Reliability and Validity Assignment Example | Topics and Well Written Essays - 250 words

Reliability and Validity - Assignment Example For the diagnosis to be termed accurate, the features identified have to be same every time if the test is to be termed reliable. This is measured by a correlation between the two test outcomes over all the participants. This method expresses the generalisability of the test scores over different test occasions by assessing stability of the test outcomes (Hempel, 2005). Hempel (2005) explains that this method of testing reliability varies with the type of tests, i.e. ability or traits and attitudes or states assessment. In both cases, repetitive responses based on previous memory is a high possibility thereby giving incorrect measures of reliability. Secondly, the traits tend to change with time, and this would depict low reliability measure, which is again incorrect (Garb, 2002). In such cases, the time period between the tests needs to be recorded appropriately in order to obtain accurate reliability measure. In case of validity, the test should be able to measure what is intended to be measured with minimum or no possibilities of change in behaviors. Reliability of the test decides the amount of correction and incorrect decisions that are made as an outcome of the test. Therefore, reliability is necessary for confirming validity. At the same time, validity of results obtained from this method is higher when the time gap is minimal; however, this minimum time varies with situation or behavior being

Importance of Language on Literacy Development of Deaf Child

Importance of Language on Literacy Development of Deaf Child A relationship between language and text needs to be established to become literate. What specific challenges may deaf children face in forming this relationship? How may such skills be developed in deaf children? As there is an increasing number of deaf children being identified and amplified at an earlier age and with the quality of this amplification improving, the expectation that these children develop at a similar rate academically to their hearing peers has become more explicit. Sadly, this is not always the case. In this essay, I will be focusing on the challenges deaf children face when obtaining literacy skills and how the relationship between language and text can be developed. Being literate is much more than the ability to decode print into words. Connie Mayer (2007) stated that Writing systems have evolved to encode spoken language, and even the one major system that has appeared to be an exception, Chinese, turns out to be a more complex case, based generally on spoken language morphology and phonology. This means that to become literate, an individual most first have access to the language that is being decoded, which for some deaf children is one of the first obstacles they will face in the development of their literacy skills. There is a vast amount of research available that discusses how childrens abilities to learn reading and writing is influenced by their early experiences in life. Goberis et al. (2012) investigated the complex language of hearing, hard of hearing and deaf children using a pragmatics check list. They discovered that a hearing child acquires the ability to use complex language, including basic syntax and age appropriate vocabulary in socially appropriate situations between the age of 3 and 4 years old. Sadly deaf and hard of hearing children acquired these skills much later in life, even when strategies had been put in place and these then cause challenges in writing and abstract conversational dialogue. Swanwick and Watson (2007) looked at how book sharing can positively impact a deaf childs literacy and language development and noted that both oral and signed parents created a shared interaction that allowed for sharing meaning and attention between parent and child in a physical setting that allowed for closeness. When parents are using BSL to share stories, the child is often placed opposite the adult to ensure they can see the signs, where hearing and oral story tellers usually sit adjacent to one another, which allows for a better listening position. Swanwick and Watson observed that parents using oral English tended to stick to the written story and explored the vocabulary and sounds through turn taking and interacting, where the parents using BSL did not always follow the text and retold the story using their own signs without using voice or lip patterns. Their focus was to share the actual story rather than sharing the written text and the parents were ensuring children unde rstood the story cognitively by asking the children to repeat the signs used. Parents who used oral English emphasised the actual written text and thus focussed on the active listening skills of the child, which means the focus was on the literacy and language skills, instead of the story. This study shows that the parents of these children had a view and approach towards their childs literacy development but were not always focussing on all aspects when sharing a text. However, it is important to note that the parents involved in this study were all very involved in their childs early literacy development and results might have been different if the participants came from a background where oral retelling took priority over sharing written text or households where parents do not recognise the potential value of childrens picture books. As a teacher of the deaf, it is crucial to support and encourage parents to discuss a range of linguistic skills including pragmatics, syntax, graph ophonical knowledge and semantics but most importantly to encourage a love of reading by repeating favourite books, which Sulzby (1993) stated builds a rich vocabulary and by singing nursery rhymes and clapping games with repeated patterns to further develop early language skills or to attend reading and story activity groups at a local library or play group. There is plenty of research that shows that shared reading or interactive story book reading has a huge impact on childrens early literacy development and show the benefits of these social interactions around stories and text, allowing the child to understand that text and language are connected. (Yaden, Smolkin, Conlon, 1989) Frequent and effective shared reading during the first 6 years of a childs life aids the development of vocabulary, labelling, and oral and written abilties. Crain-Thorensen, Dahlin and Powell (2001) also proved that parents and caregivers use more complex language when book sharing and thus children get the opportunity to be exposed to new vocabulary which they might not encounter in their day to day life. Justice et al. (2005) conducted a study regarding parents sharing books with hearing and deaf children and concluded that storybooks can provide a wealth of new vocabulary for children. She noted that deaf children responded less to implicit questions than hearing children and showed that parental scaffolding was a key element in word recall for deaf children, where joint attention was more important for hearing children. This shows that the parents of deaf children had to ensure they were building on their childrens prior knowledge to ensure they understood the language and vocabulary in the story told. She concluded that shared reading, retelling and discussing stories are paramount for early reading development. When sharing a book, the opportunity should be used to take turns discussing vocabulary, events and characters in the book and ensuring that both explicit and implicit questions are asked, suitable to the childs current abilities. The First Steps Viewing Map of Development shows that literacy acquisition is a linear process that develops a childs use of texts, understanding of the context, understanding of conventions and development of the use of a range of strategies to extract meaning from print. Williams (2004) mentions that deaf children progress at a similar level as hearing children in their development of early reading and writing, however several cases studies, such as Traxler (2000) and Marschark, Lang Alertini (2002) showed that a high percentage of deaf children graduated with a considerably lower literacy ability than their hearing peer, suggesting that their learning trajectories later changed drastically. One must consider, though, that recent advances in audiological equipment and management might show different results in more recent longitudal studies. Reading requires a combination of several complex skills. Adams (2001) stated that to learn to read one must be have a context processor to be able to interpret the text, a semantic processor to understand the meaning of words, an orthographic processor to be able to recognise and identify the letters and spellings and a phonological processor to identify the speech sounds, which requires adequate audiological amplification or access to other abilities such as cued speech. When it comes to emergent reading, one of the first skills a child must master is recognizing the letters of the alphabets and knowing that these letters are linked to 44 sounds in the English language, which then in turn can be put together to form words. Hearing children and those with early adequate amplification will begin to recognize certain letters and sounds in their own names and some keywords they might have been taught through rhymes or songs. To aid this early process, the child should be encouraged to say the phonemes in the word and then repeat them to see if they can hear which word it makes. It sometimes helps if the adult repeats the sounds so the child can focus on hearing the word. Another strategy is finding familiar letter patterns in words to aid with blending, such as cat, pat, mat, sat. This could also be turned into a little game where the initial sound is changed to see how many real and nonsense words can be made. Kyle and Harris (2011) noted that hard of hearing and deaf children cannot hear all these sounds, despite using audiological equipment and thus other strategies are needed to support them. Visual phonics is one of the strategies that can be used to help deaf and hard of hearing children to learn phonics by combining handcues and written symbols to aid phonetic awareness and decoding skills. Shared reading has also been shown to aid the development of phonological awareness in both hearing and deaf children, especially where parents take the time to point out sounds children are familiar with and getting them to recall and blend familiar sound patterns. Once the initial recognition of print and understanding of the alphabet and their related sounds has been formed, the child should, through frequent exposure to written words in signs, shared books, labels, etc,. be able to recall an increasing number of high frequency words and words that can be blended phonologically. The focus of reading activities then shift towards understanding that text carries meaning, rather than simply reading word for word. Reading books for the children at this skill level generally have smaller print and more complex sentence structures and fewer illustrations. Kyle and Harris (2010) conducted a longitudal study to investigate reading and spelling abilities of emergent deaf children. They found out that at first, deaf children applied a whole word strategy to reading, however after 2 years of learning they were using a more alphabetic reading strategy based on phonological representations derived from speech reading skills. However, hearing children applied this alphabetic ability based on speechreading from the first year of reading, hence different reading strategies were applied by hearing and deaf children. This made them conclude that If the information derived through speechreading is incorporated into underlying phonological representations, which in turn are used to support the phonological judgments required to complete phonological awareness tasks, then it is plausible that speechreading could be a strong initial predictor of reading in both deaf and hearing. In addition, for the deaf children, speechreading could essentially act as a marker or proxy for the quality of the underlying phonological representations (Kyle and Harris, 2010, p.14) Unfortunately, the deaf and hearing children in this study were picked by their class teachers and thus their reading abilities were not always as closely matched as initially intended. In a study by Bouton et al. (2011) it was discovered that children with cochlear implants greatly benefited from learning cued speech. Cued speech shows a hearing child hand movements near the mouth to clarify lip and mouth movements so they can have a visual aid to better grasp lip reading. Bourton et al. found that cued speech improved the CI childrens performance in reading tasks and phonetical awareness, compared to CI children who had not been exposed to cued speech. Additional research into the link between cued speech and phonetical awareness, spelling and reading abilities is required, however it does show that offering a CI child additional support through cued speech can have a positive impact on their language and literacy development. Once children have mastered the word attack skills they are then faced by longer and more complex texts which require a greater understanding of the world and fewer illustrations as prompts. At this stage, young readers will need to comprehend a huge variety of phrases and clauses to understand the meaning of the text and recognising that text can come in a variety of different genres and serve different purposes. To support deaf childrens understanding, it is important that as a teacher of the deaf, a variety of strategies are offered to ensure the child fully understand the texts they are working with. These strategies include giving the child the opportunity to retell the story in his/her own words, sequencing key elements of the text, discussing characters and settings and ensuring the child understand the vocabulary by clarifying and offering synonyms or visual representations. The child should be given the opportunity to ask and answer questions and to predict what might happen next. Another strategy is linking the key elements of the story with their own personal experiences or other stories familiar to the child, to allow the child to expand and comment on what has been read. Once the child becomes a fluent reader, the focus shifts from being able to read to understanding the text and utilising it for further personal development. With this also comes the realisation that reading have a multitude of functions, such as reading for pleasure, deriving information, receiving instructions and interacting with a multitude of devices and multimedia platforms. Sadly, the transition from emergent to fluent reader does not always happen as smoothly as desired for deaf children. Geers and Hayes (2011) conducted a study with early implanted deaf adolescents to see if they managed to keep their academic trajectory in literacy skills at a consistent level with their hearing peers and to investigate to what degree the childs phonological skills and family characteristics influenced their literacy development. Geers and Hayes discovered that early implanted children who were classed as age related in their phonological awareness in preschool, managed to make age appropri ate progress compared to their hearing peers as adolescents with good audiological management and family support, however they did not perform as well on spelling and expository writing and they discovered that the development of phonological awareness is crucial to literacy success. Due to an increasing number of children being implanted prior to 12 months of age thanks to the Infant Screening Programme, it would be interesting to repeat this study with a cohort that was implanted sooner in life. Being literate does not simply comprise of being able to read print. Reading and writing have often been said to go hand in hand and develop linearly. Mayer (2010) noted that there has been considerably little research in the implications of deafness on writing development and most of the research that has been published focusses primarily on spelling rather than writing composition. It is clear that children learn that writing carries meaning and that it is a useful tool for communication. There is debate about the multitude of strategies available for teaching reading and writing, for example phonological approaches or visual orthographic strategies. Simply learning how to spell words is not sufficient to become literate. The English language has a complex system of syntax and grammar. Cormier et al (2012) investigated the impact of age of acquisition of a signed language on grammatical abilities in deaf children. He noted that successfully acquiring a language, signed or oral, is crucial to developing grammatical awareness of that language and successfully acquiring a second language, i.e. BSL or English depending on L1. Grosjean (2001) also commented that bilingual education is a deaf childs best chance of acquiring good literacy skills in both signed and written/spoken languages, however it is important to note that it is the parents right to choose the preferred communication method for their child. Miller (2005) also found that elementary children were able to find meaning in sentences by using the meaning of the actual words in these sentences but lacked the ability to process syntactic information. These studies show that a greater focus needs to be on the acquisition of grammatical awareness and syntax to ensure that deaf children get a greater understanding of the complex language structures in written texts. Further developing a childs spoken language will aid their abilities to produce more complex written sentences and therefor reduce the amount o f baked sentences, e.g. using the same sentence starters over and over again such as I like or I can. To ensure an adequate support programme is put in place for the deaf child, it is paramount that the teacher of the deaf thoroughly assesses the current reading and writing skills and language abilities, both receptive and expressive, of the child and has a good understanding of the support the child receives at home and in the class room. The childs specific characteristics, attitudes to learning, preferred learning styles and personal, social and emotional development and their strengths and weaknesses are all crucial in a whole child approach towards progress. The teacher of the deaf should work together with parents, schools and other agencies to ensure the best strategies are put in place for the child. Goberis et al. (2012) suggested that parents should target specific language skills at home using natural, day to day opportunities and the teachers should be given strategies to practise in the class room environment. It must be stressed that speech intelligibility does not give a clear picture of the childs actual language abilities and time should be spend finding out where the strengths and weaknesses lay, especially when it comes to pragmatic language skills, grammar and vocabulary. Some of the strategies to put in place to further develop language could be following instructions and then allowing the child the opportunity to give instructions too to further develop the childs theory of mind. The child should be encouraged to provide instructions that are clear and have sufficient information for the other person to follow. This coul d be scaffolded by adding picutres at first so the child can have a visual representation prior to building the sentences. Playing playground games or very easy board games are a great way to develop instructional language as a set of rules must be followed to be successful. The child could also be encouraged to explain the game to a peer with the help of an adult. Goberis et al. (2012) also states that it is important to encourage deaf children to answer why questions and ask them to consider options or discussing cause and effect of certain behaviours. They must also develop the recognition that other children might have a different point of view and talkinga bout other childrens likes and dislikes will allow them to further develop their pragmatic skills and allows them to develop their theory of mind. Categorization is also an important step in language development. Playing sorting games or guessing games can help the child build these categories in their minds. It is also impor tant for them to learn that not all statements are true and they must consider whether the information given to them is factual or not. References: Alvord, S ; Adams, W ; Barker, R ; Garner, B ; Rosengren, K ; Shaver, G, (2001), Relationship between WRAML and NEPSY subtest performance and reading acquisition in early elementary school children , Archives of Clinical Neuropsychology, Vol. 16(8), pp.773-787 [Peer Reviewed Journal] Bouton, S., Bertoncini, J., Serniclaes, W. and Cole, P. (2011) Reading and reading-related skills in children using Cochlear Implants: Prospects for the influence of cued speech, Journal of Deaf Studies and Deaf Education, Vol. 16(4), pp.458-473 [Peer Reviewed Journal] Cormier, K., Schembri, A., Vinson, D. and Orfanidou, E. (2012) First language acquisition differs from second language acquisition in prelingually deaf signers: Evidence from sensitivity to grammaticality judgement in British sign language, Cognition, Vol.124(1), p.50-65 [Peer Reviewed Journal] Crain-Thoreson, C., Dahlin, M.P. and Powell, T.A. (2001) Parent-child interaction in Three conversational contexts: Variations in style and strategy, New Directions for Child and Adolescent Development, 2001(92), p. 23. discussion 91-8 [Peer Reviewed Journal] Geers, A.E. and Hayes, H. (2011) Reading, writing, and Phonological processing skills of adolescents with 10 or more years of Cochlear implant experience, Ear and Hearing, Vol.32(1 Suppl), pp.49S-59S [Peer Reviewed Journal] Goberis, D., Beams, D., Dalpes, M., Abrisch, A., Baca, R. and Yoshinaga-Itano, C. (2012) The missing link in language development of deaf and hard of hearing children: Pragmatic language development, Seminars in Speech and Language, Vol.33(4), pp.297-309 [Peer Reviewed Journal] Grosjean, F. (2001) The right of the deaf child to grow up bilingual, Sign Language Studies, 1(2), pp.110-114. Justice, L.M., Meier, J. and Walpole, S. (2005) Learning new words from Storybooks, Language Speech and Hearing Services in Schools, Vol. 36, pp.17-32 Kyle, F.E. and Harris, M. (2011) Longitudinal patterns of emerging literacy in beginning deaf and hearing readers, Journal of Deaf Studies and Deaf Education, Vol. 16(3), pp. 289-304. Marschark, M., Lang, H., Albertini, J. (2002). Educating deaf students: From research to practice. New York: Oxford University Press Mayer, C. (2007) What really matters in the early literacy development of deaf children, Journal of Deaf Studies and Deaf Education, , Vol. 12, No. 4 (FALL 2007), pp. 411-431 Miller, P. (2005) Reading comprehension and its relation to the quality of functional hearing: Evidence from readers with different functional hearing abilities, American Annals of the Deaf, Vol. 150(3), pp. 305-323 Perfetti, C.A. (2000) Reading Optimally builds on spoken language: Implications for deaf readers, Journal of Deaf Studies and Deaf Education, Vol. 5(1), pp. 32-50 [Peer Reviewed Journal] Sulzby, E., Edwards, P. A. (1993). The role of parents in supporting literacy development. In B. Spodek O. N. Saracho (Eds.), Language and literacy in early childhood education (pp. 156-177). New York: Teachers College Press. Swanwick, R. and Watson, L. (2007) Parents sharing books with young deaf children in spoken English and in BSL: The common and diverse features of different language settings, Journal of Deaf Studies and Deaf Education, Vol. 12(3), pp. 385-405 [Peer Reviewed Journal] Traxler, C.B. (2000) The Stanford Achievement test, 9th edition: National Norming and performance standards for deaf and hard-of-hearing students, Journal of Deaf Studies and Deaf Education, 5(4), pp. 337-348 Williams, C. and Mayer, C. (2015) Writing in young deaf children, Review of Educational Research, Vol. 85(4), pp. 630-666 [Peer Reviewed Journal] Yaden, D.B., Smolkin, L.B. and Conlon, A. (1989) Preschoolers questions about pictures, print conventions, and story text during reading aloud at home, Reading Research Quarterly, 24(2), p. 188.

The ECommerce Environment of Singapore Essay -- GCSE Business Marketin

The ECommerce Environment of Singapore Geography The Republic of Singapore is located in southeast Asia, south of Malaysia and northwest of Indonesia. The island measures a total of 637 square kilometers with a coastline 193 kilometers long. Singapore is generally comprised of lowland areas with a central plateau in the middle of the island. Its elevation ranges from the Bukit Timah, (166 m.), to the Singapore Strait which is at sea level. Its climate is tropical and wet. Precipitation occurs on 40% of all days, (70% of days in April). Singapore's two biggest natural recourses are its fishing industry, and its deep water ports. Singapore is also a focal point for most Southeast Asian sea routes. History Singapore was originally settled by Great Britain in 1819 as a port of call. The British used Singapore to extend their territories in Indonesia. It remained under British rule until 1941 when Japan bombed and captured Singapore. After three years of Japanese rule, British forces returned to the island. By this time Singapore was longing for self-government. Singapore realized its need for independence in 1959 holding its first general election. The new, independent Singapore was voted into the United Nations in 1965. On December 22, 1965, Singapore became a republic electing Yusof bin Ishak as its first president. Infrastructure In Singapore's short life as a republic, it has developed a sound infrastructure. In the way of transportation, Singapore has a total of 105 kilometers of railways used for commercial and personal transportation. It has also built over 3,000 kilometers of highways, 2,936 of which are paved. Singapore also boasts a 67 kilometer mass transit system with 42 stations. The mass transit system is the preferred means of travel in Singapore due to the fact that only one of every ten people own an automobile. Singapore produces 28 billion kilowatts of electricity annually. One hundred percent of Singapore's electricity is produced by means of fossil fuel. An estimated 97% of all residents live in households with electricity and running water. Singapore's leading industries include: electronics, petroleum refining, oil drilling equipment, rubber products and rubber processing, processed food and beverages, ship repair, entrepot trade, biotechnology, and financial services. Technological Infrast... ...panding Connections Singapore's current US connection of 45 Mbps is growing everyday. Local internet providers have begun expanding their connection speed and size through the use of satellite links. It is estimated that in the next ten years the number of internet connections in Singapore will almost be double what it is today. Summary Electronic Commerce is changing the way business is conducted today. Singapore has positioned itself to become a major part of the E-business trend. Developing technology, government support, and growing internet awareness make Singapore an ideal environment in which E-commerce can thrive. Lee Yock Suan sums up Singapore's E-commerce environment by saying ,"We want to be plugged into this global development, and position Singapore as an international E-commerce hub." References WWW.Singstat.gov 202.42.217.232/ WWW.Geography.com.sg WWW.TheStandard.com Rajakru, Dang Journal of Contemporary Asia, vol 26, 1996, p. 3-27 The state, family and industrial development: the Singapore case. Graham, Mark Industry Week, vol 249 no 7, 2000,p. 37-40 Singapore lures technology: it's clean, green -- and a powerful machine.

Pschology Module 27: Thinking, Language and Intelligence The Availability Heuristic Essay

Availability Heuristic: A mental shortcut that relies on immediate examples that comes to mind. When you are trying to make a decision, a number of related events or situations might immediately spring to the forefront of your thoughts. As a result, you might judge that those events are more frequent and possible than others. You give greater trust to this information and tend to overestimate the probability and likelihood of similar things happening in the future. Examples After seeing news reports about people losing their jobs, you might start to believe that you are in danger of being laid-off. You start lying awake in bed each night worrying that you are about to be fired. After seeing several television programs on shark attacks, you start to think that such incidences are relatively common. When you go on vacation, you refuse to swim in the ocean because you believe the probability of a shark attack is high. After reading an article about lottery winners, you start to overestimate your own likelihood of winning the jackpot. You start spending more money than you should each week on lottery tickets. Availability heuristic influences our decisionns and judgments by remembering something that shapes our impression to make these decisions and lead us astray in our judgments that makes information pop into our minds. Availability heuristic leads us to fear the wrong things and we shouldn’t always fear everything. Four influences that feed fear and cause us to ignore higher risks 1. We fear what our ancestral history has prepared us to fear (Confinement and heights, and therefore flying) 2. We fear what we cannot control (We can control a car by driving but not a plane) 3. We fear what is immediate (Teens are indifferent to smoking’s toxicity because they live more for the present than the distant future) 4. We fear what is most readily available in memory (Availability Heuristic) (Scary, vivid images like 9/11 cause our judgments of risk, we remember and fear natural disasters like hurricanes tornados and earthquakes that kill people instantly)

Business Explore

The rise of integrated reporting and increased investor focus on extra-financial factors are part of a new global attitude toward business. One example of this trend is provided by research from Ceres, an advocacy organization for sustainability leadership, into the evolution of sustainability practice in companies (Ceres, 2014; Ceres & Ramani, 2015). To understand what makes some companies more useful when it comes to delivering sustainability performance without sacrificing mission, Ceres focused its studies on how boards and directors provide oversight for sustainability. Their research discovered that by making both executives and governing boards formally accountable for sustainability performance, organizations can face the increasing pressure to deliver on sustainability and maintain social mission. Governance practices can provide a framework for building mission into the DNA of organizations. To take this inquiry further, more research is needed to capture current learning across sectors and to identify mission-supportive governance practice as it evolves. Sharing this information with budding social entrepreneurs, MBA students and investors, to increase their understanding of governance as a solution to mission challenges, could help develop more sophisticated attitudes toward the role of governance across the sector. Additionally, more research into Mission monitoring that makes use of metrics and enables governing boards and managers to evaluate mission alongside financial performance and deliver oversight and accountability in both areas is needed. Investor engagement is another area where more research could be beneficial. As the sector continues to expand into the mainstream, new investors will be joining the boards of growing social entrepreneurships and exerting their influence. More work on how the leaders of these organizations can create proactive strategies to identify investors who align with the mission and negotiate favorable terms for mission preservation would be welcome. More research into how investor behavior, and the impact that has on mission preservation, could yield clues as to why so many businesses find mission pushed to the margins as they grow. There is also room for developing practical resources to help social entrepreneurships establish effective investor engagement and communication strategies. As the sector matures, finding the right people remains challenging for organizations in the hectic scaling stage. More extensive use of skills matrices—and matrices developed especially for mission-driven businesses—could help. A specialist referral service, online skills bank or recruiting agency could be established to connect organizations with appropriate candidates.

Wentworth Medical Center Essay Example

Wentworth Medical Center Essay Example Wentworth Medical Center Paper Wentworth Medical Center Paper Essay Topic: Medical In this case we looked at data from a long-term study of individuals 65 years of age or older, sociologists and physicians at the Wentworth Medical Center in upstate New York investigated the relationship between geographic location and depression. A sample of 60 individuals, all in reasonably good health, was selected; 20 were residents of Florida, 20 were residents of New York, and 20 were residents of North Carolina. From the data collected we could know that the higher test scores indicate higher levels of depression. The descriptive statistics of the data collected are as following: GROUPSSIZESUMMEANSAMPLE VARIANCE FLORIDA2088.504.423.81 NEW YORK20131.536.583.95 NORTH CAROLINA20137.096.852.31 For the second part of this study, we considered the relationship between geographic location and depression for individuals 65 years of age or older who had a chronic health condition such as arthritis, hypertension, or heart ailment. A sample of 60 individuals with such conditions was identified. 20 were residents of Florida, 20 were residents of New York, and 20 were residents of North Carolina. The descriptive statistics of the data are as following: GROUPSSIZESUMMEANSAMPLE VARIANCE FLORIDA20284.7114.2415.88 NEW YORK20313.1515.669.82 NORTH CAROLINA20321.0116.0512.79 In both of the two tables above, we found that the residents in Florida shows the lowest mean scores than either of the other states, implying that the level of depression is lowest than others. Compare these two tables, we found that the depression mean scores and variance of health individual is far lower than the individuals with chronic health problem. First, we determine if there is any difference in depression means for the three states within the health individuals, we have conducted the following hypothesis test, with the level of significance 0.05: H0:  µ1 =  µ2 =  µ3 Ha: Not all are equal where:  µ1= population mean of depression scores in Florida  µ2= population mean of depression scores in New York  µ3= population mean of depression scores in North Carolina We use Analysis of Variance to determine whether the observed differences in the three sample means are large enough to reject H0. SSDFMSFF CRITP-VALUE TREATMENT70.75235.3710.543.160.00 ERROR191.38573.36 TOTAL262.1359 The sampling distribution of MSTR/MSE is an F distribution with numerator degrees of freedom equal to 2 and denominator degrees of freedom equal to 57. From the ANOVA table above, we found that the p-value for this test is equals to 0 which is less than the level of significance of ÃŽ ±=0.05. As a result, we reject H0 and conclude that the means of the three depression levels between difference states are not equal. For further test, we need to determine where the differences occur. We use Fisher’s LSD procedure to make three pairwise comparisons: Test 1 Test 2 Test 3 H0:  µ1 =  µ2H0:  µ1 =  µ3H0:  µ2 =  µ3 Ha:  µ1 ≠   µ2Ha:  µ1 ≠   µ3Ha:  µ2 ≠   µ3 where:  µ1=population mean of depression scores in Florida  µ2= population mean of depression scores in New York  µ3= population mean of depression scores in North Carolina We use the level of significance of ÃŽ ±=0.05. The value of LSD in this case is equals to 1.16. We only reject null hypothesis when test statistic |xÌ„i xÌ„j| LSD. The calculated results are as following: Test StatisticLSD Test 12.151.16 Test 22.431.16 Test 30.281.16 The difference between the mean for population 1 and population 2 are greater than LSD, which means we can reject null hypothesis and conclude that the mean for population 1 is not equals to population 2. Similarly, with the difference between the sample means for population 1 and 3 is 2.431.16, we can also reject null hypothesis. But in test 3, the difference between the sample means for population 2 and 3 is 0.280.05). As a result, we could not reject null hypothesis, and conclude that there is no difference between the mean of depression levels of the individuals who had a

Butterflies and Moths, Order Lepidoptera

Butterflies and Moths, Order Lepidoptera The name Lepidoptera means â€Å"scale wings.† Take a close look at the wings of these insects and you will see overlapping scales, like shingles on a roof. The order Lepidoptera includes butterflies and moths and is the second largest group in the insect world. Description The scaly wings of Lepidopteran insects come in two pairs and are often quite colorful. To identify a specific butterfly or moth, you will usually need to look at the colors and unique markings on the wings. Insects in this group have large compound eyes. Above each compound eye is a simple eye called an ocellus. Adult Lepidoptera has mouthparts formed into a sucking tube, or proboscis, which is used to drink nectar. The larvae, commonly called caterpillars, have chewing mouthparts and are herbivorous. Butterflies and moths can be differentiated by looking at the shape of their antennae. To find out more, read Differences Between Butterflies and Moths. Habitat and Distribution Butterflies and moths live in a variety of land habitats on every continent except Antarctica. Their distribution is dependent on their food source. Habitat must provide the appropriate host plants for the caterpillars, and good nectar sources for the adults. Major Families in the Order Nymphalidae - brush-footed butterfliesPapillionidae – swallowtailsHesperiidae – skippersSaturniidae - giant silk mothsLymantriidae - tussock mothsNoctuidae - loopers, owlet moths, and underwings Species of Interest Danaus plexippus, the monarch butterfly, is the only butterfly in the world to migrate in two directions.Ornithoptera alexandrae (Queen Alexandra’s Birdwing) is the world’s largest butterfly, with a wingspan of up to 12 inches.Bombyx mori is no longer found in the wild. The Silkworm moth has been bred in captivity for thousands of years.Actias luna, the Luna moth, is one of the most beautiful and colorful moths. It is a common moth in the eastern U.S.

I Hate Kids

I Hate Kids I Hate Kids I Hate Kids By Maeve Maddox No, I don’t hate children, young people, babies, infants, toddlers, adolescents, teenagers, or youth. I hate the universal use of the word â€Å"kid† or its plural to denote any and all of the categories of juvenile human beings. The word â€Å"kid† has its uses, certainly. It can be a friendly word, a loving wordin certain contexts. It does not, however, belong in every context. Words have connotations, subtle nuances of meaning that color the denotation of the word. When writers begin to use certain words as if one size fits all, meanings become distorted and underlying facts are distorted. The word â€Å"kid† has so many connotations that it is rarely the best choice in the context of news reporting. In addition to conveying youthfulness, the word â€Å"kid† has connotations of irresponsibility, poor judgment, innocence, and mischievousness. Adult behavior is not expected of â€Å"kids.† â€Å" Kids will be kids†. â€Å"Kids† are not to be taken seriously. Whatever â€Å"kids† do should be forgiven, because, after all, they’re â€Å"just kids.† And since â€Å"kids† are not adults, what they do doesn’t matter quite as much. These connotations become problematic in a news story that reports misbehaving juveniles who vandalize stores and cemeteries and beat homeless people to death. By calling these young criminals â€Å"kids,† the reporter is unconsciously asking the reader to make allowances for their behavior. News writers need to think twice before referring to accused rapists as â€Å"kids.† I am probably beating a dead horse. A new medical facility is under construction in my area. It’s going to be called the â€Å"Kids’ Clinic.† I’m just waiting for the day when I go to an art museum and see a portrait of the Blessed Virgin and Baby Jesus labeled â€Å"Mother and Kid.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:50 Redundant Phrases to AvoidAt Your Disposal10 Tips About How to Write a Caption

TERM PAPER Essay Example | Topics and Well Written Essays - 1500 words

TERM PAPER - Essay Example healthcare system. The emergence of new diseases and continuous growth of the population have triggered the need to modernize disease prevention and public health systems. In the past, the clamor for a National Health Insurance was the outcry of many administrations – in the U.S. and many countries in Europe. Recently however, the Obama administration has pushed for the full implementation of its once a campaign platform but now has become a law, the Affordable Care Act or what is popularly known as the ObamaCare. The aim of this law is to implement within the next ten years an Information System for the healthcare sector and to invest $10 billion annually for the many programs about health insurance and address the problems and challenges of healthcare. Modernizing disease prevention and public health systems is a question of policies and political will. If there is political will, all things are possible under the sun. But what should be modernized? The Medicare and the Medi caid are two healthcare programs that insure U.S. citizens but the system is already rotten and needs to be reprogrammed to address healthcare problems of the people. Medicare was designed to provide healthcare insurance to seniors and the disabled. It was run by the government to focus on reimbursing healthcare expenses and financed by federal taxes but also shared by payroll tax from employers and their workers, to include individual enrollees. Medicare covers hospitalization expenses, physician fees, and expenses for drugs. Medicare Gaps The Medicare program has many gaps which need review and so-called modernization. For example, insurance lacks nursing services, inadequate preventive care insurance, and no insurance for dental, loss of hearing, or vision. Since there is lack of insurance, some enrollees resort to supplemental insurance and so more expenses for the citizens. This gap needs to be reviewed and covered by the ObamaCare, or the Affordable Care Act launched by the pr esent administration. The Medicaid is a government insurance program for the poor and the disabled. It is also the program for poor pregnant women, children, seniors, disabled, and poor parents. Although it’s a federal program, states are given the leeway to improve the coverage and eligibility options. (Chua, 2006, p. 2) Incentives for Prevention of Chronic Diseases Stakeholders in disease prevention should be provided with government incentives. Again this is a question of policies. Policy makers should be able to determine the areas where care is most needed, know the various stakeholders and identify their motivational factors where they could be effective in disease prevention, and develop systems in accessing the incentives. (Singh as cited in Committee on Living Well with Chronic Disease: Public Action to Reduce Disability and Improve Functioning and Quality of Life, Institute of Medicine, 2011, p. 240) Modernizing Disease Prevention and Public Health Systems Problems in healthcare require new ways of detection and prevention of illness. Aids and other virus-triggered diseases are considered new diseases that require new techniques and methods. A. Clinical and Community Preventive Services When there is improved collaboration among health professionals and the community, there is increased reduction in health disparities, deaths and morbidity. Public and private sectors should focus more on the 65-years-and-older sector as this is growing. This is composed of Baby Boomers who

Identify business decision Essay Example | Topics and Well Written Essays - 250 words

Identify business decision - Essay Example At some point these decisions are long term and strategic. In that, writing off debts give the company a competitive advantage in the market. However, it is risky to make such decisions because it affects the revenue of the organization, also it can trigger many conflicts with other departments, particularly the marketing section. In addition, it affects monetary statement by understating a company’s profits. This is a very critical issue for comprehensive auditing and top management and therefore, require many consents from different directors based on approval limits (Piccirillo & Noro, 2008). Furthermore, the strategic nature of the decision require a lot of efforts and determination to collect these debts from customers. Notwithstanding, the importance of the decision require that action should be taken sooner or later since these debts are outstanding from long time, and after taking all necessary action with customers, and sending there documents to court without any hope to receive these amounts. This decision is justified under structure procedure as per the write of policy which came under many steps and legal

IBM Assignment Example | Topics and Well Written Essays - 500 words

IBM - Assignment Example Additionally, the change of design will increase the company’s market relevance. This is based on that the company has spent many years practicing in technology and hardware production. Regardless of the fact that it has become the company trademark, it would be beneficial for the organization to create make their customers have a new interest in it. However, this quest may be disastrous for the organization (Kerzner 44). The transition to switch its business operations may not be well perceived in the market. This is based on that the company has been in the hardware industry for numerous years thus making it a reliable practice in the industry. The market acceptance of a new venture may not be positive. Additionally, technology and hardware creation industry is developing significantly. Exiting from the industry may not be a great strategy considering the high consumer consumption level. On an internal basis, the transition may require major internal changes to ensure effect ive and comfortable move to a new business design plan (Kerzner 49). Outsourcing refers to the ability of seeking an external source for partaking of company practices. For instance, a company may seek marketing services from another company. In regards to IBM, provision of outsourcing services would change the organization’s exposure and approach to risk. When an organization seeks outsourcing services, they seek to minimize their exposure to risk as well as means by which they share the risk (Kerzner 66). For an organization providing the services, they would be required to share the risks presented to them. In addition, risks experienced when conducting business on behalf of the organization may not be shared by the customer. This would be the same in IBM. The organization will be exposed to numerous risks on business it does not own. However,

Essay Example | Topics and Well Written Essays - 500 words - 113

Essay Example It is not very easy to work with international students as they usually do not know the language well, so it is not very easy to communicate with them and it is very difficult to teach them. The instructors do their best to give students the time and knowledge they need to succeed. Also there is a laboratory available for students to improve phonetics and phonology of the English language. It is really helpful in language learning. As it was mentioned above, the program lacks focusing on the skills of writing and reading. It is important to organize book clubs and group reading with international students so they have more practice in reading and analyzing the text. It is important to spend more time reading and writing in order to improve the language skills. Many students face serious problems in writing in English, so writing practice is also very important. Learning more English will help students face fewer problems with the academic life. It will be easier for them to study. What is also important for the program is the need to focus on the developing close interaction with the student and work hard to build the students’ language and their ability to adapt to this environment. Also it is necessary to focus on mixing the international student with the American students to catch up informal language and to have the experience they should have. The essential thing to mention is that the program should provide the students with the classes depending on the development of the student and his needs. The last thing that must be mentioned is that in every program there are good sides and bad sides. Ashland University is not an exception. However, everyone should know his own needs, abilities and weaknesses and everyone should have an opportunity to gain more knowledge in the area that he considers to be his weakness. Learning how to write is not just a skill, it is a passion. Everyone can write but not everyone

The Art of Balancing Assignment Example | Topics and Well Written Essays - 750 words

The Art of Balancing - Assignment Example The examples of such scenarios are rampant around the world, where a few people have decided that there exists a need for change and have gone about it the wrong way resulting in utter failure which has had dire consequences for their cause. This essay discusses the works and leadership tactics of one of the greatest change leaders of our times, Nelson Rolihlahla Mandela, who lead his nation out of the darkness of the Apartheid and into the burgeoning future, and who has been called one of the most instrumental and inspirational politicians of this century. One of Mandela’s most striking aptitude had been the ability to stay calm under intense pressure and to keep his fear under check so that those who followed him could go. According to Stengel (2008), it was not Mandela’s absence of fear, rather his ability to move beyond it, that managed to make him such an inspirational role model for his people. Researchers such as Groves (2006), note that emotional expressivity is one of the most important skills that a visionary leader has and that it directly affects the level of influence that leader has on the actions of his followers. Hence a leader and his ability to express his emotions a certain way under varying circumstances have a direct impact on the way his followers will react to that same situations. The great leader claims himself that there were many times during his imprisonment in the Robben Island jail, that he was afraid for his life and for the life of the revolutionary change that he wanted to create, but it was his ability to focus beyond the fear which allowed him to maintain and keep strong the faith of those who looked up to him as their leader. As the leader of the African National Congress, and has led an armed struggle against the government, it was to his fellows a great shock when Mandela began negotiations with the government during his imprisonment.  

Why people commit crimes Research Paper Example | Topics and Well Written Essays - 750 words

Why people commit crimes - Research Paper Example They decide to commit crime upon determination of potential risks such as getting caught as well as punishment, against rewards that could come with success in their acts (humans are rational with free will to choose to commit crime). Crime happens to be an immoral behavioral form which weakens the society (Steven, 2015). According to the social disorganized theory, the physical as well as the social surroundings of a person primarily determine the decisions and actions of such a person. Specifically, a neighborhood with fraying social structures more likely will have higher rates of crime. This kind of a neighborhood could have vacant as well as vandalized buildings, poor schools, a mix of commercial and residential property and high unemployment. With broken or weak bonds to religion, family, school happens to be a catalyst towards criminal behavior. Individuals fail to see the good in adherence to conventional societal values, hence commit crime believing that it is through crime that they can improve their private social conditions. Social learning explains that individuals are motivated to criminality and get criminal skills from persons they associate with. They learn from criminal friends. Lack of self-directions well as insufficient social roles happen to be the root causes for criminal behav ior (Aldunate, 2015). Biology, evolution as well as evolution – mental illness, poor diet, chemistry, bad brain or evolutionary rewards to violent criminal behavior could lead to crime. Genetics determine the behavior of an individual to a certain degree. This according the biological theory. From one generation to the other, human behavior basic determinants could be passed. This way, one can inherit criminal behavior. Psychobiological theory explains that reactions to foods, chromosomal anomalies deficiencies of vitamins or surrounding’s allergies, integrated with a specific genetic makeup could predispose

The Art of Balancing Assignment Example | Topics and Well Written Essays - 750 words

The Art of Balancing - Assignment Example The examples of such scenarios are rampant around the world, where a few people have decided that there exists a need for change and have gone about it the wrong way resulting in utter failure which has had dire consequences for their cause. This essay discusses the works and leadership tactics of one of the greatest change leaders of our times, Nelson Rolihlahla Mandela, who lead his nation out of the darkness of the Apartheid and into the burgeoning future, and who has been called one of the most instrumental and inspirational politicians of this century. One of Mandela’s most striking aptitude had been the ability to stay calm under intense pressure and to keep his fear under check so that those who followed him could go. According to Stengel (2008), it was not Mandela’s absence of fear, rather his ability to move beyond it, that managed to make him such an inspirational role model for his people. Researchers such as Groves (2006), note that emotional expressivity is one of the most important skills that a visionary leader has and that it directly affects the level of influence that leader has on the actions of his followers. Hence a leader and his ability to express his emotions a certain way under varying circumstances have a direct impact on the way his followers will react to that same situations. The great leader claims himself that there were many times during his imprisonment in the Robben Island jail, that he was afraid for his life and for the life of the revolutionary change that he wanted to create, but it was his ability to focus beyond the fear which allowed him to maintain and keep strong the faith of those who looked up to him as their leader. As the leader of the African National Congress, and has led an armed struggle against the government, it was to his fellows a great shock when Mandela began negotiations with the government during his imprisonment.  

Globalization and Its Enemies Article Example | Topics and Well Written Essays - 1500 words

Globalization and Its Enemies - Article Example There are various debates regarding the origin, driving forces, and transformative powers of transformation (Guttal 523). Supporters and critics of globalization have agreed that advancement in technology and communication have made globalization possible. For instance, banking institutions in Britain are able to reach and communicate with their counterparts in Asia, America and other parts of the world. Further, internet allows currencies to be traded worldwide. There is disagreement on the powers, natures, and origins of globalization (Guttal 523). Is it civilizing or destructive? Is it politically neutral or ideologically driven? Some people argue that globalization is driven by greed and interest to accumulate and control material wealth, for which capitalism provides a rational operational framework and ideology. They argue that globalization is a concept invented to favor the elite. In their views, factors such as global migration from one country to another have led to increas ed security lapses (Guttal 524). They have attributed globalization to environmental degradation, which has resulted to the sprouting of slums in developing countries. Critics of globalization insist that globalization has resulted to uneven distribution of the wealth, which has resulted to selective economic booms in the world. They view globalization as capitalist process that has its origins far back as the industrial revolution era in Europe and has grown since the disintegration of the soviet union as a suitable form of economic organization. Globalization is a force of capitalist expansion and modernization, incorporating the integration of all economic activities into the world market in order to create wealth for the nations. Guttal (524) has argued that to counter one another’s assertions about the merits and demerits of globalization, both the critics and the proponents have fronted several arguments in relation to the economic, political, and social aspects of glob alization. Aspects of the economy that are majorly associated with globalization include investment, trade, and migration. This enables traders to easily access goods and even services in a more broad way than it used to be in the past years. Further, new and expanded global opportunities boosts the global economy as different kinds of exchanges taking place between states encourages positive global competition thus resulting in simultaneous global economic growth (Guttal 524). As Guttal states in the article, critics have held that free trade posses danger to domestic industries. In addition, the concept of globalization has led to the defragmentation of the environment and job loss. They assert that by countries accepting to get into foreign and regional financial schemes, they automatically lose their financial sovereignty and in turn, embrace foreign policies that may be contrary to the unique needs of its citizens. The other view is that multinational corporations may acquire e xcessive power in a particular country, which may in return compromise the needs of the citizens in general. Proponents perceive that, globalization has played a key role especially in the political sphere an argument that has received major backing from globalization nationalists.

Childrens Needs And Violence Against Children

Childrens Needs And Violence Against Children à ¢Ã¢â€š ¬Ã… ¾I do not believe in a child worldà ¢Ã¢â€š ¬Ã‚ ¦ I believe that child should be taught from the very first that the whole world is his world, that adult and child should share one worldà ¢Ã¢â€š ¬Ã‚ ¦ Pearl S. Buck The aim of the following thesis is to present the image of a child in Charles Dickens novel Oliver Twist. On the strength of this novel, the author will attempt to discuss the importance of a childs psychological, physiological and emotional needs, and ways of their fulfilment in the process of a childs development. Children are innocent and defenceless human beings and to ensure their safe and proper growth, they need to be provided with an environment conducive to their healthy development. Adults often overlook the importance of their childs needs, they are simply unaware of their existence, and in consequence, children mature into troubled and unstable individuals. The lack of parental support, which often results in neglect, abuse and childs humiliation, may in fact seriously injure the childs psyche. Most Charles Dickens novels feature an image of a child Pip, Oliver Twist, David Copperfield; in his portrayals Dickens argues that children and adults perceive the world differently. In spite of their limited knowledge and experience children are acute and sensitive observers. In his novels, Dickens shows children, who struggle with the adversities of adult life, children who have no childhood and must survive against the hostile society of the Victorian England caught in the frenzy of the Industrial Revolution. The author relies often on his own experiences, his childhood was disturbed by the tragedies in his own family, which gives his novels a sense of authenticity. Charles Dickens was born on 7th February 1812 in Portsmouth in England as a son of John and Elizabeth Dickens. His fathers irresponsibility and lack of ambitions were the reasons why his family situation was often uncertain. He was always in debt and, as a consequence, in 1824, when Charles was only twelve years old, his father was imprisoned, together with his family. However, through his uncles instigation, young Charles found employment at a newly opened blacking factory and was spared from the prisons sentence. Michael Slater, Dickenss biographer, shows how this experience influenced small Dickens: à ¢Ã¢â€š ¬Ã‚ ¦Dickens leaves no doubt as to the degree of the psychological and emotional earthquake suffered by his twelve-year-old self: It is wonderful to me how I could have been so easily cast away at such an ageà ¢Ã¢â€š ¬Ã‚ ¦ No advice, no counsel, no encouragement, no consolation, no support, from any one [à ¢Ã¢â€š ¬Ã‚ ¦] I might easily have been, for any care that was taken of me, a little robber or a little vagabond.  [1]   Dickens is an expert at childrens feelings and emotions, and through his works, he urges adults to be sensitive towards their fragile personalities. His novels, and his child characters, witness the abuse of children in the Victorian Period. His works were to give voice to children who desperately needed help and who rarely were able to communicate their needs and even more seldom obtained the help they needed. The first chapter of the following thesis is divided into four parts. In the first part, the author will describe the importance of childrens psychological needs necessary to their proper growth. The emphasis will be placed upon the needs fulfilment methods and the consequences of not fulfilling them: a lack of a childs psychic stability, problems in adolescence, etc. In the second part of Chapter One, the author will discuss violence against children in the Victorian Period and its consequences. On this occasion, the ideas of a Polish psychologist, Aleksandra Sobkowska will be presented in the context of the recent findings of New Psychology. Still in Chapter One, I will introduce Abraham Maslows psychological theory of the hierarchy of human needs. At the end of the same chapter, the author of the thesis will present the figure of Charles Dickens as a victim of the Victorian epochs Industrial Revolution, a victim of social injustice and economic deprivation, a victim of childhood i nterrupted. The Second Chapter will focus on the characterization of and the role of children in the Victorian society in the period of the Industrial Revolution. On that occasion, Oliver Twist, Dickenss portrayal of children in the historical and socio-economic context, will be discussed in detail and placed in the context of the Maslowian theory of the hierarchy of needs. In this chapter, the author will also ponder on Dickens involvement in the struggle against a childs exploitation; it is not clear whether in his books, the author aimed at evoking sympathy for the children and their plight, and thus he wrote mainly for the adult readership; or attempted to elucidate children on the causes of their unjust and despicable conditions. Chapter One Childrens needs and violence against children. The aim of the following chapter is to present the importance of needs in childrens psychological growth. In the course of Chapter One, the author of the thesis will refer to the foundations of Abraham Maslows theory of the hierarchy of needs. The author will also discuss different types of violence against children as the most detrimental element in a childs psychological development. Finally, Charles Dickens life will be placed in the context of the Victorian period. Childrens psychological needs Psychological needs of a human being are of great importance first and foremost for children, however, adults very often forget about it. Satisfying a childs material needs such as clothing, feeding, etc, they are convinced that they adequately fulfil their parental responsibility. In the light of modern psychology such an attitude is viewed critically. Though easily convinced that material goods are all they need, children become increasingly dissatisfied. Disturbing signals in our daily life children committing serious crimes, children becoming addicted to alcohol and drugs, adolescents dropping out of school; are all but proof of the existence of an area in a childs psyche that remains overlooked and neglected. Children differ significantly from one another; therefore, each child has to be treated separately whether it is by its parents or educators. Adults usually realize far too late how important they are for their childrens development, generally when their children start misbehaving and cause problems.  [2]  In order to prevent such a situation, it is necessary to study the mechanism of the needs formation; then consciously new and positive needs a need to discover, to know, to feel good about oneself can be created. As far as the mechanism of creating new needs is concerned, they are formed first through satisfying the needs that already exist. It is very important to offer children the opportunity to develop new and valuable needs, and rewarding responses of the environment have a great influence on childrens psychic growth. One of the main needs that are worth mentioning here is the need of emotional contact between a mother and a child. At the beginning, this contact has a more physical character, but in time, the character of this contact changes. It has a more psychological sense and needs another form of fulfilment.  [3]  Parents are able to create proper conditions to form a childs personality; to achieve this aim, parents must continuously observe and recognize their childs needs and try to understand them. Many factors have an influence on a harmonious course of a childs development, including all psychophysical processes, and affect the childs future stance point of view, and the way she or he is perceived by the society.  [4]   Human needs are divided into: material, biological, organic and psychological ones. Generally, psychological needs are additionally divided into: A need of safety shaped in ontogenesis A cognitive need An activity need A need of independence and personal development An emotional and social interaction need A sense of belonging and acceptance need A possession need b. Violence against children as the negation of proper development A child who is harmed is the one who is suffering due to improper behaviour of other people, mainly parents and guardians, and who experiences injustice and a sense of powerlessness. This process, whether intentional or unintentional, and resulting from adults actions, may have a negative influence on a childs physical or psychological development.  [5]   Dickens stories abound in episodes involving both psychological and physical abuse among children. Children rob one another of dignity and belongings. They accumulate anger and frustration in themselves. They are weak and dominated by adults and find abusing their equals or weaker ones as the only possible way of venting their anger. Violence against children leads unavoidably to violence in children. This too is a result of a childhood interrupted, of a thwarted development. Violence against children is the most perverted form of violence; children are defenceless and innocent human beings at a formative stage, who are susceptible to a physical and to psychological injury. Though violence may reside in children themselves, for example, in unwanted, problematic, chronically ill or disabled children; in the majority of cases, children are victims of violence perpetrated by adults. Violence occurs in many different circumstances, and may have different forms, but generally three groups of reasons for its occurrence may be distinguished: violence in children directed against others (children as well as adults) is a result of the childrens frustration with their own health (disabled and chronically ill children), with their social and indirectly economic status (orphaned children, children of alcoholics, etc.) and, importantly, often is a consequence of war; violence in parents directed at children which often is a result of social pathologies dysfunctional families; violence being a result of a familys social isolation owed to their religion, ethnicity, social or economic status, etc. According to Aleksandra Sobkowska, a Polish psychologist, there is a conventional division of violence against children based on its type: physical, psychological and sexual abuse. Negligence of children is sometimes considered to be the mildest form of violence, however, it is most common, and it is extremely harmful and just like any other form of psychical abuse beatings, torture, etc. extends its effects into the sphere of a childs psyche. Therefore, the distinction between physical and psychological abuse, at least in terms of their lasting effects psychical and psychological scars overlap and blur. In Sobkowskas view, psychical abuse of children has cognitive, emotional and behavioural consequences a childs abuse syndrome may be manifested by: a lack of a sense of security a lack of a sense of belonging to the closest people a lack of or low self-esteem spiritual loneliness a feeling of being harmed a feeling and consciousness of guilt and shame difficulty in forming relationships. In Charles Dickens novel Oliver Twist, there are many examples of child abuse and violence ranging from the very basic lack of alimentation: Unfortunately for the experimental philosophy of the female to whose protecting care Oliver Twist was delivered over, a similar result usually attended the operation of her system; for at the very moment when a child had contrived to exist upon the smallest possible portion of the weakest possible food, it did perversely happen in eight and half cases out of ten, either that it sickened from want and cold, or fell into another world, and there gathered to the fathers which it had never known in this.  [6]   through terrible living conditions; An unfinished coffin on black tressels, which stood in the middle of the shop, looked so gloomy and death-like that a cold tremble came over him, every time his eyes wandered in the direction of the dismal object: from which he almost expected to see some frightful form slowly rear its head, to drive him mad with terror. The recess beneath the counter in which his flock mattress was thrust, looked like a grave.  [7]   resulting in a sense of fear and spiritual loneliness: He was alone in a strange place; and we all know how chilled and desolate the best of us will sometimes feel in such a situation. The boy had no friends to care for, or to care for him. The regret of no recent separation was fresh in his mind; the absence of no loved and well-remembered face sank heavily into his heart.  [8]   Psychological violence is a conscious destruction or significant limitation on a childs possibility of proper development. Ranging from insults, as can be seen in the following episode from Oliver Twist: Get downstairs, little bag o bones. With this the undertakers wife opened a side door, and pushed Oliver down a steep flight of stairs into a stone cell, damp and dark, forming the ante-room to the coal-cellar, and denominated the kitchen.  [9]   It is hard to draw any conclusive ideas as to what future awaited Oliver, and whether his childhood filled with pain brought to bear on his life as an adult. There is a note to the preface of Charles Dickens Oliver Twist which say: It tells the story of an unfortunate orphan boy from his early years in the harsh environment of the workhouse, to his struggle for survival in the dangerous world outside its gates.  [10]   A parallel between the story of Oliver Twist, à ¢Ã¢â€š ¬Ã‚ ¦ a boy who dares to ask for more  [11]  and the life of Charles Dickens is evident. As a young boy, Dickens was forced to work in one of Britains infamous sweatshops, or as they were often referred to, children factories. His fathers debts put the whole family in prison; only young Charles was spared his freedom, however, in exchange for hard labour in a blacking workshop. In a way similar to most children from poor neighbourhoods of London, Dickens suffered pains of poverty hunger and all things most children his age would take for granted. Hunger haunted little Charles, something that is echoed in the story of Oliver Twist, but what pained him more was his hopelessness against the odds set by the cruel society of the 19th century Britain. Britain was undergoing a period of transformation; the Industrial Revolution was at its peak; many people fled the impoverished countryside and settled in big cities. There, they we re exploited by the capitalist industrialists. Slavery was by then outlawed in Britains overseas colonies, importing cheap labour was out of the question, yet the growing economy needed hands, many hands, inexpensive hands. In such circumstances, children became a commodity cheap and easy to manage. Factories soon filled with little children whose parents, all the while working themselves to near death, still failed to make ends meet. This is an era of Britains great economic expansion; this is an era that witnessed the birth of communism. Britain was getting rich, or at least the rich were getting richer; for the rest the society was falling apart. Many children faced a very bleak future; orphaned (mostly through abandonment); deprived of any possibility for social advancement, just like Oliver Twist, veered onto the dangerous path of crime. Dickens resisted the temptations of becoming a criminal; perhaps, in that sense, he was lucky; his contacts with Londons underworld remained luckily within the confines of his fantasy. I might easily have been, for any care that was taken of me, a little robber or a little vagabond  [12]  Dickens, a literary giant of the Victorian England, was first and foremost, its victim. As a child, he suffered all the deprivations shared by most of his books characters Nicholas Nickleby, Oliver Twist, Pip and David Copperfield; whose lives stories became a great testimony of Britains shameful past a past tainted by abuse against the innocent and the weakest children. c. Maslows hierarchy of needs This part of the thesis is based on the psychological theory authored by Abraham Maslow. Among other things, he wrote about human nature being good or at least neutral. It cannot be assumed that a child is born with a bad nature.  [13]  Because of its pessimistic, negative and restricted conception of human nature, Maslow became very critical of psychology. Unlike other scientists, he conducted his tests on healthy people, people without, for example, brain injuries; and he reached a number of new and innovative conclusions concerning personality. He claimed that psychology is much more occupied with peoples weaknesses rather than strengths; that the main focus of psychological studies is sin, and virtue tends to be omitted.  [14]   Maslows hierarchy of needs is represented by the following diagram: Maslow recognises, and illustrates his notion by means of a pyramid, that human needs can be divided into five levels, four of which represent deficiency needs (referred to also as basic needs) and are associated with human physiology. Only when those needs are satisfied, a human develops a need of self-actualization (referred to also as growth needs). d. Society in the Victorian Age Dickens hero, Oliver Twist, lived in a difficult time characterised by changes and the resulting serious crisis in the politics, economy and religious life. Victorians expected progress, rapid changes that were to improve their daily lives; apart from the elite, life in the nineteenth century was very hard for most of simple citizens, especially for children. Many peasants, driven away from the countryside by the prospects of better lives in the cities, fell victim of industrial exploitation and the capitalist system of economy. Cities grew in population too rapidly, forcing many to live in squalid neighbourhoods filled with filth and crime. Urbanization meant more places of work, but the cost of living in big cities often exceeded an average familys means. Families were large or too large; people lived in overcrowded houses in hand-to-mouth conditions. Industrial production was carried on at great risks and causing suffering of men, women and children. Britains status as the worksho p of the world was achieved at a great human cost  [15]  . People including small children worked fifteen or sixteen hours a day in, most of the time, unbearable conditions. The majority of people the so-called working class, which ironically included the unemployed, lived in the scruffiest of households. The industrialists treated the less fortunate, especially children, simply, and only, like objects, manpower. Children were exploited more than adults, because they never dared to ask for more. What is more, parents willingly agreed to this exploitation, even of very small children (often younger than six years of age), because they, too, could earn a few pennies. This extra income for starving families was at times a matter of life and death. Children employed in industry, suffered and often fell ill, at times irreversibly. Their childhood was taken away from them, but what is more, the precarious working and employment conditions, often forced them into the streets where they begged or stole to survive. Most children were denied the stability of having a home, being abandoned by their parents. Sometimes they were subjected to violence or solitude, being under-nourished or even starving, covered with rags, sleeping in empty cellars. Deprived of love and support from adults, they were neglected and lonely among others. The working class children had no rights and their hardship earned them no respect. People in Victorian England believed they were doing what was best for their children. But they were gripped by an idea which was widespread at that time that children were empty vessels, containing nothing worthwhile until filled with what adults judged best.  [16]   Dickens in his novels depicted the Victorian societys major problems. The writer portrayed the society in all its variety, touching all their problems but the theme to which he always returned, was the family, childhood, injustice, inequality, crime, corruption, scandals, poverty, as well as the suffering of children. Whatever he wrote was written with passion, because he experienced seeing life, from the point of view of the poor people and abused children. In his time, few people understood children as well as Dickens did, and he was the first writer who described childrens thoughts and feelings capturing the way they spoke, behaved, and suffered. Chapter two Childrens needs and violence against children based on Dickens novel Oliver Twist. The aim of the following chapter is to present the connection between a childs needs and life in the Victorian Age on the basis of Dickens novel Oliver Twist. Oliver Twist is the first novel in which Dickens speaks out against social injustice and an inadequate economic system that condoned the plight of the poorest, yet the largest, segment of British society. His, is not a portrait of a happy and harmonious family, but a debt-ridden, broken family where children, unless employed in Britains worst workshops, are viewed as a burden. The author tries to show terrible conditions in workhouses where poor people were forced to live and work if they could not pay their debts. In his novel Oliver Twist, Dickens also draws a critical picture of charitable foundations and their involvement in childrens orphanages. Additionally, Dickens sheds light on Londons dangerous criminal underworld. The main character of the novel, Oliver, is a neglected, illegitimate child. He does not know his father and his mother died at his birth. He is brought up as an orphan in cruel conditions in an orphanage typical of the Victorian Age. This small and lonely child is drawn into the world of brutality and violence. The fact that he does not have parents increased his loneliness and difficulties in life because he is deprived of their support which is very important, especially at the beginning of everyones life. Having a normal life is important for a child, but for Oliver that proved an unattainable dream. Oliver spends the first nine years of his life in a badly run home for young orphans and later he is transferred to a workhouse for adults. There, not only does he lack means to secure himself a decent upbringing, but is constantly short of the essentials such as sufficient amount of food, a room to sleep or clean clothes. When he is nine, he is still a child and he does not understa nd the world around him, especially his own status. Once, he asks an adult what it means to be an orphan: Boy, said the gentleman in the high chair, listen to me. You know you are an orphan, I suppose? Whats that, sir? inquired poor Oliver. The boy is a fool I thought he was, said the gentleman in a white waistcoat.  [17]   Oliver is afraid of adults; he does not understand why strangers decide about his future and his life, and in their presence he often trembles and cries. One of the most important and memorable images in the novel is the moment when Oliver feels extreme hunger and asks for something more to eat: Please, sir. I want some more.  [18]  This famous scene is symbolic in that sense that it expresses Olivers revolt against his situation. He does not understand that such behaviour is unacceptable in the workhouse and he is beaten as a result and then put up for sale, like an object, not a human being. Oliver acts against the rules because the situation in the workhouse is abnormal; his basic needs are not satisfied. The living conditions in the workhouses of the 19th century Britain were very severe and often these harbingers of modern day sweatshops resembled more prisons than houses. The treatment of children was terribly bad, some of them even starved to death. The sufferings of children in the Victorian Age indicate that their basic needs were not satisfied. The fundamental, basic needs which are essential for our survival, such as proper nourishment, a place to sleep, warmth were not met then. According to Maslow, food occupies the lowest level of the pyramid in the hierarchy of needs, and belongs to the very primitive group of needs, which are essential for survival; refusing proper nourishment to hungry people, especially children is the negation of humanity. What is more, Oliver Twist is denied safety and stability; he is an unloved and lonely child thrown into unsympathetic adult world, where he lacks parental love, affection and protection. In Maslowian theory, Oliver is denied access to the second developmental level and his need to feel safe remains unfulfilled. At the beginning, Oliver is not aware of his situation; gradually, however, he comes to realize his standing: I am a very little boy, sir; and it is so- so à ¢Ã¢â€š ¬Ã‚ ¦ So what? inquired Mr Bumble in amazement. So lonely, sir! So very lonely! Cried the child [à ¢Ã¢â€š ¬Ã‚ ¦].  [19]   This small boy feels he should have some rights as a human being and he seeks love. It is only natural for a boy like Oliver to look for love and a sense of belonging, a feeling that gives people a sense of stability. Again, the fundamental need, the third level of the Maslowian pyramid representing the hierarchy of needs necessary for a childs proper physiological and psychological development remains unfulfilled. Although he leaves the workhouse, his circumstances never improve; he moves in with Mr. Sowerberry, an undertaker. Subjected to moral and physical oppression, Oliver continues to feel lonely, cold and abandoned; in his new home he has no place to sleep: Then come with me, said Mrs Sowerberry, taking up a dim dirty lamp, and leading the way upstairs; your beds under the counter. You dont mind sleeping among the coffins, I suppose? But it doesnt much matter whether you do or dont, for you cant sleep anywhere else.  [20]   Another boy, named Noah Claypole, who too is a worker at Sowerberrys workshop, constantly abuses Oliver, but the main character endures his fate without a word of complaint. One day however, acting on an impulse, Oliver fights off Noahs attacks. He fights in defence of his mothers name but despite his innocence, Oliver is severely punished. This situation illustrates the Maslows notion of violence being a result of a thwarted development in an environment where a childs basic needs remain unfulfilled; violence and other forms of anti-social behaviour are a consequence. In other words, a child who is deprived of an opportunity to fulfil his needs uses aggression, turns to aggression; he/she does not act like a normal child. This moment in the novel marks another important transition; Oliver demands to be respected he reacts with violence against the insults used with regard to his mother an action that points to the fourth level of the Maslowian pyramid, the need of esteem. Oliver decides to escape because he refuses to endure his treatment. He chooses London hoping to change his life for better. In spite of being exhausted and hungry; he does not give up and is still full of hope and determined. He meets Dodger, who offers him a helping hand. Unaware, Oliver joins a gang of juvenile pick-pockets, run by a Jewish emigrant named Fagin. Dodger and other young boys, and now Oliver, roam the streets of London stealing, when they can, hanging out, laughing. Fagins gang creates an authentic society and provides these unwanted boys with security and a sense of belonging. Oliver has never known this kind of life; he is drawn to it to gain respect amongst peers, but also to feel accepted, relied on, and needed. At the beginning, Oliver does not realise that he has joined a criminal group. He does not understand the whole situation but tries to be a quick learner and to acquire new skills, i.e. pick pocketing. However, because he has little experience, or simply because he still is a naÃÆ' ¯ve little boy, he gets caught and arrested. Fortunately for Oliver, Mr. Brownlow, one of the gangs victims, recognizes the boys innocence, exonerates the boy during the investigation and takes him into his custody. Oliver leads now a better life, at last, but he is not sure if his benefactor will not one day send him back into the streets of London. He asks Mr. Brownlow: Oh, dont tell me you are going to send me away, sir, pray! [à ¢Ã¢â€š ¬Ã‚ ¦] Dont turn me out of doors to wander in the streets again. Let me stay here and be a servant. Dont send me back to the wretched place I came from. Have a mercy upon a poor boy, sir!  [21]   Mr. Brownlow, however, reassures the boy of his true devotion to his upbringing: My dear child, said the old gentleman, moved by the warmth of Olivers sudden appeal, you need not be afraid of my deserting you, à ¢Ã¢â€š ¬Ã‚ ¦Ã‚  [22

Use of Landscape as form of Expression in Tintern Abbey by William Word

Wordsworth is a split and exiled, yet transcendent and visionary poet who creates community by inserting the idealized Romantic poet into the ideological center interpellating those around him into similar subject positions. But, how can Wordsworth, a separated individual, reveal his heightened awareness to the rest of humanity? He answers in his "Preface to Lyrical Ballads" when he asserts that poets like himself can communicate their alternate awareness "[u]ndoubtably with our moral sentiments and animal sensations, and with the causes which excite these; with the operations of the elements and the appearances of the visible universe [. . .]" (Norton 173). Poets can express their alternate perception through a shared experience of the landscape. Landscapes are a reflection of the ideology at the centre. Simon Schama argues in Landscapes and Memory, "Landscapes are culture before they are nature; constructs of the imagination projected onto wood, and water and rock" (61). The real world exists but because we can never unproblematically engage with reality, we make it over, re-present it as landscape. In this way, landscape is ideological, is a cultural construct draped over reality. As Wordsworth writes in Tintern, the perceptions of the eye and ear are "both what they half-create and what perceive" (107-108). According to Wordsworth, nature has become the "anchor" (110) of his thoughts, the tether that restrains his creative imagination. But because landscape is based on the real, it can also be used to express an alternate ideology. Wordsworth's approach to landscape is chiliastic, to use Karl Mannheim's term. In Ideology and Utopia, Mannheim argues that although Chiliasm "has always accompanied revolutionary ... ..., a book of poetry by Black, lesbian, Trinidadian-Canadian poet Dionne Brand. Read in conjunction with Wordsworth's 14th book of the Prelude, we can see the obvious parallels between landscape and subject construction. However, rather than taking flight from a precipice, Brand's poetic self takes flight from a beach, from ground level, symbolizing her non-universal yet communal creation of landscape. She writes: I have become myself. A woman who looks at a woman and says, here, I have found you, in this, I am blackening in my way. You ripped the world raw. It was as if another life exploded in my face, brightening, so easily the brow of a wing touching the surf, so easily I saw my own body, that is, my eyes followed me to myself, touched myself as a place, another life, terra. They say this place does not exist, then, my tongue is mythic. I was here before.

Success: You can do it! Essay -- essays research papers fc

You can do it! -SUCCESS- Success is to fulfil a goal that you have set for yourself. Achievement of success involves five components: realisation, confidence, motivation, action and perseverance. Step one is to realise your goal and how to achieve it. Step two is to have the confidence to take the steps towards your goal. Step three is to find motivation to keep you on the path towards you goal. Step four is action, the first physical step you take in the process for success. Step five is perseverance. On the road to success, you will most definitely come to setbacks and struggles. The only way to conquer those things and achieve your goal is to have strong perseverance. As David Brink said, "A successful person is one who can lay a firm foundation with the bricks that others throw at him." Step 1 – Realisation To start your journey to success, you will first have to realise what your goal is and what you will need to achieve it. Ross Perot realised his goal was to start a data processing company. He realised he needed to borrow one thousand dollars to start it. I have realised my goal to become a great filmmaker. I realised to achieve that goal I needed to get experience in the film industry and needed to do a Film and Television course at university. A lot of people have failed to achieve their goal because they have failed to realise clearly what their goal is and what they needed to reach it. You must not make hasty, unsure decisions. Realisation involves careful investigation. Step 2 – Confidence â€Å"Confidence is the door to success† (Mary O’Hare Dumas). If you do not have confidence in your goal and believe you can reach it, you will fail before you even begin. To achieve your goal you are going to need to depend on other people, whether it is for funding or moral support. If you do not show confidence in your goal, no one will have confidence in you. They will not want to support you and you will not be able to accomplish your goal. You also need confidence in yourself. If you lack confidence you will become discouraged and this will make your goal impossible to attain. I am confident that my goal is achievable and am thinking positively which will keep me encouraged. Admiral Lord Horatio Nelson, Britain’s greatest naval hero, knew confidence. His confidence in his ability to win any naval battle caused him to not lose... ...backs, you must persevere. When you come to an obstacle, you need to re-evaluate your plans to achieve your goal and consider revising them. The key of success is not to give up when you approach a problem, but work out a way to get past it and achieve success Realisation, Confidence, Motivation, Action and Perseverance are the ingredients for success. You need to: realise what your goal is and know clearly what you have to do to achieve it; be confident in the fact that it is achievable for you; have a motivation to fuel your efforts on the path to success; put your plans into action; and persevere when you hit setbacks. If you follow these guidelines, you will achieve personal success. Bibliography Brown, J. 1996, The life and times of Lord Nelson, The Book Company Pty Ltd, Sydney Miller, N. 2000, Broadsides – The age of fighting sail, John Wiley and Sons Inc, New York quoteland.com - Quotations on every topic, by every author, and in every fashion possible (online) retrieved via the Internet 18 February 2002, http://www.quoteland.com Perot '96 - Ross Perot: Biography (online) retrieved via the Internet 18 February 2002, http://www.perot.org/hrpbio.htm

Champion Equality, Diversity and Inclusion Essay

1.1 Explain models of practice that underpin equality, diversity and inclusion in your area of responsibility Our organisation is built upon person centred practice and which I uphold this in my daily practice. Person centred practice is defined as the belief in the others potential and ability to make the right choices for him or herself, regardless of the therapist’s own values, beliefs and ideas (BAPCA, 2013). In applying this to people who access our service users this means that care plans are designed with the individual at the centre presenting both choice and control to our clients. This is reflected in legislation produced by the UNCRC which states that people have the right to say what they think should happen when making decisions that affect them and that people with any kind of disability should have special care and support so that they can lead full and independent lives (2011). This model celebrates diversity and conforms to the idea of egalitarianism by recogn ising that everyone is equal in social status; therefore people are treated in the same way because although people differ they all equally deserve (Arneson, 2013). Conversely this also means removing the inequalities that affect people so that they can achieve similar life circumstances and present be presented with equal life standards. This is applied to my practice by considering a person’s preferences, for example the way each individual prefer to communicate and be communicated with and their likes and dislikes in relation to community activities. Taking individual’s preferences into account when designing and operating a service recognises a service user’s wishes, needs and rights. Therefore this helps to diminish the production of a generic ‘one size fits all’ provision which does not value the individual. This way of designing services also gives power to the client, moving away from the idea of the professional as the expert, and takes into account their desired level and type of involvement within the community activities. By valuing and including the individual at every level of their service from design to implementation and then regularly reviewing their service maintains client position of being in control of and truly involved in their service. These personal choices connect to making sure that everyone receives the same rights relating to inclusion within the community and a provision that treats each individual with dignity and respect. Another model of practice that underpins our service is the Social Model of Disability which sites  disability as a creation of society’s shortcomings by resisting adapting and changing to include people with disabilities (Carson, 2009). Society is therefore the cause of a person’s disablement rather than solely belonging to the person themselves. With this in mind, my area of responsibility encompasses accessing mainstream services and including service users in daily activities within the community to establish connections, build familiarity and promoting independency. This is not without obstacles as services and locations must be risk assessed, taking into account an individual’s personal preferences as well as the suitability of a place, to ensure that service users have fair and equal access to environments and opportunities. Arneson, R. (2013) Stanford Encyclopedia of Philosophy. Available from: http://plato.stanford.edu/entries/egalitarianism/ [Accessed 25 August 2014] BAPCA (The British Association for the Person-Centred Approach) (2013) What is the Person-Centred Approach? Available from: http://www.bapca.org.uk/about/what-is-it.html [Accessed 19 August 2014] Carson, G. on behalf of the Scottish Accessible Information Forum (2009) The Social Model of Disability. Available from: http://www.ukdpc.net/site/images/library/Social%20Model%20of%20Disability2.pdf [Accessed 25 August 2014] UNCRC (The United Nations Convention on the Rights of the Child) (2013) Your Rights. Available from: http://www.uncrcletsgetitright.co.uk/index.php/right [Accessed 19 August 2014] 1.2 Analyse the potential effects of barriers to equality and inclusion in your area of responsibility Potential barriers to equality and inclusion within my area of responsibility exist on several levels due to working with disabled service users engaging within the community. In reference to the matrix of oppression (Hardiman and Jackson, 1997) social oppression is maintained and operationalised at three levels: the individual, the institutional and the societal. It explains that these can be displayed through behaviours and/or attitudes both consciously and unconsciously. The effects of these barriers can be the reduced access to certain environments because of lack of lift or necessary aids or the implementation of processes  by organisations that do not allow for the differences amongst all people within society. Barriers within my area of responsibility can come from the prejudgement that people with impairments cannot operate within mainstream society which is a form of social exclusion that upholds segregation. By seeking separate services or opportunities that are specifically designed to eliminate all risk denies individuals the possibility of inclusion within mainstream services. This again links to the social model of disability placing the issues with society’s reluctance to change and adapt to incorporate everyone rather than with an individual’s personal medical diagnosis (Carson, 2009). This is not helped by the media portrayal of disabled people as being helpless or subject to positive discrimination or by being excluded from many public forums altogether. Bronfenbrenner (1979) viewed the social environment as a great influence on people and that being subjected to other people’s attitudes and perceptions of disability, especially from people who are non-disab led, helps individuals to influence perceptions of oneself. If people with impairments are not expected or encouraged to progress in life they may assume that this is something that they are not capable of and internalise this oppression. On an individual level an individual’s behaviour and attitude towards their inability to progress could result in anger/frustration or passivity/ambivalence when consistently faced with supposedly unachievable goals. This is combated in our organisations by attempting to understand the abilities and needs of those who access our service and provide service users with the same social and civil rights through risk assessed opportunities to succeed and progress. Within our organisation barriers to inclusion can lie with members of staff being reluctant to join in with certain activities for their own personal reasons reducing the equality of opportunity for service users. These can be formed by beliefs in of a negative outcome for the service user or a the reluctance to perform a task themselves. As part of my role each activity is risk assessed and the possibility of negative outcomes is managed and reviewed. From reading day reports and regularly talking to both staff and service users about the suitability of their timetables and the locations they are accessing helps to address any concerns and reinforce to staff that, as a person centred service, the outcomes are for the service user’s benefit. This is helped by critically reflecting on practice to see  how services and positive outcomes can be improved. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge: Harvard University Press. Carson, G. on behalf of the Scottish Accessible Information Forum (2009) The Social Model of Disability. Available from: http://www.ukdpc.net/site/images/library/Social%20Model%20of%20Disability2.pdf [Accessed 25 August 2014] Hardiman, R. and Jackson, B. W. (1997) Conceptual foundations for social justice courses, in Adams, M. A., Bell, L. A. and Griffin, P. (eds) Teaching for Diversity and Social Justice: A Sourcebook. New York: Routledge 1.3 Analyse the impact of legislation and policy initiatives on the promotion of equality, diversity and inclusion Services such as the one I work for aim to enable people to participate within society using a person-centred approach considering that all service users are experts in their own lives. Participation is a requirement reflected in policies created to ensure people with impairments have input into the creation of the services and mandates that directly affect people’s lives. Personalisation was introduced through legislation which is â€Å"primarily a way of thinking about services and those who use them, rather than being a worked out set of policy prescriptions† (Needham, 2014, p.92). Direct payments and personal budgets both upholding these principles and were detailed in The Community Care (Direct Payments) Act 1996 (Great Britain, 1996) introduced to ensure greater choice, control and independence for people with disability. By designing and assessing se rvices from the ‘bottom-up’ this approach stems from the consumerist model of participation and empowers service users to gain information to choose and access their own services (Kemshall and Littlechild, 2000). By giving service user’s choice rather than standard provision this recognises diversity and individual need which requires a service to be designed around a person. Having the ability to choose one’s services creates the equality of opportunity and helps adapt to each person’s wishes and ideals concerning inclusion. The allocation of personal budgets may not be suitable for all when considering the struggle of being responsible for locating and accessing provision for service users dealing with significant health issues. Also although budgets can be spent at the  discretion of the service user, rising costs and diminishing resources can mean that affording essential care limits the prospect of community involvement and therefore reduces social inclusion. Another act of legislation to impact upon the promotion of equality, diversity and inclusion is the Equality Act (2010) which protects people with certain protected characteristics, including disability, from direct and indirect discrimination, harassment and victimisation. This protects people from discrimination arising if this means that someone is treated unfavourably as a consequence of their disability. Equality in itself and the true meaning of the act ensures that everyone has the same chances to do what they can and consequently some people may need extra help to get the same chances. This act promoted the inclusion of a diverse range of people within jobs and communities and also the introduction of equality monitoring forms to evidence that workplaces and services were being opened to all. The introduction of this legislation meant that people would be awarded positions based on merit and justify that all people would have a fair and equal chance opportunity not be treated less favourably. This is reflected in our company policies and the way we help connect those who access our service and their community. It also meant that public places had a duty to make reasonable adjustments to allow access to all by making structural changes where necessary to avoid any disadvantage. Subsequently the building we use is all on one floor containing no steps and is fitted with several appliances and aids to assist those who need help. Kemshall, H. and Littlechild, R. (eds) (2000) User Involvement and Participation in Social Care. London: Jessica Kingsley. Needham, C. (2014) Personalization: From day centres to community hubs? Critical Social Policy, 34(1): 90-108. Great Britain (1996) Community Care (Direct Payments) Act 1990 (London: HMSO), ch. 30. Great Britain (2010) Equality Act (London: The Stationery Office) ch. 15. 3.1 Analyse how systems and processes can promote equality and inclusion or reinforce discrimination and exclusion Systems and processes are constantly  being updated externally by governments and councils and should often be reviewed internally to make sure that businesses are adhering to any changes and to make sure that the internal processes are working for those attending the company. By not adapting to current legislation are not upholding the law this can be for a number of reasons such as not keeping up to date with new amendments or legislation, that their way of working is more convenient for the workers or management or by becoming set if their ways. This can mean that service users are not receiving the best quality service or that certain outdated procedures are no longer approved and therefore should not be practiced. Setting a standard and equal level for all service users’ community provision means that everyone is treated equally, at the same time this means that personal differences are not being taken into account and therefore this reinforces discrimination by not allowing each person to engage in their own way. Excluding individuals from certain activities because they are unsuitable for other people means that they are not being given the full scope to expand engage in their interests which in turn excludes options based on the assessment of others. As an example when attempting to gain information on how to improve services a questionnaire may be designed to capture the views of clients and their families on how a service is meeting people’s needs. This questionnaire may have been designed with the idea in mind to promote equality and inclusion and help to tailor future ideas to those directly in contact with the service. Conversely supplying only a paper questionnaire excludes the views of anyone who cannot read or write and therefore will only capture the views of a certain number of people. This process would be better suited to a method of capturing data whereby it is decided upon what information needs to be gathered and then setting about producing flexible and varied methods to ensure everyone is included in the consultation. By reviewing services and auditing practice in line with current legislation companies can avoid providing a generic and outdated service. Having regular staff meetings to ensure that good practice can be shared and to create a strong working partnership where everyone understands and issues and consents to any ideas to do with working patterns and initiatives. Another idea in line with ensuring that systems and processes are working properly and promote equality is by involving external assessors to get a fair view of how well staff are trained and are up to  date on their practice and can they check that all staff understand the ways that they are working in line with the companies philosophies. This reduces nepotism and negates any personal feelings within a workforce by having impartial assessors take facts on face value, such as is paperwork all being completed accordingly, checking training records and reviewing processes. 3.2 Evaluate the effectiveness of systems and processes in promoting equality, diversity and inclusion in your area of responsibility There are several systems and processes in my area of responsibility that promote equality, diversity and inclusion including making specific improvements to individual clients service provision and liaising with staff to ensure they feel competent at performing their roles. Firstly, by getting feedback from staff, service users and their families and through direct observation improvements can be made to aid clients in providing a better service. This can only be done through a process of collecting evidence and evaluating the outcomes and benefits for service users. Substantial evidence is required in order to make changes with service users that honour their personal preferences and act in their best interests. Making a case for change through a set system and by taking time over helping to discover and explore the best options takes time; this of course is over ruled in a case where a service user is at risk of harm where we will act as soon as possible to remove that risk. By building up a profile, with service user’s help, our company can adapt to changes for each individual and help to review care plans and timetables to provide the most fluid and coherent service possible. This method is effective as it is based on solid and substantial evidence from many sources and helps service users to express informed choice about how they can best access the community. This is also a slow process, which can cause frustrations but by ensuring that the correct improvements are made the first time limits unnecessary change. Secondly, having regular meetings with staff and ensuring that any concerns or praise is received is essential to a good staff moral and how to maintain an inclusive working environment. Many of the opportunities I have to meet with staff are informally, either face-to-face or on the phone. I often have to address issues then and there and seek out information to assist within a set timescale. Timescales are essential as they provide staff with realistic  measures to have their needs met or to be supplied with information, this helps to build confidence in an inclusive integrated working team. Processes are in place for new staff to make sure that they call read the care plans of the service users that they will be working with and sign them to signal that they have understood and will apply the contents in their practice. This system is essential as it helps staff to get a picture of a person before they start to work with them and accept their personal preferences and adapt to suit each individual. This promotes equality, diversity and inclusion as all staff receive the same training and are accountable for recognising the specific ways to work with individuals with specific needs. By supporting staff directly and being willing to help when they need it in the different ways that it is required, even if this is by referring them to someone more experienced or competent than myself, means that staff recognise our efforts in helping them to work effectively. Consequently as part of the process, reviewing past issues or concerns with staff means that progress can be measured and confidence in their development can be confirmed. 3.3 Propose improvements to address gaps or shortfalls in systems and processes Recording and reporting is paramount when working with a service that cares for individuals who may not always be able to communicate their preferences and opinions clearly. Making sure the correct information is relayed and disseminated efficiently to create consistency for clients in our ways of working is essential. The importance of reporting and recording is that clear, comprehensive and up to date information is disseminated to anyone working with service users and that we can provide a linear and consistent way of working. In an attempt to try to record occurrences during each shift staff are asked to complete day reports at the conclusion of every service; this is to be done as soon as possible to retain any details even minute which may help to build a bigger picture of how to adapt to a service user’s needs. As a part of my role I have been asked to redesign these day reports, seeking help from the individuals themselves, the Good Practice Manager and member of staff who regularly working to support the individuals. Sometimes this is required as part of a mandatory annual review of a service users care plan or because of concerns that our service is not meeting the needs of an individual. This process can be particularly slow and takes time to make sure that it is done correctly.  Getting the chance to gather all staff together, including the individual and their family is often complicated. Redesigning each individual’s day report from the generic format means that we can gather a daily catalogue of the specific type of information necessary to helping bring about changes and provide an effective service. One of the gaps I have found in logging these day reports is that not all staff completed them, let alone hand them in within the 48 hour window of when they should be received. This also negates the reasoning behind designing new day reports if they are not being filled in. I understand how important these reports are to helping support our service users but I also understand that after a long day of work completing these forms in your own time (unpaid) is not the most appealing prospect. Being part of every member of staff’s job role not completing these day reports can lead to disciplinary measures. Alternatively I believe that a proposed improvement would be rewarding and recognising when staff have completed all their relevant forms and celebrating this as I myself understand the effort and dedication this requires. This approach of focusing on the positive helps to highlight good practice rather than reprimand bad practice. Also in giving staff equal opportunities if day reports are not being completed meeting to discuss the cause means adaptations can be made in light of personal requirements if necessary. Other than this, giving staff the paid time to complete these forms would also be appreciated although I understand that this also causes issues because if staff are then being paid to complete the day reports and are not doing so this creates a bigger issue for management. 4.1 Describe ethical dilemmas that may arise in your area of responsibility when balancing individual rights and duty of care When balancing individual rights and duty of care there are several points in relation to ethical dilemmas involved in ensuring that service users remain safe but are still accessing a full inclusive range of activities. For this question I will take an example I have not yet come into contact with but may well do in the course of my work. An ethical dilemma in my working practice could be a service user choosing not to take their medication. This crosses a lot of lines as it indicates personal choice but also can clash with a service user’s best interests. From the medication training I have had any  medication I help to administer to a service user must be done with my full knowledge of the process of how to dispense it and why the service user is taking it. In some circumstances this medication is essential to a service user’s well-being on an emotional or physical level. This is a dilemma that I would need to seek advice on, firstly from the Good Practice Manager at work and the GP whose jurisdiction the service user belongs to. As it is always a service user’s choice to take any type of medication the only intervention would be if a service user was at significant risk to themselves or others because of this reduction in medication. ‘Significant harm’ is defined as the threshold that justifies compulsory intervention relating to the impairment of a person’s health and development (Children Act, 1989). If I were informed of a situation like this I would require documentation of how regularly a service user has opted not to take medication and if they consistently refuse then medical professionals would need to be informed and the effects of doing so would need to be monitored. In extreme cases this may mean medical intervention or hospitalisation if a service user was deteriorating. This relates to the issue of informed choice by helping to outline a service users options and discuss the possible outcomes as a part of risk management. When an individual understands the reasoning behind options by being given fair and balanced advice this can aid them in comprehending the outcomes of their actions. This being said there is often an ethical imbalance between our own personal views and beliefs and that of someone else. In these instances reflection can be useful to understand where feelings or ideas routed and help to understand my input in a situation and where I should step back to make sure I do not cause influence. Also the instance outlined above breaches into confidentiality as well because I am required to record when a service user takes their medication and if they asked me not to inform anyone that they had ceased taking it I would still be required to pass on this information. Falsifying records is not acceptable within the remit of my role and this misinformation could lead to serious consequences for both myself and service users. Great Britain. Children Act [online].Chapter 41. (1989) legislation.gov.uk. Available from: http://www.legislation.gov.uk/ukpga/1989/41/contents [Accessed 29 August 2014]. 4.2 Explain the principle of informed choice In order for any services to be carried out by our company there needs to be informed consent from each individual to the implementation of such actions; in cases where individuals do not have the capacity to consent their guardian are required to do so. Informed consent can only be given if those accessing our services are allowed to make informed choices. Detailed in a relevant White Paper (OKDHS, 2002, p6) â€Å"informed choice involves the exchange and understanding of relevant information so that a knowledgeable, reasoned and un-pressured decision can be made† it stresses that the individual or their representative must have â€Å"the competence and legal capacity to make such choices†. In order to make an informed choice â€Å"one needs to build up a picture of the available options and compare the advantages and disadvantages of each† based on a range of high quality, un-biased and relevant information (Baxter, K., Glendinning, C. and Clarke, S., 2008). Individuals are entitled to informed choices as experts in their own lives when making decisions. Putting this into context within my role this means supporting service users to make informed choices about the services they receive in an enabling environment; this being a place where individuals can experiment safely and voice their opinions without fear of repercussion. This can be done by supplying the individual with relevant information and discussing the outcomes of certain scenarios. This requires a non-judgemental stand point and the information given should be impartial and devoid of advice or personal connection. The understanding that individual’s may make different choices to you is an important part of risk management. Outcomes should be supported with the knowledge that all the necessary information has been provided and there is no risk of significant harm to the individual. It is essential to consider both the short and long term outcomes with the service user and to compare the idea of their choice with the reality once undertaken to understand the benefits and potential harms as a result. Issues that arise when considering the impact of informed choice include ethical concerns about whether someone’s choice is in their own best interest, this relates to issues of power. These can be overcome by recognising that we all have the right to make our own choices but can become experts by experience given the opportunity. In relation to service users who are deemed to lack the mental capacity to make informed choices  the Mental Capacity Act (Great Britain, 2005) allows individuals the right to select carers to make decisions on their behalf to be made in their best interests; I will discuss this act more thoroughly in the next point (4.3). My role as a professional is to implementing their informed choice and assist by reviewing the impact of this through specific time measured outcomes. Baxter, K., Glendinning, C. and Clarke, S. (2008) Making informed choices in social care: The importance of accessible information, Health and Social Care in the Community, 16, 2, 197-207 Great Britain (2005) Mental Capacity Act 2005 (London: The Stationary Office), ch 9. OKDHS (2002) Principles and Guidelines for Service Delivery Concepts of Informed Choice and Informed Consent. Available from: http://advantage.ok.gov/WhitePapers/InformedChoiceInformenConsent.pdf [Accessed 26 August 2014] 4.3 Explain how issues of individual capacity may affect informed choice Individual capacity impacts upon informed choice when a person is unable to make their own decisions. According to the Mental Health Act (2005) is a set of rules which protect you if you are not able to make decisions and mental capacity is the ability to make your own decisions. It states that in order to make a decision you need to be able to understand all the information relevant to making that decision, use or weigh up that information, keep or remember that information, have the means to communicate your decision to someone else. It also states that making an unwise decision is different than not being able to make a decision. Individual capacity must be assessed before deemed an individual is deemed to lack such capacity. There is a test contained within the Mental Capacity Act which has to be completed for each decision that needs to be made as capacity can vary depending on the decision being made and is completed by a health care professional. The assessment entails being able to understand the information needed to make the decision, being able to remember and recall that information, being able to understand the result or outcome of the choice you are making, or being able to tell people your decision in any way, such as talking, sign language or squeezing someone’s hand. In the case where an individual is deems to lack in individual capacity to make an informed choice decisions others will have to make decisions on your behalf. This legislation protects carers and  healthcare professionals. If they think you need care or treatment and you lack capacity they have a legal right to treat you without your consent. The issues surrounding individual capacity and informed choice affect out care as we would have to direct our personal centred care based on information and decisions made by others rather than the individual who we care for. Ensuring that any individual in our care has a high level of service that respects their privacy and dignity is one of the philosophies that our company is based on so engaging, including and communicating any service user in their daily routine would still be our priority. That is not to say that we would inform an individual of their care plan and their engagement if this were deemed stressful for the client and a decision would need to be made on a case by case basis. All information and facts gathered from the following pages: Mental Capacity Act (2005) cited in Rethink Mental Illness (2014) Mental capacity and mental illness. Available from: http://www.rethink.org/living-with-mental-illness/mental-health-laws/mental-capacity/principles [Accessed 26 August 2014] 4.4 Propose a strategy to manage risks when balancing individual rights and duty of care in your area of responsibility By completing risk assessments and creating appropriate procedures based on current knowledge and by pre-empting situations and management strategies before incidents occur help to uphold our duty of care as an organisation. Strategies that are used to manage risk include devising action plans including, where possible, service users and their families and friends. By using the knowledge of service users and their capacity to express what they like and dislike as well as their preferences is essential in designing a service around an individual. Documenting and disseminating current and up to date information to all staff working with any individual using are service means that we can provide continuity of service, information on how to manage certain risks and help to fulfil a service users wants and needs. Team meetings and regular core group meeting about a servi ce, again preferably including service users, provide the opportunity to monitoring and review any changes and developments for a service user’s health and well-being. By being clear  about everyone’s role and responsibilities within a service and how best to record and report information, depending on its importance relaying it to people in the correct way and within the shortest time frame. Respecting individual’s rights can bring up ethical dilemma and concerns which staff are instructed to discuss as soon as possible and to record when reporting on each service to be assess and reviewed under our duty of care. This is to benefit individual’s attending our service by keeping them safe, in both the short and long term. Each individual has the right to informed choice and to have these choices supported even if they conflict with our own. Through proper assessment and review the impact of a service user’s choice can be monitored and justified based on their rights to be continued as long as they are not deemed to be causing harm to themselves of others. Legislation is always changing and it is imperative that as an organisation we are up to date on current laws and policies that govern our service. An example of the balance of individual rights and duty of care may include a service user choosing not to wear their seatbelt when using their wheelchair. Legislation states that when the wheelchair is in motion the belt should be worn to prevent harm to the user. In this case a risk assessment should be carried out and the possible consequences of not wearing the belt explained to the user. If their choice remains the same then advice must be sought depending on the usage of the chair and the necessity of them wearing the belt and if it is imperative then seeking consent from service user, or in relevant cases their family. If this is seen as restriction of rights then receiving signed confirm that this is their choice would be required. This information should then be relayed to all staff working with this service user and explained that caution must be used when using the wheelchair. Ideally asking staff to sign to say they have understood the new procedures and risk assessment and this should be reviewed regularly. Disability Discrimination Act (1995) Equality Act (2010) Mental Health Act (1983) NHS and Community Care Act (1990) Websites and reading; Care Quality Commission , www.cqc.org.uk