Bullying in Schools:An Analysis of Relevant Journal Articles

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The issue of bullying is more prevalent today than ever before. The popular media and school districts have all recognized the need to address and to ratify the issue of bullying. In an attempt to better understand the scope of the issue, as well as proposed solutions to the problem, an analysis of five journal articles was performed. The purpose of this paper is two-fold. First, the need to obtain a clearer understanding about the issue of bullying is paramount. Second, proposed strategies or solutions to this problem would be of great interest. In addition, this paper will attempt to extrapolate the finding of these journals, into a classroom setting. It is hoped, thus, that this critic of journal articles will offer a potential solution to the problem of bullying.

Stuart Greenbaum's article, "What Can We Do About Schoolyard Bullying?," is a good example of bullying and its prevalence in today's society. In this article, the author states that bullying is an extreme problem in North America, and particularly in the United States. The author begins the article with a short recounting of Nathan Faris and his tragic and fatal reaction to bullying. The formation and prioritizing of the bullying problems is later recounted as violence in schools becomes more prevalent. In addition, legal recourse, available to students and their parents, now allow school districts to be held accountable for incurred damages. In other words, bullied students can seek compensation for physical and emotional suffering at school. The author also states that teachers and schools must take a lead in stopping bullying. In order to accomplish this task, educators must establish rules and norms as "‘the school has the obligation to protect pupils from mistreatment from other children'" (Greenbaum, 187). The Harvard Practicum developed a five step strategy for dealing with bullying in school. First, the problem of bullying must be recognized. For instance, Dan Olweus found that around forty percent of primary grades and sixty percent of junior grades reported that their teachers talked very little about bullying (Greenbaum, 187). Second, the issue of fear is of paramount importance. For example, many bullied children adopt "fugitive-like routines" to avoid confronting or experiencing fear. It is the schools responsibility, therefore, to develop an atmosphere of peace and safety within its walls (Greenbaum, 187). Third, bullying starts in the home. Bullies also have a one in four chance of having a criminal record. It is the duty of teachers, thus, to intercept these ‘at-risk' individuals before they become too engrossed or too involved to be helped. Fourth, bullying is not an acceptable or even ‘normal' part of development. For instance, violent aggression, outside of school, is not tolerated. Schools must, therefore, develop an intolerance towards aggression on school property. Last, the development and implementation of intervention strategies is discussed. The article cites evidence, from countries throughout the world, that established rules and strong policies can and do reduce bullying in school. In other words, bullies need to model the appropriate behaviour of their teachers. Of particular importance, however, is the need for educators to acknowledge and to intervene bullying during the primary grades. These children are at greatest risk as they have limited cognitive facilities for dealing with bullying. Another strategy for dealing with bullying comes from Dixon Middle School in Provo, Utah. This school proposes a "Code of Conduct" that requires each parent to sign a contract. The school, then, is required to carry out and to implement these contracts. The net result of Dixon's "Code of Conduct" is quite positive as the rate of bullying has decreased substantially (Greenbaum, 187). Finally, the article attempts to ratify the bullying problem by suggesting alternative strategies. For example, a non-aggressive yet resolved approach is proposed.

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This article poses interesting questions as well as potential remedies for bullying. The issue at hand, however, is far more encompassing and engrossing than originally thought. In the end, it is the educator that must deal with and ‘solve' the problems found within schools. This article also fails to provide for a comprehensive solution to the bullying problem in schools. It merely skirts the issue while failing to offer comprehensive solutions.

In my opinion, this article is quite idealistic while, at the same time, fraught with difficulties. For instance, the article states that bullying is a pervasive and devastating problem that affects children of all ages. A proposed solution is for children to adopt a non-violent yet defiant stance towards bullying. While this solution is preferable, it is potentially dangerous for the child. In other words, if a child, who is being bullied, attempts to stand up for himself, his problems may escalate instead of subsiding. The articles description of Dixon's "Code of Conduct," however, appears more realistic in terms of applicability. For instance, the schools are protecting themselves as well as their students by ensuring that every parent signs a contract. In sum, these contracts encourage both schools and parents to ensure the safety of their children.

Another article of interest is Ronald Oliver, I. Neal Oaks, and John H. Hoovers "Family Issues and Interventions in Bully and Victim Relationships." In this article, the authors define and offer suggestions for reducing bullying. For instance, the article defines bullying as "longstanding physical or psychological abuse of a student who is unable to defend himself or herself" (Oliver, Oaks, & Hoover, 14). The article also holds that adult aggression stems from bullying during childhood. More exactly, the authors' believe that "bullying is not only problematic behavior, but wide-spread in occurrence and deleterious to development and to the educational experience" (Oliver, Oaks, & Hoover, 14). The article then continues to analyse the family structure of bullies. The family atmosphere is believed to directly influence the probability of a child becoming a bully. There are six identifiable characteristics of problem families. First, a family with a distant or cold emotional environment may contribute to childhood aggression. Second, lack of familial rules often impart weak parental control. Third, families of bullies are often socially isolated from the community. Fourth, problem families often experience high rates of internal conflict. Moreover, families with aggressive children are more likely to implement inept discipline. For instance, these families often employ the use of negative reinforcement. Finally, aggressive children frequently grow up in rigid family settings. In other words, parents may utilize authoritarian parenting tactics to control their children (Oliver, Oaks, & Hoover, 14). The article then continues to explain the family structure of the bullies victims. For instance, research shows that families of victims are often overly involved in their child's life. Furthermore, chronic victims of bullies are more subject to have "depressive reactions and to suffer low self-esteem and anxiety in social situations (Kagan & Moss, 16; Olweus, in press; Robins, 166; Oliver, Oaks, & Hoover, 14).

Finally, the article attempts to suggest potential counselling techniques for dealing with families of bullies. One possible solution is to have a family conference to identify and to outline possible courses of action. Another option, for families of bullies, is to promote familial closeness and to establish firm rules. These courses of action, thus, should minimize the prevalence of bullying. Alternately, families of bullies victims may entertain various counselling techniques. For instance, family members may strive to distinguish themselves as individuals as well as participate in extracurricular activities. These suggestions, therefore, seem to minimize the stresses and the problems associated with bullies and their victims.

This article was an attempt to identify childhood aggression and to outline why children might become bullies. Moreover, it offered various strategies for minimizing the harmful effects of bullying. This article proved quite successful in establishing the foundations of bullying. For instance, an analysis of family environment assist in the general understanding of problematic family structures. This article, however, is not a particularly good resource for the classroom. In other words, it deals with the theory and applicability of aggression and bullying. For the teacher, however, these practices and suggestions are nearly impossible to implement. It would have proved more useful if suggestions for educators were provided. Regardless, the article does highlight the need for educators to inquire and to understand the pervasiveness and problems associated with bullying.

Personally, I believe that this article is not very applicable for the classroom. The article stresses the need for educators to meet with the parents to discuss the problem of bullying. This suggestion, however, is difficult to implement as parents are sometimes quite resistant to acknowledging familial problems. The research on family structure, as contributing to childhood bullying, may prove useful. For example, recognizing and minimizing the prevalence of bullying, while children are young, may prevent future incidences of bullying.

The next article, "The Support Group Approach to Bullying in Schools," by Sue Young, outlines a support group approach to dealing with bullies and their victims. This approach, called the "No Blame Approach" to bullying was developed by Barbara Maines and George Robinson in 11 (Young, 18). Throughout the past few years, this strategy has been successfully employed in a variety of settings. Some educators, however, are resistant to adopt the "No Blame Approach." They feel that this approach is ‘unproven' and unverified as a successful anti-bullying strategy. The article delves into the various steps that this strategy employs. First, the bullying victim is interviewed to ascertain the degree of bullying involved. Next, a support group, containing bullies, bystanders, and supporters, is developed. The group is then asked to divulge unhappy memories about school. This is done to create empathy for the victim. The group then states that no individual should feel dissatisfied with school. In turn, the group offers potential solutions to assist the victim. The victim is debriefed about the results of the meeting after the session has concluded. The success of this approach is quite high; over seventy percent of referrals were a success (Young, 18). Moreover, the "No Blame Approach" to bully intervention appears to have positive benefits for older children. Unfortunately there are some drawbacks and failings of this strategy. First, it has been found that teachers have a difficult time ‘rewarding' bullies improved behaviour. Consequently, the benefits of the group session are mitigated. This approach, as it turns out, is an off-shoot of applied brief therapy. In other words, an evolution in psychoanalysis therapy has greatly contributed to the development of the support group approach (Young, 18). Finally, one reason why this approach is so successful is because the developed solutions exist outside of the teacher. The individuals involved, such as the bully and the victim, develop appropriate solutions in concert instead.

This article, with its emphasis on the support group approach, offers a potential solution for bullying. Although this article clearly outlines the process of the support group, it fails to provide practical implications. In other words, the process of organizing, implementing, and ratifying the support group approach is unclear. In addition, this approach is more applicable for a well established, as opposed to new, teacher. The success rate of this approach, however, can not be ignored. This approach appears to be very beneficial for both the bullies and the victims. This article, unfortunately, lacks sufficient follow-up data concerning the success of support groups. A re-analysis of past cases would definitely have been beneficial.

This articles implications are varied and wide. For example, the problem and prevalence of bullying is prominent throughout the public school system. The problem is not in the proposed solutions but rather in the implementation of this strategy. While this approach may provide a successful solution for bullying in public schools, schools and individuals may resist the support group approach to bullying.

Another article of interest is John Hoover and Richard J. Hazler's "Bullies and Victims." This journal article was quite helpful in summarizing the issues and the problems of bullying. Moreover, the article suggested potential strategies to help reduce the degree of bullying. To begin with, the article states that "perceived physical and psychological safety enhances student performance" (Anderson, 18; Hoover & Hazler, 11). It is this writings stance, thus, that bullies create a detrimental atmosphere for all students. Moreover, victims are bullied for various reasons such as personality, physical, and psychogenetic characteristics (Floyd, 185; Greenbaum, 187; Olweus, 17; Hoover & Hazler, 11). The pervasive problem of bullying is also identified in this article. For instance, it has been found that bullying exists in many different cultures and regions including Japan, North America, and Europe. This journal also summarizes the main characteristics of bullies and victims. For example, many bullies seek to control and possess feelings of inadequacy (Elkind & Weiner, 178; Hoover & Hazler, 11). The difference between bullies and aggressive children is highlighted as well; bullies do not act out indiscriminately while aggressive children do. Furthermore, victims are found to be less popular and suffer from "lower self-esteem, social isolation, and physical weakness (Gilmartin, 187; Kaufman, 185; Hoover & Hazler, 11). A comparison of research on this topic has discovered a few startling details. First of all, identified victims of bullying are more disposed to identifying school as an unhappy place (Gilmartin, 187; Hoover & Hazler, 11). In other words, children experiencing unpleasant retribution at school are more likely to view school negatively. Second, the perceived attitudes of school professionals have a significant effect on bullying (Greenbaum, 187; Hoover & Hazler, 11). An educator's reaction to a bullying offence may indeed determine future occurrences of bullying. The article then continues to explain the lack of viable research data, and the resulting implication that school management of bullying is seriously impaired. Next, the cooperative approach to managing bullying is discussed. This article states that cooperative learning succeeds when group rewards and social integration are utilized. Another suggestion, to reduce bullying, involves the use of peer tutoring. Of particular importance, however, is that educators must take a proactive and sensitive approach to dealing with the bullying problem. The article maintains that counselors have a vital role in addressing and reducing bullying in school.

This article affords a useful insight into the realm of bullying as well as to the potential strategies for reducing the occurrence of bullying. In addition, the journal examines different strategies of minimizing bullying problems such as group work, cooperative study, work projects, interactional tactics, and cooperation between parents, educators, and students. The positive implications of this article are vast. For instance, bullying is currently a pervasive problem in our school systems; as a result, strategies to help reduce the level of bullying must be carefully examined. The article fails, however, to provide comprehensive solutions for teachers. In other words, the article states possible problems and potential solutions, yet does not expand of the implementation of these tactics. It would prove useful, thus, to provide for a more comprehensive analysis of the issue of bullying.

There were various areas of interest in this article. First, the ideas of cooperative learning and peer tutoring may undoubtedly contribute to my performance as a teacher. For instance, all of these proposed solutions are readily accessible to and feasible for teachers. Moreover, the degree of success, for each of these strategies, is quite high. On the other hand, the drawback to this article is its failure to discuss success rates in schools. For example, where have these various tactics been employed? Were they successful?

The last article to be reviewed was "Bullies and Their Victims Understanding a Pervasive Problem in the Schools" (Batsche & Knoff, 14). The article begins by asserting that school violence is identified by three characteristics; assault, theft, and vandalism. Moreover, bullying is defined as outward aggression which is directed towards another student(s) by physical, psychological, or sexual methods. The article also maintains that "bullying may be the most prevalent form of violence in the schools and the form that is likely to affect the greatest number of students" (Batsche & Knoff, 14). The possibility that bullying is "‘intergenerational'" is also considered. For instance, research has found that bullies typically come from homes that are physically and mentally abusive, that adhere to lax rules, and that have parents who model inappropriate behavior (Batsche & Knoff, 14). Bullies are also positively and negatively reinforced for their behavior; thus, the possibility of aggressive behavior increases. The authors also identify two types of victims; passive and provocative. Passive victims are commonly weaker, insecure, and anxious. Provocative victims, in contrast, are usually retaliatory, restless, and aggressive. The journal also identifies boys as being more likely to be bullied than girls. The higher propensity of younger children being bullied was also addressed in this article. The effects of bullying, upon the victim and the educators response, is also considered in this journal. For example, the study found that in more than sixty percent of the cases, school personnel responded inadequately to a bullying incident (Batsche & Knoff, 14). A variety of recommendations were considered in this writing as well. Educators, for instance, should promote facts and dispel beliefs about bullying, develop a student code of conduct, involve students, parents, and educators in strategy assessment, and provide for evaluation. These are the recommended strategies to combat aggressive behavior in schools.

This article is a well written account of the pervasive problem of bullying in schools. It also presents well-considered recommendations for their problem. In sum, this writing outlines a valid strategy for dealing with bullying in schools, yet it fails to provide for ‘practical application.' In other words, the problems and solutions are suggested while the practicality is ignored. A logical sequence of action that could be employed to solve the problem of bullying would have strengthened the article.

The problem of bully, I believe, is of paramount concern in today's schools as the incidences of aggressive behavior is continually increasing. As a result, the need for a tested and sound procedure for dealing with bullying is required. I believe that this article offers such a solution. Unfortunately, this study's method of employment is often unclear and possibly impractical. In other words, this journal would have benefited from a more comprehensive and inclusive approach to the problem of bullying.

In conclusion, the issue of aggression in public schools is of paramount concern. The problem of bullying is the responsibility of not only educators but also society. For instance, educators must devise alternative strategies for contending with the issue of aggressive children in public schools. It is also the responsibility of society to reassess the impact of bullying upon young children, and it may possibly ratify or nullify the rampant effects of bullying. In sum, bullying has cast a dark shadow upon the educational system. It is the responsibility of all, be it parent, teacher, or student, to remedy the affliction that is harming innocent children.

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I dun care

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Is 16 the right age for driving?

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Is 16 The Right Age For Driving?Driving is a big responsibility. Its your responsibility to drive safe in order to keep yourself and everyone else on the road out of danger. In Florida you can get your drivers license at the age of 16 years old. I for one think that is a little young for someone to have that kind of responsibility sitting on your shoulders. At that age, teenagers (as a whole) are judgmentally immature i.e. they do not make good judgments. Most kids at that age are care free and are not aware of the dangers they face daily. Then you throw in a half ton missile going 65 miles an hour straight into a tree. Thats exactly what happened to A 16 year old girl named Maryon Nicole Haught and her 4 friends Friday morning. Maryon was excited about getting her license and her new car, a 8 Jeep wrangler with a soft top, that she a her four friends made a terrible judgment and decided to ditch school and go four-wheeling. They were driving in Lake County near the Orange County line around 10 a.m. when the 8 Jeep wrangler rolled through a fence, hit a tree and landed on its side off the rural road in eastern lake county. All five teen were injured, critically. They went of a joyride theyll never forget, says one of the fathers of the teenagers that were injured. Maryon broke her back in the crash, shes lucky she was not paralyzed! One of the teenagers is still in a coma right now. This incident just goes to show that bad things can happen when you make poor judgments which teenagers make frequently because they are still learning about how to make right judgments. Thats why I think the age to drive should be raised to at least 17 and mandatory to take drivers classes also. We need to educate this generation about safe driving so we can avoid unnecessary tragedies.

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Consumerism

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Each day consumers are tricked into buying items of use, which in many cases are not even wanted or needed. The reason behind this is a simple aspect of people's lives which companies take into grasp when releasing products into the market place. The last time you went to the shops, there was probably at least one item which you bought or wanted, simply for the fact that it had a nice brand, a famous person owns one or because you saw the add on TV. You probably didn't even need this item, but the reason you wanted to buy it was because of a well known crafty trait known we now know as CONSUMERISM.The main consumer trap exists most likely in everyone's house. The TV has had such an influence on people that you are more likely to think you need something just by watching the commercial, than actually going up to the shops and purchasing an item that you actually do need. Companies often rely upon eye catching schemes in order to sell their products. Brand names are always the main defect in this situation. When a consumer goes to purchase an item, you will find that they treat the brand name as some form of superior higher power. They may not even want this item but once the word ‘Sony' is slapped on the side, there's no way of escaping it. To many people the brand name stands out like a Leather lounge in a garbage tip.

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This can go as far as food. Instead of the old fashioned way of going up to the ‘shop' to buy a packet of ‘chocolate biscuits' and a bag of ‘chips', you'll now find that people will go up to ‘Woolworths' to buy a pack of ‘Arnott's Tim tams' and a bag of ‘Samboys'. Brand names have taken such influence on people's lives that tension can be caused between genre's of people who are brand orientated, such as that of the surfie wearing his ‘Ripcurl' boardies compared to the homeboy wearing his ‘Nike' Tracksuit. It's as if people are not only looking for brands to impress each other with, but it's as if they are a brand themselves. However, this can work on a two way basis and you'll often find that people are brought together through same interests of certain brands or sport teams through to sharing each others views on their favorite Sitcom. Many of these issues would not occur in society if it were not for America's influence on other countries. The image portrayed that America's status compared to the rest of society, is at the top, influences other country‘s to reproduce this image. The image portrayed from America through Movies, and Television gives the audience a mental image that in order to be ‘cool' we have to live through life in this fashion. This has grown to a degree that it is as if America were a mother to all the other countries of the world. Being the child we are allowed to play with ‘Mummy's things' but only under her watchful eye. The fact that we cannot escape America's ways is leading us to reproduce another culture and slowly but surely, our identity will slowly diminish. Through their use of terminology and even adopting some of their spelling our civilization is slowly changing.However, you can not blame a whole nation for the changing of another. It is often an individual that draws you into wanting something or wanting to imitate that of another nature.In fact, some people do a good job of this. They are able to manipulate the truth in a certain fashion as to not tell a lie but just to bend the truth enough that it will appeal to your senses. You encounter this nearly every time the TV turns itself on and goes to a commercial break. Although you know your toaster works fine, the image of perfect golden toast popping from the top of the Sunbeam toaster on the screen is just too good to be true. And what next, it comes with a free set of steak knives. How can you possibly resist! These ‘trumpeters of nothingness' will brag on and on about such a little minority such as a toaster no one wants, but they can make out as if it is a life necessity.These sales-people are able ‘to make the gilt seem gold; the shoddy, silk'. They are able to make such a good profession of their job that it's as if they ‘cheat us legally' for ‘the law's not broken, only bent'. They are able to hammer the fact they're selling an item into our head by using an ongoing ‘drip drip drip, which makes even granite soften'. And using the ‘brands we've heard so often', eventually converts the mind into thinking that by gaining access to this product our lives will change around. So what do we do? We go off to purchase this item making us another sheep in the world of consumers.Although, once having purchased an item, why did we need it???The most common reason consumers purchase items of different brand or size it to set themselves in a class in society. Why does anyone possibly need a rear projection, .4 meter, surround sound, LCD screen, state of the art Sony Television for their family room with built in thermostat and offside ensuite. Is it so they can bask in the sunlight streaming through they're beveled edged windows with a cool breeze flowing from their three phase reverse cycle air conditioner while relaxing in their massage chair. By using these items do they really think that people of a lower social status will look up to them and reward them with pride and honour. This reputation of wanting to be better than the neighbour is one of the many reasons why people go to David Jones or Harrod's. It makes them feel more important in society and they feel as if they will have a better morale. ‘What I mean is', some people just ramble on getting as much as they can to make themselves look important, that they don't know what they mean at all. They talk themselves up so much and purchase items to show off, and they go on for so long that they don't' even know why they're doing it any more. It's as if appearance is everything. Their pet ‘dog's in the specially-built palaces with their own swimming pools' shows the ridiculous extremes that some will go to in order to maintain a certain status in our society.As you can see consumerism has leeched itself into nearly every aspect of our lives. Consumerism can have strange effects on us as consumers, so just try not to be fooled by the glossy coating. Next time you go to shops and pick up an item, stop and think for a minute. Do you really need this item or HAVE YOU BEEN DUPED

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Interpersonal feelings

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The instructor that I decided to observe is one of the best teachers I have ever had. I was never interested at all in the subject she teaches when I was in high school, but after I took a class with her last semester I wanted to take another class with her this year. She knows her facts and information so well and the way that she presents it in class, whether verbal or nonverbal, makes learning a lot more interesting and fun.

She uses a lot of nonverbal ways of communicating in class, but the most influential way she uses it would have to be in the different body movements she does. She is constantly writing key terms and words on the board and then going back and circling and/or underlining then. I think she does this so that she can imprint these key terms and ideas into our minds so we will be able to use the information on the quizzes and exams. She also uses a lot of hand movements. These constant hand movements and actions keep the class on top of the lectures and discussions, and increase the amount of questions that students ask during class.

She also uses a lot of eye contact with each of her students. Giving each of us the knowledge that she knows whether we are paying attention or not, and believe me if you aren't paying attention the look that she gives you makes you pay attention. She is looking for the feedback as to whether the class understands the lecture, whether we are bored with it, if we are puzzled or if we agree or disagree with what she is saying. She is also uses our responses and looks to determining whether or not she can go on to the next topic in the lecture. She often changes the tone of her voice which gets the important messages across. The change in her tone of voice grabs your attention and opens your mind to everything that she has to say. Her emphases on the more boring parts of the text, which makes the chapters easier to grasp and understand.

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In taking the time to observe this teacher I have come to the conclusion that she knows a lot about nonverbal communication. She uses these different ways of communicating with her students in order to get their attention and make her class easier to understand. She does a great job with it and I think that is part of the reason her class is so interesting to take.

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Las Vegas

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My family went on vacation to Las Vegas two years ago. It was me, my brother Tim, my dad Tim and my mom Kim. We needed a vacation and Las Vegas ended up being the perfect spot.

We stayed at the Excalibur; a huge hotel, built like a castle that features jousting tournaments. The hotel, like most, doubled as a casino and as a hotel but also had many shops, shows and games. We spent some time there, but most of the time we made our way outside to the rest of the city.

Vegas is one enormous place of entertainment. It does not feel or look like your average city by any means considering the endless amount of arcades, casinos, malls, restaurants, parks and anything else you can think of. The city glows with an infinite amount of bright lights in and around the buildings, which makes walking at night a must.

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While walking the strip, especially at night, it is easy to stumble into an entertaining place; most commonly a casino. Casinos are everywhere and gambling machines can be found in malls and even your local McDonalds. Gambling is clearly the main focus of the city because of the huge amount of money it draws in. But while places of gambling are the playgrounds for adults, there are equal amounts of other things to do.

I spent a substantial amount of time at the local arcades, and there were many. They were also bigger then you can imagine and there were even many places built just for an arcade, but I commonly found them at malls. It was also great to check out the myriad of crowded shops that offered all kinds of interesting things that you can not find in Alaska. The whole city was one big tourist trap, but who cares? There was also a plethora of various theme parks and rides. The rides I found in Las Vegas were insane, to put it in simple terms. For example, I road a large roller coaster that sat at the top of a gigantic hotel called "New York New York"; it was not exactly the most ‘fun' experience I have had. On the other hand, the theme parks were much better and had a lot to offer, and we had a lot of cash to burn. And cash burns very, very fast in Vegas whether you are gambling or not. We spent the rest of the vacation wasting away our money for the three days that seemed like four. It was a great experience, and I would like to go back again. I would never want to live in that place, but living near it would not be too bad.

Please note that this sample paper on Las Vegas is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Las Vegas, we are here to assist you. Your cheap custom college paper on Las Vegas will be written from scratch, so you do not have to worry about its originality.

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Internet Security

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Out staff of freelance writers includes over 120 experts proficient in Internet Security, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Internet Security paper at affordable prices with cheap custom writing service! The article's issue Thor Larholm condemns that the severity of the recently discovered vulnerability of IE is not just "moderate" as Microsoft stated. In my opinion, I believe in Larholm that the Microsoft is just trying to downplay the issue by rating IE's vulnerability as just "moderate". After all, Microsoft is "Microsoft". It will take much from their reputation being the computing leader if they will rate the severity of IE's vulnerability with more than just a "moderate". Larholm is right when he said that user's data security is not just a moderately severe issue. Otherwise, it will be a threat to many Internet users if their data are not secured and not taken seriously by Microsoft. Also, if this will always be the case, Microsoft as well will no longer be taken seriously by its customers and this may be a pitfall for Microsoft.IE, in fact, is not just the first Microsoft product that encountered the issue of vulnerability. There were many others such as Windows XP that could allow hackers to take control of a PC through the Internet. Or the Windows 000's Internet Information Server for Web Traffic that has been the Typhoid Mary of both Code Red and Nimda.For the past few years, Microsoft has been introducing new products one after another. Their new products always give enthusiasm to customers worldwide, whether technical or non-technical customers. However, this good business decision of producing new products turns into bad security decision for customers. Obviously, with all the flaws coming out of Microsoft products, it seems that Microsoft focus on stuffing new features into its product without taking much account of care in the security of their customers' data.Microsoft must do their best in assuring that no more data-concerning flaws will come out of their products to come, because their business is all about computing and computing is all about data.

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