Issues in Psychological Testing

Issues in Psychological Testing PSY/475 October 24, 2011 Issues in Psychological Testing What are at least two ethical issues associated with psychological testing? What impact do these issues have on the field of psychological testing? Informed consent involves the process by which a psychologist gain an individual’s voluntary consent prior to the administration of an assessment or test. As stated by Hogan (2007), â€Å"The psychologist is responsible for informing the person about the nature and purpose of the assessment† (p. 91). When providing this information it is imperative that the psychologist do so in a manner that is understandable to the examinee, it needs to be communicated on his or her level. If the patient or examinee is under the legal age of consent or in unable to authorize consent for another reason; parents, a legal guardian, or appropriate substitute must then provide consent. It is important that the psychologist convey that consent can be withdra wn at any time during the assessment process (Hogan, 2007). Exceptions to this rule exist including assessments mandated by the court or other government regulation in which case the psychologist need only explain the nature and purpose of the test as well as any limitations to the rule of confidentiality (American Psychological Association,  n. d. ). Implied consent is another exception and applies to assessments administered during the job application process and â€Å"institutional testing programs† such as school assessments (Hogan, 2007, p. 591). Test security is another ethical issue related to psychological testing. The administrator for a test must ensure that materials and scored results are kept in a secure location and not easily accessed by unauthorized persons. Care should be taken to refrain from revealing the content of a test (test items) publicly through media outlets or even casual conversations. Both of these issues are significant to the process of psychological testing. Informed consent is necessary to provide anyone volunteering to take an assessment or test the opportunity to fully consider what personal information will be revealed as well as any ramifications that may result in doing so. Participants must be afforded the chance to make this determination without the undue influence of others. Most tests require the cooperation of participants if they are expected to yield true and accurate results with any degree of reliability. Additionally, test security is significantly important as well to ensure that individuals who participate in an assessment do not have prior knowledge or exposure to the questions asked. Psychological tests are more reliable when the examinee has not had time to prepare or rehearse the answers they will provide. If the contents of assessments given to prospective employees are revealed to the public, individuals who have seen them may have a significant and unfair advantage over those who have not. What are at least two legal issues associated with psychological testing? How do these issues affect the field of psychological testing? The equal protection clause, found under Section one of the Fourteenth Amendment to the United States Constitution is important to psychological testing. This clause provides that all individuals shall be afforded protection under the same laws as everyone else regardless of class, race, gender, etc. According to Hogan (2007), â€Å"If a test (or anything else) operates to arbitrarily restrict the rights (including opportunities) of some individuals (citizens), then the equal protection clause of the Fourteenth Amendment becomes relevant† (p. 600). The relevance of this clause as it relates to psychological testing is that no test or measurement should be used for the purpose of identifying an individual as a specific race, gender, class, sexual orientation, religion, culture, or age. If such tests are used for the purpose of discrimination it will yield untrue or skewed results because people will not feel secure enough to disclose any personal information that could lead to them being rejected on the basis of any of these factors. The Family Education Rights and Privacy Act (or FERPA) of 1974 is another important legal issue that relates to psychological testing. FERPA guarantees that individuals, parents, or legal guardians have a right to openly access to any information about themselves, or children in the case of parents and guardians. Additionally, they can â€Å"†¦challenge the validity of information in agency files, and that unwarranted other parties do not have access to personal information† (Hogan, 2007, p. 604). With regard to testing this means that there should be access to assessment and test scores and that the release and availability of these scores is limited to specific persons unless consent has otherwise been provided. Which court case do you feel has had the largest impact on the field of psychological testing? Why? I believe the class action lawsuit Soroka v. Dayton Hudson Corporation filed in 1989 impacted the use of psychological testing in the pre-employment screening process. The lawsuit claimed that portions of the Minnesota Multiphasic Personality Inventory and the California Psychological Inventory, which security applicant were required to take during the application process violated the â€Å"†¦privacy provisions of the California Constitution and certain anti-discrimination laws† (American Psychological Association, n. d. , Issue). The complainant contended that the required inventories contained questions that were invasive, probative, and had no significant job relevance. According to Saterfiel and Associates  (2003), the true or false questions included statements such as – â€Å"I believe my sins are unpardonable† – â€Å"I am attracted to members of my own sex† – â€Å"My sex live is satisfactory† – â€Å"I have never been in trouble because of my sexual behavior† and – â€Å"I feel sure there is only one true religion† (Saroka v. Dayton Hudson). Target used these inventories to help identify emotional characteristics that deemed to be problematic in security personnel. Target claimed to have no knowledge of the responses provided by prospective employees stating that â€Å"The tests were administered with answer sheets which were then placed in sealed envelopes and sent to the consultants for scoring and interpretation† (American Psychological Association, n. d. , Facts). Target further asserted that they received only reports from their consultants and never saw any candidate’s responses to the inventories questions. It was determined by the Superior Court that the complainants failed to establish that employment was denied based on religion, sexual orientation, or sexual traits. Upon appeal this decision was reversed and Target eventually settled the case out of court. I think this case was important to the issue of psychological testing, specifically their use in the pre-employment screening process because even when outside consultants are used, businesses and corporations administering tests such as the ones in this case, seek personal information that in most cases is not relevant to the job being sought. Subsequently, the evaluations, depending on who is completing them may display bias toward potential employees for reasons that go against the rights afforded to us under the U. S. Constitution. References American Psychological Association. (n. d. ). Ethical Principles of Psychologists and Code of Conduct: 2010 Amendments. Retrieved from http://www. apa. org/ethics/code/index. aspx American Psychological Association. (n. d. ). Soroka v. Dayton Hudson Corp. , dba Target Stores. Retrieved from http://www. apa. org/about/offices/ogc/amicus/soroka. aspx Hogan, T. P. (2007). Psychological testing: A practical introduction (2nd ed. ). Hoboken, NJ: Wiley. Saterfiel and Associates. (2003). Legality Issues Supporting the Use of Pre-Employment Testing. Retrieved from http://www. employment-testing. com/legality. htm

A Comparative Analysis Of The Education System In The United Kingdom And Pakistan

A Comparative Analysis Of The Education System In The United Kingdom And Pakistan Academic Skills There are different education systems that exist in United Kingdom (UK) and Pakistan. These two countries exist in different continents namely Europe and Asia. The United Kingdom (UK) is comprised of four countries namely Wales, Ireland, England and Scotland; education system that exists in all countries that forms a larger united kingdom is not such similar. There are some minimal similarities is some aspects. Pakistan is divided into four provinces. There are differences and similarities of education systems that exist within Pakistan in their four provinces in the case of UK countries. International comparison of education system is a key factor when determining how far a country has advanced in terms of innovation, technology, infrastructure and other factors of developments. The purpose of this essay is to compare and contrast the education systems that exist in the UK and Pakistan in terms of structure, curriculum, religion assessments, and examinations among others. The education system that exists in Pakistan is three-tier; it includes elementary (grade1-8), secondary (grade 9-12) and higher education also known as tertiary education which follow after twelve years of schooling. Elementary education is divided into two levels. There is primary (grade 1-5) and elementary or middle (grade 6-8). This are delivered in primary and elementary school. Whereas education in UK is compulsory, education is not compulsory (statutory) requirement at all levels in Pakistan and this has led to an increase in illiteracy rate and low participation rate at all levels. In elementary schools, children between the ages of 5 years to nine years are enrolled. Education is not statutory in some UK countries like Scotland and England. In Scotland, the children entry age is five but it’s not statutory like in England; the differences that exist is that in Scotland is there is an existence of hard and fast cut-off dates in regard to what is normally considered as â€Å"rising fives†(Matheson 2000). The majority of children in rural schools in Pakistan join primary school when they have attained the age of six years or even more and unlike in UK where 5 years old are enrolled. Most countries in UK have their primary level split into two; there is key stage 1 (5-6 years) and key stage 2 (year 7-11).this is quite different with a three tier system being used in Pakistan. A primary education last for 7 years in Scotland and they do not have preparatory classes like in the case of England. Secondary education in Pakistan has duration of four years (grade 9-12). This is provided in government sponsored secondary and higher secondary schools. The majority of these schools have middle level classes. The institutions of learning that exists in all of their provinces are the same, the existence of colleges are meant to offer secondary classes. In UK, secondary schools normally targets age group of 12-16 and at times 12-17 or even 18 depending on the country, in which students joins A-levels. In Northern Ireland, major differences that exists is that their institutions exists in the basis of religious communities or sect; their schools are managed by three groups namely Catholics, community and protestants. In Pakistan, majority of their schools are government sponsored. Also there is minimal religious influence in their education sector; Islamic teachings are most commonly taught in various schools. The education system in Northern Ireland is characterized by religious segr egation, these does not exist in other UK countries (McAllister Dowds 2014). The parent’s attitude of selecting schools for their children of other religion is the rarest thing that happens in Northern Ireland just like in the case of Muslim parents in Pakistan. Their system allows religious schools which includes Muslims, Anglican, Jewish and Roman catholic schools. In Pakistan, the ministry of education has responsibility for curriculum for grades 1-12; curriculum bureau or curriculum Research and Development Center (CRDC) operates in all their provinces and their role is to provide academic assistance to ministry of education based in Islamabad. The process of formulation normally takes a lot of time; it thus requires experts’ opinions and inclusiveness, and representation from all provinces. The role of National Curriculum Review Committee is finalizing curriculum draft that would be followed nationally. The curriculum for higher education is formulated by concerned departments in colleges or universities (Shah 2014). The process of formulating a curriculum in UK varies in all their four countries. In Wales, Scotland and Northern Ireland, the curriculum they have is a statutory subject based. In Scotland, their curriculum from 5 to 14 is mainly based on five broad curriculum areas, 14 to 16 is based on eight study modes. The major diff erence that exists in primary and secondary schools in Scotland is that there is a domination of subjects in their curriculum. Also their curriculum is characterized by shorter academic courses and vocational modules. The rest of other UK countries have longer academic courses and vocational programs that usually lead to group awards. Pakistan curriculum formulation is more centralized and it is similar to other UK countries but not in the case of Scotland where they have flexible and teacher centered curriculum. In Pakistan, the district governments are in charge of assessment and examinations as from grades 1 to 12. A national curriculum test does not exist for primary, secondary and elementary schools in three provinces which includes AJK, FANA and FATA and unlike in the case of UK. In Punjab province, provincial and district governments have introduced national curriculum test both in primary (grade 5) and elementary (grade 8), this tests are conducted by district and provincial government. The continuous assessment test in Punjab determines ones progression in their academic system; this is per their examination reforms. Initially there was six assessments per year which was revised later to four assessments. There are compulsory examinations at the end of each grade all over their three provinces and it is conducted by different bodies which includes Boards of intermediate secondary schools (BISE) for secondary and higher secondary level; The Inter-Board Committee of chairman ensures th at there is uniformity and quality assurance across BISEs. In UK, their national curriculum are statutory most notably in England; this does not exist is Scotland. These tests are conducted in England at the end of each stage like KS1, KS2, KS3 and KS4. Primary SAT examination was abandoned in Wales on grounds that it wasn’t helpful when it comes to raising standards (Murphy 2014). Unlike in Pakistan; there is no much difference when it comes to awarding of certificates across the UK. The GCSE are awarded to students upon completing their 16 years of schooling while in Scotland, it is awarded after 17 or 18 years of schooling (McNally 2013). In conclusion, this study shows differences and similarities that exist in the Pakistani education system and UK education system. There are disparities in education system within the UK countries just like in the case of four provinces within Pakistan. What creates these divisions in education system of this two countries are the resources that are there in public schools; the Pakistani educational institutions experience lack of qualified and trained personnel despite the similarities that exists in terms of infrastructure between these two countries (Lall 2012).

DARE Term Paper Example | Topics and Well Written Essays - 750 words

DARE - Term Paper Example These 43 countries vary in languages and are spread across the globe. Anguilla, Barbados, Belgium, Brazil, Canada, Germany, Guatemala, Italy, Iceland, Cuba, Japan, Mexico, Philippines, Norway, Spain, South Korea, United Kingdom, Trinidad and Tobago, Turkey, Wales and St. Maarten are some of the countries which have embraced D.A.R.E. as a means of assisting them in the fight against drug abuse and violence. D.A.R.E. signifies a collaborative effort to reduce crime between ‘local schools and law enforcement personnel’ (Leis 2009). Interestingly, local D.A.R.E. programs were found to be so effective that both national and international stakeholders clamored for the creation of an umbrella organization. This massive demand led to the establishment of D.A.R.E. America, a major resource to improve the quality of the local D.A.R.E. programs. This non-profit organization offers officer training provides educational materials for students, assesses the D.A.R.E. curriculum as well as the standards of instruction and program effectiveness. D.A.R.E. America generates consciousness in the minds of the American citizens about D.A.R.E. Police officers are trained and certified to present classroom lessons to children from kindergarten to 12th grade. ... An additional 40 hours of training in high school curriculum is necessary for D.A.R.E. instructors. Internationally D.A.R.E. is considered to be a representation of community policing. The United States Department of Justice has highlighted several valuable contributions of D.A.R.E. to local communities. Two major benefits include a seamless relationship between the young people and the police and opportunities for there to be open communication/dialogues between the school, police and parents. It is quite easy to begin a D.A.R.E. program in one’s community. A signed written agreement between the Superintendent of Schools and the Chief of police I submitted to D.A.R.E. America indicating the desires of both parties to implement the program and the guarantee that the police officers would participate and complete the required D.A.R.E. training. Generally, there is no charge for the tuition to officers. However, some training centers may charge a small fee. The requesting instit utions would usually pay for the lodging and meal expenses of their officers. For the first year both instructor’s materials and students’ workbooks are supplied free of charge to the officers and students in question. Hence a starter kit is supplied to these communities free of charge for the first year. D.A.R.E. in its 28 years life span has received endless praise for its work in public awareness of drug abuse and gang violence from a wide range of members of society. However, no commendation is as distinguished as its first Presidential proclamation since 1988 of a national D.A.R.E. Day. Subsequent to this date each year is marked with a Presidential Proclamation declaring one day in the year as the national

Corporate environmental management (Business Subject) Assignment - 2

Corporate environmental management (Business Subject) - Assignment Example Although the history and evolution of a concept might seem unimportant, it could help us predict the future trend and flaws that will appear. If it can be remembered the 1972 conference on the Human Environment in Stockholm, Sweden, attended by 113 states and representatives from 19 international organizations, was the 1st truly international conference devoted exclusively to environmental issues. There a group of 27 experts articulated the link between environment and development stating although in individual instances there were conflicts between environment and economic priorities, they were two sides of the same coin (Reinhardt & Vietor, 1969). Another result of the Stockholm conference was the creation of the United Nations Environmental Programme {UNEP} which has the mission to provide leadership and encourage partnership in caring for the environment by inspiring, informing and enabling nations and people to improve their future generations? It should be noted that the term corporate environment management is a means by which companies and government departments act to realize their impacts on the environment and therefore work to improve their performance in this area through encouraging their suppliers, customers and partners to act the same way. You will discover that in the world the Hong Kong Government has undertaken initiatives since 1994 to improve its green management. The private sector has also been urged to follow suit (Darabaris, 2007) . My opinion is that the Starkist managers made a right decision because it was a move aimed at ensuring sustainability as advocated for by the Brundtland commission. Sustainable utilization of the environment is one of the issues that are currently making headlines on environment issues. In the day to use of environment to meet the daily needs there is need to take into account future generation, what is described as

African American Cultural Practice Research Paper

African American Cultural Practice - Research Paper Example Therefore, it was not illegal to practice racism. Racism against African Americans remained institutionalized in America throughout 17th and 18th centuries, notes Nedoma (56). The success of the Civil War and the abolition of slavery were seen by blacks as the turning point in their lives. This is because they believed that the abolition of slavery and the end of the Civil War would mark the beginning of a new chapter in their life (Williams 68). However, the hopes that American Americans that racism would end did not materialize. In fact, reports indicate that the end of Civil War and slavery only ushered in the beginning of a new form of racism. Since then, the social and racial identity of African Americans has been constantly and systematically under attack because of their blackness as will be demonstrated in this document. Sociologists argue that the social identity of an individual has a direct link to racial and cultural identity, which gives the individual a sense of purpose in life (Bobo and Fox 321). It is not uncommon to find people of different races across the globe enjoy being associated with their races. For instance, the Greeks, Swedes, Italians, Spaniards, French and Germans have recognizable cultures that are directly linked to their racial and social identities. In fact, they cherish and embrace the identities wherever they go. Some of the cultural identities they are linked to include food, religion, and all manner of good things. In fact, in most cases, their cultural practices are portrayed on a positive note. However, a very different story is usually told when it comes to people of color, African Americans, in particular. In this regard, societies where racism is highly prevalent such as the United States tend to associate African Americans with negative things. African Americans ar e portrayed as if they are non-Americans merely because of the color of their skin. Bobo and Fox observe that in a

Management and Organisational Behaviour Essay Example | Topics and Well Written Essays - 2750 words - 1

Management and Organisational Behaviour - Essay Example It is not only the behavior that is important in the organization, rather it is the elements that make up the behavior that determines the extent to which people are working towards the organizational goals. This essay illuminates the impact of organizational culture on people’s behavior and elaborates how cultural environment affects performance. The recent emergence of organizational culture in research also encompasses the importance of transforming organizational culture in the process of evoking organizational change. The cultural environment has crucial significance in the event of organizational change because of its importance in defining the employees’ reaction. It is not only the employee’s reaction that is important in determining organizational change but also it is the overall effectiveness of organizational culture that influences the process of change in an organization. Furthermore, this essay argues that transformation of organizational culture i s more important for the successful implementation of organizational change. This paper discusses the impact of organizational culture in affecting employee behavior and elaborates the importance of cultural change in the event of the organizational change. The essay question that it answers is â€Å"In recent years attention has shifted from the effects of the organization of work on people’s behavior to how behavior is influenced by the organizational culture. What is much more common today is the widespread recognition that organizational change is not just, or even necessarily mainly about changing the structure but often requires changing the culture too† Stewart (1999). Therefore, this essay encompasses the ever-increasing importance of cultural environment in the context of organizational behavior and organizational change.  

Comparing the CO2 in the school carpark and the field during the day Lab Report

Comparing the CO2 in the school carpark and the field during the day and after school day - Lab Report Example The results were obtained from an accurate and tested carbon dioxide meter. With an increase in the number of cars at the car park picking up students after school, there is an increase in CO2 emission to the environment as compared to times when there are no cars on the compound. Burning fossil fuel is the main source of energy to power the vehicles and that means with more vehicles around the compound burning fuel for energy, more CO2 gets released to the environment. Fossil fuels contain elements like carbon, nitrogen, oxygen and hydrogen among others. They release carbon monoxide when burning which mixes with oxygen in the atmosphere to form carbon dioxide. The smoke released from the exhaust pipes of vehicles are essentially carbon dioxide and since they are not trapped in any way, they get released directly to the environment. As many cars park or move around the carpark, the amount of CO2 released directly to the surrounding environment increases. Also, even when the vehicles are not in motion, the engine is still hot and the fuels continue to evapor ate and release CO2. Controlled variables: The carbon dioxide meter. The meter had to be checked to ensure that the initial measure was standard. To ensure no errors were present, different devices were used and the results compared in order to detect any variances which would indicate an error. The CO2 sensor mounted on the stand is placed outside around the carpark and the field area with free air circulation. The sensor was fastened on the clamp stand with the adhesive tape. The digital surveillance cameras were set at strategic locations to ensure that every car driving to the car park was noted and measurement recorded after every thirty minutes timed by the stopwatch. The recordings should be done between 10 a.m-12 p.m. and 3 p.m-5p.m after school. That means that recordings will be taken 4 times during the

The New Liberalism Essay Example | Topics and Well Written Essays - 1000 words

The New Liberalism - Essay Example The time bracket, from ‘1880s to 1920s constitutes a relatively cohesive era of extensive industrialization and mass enfranchisement’ (Alexander et all.1995). It is also stressed that (Pluralist assertion) Socio-economic development is a precondition rather then the result of welfare state reforms, thus defining â€Å"development as a process of social differentiation and empowerment that generates social needs and fiscal as well as other state resources as well as political demands for provision of income security† ( Wilensky and Lebeaux.1958; Williamson and Pampel.1993). It means that development precedes the demand for welfare state which is accordingly fulfilled in the form of policy response seeking new patterns of redistribution. On the other hand the development of welfare state has been also attributed to the increase in (organic) State’s ‘specialized capabilities to steer’ and chanalize the stresses it experiences during the process of modernization (Skowronek.1982; Skocpol.1992). The Marxists argue that ‘capitalist development is the source which changes class forces and their balance of power’ (Rueschemeyer, Stephens and Stephens. 1991). This means that capitalism through welfare policies redirect and redistribute the power of class forces and tries to assimilate the classes creating new elite in its own reflection. It is however argued that a singular theoretical approach does not fulfill our requirement to determine the dynamics and contours of development of welfare state in UK at the turn of the century.

Ecommerce in Bangladesh Essay Example for Free

Ecommerce in Bangladesh Essay 1. Introduction When Electronic commerce, commonly known as ecommerce, is the buying and selling of products or services over electronic systems such as the Internet and other computer networks. Electronic commerce draws on such technologies as electronic funds transfer, supply chain management, Internet marketing, online transaction processing, electronic data interchange (EDI), inventory management systems, and automated data collection systems. Modern electronic commerce typically uses the at least at one point in the transactions life-cycle, although it may encompass a wider range of technologies such as email, mobile devices and telephones as well. Electronic commerce is generally considered to be the sales aspect of ebusiness [1]. It also consists of the exchange of data to facilitate the financing and payment aspects of business transactions. E-commerce can be divided into: i. E-tailing or virtual storefronts on Web sites with online catalogs, sometimes gathered into a virtual mall ii. The gathering and use of demographic data through Web contacts iii. Electronic Data Interchange (EDI), the business-tobusiness exchange of data iv. E-mail and fax and their use as media for reaching prospects and established customers (for example, with newsletters) v. Business-to-business buying and selling vi. The security of business transactions The main areas of e-commerce are following: i. Business to Business (B2B) ii. Business to Consumer (B2C) iii. Business to Government (B2G) iv. Government to Business (G2B) 2. Objectives Our objectives are following: i. To define e-commerce and describe how it differs from ebusiness. ii. To identify and describe the unique features of ecommerce technology and discuss their business significance. iii. To describe the major types of e-commerce. iv. To discuss the origins and growth of e-commerce. v. To explain the evolution of e-commerce from its early years to today. vi. To identify the factors that will define the future of ecommerce. vii. To describe the major themes underlying the study of ecommerce. viii. To identify the major academic disciplines contributing to e-commerce and understand design of an e-commerce engine ix. To identify the opportunity and problem of e-commerce implementation in Bangladesh. x. To identify the future of e-commerce. Volume 2 Issue 2, February 2013 www.ijsr.net 150 International Journal of Science and Research (IJSR), India Online ISSN: 2319-7064 3. E-Commerce in Bangladesh In Bangladesh there is a limited application and use of B2C e-commerce .This field is not yet much developed in Bangladesh. There are many reasons behind it one simple reason this country is not so developed and most of its citizens are poor and uneducated. It is quit natural that there are few customers who is willing and can shop in internet. It will take years to be developed this sector in bd. The telecommunication infrastructure any country affect the Internet services directly, cause it is largely depended on it. In this chapter Define Need for e-commerce in Bangladesh, different sector in Bangladesh, overview of implementation stage of e-commerce in Bangladesh. And there is some problem such as: low internet speed, no payment gateway and internet range, and recommendation. 3.1 Need for E-commerce in Bangladesh With the increasing diffusion of ICTs, more specifically t he Internet, the global business community is rapidly moving towards Business-to-Business (B2B) e-commerce. The buyers/ importers gain a clear advantage when the Internet gives them access to the global market, by which they can compare prices across regions, find out whether prices vary by order fragmentation, get awareness about substitute/ alternative products. Consequently, the sellers/ exporters make sure that they are well portrayed in the cyber world through websites and portals. Like buyers, sellers also benefit from increased and more efficient access to the global market through the Internet. Bangladesh is pursuing an economic policy of export-led growth. With the rising forces of globalization, it is becoming increasingly important that the private sector, particularly the export sectors are well prepared to meet the requirements and expectations of the importers and also stand out in the competition against exporters in other countries. In such a scenario, two issues are becoming particularly important for Bangladeshi export sectors –one, whether businesses are automating their internal processes with these of ICTs to become increasingly efficient and competitive in a global context, and two, whether businesses have effective presence and participation in the cyber world. International organizations such as UNCTAD (United Nations Center for Trade and Development) and WTO (World Trade Organization) [2] have, over the last several years, put much emphasis on the importance of e-commerce for developing countries. UNCTAD has special programs to facilitate developing countries to transition into e-commerce. The WTO has also develo ped rules and guidelines for global e-commerce transactions. 3.2 E-commerce in Different Sector in Bangladesh Despite being a under developed country, selected segments of the Bangladeshi business community has embraced technology with reasonable success. Personal computers and the Internet are also emerging as day-to-day business tools. These positive indicators are favoring the prospects of e-commerce in Bangladesh. i. RMG Sector ii. Banking on the Web (Online Banking) iii. Online Shopping iv. Web Hosting, Domain v. Online cards, gifts vi. Pay Bill 3.3 The Existing Situation and Potential of E-commerce in Bangladesh Internet services are presently available in Bangladesh. Its usage for e-commerce by the Bangladeshi producers to export as well as to access inputs will be dependent on their willingness and ability to use this medium as well as that of the buyers of final products and the sellers of intermediate goods and services. Figure 1 depicts the three dimensions of e-commerce. Business to-Consumers (B2C) e-commerce is practically non-existent within Bangladesh, while a very limited level of Business-to-Business (B2B) and Businessto-Government (B2G) transactions exists [3]. The potential for use of e-commerce by Bangladeshi consumers and businesses with foreign firms is much brighter, and can play an important role in boosting the country’s exports. A significant volume of B2G is also possible, as the government remains the biggest spender. Figure 1. The Three Dimensions of E-commerce 3.4 E-commerce growth in Bangladesh E-commerce growth in Bangladesh shown in figure 3.2 in the year of 2000 e-commerce business is 11440 million taka. In the years of 2001 business of e-commerce is 15840 million taka and increase year by year 2002 business is 18980 million taka 2002 to 2004 businesses is not very fast but in the year of 2005 business of e-commerce is 22480 and end the year of 2006 business of e-commerce growth is 252000 million taka. Figure 2. E-commerce growth in Bangladesh 4. Methodologies The methodologies of our survey are given below: 4.1 Identification of scope of study 151 Volume 2 Issue 2, February 2013 www.ijsr.net International Journal of Science and Research (IJSR), India Online ISSN: 2319-7064 To accomplish the project objectives, a systematic process is followed. The project process begins with the identification of the project topic where studies was carried out to obtain enough information on the topic. 4.2 Group discussions to collect suggestions on the survey of e-commerce system Discuss with group member about the topic and collect their suggestions on this topic. Also discuss impacts of ecommerce in our society and business and barriers ecommerce in different sectors in Bangladesh and the future of e-commerce system. 4.3 E-commerce site visits as clients Some e-commerce websites visits were made as clients. We visited websites like www.ebay.com, browsed many products, added product to shopping cart, created user account and observed the check out process. We also examined their user interface, front end design and various category of product. We searched products by different types, t he product names and the company name. 4.4 Internet search to collect data on e-commerce growth world wide We searched the internet to collect data on e-commerce business growth based on time, data on e-commerce revenue based on geographic locations. We also collected data about e-commerce business growth and present situation of ecommerce in Bangladesh. 4.5 Architecture and code review of e-commerce site We reviewed the main technologies involved in ecommerce site, which include php sessions, catalog technology, server technology (hardware and software). We also reviewed credit card transaction and shopping cart checkout process. 4.6 Interviews to find what people think about ecommerce We interviewed people from various sections of the society to find out what they think about e-commerce and what changes they needed. We also discussed with them what the advantages and disadvantages of e-commerce systems are. 4.7 Introducing intentional change to understand ecommerce engine We downloaded e-commerce site code and changed the catalog of product, banner, product detail, product image, and increase and decrease number of product show in the main page also changed the theme of e-commerce site. We entered new products and removed selling product and updated the products. 5.1 Architecture This is the design of front-end design shown in Figure 3. There is a one home page, wish list, acco unt, shopping cart, and product list and checkout option. Figure 3. E-commerce site front end design 5.2 Database Structure 5.2.1 E-R Diagram A sample entity–relationship diagram using Chens notation is shown in Figure 4. 5. Technical Design of E-Commerce Site The technical design of e-commerce site include database structure, database schema, table structure, php session, shopping cart, e-r diagram, and credit card transaction. Figure 4. A sample entity–relationship diagram using Chens notation In software engineering, an entity–relationship model (ER model for short) is an abstract [4] and conceptual representation of data. Entity–relationship modeling is a database modeling method, used to produce a type of conceptual schema or semantic data model of a system, often 152 Volume 2 Issue 2, February 2013 www.ijsr.net International Journal of Science and Research (IJSR), India Online ISSN: 2319-7064 a relational database, and its requirements in a top-down fashion. Diagrams created by this process are called entity– relationship diagrams or ER diagrams. Using the three schema approach to software engineering, there are three levels of ER models that may be developed. The conceptual data model is the highest level ER model in that it contains the least granular detail but establishes the overall scope of what is to be included within the model set. The conceptual ER model normally defines master reference data entities that are commonly used by the organization. Developing an enterprise-wide conceptual ER model is useful to support documenting the data architecture for an organization. A conceptual ER model may be used as the foundation for one or more logical data models. The purpose of the conceptual ER model is then to establish structural metadata commonality for the master data entities between the set of logical ER models. The conceptual data model may be used to form commonality relationships between ER models as a basis for data m odel integration. A logical ER model does not require a conceptual ER model especially if the scope of the logical ER model is to develop a single disparate information system. The logical ER model contains more detail than the conceptual ER model. In addition to master data entities, operational and transactional data entities are now defined [5]. The details of each data entity are developed and the entity relationships between these data entities are established. The logical ER model is however developed independent of technology into which it will be implemented. One or more physical ER models may be developed from each logical ER model. The physical ER model is normally developed be instantiated as a database. Therefore, each physical ER model must contain enough detail to produce a database and each physical ER model is technology dependent since each database management system is somewhat different. The physical model is normally forward engineered to instantiate the structur al metadata into a database management system as relational database objects such as database tables, database indexes such as unique key indexes, and database constraints such as a foreign key constraint or a commonality constraint. The ER model is also normally used to design modifications to the relational database objects and to maintain the structural metadata of the database. The first stage of information system design uses these models during the requirements analysis to describe information needs or the type of information that is to be stored in a database. The data modeling technique can be used to describe any ontology (i.e. an overview and classifications of used terms and their relationships) for a certain area of interest. In the case of the design of an information system that is based on a database, the conceptual data model is, at a later stage (usually called logical design), mapped to a logical data model, such as the relational model; this in turn is mapped to a physical model during physical design. 5.2.2 The Building Blocks: Entities, Relationships, and Attributes The building blocks: entities, relationships, and attributes as shown in Figure 5, first here two related entities then an entity with an attribute next in this figure a relationship with and attribute and finally see primary key. Figure 5. The building blocks: entities, relationships, and attributes An entity may be defined as a thing which is recognized as being capable of an independent existence and which can be uniquely identified. An entity is an abstraction from the complexities of some domain. When we speak of an entity we normally speak of some aspect of the real world which can be distinguished from other aspects of the real world. An entity may be a physical object such as a house or a car, an event such as a house sale or a car service, or a concept such as a customer transaction or order. Although the term entity is the one most commonly used, following Chen we should really distinguish between an entity and an entity-type. An entity-type is a category. An entity, strictly speaking, is an instance of a given entity-type. There are usually many instances of an entity-type. Because the term entity-type is somewhat cumbersome, most people tend to use the term entity as a synonym for this term. Entiti es can be thought of as nouns. Examples: a computer, an employee, a song, a mathematical theorem. A relationship captures how entities are related to one another. Relationships can be thought of as verbs, linking two or more nouns. Examples: owns relationship between a company and a computer, supervises relationship between an employee and a department [6], performs relationship between an artist and a song, a proved relationship between a mathematician and a theorem. The models linguistic aspect described above is utilized in Volume 2 Issue 2, February 2013 www.ijsr.net 153 International Journal of Science and Research (IJSR), India Online ISSN: 2319-7064 the declarative database query language ERROL, which mimics natural language, constructs. ERROLs semantics and implementation are based on Reshaped relational algebra (RRA), a relational algebra which is adapted to the entity–relationship model and captures its linguistic aspect. Entities and relationships can both have attributes. Examples: an employee entity might have a Social Security Number (SSN) attribute; the proved relationship may have a date attribute. Every entity (unless it is a weak entity) must have a minimal set of uniquely identifying attributes, which is called the entitys primary key. Entity–relationship diagrams dont show single entities or single instances of relations. Rather, they show entity sets and relationship sets. Example: a particular song is an entity. The collection of all songs in a database is an entity set. The eaten relationship between a child and her l unch is a single relationship. The set of all such child-lunch relationships in a database is a relationship set. In other words, a relationship set corresponds to a relation in mathematics, while a relationship corresponds to a member of the relation. 5.2.3Relationships, Roles and Cardinalities In Chens original paper he gives an example of a relationship and its roles. He describes a relationship marriage and its two roles husband and wife. A person plays the role of husband in a marriage (relationship) and another person plays the role of wife in the (same) marriage. These words are nouns. That is no surprise; naming things requires a noun. However as is quite usual with new ideas, many eagerly appropriated the new terminology but then applied it to their own old ideas. Thus the lines, arrows and crows-feet of their diagrams owed more to the earlier Bachman diagrams than to Chens relationship diamonds. And they similarly misunderstood other important concepts. In particular, it b ecame fashionable (now almost to the point of exclusivity) to name relationships and roles as verbs or phrases. 5.2.4 Limitations ER models assume information content that can readily be represented in a relational database. They describe only a relational structure for this information. Hence, they are inadequate for systems in which the information cannot readily be represented in relational form, such as with semistructured data. Furthermore, for many systems, the possible changes to the information contained are nontrivial and important enough to warrant explicit specification. Some authors have extended ER modeling with constructs to represent change, an approach supported by the original author; an example is Anchor Modeling. An alternative is to model change separately, using a process modeling technique. Additional techniques can be used for other aspects of systems. For instance, ER models roughly Figure 6. E-R modeling 5.3 Table Structure In relational databases and flat file databases, a table is a set of data elements (values) that is organized using a model of vertical columns (which are identified by their name) and horizontal rows, the cell being the unit where a row and column intersect. A table has a specified number of columns, but can have any number of rows each row is identified by the values appearing in a particular column subset which has been identified as a unique key index. Table is another term for relations; although there is the difference in that a table is usually a multi-set (bag) of rows whereas a relation is a set and does not allow duplicates. Besides the actual data rows, tables generally have associated with them some meta-information, such as constraints on the table or on the values within particular columns. The data in a table does not have to be physically stored in the database. Views are also relational tables, but 154 correspond to just 1 of the 14 different modeling techniques offered by UML. Another limitation: ER modeling is aimed at specifying information from scratch. This suits the design of new, standalone information systems, but is of less help in integrating pre-existing information sources that already define their own data representations in detail. Even where it is suitable in principle, ER modeling is rarely used as a separate activity. One reason for this is todays abundance of tools to support diagramming and other design support directly on relational database management systems. These tools can readily extract database diagrams that are very close to ER diagrams from existing databases, and they provide alternative views on the information contained in such diagrams. In a survey, Brodie [7] and Liu could not find a single instance of entity–relationship modeling inside a sample of ten Fortune 100 companies. Badia and Lemire blame this lack of use on the lack of guidance but also on the lack of benefits, such as lack of support for data integration. Also, the enhanced entity–relationship model (EER modeling) introduces several concepts which are not present in ER modeling. ER modeling as shown in Figure 6. Volume 2 Issue 2, February 2013 www.ijsr.net International Journal of Science and Research (IJSR), India Online ISSN: 2319-7064 their data are calculated at query time. Another example is nicknames, which represent a pointer to a table in another database. 5.4 Database Schema A database schema of a database system is its structure described in a formal language supported by the database management system (DBMS) and refers to the organization of data to create a blueprint of how a database will be constructed (divided into database tables). The formal definition of database schema is a set of formulas (sentences) called integrity constraints imposed on a database. These integrity constraints ensure compatibility between parts of the schema. All constraints are expressible in the same language. A database can be considered a structure in realization of the database language. The states of a created conceptual schema are transformed into an explicit mapping, the database schema. This describes how real world entities are modeled i n the database. A database schema specifies, based on the database administrators knowledge of possible applications, the facts that can enter the database, or those of interest to the possible end-users. The notion of a database schema plays the same role as the notion of theory in predicate calculus. A model of this â€Å"theory† closely corresponds to a database, which can be seen at any instant of time as a mathematical object. Thus a schema can contain formulas representing integrity constraints specifically for an application and the constraints specifically for a type of database, all expressed in the same database language. In a relational database [8], the schema defines the tables, fields, relationships, views, indexes, packages, procedures, functions, queues, triggers, types, sequences, materialized views, synonyms, database links, directories, Java, XML schemas, and other elements. Schemas are generally stored in a data dictionary. Although a schema is defined in text database language, the term is often used to refer to a graphical depiction of the database structure. In other words, schema is the structure of the database that defines the objects in the database. In an Oracle Database system, the term schema has a slightly different connotation. For the interpretation used in an Oracle Database, see schema object. 5.5 Levels of Database Schema A conceptual schema or conceptual data model is a map of concepts and their relationships. This describes the semantics of an organization and represents a series of assertions about its nature. Specifically, it describes the things of significance to an organization (entity classes), about which it is inclined to collect information, and characteristics of (attributes) and associations between pairs of those things of significance (relationships). Figure 7. Conceptual schema or conceptual data model A logical schema is an alias that allows a unique name to be given to all the physical schemas containing the same data store structures. The aim of the logical schema is to ensure the portability of the procedures and models on the different physical schemas. In this way, all developments in Designer are carried out exclusively on logical schemas. A logical schema can have one or more physical implementations on separate physical schemas, but they must be based on data servers of the same technology. A logical schema is always directly linked to a technology. To be usable, a logical schema must be declared in a context. Declaring a logical schema in a context consists of indicating which physical schema corresponds to the alias logical schema for this context. For example: The logical schema LEDGER is the set of Sybase tables required for the functioning of the accounting application. These tables are stored in a physical schema for each installation of the accounting application. Work in Designer or Operator is always done on the logical schema LEDGER. Only the context allows the physical schema on which the operations are actually done to be determined. Thus, the user can switch from one physical environment to another in a single action. A logical schema’s example is shown in figure 8. Table 1: Name of the logical schema Name of the logical schema LEDGER LEDGER LEDGER Context Boston Seattle Production Seattle Test Physical Schema Sybase Boston LDG Sybase SEATTLE PROD LDG Sybase SEATTLE TEST LDG Volume 2 Issue 2, February 2013 www.ijsr.net 155 International Journal of Science and Research (IJSR), India Online ISSN: 2319-7064 This article discusses the Oracle use of the term. For other uses of schema in a database context, such as a graphical representation of tables and other objects in a database, see database schema. In an Oracle database, associated with each database user is a schema. A schema comprises a collection of schema objects. Examples of schema objects include: tables, views, sequences, synonyms, indexes, clusters, database links, snapshots, procedures, functions and packages. Figure 8. Logical schemas Physical schema is a term used in data management to describe how data is to be represented and stored (files, indices, et al.) in secondary storage using a particular database management system (DBMS) (e.g., Oracle RDBMS, Sybase SQL Server, etc.). The logical schema was the way data were represented to conform to the constraints of a particular approach to database management. At that time the choices were hierarchical and network. Describing the logical schema, however, still did not describe how physically data would be stored on disk drives. That is the domain of the physical schema. Now logical schemas describe data in terms of relational tables and columns, object-oriented classes, and XML tags. A single set of tables, for example, can be implemented in numerous ways, up to and including an architecture where table rows are maintained on computers in different countries. Figure 10. Schema objects 5.6 Php Sessions A PHP session variable is used to store information about, or change settings for a user session. Session variables hold information about one single user, and are available to all pages in one application [9]. When you are working with an application, you open it, do some changes and then you close it. This is much like a Session. The computer knows who you are. It knows when you start the application and when you end. But on the internet there is one problem: the web server does not know who you are and what you do because the HTTP address doesnt maintain state. A PHP session solves this problem by allowing you to store user information on the server for later use (i.e. username, shopping items, etc). However, session information is temporary and will be deleted after the user has left the website. If you need a permanent storage you may want to store the data in a database. Sessions work by creating a unique id (UID) for each visitor and store variables based on this UID. The UID is either stored in a cookie or is propagated in the URL. In PHP, sessions can keep track of authenticated in users. They are an essential building block in todays websites with big communities and a lot of user activity. Without sessions, everyone would be an anonymous visitor. In system terms, PHP sessions are little files, stored on the servers disk. But on high traffic sites, the disk I/O involved, and not being able to share sessions between multiple web servers make this default system far from ideal. This is how to enhance PHP session managem ent in terms of performance and share ability. If you have multiple web servers all serving the same site, sessions should be shared among those servers, and not 156 Figure 9. Physical schema In Database lore, a schema object is a logical data storage structure. This possibly originates from the use of the term in the context of Oracle databases. The term schema can have other meanings when talking about non-Oracle databases. Volume 2 Issue 2, February 2013 www.ijsr.net International Journal of Science and Research (IJSR), India Online ISSN: 2319-7064 reside on each servers individual disk. Because once a user gets load-balanced to a different server, the session cannot be found, effectively logging the user out. A common way around this is to use custom session handlers. 5.7 Shopping Card A shopping cart is a software application that typically runs on the computer where your Web site is located (the Web server), and allows your customers to do things such as searching for a product in your store catalog, adding a selected product to a basket, and placing an order for it. The shopping cart integrates with the rest of your Web site. In other words, there are typically links on your Web pages that customers can click on, and which allow them to perform some of the functions described above. For example, many e-commerce Web sites have a search link appearing on every Web page, as part of the navigation area Shopping carts are written in a variety of different programming languages. Some of them provide full access to the source code, thus allowing experienced programmers to make modifications to the system features, some others dont. Some shopping carts run on Windows Web servers, some on Unix, others on both. In most cases, you can place the shopping cart on your Web server simply by transferring its files there using any FTP [10] software, where FTP stands for File Transfer Protocol. For example, our shopping cart software called Product Card is a collection of files written in a programming language called Classic ASP, and that you host on a Windows server. Experienced programmers can customize the system as they wish as the source code is included. iii. Merchant runs credit card through the point of sale unit. The amount of the sale is either hand-entered or transmitted by the cash register. iv. Merchant transmits the credit card data and sales amount with a request for authorization of the sale to their acquiring bank. . v. The acquiring bank that processes the transaction, routes the authorization request to the card-issuing bank. The credit card number identifies type of card, issuing bank, and the cardholders account. vi. If the cardholder has enough credit in their account to cover the sale, the issuing bank authorizes the transaction and generates an authorization code. This code is sent back to the acquiring bank. vii. The acquiring bank processing the transaction, and then sends the approval or denial code to the merchants point of sale unit. Each point of sale device has a separate terminal ID for credit card processors to be able to route data back to that particular unit. viii. A sale draft, or slip, is printed out by the point of sale unit or cash register. The merchant asks the buyer to sign the sale draft, which obligates them to reimburse the cardissuing bank for the amount of the sale. ix. At a later time, probably that night when the store is closing up, the merchant reviews all the auth orizations stored in the point of sale unit against the signed sales drafts. When all the credit card authorizations have been verified to match the actual sales drafts, the merchant will capture, or transmit, the data on each authorized credit card transaction to the acquiring bank for deposit. This is in lieu of depositing the actual signed paper drafts with the bank. x. The acquiring bank performs what is called an interchange for each sales draft, with the appropriate card-issuing bank. The card-issuing bank transfers the amount of the sales draft, minus an interchange fee to the acquiring bank. xi. The acquiring bank then deposits the amount of the all the sales drafts submitted by the merchant, less a discount fee, into the merchants bank account. Credit card transaction is shown in Figure 12. Figure 11. Google Checkout shopping cart 5.8 Credit Card Transaction From the information presented in the preceding sections, we can start to piece together what is occurring during a credit card transaction. We know that merchants have a relationship with either an acquiring bank or independent sales organization, through which they have their credit card transactions processed. The section on industry terminology shows us some of the fees involved in this process. Merchants must pay the acquiring bank or ISO a discount fee based on the total amount of the sale. Likewise, the acquiring bank or ISO must pay the card issuer an interchange fee when they process the sales draft from the merchant. Steps involved in a normal credit card transaction: i. Merchant calculates the amount of purchase and asks buyer for payment ii. Buyer presents merchant with a credit card. Figure 12. Credit card transaction 6. Conclusion Electronic commerce or e-commerce is a term for any type of business, or commercial transaction that involves the transfer of information across the Internet. It is currently one of the most important aspects of the Internet to emerge. E157 Volume 2 Issue 2, February 2013 www.ijsr.net International Journal of Science and Research (IJSR), India Online ISSN: 2319-7064 commerce has grown tremendously worldwide. In the future e-commerce may become totally mobile based. In Bangladesh E-commerce also become a very powerful business mechanism but Bangladesh will have to overcome the problems with poor network connectivity and electronic payment issues. The problems identified in this Project are: Security problem, Confusing checkout process, Customers can’t find products, Customers can’t touch and fell a product, No sales staff means any chance of up-selling, Language barrier. Regarding the identified problems the following solutions have been proposed: Merchant needs to ensure the platform employs strong encryption for payment processing and customer data retention. E-commerce platform should always have a visible running total of purchases prominently displayed during the customer experience. E-commerce platform must support the ability to present the customer with nested categories as well as a search box. An e-commerce platform should also support the ability to attach multiple pictures to a product catalog page, allowing the consumer to view the product from multiple angles. E-commerce platform needs to be able to associate products with related and complimentary products. The system should allow all tran slation to be done centrally. My M.Sc Engg. in CSE is running at Bangladesh University of Engineering and Technology (BUET), Dhaka-1000, Bangladesh. My research interest areas are the image processing, Computer Networks, Computer Networks and Data Security, Compiler, Theory of Computations, etc. My several papers Published in International Journals. Muhammad Golam Kibria, Assistant Professor and Head, Department of CSE, University of Information Technology Sciences, Dhaka, Bangladesh. I completed Masters in Mobile Computing and Communication from the University of Greenwich, London, UK. My research interests are Computer Network Security and image processing, Sensor, Robotics and Wireless Sensor Network. Mohammad Nuruzzaman Bhuiyan is working as a Lecturer at the Department of CSE IT, University of Information Technology Sciences (UITS), Baridhara, Dhaka-1212.Bangladesh. I have completed my B.Sc Engg. and M.Sc Engg. in CS from The University of Sheffield, Western Bank, Sheffield S10 2TN, UK. My research interest areas are Fundamental of Computer, Web technology, Computer Networks, Computer Networks and Data Security, Theory of Computations, etc. My several papers accepted in International Journals. References [1] http://en.wikipedia.org/wiki/Electronic_commerce [2] Tkacz, Ewaryst; Kapczynski, Adrian (2009), Springer, P. 255 [3] Online Today, The Electronic Mall. CIS/compuserve nostalgia. Http://www.gsbrown.org/compuserve/electronic-mall1984-04/. [4] http://www.marketwatch.com/story/amazon-buysdiaperscom-parent-in-545-mln-deal-2010-11-08/. [5] http://techcrunch.com/2011/03/28/ebay-to-acquire-gsicommerce-for-2-4-billion [6] Miller, Holmes E. And Engemann, Kurt J. (1996); A methodology for managing information-based risk; Information Resources Management Journal; 9:2; 17-24 [7] http://www.e-consultancy.com/news blog/363726/whydo-customers-abandon-the-Checkoutprocess.htmlcopyright 2008 Voloper Creations Inc. 7 [8] http://www.articlesbase.com/e-commercearticles/impacts-of-e-commerce-on-business1882952.html [9] http://www.startupsmart.com.au/mentor/michaelfox/2011-02-03 Authors Profile Md. Akbor Hossain received the B.Sc degrees in CSE University of Information Technology and Sciences (UITS), Baridhara, Dhaka-1212, Bangladesh. I am working as a Lab Demonstrator at the Department of CSE IT, University of Information Technology Sciences (UITS), Baridhara, Dhaka-1212, Bangladesh. *Md. Akkas Ali is working as a Lecturer at the Department of CSE IT, University of Information Technology Sciences (UITS), Baridhara, Dhaka1212, Bangladesh. I completed my B.Sc Engg. in CSE from Chittagong University of Engineering and Technology (CUET), Chittagong-4349, Bangladesh. Volume 2 Issue 2, February 2013 www.ijsr.net

The Age of Innocence | Analysis

The Age of Innocence | Analysis The Age of Innocence is the novel of Edith Whartons maturity in which she contemplates the New York of her youth, a society now extinct and even then under threat. She was born in 1862 into the exclusive, entrenched and apparently immutable world of wealthy New York families. It was a world of structured leisure, in which attendance at balls and dinners passed for occupation, in which the women devoted themselves to dress and to the maintenance of family and system and the men kept a watchful eye on the financial underpinning that made the whole process possible. It was a complacent and philistine world, but one with inflexible standards. These standards and any offences against it lies at the heart of The Age of Innocence; the sexual passion between Newland Archer, a married man, and Ellen Olenski, nonconformist and separated from her husband, threatens conventional mores and family security; the financial irregularities of Julius Beaufort require that he and his wife be ejected fro m society before they corrupt its most cherished integrities. The form of the novel allows its author to examine, with the wisdom of hindsight, a world which was in the process of breaking up when she was a girl, and which she herself rejected in any case. She wrote with the enclyclopedic knowledge of an insider with the accuracy and selective power of a fine novelist and the detachment of a highly intelligent social and historical observer. From the opening pages of the Age of Innocence, when Newland Archer attends the opera at the Academy of music in New York, we see through his eyes the stage and the cast of the book. Her selection of points of view: of the two central figures, Newland and Ellen Olenski, with whom he falls fatally in love, only Newland is allowed a voice; Ellen is always seen through his eyes and those of others, and is thus given a detachment which makes her both slightly mysterious and strengthens her role as the novels catalyst. Newland, on the other hand, by being given absolute definition of thought and action, is laid out for inspection and judgement; he has the vulnerability of exposure, while Ellen is left with privacy and silence. One is ultimately trapped by custom and circumstance, and the other a free spirit, harbinger of the future. As the novel begins, Newland is about to announce his engagement to May Welland, a conventional alliance with a beautiful girl from a suitable family. He loves her, but sees her, even at this early stage, with a clarity that is prescient: when he had gone the brief round of her he returned discouraged by the thought that all this frankness and innocence were only an artificial product. May, indeed, can be seen as embodying in her personality all the rigidity and implacable self-righteousness of the society itself A KIND OF INNOCENCE, but a dangerous and eventually self-destructive innocence. The novel falls naturally into two halves, before and after the marriage, and it is in the second half that we see the characters of the book Newland and May mature and conflict. In the first part of the book, Newland is allowed to appear as somewhat innocent himself, more sophisticated of course than his financà ©e because he is a man and has been permitted both emotional experiences (he has had a brief affair with a married woman) and an intellectual range not available at the time to a young woman, but nevertheless conditioned and relatively unquestioning. He views the New York of his birth and upbringing with a degree of affectionate impatience. He bows to the dictates of convention silver-backed brushed with his monogram in blue enamel to part his hair never appearing in society without a flower in his buttonhole and accepts a world in which people move in an atmosphere of faint implications and pale delicacies. But at the same time, he is capable of criticism and rebellion, and it is in the second half of the novel that we see this capacity fanned into active life by his feelings for Ellen Olenski and his assessment and understanding of her situation and what is that is being done to her by the tribe. Newlands TRAGEDY is that in the last resort he is unable to obey his own instincts: nurture triumphs over nature. May is a more interesting character than she immediately appears; towards the end of the novel she appears to be anything but innocent. Ellen Olenski is her cousin, returned from Europe to the family fold after the collapse of a disasterous marriage to a philandering Polish count. May, initially, has been graciously kind to her and has encouraged Newlands friendly support and advice over Ellens complex and precarious situation: should she divorce her husband? But in the months after the marriage the passion between Newland and Ellen has become apparent to May (even though they dont seem to meet very much in the novel). We never know quite how but must assume that May is more astute and observant than she has appeared. With stealthy adroitness, she moves to save her marriage and avert the threat to social tranquility the outsider cannot be allowed to strike at the heart of all that is sacrosanct and must be ejected. The family tacitly close ranks around May, and Ellen is put under subtle pressure to return to Europe. In the final scenes, Newland realizes what is happening but he is mute and helpless because there is nothing he can do about it because to protest would be to betray himself and Ellen, who is the challenge and the threat to the status quo. She fascinates the men and repels the women by her cosmopolitanism, her taste for literature and art, her cooly amused view (almost flippant attitude) of the world of her childhood: Im sure Im dead and buried, and this dear old place is heaven, she says to Newland at their first meeting, and from that moment he is doomed. From the start, it appears she has decided to have him, judging by her offhand and unconventional assumption that he will visit her. The whole situation is very ambiguous because we as the reader are not privy to her thoughts and true intentions. Ellens family stands behind her at first and as a last resort they solicit the help of the almost fossilized and aristocratic van der Leydens, to ensure her acceptance. But Ellen is fatally tainted: although Ellen is the one who is the innocent party in her failed marriage (her husband, the Count had eyes with a lot of lashes [to lash = discard his eyes roamed] and when he wasnt chasing the women he was collecting china [china plate = mates] and paying any price for both [meaning he was a philanderer with both women and men and paid them handsomely as well], she is polluted there are even unconfirmed rumors that she has consoled herself. The double standards on which that society functioned becomes most apparent here: a woman must be blameless but a blind eye is turned on male sexual indulgence. Initial sympathy eventually turns to suspicion and then to rejection as it is realized that she is not going to conform that she is no longer one of them due to her freedom of mind and of spirit that is unacceptable in a woman. Ellen emerges as the victor, escaping to the freedom of a more expansive and imaginative society. The price she pays is her relationship with Newland Archer. Newland, Ellen and May are products of their time; whatever their instincts and their inclinations, they are obliged to obey its dictation. The author singles our Sillerton Jackson and Lawrence Lefferts, authorities respectively on family and on form. The unexpected ending is neither tragic nor happy. Archer has no hinders towards being with Ellen now, but chooses to keep her as a memory like a relic in a small dim chapel. She is now significantly older and perhaps does not want to be confronted with reality. She is simply a regret of his youth. Wharton frustrates the reader with this ending, and even with Archers and Ellens frustrated love. One of the central themes in The Age of Innocence is the struggle the individual has with his/her own desires and the dictates of the moral codes and manners of the group of which one belongs. Several times, both Archer and Ellen are expected to sacrifice their own desires for what the family and societal desires and expectations. A profound sense of irony is experienced in reading The Age of Innocence. The hypocrisy demonstrated by so many characters in the book, not least by the character of society, leads one to believe that Wharton must have had a facetious undertone when giving the title of the book. Also, Whartons style, with so many details that have meaning, such as the raised eyebrow or a meaningful glance, communicates that many details have crucial significance, which came well to pass in the filming of the novel as well. The problems with making a film from an existing novel are many; films can use visual images to their advantage, whereas un-illustrated books cannot. The verbal nuances in the text get lost when being translated to film. A world of meaning in a glance, carefully analyzed by Wharton in the text, gets lost in its translation to film. Details of fashion in the text go unnoticed by modern readers. Scorsese dealt with this issue by having a voice-over narrator, telling us the details about things that were necessary to comprehend the story and the various scenes in it. Summary of articles: I read the introduction to the book and I think I saw it as a background to the story but did not summarize the introduction itself. I used the information, at the back of my mind, while reading the book and taking notes. Perhaps it would have been better not to read the introduction first, but only after reading the novel itself. Pamela Knights Forms of Disembodiment: The Social Subject in the Age of Innocence There were many different subjects dealt with in this article, but the part of it which most appealed to me (and which I believe I have use for in other areas of study) was the overall psychological and anthropological analysis of the novel. The quote that sums it up: Any observation about an individual character about his or her consciousness, emotions, body, history, or language also entangles us in the collective experience of the group, expressed in the welter of trifles, the matrix of social knowledge, within and out of which Whartons subjects are composed where and how that entanglement extends is one of the novels questions. Nancy Bentley Hunting for the Real: Wharton and the Science of Manners The quote that sums this article is: The gap between reputation and reality here is provocative, for it hints at the complexity of Whartons relation to her cultural context and to the changing concept of culture itself, the subject at the heart of her fiction. And the historical turn to primitivism. This article is an analysis of Whartons style and the authors relationship to her work and her use of symbolism. Lawrence S. Friedman: The Cinema of Martin Scorsese This article discusses the irony in the novel and Scorseses interpretation of Wharton in two scenes and focuses on the frustration of unconsummated desire. Brigitte Peucker Scorseses Age of Innocence: Adaptation and Intermediality This article deals with film understood as a medium in which different representational systems specifically those of painting and writing both collide and replace one another, but are always supplemental to each other . This makes film a medium congenial to the artistic concerns of Wharton (who was not particularly positive to film), because her work is very visual and multi-layered both imaginistic and verbal. The adaptation of this work was particularly challenging because of the aspect of being multi-layered and it was difficult to translate one medium to another.

I am A rock Paul Simon Essay -- essays research papers

Paul Simon said that the person or people in his poem were sick of society, and wanted to be isolated away from society. He represents this by saying that they want to be like a rock, or like an island. They wanted to be isolated away from society. The poem talks about people being sick of society, and want to be isolated from it. Even in the first line, he made an analogy between December being dark and dingy, by saying "A winter's day - in a deep and dark December." The month of December is usually likened to being cold, dark, and 'dangerous'. He also says that it is a lonely December in the second line where he says "I am alone gazing from my window to the street below" he feels left out, and now wants to be left alone, like an island, or a rock. Like in the second poem, where he says that he "has no need of friendship." The person in the poem wants to be left alone, like an island, or a rock. In the second stanza, he says "I've built a wall, a fortress deep and mighty." He has built a mental block to all outsiders, and he compares this to an inpenetrable wall. Inpenetrable walls keep unwanted things out: bad feelings, love, etc. Then, in the third line of this stanza, he says "I have no need of friendship - friendship causes pain, It's laughter and loving I disdain." He said that he doesn't want friendship because it just causes pain, and that the laughter and loving he hates or despises. He wants to be left alone, like... I am A rock Paul Simon Essay -- essays research papers Paul Simon said that the person or people in his poem were sick of society, and wanted to be isolated away from society. He represents this by saying that they want to be like a rock, or like an island. They wanted to be isolated away from society. The poem talks about people being sick of society, and want to be isolated from it. Even in the first line, he made an analogy between December being dark and dingy, by saying "A winter's day - in a deep and dark December." The month of December is usually likened to being cold, dark, and 'dangerous'. He also says that it is a lonely December in the second line where he says "I am alone gazing from my window to the street below" he feels left out, and now wants to be left alone, like an island, or a rock. Like in the second poem, where he says that he "has no need of friendship." The person in the poem wants to be left alone, like an island, or a rock. In the second stanza, he says "I've built a wall, a fortress deep and mighty." He has built a mental block to all outsiders, and he compares this to an inpenetrable wall. Inpenetrable walls keep unwanted things out: bad feelings, love, etc. Then, in the third line of this stanza, he says "I have no need of friendship - friendship causes pain, It's laughter and loving I disdain." He said that he doesn't want friendship because it just causes pain, and that the laughter and loving he hates or despises. He wants to be left alone, like...

Emergency Management LA Riots Essay -- essays research papers fc

Table of Contents Page 3- Introduction Page 3 - Los Angeles Erupts Page 5- Figure #1- City of Los Angeles- Extent of damage Page 6- The Powder Keg and the Spark Page 7- LA- Rich vs. Poor, Black vs. White Page 7- Crack Cocaine and Gangs Page 8- Figure #2- Gang Territories 1996 Page 9- The LAPD- Protectors of Occupying Force? Page 10- Rodney King and Latasha Harlins Page 11- Long Term Planning Page 11- Prevention/Mitigation Page 11- Preparedness Page 12- Response Page 12- Recovery Page 14- Bibliography Introduction The aim of this assignment will be to provide an overview of the civil unrest which took place in the city of Los Angeles, California, USA from April 29 to May 2, 1992. In examining this incident I will endeavor to explain how and why it happened, who and what was affected and what the long term planning implications are for an event such as this. In order to do this I will present an overview of the four days of violence that gripped Los Angeles and investigate some of the root causes of the uprising. Finally, I will present my theories of how better or different prevention, preparedness, response and recovery could have minimized the effects of the incident. Los Angeles Erupts In the late afternoon of April 29, 1992 sparks of anger and alienation erupted in Los Angeles, California, USA. For 4 days violent civil unrest raged in this Metropolis of 9,000,000 (U.S. census population estimate for Los Angeles County, California State demographic Research Unit, California Department of Finance), causing the deaths of 54 people, injuring over 2,400 (University of Southern California, â€Å"The Los Angeles Riots 1992†, http://www.usc.edu/ isd/archives/ la/la_riot.html) and causing property damage of approximately $1,000,000,000 USD (Falkenrath & Rosegrant, 2000). Over these four days, more than 7,000 people were arrested on looting, assault, arson and weapons related charges (Salak, 1993, pg. 33). Starting at the intersection of Florence and Nomandie, in the predominantly black and hispanic inhabited area of LA known as South Central, a small group of 25-40 teens took to the streets and began a rowdy protest, striking cars with baseball bats and shouting anti police slogans. The Los Angeles Police Department responded with 6 officers and during the course of attempting to arrest 2 gang members,... ...nedy School of Government, Harvard University. Gimbarzevsky, B., 1995, Canadian Homicide Trends 1961-1994, https://teapot. usask.ca/cdn.firearms/gimbarzevsky/homicide.html Mancock, I., Tristan, C. & Lunn, J., 2004, Introduction to Emergency Management, CD ROM, Charles Sturt University, Australia. McMahon, R., 2001, Civil Disorder Resolution, Command Strategies and Tactical Responses, University of Minnesota, St Paul, MN. O’Connor, A, 2000, CRASH Set Up Latinos to be Deported, The Los Angeles Times Newspaper Owens, T., 1994, Lying Eyes; The Truth Behind the Corruption and Brutality of the LAPD and the Beating of Rodney King, Thunders Mouth Press, New York, NY. Salak, J., 1993, The Los Angeles Riots, America’s Cities in Crisis, The Millbrook Press, Brookfield, CT. Staff writer, 1992, The Toll, Los Angeles Times Newspaper Vernon, R., 1993, L.A. Justice; Lessons From The Firestorm, Focus on the Family Publishing, Colorado Springs, CO. Wenger, Lt. Col. W., 1994, The 1992 Los Angeles Riots, A Battalion Commanders Perspective, Infantry Magazine, US Army , Fort Benning GA. Wilkinson, T, 1991, Korean Grocer Who Killed Black Teen Gets Probation, The Los Angeles Times Newspaper

Dream :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  When thinking about the video and reflecting on it, I found my reflections very different from those of which I had when I first saw the video. The first time I saw that video was either fourth or fifth grade. I can remember feeling sorry for Dr. Martin Luther King Jr. because of the way he was treated and that fact that his life was cut short. As I’ve grown and matured I believe that Dr. King wouldn’t want people to feel sorry for him. I feel that MLK knew and believed that his works and his assassination served a greater purpose. He stated in the video that people who believe in something but don’t fight for it are as good as dead because their soul already is. I feel that Dr. King knew that his life was in constant danger and that if or when he would be assassinated that it would only strengthen the cause he was fighting for. To this day, I’m still thankful for everything that he did because it is very possible that had it not been for his calm and rational ideas on how to make change, we could still have a country that is divided.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"I have a dream† has so many different meanings that it only matters to the person who is stating the quote. My belief is that Dr. King’s dream was a world that was equal and that people were truly judged on what kind of human being they are instead of being judged on what kind of human being they look like. At the same time I think that â€Å"I have a dream† is just that, a dream. No matter how much we teach and try to make our society equal and fair, their will always be some degree of segregation whether it is based on race or not. What is probably most satisfying to MLK is that although we as a society haven’t met his complete dream, we have made significant strides in improving and moving towards his dream.   Ã‚  Ã‚  Ã‚  Ã‚  Dr. King’s key idea in my opinion spawns the rest of his key ideas.

Acquaintance Rape

Running Head: ACQUAINTANCE RAPE Acquaintance Rape: It Could Happen To Anyone Abstract Anyone can be a victim of acquaintance rape. It does not matter if the victim is male or female, old or young; it can still happen. Just by being at a party full of friends or even going on a date with a significant other, everyone is at risk. It is never the victims fault. There is no possible way to know when or to whom it will happen. Acquaintance Rape: It Could Happen To Anyone We are taught â€Å"don’t get raped†, rather than â€Å"don’t rape. † Rape is defined as an act of sexual intercourse without legal consent (Harrison, 1996, p. ). The word rape is derived from the Latin word rapere, meaning to steal, seize, or carry away (Katz & Mazur, 1979, p. 10). There is more than one type of rape; they are all considered rape, but by different standards. For example, acquaintance rape refers to rape by a person known to the victim. Statutory rape means that one of the part ies involved is under the â€Å"age of consent†, which varies from the ages of 14 all the way up to 20. Rape by deception is getting the victim to agree under false pretenses. Regardless of which type it may be, it is all considered rape.In America, a rape occurs every six minutes (Keller, 1996, p. 312). Rape is rape, whether it is by a complete stranger or by someone known to the victim. There are some common questions people think about when discussing the topic of rape, such as: How can I tell who is a rapist and who is not? What kinds of people get raped? Do the victims know their attackers or are they strangers? Can men get raped? Are women rapists too? Who is to blame, the victim or the attacker? Is it still rape if I am in a relationship with the person? Why are women the weaker or ‘safer’ target?Is rape justifiable? Do they deserve it? How can we eliminate rape? Unfortunately, there is no way to tell who is a rapist and who is not just by looking at the p erson. It could be a boyfriend, a teacher, a friend, a classmate, or even just someone who lives next door. Even though there is no way to physically determine who is a rapist and who is not, there are certain behaviors that they portray that can make it easier to spot them. One of the main goals of the attacker is to increase the victim’s vulnerability. If the victim is vulnerable then she will be easier to control.The attackers use the vulnerability to their advantage; they may manipulate the victim to be alone with them, in which case it would be easier to rape them. Because of her personal relationship with the attacker, however casual, it often takes a woman longer to perceive an action as rape when it involved a man she knows than it does when a stranger assaults her. Acquaintance rape could happen to anyone. There is not a certain type of person that gets raped. Many people believe that women who wear provocative, or revealing, attire or women that are a â€Å"teaseâ €  are more likely to get raped than people who dress and act more modestly.A â€Å"tease†, according to the Merriam-Webster dictionary, means to tantalize especially by arousing desire or curiosity often without intending to satisfy it. But the truth is, it does not matter what the victim is wearing or the manner in which they are acting it can still happen. When most people hear the word rape, it is believed to be by a big guy in an alley that is going to rape and beat them. Just by going to a friend’s house or going to a party surrounded by peers there is a greater risk of getting raped there than by a random stranger on the street.Most acquaintance rapes happen on college campuses, thirty-eight percent of women who had been raped were between the ages of 14 and 17 at the time of their assaults (Warshaw & Koss, 1988, p. 117). In a survey of 32 college campuses, 1 in 4 women surveyed were victims of rape or attempted rape. Of those raped, eighty-four percent knew their attacker (Warshaw & Koss, 1988, p. 11). Men and women are four times more likely to get raped by someone they know rather than a stranger. Seventy to eighty percent of rape crimes are acquaintance rapes (Warshaw & Koss, 1988, p. 2). Many people do not believe that men can get raped, or that women could be rapists. Usually men are raped by other men, but there are some instances where women do rape men. Women rape children more than grown men. It has been calculated that approximately ten percent of victims going to rape centers are males even though men are far less likely to actually seek help or even admit it was rape (Warshaw & Koss, 1988, p. 98). But men are not immune, sixteen percent of male college students admit to having been forced into rape (Keller, 1996, p. 312).Most of the time when men are raped, it is by people they do not know in order to establish power and masculinity when there is no other way to express power (Hopkins, 1984, p. 46). Ninety-eight point seven percent of all rapists are male, but of those only eighty percent are over the age of 21 (Harrison, 1996). But men can still be raped by people know to them also. Most male rapes are heterosexual rapes. When men rape it is because they are trying to establish dominance. Rape is not the unleashing of male desire; it is rather the articulation of male meaning (Hopkins, 1984, p. 42).In acquaintance rapes, many people believe that since the attacker is known to the victim then is not really considered rape. Many acquaintance rapes happen because of miscommunication. The man may think that the woman was suggesting or hinting at sex with her attire or actions; whereas, the woman may have no idea that the man feels that way. It is not the victim that causes the rape (Warshaw & Koss, 1988, p. 22). Many people believe that the women could have prevented the rape if they knew who the attacker was. The truth is there is no way to determine who is going to get raped; only the attacker knows.Mo st people have a â€Å"gut feeling† when it comes to new people, and many just push it aside until something bad happens, and then the feeling comes back again. If a woman goes on a date or is with friends and they get that â€Å"gut feeling† again, then it could possibly end badly. People do not know what is going to happen to them every second of their lives. There is no way to know who it will happen to or when it will occur and by whom. An evening planned with friends could all go awry without any warning. A victim usually doesn’t think that someone they know would even consider raping them.So the attacker is to blame because they are the ones who planned it. In a relationship, if the significant other says ‘no’ it is still considered rape if the attacker proceeds. Most people don’t think that rapes occur between people in a relationship. Men have been taught that women resist sex to avoid looking â€Å"promiscuous† by indulging in casual and indiscriminate sexual relationships. Men think that women will always say â€Å"no† even if they really mean â€Å"yes†; many women want a strong dominant leader, some men take advantage of this.Sex to men can become an addiction which can cause them to thrive after it. Sex may become a need instead of a pleasure. If a man’s main focus is sex then it is easier to rape and not consider it as so. Many men have resorted to using violence to get what they want, and it may not be with any form of weapon, but men are generally larger and stronger than females. Seventy-one percent of rape victims report the use of a weapon (Harrison, 1996). If women have been in an abusive relationship it may be harder to admit it was rape due to the fear they already have towards their partner.After being in an abusive relationship, the woman may become desensitized. Desensitization means to decrease the abnormal fear in (a person) of a situation or object, by exposing him to it either in reality or in his imagination. Once the woman starts to desensitize, it may become easier for the man to rape her because she may not fight back as much because it is the type of behavior she may be used to from the relationship. If the attacker is a former partner then the man may not consider it rape because he is establishing â€Å"old rights†.If the couple had sex in their relationship and then broke up then the man feels that he should still get sex from her. He may not only want to have sex though, he might want a relationship again and think that having sex will mean that she wants him back. He may just be trying to get back at her if she is the one who ended the relationship in the first place. Most women would not have gone back out with the person if they were able to clearly recognize it was rape in the first place (Warshaw & Koss, 1988, p. 64).Eighty-four percent of men who had committed rape said that what they did was â€Å"definitely not rapeà ¢â‚¬  (Warshaw & Koss, 1988, p. 90). Women are the â€Å"safer† target for attackers because they are less likely to report the rape, especially if the attacker is known to the victim. There are anywhere between five hundred twenty-five thousand to two million additional rapes are believed to go unreported every year (Harrison, 1996). Women are unknowingly taught to be â€Å"safe† targets. Many women are thought of as passive and weak so that is what they believe, so when a situation arises they do not know what to do.Seven main reactions that victims have which classify them as â€Å"safe† victims are denial, dissociation, self-blame, ignoring the â€Å"little voice†, not fighting back, not reporting the attack, and becoming a victim again (Warshaw & Koss, 1988, p. 54-63). In a study done on acquaintance rape victims forty-two percent of women who were raped said they had sex again with the men who assaulted them (Warshaw & Koss, 1988, p. 63). Acquainta nce rape has become more frequent in today’s society. Rapes between men and women who know each other are happening in big cities, small towns, and rural areas.They occur among all ethnic and religious groups, regardless of education or wealth. Many of the rapes are rooted in the social behavior men and women learn (Warshaw & Koss, 1988, p. 35). Society’s attitude is that if a person dresses provocatively or is under the influence of drugs or alcohol, then the victim must endure the consequences of their actions. â€Å"In the majority of rapes, the victim was promiscuous or had a bad reputation (Warshaw & Koss, 1988, p. 45). † When a woman is drinking, even if she is not drunk, some men believe that the rape is justifiable because â€Å"good girls† do not drink.About seventy-five percent of men and at least fifty-five percent of women involved in acquaintance rapes had been drinking or taking drugs just before the attack. Forty-five percent of all reporte d rapes involved drugs and/or alcohol: sixty-six percent for alcohol, fourteen percent for drugs, and fifteen percent for both drugs and alcohol (Harrison, 1996). Alcohol and drugs can alter the senses. While on drugs there may be hallucinations or black outs, and with alcohol the brain cells start to slow down and vision starts to become impaired.Men take advantage of these effects. If a woman’s vision is impaired then she will not be able to fully see the attacker which means she cannot identify him. If the woman is blacked out she has no way of even knowing what is happening to her and cannot identify the attacker because she has no memory of what happened during the black out. At a bar it is easy to drink too much and not remember anything. Being raped is not something to take lightly, but if the victim cannot remember anything then it will be harder to believe their story.Attackers do not want to be considered â€Å"rapists† but if the victim does not defend thems elf or say ‘no’ then the attacker does not see it as actual rape. Women under the influence are easier to take advantage of because they will not fight back as much because they may not even know what is happening. Forty percent of men and eighteen percent of women agree that the degree of a woman’s resistance should be the major factor in determining if the rape has occurred (Warshaw & Koss, 1988, p. 6). But with drugs and alcohol a woman may not even be conscious so she would not be able to resist the attack. Research shows that today’s society will go to many lengths to justify rape. Some of these ways are: if the woman invites the man out on the date, the man pays for the date, she dresses â€Å"suggestively† by wearing revealing attire, they go to his place rather than to a movie, or she drinks alcohol or does drugs (Warshaw & Koss, 1988, p. 43). In a study conducted by Martha R.Burt involving 598 Minnesota adults more than fifty percent agreed that if a woman goes to the home or apartment of a man on the first date, then she is implying that she is willing to have sex (Warshaw & Koss, 1988, p. 45). Research shows that men may feel â€Å"led on† or mislead, whereas the woman may not even know that the actions being portrayed as sexual. In Eugene Kanin’s observation, sexually aggressive college men believed that their aggression was justifiable if the woman was â€Å"a tease† (Warshaw & Koss, 1988, p. 45).In a survey of four hundred undergraduate students, fifty percent male and fifty percent female, conducted by Nona J. Barnett showed that seventeen percent of men and four percent of women agreed that when a woman was raped, she was asking for it; also fifty-nine percent of men and thirty-eight percent of women agree that women provoke rape by their appearance or behavior (Warshaw & Koss, 1988, p. 46). Some women may express with their body language, actions, clothing, or words that they are willing t o have sex but later on they may change their mind.When a woman agrees to kissing or other sexual touching a man may feel that she is also willing to have sex, even if she never actually says that she does. If a woman is willing to do sexual things a man may feel that she is willing to have sex. One minute she might be saying yes and then the next she might be saying no and pushing him away. A man in the moment may not think anything of her actions and proceed. But if it happens before the partners have intercourse then these â€Å"mixed signals† may make the man angry, especially if he has already become aroused.Some men assume that if the person has had sex with them before then they are willing to have sex every time. Men are not mind readers; if a woman does not want to have sex then she needs to verbally let him know because he will not know any other way. Some people hope that improving the woman’s ability to clearly communicate what she wants will naturally lead men to understand how to proceed with their actions. This leads us to the common question of â€Å"How can we eliminate acquaintance rape? There is no way to entirely eliminate acquaintance rape, but by changing society’s view of â€Å"don’t get raped† rather than â€Å"don’t rape†, then more people would become aware of the issue and help to lessen the number of victims because of the newfound knowledge of the subject. Women are indeed the weaker sex, but with knowledge of the subject it would be easier to be more aware of the possibilities. If more people are aware, then more people will take precautions. If society’s attitude changed, then it would be easier for women to defend themselves.Women can defend themselves by taking karate classes, Tai kwon do, carrying a weapon, or taking self-defense classes. If women knew about acquaintance rape in more detail and knew that society was not against them, then more women would confess to it. Most women do not report this kind of rape, especially if their attacker is known to them. Acquaintance is the most prevalent rape crime today. Seventy to eighty percent of all rape crimes are acquaintance rapes (Warshaw & Koss, 1988, p. 12). One in four women has been raped. A large selection of men and women believe that some women â€Å"deserve to get raped†.Sometimes the attacker may feel that the victim â€Å"deserved it† or were â€Å"asking for it†. In an interview with Shelby Bengston when the question was asked, â€Å"Do you think it is wrong for a person to be raped because he or she went into the house or vehicle of a friend or acquaintance? † Her response was â€Å"I don’t think it is right, but I do think they were asking for it. † In a protest walk against sexual harassment at Princeton University, as the 200 marchers passed in front of several all-male eating clubs, they had cups of beer hurled at them along with cries of â₠¬Å"Go get raped! † (Warshaw & Koss, 1988, p. 46).Most people won’t come out and say that people â€Å"deserve† to get raped but if people are getting raped then obviously the attacker feels that the victim â€Å"deserves† it. How do we determine who â€Å"deserves† to be raped? Do we only wish it upon the promiscuous? Or on the people we despise? Who are we to judge if someone should get raped or not. No matter the reason, nobody deserves it. Whether the victim was under the influence of drugs or alcohol, or whether they wear provocative attire every person has rights and deserves to be treated with respect. Rape is violence, not seduction. References Bengston, Shelby. Personal interview. 12 Mar. 012 Harrison, M. (1996). The rape reference: A resource for people at risk. San Diego, Calif. : Excellent Books. Hopkins, J. (1984). Perspectives on rape and sexual assault. London: Harper & Row. Katz, S. , & Mazur, M. A. (1979). Understanding the rape vict im: A synthesis of research findings. New York: Wiley. Keller, K. (1996). Date rape: Ultimate issues ed. , p. 312) Student's Life Application Bible. Wheaton, Illinois: Tyndale House Publishers, Inc.. Warshaw, R. , ; Koss, M. P. (1988). I never called it rape: the Ms. Report on recognizing, fighting, and surviving date and acquaintance rape. New York: Harper ; Row.