Strategies for Developing Inclusion in Education

Strategies for Developing Inclusion in Education The question of inclusive education whereby mainstreaming, is both complex and contentious. There are many informed opinions and solutions from researchers, politicians and teachers surrounding debates on inclusion. What is apparent is that there is no overarching strategy that will provide all the answers; inclusion is individual, multifarious and wide ranging. It is shaped by social, political, legislative and contextual factors. This paper will first reflect on the concept of inclusion in education and then discuss the implications for teachers and schools. The following issues will be considered; legislation, rights, ethos, behaviour management and resources. THE CONCEPT OF INCLUSION Inclusion in education is recognised as one of the five National Priorities for Education in Scotland by the Standards in Scotlands Schools ect. Act 2000. It was this legislative framework, which set the legal context for inclusion, at least in principle, to what is referred to as the presumption of mainstreaming (Scottish Government, 2003, p.2). The framework focuses predominately on pupils with disabilities and special educational needs; however, inclusion in education takes a much wider context. By definition, inclusion does not primarily focus upon a group of individuals with additional support needs (ASN), but extends beyond this to include all pupils regardless of gender, race, religion, mental and physical ability and social class (Booth and Ainscow, 1998). Similarly, Wilson (2000, p.229) states that in the absence of any rhetoric or ideology, limiting the definition of an inclusive school to one that rejects or excludes no pupils in a particular catchment area on grounds of a bility or disablement or colour or religion or anything else would be restrictive and naive. On both accounts, the concept of inclusion is not constrained to a group of young people with ASN but affects all pupils. It is therefore apparent that inclusion is not about the integration or accommodation of pupils into mainstream education. Nor is it centrally concerned with the inclusion of pupils with ASN. Inclusion is more than this; inclusion seeks to address the individual needs of each pupil to enable all learners to achieve their fullest potential and experience a positive education (HMIE, 2008; Slee, 2001, p.116). ETHOS CULTURE Arguably, inclusionists state that the inclusive school must have a certain ethos and a certain set of ideals, from which certain practices naturally follow (Wilson, 2000, p.229). This broader philosophy of education is addressed by schools, within statements of vision to promote schools as inclusive institutions (HMIE, 2002, p.3). In this statement, an inclusive school is about the strategic action of creating an ethos and set of values based on equity, entitlement, school community, participation, integration and respect for diversity. Table 1 outlines this inclusive approach to education (HMIE, 2002, p.4). Table 1. An inclusive approach to education involves: Creating an ethos of achievement for all pupils within a climate of high expectation; Valuing a broad range of talents, abilities and achievements; Promoting success and self-esteem by taking action to remove barriers to learning; Countering conscious and unconscious discrimination that may prevent individuals, or pupils from any particular groups, from thriving in the school; and Actively promoting understanding and a positive appreciation of the diversity of individuals and groups within society. Although the statements of vision are a credible approach to inclusive education, it is notably palpable statements of aspiration. It is a cultural ethos rather than a strategic approach to inclusion and does not tangibly seek to address how this is achieved in schools. The statements express elements that are mistaken and limited. Such as: (1) There is no mention of teaching practice or teaching strategies. Without doubt, this is a fundamental part of an inclusive school. (2) Barriers to learning are inevitable; parts of the curriculum are not accessible to those without the ability or skill set to access them (being part of the school orchestra requires musical ability). (3) Promoting an ethos of educational success and high expectations may enable some lower achieving pupils to feel excluded and worthless from the education system (Barber, 1996; Hamill 2008; Mackenzie 2008 and Wilson, 2000). With the presence of a summative examination system, how can lower ability pupils feel suc cessful and credible? Is this approach to education encouraging some pupils to feel excluded from school and the education system? To value our self-worth and success based on a criterion of academic achievement does not support an inclusive school. Most pupils will not achieve top grades and will never score very highly on any scale. Barber (1996) suggests that underachievement is routed as a cause of disaffection and exclusion from school, which has been heightened by a climate of high expectations in schools, fuelled by league tables and social pressure. Barber (1996) proposes that underachievement leads to a vicious circle of disaffection and exclusion, which enables pupils to feel marginalised and detached from the education system. In a climate of high expectations and educational success how can lower ability pupils feel included? To overcome this challenge, it is important that institutions educate pupils to value themselves rather than their public merits (Wilson, 2000). Teachers and schools will be faced with the challenge of instilling an ethos of high self-esteem and self-confidence in pupils to discourage disaffection and exclusion. This will go beyond subject knowledge; it will develop personal skills and attributes which will provide young people with life-long skills. This philosophy has been embedded in the Curriculum for Excellence four capacities; to develop young people that are successful learners, confident individuals, responsible citizens and effective contributors (CfE) (LTS, n.d., and Scottish Government 2010a; 2010b). The Scottish Government proposes that educating young people based on these principles will develop a stronger society for all. This new development will affect the teaching profession as a whole; as teachers develop new skills and teaching strategies to enforce the CfE four c apacities. The onset of the new CfE will exert another challenge for teachers. LEGISLATION RIGHTS Rustemier (2002) claims that although the term inclusion is widely used and signifies a genuine desire to better the experience of all learners, the definition is still misinterpreted or misled, which has resulted in the existence of segregated schooling for some individuals. Inclusion has come to mean almost everything but the elimination of exclusion claims Rustemier (2002) (CSIE, n.d.). This argument is represented in the Standards in Scotlands Schools ect. Act; set-up to support inclusion in education. Even though inclusion in education has a legal standing in the Standards in Scotlands Schools ect. Act; in exceptional circumstances the legal framework still enables the exclusion of certain individuals from mainstream schools, if the following criteria apply: The mainstream school would not be suited to the ability or aptitude of the child; Where there would be a negative effect on the child; If the placement would result in unreasonable public expenditure being incurred which would not ordinarily be incurred If it still possible by law to exclude certain individuals from mainstream schools, then the concept of inclusion in education is fallacious and therefore, does not support inclusion of all pupils. Based on this argument, Rustemier (2002) confirms that the underlying issue in the development of inclusive education is the continuing legislative support of segregated schooling. Accordingly, the Standards in Scotlands Schools ect. Act, supports segregated schooling to prevail in Scotland. The Centre for Studies in Inclusive Education (CSIE) condones all forms of exclusion; maintaining barriers to some students participation in the cultures, curricula and communities of local schools is unacceptableà ¢Ã¢â€š ¬Ã‚ ¦and aviolation of basic human rights to education without discrimination (CSIE, n.d.). Similarly, Rustemier (2002) states that such action is internationally recognised as discriminatory and damaging to young people and society and breaches all four principles underpinning the UN Convention of the Rights of the Child 1989 (CSIE, n.d.). To overcome the legal constraints surrounding the inclusion of all pupils in mainstreams schools, Wertheimer (1997, p. 4) promotes a UK legislative reform to: i) end compulsory segregation and gradually restructure all mainstream schools so they are accessible in terms of premises, curriculum and facilities, and ii) to plan the phased closure of all special schools. Based on this argument, would the closure of all special schools be serving the best interests of the child? A study by Bunch and Valeo (2004) researched the attitudes of elementary and secondary students towards peers with disabilities attending an inclusive schooling system. The findings reported that students with disabilities were able to develop friendships, learn from their peers, that a small amount of abuse occurs, however it is comparatively minimal and that encouragement and support from their peers is common. The majority of responses from students were in favour of inclusion and rejected the idea that students should be segregated for any reason. The study, however small, provided evidence that an all inclusive education system had positive effects on social development, acceptance of difference, and social integration. The study by Bunch and Valeo (2004) supports the argument of the closure of all special schools. This philosophy of inclusive education was shared by Mittler (2000); the concept of inclusion in education has the potential to transform schools to enable them to be come places which fully support social and educational opportunities for all pupils. In contrast, Cigman (2007) supports the argument of segregated schooling, whereby, special schools promote the best interests of the child; they provide specialist education, which can deliver a more individualised education to better meet the needs of the child. Cigman (2007) proposes that mainstream schools can be a humiliating experience for young people with ASN à ¢Ã¢â€š ¬Ã‚ ¦ mainstream schools do not provide a non-humiliating educational experience for some children (Cigman, 2007, p.779). Segregation from mainstream classes and their peers through inclusive support strategies, such as special units can account for feelings of humiliation and alienation, which can be fostered under the flag of inclusion Bishop and Swain (2000, p.24). Contrary to this argument, Oliver (1995) suggests that support strategies, such as special units are an essential means of successfully implementing inclusion in mainstream schools. During my time at school, the use of some inclusive support strategies, such as the support for learning base and the use of classroom assistants, highlighted the issue of segregation and differentiation for some pupils with ASN. The removal of pupils from class and from their peers to attend sessions in the support for learning base and the use of classroom assistants in mainstream classes drew attention to the pupils with ASN. This highlighted the matter to the rest of the class. As a result, some pupils felt alienated and detached from their peers and found their ASN carried a stigma attached to the label. Subsequently, such means of inclusion ignited more serious issues, such as bullying and low-self esteem. What is apparent from the opinions of researchers, politicians and teachers is that few would reject the concept of inclusion in education; however, translating this into practice will serve a greater challenge for teachers and schools. One such challenge schools and teachers is the requirement to address better the needs of the pupils who are alienated or disaffected from school, or by the commitment to educating pupils with special needs in more inclusive ways (HMIE, 2002, p.4). BEHAVIOUR MANAGEMENT In a study by Dyson, Farrell, Polat, Hutcheson and Gallannaugh (2004), teachers professed that the biggest challenge to inclusion was dealing with pupils who presented social, emotional and behavioural difficulties (SEBD). Some teachers reported a sense of frustration and isolation when dealing with SEBD (Hamill, 2008). Research surrounding this group of young people who present disruptive behaviour becomes far more contentious in the context of inclusion. In a report by HMIE (2002, p.34), it was apparent that the needs of those displaying SEBD and who often act in a disruptive manner (Hamill, 2008, p.68), present difficult challenges to schools and local authorities in promoting schools as inclusive institutions (Mackenzie, 2008, p.762). The problem is both severe and wide-spread. During 2009/10 there were 30,211 exclusions from local authority schools in Scotland, a decrease of 11 per cent from 2008/09 (Scottish Government, 2010c). Conversely, measuring school exclusions is problematic; some schools or local authorities can influence parents to move their child to another school, which has led to an avoidance of registering the move as a formal exclusion (Mackenzie (2008, p.762). The issue of exclusion, hence disruptive behaviour may be much greater than the figures reveal. A study by Hayden (2000) suggests that children with ASN are six times more likely than other children to be excluded. Those excluded are likely to suffer from SEBD. The label attached to pupils with SEBD can influence the way they are perceived and treated by schools, teachers and peers (Hamill, 2008). For many schools, the most obvious solution is exclusion, which compounds feelings of alienation and marginalisation, thus worsening the situation (Mackenzie, 2008, p.762). It is apparent that the use of exclusion to resolve disruptive behaviour does not endorse an inclusive school ethos. Nor does it comply with the right of social inclusion. How does exclusion support the best interests or needs of the child when they feel alienated or marginalised already? Or does it serve the best interests of the other children in the classroom suffering the negative effects of disruptive behaviour? As previously discussed, inclusion in education is regarded as a human rights issue, whereby to exclude a child from mainstream education would be an infringement of their right to social inclusion (Rustemier, 2002; CSIE, n.d.). This issue becomes convoluted when it is applied to the rights of those affected by social inclusion. Based on this argument there appears to be a conflict of human rights. On one-side, the excluded pupil has no right of social inclusion. Whereas, on the other side, pupils who experience constant disruption to their lessons and the teachers time is taken up to resolve such issues, are prevented from the right to receive an education that strives to develop their full potential. When behavioural difficulties disrupt the education of others, whose rights are protected or infringed? Dyson et al. (2004, p.101) found that the impact of children with behavioural difficulties on the learning of others, disrupted lessons and increased the amount of time and effort taken up by teachers to manage pupils with SEBD. Consequently, this diverts teacher time and energy away from the majority of the class and those in most need. Studies by Hamill and Boyd (2000; 2003, as cited in Hamill, 2008, p. 67), found evidence that the group of learners most affected by behavioural difficulties were those who experienced learning difficulties and who found themselves in the bottom sets with the most disruptive pupils. This impacted negatively on the inclusion of other vulnerable learners. Class setting based on ability levels can intensify this issue. Pupils most affected are those with learning difficulties, who most often find themselves in the bottom sets with the most disruptive pupils (Hamill, 2008, p.67).The negative effects of class setting can intensify disaffection from school which often results in disruptive behaviour (Hamill, 2008; Barber, 1996). Mackenzie (2008, p.767) alludes that the practice of setting further excludes disadvantaged children by lowering attainment and motivation, especially in female children of low-waged and unemployed parents (Paterson, 1992). With lessons disrupted by behaviour and teachers time being taken up to resolve such issues, it would seem likely, therefore, to have a negative impact on the attainment of others, however, Dyson et al. (2004, p.101) found no correlation between the inclusion of pupils with SEBD and the attainment and achievement of pupils without ASN. Inclusion was also found to have a positive effect on the wider achievement of all pupils, such as social skills and understanding (Dyson et al. 2004, p.101). In particular, pupils with ASN were found to improve academically, personally and socially. RESOURCING FUNDING There is no doubt that effective inclusion is dependent upon the adequate provision of resources (Hamill, 2008, p. 60). With the onset of educational funding cuts, the availability of resources will be a major obstacle to the successful implementation of inclusion in schools. In a study by Dyson, at al. (2004, p.101), teachers professed that the challenges surrounding inclusion were intensified by a lack of support and resources from external sources. Similarly, in a study by Hamill and Boyd (2000; 2003) teachers held the opinion that inclusion lacked adequate funding and was a politically motivated initiative aimed at increasing financial efficiency rather than meeting the individual needs of the learner. Whether this opinion holds any value, resourcing is a complex issue which goes beyond the constraints of simply providing materials and equipment. Providing adequate resources helps to develop a teachers professional development. Funding can provide the financial support to develop systems both internally and externally, such as specialist teachers. To manage the successful implementation of inclusion in schools, teachers have to be given the opportunity to undertake continuing professional development (CPD) to develop the right skills and knowledge to cater for the diverse range of ASN. There can be no doubt that the level of funding provided to support inclusion in mainstream schools reflects the quality of teaching and progress made by the individual (Hamill, 2008). Those with least teaching experience or professional development, specifically beginning teachers will be most disadvantaged with the impending cuts and limited resources. New teachers with limited teaching experience will be most affected if reductions in teacher CPD progress. Essential skills needed to manage the challenges surrounding inclusion will be affected. Reports of increasing the class contact time of probationer teachers to 0.9FTE (from the current 0.7FTE) will exert extra pressure on beginning teachers (Buie, 2010), which is likely to impact the quality of teaching, as preparation time is restricted. With educational funding cuts to be expected where will inclusion in education be left? Who will be disadvantaged or marginalised from the education system? How will teachers professionalism be affected? The outcome to these questions can only be speculated until the inevitable funding cuts occur. CONCLUSION In review of the wide-spread research in inclusive education, the concept of inclusion is not a marginal add-on to education; it is fundamental to the formation and success of our education system. Inclusion does not exclusively focus on pupils with ASN but affects all learners. An inclusive school will promote an ethos and culture based on equity, entitlement, school community, participation, integration and respect for diversity. Inclusive teaching practice should aim to cater for the individual needs of all learners to enable them to reach their fullest potential. One of the on-going challenges surrounding inclusion is meeting the needs of all learners. With teacher time constraints and resources pushed to a maximum and disruptive behaviour an ongoing issue; it raises the question; will teachers and schools be able to support the needs of all learners? In times of austerity; inevitable budget cuts will put pressure on attaining inclusion in schools. Impending funding cuts to teachers CPD and an increase in probationary hours may risk the quality of teaching and most worryingly the health and safety of teachers? As a beginning teacher, the responsibilities of catering for the needs of all learners will be a challenge, especially when faced with other issues, such as disruptive behaviour, limited resources and an increase in probationary contact time. To manage the challenges surrounding inclusion, I will have to rely on guidance and support provided from colleagues, my professional development and limited school resources. WORD COUNT: 3,229 REFERENCE LIST: Barber, M. (1996) The Learning Game. London: Indigo. Bishop, A. and Swain, J. (2000) The Bread, The Jam and Some Coffee in The Morning: Perceptions of a Nurture Group, Emotional and Behavioural Difficulties, 5 (3), pp. 18-24 Booth, T. and Ainscow, M. (1998) From them to Us An International Study of Inclusion in Education. London: Routledge. Chapter 1. Buie, E. (2010) Fears for teacher jobs as Glasgow threatens to break ranks on budget. Retrieved 15 November, 2010 from TES: http://www.tes.co.uk/article.aspx?storycode=6064294 Bunch, G. and Valeo, A. (2004) Student attitudes toward peers with disabilities in inclusive and special education schools. Disability Society. Vol. 19. No. 1. pp.61-76. Centre for Studies on Inclusive Education (n.d) Inclusion Why? Retrieved 15 November, 2010 from the CSIR: http://www.csie.org.uk/inclusion/why.shtml Cigman, R. (2007) A Question of Universality: Inclusive Education and the Principle of Respect, Journal of Philosophy of Education, 41 (4), pp. 775-793. Dyson, A., Farrell, P., Polat, F., and Hutcheson, G., and Gallannaugh, F. (2004) Inclusion and Pupil Achievement. Research Report RR578. ISBN 1 84478 319 7. Hamill, P. (2008) Challenging behaviour understanding and responding. A teachers guide from Primary to Secondary. Hodder Gibson. Hamill, P. and Boyd, B. (2000) Striving for inclusion. Glasgow: University of Strathclyde. Hamill, P. and Boyd, B. (2003) Inclusion: Principle into practice. Glasgow: University of Strathclyde. Hayden, C. (2000). Exclusion from school in England: the generation and maintenance of social exclusion. In: Walraven G, Parsons C, van Veen D and Day C (eds) (2000) Combating Social Exclusion through Education: Laissez-faire, Authoritarianism or Third Way? (pp. 69-82) Leuven: Garant Publishers EERA. HMIE (2002) Count Us In Achieving inclusion in Scottish schools. A report by HM Inspectorate of Education. ISBN 0 7 0 5 3 1 0 1 8 3. HMIE (2008) Inclusion Reference Manual. Internet Version 1: for SMG. Mackenzie, J. (2008) Disaffection from schooling. (pp. 763-782) In Bryce, T., G., K., and Humes, W., M. Scottish education, beyond devolution. (third edition). Edinburgh University Press. Mittler, P. (2000) Working towards inclusive education: social contexts. London: David Fulton. Learning Teaching Scotland (n.d.) Understanding the Curriculum for Excellence. Retrieved 15 November, 2010 from LTS: http://www.ltscotland.org.uk/understandingthecurriculum/index.asp Oliver, M. (1995) Does special education have a role to play in the 21st century? in Thomas, G. and Vaughan, M. Inclusive Education Readings and Reflections. (pp. 111-117) Maidenhead: Open University Press. Paterson, L. (1992) social class in education. In S. Brown and S. Riddell (eds) (1992) Class, race and gender in school. A new agenda for policy and practice in Scottish education. Edinburgh Scottish Council for Research in Education. Rustemier, S. (2002) Social and Educational Justice The Human Rights Framework for Inclusion. Bristol: CSIE. Scottish Government (2003) National Priorities in Education Performance Report 2003. ISBN 0755908961. Edinburgh, Scottish Government. Scottish Government (2010a) Curriculum for Excellence Building the Curriculum 1 the Contribution of Curriculum Areas a Guide to Developing Professional Practice. ISBN: 978-0-7559-9630-8. Edinburgh, Scottish Government. Scottish Government (2010b) Curriculum for Excellence Building the Curriculum 3 A Framework for Learning and Teaching ISBN: 978-0-7559-5711-8. Edinburgh, Scottish Government. Scottish Government (2010c) School inclusion: additional support needs. High level summary of statistics. Retrieved 15 November, 2010 from the Scottish Government: http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/TrendSpecialEducation Slee, Roger (2001) Inclusion in Practice: Does practice make perfect? Educational Review, Vol. 53, No. 2, pp. 113-123. Wilson, John (2000) Doing justice to inclusion. European Journal of Special Needs Education, Vol. 15, No. 3, pp. 297-304.

General Motors Corporation Change Management Business Essay

General Motors Corporation Change Management Business Essay Background of change The ever lasting truth of the universe is change. People, organizations, markets change every second. This change is stimulated by the environment. On individual level people manage change by changing there routines and habits, which is relatively simple. Change in an organization is complex but follows the same rules, organizations like an individual have to change there habits and routines. The organizations who have failed to cope with the change have crumbled under the feet of time either disappearing or being acquired by other companies. For example skybird, tucker corporation, wirgin, tohatsu, clover, British satellite broadcasting, world champion wrestling, archandor, and most recently general which filled chapter 11 bankruptcy. These organizations were unable to recognize the change in the environment and were rejected by the environment. The organizations that have been proactive and managed change have been success stories .i.e. Microsoft, 3com and us robotics, Cadbury and Kraft etc. these organizations have changed there strategies at the right time, they were the leaders of market change. Introduction to General Motors General Motors Corporation (GM) is the worlds largest full-line vehicle manufacturer and marketer. Its arsenal of brands includes Chevrolet, Pontiac, GMC, Buick, Cadillac, Saturn, Hummer, and Saab. Opel, Vauxhall, and Holden comprise GMs international nameplates. Through its system of global alliances, GM holds stakes in Isuzu Motors Ltd., Fuji Heavy Industries Ltd., Suzuki Motor Corporation, Fiat Auto, and GM Daewoo Auto Technology. Other principal businesses include General Motors Acceptance Corporation and its subsidiaries, providers of financing and insurance to GM customers and dealers. In the early 2000s, struggling under the weight of escalating healthcare and pension costs, GM sought to shed some of its less profitable activities. Toward that end, among other moves, the company sold its stake in Hughes Electronics, phased out production of the Oldsmobile, and discontinued the Chevrolet Camero and Pontiac Firebird. Facing a tough economic climate, GM has nevertheless retained its position as the worlds leading automaker. Models of change management Now companies have realized the need for change and change management. That is the reason many scholars came up with different models of change management. There are some simple models of change and then there are some complex models. simple models are helpful but do not identify the needs of current economy Simple models which follow the approach that one size fits all Lewins model Unfreeze the current paradigm of the organization. This involves understanding the need for change. Then communicating that need to the people. People should be open to change in structure, behavior and thinking. Change the organization paradigm by introducing new theories in the organization. This is a lengthy process as the new method will take time to sink in. people will question the new method thus it is important that there is a strong channel for feedback. Refreeze the changed paradigm. This is the stage where the change is inculcated into the organization and people followed the changed methods as a part and parcel of the organization. Kotters 8 steps creating a vibe of change into the members gather supporters to guide change create a vision explain the vision to the supporters empower people to follow and spread the vision create shot objective or milestones improvements and feedback Inculcation of change by making it a part of structure and system. Complex model which recognize the need of individual organizations. Johnson Scholes and Whittingtons model identifies the variables that the organization faces. Time is how quickly change is needed. This can be identified by the Balogun and Hailys model. Scope is the degree of change that is necessary. Continuity what is the incremental factor History is the past experience of change Skills what capabilities are required and what do we have. Resources which are available for change management. Readiness is the willingness of people to accept change. Power is where the of the organization lies i.e. with management employees, stakeholders etc. McKinsey 7S framework identifies the areas that management need to focus on in order to manage change effectively Structure is the hierarchy and the departmentalization of the organization before and after the change. Strategy is the plans that organization makes i.e. when to compete? Where to compete? And when to compete? System is the alignment of the strategy with the business objective and at what level evolutionary stage the organization stands. Shared values is what type of culture prevails in the organization Style is the leadership style of the management. How are decisions made? Staff is the human resource of the organization. How trained they are and what staff is needed? Skill is the organizations ability to use its resources. Thus measure of the efficiency of the organization. Need for strategic change in General motors General motor is a fallen giant. Glory of the past from being a great market leader to bankrupt company General motors has come a long way. In 1980s GM was the top car manufacturer in the USA until the arrival of the Japanese cars. The Japanese sold cheap and better cars. GM failed to realize the change in the industry and technology and constantly lost market share to the Japanese companies. Even with government support the company filled chapter 11 bankruptcy in 2009. The strategies of the Japanese and GM can be compared with each other and get to what GM needs to do in order to get its former glory. The strategies that have been used by GM are heavy discounting to capture or retain market share. Strategic intervention techniques The purpose of intervention techniques is to improve the efficiency and the effectiveness of the organization. Strategic intervention techniques focus on improving the processes through which ideas are generated and then gain feedback on the ideas. These techniques make some thing happen and also focus on what is happening French Bell Jr (1994). The reasons for interventions can be To gain feedback To educate people To invoke rapid change in the organization. Rapid and sudden change in the external environment Intense competition Driving forces for change in GM Driving forces are the reason that GM requires to change its strategy and align itself with the environment. Few of the forces that pressure Gm to change are as follows Low economic growth in the car manufacturing business has stumped most of the manufacturers. Car manufacturers on government support are making cars at a loss but yet there cars are in the market and cutting the market share of other companies. Japanese car manufacturers are making better cars at low price which is the main competition for GM. Change in technology in the industry has been an issue. Honda and Toyota have advanced in technology at a higher rate than GM. Rising oil prices have also caused the industry to rethink there strategy. Resource implications for GM GM CEO Rick Wagoner has put in a lot of effort to turn around GM since 1992.but his response to change in the environment was too slow. The resources of GM can be evaluated using 5 Ms model Money has been the problem for GM for sometime now but government is ready to help them but they do not have a turn around strategy. Manpower of GM has not been able to generate new ideas which show dulled motivation, and poor creativity skills by the management and other employees. Also GM is stuck in contacts with employees with huge pensions. Minutes time frame for adaptation has always been short for GM and it has always lagged behind the need of time. Material has very special item oil which has sky rocketed. So the price of car manufacturing is rising as well as the price of maintaining a car. Machinery has been the major issue for GM as its competitors have acquired new machinery and processes which are better than that of GM. Due to these factors GM has not been able to change. These are the forces that create resistance for change. Change and stakeholders Stakeholders are an integral part of the organizational paradigm. To bring change in the organization, stakeholders should own the change. The process of change should start from within the stakeholders. To change the culture stakeholders should realize that there is a need for change. Then they should be directed into the right direction. In Kotters 8 steps model for change the role of stakeholders can be incorporated. The model pushes the organization to make its own decision and define its process of change. Kotters model for change for GM Kotter gives a model of change in the organization in which the stakeholders are empowered to make change for themselves. I shall use this model to explain how GM can bring about change in the organization with the help of its stakeholders. Step 1: Create urgency For change to occur it is necessary the whole organization realizes the need for change and puts its effort in making the change. For this purpose managers can paint a grim picture of the future if continued on the same path. Explain to the shareholders the increase in ability of the organization to exploit its resources. There should be feed back from the stakeholders and there ideas should be incorporated in the change process. In case of GM it is not very difficult to paint a grim picture because the next step to bankruptcy is liquidation. The decline in the performance of the company has been a question mark for a long time now. So in GM people are ready for change and stakeholders support the management. Now there is need for discussions so that the ideas and the wills of the stakeholders can be incorporated in the change process. Step 2: Coalitions This is the point where the leadership emerges; people among the stakeholder should take charge of the groups. It is necessary that to identify the key leadership and make them commit to the change in the organization. This is necessary that people who are selected for the leadership believe in the change. In case of General Motors they have to find leaders in order to bring change. Recognition of the people who will help GM to evolve and to accept the changed processes is necessary, if it wishes to make any type of change in its strategy. Step 3: Vision for change When the process of change starts there are many idea of floating. All these ideals need to be linked together if in order to form a vision. This vision needs to be simple and understandable. The vision gives people a sense of direction; they understand the purpose of the change. For change to be successful you need to know the main idea behind the change. For this purpose prepare a summary of the future endeavors of the company. Knowing about the future helps people to support the organization. In case of General Motors the mission statement is quite clear G.M. is a multinational corporation engaged in socially responsible operations, worldwide. It is dedicated to provide products and services of such quality that our customers will receive superior value while our employees and business partners will share in our success and our stock-holders will receive a sustained superior return on their investment. But unfortunately General Motors has not been able to deliver. The vision of the General Motors needs to be communicated effectively through the organization. Every stakeholder needs to believe in the mission statement of General Motors. Step 4: Communication of vision Every person in the organization needs to know the objective of the change. The previous paradigm of the company will produce resistance against the new method. The New Mission statement needs to overcome the resistance and unite the organization on a single path to success. For this the management needs to address all the doubts and problems of the people. Divide the vision into smaller objectives and tie the performance of individual with the achievement of these objectives. In General Motors the management should take responsibility of communicating process of change through the organization. A process of change developed from the input of stakeholders is easier to communicate back. Step 5: Remove obstacles In the process of change, there will always be resistance. The objective of the management is to minimize this resistance and bring the stakeholders to a common platform on which everybody can express their opinion. As the process of change moves forward, there should be constant checks for any barriers to change. In General Motors the inner management has failed to provide change in the organization. The change in GM can be induced from the outside; perhaps a change agent will help GM over come change barriers. Another good way to bring about change is to award the people who embrace the change. Step 6: Create short term objectives For the process of change to work people need to know that it is working. For this management can divide the main objective in to simpler objectives. The management should thoroughly analyze the short term objectives such that they are achievable and motivation. For the achievement of every objective the employees should be rewarded. In General Motors that management need to step up and divide their long-term objectives into the short term goals. The management should make the stakeholders believe that they are capable of changing the business for the better. The most important stakeholder of GM is the government. The government needs to know that that GM can stand on its feet, for it to bail out the company. Step 7: Build on the change The process of change is not complete he unless and until the change culture has inculcated into the organization. Changes in many organizations fail because they do not fully implement the changed processes. The changed processes should become part and parcel of life in the organization. The people of the organization need to build on the changed processes and achieve even more success. The management of General Motors should not stop at making the government believed that they deserve a bailout, but should make efforts to build on the changed processes. Step 8: Change in corporate culture The most difficult thing to do in bringing about change into the organization is to change the culture of the organization. In history many of the mergers in companies have failed because they unable to merge the culture of the companies. Changing the culture of the company is a very long and hard process. General motors will need to change the culture and introduce a fresh method to succeed in an unattractive industry. At this point the employees of General Motor will not be motivated; the management needs to bring faith back into the employees. Monitoring progress and conclusion The final step in the management of change would be to monitor the performance of the company. For this purpose appraisal of each of the activities of the company will be performed. The justification of activity will provide grounds by which the productivity of the activity will be measured. The idea of kaizen should become a part of the activities of the business. The process of change is very lengthy; it takes years for change process to become part of the culture. The management of the organization needs to be very patient and need to prioritize their objectives. In General Motors it is necessary that people accept the change and once the changed processes have settled in there should be continuous evaluation and revaluation. The U.S market has become very saturated thus not allowing the companies to grow as fast as they would like. For the companies to survive they need to use there resources with utmost efficiency.

Love For Life Essay -- essays research papers

Raised with strict family values, I cringe to phrases like, "I can’t wait to get my children out of the house," or "As soon as my children reach 18, they are on their own." I become shocked to discover that age defines the release date in which children are no longer supported by parents. Children are the offspring to which parents give birth to in life. Regardless of the age, an individual will always be a child to one’s mother or father and should receive support until, and beyond, the age of being released into the world. Support is the assistance provided on earth. In order to live happily in this world, one must be supported or support themselves with food, a house, finance, security, approval, acceptance, and love. These, all of which are determined by Abraham H. Maslow, a well- respected psychologist, are the "hierarchy of needs." These are needs that everyone should have the ability to acquire. Unfortunately, the much needed support from many parents are being cut off too early. As a college student entering adulthood, I witness many peers facing very stressful times of their lives. At this time of their lives, a number of peers have been "released" from parental support, hoped to have been given to them until individual security was found. Instead, many peers have found themselves desperately "on their own." This early release from parental support comes at a crucial time to many, because it disrupts the need to prepare themselves completely for society. To too many of my fellow students, education and support is replaced by financial and emotional burdens. The weight of the many hardships that arrive, restricts a clear thinking mind, necessary for education and personal development. A child must have full support from the parents to gain knowledge and security in the world. Immature detachment of parental support, will result in the disturbance to acquire personal potential. Parents should think about the needs of the children and continue to support them through the many lengths and levels throughout life. We live in a complex society where love, care, advice, and assistance are of priceless value. Because living is about learning, parents should be available to their children for under... ...l become useful in this world. An uneducated and unemotionally stable individual may experience much hardship and struggle. Timeless support from parents is all that one needs to find the development of our potentials and full understanding of the world. Through parents we learn to love, to care, to find acceptance, and to protect ourselves from the physical and social environment. We learn from what is right and wrong as a child, to understanding confusing situations to life as adults. While seeking love and support as infants, adolescents, and adults, we return to our love back to our parents as they reach old age and are of need to our care and acceptance. Through timeless love and support we are brought up as responsible, caring, and competent people to society because of our well developed and mature knowledge. Only when, as a young adult, I see well-established love and support from parents to my peers, do I really see the love and appreciation felt from my peers towards the mother and/or father. This unconditional, untimed love and support are all that is necessary to breed happiness in both parent and child. Put your paper here.

Cultural Relativism Essay -- Gender Roles, Female Genital Circumcision

In February 2007, the fourth annual conference of â€Å"Zero Tolerance Against Female Genital Mutilation/Cutting† was held. Their meeting brought together scholars and lay people alike, all whose main concern was the issue of Female Genital Cutting (FGC). However, this conference was unlike others in that the focus of discussion wasn’t how to eliminate this practice, but rather, whether it should be eliminated at all (Goldberg 121). When Fuambai Ahmadu, a Ph.D. fellow and first generation American from Sierra Leone, took the floor, everyone listened. Ahmadu was raised in America and as an adult, traveled back to Sierra Leone to take part in the ritual of Female Genital Cutting. She chose to participate in this â€Å"initiation† and what she feels is an important part of her social identity. While she defended her choice, and her position on FGC, many were outraged. They couldn’t understand how an African woman could defend this mutilation. Ahmadu responded â€Å"I may be different from you and I am excised, but I am not mutilated. Just like I will not accept anybody calling me by the ‘N’ word to define my racial identity, I will not have anybody call me by the ‘M’ word to define my social identity, my gender identity† (Goldberg 123). The subject of Female Genital Circumcision is one that has been hotly debated for decades. Those who oppose the practice cite its potential long-lasting consequences. They state numerous physical, emotional and sexual side-effects. Possibilities range from infection to, sepsis, infertility and death. Author Benita Shell-Duncan explains in an article on FGC that, in 1959 The United Nations adopted The Declaration of the Rights of the Child which states â€Å"that each child shall be given the opportunity ‘to develop phy... ...ry 100 circumcised males in the world there are 21 circumcised females. Routine circumcision is unethical to say the least, whether it's a girl, an older boy, or a baby. So before we all gasp in horror at what is going on overseas maybe we should look at what we are doing right here in our own country (Squires, par. 16). It is easy to condemn a practice that we do not understand. After closer analytical examination, one can see that there is no difference between the practice of female genital cutting and the practice of male circumcision. It is completely unfair and ethnocentric of the West to deem FGC inhumane, while Male circumcision runs rampant. Just because we are a developed, first-world nation with the ability to perform the procedure in state of the art hospitals, does not make it any less traumatizing. A rose by any other name is still a rose (Hammond).

Relationships and Marriage - Couples Should Live Together before Marriage :: Free Argumentative Essays

Couples Should Live Together before Marriage I've heard on numerous occasions that one of every two marriages ends in divorce. Although I believe this estimate to be high, there is no question that divorce has become a common occurrence in today's society. I think the biggest cause of divorce is people getting married too soon. Couples should live together before they marry. People become enveloped in a sort of euphoric haze when a relationship first begins to take a serious turn. The object of your affection seems to be perfect in every way and can do no wrong. You want to spend all your time with this person; often neglecting anything you enjoyed pre-relationship. In effect, you lose your individual identities and become Siamese twins (thus the term, "joined-at-the-hip"). Thankfully, this stage in a relationship is only temporary. However, many couples mistake this hormonal surge as the sign that this is the one-and-only person they could spend the rest of their lives with. When the haze dissipates, only the strong relationships survive. If each couple contemplating marriage during this phase were to move in together first, the perspective the couple would gain on their relationship would prove whether [or not] their feelings were deeper than pure physical attraction or lust. It may sound clichà ©d, but you truly do not know someone until you live with that person. When a couple lives together, the comfort level between the two gradually increases until nothing is sacred. Little quirks that a person tries so desperately to keep hidden eventually come out into the open. Sometimes these quirks are too much for a person to live with; other times it is a combination of many that push them over the edge. Maybe you could deal with dirty clothes on the floor, but how about a total disregard for all household cleanliness? Living together before marriage clears the air and reduces the possibility for major surprises that could lead to marital strife. Sex is another issue that tends to cause problems in marriages. Of course people can have sex and not live together, but the sharing of a bed each and every night certainly facilitates the activity. At the risk of sounding promiscuous, one should "test the waters before jumping in." Sexual compatibility is extremely important in the satisfaction and happiness of a marriage. Sometimes compromises can be made on behalf of each individual, but it would be better to know if a person was incapable of satisfying you sexually before nuptials.

An Efficient Bio-key Management Scheme for Telemedicine Applications

An Efficient Bio-key Management strategy for Telemedicine Applications Abstraction: Checkup detector webs play a critical function for real-time wellness attention monitoring of telemedicine based applications. Telemedicine provide specialized health care audience to patients in distant locations. We use electronic information and communicating engineerings to supply and back up health care when the distance separate the participants. In order to guarantee the privateness and security of patient’s critical wellness information, it is indispensable to supply efficient cryptanalysis strategy. This paper presents a fresh Mamdani based Bio-Key Management ( MBKM ) technique, which assures existent clip wellness attention supervising with out any overhead. We present the simulation consequences to demo that the proposed MBKM strategy can accomplish greater security in footings of public presentation prosodies such as False Match Rate ( FMR ) , False Non Match Rate ( FNMR ) , and Genuine Acceptance Rate ( GAR ) than other recent bing attacks. Keywords:Healthcare, security, Medical detector webs, Key Management 1. Introduction Progresss in communicating engineerings, such as wearable and implantable biosensors, along with recent developments in the embedded computer science country are enabling the design, development, and execution of medical detector webs. This category of webs is paving the manner for the deployment of advanced health care monitoring applications. In the past few old ages, much of the research in the country of medical detector webs has focused on issues related to medical detector designs, detector miniaturisation, low-power detector circuitry, signal processing, and communications protocols. In this paper, we present a novel Mamdani based Bio-Key Management ( MBKM ) , which assures existent clip wellness attention supervising with less operating expense for telemedicine applications. Telemedicine means the distant medical expertness at the point of demand or medicate at distance. Telemedicine engineering is chiefly required for the people populating in rural countries, aged people and handicapped people [ 1 ] . We highlight some of the design challenges and unfastened issues that still need to be addressed to do medical detector webs genuinely everyplace. The development of telemedicine based health care applications presents assorted fresh challenges like dependable existent clip informations transportation, seasonableness, Energy and Power direction for a broad scope of applications [ 2 ] . Further using new engineerings in telemedicine applications without sing security facets like privateness, hallmark, confidentiality and unity as susceptible [ 3 ] . For illustration, the patient’s wellness information is delicate and escape of single patient’s personal informations could do him uncomfortable. Furthermore sometimes exposing wellness information may ensue in a individual losing his occupation or do it infeasible to obtain insurance protection [ 4 ] . Fig.1 explains the hazards to patient security in Body Area Network ( BAN ) . Here assorted detectors are implanted in the human organic structure to mensurate the critical marks like ECG, EEG, EMG, Blood force per unit area, glucose degree, etc. , can be connected to other detectors or to the control nodes. Further detectors transmit the patient information to a medical expertness utilizing wired or wireless engineering. Now the interloper may spy the patient informations and he can change or may post the information in societal sites, which pose hazards to patient’s security. Fig.1 Risks to patient security More significantly, Healthcare supplier must follow HIPAA ( Health Insurance Portability and Accountability Act ) regulations. Otherwise supplier is subjected to punishment [ 5 ] .So a patient security is a most of import anxiousness in telemedicine based health care applications. 2. Related Plants With the betterment of progress engineering invasive computer science is observed as cardinal engineering to help streaming medical informations communicating for telemedicine based applications with the aid of deploying detectors [ 6, 7 ] .Several solutions for medical information security have been proposed to protect the Body country web security. ECC ( Elliptic curve cryptanalysis ) , hardware encoding, TinySec and biometric methods are sorts of solutions discussed in [ 8 ] . Link layer encoding is achieved in the organic structure country web by TinySec attack [ 9 ] . If one medical detector releases the key or it acts as an aggressor, all the information in the Body country web will be released. Elliptic curve cryptanalysis ( ECC ) has been used in the radio detector webs [ 10, 11 ] . This public cardinal cryptographic technique requires more energy compared to symmetric cardinal cryptanalytic techniques. Biometricss obtained from the human organic structure to procure the key is proposed in [ 12 ] . Compared with cryptanalytic techniques, this technique cut down calculation and communicating cost. Electro cardio gm ( ECG ) and Photo plethysmogram ( PPG ) signals are used as first-class biometric characteristics to procure the informations in organic structure country web [ 13, 14 ] . The fuzzed vault strategy has been preponderantly used for biometric hallmark, such as fingerprints and iris image acknowledgment [ 15–17 ] . Fuzzy vault strategy play a major function to work out the job of security in telemedicine based applications. Fuzzy vault strategy is used in Phsiological Signal based Key Agreement ( PSKA ) to set up secured pairwise cardinal understanding between the nodes in Body country webs [ 18 ] , which solves chiefly the synchronism job and issues in characteristic reordering [ 19 ] . Biometric Encryption strategy is a cryptanalysis strategy which is used to keep the security of biometries and bring forth a strong key from biometries [ 20 ] . In this strategy, the husk points are non necessary to be added to convey, so the hold clip and energy ingestion is reduced. In [ 21 ] , the writer proposes new thought for message and user hallmark. This strategy compares present ECG signal with the antecedently recorded ECG templet to verify the individuality. Since the templet is inactive, this method provides hapless public presentation. The writers of the paper [ 22 ] propose ECG-IJS strategy to better hallmark of streaming medical information. The writer used characteristics of ECG signal to identify coevals for unafraid real-time medical informations communicating. 3. System Design Mamdani based Bio-key Management ( MBKM ) strategy is proposed based on the earlier treatment on ECG-IJS strategy. MBKM strategy is introduced to guarantee the security for streaming medical informations communicating in Telemedicine based applications. The proposed MBKM strategy is shown in Fig. 2. Fig. 2 MBKM strategy A novel proposed MBKM strategy is shown in Fig. 2 which uses organic structure country webs to give qui vive to the infirmary, even before the patient have critical jobs like bosom onslaught, glucose degree through mensurating alterations in their important marks as temperature of the patient, pulse rate, glucose degree, blood force per unit area and respiratory rate. Detectors, which are implanted in the patient’s organic structure step the degree of important marks and convey the parametric quantity values to medical expert working in the intensive bearer unit of the infirmary to take necessary actions to salvage the life of a patient. Intensive attention units are equipped with multi-modal proctors which are able to simultaneously step and expose the wellness position of the patient. In such instance, this important real-time medical information must be good sheltered against aggressors and security facets must be satisfied [ 23 ] . Health attention units with hapless security execution processs for telemedicine may take to incorrect diagnosing and intervention for the patient. The process at the transmitter side is given as follows: Electrocardiogram detector is used to detect the ECG signal from the human organic structure. Nyquist theorem at the rate of 120 Hz is applied on the ECG signal to take samples. 512 points Fast Fourier transform ( FFT ) is conducted on the sampled ECG informations. Since FFT procedure is symmetric foremost 256 coefficients are retained among 512 coefficients. All the extremum values on the extracted FFT coefficients are used as characteristics. A multinomial equation with degree N is constructed and the cardinal K is generated. Patient’s information is encrypted with the generated key K and hash value based on SHA-1 algorithm is calculated. Then sender sends the envelope contains the encrypted message, subset of coefficients and hash value to the receiving system. The process at the receiver side is described as follows: Similar to the transmitter, receiving system besides repeats the process to detect the ECG signal, try the signal and pull out the first 256 Feature coefficients. Then a new multinomial with degree M is constructed utilizing the standard coefficients and the multinomial on all points in characteristics to acquire a set of braces. Key at the receiving system K’ is reconstructed from received coefficients and the new hash value is calculated. Key K and hash value is compared with reconstructed cardinal K’ and new hash value. If the keys are same, so decrypted information is authenticated informations. Mamdani based Fuzzy illation system is playing a major function to guarantee security in telemedicine applications. Stairss for the design of fuzzed illation system are explained in the instance of multinomial grade 10 as follows: 1 ) Input signal variables are identified as I1, I2and end product variable is identified as Y. 2 ) Universe of discourse for the input variables are defined in the scope [ -0.01, -1e-16] and end product variable is defined in the scope [ 0,1 ] . 3 ) Linguistic label assigned for the interval spanned by each input variables in to a figure of fuzzed subsets are taken as S1, S2, S3, S4, S5,Second6, S7, S8, S9, S10. Linguistic label assigned for the interval spanned by each end product variables in to a figure of fuzzed subsets are taken as Yttrium1, Y2, Y3, Y4, Y5Yttrium6, Y7, Y8, Y9, Y104 ) Triangular rank map is assigned for each fuzzy subset. 5 ) Rule-base is formed by delegating the fuzzy relationship between inputs fuzzed subsets on the one manus and end products fuzzy subset on the other manus. If I1is S1and I2is S1so Y is Y1.If I1is S1and I2is S2so Y is Y2.If I1is S1and I2is S3so Y is Y3.If I1is S1and I2is S4so Y is Y4.If I1is S1and I2is S5so Y is Y5.If I1is S1and I2is S6so Y is Y6.If I1is S1and I2is S7so Y is Y7.If I1is S1and I2is S8so Y is Y8.If I1is S1and I2is S9so Y is Y9.If I1is S1and I2is S10so Y is Y10.In similar manner, wholly the 100 combinations of regulations are formed. 6 ) Fuzzy end products recommended by each regulation are aggregated. 7 ) Crisp end product is obtained by using one of the defuzzification technique called Centroid of country ( COA ) . Then utilizing this end product, parametric quantities like False Match Rate, False Non Match Rate and Genuine Acceptance Rate are calculated. 4. Simulation Consequences We validate the MBKM strategy by mensurating the parametric quantities like False Match Rate ( FMR ) , False Non Match Rate ( FNMR ) and Genuine Acceptance Rate ( GAR ) and Half Total Error Rate ( HTER ) . For this strategy, we downloaded 10 patient’s ECG signal for 10 seconds from MIT-BIH Arrhythmia database. We used MATLAB package tool to imitate the proposed MBKM strategy. ECG signals are used for coevals of cardinal and medical information like EEG, EMG, blood glucose degree, blood force per unit area degree etc. , can be send to medical expertness in existent clip for telemedicine based applications. The public presentation of FMR versus figure of patients is given inFig. 3. FMR value represents the chance that the system falsely matches the input form to a non-matching templet in the database. It measures the per centum of invalid inputs which are falsely accepted. So FMR value must be low for the stable system. This secret plan proves that False Match Rate is lower in the proposed MBKM strategy when compared to ECG-IJS strategy. Fig. 3 FMR versus Number of patients The public presentation of FNMR versus figure of patients is shown inFig. 4. FNMR value represents the chance that the system fails to observe a lucifer between the input form and a duplicate templet in the database. It measures the per centum of valid inputs which are falsely rejected.Stable system should give lower FNMR. This secret plan proves that False Non Match Rate is lower in the proposed MBKM strategy when compared to bing ECG-IJS strategy. Fig. 4 FNMR versus Number of patients The public presentation of GAR versus figure of patients is present inFig. 5.GAR value represents the fraction of hallmark efforts by echt users that are accepted. Stable system should give higher GAR. This secret plan proves that Genuine Acceptance Rate is higher in the proposed MBKM strategy when compared to the bing ECG-IJS strategy. Fig. 5 GAR versus Number of patients The public presentation of HTER versus figure of patients is present inFig. 6.HTER value represents the norm of False Match Rate and False Non Match Rate. Stable system should give low HTER. This secret plan proves that HTER is lower in the proposed MBKM strategy when compared to the bing ECG-IJS strategy. Fig. 6 HTER versus Number of patients 5. Decision Secure communicating is robustly required to continue a patient’s wellness privateness and safety in telemedicine based applications. In this paper, we present an efficient Mamdani based Bio-Key Management ( MBKM ) strategy for cardinal direction based security strategy in telemedicine based applications. This strategy makes the system stable system by supplying low FNMR, High GAR, low FMR and low HTER. This new strategy is less complex and is offers the security in footings of hallmark, informations confidentiality, informations unity. It remains future work to make energy analysis and implement nervous web attack to procure medical informations communicating for telemedicine applications. Mentions: [ 1 ] Yasumitsu Tomaika, Isao Nakajima, Hiroshi Juzoji, Toshihikonkitano, Patent Issues on Telemedicine in eHealth, IEEE International conference on e-Health Networking, Applications and Service,187-193,2008. Pardeep kumar and Hoon Jay-Lee, Security Issues in Healthcare Applications Using Wireless Medical Sensor Networks: A Survey, Sensors,55-91,2012 [ 3 ] Dimitriou, T. , ,Loannis, K. , Security Issues in Biomedical Wireless Sensor Networks. In Proceedings of 1st International Symposium on Applied Sciences on Biomedical and Communication Technologies ( ISABEL’08 ) , Aalborg, Denmark, 25–28 October 2008. [ 4 ] Meingast.M, Roosta.T. , Sastry.S, Security and Privacy Issues with Healthcare Information Technology. In Proceedings of the 28th IEEE EMBS Annual International Conference, New York, NY, USA,5453-5458, 31 August–3 September 2006. . [ 5 ] Office for Civil Rights, United State Department of Health and Human Services. Medical Privacy. National Standards of Protect the Privacy of Personal-Health-Information. Available online: hypertext transfer protocol: //www.hhs.gov/ocr/privacy/hipaa/administrative/privacyrule/index.html. [ 6 ] J. Woods, â€Å"The five manners of centripetal applications, † Gartner Research, 2006. [ 7 ] M. M. M. B. Amer and M. I. M. Izraiq, â€Å"System with intelligent cable-less transducers for monitoring and analysing biosignals, † European Patent Application, 2007. [ 8 ] M. Mana, M. Feham, and B. A. Bensaber, â€Å"Trust cardinal direction strategy for radio organic structure country webs, † International Journal of Network Security, vol. 12, no. 2, pp. 61–69, 2011. [ 9 ] C. Karlof, N. Sastry, and D. Wagner, â€Å"TinySec: a nexus bed security architecture for radio detector webs, † in Proceedings of the 2nd International Conference on Embedded Networked Sensor Systems, ( SenSys ’04 ) , pp. 162–175, Baltimore, Md, USA, November 2004. [ 10 ] M. Guennoun, M. Zandi, and K. El-Khatib, â€Å"On the usage of biometries to procure radio biosensor webs, † inProceedings of the 3rd International Conference on Informationand Communication Technologies: FromTheory to Applications, ( ICTTA ’08 ), pp. 1–5, Damascus, Syria, April 2008. [ 11 ] P. Szczechowiak, L. B. Oliveira, M. Scott, M. Collier, and R. Dahab, â€Å"NanoECC: proving the bounds of elliptic curve cryptanalysis in detector webs, † inProceedings of the 5ThursdayEuropean Conference onWireless Sensor Networks, pp. 305–320, Bologna, Italy, February 2008. [ 12 ] S. Cherukuri, K. K. Venkatasubramanian, and S. K. S. Gupta, â€Å"BioSec: a biometric based attack for procuring communicating in wireless webs of biosensors implanted in the human organic structure, † inProceedings of the International Conferenceon Parallel Processing Workshops, pp. 432–439, Kaohsiung, Taiwan, October 2003. [ 13 ] C. C. Y. Poon, Y.-T. Zhang, and S.-D. Bao, â€Å"A novel biometries method to procure radio organic structure country detector webs for telemedicine and m-health, † IEEE Communications Magazine, vol. 44, no. 4, pp. 73–81, 2006. [ 14 ] S. D. Bao, C. C. Y. Poon, L. F. Shen, and Y. T. Zhang, â€Å"Using the timing information of pulse as an entity identifier to procure organic structure detector web, † IEEE Transactions on Information Technology in Biomedicine, vol. 12, no. 6, pp.772–779, 2008. [ 15 ] U. Uludag, S. Pankanti, and A. K. Jain, â€Å"Fuzzy vault for fingerprints, † in Proceedings of the Audio- and Video-Based Biometric Person Authentication ( AVBPA ’05 ) , vol. 3546, pp. 310–319, Hilton Rye Town, NY, USA, July 2005. [ 16 ] E. S. Reddy and I. R. Babu, â€Å"Authentication utilizing fuzzed vault based on iris textures, † inProceedings of the 2nd Asia International Conference on Modelling and Simulation, ( AMS ’08 ), pp. 361–368, Kuala Lumpur, Malaysia, May 2008. [ 17 ] A. Juels and M. Sudan, â€Å"A fuzzy vault strategy, † inProceedings of the International Symposium on Information Theory, vol. 38, pp. 237–257, Seattle, Wash, USA, July 2006. [ 18 ] K. K. Venkatasubramanian, A. Banerjee, and S. K. S. Gupta, â€Å"PSKA: useable and unafraid cardinal understanding strategy for organic structure country webs, †IEEE Transactions on Information Technology in Biomedicine, vol. 14, no. 1, pp. 60–68, 2010. [ 19 ] F. M. Bui and D. Hatzinakos, â€Å"Biometric methods for secure communications in organic structure sensor webs: resource-efficient cardinal direction and signal-level informations scrambling, †EURASIPJournal on Advances in Signal Processing, vol. 2008, Article ID 529879, 16 pages, 2008. [ 20 ] A. K. Jain, K. Nandakumar, and A. Nagar, â€Å"Biometric templet security, †EURASIP Journal on Advances in Signal Processing, vol. 2008, Article ID 579416, 17 pages, 2008. 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David Walker Appeal Paper Essay

Before David Walker’s Appeal to the Colored Citizens of the World during the 1800’s, there had not been any other type of anti-slavery documents published. Although the Appeal is directed to black slaves, its powerful moral message and indictment of white America’s hypocritical society and oppressive, brutal system of slavery is a moral message that resonates to all audiences, including whites. Walker’s Appeal calls for slaves to rebel against their masters as the means of reacquiring their humanity. Walker relies heavily upon religious values of Christianity, communicating strongly with free and enslaved blacks: The man who would not fight under the Lord and Master Jesus Christ, in the glorious and heavenly cause of freedom and of God, to be delivered from the most wretched, abject and servile slavery, that ever a people was afflicted with since the foundation of the world, to the present day, ought to be kept with all his children or family, in slavery, or chains, to be butchered by his cruel enemies. (Walker Article 1) The Appeal sent out fear and terror throughout the white community as some states even passed laws that would sentence blacks, or even whites, to severe punishment if caught with the pamphlet. Finzsch cites to Eaton who points out that â€Å"in Georgia, Virginia, North Carolina, Louisiana and South Carolina anyone be it slave, free black or white who was caught with the pamphlet was tried and usually found guilty of inciting insurrection† and it also inspired enslaved blacks to fight for their freedom regardless of the consequences (Finzsch, 5). Walker’s purpose is a call for unity amongst slaves and to educate them as to their immediate need to fight back against their masters. In order to communicate his ideas, Walker attacks the values and the veracity of the United States history by pointing out the hypocrisy of the institution of slavery in a self-proclaimed nation that pretended to stand for constitutional equality, democracy and freedom. Walker powerfully challenges these notions by raising views that were being brought up mostly as a result of scientific racism and the idea that religion justifies slavery. Any discussion of abolition was always a radi cal, dangerous, and illegal conversation during the times of slavery. Slavery was the horrific social, political and economic system that allowed the United States to rapidly accumulate wealth, thus unjustly elevating whites to positions of immense power and privilege. When Walker  published his Appeal his document traveled throughout a political terrain that was controlled by whites, and these whites relied upon anti-black racist documents such as the Declaration of Independence, the United States Constitution, and Thomas Jefferson’s Notes on the State of Virginia. All of these documents systematically deemed blacks as un-human, excluding blacks from political protection, and condoned chattel slavery. Walker’s message in his Appeal resonates in the white community of that time because it directly challenges the myths relied upon by those whites in their â€Å"mythical† documents. The historical opening lines of the Declaration of Independence read â€Å"we hold these truths to be self evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness.† This opening statement did not include black people, but rather it excluded them under the term that all â€Å"men† were not human. As the rest of the United States Constitution eventually clarified enslaved black people were not recognized as human beings and therefore were not entitled to the rights, privileges, and protection of the law. Furthermore, slavery was a legal institution under these sets of beliefs. Another one of the most influential documents of the time was Thomas Jefferson’s Notes on the State of Virginia of 1781. Although Jefferson owned slaves, he considered himself to be an opponent of slavery. Within the document Jefferson compared blacks to whites and concluded by holding that black people were inferior to whites on multiple levels. Have they not, after having reduced us to the deplorable condition of slaves under their feet, held us up as descending originally from the tribes of Monkeys or Orang- Outings? (Walker Article 1) Jefferson believed that emancipation for blacks should mean the removal of them from the United States based on the hostility that blacks would harbor to whites, Jefferson’s Notes on the State of Virginia further entrenched the practice of the dehumanization of black people, something that Walker’s Appeal deeply emphasizes and a message that whites and bla ck could easily understand. In order to support his call for slaves to unify and revolt against their masters Walker challenges the ideas of political documents relied upon whites. Walker effectively uses religion to pursued whites and blacks that the institution of slavery was massively unjust. Walker states that God and religion actually discouraged all forms  of slavery. For example he states, Are we MEN!! I ask you, my brethren are we MEN? Did our creator make us to be slaves to dust and ashes like ourselves? Are they not dying worms as well as we? Have they not to make their appearance before the tribunal of Heaven, to answer for the deeds done in the body, as well as we? Have we any other Master but Jesus Christ alone? Is he not their Master as well as ours? What right then, have we to obey and call any other Master, but Himself? (Walker, Article 1) Walker states that God is the lone master to which all humankind must obey. On these grounds Walker shuns the idea that black people must obey a white human master. Walker stands by the fact that the only master black people have are God himself and not the white man. Furthermore, he brings light to the fact that the white community will also have to answer to God for their acts of violence. Both blacks and whites can und erstand this religious and moral message. Not only did Walker challenge racism and the idea of religion to justify slavery, he also confronted Thomas Jefferson. Walker states:Mr. Jefferson said, when a master was murdered, all his slaves in the same house, or within hearing, were condemned to death, Here let me ask Mr. Jefferson, but he is gone to answer at the bar of God, for the deeds done in his body while living, I therefore ask the whole American people, had I not rather die, or be put to death, than to be a slave to any tyrant, who takes not only my own, but my wife and children’s lives by the inches? Yea, would I meet death with avidity far! Far!! (Walker, Article 1) Walker uses vial language to get others to understand the grotesque acts of violence that the white society inflicted on the black body and states that he would rather die fighting for freedom than be a subject to slavery. He was speaking for others who were afraid and did not have a voice, and for others who just needed a backbone and needed to be supported. Douglass’s rebellion narrative, The Heroic Slave, clearly important in its own right, is vastly diff erent from Walker in many ways. Douglass bases his work on the mutiny led by rebel slave Madison Washington on the Creole in 1841. The narrative is powerful, but the organizational intent and style is vastly different from the approach taken by Walker. Douglass uses a â€Å"storytelling† method to make his points. For example, the international sea and Britain are used by Douglass in The Heroic Slave to symbolize freedom (see Sweeny generally) And, unlike the aggressive and direct language used by Walker,  Douglass uses softer language to make his points in a more sublime manner. For example, in describing Washington as a self-emancipating figure, Douglass states, Washington is â€Å"standing erect, a smile of satisfaction . . . upon his expressive countenance, like . . . one who has just . . . .vanquished a malignant foe, for at that moment he was free . . . The future gleamed . . . .before him . . . his fetters lay broke at his feet. His air was triumphant (Douglass, Part 1). Works Cited Finzsch, Norbet. â€Å" David Walker and The Fight against Slavery † 2012. Douglas, Frederick. The Heroic Slave. Sweeney, Fionnghula. â€Å"Visual Culture and Fictive Technique in Frederick Douglass’s The Heroic Slave,† Slavery and Abolition, June 2012: 305-320. Walker, David. â€Å"Appeal to the Coloured Citizens of the World †1830.