caught up in unsuitable, disruptive or illicit activities during employing the latest technologies. They can form online factions or gangs, and then behaviors which they initiate only for fun, for example expressing a disparate view for some other associate of the blog, may sometimes bring very undesirable and serious consequences. Another adverse feature for using the new technologies is online bullying which is supposed to offer an unidentified technique to the bullies who can torture their targeted people any time they want. Pleasure achieved by teasing others is a very dangerous psychological tendency and may lead to other criminal activities. Though such bullying doesn’t cause any physical hazard to its victims but definitely causes mental distress and embarrassment or at times fear when they receive any disgusting or threatening e-mail or text message while chat. Thus, their self-respect and psychological security is injured by this undesirable practice. A number of kids and adolescents get occupied in even more crucial behaviors. Some potential threats could be participation in stealing the identity or involvement in websites of detestation or religious groups, or sale or purchase of illicit or stolen commodities online. There is uncomplicated access available for gambling, sites guiding suicide attempts, buying and selling of arms, sites promoting hacking techniques, and offering formulas of preparing explosives or bombs and recipes of making drugs, cannot be ignored. Youths are often caught up in watching, keeping and owning, preparing and sharing offensive or pornographic descriptions or pictures. Such cases of illegal obscene or immoral racialism may be informed at Internet Watch Foundation or the police (IWF) (E-safety Developing whole-school policies to support effective practice, p 4-5, 2005) Contact with unacceptable resources The kids and adolescents can be exposed to unsuitable stuff either text or images, while using the internet, chat or e-mail. Such stuff could be of detestable or aggressive type, pornographic, supports illicit and unsafe action, or may be simply prejudiced and unsuitable for their age. This is undoubtedly an advantage of the web that it is accessible to everybody but regrettably it has adverse implications when people with severe biased, bigot or racially prejudiced outlooks get opportunities to extend their imprecise vision worldwide. The internet definitely serves a multitude for presenting huge quantity authorized and illegitimate stuff as far as pornography is concerned. Inquisitiveness concerning pornography is a usual element of sexual maturity; however adolescents could perhaps be offended with any of such stuff available online. The lasting effects of such revelation may be unexpected (E-safety Developing whole-school policies to support effective practice, p 5, 2005). Sexual Exploitation and Corporal Hazard The danger of corporal hazard is possibly a seriously upsetting and severe threat related to the internet and supplementary expertise. The unlawful groups make utilize the internet and associated assistance for instance the chat opportunities serve as a contact point for young people. The main objective of these groups is to create and promote such associations with adolescents to drag and involve them in unsuitable sexual abuse. Specific persons are usually targeted through pedophiles, showing a friendly dude with identical hobbies and leisure pursuit to initiate the online relation of friendship. Beginning with simple chat such relationship gradually develop into more closer one with cleverly gaining the trust of innocent youths, conceivably develop some other modes of contact just like the text messages being a preface of personal appointment. There is also a danger that when a child or youth provides personal facts online which may recognize them, and try to meet their online friends thus imposing a threat not only to their own security to their other relations also (E-safety Developing whole-school policies to support effective practice, p 5-6, 2005). School staff’s Illicit or Improper activities It is a regrettable fact that some of the schools staffs have also been found in some unsuitable and unlawful activities while using ICT. Such activities could be watching, sharing and circulating child pornographic or other impermissible stuff through e-mail. Therefore, the responsibility lies with the school management for educating and guiding their staffs to adopt decent online conducts, and vigilantly watching the networks system of the school for confirmation of any unsuitable pursuit. In an evident case of unacceptable pursuit by a staff member must get a penalizing rejoinder from school administration, for example police consultation etc (E-safety Developing whole-school policies to support effective practice, p 6, 2005) The Significance of Guaranteeing a Secured ICT Educational Atmosphere The creation of safe ICT educational atmosphere is the duty of all schools; however most of them are not aware of about how to start it. The schools are showered from different organizations’ ads assuring about their novel technical goods as a solution of all internet security issues encountered by the school. There is no doubt that these products are useful to an extent but can not be employed separately. Such technological sorts of instruments are successful when employed as a part of the framework of a wide-ranging program made for internet security, being summarized as under: Producing a protected ICT education atmosphere requires to comprise: Introduction of a wide-ranging education program for the entire school community ensuring internet security; There should be comprehensive infrastructure with selected duties, measures, strategies and guidelines well understood by the whole school; A useful variety of technological instruments should be made available; The composition of above mentioned constituents may differ from school to school. Apparently, the requirements for a small school with a few computers must be different than those having multifaceted set of connections, for thousands of students. But still, the requirement for above mentioned essential constituents will of course be the consistent (E-safety Developing whole-school policies to support effective practice, p 8, 2005) The Implication of Law: The Governmental Perspective against ICT Misuses With the above discussion it is quite clear now that significance of using ICT in the schools can not be denied on account of its various undeniable benefits, however, looking at the darker side of the picture we have also realized that there is an intense need to overcome the misuse of ICT to save our young generation from its potential hazards, either physical or psychological. Thus, like all developed nations of the world the Government of UK has also made numerous efforts to govern such abuses by imposing several criminal or civil laws. A few of such specifications are recapitulated as under: Protection of Children Act 1978, amended in 1994 by section 84 of the Criminal Justice and Public Order Act; The Telecommunications Act 1984; Malicious communication Act 1988 Copyright, designs and Patents Act 1988; Computer Misuse Act 1990; Protection from Harassment Act 1997; Crime and Disorder Act 1998; Data Protection Act 1998; Freedom of Information Act 2000; Sexual Offences Act 2003; Privacy and Electric Communications regulations 2003; Byron Review Computer Misuse Act 1990 This is the only act imposed only to handle computer related crimes and is effective in determining an incident and is value summarizing in some ensuing corporation records. In a school situation when a misuse incident is evident a reaction strategy is formed and permitted by main judgment officials chosen from within the school, contemplation must be paid to: In case of misuse discovery who will be informed first? Who is going to head the response plan and inspection panel? If there is need of some extent of police involvement or the services of any exterior professional inspection expertise? The concluding and decisive action in executing a successful event reaction strategy is conveying the pertinent strategy and measures all over the school. Training distinctive faculties and picking in-house advocate who may guarantee the carrying out of the policy, and make sure that each one comprehends their responsibilities and necessities for any contingency. As a minimum requirement it is sensible to inform the main faculties and engage them in the initial stage of a case. In this way the commitment to process is ensured. Because of that assurance, the subsequent inspection may attain a buy-in as of everybody concerned and effect in a organized case response (Janes, p 1, 2006). Discovering a Misuse Case After determining the prospective case, the nature of misuse case must be discovered. The police participation is not advisable in any or all cases unless some particular type of crime is involved. The cases of pedophilic nature or which are alleged as planned offenses are needed to be reported. Such categorization of cases may assist in deciding the intensity of reaction and ensuing allotment of suitable means. Isolate the crime setting In the academic world the prime enticement on the discovery of a misuse case is for a speedy glance and the same is definitely the most terrible fault which may endanger some inspection. Fragility of an electronic proof is confirmed, which may easily be amended, smashed or damaged by unsafe treatment or assessment. Hence, particular preventative measures must be adopted in recording, gathering, conserving and investigating such proofs. Unsafe use of such   forensically reliable methods could result in unfeasible verification or an imprecise inference. Therefore, the precise method must be used to protect the reliability of electronic proof. While a computer-based offense is consigned, the computer is well thought-out as an offense outlook similar to any concealed proof and is not interfered with. In the initial stage no change should be made in the state of electronic appliances and their atmosphere. Any interaction might change the content and the evidence might be corrupted (Janes, p 1, 2006). Beginning interviews Each and every probable witness present at the location must be noted preferably by recording the particulars of site, time of access and link with probable conjectures. Collect all helpful information for the purpose of investigation for instance e-mail, set-up and safety of passwords, identity of user and the suppliers of internet service. The notes must be completed with details of all supplementary school belongings which are found with a conjecture, for instance PDAs, cell and mobile phones or laptops. Assembling Verifications Subsequently a specialized computer forensic inspection panel is called upon, whether internal or exterior experts, in order to recognize and protect the probable verification means. Just about positively, inside the academic surroundings the most reliable verification means is suspect’s regularly used computer. If the suspects used computer and the victim’s used computer are accessible must be protected. In case of no such access attention must be paid to the backing tapes and the host computer that is the server by means of which the information might surpassed.   The accurate particulars about computers are required to be recorded such as model and type, serial number and make etc. For an on computer, details about screen should be recorded or photographed. For an off computer other facts are to be recorded. In case of the presence of other drives, a note should be made for this along with the particulars of their media. As soon as electricity is detached the computer must be preserved in a carton and be shifted to a safer place for further inspection (Janes, p 1, 2006). Representing a Conclusion By taking into account each and every proof at hand, the ultimate phase of inquiry reaches that is to extract a wrapping up. The ending have to be impartial, balanced and established on unquestionable truth. On this concluding phase it is advisable to take expert or legitimate advice to move on in right direction (Janes, p 1, 2006). Data Protection Act 1998 Significant Features to be Considered  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Individual facts have to be acquired impartially and legally. The focus of data ought to be informed the data organizer or concerned establishment; the person representing   the data organizer; the objectives data are intended to be processed for; plus on whom the facts could be revealed. Educational institutions do this for students at the time of registration. Private dispensation of data can be completed only if some particular provisions are fulfilled comprising the subject consent or the legal requirements data organizer. Supplementary provisions have to be fulfilled for dispensing the vulnerable individual data, related with customs, political judgment, and belief, relationship with trade union, physical condition, sexuality or illicit history of the subject.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The personal data is covered by this new Act in either of the forms, manual or electronic such as card indices or paper files, apprehended by a prearranged and pertinent arrangement of filing.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The reasons reported by the educational institution to the commissioner of data protection must be considered while individual data processing. The data Protection Representative must be discussed with while any new dispensation of data.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Keeping the individual data up to date and precise is very essential and must not be maintained and kept longer than the required period.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Suitable safety procedures are to be followed against illegitimate or unlawful dispensation of individual data and in contradiction of unintentional damage, or loss of individual data. This comprises training of staff for data security as an organizational gauge and recurring endorsement of data files in addition to data encryption as technical methods.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The individual data is not allowed to be shifted exterior of the boundaries of the European Economic Area except exclusive releases is employed with the consent of data subject. It may comprise printing of individual data through internet (Mukerji, p1, 2001). Privileges of Data Subject This Act offers noteworthy privileges to persons regarding individual data apprehended in relation to them by data regulators. Such privileges are as follows: A person is allowed to have a copy of his individual data in order to make a subject access request; The data regulator is required assure that they won’t be affected by any specific resolutions as such decisions are established only by an mechanized decision-making course of action; To make sure that no loss or damage is caused to the data while processing; The data processing must be prevented keeping in view the direct marketing as the primary objective; Necessary steps to be taken in case of any damage suffered by the data regulator for an infringement of the Act; Necessary action to be taken for erasing, blocking, rectifying, or destroying any erroneous data; If there is a doubt regarding contravention of a provision of the Act, a request can be made to the Data Protection Commissioner for an inquiry of such matter (Mukerji, p1, 2001).       Freedom of Information Act 2000 Nature of the Act In 2000, the government of UK approved the Freedom of Information Act. In speculation this permits individuals or associations to request information from the state which, unless it falls within one of the exemptions officials must hand over inside 20 days or longer if they require some period to choose whether it should be released. Whitehall gave itself four years to arrange for this significant enlightening modification in UK, open government has frequently been seen as a disagreement in terms, but on January 1, the waiting was over. Consequently, civil servants were active destroying documents and removing emails in an attempt to make sure that they wont be required to discharge them now the Act is applicable. A number of Departments have twice the number of documents shattered yearly (Amory, p 1, 2005). The Types Organizations Under the Act Approximately 100,000 public organizations are distressed. That means the main government ministries, but also every NHS Trust, the Post Office, the police and, more incomprehensibly, the Sea Fish Authority, the Treasury Valuation Committee, the Wine Standards Board, the Covent Garden Market Authority and the British Potato Council. Some public establishments, though, are exempted counting MI5 and MI6, the courts, the National Criminal Intelligence Service and the SAS. (Amory, p 1, 2005). Provisions of the Act All evidenced information such as written accounts, tapes, emails, diaries, letters, and contracts. Merely concerning anything, actually, so long as it doesnt fall within one of the 27 exemptions. Though, these are so extensively outlined that a smart civil servant could put just about any document into as a minimum one grouping. Anything that is commercially private associates to national safety, involves worldwide relations, is individual information about a person, might destabilize the requirement for openness in the formulation of government strategy, might bias the economic welfare of the UK, and is connected to an official analysis and so on. Ultimately, they dont have to offer any matter that would, in the case of central government, cost more than 600 pounds to collect, nor in the case of other guanos, more than 450 pounds .There is no time boundary on the material applied for information (Amory, p 1, 2005). Gathering Information Requests can be submitted to the organizations apprehensive in writing, by email or by fax, relating the information required. There is no need to give a reason for the request. It is also useful to mention if want the material photocopied or the replies sent by post or email. There is no charge for such a autonomy-of-information request and the power must respond inside 20 working days   (Amory, p 1, 2005). Appeal against Refusal An appeal against a refusal can be made to discharge information to a self-reliant arbitrator, the Information Commissioner, who will request for a public interest test. In other words, even if the required material falls within one of the exemptions, he can order it revealed if its publication would be in the public interest. It remains to be seen whether he has the decision to make such an method work in practice, but even if he does; the Prime Minister or any other Cabinet Minister can refuse his pronouncement and hold back publication of the information at any time. This catchall clause, which will apparently be used to avoid any politically susceptible information seeing the light of day, was contentious when added to the Act (Amory, p 1, 2005).    Potential Outcomes Much depends on the information commissioner, Richard Thomas. If he applies the public interest test robustly, some interesting information could find its way into the public domain. For instance, private sector firms involved in Private Finance Initiative contracts are already panicking that there will be requests to see the details of their deals, revealing the enormous and unjustified profits theyve made. The number of ministerial refusals will also be significant, as will the attitude of the courts, which will be able to judicially review such vetoes and could overturn them. The most likely outcome is a brief flurry of revelations, followed by a new culture in Whitehall that avoids committing any sensitive information to paper whenever possible. One other issue is the extent to which the Act will apply to EU documents, as it could allow us to penetrate the obsessive secrecy that surrounds decision-making in Brussels. Sexual Offences Act 2003 The Sexual Offences Act 2003, which received Royal Assent on 20th November 2003, brings wide-reaching changes to current legislation on sexual offences. There are a number of specific sexual offences against children which feature within Part I of the Act. These relate to the rape or sexual assault of a child, sexual activity with a child, and the abuse of a position of trust which leads to a sexual offence against a child, meeting a child following sexual grooming and sexual activity with a child family member. Other offences relate to encouraging, arranging or causing the involvement of a child in prostitution or pornography. Some of these offences are new, while others are set to replace existing offences under, for example, the Indecency With Children Act 1960 (See Schedule 7 of the Act). This article focuses upon a specific area of the Act in order to evaluate whether the Act (hereafter the SOA) is likely to achieve one of the Government’s main aims, of giving children ‘the greatest possible protection under the law from sexual abuse’ (Burney, p 28-36, 2003). The focus of analysis is the creation of a new offence relating to sexual grooming under s.15. This is a significant development, given that research has shown that an opportunity to sexually abuse a child is more likely to emerge following an act of sexual grooming; during which, the individual may convince the child that what he or she is suggesting the child do is both natural and commonplace (Lanning, p 267, 1984). The introduction of this offence also follows calls for such legal reform by both the Internet Taskforce on Child Protection and child protection groups and demonstrates the increased societal awareness of the way in which such grooming can occur via internet chartrooms. Moreover, the dangers of sexual grooming have been recently recognized by the judiciary. In the case of Re Attorney General’s Reference (No.41 of 2000) [2001] 1 Cr App R (S) 372, one of the reasons why the Court of Appeal increased the defendant’s original sentence for indecent assault and making indecent photographs of a child was because he had sexually groomed a vulnerable child with special needs. Increasing the higher sentence, Rose LJ stated that ‘The gravity [of the offence] lay . . . in the grooming of this vulnerable and handicapped boy, over a period of time and the giving of money and other gifts’ (at 375). The first section of this article outlines the new offence of meeting a child following sexual grooming. Section two then provides an analysis of the offence and identifies the reasons why it is a necessary addition to the existing law. A critical analysis of the requirement of proving a harmful ulterior intent in order for the new offence to be made out follows in section three. Finally, section four examines the other new offences under the Sexual Offences Act that could relate to acts of sexual grooming, in order to place the s.15 offence in the context of the wider protection from sexual abuse that the Act seeks to offer children. The issues that this article examines should also be of wider intrinsic academic interest. For example, the analysis of the offence relating to sexual grooming raises the broader issue of the legal identification and demonstration of a harmful intent in a so-called ‘thought’ crime. Moreover, the overriding aim of the article is to address the increasingly pertinent question of how the existing law could be effectively developed in order to offer greater protection to children prior to the actual occurrence of sexual abuse Byron Review A good deal expected Byron Review was made available on 27th March 2008. This review is actually a wide-ranging account that glances at the threats to kids from being bare to possibly injurious or unsuitable matter available to them in video games and on internet. This report signifies the requirements of kids and adolescents and guides about protecting them from adversities while using video games and internet and provides them a protected environment where they are able to enjoy their favorite games and net-surfing (Leading Article, p 1, 2008). The author of this review is Dr. Tanya Byron who is a famous psychologist for children. She has planned a nationwide approach regarding internet security. Dr Byrons main concern is impractical relations threats deforming her insight regarding the issue she is dealing with. The kids and even adolescents are groomed by the pedophiles by means of the chat-rooms, but it doesn’t seem possible. A number of video games involve excessive viciousness and bloodshed which definitely seem to have negative effects upon a child’s psychology. Dr, Byron has been renowned for her constructive strategies presented in a TV serial â€Å"Toddler-taming†, is not in favor of presenting a persuasive argument complete panoply of controls. She suggests that parental groups, nationwide plan, and governmental authorities as a balanced reaction to an issue which is definitely concerns the entire family and not merely the internet. She tries to explain that access to all available information is not the real concern but it is the mental maturity level of the individual accessing and perceiving it. There is a constant shower of suggestions and threats over parents and the title performance of this exceptional disaster in case of any offense. The implicit but recurring inference that parents are required to assume their responsibility to save the life of their children by securing them from any abuse. She believes that now we are on a stage where some rebalancing is required that is to recognize effective parenting doesn’t only mean to provide protection but is also meant to offer some extent of freedom also. (Leading Article, p 1, 2008). The freedom of using internet and surfing online is available to almost all children. Numerous of them utilize it for completing their challenging assignments and there are some others who find it an essential means of knowledge on specific topics and issues. Thus, for a great majority it serves a significant learning aid and a source for exploring the world around. Its equal availability to everyone is also a plus point. It is an unrestricted; un arbitrated liberty, saturated with unpredicted knowledge, smuggled information, tiresome chat, crazy plotting speculations and the uncultivated envisages of minute groups of people for their underground concerns. There is fewer indications, effortless reach plus perhaps hazardously unidentified. Sporadically indecent and unappreciated facts and descriptions are conveyed to individuals. Thus like all scientific discoveries the internet also has both pros and cons (Leading Article, p 1, 2008). This also a segment of life which is handled by the parents very cautiously. The kids have embedded it in life and parents appreciate them to use it for exchange of ideas, searching and investigation. The problem actually lies with the parents who seem to be perplexed with parental controls sort of proposals and are doubtful regarding computer games and their respective ratings. The parents are usually scared for their children using the chat-rooms and assume it as place of trouble, while a majority of children is quite aware about the safety rules. Thus Dr. Byron suggests for training parents in dealing with such problems as she believes that parenting means guiding kids to handle challenging situations and probably risky matters in a secured way. If parents positively understand the situation they can convince the kids in a friendly manner to limit the surfing time and to adopt an inflexible system for video games ratings (Leading Article, p 1, 2008). Conclusion After a thorough research we have realized the negative aspects and all potential adversities while using ICT at schools. We have also studied the measures adopted by the government and the legal support provided to cyber victims in the form of various Acts being imposed from time to time. However, under these Acts an uncountable number of such online culprits are being caught and executed everyday, but with the passage of time and with the development ever increasing technology new devices and techniques are coming in every other day which are being used by evil-minded people for fulfilling their negative desires. Besides all the legitimate support provided by the government it is essential to develop awareness about self security, specifically the children and youths who are generally victimized in such offenses. Recommendations A great responsibility lies on the shoulders of schools as they have the targeted age group. Schools need to formulate comprehensive and secured ICT policies for safer employment. ICT facility offered to the teachers, students, staff and other community members must be completely owned and monitored by the administration. Appropriate guidelines must be provided to all users clearly notifying the extents and limits. It should be generally restricted to activities in relevance with school. There should be vivid information about:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Freedoms  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Privacy  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Suitable use of resources  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Authorization of access  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Unauthorized uses Moreover, an appropriate organizational structure is required to be created in the school management as follows: 1.  Ã‚  Ã‚  Ã‚  Ã‚   The Governing Body: assumes the constitutional duties regarding children safety and decent internet usage. Some of such duties could be:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To develop a consciousness among student about both threats and benefits of ICT usage;  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To crate a clear understanding of current school policy regarding ICT usage;  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To support the head of the school in handling the media for in case of any offense;  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To arrange enough resources for implementing internet security solutions;  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To promote internet safety awareness among parents also. 2.  Ã‚  Ã‚  Ã‚  Ã‚   The Head of the School: definitely needs to take keen interest towards the creation of a protected ICT associated learning atmosphere. He/ she may:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Keep the final authority and responsibility of overall ICT security while assigning routine works to the ICT coordinator;  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Assure that ICT coordinator is provided with essential resources, time, control and cooperation in performing his duties;  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Guide the ICT coordinator to create a culture in the school regarding the internet security in the school  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Inform the governing body about all concerned strategies and issues.    3.  Ã‚  Ã‚  Ã‚  Ã‚   The ICT Coordinator: Any senior teacher with prompt ICT skills may be promoted to this post or a new member be hired to fulfill the responsibility of ICT security supervision. He may:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Plan ICT security guidance programs for students keeping in view the school activities and available resources and support;  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Maintain an incident-log regarding ICT security;  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prepare a workshop for parents in conference with other teachers;  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Propose for the appraisal of current policy in the light of rising tendencies after examining the log. These are only a few general suggestion, however, every school has its own culture and its management can better decide the measures to adopted in the direction of crating a safe ICT learning environment, the primary concern is to realize its importance in the sequence of priorities. References Amory, Heathcoat. Edward. (2005). How the Information Act Works; Q A. Available at http://www.questia.com/read/5008215484   Bransford, J., Brown, A. L. Cocking, R. R. (Eds.) (1999). How People Learn: Brain, Mind, Experience, and School. Washington, D. C.: National Academy Press. Brown. A. L. (1997). Transforming Schools into Communities of Thinking and Learning about Serious Matters. American Psychologist, 52(4). Burney, E. (2003) ‘Using the Law on Racially Aggravated Offences’, Criminal Law Review, January. Callister, T. A. J., Dune, F. (1992). The Computer as Doorstop: Technology as Disempowerment. Phi Delta Kappan. Chadwick, C. (2002). Why Computers are Failing in the Education of our Children. Educational Technology, 42(5). Cuban, L., Kirkpatrick, H., Peck, C. (2001). High Access and Low Use of Technologies In High School Classrooms: Explaining an Apparent Paradox. American Educational Research Journal, 38(4). E-safety Developing whole-school policies to support effective practice. (2005) Available at: publications.becta.org.uk/download.cfm?resID=25934 Janes, Simon. The effective response to computer crime. Computer Weekly. Available at: eLibrary. Proquest CSA. ROBINSON SECONDARY SCH. 09 Jun 2008. http://elibrary.bigchalk.com Lanning, K. (1984) ‘Collectors’, in A. Burgess (ed), Child Pornography and Sex Rings. Lexington, Mass: Lexington Books. Leading article: The Byron review: Internet angst. Guardian, The. 28 Mar 2008. 36. eLibrary. Proquest CSA. ROBINSON SECONDARY SCH. 10 Jun 2008. http://elibrary.bigchalk.com Mukerji, M. (2001). The Data Protection Act 1998 – A Summary. Available at: http://www.dpa.lancs.ac.uk/summary.htm Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. New York: Basic Books. Pedro Hepp K. Enrique Hinostroza S. Ernesto Laval M. Lucio Rehbein F. (2004). Technology in Schools: Education, ICT and the Knowledge Society. Available at: www1.worldbank.org/education/pdf/ICT_report_oct04a.pdf Reigeluth, C. M., Joseph R. (2002). Beyond Technology Integration: The Case for Technology Transformation. Educational Technology, 42(4). Reynolds, D., Treharne, D., Tripp, H. (2003). ICT- The Hopes and the Reality. British Journal of Educational Technology, 34(2).    Salomon, G. (2002). Technology and Pedagogy: Why Don’t We See the Promised Revolution? Educational Technology, 42(2). Stevenson, D. (1997). Information and Communications Technology in UK Schools:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An Independent Inquiry. London, UK: Independent ICT in Schools Commission

Stalin and the Korean War

Stalin and the Korean War To what extent was Stalin’s policy the principle cause of the Korean War (1950-53)? Introduction The Korean War is often referred to as a battle between communism and capitalism. It succeeded the end of the forty-year Japanese occupation of Korea. When Japan fell during the Second World War, Korea was free, and hoped to finally decide the fate of their own country. In the years following, both radical and nationalist groups became apparent, aiming for independence, however these groups failed to unite in one national movement.[1] The majority of Koreans fought for a unified state.[2] The United States and the Soviet Union, however, had alternative thoughts. The President of the United States, Harry S. Truman, wanted to stop Russia gathering anymore territory[3], therefore the United States countered by encouraging the establishment of democracy.[4] At the Potsdam Conference, in Germany, Korea was divided at the 38th parallel between the North and the South. The thought was that South Korea would be capitalist and North Korea would be communist. The Republic of Korea (ROK) was se t-up in the South and led by Syngman Rhee who was undemocratic and anti-communist but was recognized as the sole legal government of Korea.[5] The Democratic People’s Republic of Korea (DPRK) was set-up in the North and led by communist Kim Il-Sung. There was hope that one day the unification of Korea would commence.[6] The Korean War is one that killed over 2.5 million people.[7] The conditions of the Korean war were inconsistent; Korea is a country with freezing snowy winters and boiling hot summers, which made conflict extremely difficult on both sides. The war began at 4:30 AM on June 25, 1950 and lasted for three straight years, the bipolar weather conditions meant that the soldiers were constantly fighting disease, malnutrition and frostbite.[8] Dean Acheson (1893-1971), the U.S. Secretary of State, once said that â€Å"if the best minds in the world had set out to find us the worst possible location in the world to fight this damnable war, the unanimous choice would have been Korea.†[9] The failure to unite Korea after WWII was an important factor in the beginning of the Korean War. In 1945, British Prime Minister Winston Churchill, U.S. President Harry Truman, and, Soviet leader Joseph Stalin, gathered in Potsdam, Germany, from July 17 to August 2. It was agreed to temporarily divide Korea and accept joint responsibility for reinstating Japanese forces. They decided upon an essentially arbitrary line which was the 38th Parallel which was to be used as a division between the North and South. The 38th Parallel is a circle of latitude which is 38 degrees north of the equator, it happened to roughly divided Korea in the middle, therefore was chosen to divide the two Koreas. The Role of Stalin When Kim voiced his frustration that his bid for reunification remained heavy on his mind, he reached out to both Joseph Stalin (the leader of the Soviet Union) and Mao Zedong (the chairman of the communist party of China). The definite reason for Stalin giving Kim permission to invade South is uncertain to this day. Either the victory of Communist China, or the Soviets gain of the atomic bomb could have led to Stalin’s decision being made.[10] One of Stalin’s main aims was to avoid conflict with the United States, he did this in many ways, one of which was denying Kim’s strategies for the war. The withdrawal of American troops from South Korea were significant, however, Stalin was under the impression that a harsh military campaign wouldn’t go unanswered, therefore he decided against refutation in the moment[11]. Stalin had promised both cultural and economic aid to North Korea, during a meeting between Stalin, Kim, and representatives from both governmen ts, on March 5, 1949. Regarding military operations across the 38th parallel, Stalin was not yet prepared to support Kim’s political and strategic objectives of reunification.[12] Stalin brought Kim to Moscow to ensure that Korea did not fall under the influence of the new People’s Republic of China (PRC).[13] According to Stalin’s interpreter, in the Spring of 1949, in the course of a meeting between Kim and Stalin, â€Å"Kim complained that ‘†¦the southerners are making trouble all the time. They are violating the border; there are continuous small clashes.’ Stalin became gloomy; ‘What are you talking about? Are you short of arms? We shall give them to you. You must strike the southerners in the teeth.’ After thinking for a while, he repeated, ‘Strike them, strike them.’†[14] This extract from the meeting reinforces the point that Stalin was providing North Korea with weapons and supplies, which demonstrates t hat the Korean War wouldn’t have occurred without the help from Stalin and The Soviet Union. Stalin decided that he needed to bring Korea into the Soviet sphere of influence. The Soviets wanted to expand the sphere of communist influence into Korea, this was because Stalin and the Soviet Union wanted to be surrounded by communist countries as a layer of protection for Russia and so if the threat of invasion or war occurred they would have support around them. Stalin was afraid that Mao was considering opening China to capitalist influence; therefore, he decided that he could not allow North Korea to do the same.[15] Throughout the spring and summer of 1949 that Kim was making significant strides to increase the potency of the KPA (Korean people’s army). Stalin was essentially only interested in how the Korean War would affect his relations with the United States[16]. On September 3rd, 1949, Kim sought permission from Stalin and the Soviet Union to commence military operations against the south.[17] Kim most likely believed that Korea would be next in line for the Asian communist movements; thus in early 1950, Kim renewed his requests for military reunification with Stalin[18]. In January 1950, the first Soviet Ambassador to North Korea, Terentii Shtykov, feared that Kim was looking to move forward toward reunification without approval from Stalin, so he sent a telegram with a forlorn warning: â€Å"Kim Il-sung is constantly nurturing his idea about an attack.†[19] In 1950 Stalin eventually began to support the plans for a war as at this point he was more hopeful about winning. The Communist victory in China and the development of the USSRs first atomic bomb persuaded Stalin to act and help North Korea. The USSR was using the Korean war as a proxy war, a war instigated by a major power which does not itself become involved. The Role of Truman   Ã‚   At the Council of Foreign Ministers Moscow Conference, in December 1945, the USA and the Soviet Union agreed to create a temporary government in Korea that would lead to independence[20]. However, independence was never achieved and the Cold War developed individuals of higher power who became less willing to co-operate. Separate governments emerged on both sides of Korea. Both Kim Il Sung and Syngman Rhee fought the Japanese during the occupation and wanted to end the division of Korea, however they had different ideas for how to do so. The failure of uniting the two Koreas led to the permanent governments of Korea. The USA was also using the Korean War as a proxy war. The Americans enforced the idea of containment, a foreign policy used to contain the spread of communism. The US was fearful that if a united Korea became communist if would lead to a ‘domino effect’ and the spread of communism around the world would occur[21]. Truman feared that the next ‘dominoâ⠂¬â„¢ would be Japan[22]. The possible reaction from Stalin had to be taken into consideration if the U.S. did involve themselves in the Korean War. On a similar note, the Truman administration was concerned of the possible expansion of the Korean War into a larger war taking place over Europe.[23] Nevertheless, it was clear that there was little indication that the United States or even the United Nations could shy from the war.[24] It is thought that the US and UN feared what would happen if North Korea won the war and subsequently Kim Il-Sung came to power, with the support of Stalinist regime and the Soviet Union. President Truman believed if the aggression from North Korea went unnoticed, it would encourage Communist aggression elsewhere.[25] The UN Security Council accepted the abuse of force to aid the South Koreans. This is noteworthy because Russia (formerly the Soviet Union) is one of the permanent seats upon the UN council, however, interestingly, the Soviet Union did not oppose the use of force against North Korea, even though the Soviet Union were responsible for sending troops and supplies into the war. This demonstrates that the Soviet Union were confident in the ability of their troops, so confident that in fact they did not fear the force that would be against them. The Truman administration, however, continued to restrict themselves from sending soldiers because according to their advisors, North Koreans could be stopped by purely both naval and air power. Subsequently, immediately upon hearing this news, the U.S. began utilizing whatever air and naval forces that they could, to help with the war.[26] Following China’s input into the Korean War, General MacArthur landed two divisions 150 miles in the South Korean port of Inchon. Following a seize of communication between them and the US, the North Koreans are reported to have fled North, escaping[27]. â€Å"If we let Korea down,† Truman said, â€Å"the Soviet[s] will keep right on going and swallow up one [place] after another.†[28] General Douglas MacArthur, Chief of staff of the United States Army, believed that only a total victory was an acceptable outcome for the US. President Truman disagreed but MacArthur was adamant.[29] The Role of Mao Unlike America, China decided to take a passive response during the initial stage of the Korean War.[30] The People’s Republic of China, in October 1950, was only one year old. The Beijing regime was already facing difficult tasks of economic reconstruction and regime consolidation.[31] Therefore it was predicted that China would have little to no interference in the Korean War. There is some evidence that suggests that there was an exchange of views between Kim, Mao Zedong and Stalin on the North’s plan of military invasion.[32] However, besides giving Kim moral support, only material support was provided by China at beginning of the war. They sent approximately 14,000 Korean Chinese soldiers who were then serving in the Peoples Liberation Army back to Korea.[33] Mao’s reasons for supporting North Koreas invasion of the South are often debated. Some believe that Mao was an unwilling participant in the war due to the concerns about the effect it would have on China[34]. Mao feared that if he supported North Korea it would have a negative impact on China as it could trigger an invasion from America, due to their aid for the South. Some others further argue that Mao was in some way manipulated or compelled into sending troops to North Korea by Stalin and Kim-Il-Sung.[35] On June 27, President Truman revealed that America was supplying South Korea with air and naval support, which lead to the Chinese leaders reassessing American intentions towards China and redeploy some of its troops to the Northern border.  [36] Mao asked if Stalin would send air support to North Korea and he would send troops. Stalin decided against sending air support. Mao, after a substantial amount of thought, sent Chinese troops into Korea on 19 October 1950, even though he was currently dealing with a difficult military situation himself[37]. This fundamentally changed the relationship between China and the Soviet Union forever. Barely 12 days after the Chinese troops had enrolled in the war, Stalin soon declared that the Soviet Air Force could provide air cover, and aid to China[38], due to North Korean assistance from China. The Sino-Soviet Treaty of Friendship, which was signed in February 1950, mentioned that ‘all-out’ support would be supplied by the Soviet Union if China was entangled in any military conflict with the ‘imperialist countries’.[39] This treaty ensured that if China intervened in the Korean War, there would be less of a threat from an American invasion because of the support from Stalin and the Soviets. The security treaty therefore significantly decreased the possibility of an American invasion. The Communist China Party (CCP) had a Marxist-Leninism ideology that greatly influenced the decisions of senior members, especially Mao[40]. Presumably, it was this ideology that lead them to assist North Korea in the war, because turning the whole of Korea into a communist country would be not only be beneficial to Russia and the Soviet Union, it would also benefit Mao and the CCP. The Role of Kim Il-Sung In September 1948, the North founded the Democratic Peoples Republic of Korea (DPRK), founded by Kim Il Sung, recognized as the communist side. Kim Il Sung was the leader of North Korea from 1948-71. Kim was born born to Kim HyÃ… ng-jik and Kang Pan-sÃ… k. They originally bestowed upon him the name of Kim SÃ… ng-ju, however, he later changed his name to Kim Il-Sung. Unsurprisingly, the Kim family, like an abundance of Korean families, were opposed to the Japanese occupation of the Korea, which began on 29 August 1910.[41] Kims parents, especially Kims mother, is said to have played a role in the anti-Japanese struggle that was sweeping the peninsula.[42] This is suggested to be where Kim Il-Sung’s anti-imperialism attitude originates. In October 1926 Kim founded the Down-With-Imperialism Union[43], in order to fight against Japanese imperialism and to promote Marxism-Leninism[44]. As previously mentioned, both Kim Il Sung and Syngman Rhee wanted to reunify Korea on their own terms, however neither side could unify Korea on their own due to lack of strength and supplies. Kim understood that his goals of reunification would require help from another communist’s patron, namely the Soviet Union or China. This suggests that Kim knew he didn’t have the army or the weapons that he needed to begin the war himself, he knew he needed support from elsewhere. With this growth of the North Korean army in mind, Kim renewed his request to unify Korea with Stalin. One likely reason that Kim renewed his efforts at this time was that since June 29, 1949, the American military had withdrawn troops from South Korea.[45] Kim was convinced that the U.S. would not enter the Korean War, or even if they did enter the war, they would not hold sway over the destiny of the war.[46] Kim had little concern if the South had the support of the US as he doubted the impact of their influence. Stalin ultimately contemplated the request from Kim to begin the war for approximately a year, even though he did say ‘no’ several times, he did eventually approve the proposal.[47] Conclusion The role of individuals in the causes of the Korean War are essentially insignificant. Ultimately, the Korean War wouldn’t have occurred without the division of Korea, after the Japanese occupation, decided at the Potsdam conference. But this decision wasn’t made by one person, it was made by the three super powers, Stalin, Churchill and Truman. But then, the war also wouldn’t have occurred if Stalin and the Soviets hadn’t appointed Kim Il-Sung as the leader of the north as he was the one who thought of invading to conquer the south. Mao was influenced by Stalin to participate in the war, therefore China’s input was down to Stalin. Stalin’s influence was powerful as Kim didn’t have the army, weapons or supplies to be at war for 3 years. This proves that it wasn’t just the work of one influence, these put together influenced the beginning of the Korean War. To answer the question of â€Å"to what extent was Stalin’s policy the principle cause of the Korean War (1950-53)?†, Stalin had an obviously large impact on the initiation of the Korean War. It can, however, be concluded that the Korean War was a combination of civil and international conflicts. Bibliography Buzo, A., 2002. The Making of Modern Korea. 1st ed. London: Routledge. Study.com. 2017. United States Involvement in the Korean War: Causes and Effects. [ONLINE] Available at: http://study.com/academy/lesson/the-korean-war-causes-and-effects.html. [Accessed 1 March 2018]. History.com Staff. 2009. Korean War. [ONLINE] Available at: http://www.history.com/topics/korean-war. [Accessed 1 March 2018]. Study.com. 2017. United States Involvement in the Korean War: Causes and Effects. 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