Looking At Social Work Theories And Methods Social Work Essay Essay Example

Seeing Social Work Theories And Methods Social Work Essay Example Seeing Social Work Theories And Methods Social Work Essay Seeing Social Work Theories And Methods Social Work Essay This exposition will abide of four boss parts. In divide one the exposition will give a short presentation and history to cultural work speculations and techniques. Voyaging frontward the exposition will take a gander at the significance and estimation of speculations and techniques according to cultural work and how it illuminates design. All through, notice will be made to the most well known theoretician. Section two will perceive how cultural work speculations and strategies can be effectively applied in the medication and intoxicant field. Given a diagram of this, it will be important to show how two cultural work techniques are picked, and applied, in the mediation of a representation case overview. Where relevant, parts from administration clients will be utilized to pass on more understanding and parity to the article. Section three will be an investigation of a cultural work technique utilized in the outline occasion review. From the strategy, the paper will research and mea sure, in profundity, the way it supports hostile to biased example. Section four of this paper will prevail upon an examination on how the understudy has increased an important perception base all through the staff and task. This examination will other than demo how the student will use this insight base in design. No examination would be finished without a brief articulation at how agonizing example can play a basic part of future cultural work design. An underlying peril evaluation was done by the referral specialist, in the vena of an oppugning hypothetical record to put potential risks and threats to staff and other help clients, in any case as talked about by Smale, Tuson and Statham ( 2000 ) taking a qualities based assault would let referral laborers and cardinal laborers to function as confederates, facilitating administration clients to put requests and results. During intervention with Mr AB Sessionss, in the signifier of a trade hypothetical record, were done attempting that farther examination turned into a technique of duologue rather than just a reality happening strategic the trading of musings and data. This assault is perfect with the model of undertaking focused example, proper with this intervention ( Ford A ; Postle, 2000 ) Key work Sessionss began with Mr AB and from the earliest starting point the technique was clarified and the points clarified, it was other than disclosed to Mr AB that because of organization arrangements, and his footings and states of remain in obscurity cover, these Sessionss were cut constrained so a positive stoping to the expert relationship was sought after. It was other than thought about that this assault would chop down the force flimsiness in the relationship ; in any case the force will neer be to the full adjusted when working inside administrative and multi agency processs ( Parker A ; Bradley, 2008 ) However as expressed by Dalymple A ; Burke ( 2000 ) it is important to try to approve rather so disempowere with the interest to equilibrate power connections. For this situation this can be prove by the composed understandings in the signifier of the examination and bolster program . Week by week key laborer Sessionss consented to by Mr AB offered farther help as required and opportunity to reconsider whether desired outcomes were being accomplished, as in the National Occupational Standards Key Role and laid out by Supporting Peoples and the agency strategy and processs ( ODPM, 2004 ) . ( Walker A ; Beckett, 2007 ) . It is other than would normally be appropriate to non only cod data as part of the cardinal specialist Sessionss however to equilibrate discoveries so as to deliver a general examination of risks and request ( Walker A ; Beckett, 2007 ) . All through the evaluation procedure it is important to be insightful of the impacts of moralss, force, and demonstrable skill alongside hostile to severe example. Middleton ( 1997 ) states that so as to approve, it is important to regard the individual, elevate their qualities and get bying capacities. It is consequently important that cardinal specialist Sessionss be directed with a non critical disposition. While admiting the key laborer has various qualities and position to Mr AB demoing trustworthiness to individuals in all condition of affairss can be hard all things considered as expressed in via Carl Rogers ( 1951, 1961 ) the human analyst the individual should demo they are echt, and depict sympathy and warmth. It become apparent as cardinal specialist Sessionss proceeded with that Mr AB was reluctant to indict with this administration as he was in pre consideration ( Denial ) ( Prowchaska A ; Di Clamentis 1996 ) . Be that as it may, the hazard of ousting in the event that he did non stick to his states of remain was a significant worry to Mr AB just like going destitute and holding to kip unpleasant. It is extremely of import to recover that as cardinal working intercedes in the lives of helpless individuals these individuals have the privilege non to be casualties of unseasoned and conceivable destructive interventions. This affirms the interest of seeing how hypothesis identifies with design and larning from exploration and grounds based example ( Rutter, 2006 ) This affirms Maslow ( 1970 ) who appears in his chain of command of interest, that before greater levels of popularity can be fulfilled essential needs are required to be in topographic point. Subsequently to let Mr AB to travel frontward in his life he expects backing to get down a procces to set these requests in topographic point ( Giddens, 2006 ) . Mr AB during his cardinal work Sessionss examined his emotions and it was felt by him that no odds were detached to him and that he was battling against a general public that was severe and keeping up him down. It was called attention to Mr AB that his place in the public arena was that of a way of life pick, that society is modifying to back up individuals to come on and that picks were loosened to him ( Giddens, 2006 ) ) . It is by the by important to concede as expressed by Bronfenbrenner ( 1979 ) that various degrees of society will follow up on the people life class. Other than expressed by Jack and Jack ( 2000 ) people are stocks of their condition and can neer be to the full seen exclusively from each other. As expressed by Crawford A ; Walker ( 2005 ) sections have the conceivable to be harrowing even those that are arranged and invited. As the intervention method advanced and the help program sold positive outcomes remembering structure for self image affirmation which prompted Mr AB chasing and acquiring segment cut business Doel ( 1994 ) states that administration client thought process may debilitate and it was henceforth of import to go on back uping and advancing Mr AB S contribution and committedness to work. By following a hypothetical record that worked with administration clients qualities assisted with ensuring that an enemy of harsh point of convergence was kept up. . Utilizing undertaking focused example as talked about by Ford A ; Postle ( 2009 ) closes were set which would back up the exploring and consideration of classs which give fundamental registering machine achievements, with the fulfillment of each end expected to propel affirmation and farther thought process ( Rooney A ; Larsen, 1997 ) . In this manner for this situation the arranged stoping and results have non been acknowledged, with occasions finding a substitute class of activity ( Walker A ; Beckett, 2007 ) . The main part of this paper will lookA at the connection between cultural work techniques and substance abuse Disavowal can other than be clarified as a safeguard instrument system whichA is establishedA by aA person when there is aA dangerA that heA or she will go discerning of or actA onA unconsciousA crude urges that areA unacceptableA ( Freud, 1967 ) . ) . Knatz ( 1999 ) states that refusal is a guard system by which people can get by with unsavory universes. Be insightful that the term liquor abuse suggests sickness/condition.A IfA youA utilize the term liquor habit in assignments, be sure toA establishA that youA meanA to state liquor abuse and non liquor reliance ) . IfA youA useA generalA makes reference to around insights on intoxicant, try to make reference to British measurements, you could use National Treatment Agency site examines, Office of National Statistics ( ONS ) , NICE rules on intercession of alcoholA dependencyA for British/UK informations, all accessible on line LetsA giveA theA wordA relationshipA an alternate definition from the vocabularies, forA opening theA meaningA of theA wordA much of the time leadsA to more prominent understanding.A - A tooA everyday, would be smarter to territory, The word relationship has fluctuated definitions from various beginnings of writing. Strife is aA partA of practically every relational relationship.A ThereforeA it could be expressed that pull offing battle, An is importantA if the relationship is to beA long-lastingA and rewarding.A Jason and Beth have army battles and boundaries which keep them from holding a progressively strong relationship.A Interpersonal connections and conveying ( is a bipartisan road ) , unnecessarily conversational, state have commonality Beth and Jason seemA to sometimes communicateA between one another, aA furtherA factor which seems to loan to the deterioration of their relationship. It can offer ascent to more noteworthy tension, sadness, An a sleeping disorder, and general hurt, reducedA self-esteemA andA confirmation, and in some cases upset family relationsA ( Fryer,1992 ; Jahoda,1982 ) . List of sources Hair stylist, G ( 2002 ) Social work with addiction.A Palgrave Macmillan, Hampshire Berger, G. ( 1993 ) , Alcoholism and theA family.A New York: Franklin Watts Conville, Richard ( 1998 ) The criticalness of relationship in relational communication.A Praeger Publications.A Califonia. Heider, Fritz ( 1958 ) The Psychology of Interpersonal Relations.A LawrenceA ErlbaumA partners Jahoda, M ( 1982 ) Employment and Unemployment ( The Psychology of Social Issues ) .A

Business Management And Leadership - Leading (U4DB) Essay

Business Management And Leadership - Leading (U4DB) - Essay Example 1). He basically doesn't consider people’s sentiments over his own. His self-guideline aptitudes are solid, which incorporates, â€Å"the capacity to control or divert troublesome motivations and temperaments and the inclination to suspend judgment and to think before acting† (Goleman, 1998, pg. 1). His understanding here is vital. Another solid territory of his is inspiration, which is, â€Å"a enthusiasm to work for reasons that go past cash and status† (Goleman, 1998, pg. 1). He has consistently been relentless in seeking after his objectives. Shockingly, he is powerless in the zone of sympathy, which is, â€Å"the capacity to comprehend the EMOTIONAL cosmetics of other people.† I accept that he generally keeps representatives separate from significant dynamic procedures. At long last, his social aptitudes, which are â€Å"proficiency in overseeing connections and building systems and a capacity to discover shared view and fabricate rapport† (Gol eman, 1998, pg. 1), could utilize help also. Once more, it integrates with having a feeble security with workers as people. The territories of passionate insight that legitimately include the emotions and assessments of others ought to be tended to first so as to turn this circumstance around. In all likelihood, the workers in this situation don't feel as though they matter especially to the organization. In the first place, it is basic that I figure out how to perceive the sentiments and feelings of the workers as people. It is likewise significant that I figure out how to comprehend the enthusiastic cosmetics of others. Social aptitudes will likewise be significant so solid connections can be worked inside the work environment. There are a few things that associations can do so as to help build up the enthusiastic knowledge of their directors just as their different workers. The initial step is ensuring that the supervisory group and representatives have what it takes important to

Senior Fall Classes

Senior Fall Classes We didn’t blog about the cool classes we took last semester yet, so we are blogging about them now. This is the second semester when we decided to take 36 units, because we knew that senior fall would be busy with job applications. Looking back, it was definitely the right decision. Anyways, here are the three classes we took! 6.837: Computer Graphics One of the big reasons we decided to take course 6 classes in the first place was just to work our way up to this class. And after taking it, we can confidently say that the struggle was very worth it! This class covers 5 main areas of computer graphics splines, character rigging, physically based simulation, ray tracing, and real-time rendering. There is a two-week pset associated with each of these topics, and an open-ended final project where you can choose to focus on any computer graphics related topic! Every assignment was challenging but very rewarding, because it resulted in some sort of 3D art! Here are some of the things we worked on: Splines Splines are basically curves. For this assignment we had to write code with a lot of math, that would create splines given a set of points. The next part of the assignment was to write a function that rotated the curve around a vertical axis to a create a 3D model with rotational symmetry like a wine glass or pottery, and another function to rotate a circular spline around another spline to create 3D models that look like puffy outlines. Here are our puffy outlines of the nerdy things we like. Danny's cookie cat (from Steven Universe) 3D model made from spline Allan's water tribe symbol (from Avatar: The Last Airbender) 3D model made from spline An arrow pointing right Previous An arrow pointing right Next Character Rigging and Mesh Deformation To create a character, first we had to write code that could create a skeleton out of spheres (for the joints) and cylinders (for the bones), given a set of points defining the location of the joints. Then, we had to hook up the joints to a user interface to get them to move with sliders. Finally, we had to create the mesh by parsing through a file that defined all the vertices, and another file that defined the contribution of motion from all the joints for each vertex.   This assignment was probably one of the most challenging for us, but we got animatable characters out of it! Here is one of them. Physically Based Simulation This assignment was probably one of our favorites, which was actually really surprising to us because of how much physics was involved! We had to create a grid of spheres and keep track of all the forces on each sphere. To simulate the cloth, we had to connect the spheres with 3 different grids of springs, and then add gravity, drag, and a wind force. This physics actually made sense, very unlike 8.01L and 8.02, and it was really cool to see the force equations translated into the animation! Ray Tracing Ray tracing is a technique to render 3D scenes by shooting out rays of light from the camera that bounce around (if the materials in the scene are reflective) and keeping track of where they intersect objects. The assignment let us create some really cool results! Danny's ray traced scene Allan's ray traced scene An arrow pointing right Previous An arrow pointing right Next Non-Photorealistic Rendering Non-Photorealistic Rendering or NPR is a technique in computer graphics used to render 3D models to look as thought they are 2D drawings. There are a lot different techniques out there, so for our final project, we surveyed a few of them, namely toon shading, outlines, and hatching. Toon shading is a way to get discrete bands of shading on a model, like you see in 2D animated cartoons. Outlines(not shown in the video) is exactly what it sounds like. And hatching is a way to get a model to look as though it was drawn with hatch marks. We actually did not fully implement the hatch marks technique, because it would have been very difficult and outside of the scope of the project, so it does not look as good as it did in the paper we based the implementation on. Instead, we combined the techniques we implemented in different ways. So here is a video showing toon shading, hatching, and the ways we combined them. Overall, this class was super informative, rewarding, and worthwhile! 21A.502: Fun and Games: Cross-Cultural Perspectives We had been procrastinating taking a HASS-S for sooo loongg. Every semester we would look at the listings, and would never see any HASS-S that seemed very interesting to us. But because taking at least one HASS-S is a requirement to graduate, we decided that, one way or another, we would take one during senior fall semester, since we really didn’t want to leave it for our final semester at MIT. We signed up for three, attended all three for the first week, and chose the one we liked most! But boy, oh boy, were we wrong to dread taking a HASS-S. This class was honestly one of the most fun classes we had ever taken here! And not just because the class was literally about fun, although that was a factor lol. The class focused on different forms of “fun” and “play” and their role in different cultures, which was really interesting, especially because of how engaging the professor was! On top of that, every lecture, our professor would bring in really amazing speakers to class, ranging from a comedian to an owner of a puzzle shop. Also, every lecture, a different student would present the week’s readings in a 30 minute presentation. But not a normal presentation! We had to somehow turn our presentations into games! The games people incorporated into their presentations ranged from jeopardy, poker, mancala (but us students were the stones), and even scootah hockey, a sport that is very popular in Simmon’s Hall! Scootah hockey is like ice hockey, but instead of skating on ice, you are sitting on a “scootah” (basically, a plastic board with 4 wheels) and using your feet to roll around. And yes, we did have a full on scootah hockey tournament ~during lecture time~ and ~with the professor~. That class was so much fun and definitely one of the highlights of the semester. One of the other highlights of the class was when we went to an escape room in the week we were learning about the concept of immersion in play! We went to Boxaroo, a local Boston escape room company (that actually has some MIT alumni working there!), and it was so fun! One of the reasons we went on this field trip, was to get experience doing field work and being anthropologists of play. We then used our experiences in the escape room to write our first ethnographies in the class, in preparation for our final projects. For the final project, we had to do participatory action research on a form of fun or play that you are not familiar with and write an ethnographic report on it. Allan wrote about Next Quest, a DD group in Next House, and I wrote about Singing for Service, a community-service focused acapella group. So towards the end of the semester we were participating in DD games and going on service outings ~for class~. And honestly, all the writing we did (for the final project, and shorter papers throughout the semester) was really enjoyable because we were writing and reflecting on games, play, and fun! Overall, it was an amazing HASS! 20/10 would recommend, and honestly any class with Graham Jones (we heard that the class he co-taught last semester, Paranormal Machines, was very good too!) MAS.URG: Undergraduate Research in Media Arts and Science One of our goals before graduating was to UROP in the Media Lab at least once. And this semester we finally did it. 01 well, we did make animations for the Social Machine’s group perviously, but that was technically a job, not a UROP. Plus, we did everything remotely that semester, so we actually only spent a total of 2 hours in the actual lab just to meet with our supervisor. ! We uroped in the Fluid Interfaces group on the project PaperDreams! The project is an interactive AI-enhanced drawing application! Essentially, the user draws anything they want on the digital canvas, and through a sketch recognition neural network, the application will know what the user drew, and display that word, along with related or unrelated words, in the Inspiration bar. This is meant to enhance the creativity of the user, and assist them in the visual art/storytelling process! Additionally, the application also has the ability to color in the user’s drawings for them, and provide pre-made sketches that the user can drag onto the canvas. When we joined, there were two variations of the current functionality of the application that our supervisor wanted to implement: a chemistry PaperDreams and a 3D PaperDreams. For the chemistry version, which Allan worked on, we wanted the application to recognize user-drawn chemical compounds, and then provide suggestions of functional groups that they can add onto the canvas, in order to create a derivative of that compound. The application of this would be to enhance creativity/workflow in the drug discovery process. For the 3D version, which Danny worked on, we wanted the application to be able to convert user drawn sketches into 3D models. This would hopefully lower the barrier of entry (i.e. learning how to use 3D modeling software) for people interested in creating 3D art. This involved running a variety of neural networks that convert drawings into their corresponding normal maps, bump maps, or models. We worked a lot on getting prototypes of these functionalities implemented in time for the Media Lab Member’s Week, which is when the sponsors of the lab see the latest work. It was many hours of work leading up to that week, but we got the prototypes finished, and then got to present! After member’s week, we switched gears into working on the original PaperDreams application by improving the way it saves user-drawn sketches. Instead of saving them locally, we integrated PaperDreams with Firebase, and by the end of the semester, PaperDreams could store user-drawn sketches remotely! We learned a ton during this project, from working with neural networks to JavaScript to Firebase to web development.   Senior fall was a really busy semester, but also one of the most fun and rewarding! We are looking forward to our 8th and final semester!!! Also, how did time move so quickly that we are about to enter our 8th and final semester ?? well, we did make animations for the Social Machine’s group perviously, but that was technically a job, not a UROP. Plus, we did everything remotely that semester, so we actually only spent a total of 2 hours in the actual lab just to meet with our supervisor. back to text ?

The Christianity Of Christianity From A Pagan Society

England’s history includes interesting facts in regard to religion that developed over time. One piece of Historiography mentions the development of Christianity from a Pagan society to Christianity. This development is mentioned in Bede’s work Ecclesiastical History of the Christian People. He discusses kings who helps bring the faith of Christianity to a rise. Paganism does exist even if Christianity began to rise. Bede suggests there is variations in England due to paganism existing and Christianity is trying to arise. Variations are involved in Paganism at a time when it is dominant over Christianity. By the time of Pope Gregory, many people began to worship idols. He is concerned that these matters will become a major problem . Gregory writes a letter of concern to King Athelbert of Kent about the situation. He asks Athelbert to speread the Christian faith and suppress the worship of idols. Though, he continues to go on to say that God will bless him if he does this every day. Several people may establish that Catholicism is the actual faith. The main point of this all is that Paganism existed alongside Christianity. This causes the variation of the culture that is with inside the towns of early England. It is noted that despite his efforts Paganism still lingers. Now changes of Christianity began to rise under the period of Augustine. He helped reform a church that is in shambles. Yet, this is not the only exploit that he achieved. He will get King Ethelbert toShow MoreRelatedReconciling Ingrained Traditions with Newly Emerging Christianity1203 Words   |  5 Pages Before the eighth century, England was a pagan society, the English originated from a society marred in idolatry and polytheism. The intermingling of Christian and pagan elements in Beowulf are consistent with the attitudes toward religion that are found in Bede’s Ecclesiastical History of the English People. 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The old myth of the Dying God, without ceasing to be myth, comes down from the heaven of legend and imagination to the earth of history. It happens—at a particular date, in a particular place, followed by definable historical consequences. We pass from a Balder or an Osiris, dying nobody knows when or where, to a historical Person crucified (it is all inRead MoreEssay on Success of Christianity in the Roman Empire852 Words   |  4 Pagesin the fourth century Christianity was formed, born as a movement within Judaism Christianity emphasized the personal relationship between God and people slowly spread through the Roman Empire until ultimately dominating the western culture. Three of the several factors that aided to the growth of Christianity in the Roman Empire were; the central beliefs and value of Christianity, prominent figures, and Christianity appeal to women. Christianity obtained much growth from the great moral forceRead MoreAids To The Growth of Christianity in The Roman Empire Essay1537 Words   |  7 PagesGrowth of Christianity in the Roman Empire In the Roman Civilization where the prevalent worship of Roman gods were impersonal and did not provide a moral base or a message of hope, in the fourth century Christianity was formed, born as a movement within Judaism. Christianity emphasized the personal relationship between God and people, slowly spread through the Roman Empire until ultimately dominating the western culture. Three of the several factors that aided to the growth of Christianity in theRead MoreComparing Beowulf And The Epic Of Beowulf937 Words   |  4 PagesAnglo-Saxons refers to settlers from the German regions that migrated to Britain during the fall of the Roman Empire. In the story Beowulf, his actions portray him, indeed be an epic hero. Both Christianity and Paganism are both portrayed throughout the epic Beowulf. 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There has been a lot of back and forth about the main religion in the countries we have studied, and predominantly in Rome. The main religion of a country is traced back to the religion of the political authority. Citizens looked up to their rulers, therefore convert to the religion of the authority. Initially, Romans viewed Chr istianity as a new sect of JudaismRead MoreThe Spread of Christianity Throughout Europe Essay1184 Words   |  5 PagesEuropean empires, beginning just prior to the fall of Rome, is the spread of Christianity to all areas of the continent in as little as a few hundred years. Many theologians state that Christianities spread is the indirect influence of God and the adoration of people to one true faith. Though it is true that Christianity has brought about people that even atheists could call saints, it is unquestionable that Christianity was so monumental because it united larger groups of people and its spreadRead MoreThe Triumph of Christianity in the Roman Empire Essays560 Words   |  3 PagesChristians went from being persecuted to dominating Rome rather quickly. In a world where separation between church and state does not exist, a Christian becoming the sole emperor of Rome symbolized a huge turning point in history. The power switched and the Pagans in turn became per secuted. Christians rose up and took control of all aspects of Roman society. The Pagan past was destroyed, banned, or forgotten about. Those Christians that did not agree with how things were being run either left

Juvenile Justice And Delinquency Prevention...

Abstract The purpose of this paper is to research the Juvenile Justice and Delinquency Prevention Reauthorization Act. The paper will focus on the purpose of this legislation, as well as the values that are expressed by this policy. This paper will not only address why this piece of legislation is important it will discuss the effects this act has had on the communities as well as the youths themselves. This paper, will also address the potential for change about the public attitudes towards the juvenile justice system and the social conditions it faces. Arguments will be presented to support the policy as well as arguments that were opposed to the passing of this it. The overall effect of the paper is to provide an overview of the issues surrounding the legislation and the importance of this act being passing for the betterment of the Juvenile Justice System. There are thousands of children that are caught up in the criminal justice system today. For the vast majority of them it will be revolving door. We find ourselves asking what works in juvenile justice system and that is always everyone’s main concern and unfortunately, the most common answer to that question is we don’t know. There is a single important piece of federal legislation affecting youth in juvenile justice systems across the country and it is the primary vessel through which the federal government sets standards for state and local juvenile justice systems. This piece of legislation provides directShow MoreRelatedJuvenile Justice and Delinquency Prevention Act6750 Words   |  27 PagesIntroduction The Juvenile Justice and Delinquency Prevention Act (JJDPA) is the principal federal program through which the federal government sets standards for juvenile justice systems at the state and local levels. It provides direct funding for states, research, training, and technical assistance, and evaluation. The JJDPA was originally enacted in 1974 and even though the JJDPA has been revised several times over the past 30 years, its basic composition has remained the same. Since the act was passedRead MoreLearning Disablilites and Delinquency from our Juveniles1823 Words   |  7 Pagesof our diverse learning disabled children leads to poor school performance, and in a high number of cases juvenile delinquency. Unfortunately, the learning disability rate among delinquent youth is between 30% and 50%, this is in contrast to the number of special education students represented in public school, which is 10% nationally. The stark difference in the percentage of delinquency and learning disabled when compared to the national average of learning disabled has had significant attentionRead MoreJuvenile Crime Issues in Today’s Criminal Justice System18893 Words   |  76 Pagesrights that may be threatened by technological advances and other developments:  ©  ©  ©  © chapter 15 Juvenile Justice chapter 16 Drugs and Crime chapter 17 Terrorism and Multinational Criminal Justice chapter 18 The Future of Criminal Justice These individual rights must be effectively balanced against these present and emerging community concerns: Widespread drug abuse among youth The threat of juvenile crime Urban gang violence High-technology, computer, and Internet crime (cybercrime) TerrorismRead MoreLaw Enforcement in the 21st Century15936 Words   |  64 PagesFederal Agencies Department of Justice Department of Homeland Security Department of the Treasury U.S. Postal Service Tribal Agencies Chapter Objectives ââ€"  Describe the concept of linkage blindness and its importance in the criminal justice system. ââ€"  Understand the police role in maintaining social control. ââ€"  Explain why discretion is a necessary aspect of policing. ââ€"  Explain what is meant by the rule of law. ââ€"  Understand the role of law enforcement in the criminal justice system. ââ€"  Contrast the crimeRead MoreMedicare Policy Analysis447966 Words   |  1792 PagesTITLES, rmajette on DSK29S0YB1PROD with BILLS 4 5 AND SUBTITLES. (a) SHORT TITLE.—This Act may be cited as the 6 ‘‘Affordable Health Care for America Act’’. VerDate Nov 24 2008 12:56 Oct 30, 2009 Jkt 089200 PO 00000 Frm 00001 Fmt 6652 Sfmt 6201 E:\BILLS\H3962.IH H3962 2 1 2 (b) TABLE TITLES.—This OF DIVISIONS, TITLES, AND SUB- Act is divided into divisions, titles, and 3 subtitles as follows: DIVISION A—AFFORDABLE HEALTH CARE

What Is Greed Free Essays

string(119) " he might not have been defeated by the allies at all, it was his greed that led to not only his bus his regimes fall\." When Does Greed Become Too Much? In 2008, employees within a failing firm on Wall Street were given $16 billion in bonuses. That seems outrageous, doesn’t it? Anger was the response of the American people indefinitely. However, if they had done further research they would have realized that the $16 billion in bonuses was merely half of what the company gave out in bonuses during good times. We will write a custom essay sample on What Is Greed? or any similar topic only for you Order Now Many of the reporters telling the story discussed the issue of rewarding the greed of the employees with taxpayer money. Which brings us to the question, what exactly is greed? If they would have earned more before, they are expecting the amount that is coming. It is not greed if every year before that the money had been guaranteed, is it? The Merriam-Webster dictionary defines greed as, â€Å"a selfish and excessive desire for more of something than is needed. † ________________________________________________________________________ The word greed dates back to the 1200-1300’s, where in France it came from the word avarus meaning greedy which was a form of avere meaning to crave or long for. Coming from the word avarus was avaritia which meant just greed and from that word came avarice which meant greed or covetousness (Harper, 1). Covetousness is defined as an envious eagerness to possess something(Merriam-Webster, 2). Greed from the 1600’s to present is a back formation of the word greedy which has many routes and definitions. The West Saxon word graedig or the Anglican word gredig both meant voracious or covetous (Harper, 1). Voracious is defined as wanting to devour great quantities or having a very eager approach to an activity (Merriam Webster). From the Proto-Germanic language were the words graedagaz and graeduz meaning greed and hunger; possibly from the Proto-Indo-European root gher- meaning to want or in Scotland grdh- to be greedy. The origin that the people against the Wall Street bonuses would appreciate the most would be the one from the Greek word phyilargyros meaning â€Å"money-loving† and also the German word for greedy, habsuchtig coming from haben meaning â€Å"to have† +sucht meaning â€Å"sickness, disease† (Harper, 1). The last one is the most interesting because it is suggesting that greed is something than can come and go with the right or wrong stimulants, like a sickness does. What then would one need to do to boost their immune system against this greed? Or is greed something impossible for people to avoid? From the etymology we have found that greed can be related to hunger and envy and the want to have more and more, were these definitions consistent in their use over time? In order to better understand what greed really is we need to take a moment to look back at the history of greed and how often it has occurred throughout the world. In 1527 A. D. the Spaniards had sailed across the Atlantic Ocean and come across the empire of the Incas. They were on their way to the New World and they came across a raft with a crew of approximately 20 men along with many treasures. After catching a glimpse of the treasure on the raft, the greed of the Spaniards welled up until they decided to conduct an expedition to conquer the Incas’ empire. After many years of getting a crew and resources for this expedition the Spaniards finally headed into the Incas Empire in 1532 A. D. ; fortunately the conquering of the empire was easier due to the civil war of the Incas. The Spaniards took the Incas emperor hostage and in return were offered a room of silver and gold as his ransom. The Spaniards greed continued to get bigger and they took the contents of the room, but did not return the emperor, but instead killed him. The Incan people then revolted under the Spanish control (History World, 1). If the Spaniards and not been so greedy in their desire to take over the empire maybe they could have won over the people as their own; instead they were driven by greed and one man even named them thieves of the Incan people. Mansio Serra Leguizamon, the last conquistador, said: â€Å"I wish your Your Majesty to understand the motive that moves me to make this statement is the peace of my conscience and because of the guilt I share. For we have destroyed by our evil behavior such a government as was enjoyed by these natives. They were so free of crime and greed, both men and women, that they could leave gold or silver worth a hundred thousand pesos in their open house. So that when they discovered that we were thieves and men who sought to force their wives and daughters to commit sin with them, they despised us. Instances similar to that of the Spaniards and the Incas repeated themselves multiple times throughout history. From the land greed of the Europeans against the people of Africa to the land greed of the Americans against the Native Indians, those nations that progress seem to demonstrate an intense level of greed in order to get to the top. However, while this greed in particular led to the succ ess of those nations demonstrating it there have also been examples where it led to the demise of a dictator or of a group as a whole. For example, Adolf Hitler had already defeated the majority of his European enemies, the last being Great Britain. Hitler had signed a pact two years prior stating that he would not wage war on them, causing the nations to not have armed themselves. Hitler’s decision to break this agreement could only be motivated by his greed to dominate all the other countries; even if Great Britain was ten times the size of his empire. While Nazi Germany had the most powerful military at the time they were not used to the cold weather and were soon overcome by the Soviet Union troops. If Hitler had simply left the Soviet Union alone he might not have been defeated by the allies at all, it was his greed that led to not only his bus his regimes fall. You read "What Is Greed?" in category "Papers" Other examples of the fall of entire nations due to greed include the fall of the Roman Empire and the fall of Ancient Greece. A large group of historians have come to the conclusion that the majority of progress in the world is a result of the greed of more powerful nations to become even more powerful. This system is good for those progressing and bad for the smaller, less developed nations who are being taken over. Whether or not greed is moral in this aspect is another argument, but the definition of greed stated previously is most definitely applicable to these historical examples. In the example of the Spaniards and Incas it is greed because the Spaniards already had their own empire across the ocean, however they were driven by the want of more land and of the treasure of the Incas to continue on and take more than was necessary for the nation to survive. Again it seemed unnecessary for the Europeans and the Americans to take the land of the Africans and Native Indians when they already had land elsewhere, it was an unnecessary conquest. In the example of Hitler attacking the Soviet Union, it was greed because he already had a pact with them to be at peace and he broke it because he wanted more. It was not necessary for him to attack the Soviet Union but he did due to greed and the consequence of this was the demise of his regime; the same fall similar to that of the Roman Empire and Ancient Greece. It seems that throughout history the people’s perception of what greed is has remained in line to the definition from the Merriam-Webster Dictionary and this definition is consistent to the past of he word greed, just more detailed than previous definitions. It looks as though there is no way for people to avoid being greedy in its completion, whether it be wanting more candy than you need at Halloween (which was all of us at some point, I’m sure) or wanting extreme amounts of money to be paid to you from work†¦everyone has demonstrated a greedy behavior at least once in their life. This brings about th e question, is there a point to where greed becomes too overwhelming? By this I simply mean that you are not likely to hate a three year old dressed in a cowboy costume for asking for more candy when they already have a full bag on Halloween, but you might hate someone who already makes $50,000 to $100,000 a year and is receiving a bonus on top of this pay†¦when their company is failing and is being paid by bail out consisting of your tax payers dollars. Is the three year old just as guilty as the Wall Street firm employee? Most people would say no, the three year old is too young to really understand what greed is. Okay, so what about a six year old or an eight year old or a twelve year old†¦at what age does it become socially unacceptable to act in a greedy fashion? Let’s look at another comparison, but this time between people of an older age group. It’s a bright, sunny day in the city and a married couple is walking down the street when they look down and find an a hundred dollar bill. Instantly the man jumps for joy because he can finally afford some football paraphernalia he had been saving up money on the side for. The husband didn’t even think to ask the wife what she thought they should do with the money. Most people would dismiss this and say, â€Å"Oh, it’s just a hundred dollars for football stuff. Let the man be. † What if the same man worked for AIG and received a ridiculous paycheck and was asking for a bigger bonus at Christmas time to buy football paraphernalia? What’s the difference? It’s still the same man using extra or â€Å"bonus† money to buy the same football paraphernalia, but people tend to freak out when the money is coming from a company that already pays exorbitant amounts for the annual salary and then they give out a bonus in addition to this. According to the definition of greed presented by the Merriam-Webster Dictionary, â€Å" a selfish and excessive desire for more of something than is needed,† both men are acting greedy. Both men from the examples are definitely presenting a selfish desire because they are going to use the extra money for themselves and football paraphernalia isn’t necessarily a necessity in everyday life. The issue of greed, similar to that of justice, seems to find its way back to jealousy and morals. What people consider too much greed depends on their view of right and wrong, and how many possessions or how much money they personally have. We may not want to admit this because we think that we have the ability to separate ourselves and judge independently, but the reality is that the majority of people are not able to do this. Sure, they may be able to present a definition-correct response and say that the three year old has bad character and is too greedy, but most people would look over the actions of a mere three year old. They may be able to say that the AIG employee is unable to determine the fate of the economy and has worked hard and deserves the bonus and should be able to do what he wants with it, but deep down they’re jealous of their higher situation and wonder if the AIG employee really deserves such high amounts of money for what they do. As a result of jealousy people tend to claim that others demonstrate too much greed. However if they looked at their own life on a day to day basis would they see that they have been greedy on smaller but much more frequent scales in comparison to the one major instance of the AIG employee? Who is anyone to judge who is too greedy when even the smallest acts of greed are still a greedy action? Maybe everyone is equally corrupt by greed but only large monetary instances are brought into the media in our society. Have we answered the initial question, when does greed become too much? Yes, we have. The common view of people today is that greed is not too much when it is a child asking for more candy on Halloween but it is too much when it is an employee receiving a $16 billion bonus. This can be simplified or abstracted into greed becomes too much when it reaches a larger, noticeable scale. In other words, greed is too much when someone is striving for something less than 10% of the population will attain. If the population had no lower class it was simply middle and higher classes, there would be more people in the higher class and therefore fewer would find greed present because it would seem more attainable. Greed is determined on the basis of what is attainable to the majority of people. Works Cited Merriam-Webster Inc. Merriam-Webster. Merriam-Webster, n. d. Web. 15 Oct. 2012. http://www. merriam-webster. com/. Harper, Douglas. â€Å"Online Etymology Dictionary. † Online Etymology Dictionary. N. p. , 2001. Web. 08 Oct. 2012. http://www. etymonline. com/index. php? search=greed. â€Å"HISTORY OF THE SPANISH EMPIRE. † HISTORY OF THE SPANISH EMPIRE. N. p. , n. d. Web. 08 Oct. 2012. http://www. historyworld. net/wrldhis/PlainTextHistories. asp? groupid=1735. Merriam-Webster Inc. â€Å"Greed. † Merriam-Webster. Merriam-Webster, n. d. Web. 08 Oct. 2012. http://www. merriam-webster. com/dictionary/greed. â€Å"AIG Bonus Payments Controversy. † Wikipedia. Wikimedia Foundation, 10 Apr. 2012. Web. 10 Oct. 2012. http://en. wikipedia. org/wiki/AIG_bonus_payments_controversy. How to cite What Is Greed?, Papers

Kindergarten and Children free essay sample

Children Young People’s Workforce Early Learning Childcare Diploma Level 3 EYMP4 – Professional practice in early years settings Explain how the range of early years settings reflects the scope and purpose of the sector The early year’s sector was not developed by government policy with specific aims but was created in response to the requirements of families to change economical and social factors. Therefore public expenditure focused on families with social needs and difficulties. Local authority day nurseries catered mainly for children who were at risk from harm mainly in deprived areas. The Private sector held childminders, nannies and private nurseries available. The playgroup movement developed during the 1960s where parents set up and ran provision for their own children to learn through play in village halls and other community facilities. Families requirements for their children vary some parents want care for their children so that they can return to work, some parents want to stay with their children while they socialise, some parents want their children in settings which offer services aimed at learning. Others may want their children to be in a home based environment but unfortunately not every family can afford to pay provision fees, therefore the early year’s sector has various forms of provision to meet the needs of all families. The childcare provision includes: Mother and toddler groups A place were the toddler can socialise with other children their age, whilst the mother or father can stay and learn more ways to look after and help with the childs development Pre-school A private nursery, one that is paid for by the parent do not hold compulsory hours, the child doesn’t have a primary school place already. This is for a younger child to gain confidence at an early age. Day care A day care is for children from the age of 3 months to 5 years, they have different classes for children of different ages and the parents can drop off the child and pick them up when they wish. Some parents only take the child in for one or two hours a day so that they have some interaction with other children and have new experiences. Creche A creche is a drop in centre childcare provision, the parents do not pay a monthly fee they only pay when they need such childcare, creche’s are in many different places such as gyms, shopping centres and churches, in these areas the children are looked after whilst the parents can work out, shop or pray. The childcare sector has changed vastly in the last 50 years along with society. Mothers have stopped staying at home and also passed on primary care to nannies or child minders. More childcare settings have been needed as a result of this. The government offer all 3-4 year old children free day care in nurseries such as my setting for up to 15 hours a week, this means mothers can go to work etc. leaving their child there in the care of nursery teachers, practitioners and nursery nurses. Identify current policies, frameworks and influences on the early years sector [pic] [pic] [pic] United nations convention on the rights of the child Founded in 1989 by world leaders who decided that children needed a special convention for those under 18s because they often need special care and that the government has a responsibility to take measures to make sure children’s rights are protected, respected and fulfilled. All children have a right to adequate food, shelter, clean water, education, health care, leisure and recreation. The act also protects children’s rights by setting the standards in health care, education and legal, civil and social services. The four core principles are: Non-discrimination Devotion to the best interests of the child The right to life Survival and development Respect the views of a child All children up to the age of 18 are protected regardless of race, religion, gender, culture, whether they are rich or poor have a disability, what they do and don’t say and what language they speak, no child should be treated unfairly. The best interests of the child must always come first when making decisions that can affect them. The EYFS works at setting the standards for learning ensuring that children make progress and no child gets left behind. The education Act Free childcare provisions were introduced for under five year old children as stated briefly previously. Since September 1st 2010 this rose from 12 and a half hours a week to 15 hours a week. The free entitlement provides access to education and care and the hours can be flexible over the week, all childcare provisions must use the EYFS and help young children achieve the five Every Child Matters outcomes. Describe what is meant by evidence-based practice and give examples of how this has influenced work with children in their early years Evidence based practice is a framework of decisions made from effective information researched that influences practice and allows practitioners to apply their knowledge to a situation which allows them to make a well informed decisions on future actions. Professional practice requires these findings and research to be kept up-to-date and a consideration as to how these can be applied to settings. Sometimes, we need to be sure of what we find out before taking action as it might not be real or true. This is why it is so important for me to communicate and concerns or queries to my team. My everyday practice is influenced by what I have found out or learnt previously as a mother but also professionally through watching my nursery teacher and practitioners and learning as I go. It has been interesting to see that I am heading in the right track as a parent but excited to learn things I hadnt even thought of previously for my own children that I can not only use in the setting but also bring home for my children to benefit from. An example of how research has influenced working with children is The Effective Provision of Pre-School Education (EPPE) which is the first main study in the UK that focuses on the effectiveness of early years education and studies young childrens intellectual, social and behavioural development at age 3 to 7, collecting a wide range of information on more than 3000 children, their parents, their home environment and the pre-school they attended. Its findings found that children who had attended early years provision were more likely to have better cognitive, social and behaviour skills when they started formal education than those who had no early years provision, also confirming the value of early learning through play especially from low-income families. Key Elements of effective practice (KEEP) is another example. It stressed that effective learning in children is dependent on secure relationships. Learning through play and forming secure relationships are both key elements to the EYFS. With formal and non formal observation schedules and reflective practice, there is quality of care, learning and development and accountability as staff may require training and review of procedures and policies in order to keep up to date with new evidence in the provision of health and education. Explain what is meant by Diversity Diversity is the differences between individuals and groups of people in societies. These differences could be gender, ethnic origins, social cultural or religious background, family structure, disabilities, sexuality or appearance. Equality Equality means that individuals in society experience opportunities to achieve which are as good as the opportunities experienced by other people. Inclusion Inclusion is a process of identifying, understanding and breaking down barriers to participation and belonging. Explain the importance of anti-discriminatory/anti bias practice, giving examples of how it is applied in practice with children and carers The curriculum within settings should represent the different cultures of the children within it to promote anti-discriminatory and anti bias practice, as does my setting. We include positive images within the play areas for example in books and on posters which allows our children to view pictures of different races, disabilities, sex and age which promotes an anti-bias view of the world we live in. We also have children within the setting who have special educational needs which also brings it to life for all the children to encourage this acceptance into their lives. The setting creates an environment which is acceptable to all children regardless of their background, along with being able to make them feel welcomed. We ensure they are all valued and have access in every aspect of the provision. We also have had the pleasure of meeting practitioners who are from different countries which also helps the children relate to equality within their lives. Explain how the active participation of the children in decisions affecting their lives promotes the achievement of positive outcomes Children need to actively participate in decisions that will affect their life. Children that are young need to make simple choices that enable them to find out their likes and dislikes not only for themselves but for us to then plan activities that meet their needs and challenge their abilities, it can be as simple as having a choice between an apple and a pear. This will enable them to express their needs and wishes. Letting the children make choices builds a child’s confidence, self esteem and their social skills. In our setting the children make choices all the time, this will be when a child makes a choice on what they want to do or who they want to do it with, these are simple choices that a child of pre-school and nursery age can make for themselves. This will enable the child to develop more and make choices later on in life that are more important such as, relationships, what course to take at college, whether to gain a qualification, what job they may undertake or even when to get married etc. These choices will all be big decisions that could affect the rest of their life. We as practitioners need to actively listen to the child’s choices and other ways that they may be able to communicate their wishes such as pointing, pictures, signing and any other non verbal means of communication to find out what the child or family actually want or need. We need to understand that children have voices and that they should be heard. Providing that they or others are not in any significant harm, their wishes should be listened to and followed. Examples of how children in our setting actively participate in their own choices include area of play, choice of activities during free flow time, choice of healthy food and drink available to them, choice of actions (good or bad, with intervention when necessary). Again, by giving them these choices it will help them to make small decisions in life and will enable them later in life to extend this to bigger decisions that affect their lives and will help future experiences. It also enables our children to learn to build up confidence, self-esteem and social skills by themselves and sometimes, with our guidance. Explain the importance of reviewing own practice as part of being an effective practitioner The quality of provision in any early years settings is dependent on the skills, attitudes, knowledge and experience of everyone who works there. Reflective practice is the key to quality improvement as it helps to identify the strengths and weaknesses of different aspects of a setting’s provision. Reflective practice is the term used to describe the way in which professionals evaluate their own work and consider ways of improving their work. It is important to do this, as each year a different set of children and parents join the setting. They may have different needs, expectations or interests. Activities, routines and polices may have to be changed or updated to accommodate the new families. Reflecting on practice will help to see where changes need to be made. Staff are developing all the time too. Their knowledge and skills may change due to extra training or new staff having new ideas. National standards and frameworks may also change so this may have an impact on how the setting is run. To reflect on my own practice I tend to critically question what I do and see whether it works or whether there is room for improvement by asking my team for feedback and advise. I am also new to childcare as a profession rather then parent so I am constantly taking things in and using support from my team as motivation to improve my own strengths and target my weaknesses. I tend to observe the reactions of children, parents and the team to help think about my effectiveness, but at the end of the day voicing any concerns is the best policy and my team will always come to me when needed. Especially in areas I may think are working well, I like to think about what skills and knowledge are helping me achieve this or whether I can become more efficient. In areas of weaknesses I always think of ways to improve and pick up hints and tips from my brilliant colleagues who are more then happy to advise. I may need more training in the future when I fell more experience is needed such as first aid etc. I find reflecting on my practise helpful as it gives me a clearer picture of what I actually do within my work role for my setting, and how I can make myself a valuable asset to my team. This itself gives me more confidence of my ability as practitioner and confidence to know that everybody can improve to provide the best care for all our children as I reach higher standards as I progress. Undertake a reflective analysis of own practice Being a reflective practitioner involves thinking about how you currently work and evaluating what you do in order to improve your practice. The reflective practitioner stands back, takes a balanced view and recognises what works well, but is also able to acknowledge what could be changed. To be a reflective practitioner you need to be self aware and able to look as objectively and honestly as possible at how you work with children, colleagues and parents. This is not easy, but taking a proactive role, reflecting on and analysing your own practice is far more rewarding than relying on someone in a more senior position to do this for you. Evaluating your own practice helps to put you in control of the changes that should be made, enables you to identify your professional development needs and will increase your confidence and feelings of job satisfaction. Reflective practice and self evaluation are fundamental to the Ofsted inspection process. By completing the Self Evaluation Form (SEF) managers and setting leaders are able to provide a snapshot of what happens in a setting. Through the SEF they can clearly identify the setting’s strengths and highlight what it does well. At the same time they can acknowledge any weaknesses in provision and plan the changes and improvements to be made. However, managers cannot achieve this alone. They are reliant on all practitioners in the setting taking responsibility for the quality of their individual practice and aiming for continuous improvement. As practitioner I want to be a good role model for the children in my setting by being enthusiastic to their efforts, positive and optimistic towards their abilities and good choices but also as I understand children are active learners I wish for them to be as enthusiastic as I am with their learning and development. I always aim to show a relaxed expression and warm tones in my voice that I can pitch higher as I express enthusiasm. I try to get the children eager to get involved especially in planned activities that are designed to assess the children individually as it is important for me to know each childs specific needs etc. I am aware that my relationships with the children, parents and colleagues are not only important for the setting environment but also for our children to understand how to treat others and how peers and teamwork is important in life. I treat others how I wish to be treated and respect all my team as individuals professionally as well as getting to know them and enjoying their company during work hours. It is a pleasure to work with a great group of people who are passionate about giving our children a great start in life which, in turn also gives me the motivation to thrive and provide the best care I can for my colleagues and children. I actively listen and am taking in lots of information and advise given verbally or through watching others. This is active learning and it is a cycle within the work setting. When I talk to my colleagues it is in a professional manner with interest and respect. I am also willing to help in any way I can to maintain an efficient smooth running setting. When I talk to the children in the setting I try to relate to them, coming down to their level with interest and listening to anything they have to say. They will always ask questions that I will answer as honestly as I can. I am always intrigued to know their likes and dislikes and by getting to know each individual child helps in this area. It is always nice to following up on their ideas by discussing every thing with the nursery teacher who will then advise. I try my hardest to make every parent feel welcome and at value what they tell me especially when it is about the importance of their individual child. It is important to maintain relationships with everyone as not only does it help me provide the best care I can but it also makes the place a very strong place to be as we are helping these children thrive and flourish to take these abilities with them through life. I try to help the setting by being proactive in solving problems as they arise but I will come to my team in times of need. I definitely need to continue to actively learn through my team but also establish a personal style and accept we are all different and all give a different benefit to the team. I started off with little confidence as a parent you never quiet know what boundaries you can cross with other children such as how stern to be when they make bad choices etc. Now I am much more confident and relaxed in my approach but I am always learning, every day I learn something new. I need to communicate and not be afraid to ask my nursery teacher if I misunderstand a task given to me. I made the mistake of setting out an extra activity that didnt help what the nursery teacher had planned as I assumed bowels were left out for it when in fact they were forgotten about and not put away. The nursery teacher was busy and so I tried to use my initiative but it was not a good decision. I should have waited to speak to my tutor and seek advice. This is what I shall do in the future. I tend to learn from my mistakes! Develop strategies to deal with areas of difficulty and challenges encountered in professional practice in early years settings Examples of areas of difficulty and challenges that may arise in the work setting between myself and parents of children include: Parents not collecting their child on time getting later and later Parents with outstanding fees Parents with a complaint e. . they claim a child has hit their child Speaking to a parent about a concern you have about their child (you feel that the child has specific needs, and you are worried how they may accept/not accept it). Parent has been discriminating against another parent (possibly verbally to the other parents). These issues are not only very sensitive to each individual family but they all req uire handling with professionalism and respect as a parent myself you need to feel valued and listened to and made aware that the dilema will be dealt with promptly and effectively and in confidence. This is why having full and comprehensive policies and procedures within my setting is important and relevant at these times to follow. When speaking to parents, if they came to me with a concern or complaint I would listen, really listen, even if they start to shout, often they just want to say their piece. Then if they have cause to complain or bring something up I may be able to deal with it there and then by speaking in a professional manner, without making it personal. If I am able to resolve it, I will try, if not I would this to the nursery teacher as she is a very good active listener and always wants the best for our children, parents and team. It is very important to maintain relationships as we would hate to tarnish the settings name we really do enjoy our involvement and helping our children the best way we can. To me it doesnt matter how small the concern is its important for that child and their parents, and I want to assure those parents I take things very seriously in order to resolve issues. When a parent needs addressing for issues such as a concern about their child or fees are owed then the nursery teacher will deal with this matter by forms of letters or arranging a meeting to speak in confidence regarding the above. If a parent has come to me or the nursery teacher with a complaint about another parent I would have to have a quiet word or arrange a meeting to say It has been brought to my attention that you have been speaking about another parent unkindly/discriminatingly. They may interject here and say who said, they are lying? but I would just have to remember to say something such as I am not at liberty to say, but whether it is true or not I must remind you we are an equal opportunity setting who celebrates diversity and cultural beliefs. Remember to explain sensitively and nicely that you are duty bound to make sure all the children and families are treated equally, and you would do the same for their child, if you felt they needed your support. But currentl y it is the responsibility of the nursery teacher and so I would talk to her about any such issues.

hipaa violations Essays - Health Informatics,

There all kinds of HIPAA violation cases out there. Whether they violate the security, administrative, or technical safeguards data breaches often occur within certain parameters. Some HIPAA violation types are: A individual didn?t know they violated HIPAA and for that can get a fined a minimum penalty of $100 and a maximum fine of They had thousands of Minnesota patient?s personal health information which they shouldn?t have had access to. The company is being sued because they failed to disclose to the patients how their records were being used, and they failed to protect their records. The lawsuit seeks to stop accretive from containing data collections. OCR investigated UCLA Health System after receiving complaints from two celebrity patients. The investigation showed that from 2005-2008 unauthorized employees repeatedly looked at electronic protected health information of many UCLAHS patients. The investigation also showed that they failed to supply sufficient security measures. If you believe that a covered entity violated your or someone?s health information privacy rights or committed another violation of the privacy of security rule, you file a complaint with OCR. OCR can investigate complaints against covered entities. A covered entity is a health plan, health care clearing house, any health care provider that conducts certain health care transaction electronically. When you file a complaint you must file in writing, either on paper or electronically by mail, fax, or e-mail. You must name the covered entity involved and describe the acts or omissions you believe violated the requirements of the privacy or security rule and it must be filed within 180 days of when you know that the act or omission complained of occurred. OCR may extend the 180-day period if you can show good cause. Anyone can file a complaint alleging a violation of privacy or security rule. Under HIPAA an entity cannot retaliate against you for filing a complaint. You should notify OC R immediately in the event any retaliatory actions occur. Here is five ways to avoid HIPAA violations in the social media. 1.Don?t talk about patients, even in general terms. It is not worth your time an example of this would be don?t post things like had a patient in the ER last night with alcohol-induced liver disease. It takes only a couple clues to piece together. 2.Don?t talk about conditions, treatments or research. 3.Avoid posting things on media sites like Facebook, twitter, and MySpace. 4.Don?t be anonymous, if you wouldn?t say it in the elevator, don?t put it online. 5.Don?t mix your personal and professional lives. The common causes for a HIPAA breach were theft of patient health information, unauthorized access to the data, human error, loss and improper disposal of patient records. There should be limited access to patient health

What is the difference between brute, social, and institutional facts Essay Example

What is the difference between brute, social, and institutional facts Essay Example What is the difference between brute, social, and institutional facts Paper What is the difference between brute, social, and institutional facts Paper Essay Topic: Sociology Searle starts his explanation of social reality by outlining brute or observer independent facts. Searle is a realist and does not subscribe to the view that all of reality is somehow a human creation and that there are only facts dependant on the human mind. The foundation of Searles construction of social reality to use his metaphor of construction is that there is a reality totally independent of us. These facts, which act independently of us, are brute facts. Searles rough and ready approach is to ask whether these features would exist if there had never been human beings or sentient creatures. Would a hydrogen atom contain one electron? Yes. Would a rectangle of plastic with a magnetic strip be a form of exchanging wealth? No. Generally speaking the natural sciences deal with these features. In Searles theory the world is made up of particles in fields of force described by atomic theory and human beings have evolved from ape like creatures due to evolutionary biology. The brute features of an object are an intrinsic part of its existence and are not affected by attitudes towards it, and it is therefore described as observer independent. Searle clearly distinguishes between the features of a stone that are observer independent and observer relative by comparing two statements; that object is a stone and that object is a paperweight. A stone is a stone because of its atomic structure and physical constituents, however the statement that it is a paperweight is dependant on attitudes towards it. Another person may think of it as a weapon, or as a building material. The difference between brute and observer dependant is reasonably simple when applied to a stone if the barrier of language is ignored, brute facts require the institution of language in order that we can state the facts, but the brute facts themselves exist quite independently of language or any other institutions. Searle uses the example of colours as a more complicated example of brute reality. If Searle had published his theory before the work of seventeenth century physicists he would have asserted that colour only had brute features, however due to advances in light physics colour is now seen as observer relative. Building on the foundation of a brute reality, which is not open to interpretation. Searle then arrives at social and institutional reality. His early example of sitting outside a cafe and ordering a drink in terms of social reality is extremely complex. Searle states that there are three essential components of social and institutional reality that explain the ordinary social relations that occurred in the cafe: collective intentionality, assignment of function and constitutive rules. The assignment of function can be seen as the first building block in Searles construction of social reality. Preceded by the idea that there are brute facts, which cannot be challenged by human thought or intentionality, the assignment of function is a product of thought and consciousness. There are no functions naturally occurring in brute reality. Both humans and animals assign function and uses to objects. There are examples of simplistic functions in the animal world such as an animal using a lake or pool to drink from. The chair I sit on has been assigned the use of me sitting on it because it is the right height off the ground, can support my weight and is comfortable. It is also the product of an industrial process, which has involved the assignment of function at every level of production from the raw materials used upwards. The chair has been constructed with the intention of me sitting but I can also assign different uses to it. Collective intentionality is the second step. Species of animals have a biologically innate collective intentionality, meaning that not only will they co-operate with each other on order to achieve a task, but that they share a collective intentionality. Searle states that we intentionality is irreducible to I- intentionality and that the crucial element is a sense of doing something together, from this we derive our own individuals intentionality from the collective intentionality we share. Searle states that any fact involving collective intentionality is a social fact. Collective intentionality and assignment of function are essential to the construction of social reality. A world of levers, screwdrivers and beauty all require thinking creatures to assign function and to behave with a collective will. Social facts do not require linguistic or cultural apparatus to exist. To use a log as a seat I do not have to possess the linguistic skills to identify the stone to another person through speech or to have seen someone else use it as a seat, it is simply the physical characteristics of the log that appeal to me. This leads on to institutional facts, a special sub class of social fact. Where social facts are created by collective conscious activity, institutional facts also require the institutions of language and culture to exist. Only linguistic creatures can create institutions. Institutional facts require the distinction to be made between regulative rules and constitutive rules. Regulative rules regulate the behaviour of those taking part in an activity. Constitutive rules bring behaviour into existence, the rules constituting that behaviour. A feature of institutional reality is that it can be created by performance utterances. Searle classes these speech acts as declarations, the utterance of this meeting is adjourned creates the fact. Searles explanation of constitutive rules forming an institutional fact is the example of money. His belief is that x counts as Y or that X counts as Y in context C. and this counts in the example of all institutional facts, institutional facts only existing within a system of these constitutive rules. Institutional facts require a set of systematic relations with other facts. Searle uses the example of money in that for money to function it requires other institutions, the institutions of exchange and ownership. Money requires the next step from collective consciousness and imposition of function. The function of money is not assigned because of its physical properties in the way that a branch can be used as a lever. The function of money only exists because of cooperation and acceptance. This is the next logical step required for something to be an institutional fact. To expand on this point Searle uses the example of a wall as an example of assignment of function, collective consciousness and finally institution. Firstly the wall is constructed due to its physical properties, the imposition of function is due to its scale. Searle then imagines that the wall crumbles and gradually evolves from being a physical barrier to a symbolic barrier. The people that have built the wall still think of it as a wall and boundary but it no longer possesses the physical attributes. The crumbling wall has been assigned a status. The example of a wall is central to Searles social reality and the idea of institutional facts, and reveals the continuous line from molecules and mountains to legislation and money, from basic assignment of function to the creation of hugely complex institutions like the stock market.

Perfect Pizzeria Case Study Example | Topics and Well Written Essays - 500 words

Perfect Pizzeria - Case Study Example This research will begin with the statement that in the situation where the manager changed the time period required to receive free food and drink from 6 hours to 12 hours of work, it could be deduced that the manager was restricting the provision of rewards to the employees. Instead of the perceived rewards (free food and drink) being provided four times per day, by adjusting (extending) the length time within which this particular reward could be availed, the manager actually limited the reward to only two times a day. The motivational theory that seems to be applied here is Herzberg’s motivation-hygiene theory which actually suggests that the factors involved in producing high job satisfaction are separate and distinct from those that allegedly lead to job dissatisfaction. In the situation, the reward is not linked to the employees’ job performance; but this stimulus is actually linked to the performance of the manager. Thus, the stimuli could be considered hygiene factors (company policy regarding percentage as a determinant of bonus for the manager; and quality of supervision); the absence of which evidently lead to high job dissatisfaction. In the situation where the manager worked beside the employees for a time; and then later to his office; it was evident that the same motivational theory applies. The aim of the manager to work beside the employees is to take the place of inefficient employees; while at the same time, train new employees for the position.

Peer Review Survey Essay Example | Topics and Well Written Essays - 250 words

Peer Review Survey - Essay Example The grammar, style and mechanics of this assignment can be improved by polishing the pieces of work through proof reading and double-checking. This enables fixing of all annoying typos and grammar mistakes (Tennent, 12). Citing resources used in the study can further improve the paper. This will considerably reduce the level of plagiarism. More over, it will enhance the originality of the paper and professionalism (Tennent, 15). Further more, inclusion of a writing style such as MLA or APA is imperative in making this assignment more professional and academic. Comparison of the past way of living with the current lifestyle gives the paper direction and aptness in meeting the intended objective (Tennent, 13). It is imperative to note that, the paper is specific in outlining the differences between the two contexts. The assignment would have been directly answered if a specific goal is identified and represented as the thesis of this paper. It enhances flow and helps in meeting the objective. More over, an abstract and summary of the paper prerequisite are imperative in meeting the assignment requirements (Tnnenet, 12). Citing resources used in the study can further improve the paper. This will considerably reduce the level of plagiarism (Tennent, 11). More over, it will enhance the originality of the paper and professionalism. Further more, inclusion of a writing style such as MLA or APA is imperative in making this assignment more professional and

Accessibility and usability: Web technologies

Accessibility and usability: Web technologies Abstract: The relationship between accessibility and usability can be a contentious issue especially with the advent of new web technologies. Does accessibility have an adverse effect on usability and vice versa and is this in anyway affected by new web technologies? With the advent of new web technologies it is thought by some that the two supposedly bipolar methodologies of web design and evaluation contradict one another even more. In order to determine if this is in fact true this paper will look at the effect of new web technologies on accessibility and usability and the current practices in each of these areas. This paper considers various views on this topic, compares definitions and methodologies and concludes that even when using new web technologies, embracing both sets of practices and recognizing their points of similarity, it is still possible, with considered and judicious use of new web technologies to make a web design that is both usable and accessible. 1. Introduction Some accessibility practitioners believe that by applying new web technologies to a web design, that because of the added level of complexity, they create another barrier to disabled people (Everett 2006). Some usability practitioners believe that by enforcing accessibility practices that the interactivity will in some way suffer (Koch 2002). In terms of new web technologies is this still the case. Is there any merit in these beliefs? Can common ground be found to achieve the some kind of balance? There appears to be a lack of clarity of what constitutes a usable web site and misunderstanding of what constitutes a truly accessible website. The aim of this paper is to discuss the relationship between usability and accessibility by firstly looking at the differences between them and where they overlap. We will then need to understand current thinking on the relationship between accessibility and usability and how it is affected by current web technologies. Will Web Standards and new web technologies have an effect on accessibility and usability? With the advent of Web standards (Featherstone et al. The Web Standards Project 1998) and updated web accessibility guidelines (Henry et al. W3C 2008) it has become easier for developers to create sites that are more usable and accessible. This paper will also investigate technologies such as AJAX (Asynchronous JavaScript and XML)(Garrett 2005), and whether this will have any further effect on the relationship between accessibility and usability 2. Definitions and methodologies 2.1 New web technologies (Web 2.0) The concept of Web2.0 began with a conference brainstorming session. Members noted that far from being unviable after 2001, when many online businesses collapsed, the web was more important than ever, with exciting new applications and sites appearing regularly (OReilly 2002). Web 2.0 websites are characterized by their rich and interactive content. This is in stark contrast to the static HTML. By using scripting technologies such as JavaScript an AJAX (Garrett 2005) it is now possible to create web-based applications that resemble desktop applications with the advantage of being able to access them from almost anywhere. Through the use of scripting libraries it is now possible to add interactive desktop-like interface items to web pages and provide the ability to allow users to make changes to current content. Core characteristics of Web 2.0 web sites are (OReilly 2002): Web Services, not packaged software (Web applications) User control over data sources that become more comprehensive the more people use them (Wikis) Users trusted as co-developers (Wikis, blogs) Harnessing collective intelligence Software available to almost any device (Mobile Apps) Lightweight user interfaces and development models With all of these new technologies and coding techniques, what effect do they have on the relationship between accessibility and usability? Web 2.0 has the potential to enhance usability due to the added ability to create a more rich and interactive environment for the website user. However with all of these new technologies, can they be interpreted by assistive technologies used by disabled users? Have disabled users been considered? Will methodologies such as design and evaluation need to change? 2.2 Accessibility The web gives people with disabilities the ability to do things that they would be unable to do via any other avenue. The web offers them freedom and independence. However, all of these possibilities are removed if a web site is not created in an accessible way. Essentially accessibility can be defined as access for everyone no matter what disability they suffer from (Berners-Lee, via Henry W3C 2009). Other have a more flexible approach such as Clark (2002) where he suggests that allowances of for disabled users should be made to make a website accessible. Another term used in connection with Accessibility is Universal Design, which incorporates elements of usability with the goal of making websites or any product as usable as possible by as many people as possible without requiring adapted or specialized design. (Mace 2008) The guidelines by which most accessibility practitioners develop and evaluate websites is Web Content Accessibility Guidelines (WCAG) 2.0 which are updated standards developed by The World Wide Web Consortium (W3C). These are written to accommodate new technologies and provide better and more comprehensive help for developers and designers when trying to make websites accessible. These standards consist of 12 guidelines that are organized under 4 principles: perceivable, operable, understandable, and robust. For each guideline, there are testable success criteria, which are at three levels of priority: A, AA, and AAA with all A guidelines having the highest priority (Caldwell et al. W3C 2008). The four principles of the WCAG 2.0 guidelines can be explained as follows (Caldwell et al. W3C 2008): Perceivable Web content should be made available to any or all of the senses sight, hearing, and/or touch Operable Interface objects such as forms, controls, and navigation must be operable independent of the input method Understandable The sites content, information and interface must be understandable to the target audience Robust Sites can be used reliably by a wide variety of user agents such as web browsers, mobile devices and assistive technologies The W3C also lists various methods for evaluating websites for accessibility to determine their compliance with WCAG (Abou-Zahra et al. W3C WAI 2008). Various methods including preliminary reviews, manual and automated evaluation tools, are used to determine compliance. When developing websites whether with new technologies or not it is recommended that Web Standards coding practices should be used to attain conformance with WCAG 2.0. Web standards are technologies and practices established by the World Wide Web Consortium (W3C), along with other groups and standards bodies for creating and interpreting web-based content. By making use of these technologies it is possible to create web content that benefit a greater number of users and at the same time making this content usable in the long-term regardless of technology changes (Featherstone et al. WASP 2006). The Web Accessibility Initiative (WAI) of the World Wide Web Consortium (W3C) has developed an Accessible Rich Internet Applications Suite (ARIA) in order to make rich internet content more accessible for people with disabilities (Henry et al. W3C 2009). This suite is currently not fully supported in all user agents (browsers) and AJAX libraries (Henry et al. W3C 2009). Will updated accessibility practices be able to enhance or be incorporated into usability practices? 2.3 Usability The generally accepted definition for usability in ISO 9241 states: the extent to which a product can be used by specified users to achieve specified goals with effectiveness, efficiency and satisfaction in a specified context of use Usability is defined by five quality components (Nielsen 2003): Learnability: Ease with which a basic task can be completed at the first attempt. Efficiency: The speed with which a task is performed Memorability: The ease with which an interface will be remembered. Errors: The number and severity of errors Satisfaction: The level of enjoyment or pleasure when using an interface An extension of usability is the term User-Centered Design (UCD) (Preece et al. 2006), where users are involved throughout the lifecycle of website developments by using structured methodologies in order to determine and meet all the needs of the target user (Usability.gov 2009). Some of the techniques used include (Usability.gov 2009): Usability testing Representative users are observed while attempting to complete set tasks. Notes on the observations of user behavior and comments are made. Card sorting Participants arrange and even label cards representing site content into logical groups and categories to inform the information architecture of a site design. Individual interviews Individual participants are interviewed typically for 30 minutes to an hour either in person, by telephone, or by any means available which allows conversation. These interviews can be formal or informal and do not involve observation. Contextual interview or field studies Contextual interviews are similar to user testing because the users are observed, however they are not given a set of task but are rather observed in there natural environment. Observers also take notes. Surveys These are used to obtain data from large groups of people in a relatively short time and are normally used to gather user requirements. They can also be used for summative usability evaluation. Focus groups These are usually a discussion among eight to twelve current users or potential users or stakeholders of your site conducted by an experienced moderator. Focus groups typically lasts approximately two hours and covers a range of topics that are decided on beforehand. Task analysis Is used to determine the typical tasks that users perform to achieve a particular goal. Work patterns are studied and broken down to provide a list of tasks and the order in which they are performed. Prototypes Are representations of your website/application shown to users in order to inform the design and determine any major defects before proceeding with further development. These can range from paper drawings (low-fidelity) to near complete products (high-fidelity). Expert evaluations Experts are asked to evaluate sites for usability employing various methods such as heuristic evaluation where sites are evaluated against a set of usability principles. Other methods such as Cognitive walkthroughs and pluralistic evaluation are used (Preece et al. 2006). Will usability practices need to include accessibility practices in order to include people with disabilities or will doing this minimize usability of web products? 3. Relationship 3.1 Would disabled users also benefit if usability practitioners considered accessibility guidelines as part of the efficiency and satisfaction of a site? By analyzing the definitions for accessibility and usability to understand their relationship to one another we can see that accessibility focuses on the making allowances to improve the experience for a particular group of users whereas usability focuses on the effectiveness, satisfaction and efficiency in achieving a specified goal of a particular user when using a website. We can see here that the goals are similar albeit with a slight difference in focus. Disabled users can be considered a group of users with varying needs however; in many cases they are not considered when websites are being built (Disability Rights Commission 2004). If a site is not accessible to a user it will obviously not be an enjoyable or effective experience (Clark 2002). With usability the target audience is determined by means of usability techniques such as questionnaires, surveys and focus groups (Preece et al. 2006). However in many cases accessibility practitioners do not attempt to determine the level of use by a particular disability group for a specified website (Chandrashekar et al. 2006). Some work has been done in this area, however the uptake has not been as expected (Sloan 2006). In addition when websites are developed the focus of the accessibility effort is placed on the needs of blind users without bearing in mind the needs of other user groups such as those with colour-blindness or low vision. This is mainly due to a lack of awareness of what disability groups exist, besides blind users, and the varying difficulties encountered by these people. The WCAG 2.0 guidelines attempt to cover these areas but without being able to see these users encounter problems there is little impact and therefore less motivation to cater for these users. From this we can deduce that disabled users should be included as a potential target group and this should be determined by incorporating usability techniques into web accessibility practices. 3.2 Should both sets of guidelines and principles be adopted by both sets of practitioners or should a single Universal set of guidelines be used? If we compare the most commonly used guidelines of both parties we can see that there are similarities. Usability practitioners commonly make use of Nielsens usability heuristics to perform expert evaluations (Nielsen 1994): Visibility of system status Information should be given to the user via appropriate and reasonably timed feedback Match between system and the real world Language and terms that are familiar to the target audience should be used. Information should be presented naturally and logically. User control and freedom If a user makes a mistake they must be able to exit the function easily or undo the action without being confronted by confusing and unnecessary screens or dialogs. Consistency and standards The system should be consistent in terms of words to indicate actions, navigation and the system should use conventions that the user is accustomed to. Error prevention Always attempt to prevent the error in the design instead of providing good error messages Recognition rather than recall System elements, actions and objects should always be visible or easy to retrieve in order to alleviate the need for recall of previous actions or instructions. Flexibility and efficiency of use The system should be flexible enough to accommodate experienced and inexperienced users. The system should be configurable to allow access to frequently used actions. Aesthetic and minimalist design Only important and relevant information should be displayed in dialogues. Irrelevant or unnecessary information will detract or diminish the visibility of important information. Help users recognize, diagnose, and recover from errors Messages and suggested solutions to problems should be written in language that is plain, precise and constructive. Help and documentation If necessary, documentation should be focused, concise, concrete and easy to locate Now let us expand on the four principles of the WCAG 2.0 accessibility guidelines mentioned in section 2.1(WCAG 2008) and point out any similarities between these and Nielsens heuristics. Perceivable Web content should be made available to any or all of the senses sight, hearing, and/or touch. Usability guidelines for Visibility of System Status, Recognition rather than recall (Nielsen 1994) will fail for the disabled user if the items in the site are not perceivable. Operable Interface objects such as forms, controls, and navigation must be operable independent of the input method User control and freedom and Flexibility and efficiency of use (Nielsen 1994) guidelines are not satisfied if they are not operable. If a site is very complex or unattractive it can be difficult to operate therefore it should make use of Aesthetic and minimalist design (Nielsen 1994). A site cannot be operated if it does not apply Consistency and standards (Nielsen 1994). Understandable The sites content, information and interface must be understandable to the target audience User control and freedom, Consistency and standards, Error prevention (Nielsen 1994) cannot occur if the content is not understandable. Help and documentation (Nielsen 1994) is necessary to improve understanding. It also not possible to Help users recognize, diagnose, and recover from errors (Nielsen 1994) if the site cannot be understood. Robust Sites can be used reliably by a wide variety of user agents such as web browsers, mobile devices and assistive technologies. In many cases minimalist design (Nielsen 1994) of a website will allow for web standards-based coding techniques to be employed which will allow it to be used on a variety of devices. Also be easier to follow platform conventions in terms of Consistency and standards (Nielsen 1994). As we can see there is an overlap between the two sets of principles. This overlap in principles could be the reason that Thatcher et al. (2003) where he suggests that accessibility issues are a type of usability problem hence accessibility is a subset of usability. Conversely Universal usability as conceptualized by Shneiderman (2003) where usability problems are thought of as a subset of accessibility problems, which expands the scope of usability to include disabled users in usability evaluations. However it is suggested the relationship between accessibility and usability isnt simply a case of applying a universal approach but that issues also be grouped into categories (Petrie et al. 2007). These being: Problems that only disabled users experience are referred to as pure accessibility problems Problems that only able-bodied users experience are referred to as pure usability problems Problems that both groups of users experience are referred to as universal usability problems The use of a universal set of guidelines is a good starting point however they will need to be refined to include the various accessibility and usability problems encountered by disabled and able-bodied users. 3.3 Should accessibility professionals employ usability practices? Usability practitioners employ numerous methods to determine the effectiveness, efficiency and satisfaction of a project whereas accessibility practitioners will use various techniques and methods to achieve compliance with a set of guidelines. User testing is used by both sets of practitioners, more so by usability practitioners (Chandrashekar et al. 2006). However the difference being that usability practitioners will use this method early on and throughout the design process (Preece et al. 2006 p412). Accessibility practitioners will employ this method at the end of the project. Both groups make use of design guidelines (section 3.2). However guidelines are possibly not the most effective way of evaluating accessibility or usability as they are to be used as guidance but cannot by their nature guarantee the desired results. There are similarities between the accessibility and usability principles with accessibility guidelines being more technical in nature (Kelly et al. 2007), as they require websites to present a particular level of coding. However there are a number of non-technical accessibility guidelines. It is often thought that by making use of accessibility guidelines or universal design techniques that a site will be accessible by all. However this is not necessarily the case (Petrie 2007). Usability guidelines can also present problems (Spool 2002). As with the use of any guidelines they can conflict with one another, they can be misinterpreted and misapplied and they do not guarantee results. In practice accessibility experts will evaluate web sites against guidelines as opposed to user testing. However this has also been found to not be the most effective way of making a website accessible as shown by Disability Rights Commission (DRC) investigation, into website accessibility for disabled people. The study found that designers could not be expected to understand and repair the problems that disabled users experience when visiting a website. To overcome this problem the report suggests that disabled users should be directly involved in the development process (Disability Rights Commission 2004). Guidelines are important from a technical standpoint however it is also important to recognize that the guidelines cannot accommodate all users all of the time. The areas where the guidelines are not practical or important need to be clearly identified and alternate methods need to be identified in order to achieve accessibility (Kelly et al. 2007). Since the publication of the WCAG 2.0 in 2008, however, there are a variety of success criteria and methods suggested that could be used to achieve accessibility (Henry 2008). This being the case guidelines for measuring accessibility is still used predominantly because of the difference in cost between an expert evaluation and user testing and the availability of participants. It is often difficult to get a broad spectrum of users with varying disabilities and therefore accessibility practitioners inevitably end up repeatedly utilizing the same participants for disabled user testing. The reason cost is an issue is due to the fact that accessibility is not built into the project from the beginning and that many do not view it as being of great importance as the number of disabled users is thought to be proportionately very low in comparison with non-disabled users. However there is a strong business case for including disabled users. Christopherson (2007) states: The combined spending power of the 10 million people with a disability in the UK amounts to  £80 billion. There are 6 million people in the UK with dyslexia, with severe cases numbering around 4 million. Many users do not class themselves as disabled even though they may often suffer from disabilities that arent physically manifested such as age related issues, colour-blindness or cognitive difficulties. Some websites do not cater for older devices. By not including disabled users fully may exclude many users from a website which could mean a significant loss in revenue. In many cases accessibility testing is normally regarded as something that can be quickly done at the end of a project in order to comply with the legal obligations of a project. This approach to web accessibility is very shortsighted and potentially costly. If accessibility problems are encountered at the end of a project they can be very difficult to rectify after the fact. As is now recognized in the usability field, it is more efficient and cost effective to include usability evaluation from the beginning and throughout a project. This should also the case for accessibility evaluation as promoted by Henry (2007) in his book Just Ask: Integrating Accessibility Throughout Design. The main chapters deal with: The importance of building accessibility at the beginning and throughout the project Including disabled users and not relying only on standards and guidelines Tips on how to deal with disabled users It is better to involve disabled users throughout the lifespan of a project rather than relying on guidelines alone. By involving disabled users practitioners may be able to determine accessibility issues and usability issues which may have been otherwise missed in usability testing (Petrie 2007 pp 405). Accessibility professionals should not adopt usability principles if they are only going to rely on guidelines. However the usability practice of including actual users in evaluation and design from the start and throughout a project should be adopted. 3.4 What effect do new technologies have on usability? As stated earlier (section 2.1) new web technologies can enhance usability. Is this statement true? Does the ability to add more interactivity to a website improve the usability? According to Nielsen (2007) Web 2.0 technologies add more complexity to a website where it is sometimes not necessary and divert design resources. In his report he found amongst other things that: Internet applications were too complex Community content has too few users on the Internet Features merged from different websites (Mashups) can cause branding confusion Application type websites will benefit most from the use Web 2.0 technologies. Most other websites have very few repeated actions thus not requiring the use of this technology. Therefore as Nielsen (2007) states that efficiency is not as important as simplicity and that modest use of Web 2.0 technologies can be of benefit, however the benefits of advanced features have little effect in improving the users experience. If used modestly new technologies can be beneficial for certain types of user experience such as web applications. 3.5 What effect does new technologies have on accessibility? In a study by Hailpern et al. (2009) it was found that Web 2.0 applications force blind users to adapt to an inaccessible use model, although the evolution of technologies such as WAI-ARIA (section 2.3) and AJAX (section 2.3) may change this in the future. Some believe that Web 2.0 will make it more difficult to create accessible websites. Christopherson via Everett (2006) states that if accessibility is not kept in mind there is a greater chance that Web 2.0 will cause problems for disabled users. Basically Web 2.0 adds a further level of complexity, both in terms of accessibility and usability and this will need to be considered throughout the design process if these technologies are going to be used. 4. Conclusion To make sites that are usable and accessible we will need to change our thinking of usability. Is your site still usable if sighted people can fully and conveniently use it but it is a frustrating exercise for a blind person? (Clark 2003) In understanding the concept of an accessible site we have to understand what an accessible site is. A disabled persons experience of a website does not have to be identical to that of an able-bodied person. If accessibility features are simple and well written they should be unnoticed (Clark 2002). Clark (2002) reiterates, Equality is a misnomer. Equivalency is the goal. As can be seen from the above discussion there is an overlap between the definitions and methodologies employed by accessibility and usability practitioners and that there is scope for accessibility guidelines to be employed by usability practitioners and vice versa. However this is not simply a case of making a universal set of guidelines, as firstly accessibility and usability issues cannot be universally grouped and that there are distinct groups of accessibility issues. Secondly the use solely of guidelines is fraught with controversy and do not necessarily guarantee that a site will be accessible or usable. Involving users both disabled and able-bodied throughout the project lifecycle is the most effective approach in achieving the most usable and accessible product. Involving disabled users is also makes good business sense. Web 2.0 technologies do have an effect on the relationship between accessibility and usability. For them to not have a negative effect they need to be used with discretion always bearing in mind that they add a level of complexity for both able-bodied and disabled users. Therefore we can conclude that that by embracing the techniques and methodologies and recognizing points of similarity between usability and accessibility practices, and with modest and careful, considered use of new web technologies a web design can be made both usable and accessible. References Abou-Zahra, S (ed) (2008) Evaluating Web Sites for Accessibility: Overview. Worldwide Web Consortium, Web Accessibility Initiative. Available at: http://www.w3.org/WAI/eval/Overview.html. Accessed 7 December 2009. Caldwell, B, Cooper, M, Reid, LG Vanderheiden, G (2008) Web Content Accessibility Guidelines (WCAG) 2.0. Available at: http://www.w3.org/TR/2008/REC-WCAG20-20081211/. Accessed 7 December 2009. Christopherson, R (2007) Making the business case for accessibility. AbilityNet. Available at: http://www.abilitynet.org.uk/webbusinesscase. Accessed 7 December 2009. Chandrashekar, S, Fels, D, Stockman, T, Benedyk, R. (2006) Using think aloud protocol with blind users: A case for inclusive usability evaluation methods. Proceedings of the 8th international ACM SIGACCESS conference on computers and accessibility, Portland, Oregon Clark, J (2002) Building Accessible Websites. New Riders. Available at: http://joeclark.org/book/. Accessed 7 December 2009. Disability Rights Commission (2004) The web: access and inclusion for disabled people. Available at: http://joeclark.org/dossiers/DRC-GB.html. Accessed 7 December 2009. Everett, C (2006) Web 2.0: A step backwards for accessibility? ZDNet.co.uk. Available at: http://resources.zdnet.co.uk/articles/0,1000001991,39284428,00.htm. Accessed 7 December 2009. Featherstone, D. Gustavson, A. Sims, G (1998) Working together for standards The Web Standards Project. Available at: http://www.webstandards.org. Accessed 7 December 2009. Garrett, JJ (2005) Ajax: A New Approach to Web Applications. Adaptive Path. http://www.adaptivepath.com/ideas/essays/archives/000385.php. Accessed 7 December 2009. Hailpern, J, Guarino-Reid, L, Boardman, R, Annam, S (2009) Web 2.0: blind to an accessible new world. Proceedings of the 18th international Conference on World Wide Web (Madrid, Spain, April 20 24, 2009). WWW 09. ACM, New York, NY. Henry, SL (2009) W3C: Accessibility. Worldwide Web Consortium. Available at: http://www.w3.org/standards/webdesign/accessibility. Accessed 7 December 2009. Henry, SL (2007) Just Ask: Integrating Accessibility Throughout Design. Madison, WI. Available at: http://www.uiAccess.com/JustAsk/. Accessed 7 December 2009.