Identity Theft Research Paper Example | Topics and Well Written Essays - 1000 words

Identity Theft - Research Paper Example In this regard, the paper will also assess how these bodies handle such cases. Identity theft Introduction Identity theft is argued to be a form of stealing someone’s identity whereby the thief pretends to be the victim, characteristically in order to have access to resources in the victim’s name and identity (Vacca, 2003). This form of theft can cause and lead to adverse consequences to the victim in the event of being held accountable for crimes committed by the thief. According to Hammond, (2003), identity theft takes place when someone uses other person’s personal identification documents or information. Some of the common identification documents or information prone to such effects includes social security number or credit card number, which are used by identity thieves to commit fraud or other related crimes (Hammond, 2003). Different methods of how someone’s identity can be compromised and what identity thieves do with stolen identity Stealing is o ne and most common method used by identity thieves to obtain victims personal information. This mostly happens in the streets whereby thieves snatches or steals a purse or wallet (Social engineering framework, 2011). This can also come in the form of identity victims kidnapping victims and asking them to disclose their personal information. Using this method, identity thieves can go further to commit various crimes using the victim’s personal identification documents or information. Dumpster diving is a method used by identity thieves by a way of rummaging through the other person’s trash for them to look for some personal information that can aid them launch an attack (Social engineering framework, 2011). In some cases, people dump vital personal information documents without being aware of the danger they pose. However, some documents are dumped after being considered irrelevant or after being used. Identity thieves can use such information obtained from peopleâ€⠄¢s trash to commit a crime. Skimming is a situation where the thief uses a special device to store victim’s personal information. Skimming is a form of high-tech technique whereby thieves scan or swipe victim’s credit or bank card in order to get off the magnetic strip (Social engineering framework, 2011). This is common in areas where victims use their personal documents to purchase items or services. Phishing is another method used to by identity thieves to obtain personal information of their victims. They pretend to be a financial institution or other organizations that people presume to be genuine. They send a malicious email in the effort to encourage their victims to enter specific information (Vacca, 2003). Unknowingly, victims provide all their personal information, which is used by the impersonators. Changing of address is also used by identity thieves whereby they change victims address mostly in situations where victims have to fill out a â€Å"change of address† form. They can transfer victim’s bills after ordering high ticket items. Pretexting is also another method used by identity thieves by a way of using false pretense to obtain the victim’s personal information for them to use it to carryout various crimes (Vacca, 2003). Thombstone theft is another method used to steel personal information. It involves stealing dead person’

455 Week 7 D-6 Essay Example | Topics and Well Written Essays - 250 words

455 Week 7 D-6 - Essay Example In hospice care a patient suffering from a chronic disease in such a state that providing them with treatment that is curative in nature is of no use. Due to this the hospice care providers focus on providing support that ill person as well as their friends and family members while trying to help the patient attain relief from symptoms such as pain and fatigue caused due to the disease they are experiencing. The goals of treatment in both form of treatments is even quite different. In case of palliative care the goal is to help patients cure the disease they are suffering and in case of hospice care the goal is to provide comfort as cure is no longer attainable. The timing at which these form of care are provided are even quite different. In case of timing for the treatment of palliative care the treatment can occur anytime while the chronic disease that a patient is suffering is in its development stages. In case of hospice care the timing of this type of treatment depends on when t he physician acknowledges and certifies that the patient may not be able to survive more than six months (Meier, 2010). Hui, D., Mori, M., Parsons, H., Kim, S., Li, Z., Damani, S., & Bruera, E. (2012). The Lack of Standard Definitions in the Supportive and Palliative Oncology Literature. Journal Of Pain And Symptom Management, 43(3), 582-592.

Attachment Theory And Risk Assessment

Attachment Theory And Risk Assessment Linking Theory, Research, and Practice: Risk-Assessments and Child Protection. The primary goal of this paper was to broaden my knowledge and understanding around the theory, research, policies, and procedures guiding risk-assessment decision making within child protection service. Individuals and group identified as at-risk-, for one or more myriad reasons have been the broad focus of a decade s worth of academic and professional purists. Although the initial concern for all at-risk individual remains, practical and academic experiences have narrowed the scope to include children under the age of twelve, at risk- of, or currently residing out-of-home-care placements (hereafter referred to as care environments). Of all at-risk- populations, I believe these children are the most vulnerable to negative outcomes in the near and distant futures. Substantiated allegations of child maltreatment1 are responsible for 80% of child protection investigations, and preceded out-of-home care placements of at least 90% of the current care-population (Gough, 2000; Wiley, 2009). For several helpless years, I witnessed the devastating consequences for those children that child protection services failed. When child protection workers would report risk-assessment results, I was repeatedly astonished by outcomes, which failed to remove from unhealthy home environments. Consequently, I developed an interest in contributing factors in risk- assessment. To convey the complexity of competing factors that influence risk-assessment outcomes, the following section provides some brief background information about child protection services and additional information around the risk-assessment process. Background Canada s Child, Family, and Community Services Act (CFCS) (1996), is the major source of information that guides each province in the development, regulation and implementation of child protection services. Recent amendments to the Canadian Criminal Code (1985), such as the controversial) legal obligation to report suspected child abuse/maltreatment, provide additional legal guidelines. In British Columbia (BC), the Ministry of Child and Family Development (MCFD), is responsible for overseeing the quality and delivery of Child Protection Services. Independent arrangements exist between the MCFD and twenty-four separate Aboriginal child protection Agencies. National estimates suggest that on any given day, more than 67 000 Canadian children (9.2 children per 1000) will be living in out-of-home care (Garrison, 2004; Gough, 2007; Trocm , Tourigny, MacLaurin, Fallon, 2003) British Columbia`s contribution to this figure represents 1% of the province`s children, although a disproportionate amount of these children are Aboriginal2. Approximately equal numbers of females (48%) and males (52%) live in care settings with a combined average age of 9.0 years (Child and Youth Officer for British Columbia, 2005; Connolly, 2007; Hardiker, Exton Barker, 1991). Risk-assessment and Decision Making Out-of-home care environments primarily refer to kinship care (family member), foster care, and residential/group care facilities, independent or assisted living facilities, and formal institutionalization (e.g., hospitals or mental health institutions) (Rosen 1999; Trocm et al, 2003; Waechtera et al, 2009). Child in short-term care (awaiting a permanent placement) comprise 40% of this population, and the remaining 60% represents children in long-term care placements (minimum of five uninterrupted years) (Fisher, Burraston, Pears, 2005; Kelly Milner, 1996; Solomon, 2002). Research has identified areas of significant concern associated with each of these environments, including but not limited to child maltreatment from caregivers, isolation, inadequate foster parent screening, training, poor parenting skills, negative peer influences, deviant peer clustering, and instability (Garrison, 2004; Okagaki Luster, 2005; Rosen, 1999; Solomon, 2002). Risk-assessment refers to the decision making process of child welfare workers investigating the potential dangers associated with a child s primary care environment (Connolly, 2007; Kelly Milner, 1996). Typically, these assessments are intended to validate allegations of child maltreatment (Gilbert et al., 2009; Wiley, 2009). Despite the high stakes associated with each of these outcomes, there are no mandated procedural standard associated with the assessment process. This assessment is a largely subjective judgement or evaluation of the severity of potential harm to the child (Drury-Hudson, 1999). There are three possible outcomes of a risk assessment corresponding to perceived severity of the risk and age of the child (see Figure 1). Family Development Response (FDR) is likely when the risk- is considered high, yet manageable through interventions that target adult behaviours. If the risk is moderate or higher (and the child is old enough) Youth Services Response may be considered. When the risk- is immediate, and severs, the only available recourse is to begin a child protection investigation. Child Protection: Goals Child protection services are one way that childrens rights are enforced and upheld and to the increase the likelihood of the child to develop the characteristics (personality and behavioural) associated with success and wellbeing in adulthood. The intended purpose of child protection is to safeguard children from immediate and future harm. The focus of most protection investigations is on the efforts and ability of caregivers to provide a supportive environment that does not threaten the safety and wellbeing of the child, and promotes cognitive, physical, and emotional developmental process (Waechtera et al., 2009). Unfortunately, these goals rarely achieved. When compared to non-care population, research investigations consistently describe children in care as more aggressive, antisocial and are more likely to demonstrate pathological and or problem behaviours (Chamberlain, 2003; Simms, Dubowitz, Szilagyi, 2000; Rosen, 1999). Additionally, children in care are four times as likely (65% of children in care) to be diagnosed with one or more clinical mental health condition (e.g., Oppositional Defiance Disorder, Reactive Attachment Disorder, Attention Deficit/Hyperactivity Disorder, Post-Traumatic Stress Disorder) (Three, 2001; Provincial Health Officer of BC, 2001; Wiggins, Fenichel, Mann, 2007). Furthermore, children in care are prescribed more pharmacological treatments (e.g., Ritalin) for longer periods, at higher dosages (Vitally, 2001). The purpose of this paper is to examine theoretical and empirical support for the practices associated with the risk-assessment process and outcomes. Attachment Theory has been extensively applied within social services practices and research. Direct references to Attachment Theory are found throughout practice guidelines for child protection services. Attachment Theory Attachment Theory has traditionally been regarded as the theoretical bridge between early childhood development research and clinical social work practices (McMillan, 1992). The influence of Attachment Theory within child protection services is pervasive to the point of being indistinguishable (Byrne, 2005; Haight, Kagle, Black, 2003). According to Attachment Theory, critical, developmental periods in the first years of life where the quality of a child-caregiver attachment relationship is crucial for health development (Bowlby, 1999; Bretherton, 1992). Bowlby believed that the critical function of the parent-child attachment relationship was the formation of an internal working model that formed the basis for lifelong patterns of interpersonal behaviours and shaped all aspects of subsequently formed relationships (Bacon Richardson, 2001). Attachment Theory and Child Protection Practices: Summary of Research It is evident that Attachment Theory has exerted considerable influence upon child protection practices (Axford, Little, Morpeth, Weyts, 2005; Schore Schore, 2008). Child protection guidelines frequently and specifically refer to Attachment Theory when describing theoretical support for recommended practices (Bacon Richardson, 2001; Trevithick, 2000). For example, practitioners guidelines recommend that when child welfare workers respond to allegations of abuse, the risk-assessment should consider the style of the attachment relationship between a child and mother, and balance the consequences of breaking a secure attachment against the consequences of perceived risk- (Harris, 2009; Simms et al., 2000). Consistent with central tenants of Attachment Theory, the importance of familial relationships is emphasized throughout policies and practices, including the screening of adoptive parents (e.g. the recommendation that child welfare workers assess adoptive parent in terms of the att achment potential), child custody determinations, therapeutic support (i.e., Family focused therapy), and risk- assessment (Barth, Crea, John, Thoburn, Quinton, 2005; Lopex, 1995; McMillen, 1992). Moderate evidence indicates that under specific conditions, there is empirical evidence to support assessment of attachment relationship (Axford et al., 2005; Byrne, OConnor, Marvin, Whelan, 2005). These conditions include risk assessment involving infants and/or children less than two year of age, availability of high quality alternative care environment, use of standardized attachment measures (i.e., Ainsworth s Strange Situation test) and sufficient time available for a minimum of two assessment opportunities (OConnor Byrne, 2007). Unfortunately, there appears to be little research support for the above recommendations in all but the specific conditions described above. Recent research indicates that key elements of Attachment Theory are often misinterpreted by practitioners and inappropriately applied to situations that contradict research recommended parameters (Holland, 2001). No evidence links style of attachment with a course of action in risk- assessment (Barth et al., 2005). Practitioner guidelines seem to overstate the extent of empirical support justifying use of attachment assessment in high stakes decision-making processes (Connolly, 2007; Trevithick, 2000). Additional concerns have been raised around a concerning tendency in the attachment research to draw unsupported conclusions, an erroneous use of correlational research designs (vs. experimental), inappropriate use of assessment methods, discounting environmental confounds, a lack of regard for extra-familial relationships, and a tendency to attr ibute problems to deficiencies in parenting (Harris, 2009; Solomon, 2002) Final Remarks Overall, Attachment Theory is consistent with the family focus of child protection practices, however, there is no evidence linking this framework with improved long-term outcomes. Reported benefits and related successes appear to occur almost randomly, and rare, and often are limited to unrealistic example of care environments that in no way represent the much harsher reality. There appears to be a need for practitioner education to improve their understanding and interpretation of Attachment Theory. It appears there is also a need to establish standardized assessment procedures, including the development and introduction of research validated assessment tool. As it currently exists, the range, severity, and prevalence of developmental problems noted among children in care, the high financial costs to society, the lack of intervention strategies, and the twenty years of negative growth, are undeniable evidence of our dismal failure as a society to protect our most vulnerable members (Chamberlain, 2003; Farruggia, Greenberger, Chen, Heckhausen, 2006; Okagaki Luster, 2005; Sims, Dubowitz, Szilagy, 2006).

black and red drum :: essays research papers fc

Have you ever been fishing before? Not fishing based on lucky casts with worms or a bobber but fishing based on knowledge of what the fish do under the waves. I’ve been interested in fishing since the beginning of my time here on earth. Fish fascinate me, and catching them on rod and reel excites my inner primal being. I chose this topic to get into the mind of the fish I aim to catch. I already know much about my quarry. I know that Red Drum come in from the ocean to spawn in salt water back bays. I know that Black Drum eat stuff off the ocean bottom. I also know that Red Drum get caught by anglers during their search of spawning territory. These are the few facts I know about Drum. I want to learn much more. I want to learn enough to be called ‘Ryan the Drum slayer.’ I wonder where drum go while in open ocean? I wonder where Drum spawn and why they spawn there? I wonder how big the biggest Drum ever caught is? These questions and many more encircle my head. I h ope in reaching up and snatching a circling question, then answering it, I can become the greatest fisherman in the world. What is the scientific name of the Red and Black Drums? Well this answer is easy. The Red Drum’s scientific species name is Sciaenops ocellatus.(Red Drum in Texas). The Black Drum’s scientific species name is Pogonias cromis. (Black Drum in Texas). Where exactly do the fish live? The Black Drum is found in the Western Atlantic Ocean from Massachusetts coasts to Southern Floridian coasts. The Black Drum is found across the Gulf of Mexico an into North Mexican shores. The Black Drum rarely is found North of New Jersey (Schaltz, Ken †Black Drum†).   Ã‚  Ã‚  Ã‚  Ã‚  Red Drum are found in the western Atlantic Ocean. They inhabit the coastal waters from the gulf of Maine to the Florida Keys and all of the gulf coasts to Northern Mexico. (Schaltz â€Å"Red Drum†). The Red drum are an estuarine-dependent fish that morphs into an oceanic fish later on in life. It can be found in brackish water or saltwater. It can be swimming above sand, mud, or weeds. It is found in weeds of shallow inlets, bays, tidal passes, bayous, and estuaries (Schaltz â€Å"Red Drum†). Why the drum head out of their sheltered bays and into the ocean is a mystery.

Learning curve Essay

The term â€Å"the learning curve† has a popular, well-known meaning in American culture. In consideration of how and when you start to examine the way that term is used, most people discover that the primary and perceived meaning of the term really doesn’t make any sense. If the curve is drawn on a chart which tracks resulting knowledge against time spent learning, it might look like the Tetris © (a popular logic game) graph here to the right. By visual consideration, the chart is steepest at the beginning, when a person first starts learning how to play Tetris. The beginner usually gains knowledge quickly, learning the game in just a few minutes. Though there is much to learn, the player will never learn as quickly as he or she did at the beginning learning how to play the game. | Here is another example: I believe that most people would consider the process of blowing leafs out of their yards with a leaf blower is very simple, but is that the instance? For many, regardless of education and or experience, it only takes about two minutes to get up and running blowing leaves. Additional knowledge milestones await most people after they have invested more time, such as â€Å"flushing corners†, â€Å"minimizing blowback†, and â€Å"blinding the cyclists†. | On the charts shown in this article, the knowledge milestones are made up and arbitrary, however labeling the vertical axis can be challenging. For most people, learning can be a series of successes, but it can also be a slow refinement of technique. It isn’t really accurate for a person to say they are still learning to dribble a basketball when many NBA professionals with years of experience are still refining the process. | Shown to the right is an expanded timeline on the basketball learning curve. Many of the knowledge milestones on this chart can’t really be learned in an hour. Most people can and do learn that they exist, but are not able to actually perform them for another year. | This quest for adequate understanding was spurned by my desire to identify activities which have a shallow learning curve. If steep learning curves are grueling, then shallow ones must be enjoyable, right? Shown here on the right is a graph for the learning curve of World of Warcraft. It is definitely enjoyable. Maybe the vast number of things to learn makes it so compelling, or the timed-release of new experiences. Speed of learning is probably not the best way to determine whether or not something is fun. | Another example. Learning to drive a manual transmission. Learning to drive a manual transmission is difficult because it requires a certain level of knowledge and skill before it can be done at all. The payoff, and true measure of success, is learning it well enough to dare to venture out into real traffic on a person’s own. In consideration of the aforementioned graph, it is cognitive to most people that in many examples of learning, there is only one real milestone to be reached. | This final graph compares the learning of two different students, and it is the only chart where the idea of a â€Å"steep learning curve† actually makes sense. The lower (green) section of the graph represents the state of being unable to perform a certain task. The upper section represents the state of being able to perform it. The orange line student can be said to have a steep learning curve. The sample student crossed the threshold into â€Å"able† after one day of learning. The red line sample student had a shallow learning curve. Said student needed four days to become able to adequately learn and or retain the learned knowledge. Posters note: I found the foregoing article one day while doing research on different learning styles. The original post on Cockeyed. com I believe was meant to be satirical, however in my opinion the information is highly beneficial in understanding the original author’s perspective on how many people learn. In considering the authors said perspective, I truly believe he or she has captured what many people today consider the â€Å"learning curve† process. Please write me with any comments, questions and or concerns. William Lucas (sixsigma@earthlink. net)| |

Mary Wollstonecraft vs. Jean Jaques Rousseau

Allison Link Global History 2 Honors – McIvor Enlightenment Essay 10/1/12 The late 18th century can be known as the historical period of the Enlightenment. During this time, society was undergoing drastic changes that would impact people even today. These changes were known as â€Å"reforms,† and played a big role in politics and ruling during this time period. One of the bigger reforms of this time was that which would grant women a higher education and place them in a position closer to their male counterparts.The enlightenment authors, Jean Jacques Rousseau and Mary Wollstonecraft, took part in a debate in which they argued about the purpose and education of women. In an article recently written in The New York Times by Nicholas Kristof and Sheryl WuDunn, the impact of the Enlightenment authors’ work on the 21st century is described. Though both of the authors expressed their arguments well, Mary Wollstonecraft’s debate was overall more persuasive and c onvincing than that of Jean Jacques Rousseau’s, and her argument has had a bigger impact on the modern world.In an excerpt from Jean Jacques Rousseau’s writing, Emile, he went into detail about his philosophy on how women should be seen and how they should be educated. He stated that women are made solely for the purpose of pleasing men and that their education should follow such purposes. He said that, â€Å"The man should be strong and active; the woman should be weak and passive,† and when the woman tries to become equal to man, in only results in turmoil among society and family.He wrote about how men can do with out women, but women rely completely on men, and most of his reasoning behind these statements was that the purpose of women has been decreed by nature. In terms of education, he believed that the instruction of a woman â€Å"must be planned in relation to man. † Rousseau stated that rather than an academic education, women should partake in an education that would help to train a man in childhood, and to please and console him in adulthood.Although he got his argument across through some logical reasoning, most of the aspects of his argument bash women and were completely in favor of men. While men who read his writings might agree with Rousseau, the majority of women will find his works distasteful and biased. He also only used his own opinions in his arguments, as opposed to incorporating those of other Enlightenment authors or authors on the subject. Because Rousseau only used his own biased opinions and directed them towards the male audience, what he wrote was not entirely persuasive.Mary Wollstonecraft’s, A Vindication of the Rights of Women, is another example in which an Enlightenment author exhibits their opinion on the education and purpose of women. Contradictory to Rousseau’s writing, Wollstonecraft believed that women have a greater purpose than to serve man, and that is to be independent and care for others while they also care for themselves. She stated that unlike in Emile, women should be seen as and act independently and take care of themselves. She believed that women are not on this Earth for the purpose of serving men, and that they can stray away from these duties if they wish.Education wise, Wollstonecraft believed that a woman should not be limited to caring for their families, but may choose to pursue a higher learning, such as nursing and healing. But, she also said that caring for their children and husbands is not to be seen as a lesser job that women take part in, and that it is to be respected. Although Wollstonecraft incorporated some disadvantageous reasoning into her arguments, such as religion, a controversial topic, and many opinions, which can lead to bias, much of what she says made her essay persuasive to both genders.Her arguments were backed up by opinions of her own and those of Rousseau’s, which make them less biased towards women. Sh e also respects others’ arguments that women can have purpose in caring for their families. Due to her variety of reasoning that target both genders, her argument can be considered persuasive. As written in The New York Times article, The Women's Crusade, authors Nicholas Kristof and Sheryl WuDunn have expanded on the importance of the role that women play in everyday lives, and the hardships that women face because of the lack of respect and sexist assumptions that they receive.But with more and more women becoming educated and equal to men, they are become successful and respected members of society. Through all of the callous hardships women face, from sex trafficking, to wives living with abuse and poverty, they state that with the right help and ambition have become women who are respected and looked up upon society. Mary Wollstonecraft writes in an excerpt from her writing about women’s rights, â€Å"Her first wish should be to make herself respectable, and not to rely for all her happiness on a being subject to like infirmities with herself. This statement is the basis for her argument that women should be able to choose the lives that they want to live and should not be constrained by society’s norms. The two authors from the article The Women’s Crusade and Mary Wollstonecraft, although born and raised in different centuries, still carry the same morals and stand up for the rights of woman. Both the modern day authors and the past author believe that women should be able to choose their own path and destiny in order to live their lives freely.Of the two enlightenment authors, Jean Jacques Rousseau and Mary Wollstonecraft, Wollstonecraft was able to persuade better and relate more to modern day views of women through her writing. She believed that women should be able to choose their own paths and change her time period’s definition of a woman. These changes that she believed were necessary were known as reforms durin g the period of The Enlightenment. Thought some of the reforms during this time were purely cosmetic and did not help society, Wollstonecraft’s reform on women was one that would benefit her society and that of the 21st century.