Learning outcome Essay Example for Free

Learning outcome Essay Understand diversity, equality and inclusion in own area of responsibility 1.1.1There are two models that link with equality, diversity and inclusion, the first one is the social model of disability which views discrimination and prejudice as being embedded in today’s society, their attitude’s and their surrounding environment. The social model focuses on who the adult is as person not what their disability or diagnosis is, the focus is on how to improve and empower the individual’s life and lead a more independent life as possible. The second model is the medical model of disability which views adults has having an impairment or lacking in some way, this model focuses on impairments that the adult has and finding and acknowledging ways to correct them. The client group at my current place of work are adults with mild learning disability and some of the residents have a dual diagnosis of mental health issues as well. Both the social and medical model has an impact on their daily life. The companys’s ethos is to empower the residents and in able them to lead a normal life as possible. This is done by providing and engaging them in their own individualised person centred plans and asking their opinions on what they like how they like it etc. allowing them to make informed choices for them self and whether they have the capacity to make these decisions. 1.2 Analyse the potential effects of barriers to equality and inclusion in own area of responsibility The potential effects that the residents will experience in this care setting are prejudice and discrimination. Prejudice happens when society lacks education and the understanding of different cultures and how society looks at it. Prejudice begins by making assumptions of a certain client group i.e. people with learning disability and mental health issues are put into a certain box. 3.1 Analyse how systems and processes can promote equality and inclusion or reinforce discrimination and exclusion †¢The Equality Act is a legislation that is in place to ensure that people are given equal rights and opportunities regardless of their age, gender, disability, race,religion or belief and sexual orientation. This legislation promotes diversity, equality and inclusion by making it a requirement that they are commonly practiced and incorporated into the health and social care setting, making it illegal to discriminate against a person/or persons for any reason. The main Acts incorporated into the Equality Act 2010 are; †¢ The Care Quality Commission †¢ The Disability Discrimination Act 2005 †¢ Human Rights Act 1998 †¢ The Equal Pay Act 1970 †¢ The Sex Discrimination Act 1999 †¢ The Race Relations Act 2003 If these code’s of practice and legislations where not to be followed the consequences can be diverse. They can effect just one individual or can effect an entire team of social care workers. By not following the codes of practice and the legislation you could cause a service user to feel discriminated against which would have negative effects such as making them feel isolated or un-heard and could lead to more problems that would effect the people around them as well as the individual . By not using inclusive practice you may find that the service user might be put in a situation in which they are not happy which could make them act out in a way that could effect their future and how other team members interact with them. †¢ [The service has a low number of service users from other black and cultural backgrounds †¢There are few staff members from black and cultural backgrounds (I have recently recruited a female member of staff who originates from Ghana ) †¢Some service users display prejudice by refusing support from a balck worker †¢Waiting for a disabled woman to be clear through the CRB process to become a volunteer focusing on media and creative writing. †¢Decision making processes for service users through the person centred plans which for some of the people in the service I manage still are powerless as staff determine outcomes for the person especially for people with limited communication. There are a number of people who are institutionalised and because they are older this is unlikely to change. †¢Staff attitudes towards women for example saying â€Å"Hey girl† I respond to this by saying my name is Alison and I manage the service. I feel there islittle respect of people’s positions within the organisation. There needs to be teaching of prof essionalism staff using appropriate language when in the work place. I feel undermined as a woman †¢Work policy systems for discrimination †¢Simple changes as everyone using the same mugs and staff having drinks at the same time as people who use the service. †¢Equality Act 2010 is the law that bands unfair treatment and helps achieve equal opportunities in the work place and wider society. †¢Promote – cultural diversity social work student on 9 week placement from the Check Republic unable spend quality time with her to discuss how the service †¢Ankar Hindu temple celebration of their 8 night festival †¢Health wellbeing day promotion of healthy Asian finger foods for many people who attended the day this was a new experience including myself. 3.2 †¢it is important to promote equality and explain without causing offence why some practices are unacceptable â€Å"The key anti-oppressive component of personal ands social history discussed in chapter one understanding and valuing the cultural and spiritual heritage of families and communities within which individuals are situated, but recognising the continually changing dynamics of that experience.† (Burke, Clifford 2009:11) Anti-Oppressive ethics and values in Social Work Derek Clifford and Beverley Burke †¢Creating an environment to learn through music and singing for example gospel choir. †¢The organisation is predominately white with its origins from the Christian Brothers established in Belgium. Their principles for caring for orphaned children and children with disabilities. †¢As a manager it is important to ensure that people are given the opportunity to make informed decisions Burke, B. Clifford, C. (2009) Anti-Oppressive Ethics and Values in Social Work, Palgrave Macmillan 3.3 †¢Organise different cultural days /celebrations †¢Recruit more volunteers from cultural background †¢Out reach work with other cultures and religions allowing people to gain insight into how other people live. 4 Be able to manage the risks presented when balancing individual rights and professional duty of care. 4.1 The people I am responsible for have varying degrees of learning disabilities therefore their level of understanding in some cases is limited owing to their life experiences. †¢The majority of people have never had the opportunity to make informed decisions. The Mental Capacity Act 2005 states that you can make decisions acting in persons best interests. †¢Duty of care ensuring a person is not put at risk and keeping people safe. It is difficult for some staff to understand the power they hold and †¢don’t always make the best decision for the person. 4.2 †¢Informed choice this is giving people the appropriate information to make a decision. †¢It has to be in a format that the person understands such as easy read pictorial as most people who I support have limited literacy skills. Using pictures are and basic sign language can help. †¢Service user group meets monthly chaired by the people who use the service to discuss what happens in the service 4.3 †¢Individual capacity is based on a persons IQ and socialisation from childhood to adulthood most behaviour’s are learned. The people I support in most cases have been with the organisation since childhood there fore are institutionalised so decision making is very difficult for them. It is almost subservient wanting to please the member of staff by agreeing through repeating what the staff member had said. You could argue that the people we support are conditioned to give their personal power away to staff. There are minority of staff who say they acting in the person’s best interests but are actually exploiting their power. 4.4 Propose a strategy to manage risks †¢Financial policy when handling peoples personal monies ensuring they are supported to handle their own money to the best of their ability. †¢Assess the persons capacity level of understanding †¢Work on a life skill guiding the person through decision making stages †¢Write a risk assessment for each activity undertaken. †¢Travelling alone in taxis ring the person’s home first to check support staff are there. Ring for taxi. Support person into the taxi give taxi information on whether the person can talk confirm address and that a member of staff will meet the person at the final destination and pay. \r\ing person’s home to inform they have left in the taxi give the taxi company details, description of driver and car.

Robert Frost Essay -- Robert Frost Poet Poems Essays

Robert Frost   Ã‚  Ã‚  Ã‚  Ã‚  Robert Frost, an Americian poet of the late 19th century, used nature in many of his writings. This paper will discuss the thought process of Frost during his writings, the many tools which he used, and provide two examples of his works.   Ã‚  Ã‚  Ã‚  Ã‚  Robert Frost was born in San Franciso on March 26, 1874, but later moved to Lawrence, Massachuschusetts (after his father died) where he did most of his writing. He was a simple man who taught, worked in a mill, was a reporter, was a New England farmer, and wrote. Throughout his life he had always been interested in literature. He attended Dartmouth College, but remained less than one semester. In 1894 he sold his first work â€Å"My Butterfly: An Elegy† to a New York journal. A year later he married Elinor White. From 1897 to 1899 he attended Harvard College as a special student but left before he acquired his degree. For the next ten years he wrote poems, operated a farm in Derry, New Hampshire, and taught at Derry’s Pinkerton Academy.   Ã‚  Ã‚  Ã‚  Ã‚  In 1912 he sold his farm and moved to England where he could work on his writings full time. He was an instant success! â€Å"A Boy’s Will† was accepted by a London Publisher and a year later so was â€Å"North of Boston†. He also began to get recognized in America.   Ã‚  Ã‚  Ã‚  Ã‚  The Frosts sailed for America in 1915 and landed in New York two days after the Americian release of †North of Boston†. The book was a good success and he used the profits to buy a farm in Fanconia, New Hampshire. During this time Frost began to write his most successful poems.   Ã‚  Ã‚  Ã‚  Ã‚  Frost was once asked his thought process during writing; he responded:   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"I sometimes speak from the last thing that happened to me. I got asked today if I think up poems. Do I think them up? How do I get the right one? Well, it is the hardest thing in the world to tell. But I don’t think up poems. I pick up a lot of things I thought of to make a poem; that is a lot of scattered thoughts through the days that are handy for the poem-that’s about all. That’s where the thinking comes in.†   Ã‚  Ã‚  Ã‚  Ã‚  That is truly an amazing feat; he would just walk around looking at things and a poem would come into his head. He would write these entire inspirational poems in his head and didn’t even think that it was unusual. The best poet of the 20th century did not write rough drafts!   Ã‚  Ã‚  Ã‚  Ã‚  In 1915 he moved to New England and... ... the inauguration of President John F. Kennedy. He once stated that his major goal in life was to write â€Å"a few poems that would be hard to get rid of.† Well, congratulations Mr. Frost. Works Cited Field, Evgene. Poems of Childhood. New York: Charles Scribner's Sons Inc. 1925 Gerber, Philip L. Robert Frost. New York: Twayne Publishers, 1967. Greiner, Donald J. Robert Frost: The Poet and His Critics. Chicago: American Library   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Association, 1974. Lathem, Edward Connery, ed. The Poetry of Robert Frost. New York: NA, 1969. Lathem, Edward, ed. Interviews with Robert Frost. New York: Holt, Rinehart, and Winston.   Ã‚  Ã‚  Ã‚  Ã‚  1966. NA. Robert Lee Frost. CD-Rom. Microsoft, 1999. Reeve, F.D. Robert Frost in Russia. Boston: Little, Brown Publishers, 1964. Sergeant, Elizabeth Shepley. Robert Frost: The Trail by Existence. New York: Holt, Rinehart,   Ã‚  Ã‚  Ã‚  Ã‚  and Winston, 1960. Thompson, Lawrance. Robert Frost: The Early years, 1874-1915. New York: Holt, Rinehart and   Ã‚  Ã‚  Ã‚  Ã‚  Winston, 1966. Unger, Leonard, ed. American Writers. New York: Charles Scribner's Sons, Inc. 1961. Van Egmond, Peter. The Critical Reception of Robert Frost. Boston: G.K. Hall and Co., 1974.

Cslrm Computerized Cashiering System

INTRODUCTION : INTRODUCTION Deals in all the requirements needed for managing the library. Process of maintaining data about books, transactions such as issue and return. The user need not visit the library every time to find an item; instead, he/she can search items from his/her own PC/laptop Slide 3: Transaction taking place in the library Study Objective : Study Objective Changing the present library management system of Shoolini University to Online LiMS. To reach the objective of efficient learning and studying in the University. To keep online record of the transactions and utilize human resources in an efficient and matured way.System Study : System Study Present Library System : Present Library System The library is managed by the librarian accompanied with 4 to 5 members’ staff. Library cards to the students as well as the teacher. Issue of the book done by the staff member of the library through the library card. Record of the transactions of books is maintained in w ritten and kept with the librarian. Drawbacks of present system : Drawbacks of present system Provides the facility of books only during the working hours of the University. The record keeping can create problems while maintaining.Record of the receipt of the new books is kept in written which can create problem in handling it. Workload to the staff members and no use of human resources. Proposed SystEm(eLibrary) : Proposed SystEm(eLibrary) A person should be able to: login to the system through the first page of the application. see the status of the books/journals borrowed/reserved. search for a particular book/journal. cancel the reservation made earlier for a particular book/journal Automatic mails should be sent to the users about the expiry of due dates for the books/journals borrowed by them.Login of the member : Issue of the books : Return of the books : Advantages of the Online LiMS : Advantages of the Online LiMS A 24-hour library management. Students according to their ne eds get the books issued and in case they are unable to return the book, they can immediately extend the date of return. Maintenance of the books becomes easy for the staff. The transactions are maintained online. Students as well as teachers can search for any book, magazine, Journal, member etc. Overview of the system : Overview of the system Must be introduced with :Must be introduced with Logon Capabilities: The system shall provide the users with logon capabilities. Mobile Devices The Online Library System is also supported on mobile devices such as cell phones. Alerts The system can alert the Librarian or the administrator in case of any problems. METHODS AND TECHNOLOGIES USED : METHODS AND TECHNOLOGIES USED Various methods used for making the project are: Microsoft Office Word : – For report making Microsoft Office PowerPoint : – For making the presentation Internet Explorer : – For gathering information Questionnaires I.For Teachers II. For Students The main aim of the project is the management of the database of the pharmaceutical shop. This is done by creating a database of the available medicines in the shop. The database is then connected to the main program by using interconnection of the Visual Basic program and the database already created. This program can be used in any pharmaceutical shops having a database to maintain. The software used can generate reports, as per the user's requirements. The software can print invoices, bills, receipts etc.It can also maintain the record of supplies sent in by the supplier CASHIERING AND STUDENT ACCOUNT SYSTEM Colegio de San Lorenzo Ruiz de Manila is currently using a manual way of recording, computing and storing the accounts of the students. The basic information of the student which includes the name, address course and year is written in the green form as well as the subjects that the students is going to enroll and the total assessment for the tuition fees. The cashier will copy t he name of the student, the course and year and the current school year and the total assessment and the initial payment to the index card.Before the student can take the examinations, the student needs to acquire examination permit from the cashier. To acquire examination permit, the student will have to pay his/her tuition fee every grading period. Paying the tuition fee is a burden both the students and the cashier due to the current manual system. The cashier will have to look the index card where the account of the student is written. Since it written in the index card, it takes lots of take to get the record of a particular student.Once the cashier found the index card, the cashier will write the payment received from the students to update the account. This is done using a calculator. Using manual computation sometimes causes an error. At the end of the day, the cashier will have to make a list and summary of the total collection of tuition fees. This is another difficult tas k to handle using manual system especially if there as lots of transactions that needs to be summarized. The summary of the collection will be submitted to the admin for verification.

Understanding Mass Media and Mass Communication

Mass media refers to the technologies used as channels for a small group of people to communicate with a larger number of people. The concept was first addressed during the Progressive Era of the 1920s, as a response to new opportunities for elites to reach large audiences via the mass media of the time: newspapers, radio, and film. Indeed, the three forms of traditional mass media today are still the same: print (newspapers, books, magazines), broadcast (television, radio), and cinema (movies and documentaries).  Ã‚   But in the 1920s, mass media referred not just to the number of people such communication reached, but rather to the uniform consumption and anonymity of the audiences. Uniformity and anonymity are characteristics which no longer fit the way people seek out, consume, and manipulate information into their daily lives. Those new media are called alternative media or mass self-communication. Key Takeaways: Mass Media Mass media as an idea was created in the 1920s.There are three major forms of traditional mass media: print, broadcast, and cinema. New forms are being created constantly.The internet has changed the nature of mass media by creating consumers who control and even create media of their own, and producers who can more easily track consumer responses.Being a smart consumer of media means exposing yourself to a variety of points of view, so that you can become more adept at recognizing subtle and not subtle forms of propaganda and bias. Mass Communication   Mass media are the transport forms of mass communication, which can be defined as the dissemination of messages widely, rapidly, and continuously to large and diverse audiences in an attempt to influence them in some way.   Five distinct stages of mass communication exist, according to American communication scholars Melvin DeFleur and Everette Dennis:   Professional communicators create various types of messages for presentation to individuals.The messages are disseminated in a quick and continuous manner through some form of mechanical media.The messages are received by a vast and diverse audience.The audience interprets these messages and gives them meaning.The audience is influenced or changed in some manner.   There are six widely acknowledged intended effects for mass media. The two best known are commercial advertising and political campaigns. Public service announcements have been developed to influence people on health issues such as smoking cessation or HIV testing. Mass media has been used (by the Nazi party in Germany in the 1920s, for example) to indoctrinate people in terms of government ideology. And mass media use sporting events such as the World Series, the World Cup Soccer, Wimbledon, and the Super Bowl, to act as a ritual event that users participate in. Measuring the Effects of Mass Media   Research on the impacts of mass media began in the 1920s and 1930s, with the rise of muckraking journalism—elites became concerned about the effects of investigative reporting in magazines such as McClures on political decision-making. Mass media became a prominent focus of study in the 1950s after television became widely available, and academic departments dedicated to communication studies were created. These early studies investigated the cognitive, emotional, attitudinal, and behavioral effects of media on both children and adults; in the 1990s, researchers began to use those earlier studies to draw up theories concerning the use of media today. In the 1970s theorists such as Marshall McLuhan and Irving J. Rein warned that media critics needed to watch how media affects people. Today, this remains a key concern; much attention has been paid, for example, to the impact on the 2016 election of false messaging distributed on social media. But the myriad forms of mass communication available today have also encouraged some  researchers to begin to investigate what people do with media. The Move to Mass Self-Communication Traditional mass media are push technologies: that is to say, producers create the objects and distribute them (push it) to consumers who are largely anonymous to the producer. The only input consumers have in traditional mass media is to decide whether to consume it—if they should buy the book or go to the movie: undoubtedly those decisions have always been significant to what got published or aired.   However, in the 1980s, consumers began to transition to pull technology: while the content may still be created by (elite) producers, users are now free to select what they wish to consume. Further, users can now repackage and create new content (such as mashups on YouTube or reviews on personal blog sites). The users are often explicitly identified in the process, and their choices may have immediate, if not necessarily conscious, impact on what information and advertising they are presented with going forward.   With the widespread availability of the internet and the development of social media, communication consumption has a decidedly personal character, which the Spanish sociologist Manuel Castells calls mass self-communication. Mass self-communication means that the content is still created by the producers, and the distribution is made available to a large number of people, those who choose to read or consume the information. Today, users pick and choose media content to suit their needs, whether those needs were the intent of the producers or not.   Computer-Mediated Communication The study of mass media is a fast-moving target. People have studied computer-mediated communication since the technology first became available in the 1970s. Early studies focused on teleconferencing, and how interactions between large groups of strangers differ from interactions with known partners. Other studies were concerned with whether communication methods lacking nonverbal cues could influence the meaning and quality of social interactions. Today, people have access to both text-based and visual information, so those studies are no longer useful.   The immense growth in social applications since the start of Web 2.0 (also known as Participatory or Social Web) has made huge changes. Information is now distributed in many directions and methods, and audiences can vary from one person to many thousands. In addition, everyone with an internet connection can be a content creator and media source.   Blurring the Lines Between Producers and Consumers Mass self-communication can potentially reach a global audience, but it is self-generated in content, self-directed in its mission, and typically focuses on self-related information. Sociologist Alvin Toffler created the now-obsolete term of prosumers to describe users who are almost simultaneously consumers and producers—for example, reading and commenting on online content, or reading and replying to Twitter posts. The increases in the number of transactions that now occur between consumer and producer create what some have called an expression effect. Interactions also now cross-media streams, such as Social TV, where people use hashtags while watching a sports game or a television program in order to simultaneously read and converse with hundreds of other viewers on social media. Politics and the Media   One focus of mass communication research has been on the role that media plays in the democratic process. On the one hand, media provides a way for predominantly rational voters to obtain information about their political choices. That likely introduces some systematic biases, in that not every voter is interested in social media, and politicians may choose to work on the wrong issues and perhaps pander to an active set of users who may not be in their constituencies. But by and large, the fact that voters can learn about candidates independently is predominantly positive.   On the other hand, media can be leveraged for propaganda, which exploits cognitive errors that people are prone to make. By using the techniques of agenda-setting, priming, and framing, the producers of media can manipulate voters to act against their own best interests. Propaganda Techniques in Mass Media   Some types of propaganda that have been recognized in mass media include: Agenda-Setting: Aggressive media coverage of an issue can make people believe an insignificant issue is important. Similarly, media coverage may underplay an important issue.Priming: People evaluate politicians based on the issues covered in the press.Framing: How an issue is characterized in news reports can influence how it is understood by the receivers; involves the selective inclusion or omission of facts (bias). Sources DeFleur, Melvin L., and Everette E. Dennis. Understanding Mass Communication. (Fifth Edition, 1991). Houghton Mifflin: New York.  Donnerstein, Edward. Mass Media, General View. Encyclopedia of Violence, Peace, Conflict (Second Edition). Ed. Kurtz, Lester. Oxford: Academic Press, 2008. 1184-92. Print.Gershon, Ilana. Language and the Newness of Media. Annual Review of Anthropology 46.1 (2017): 15-31. Print.Pennington, Robert. Mass Media Content as Cultural Theory. The Social Science Journal 49.1 (2012): 98-107. Print.Pinto, Sebastià ¡n, Pablo Balenzuela, and Claudio O. Dorso. Setting the Agenda: Different Strategies of a Mass Media in a Model of Cultural Dissemination. Physica A: Statistical Mechanics and its Applications 458 (2016): 378-90. Print.Rosenberry, J., Vicker, L. A. (2017). Applied Mass Communication Theory. New York: Routledge.Strà ¶mberg, David. Media and Politics. Annual Review of Economics 7.1 (2015): 173-205. Print.Valkenburg, Patti M., Jochen Peter, and Joseph B. Walther. Media Effects: Theory and Research. Annual Review of Psychology 67.1 (2016): 315-38. Print.