Rhetorical Analysis Ap

Rhetorical Analysis Essay: 2008 AP Question 2 John M. Barry argues that scientists need to embrace uncertainty within the passage; he asserts that they need the courage and will to overcome the intimidating uncertainty of exploring new fields. With an honest and clear tone Barry highlights the divide between certainty and uncertainty in the passage, discussing the importance of â€Å"pioneers†, individuals who are willing to adventure into the unexplored to further their researches.Courage and wit are indeed two crucial factors for the biologists, chemists, and engineers of today to further develop science; it is important to â€Å"probe† the unknown in order to search for answers, and it is important to embrace failure instead of fearing it, for mistakes and faults help in perfecting research techniques. In The Great Influenza, Barry employs extended metaphor, repetition, and juxtaposition to deliver his message on the need for scientists to explore the unknown.Extended metaphor is used to highlight the intimidation brought from exploring undiscovered aspects of science, furthering her argument that researchers require courage. Barry claims that â€Å"real scientists† are â€Å"on the frontier† and must therefore â€Å"deal with the unknown† and develop â€Å"tools and techniques needed to clear the wilderness†.He describes the harshness and fear-inspiring nature of conducting foreign and novel experiments by comparing it to a â€Å"frontier†, describing it as the â€Å"unknown† and the â€Å"wilderness†Ã¢â‚¬â€Ã¢â‚¬Å"frontier† connotes a barren landscape, insinuating the vast and unexplored characteristic of performing ambitious researches, and â€Å"unknown† and â€Å"wilderness† imply fear and intimidation, deterring scientists away from furthering their hypothesis. In doing this Barry emphasizes that courage is a crucial requirement for scientists to have in developing science.Furthermore, Barry mentions â₠¬Å"shovel†, â€Å"pick†, and â€Å"dynamite† as examples of â€Å"tools one needs†. All of the utilities are used for grating and arduous purposes, which furthers the idea that scientists â€Å"must create . . . everything†; scientists must work diligently and face the challenges they are given with perseverance; to execute successful experiments one must preserver in the face of failure by utilizing whatever means of tools that is available, and by connecting this to the â€Å"wilderness† and â€Å"frontier† at the beginning, Barry suggests that scientists might be afraid of this ailure and onerous work. The extended metaphor portrayed the larger idea that scientists must be courageous in dealing with unexplored areas and topics.Repetition was used to enforce the precarious nature of exploring new areas, insinuating that doing so required a strong mentality by researchers. Barry contends that even a â€Å"single laboratory findingâ⠂¬  can destroy a seemingly monumental belief, saying that it â€Å"can also take one off a cliff†, while arguing that it is also beneficial in that it â€Å"can take them through the looking glass into a world that seems entirely different . . crystal to precipitate an order†. In repeating â€Å"single† and describing many effects that can arise from it, Barry reasons that even a small, isolated finding can destroy a monumental belief that had been upheld for a long time, and that scientists must readily acknowledge this. He also repeats the notion of fragility in using â€Å"sharp edge†, â€Å"glass†, and â€Å"crystal†, implying that new experiments are delicately balanced; he contends that such a brittle nature by intimidate scientists.Barry introduces obstacles that must be overcome by scientists not only through a smart mind, but also through a daring heart. By juxtaposing the two mentalities of following a pre-established road and pi oneering a new one, Barry argues that scientists need to have an adventurous and brave spirit to truly expand the horizons of current models and research techniques. He contrasts â€Å"Certainty† and â€Å"Uncertainty†, describing the former as â€Å"strength† and â€Å"something upon which to lean†, while distinguishing the latter as â€Å"weakness† and â€Å"mak[ing] one tentative if not fearful†.From the very onset Barry describes two very different paths that scientists are faced with in facing â€Å"certainty† and â€Å"uncertainty†. These two significant but strikingly different ideas are posed as the difference between comfort and fear, and Barry argues that scientists need to push themselves into stepping into â€Å"uncertainty† and facing the possibility of disproving their own hypothesis, or the possibility of using the wrong equipment, or even the possibility of making a crucial mistake in order to further dev elop not only science but also their own research techniques.Barry conveys his argument that scientists must overcome the obstacle of â€Å"uncertainty† and must be willing to embrace the fear that entails it through juxtaposing the two ideas of â€Å"uncertainty† and â€Å"certainty†. Through using extended metaphor and repetition to highlight the stark and intimidating conditions of conducting innovative experiments, and juxtaposition to emphasize how the difficult obstacles to overcome, Barry reasons that scientists not only need intellectual curiosity and bright wit, but also a courageous and adventurous spirit.Today education is emphasizing on spoon-feeding children; it teaches children what to think, not how to think; standardized exams pressure students into abiding by â€Å"proven† methods, and creativity and critical thinking are left in the back seat. Barry’s dissertation on the necessary qualities of a scientist indirectly but gratingly points out this flaw within the system, admonishing us that at this rate there will be a lack of â€Å"investigators† or â€Å"pioneers† in the future.

Ashaba-Ahebwa Mark on Civil Law in the Ugandan Jurisdiction Essay

The topographic point and manner of test is normally determined by type of test and proceedings. If you make an application by biddings. so you will be heard in Chambers. Procedure 1 – where suspect elects non to name grounds The Plaintiff or recommend makes an gap address referred to sometimes as an gap statement. After that the complainant informants are called. examined cross examined and re-examined. After that the complainant or his advocator amounts up the instance by doing a shutting address. After that the Defendant states their instance and makes a shutting address. Procedure 2 – Defence elects to name grounds Advocates for the complainant makes an opening statement. the complainant informants are called. examined. cross-examined and re-examined. After that the defendant’s advocate makes an opening statement. After that the defendant’s informants are called. examined. cross examined and rhenium examined. After the Plaintiff or his advocator amounts up the instance by doing the shutting address. Thereafter the suspect sums up the instance and makes a shutting address besides. The Defendant can answer to the plaintiff’s shutting. The answer merely covers new land. In instances where there are many suspects and many complainants the same process will use but if the suspects are represented individually. so the advocates will individually do their entries individually by order of visual aspect. Cross scrutiny of informant will besides follow the order in which they proceed. Co complainants will usually be represented by the same advocate. Who has the right to get down the instance? Order XVII Rule 1 The complainant or the applier has the right to get down. Of class there are certain exclusions to that right to get down. 1. Where the Defendant admits the facts alleged by the complainant but raises an expostulation on a portion of jurisprudence. In such a instance the suspect should be entitled to get down by subjecting on that portion of the jurisprudence. For illustration. say one raises a supplication of Res Judicata? In such a instance one can state that they have sued the suspect by they have raised an expostulation on the portion of the jurisprudence a and in this instance. the Defendant has the right to get down on a supplication of RESs judicata. Or the Defendant raises the supplication of restriction. they have the right to subject on that point of jurisprudence. However it is advisable that one should ever set it in the pleadings whatever supplication they intend to raise. 2. Where the Defendants admits the facts alleged by the complainant but states that the complainant is non entitled to the alleviation that they seek for illustration drawn from Seldon v. Davidson in which instance the complainant brought proceedings for recovery of a debt. In their defense mechanism the suspects admitted that they received the money from the complainant but pleaded that the money was a gift. In this instance the suspect has a right to get down. Suppose there are several issues? May be it could be many different parties and there is a difference as to who should hold the right to get down? The tribunal will direct that the party with the load of turn outing the bulk of issues shall get down. Opening Statement What should it incorporate It is normally a brief lineation of either the defendant’s or the plaintiff’s instance. normally it will province the facts merely. They will be stating the tribunal the informant that they intend to name and will be giving a prevue of what they intend to turn out. Normally this is an debut to the full test and it is of import that it is interesting. logical. credible and in a narrative signifier. Usually it is non necessary for the Judge to enter the gap addresss unless one raises a point of jurisprudence. It is of import that a note should be made in the tribunal record that an gap address was made. an gap address must non incorporate grounds. It should merely be limited to a statement of basic facts that the parties intend to turn out or trust on as defense mechanism. After you make the gap statements. you move on to scrutiny in head. Examination OF WITNESSES Examination in Chief When you call a informant there are 3 phases1. Examination in head2. Cross Examination3. Re scrutiny Examination in Chief The object of scrutiny in head is to arouse facts that are favorable to the instance of the party naming the informant. In other words the test in head is when you question your first informant. Sometimes the plaintiffs themselves. Normally they will be giving grounds that will be favorable to their instance. It is governed by two regulations ( a ) The informant can non be asked prima inquiries – these are inquiries that suggest the reply expected of that individual. For illustration you can non inquire Was your concern running into fiscal troubles last twelvemonth? You should inquire what was the fiscal place of your concern last twelvemonth? The art of cognizing whether a inquiry is taking is learnt with experience. ( B ) The scrutiny must non be conducted in an assaultive mode. Normally at cross scrutiny you can assail but you can non make that to your ain informant. If your informant turns hostile. you can inquire the tribunal to declare the informant a hostile informant a nd one time the tribunal does that. you can so assail the informant. When a informant is declared hostile ( I ) You will be allowed to impeach the creditability of that informant ; ( two ) You can inquire prima inquiries ( three ) You can inquire them inquiries that touch on their truthfulness and even their past character and old strong beliefs. ( four ) You can besides be able to analyze on certain issues by leave of the justice e. g. you can oppugn the hostile informant on statements they made antecedently which is inconsistent with their present testimony. This can assist to demo that the witne3ss is giving conflicting grounds which the tribunal is allowed to decide when they are taking the grounds into history. You must take witness statements. If they give grounds inconsistent with the statement that they signed. you can impeach their credibleness and bring forth the informant statement. CROSS EXAMINATION There are 3 purposes of cross scrutiny 1. To arouse farther facts which are favorable to the cross analyzing party ; 2. To prove and if possible dramatis personae uncertainty on the grounds given by the informant in head ; 3. To impeach the credibleness of the informant. Cross scrutiny – the range is broad one is allowed to inquire prima inquiries. inquiry a informant on old testimony. it is non restricted in any manner. A good Advocate will ne'er bury the virtuousness of courtesy. RE EXAMINATION Once you have examined your informant in head. the other side cross-examines your informant. The re scrutiny is a sort of retrieval procedure. This is when you try to mend the lesions that were opened up in cross scrutiny. Most of import. re-examination is purely restricted to affairs that arose at cross scrutiny. The tribunal besides has powers to inquire a witness inquiries for the intent of clear uping points. SUBMISSION OF NO CASE TO ANSWER The suspect may do a defense mechanism of no instance to reply after the entry by the complainant. The Judge must make up one's mind whether there is any grounds that would warrant seting the suspects on their defense mechanism. Normally if the entry of no instance to reply is non upheld. the instance continues. If the tribunal says that there is no instance to reply. that governing can be challenged on Appeal. Taking DOWN EVIDENCE Normally grounds of informants is taken orally in unfastened tribunal under the way of a Magistrate or Judge. it is usually written down in narrative signifier i. e. non inquiry and reply signifier but where there is particular ground. the grounds may be in inquiry and reply signifier. The regulation is that the tribunal may on its gesture taken down a peculiar inquiry verbatim and the reply verbatim. Where either party objects to a inquiry and the tribunal allows it. so the tribunal should enter the inquiry. the reply and the expostulation and the name of the individual raising the expostulation and if they make a opinion they must besides enter the opinion of the expostulation raised. Tact is required as you may happen that. Sometimes if you object excessively much you can annoy the Judge. Object merely for of import things. In the class of taking grounds. the tribunal may besides enter comments made by informants while under scrutiny and usually after taking down the grounds the justice will subscribe that grounds. The tribunals can besides enter comments and demeanor of a informant. PROSECUTION & A ; ADJOURNMENT OF SUITS Public policy paperss that concern of the tribunal should be conducted efficiently. It is of great importance and in the involvement of justness that action should be brought to test and finalised with minimal hold. Order XVI Rule 1 requires that hearing of instances should be on a twenty-four hours to twenty-four hours footing until all informants have testified. However this is non ever possible and that is why the tribunal may recess a hearing on its ain gesture or upon application by either of the parties where good class is shown. The regulation requires that dissolutions can be granted where good cause is shown Habib V Rajput the complainant instance came up for hearing. the advocators applied for dissolution on the evidences that their client was absent for some unexplained grounds. The respondent opposed stating that his informants were already in tribunal and had come from really far off and it was bing a few thousand shillings to maintain them there per twenty-four hours. Was the plaintiff’s ground good cause to recess. The tribunal ruled that no sufficient cause was shown and the application for dissolution was dismissed. Kamil V. Merali NO STEPS TAKEN – Order XVI Rule 6 Under Rule 6. where no application has been made or stairss taken for 3 old ages by either party. the tribunal may order the suit to be dismissed but normally the application should demo do why the suit should non be dismissed. Any instance which is dismissed under Rule 6 can be instituted afresh topic to regulations of restriction. Victoria Construction Co. V. Dugall The tribunal considered the significance of stairss taken within the significance of Rule 6. the Case was filed in November 1958 and in 1960 the Applicant decided to mention the instance to an arbiter but efforts to decide the difference through arbitration failed. The affair went to kip until 1962 where the registrar asked the parties to demo cause why the suit should non be dismissed. The Plaintiff contended that the stairss to seek arbitration amounted to stairss taken. The inquiry was whether an understanding to mention the affair to arbitration was a measure taken and the tribunal held that that was non a measure taken and the instance was dismissed. In this instance. the tribunal explained 1. That one has to fulfill the tribunal that the suit is ready to continue without hold. 2. One has to fulfill the tribunal that the suspect will endure no adversity ; 3. That there has been none frequent inaction by the Plaintiff. It is advisable at the clip the instance comes up for hearing to inquire that it be stood over by and large ( SOG ) to give you clip to travel to arbitration and if you are non ready. you can ever travel back to tribunal and seek an extension. This manner there is a measure taken. Shutting Address You are stating the tribunal that you have presented your grounds. that you have proved that so and so is apt and you will besides be stating the tribunal that this is the jurisprudence and if applied to the facts of your instance so the jurisprudence should back up your supplications. You will be stating the tribunal of past determinations that support your instance. You will accommodate the facts. the jurisprudence and past determinations that support your instance. You make your instance in the shutting statements.

Smoking should be made illegal Essay Example | Topics and Well Written Essays - 750 words

Smoking should be made illegal - Essay Example This essay discusses the reasons why smoking should be made illegal. Smoking can cause serious health damage. "Smoking increases the risk of getting lung cancer, larynx cancer, COPD, oral cavity, throat cancer and oesophagus cancer." (Nationaal Kompas Volksgezondheid, RIVM, 25 September 2007) Smokers not only damage their own physical health, but they can also harm the same of the people who do not smoke. If a person breathes in cigarette smoke from the environment, it is called passive smoking. "Passive smoking is responsible for several thousands of deaths a year in The Netherlands." (Nationaal Kompas Volksgezondheid, RIVM, 25 September 2007) So the stressed out mother that desperately needs a smoke, while her kids are finally asleep on the couch, could indeed be damaging her children's health and of her own. In these times of financial crises we might want to cut back on our expenses a little bit. Since smoking is quite an expensive habit, this might be the time to save some money which otherwise would be spent on cigarettes. Most tobacco products are probably not that expensive on their own, but the taxes that are put on tobacco make cigarettes a lot more expensive. Also individual and national medical expenses could be reduced drastically. A counterargument could be that smoking is enjoyable and relaxing. ... 1998, Page 24) However, because of these stimulating effects, nicotine can be highly addictive. A person may grow dependent on nicotine to calm nerves, fight boredom, and keep focused as well as other reasons. As the body gets used to it, a person may experience detoxification symptoms as soon as he doesn't take his cigarette every two hours. Another counterargument may be that the tobacco industry highly contributes towards the Dutch economy. "The Netherlands is one of Europe's major suppliers of tobacco products. Several tens of thousands of Dutch citizens have tobacco to thank directly or indirectly for their welfare." (500 jaar tabakscultuur, Peter Bulthuis, Bzzth, 1992, Page 95). On the other hand stands the costs that smokers make for medical care, when they become ill from smoking, while the doctor already tells them to quit smoking time and time again. Also the discouraging campaigns against smoking by the government cost quite a lot. "A budget of about half a million Euros for the prevention of smoking among youth" (Genotmiddelen in Nederland, maatschappelijke en economische aspecten. A. Vreeken. Stichting Maatschappij en Onderneming. 1998, Page 48). In my opinion, there is nothing enjoyable about smoking, because it makes you physically ill, makes your breath smell bad, costs money and can cause damage to others whilst becoming an addiction. I believe that its dangers easily outweigh its pleasures. Of course, enjoyment is something that cannot be missed in a person's life, but there are also a lot of alternatives that are not as damaging to people's health. What if your daughter started smoking when she was 14, while you, as a parent, are in a hospital bed, terminally ill because of lung cancer, caused by smoking. Conclusion Smoking

Economics and management Quantity Surveying Essay

Economics and management Quantity Surveying - Essay Example onstruction industry worldwide employs huge numbers of workers as this industry is labour driven; if there is lack of labour the construction industry encounters huge challenge. The attrition in this industry is higher compared to others as wage becomes the problem (Wong, 2003). The labours do not get the motivation to work in this sector as they cannot find ways to improve their standard of living by employing their skills. Construction companies concentrate on planning, leading, organizing and controlling the operation in order to excel in the present competitive world. Managers focus on these aspects before executing the project. There have been a number of researches pertaining to construction industry, which have highlighted the fact unambiguously that the project managers are the most important success factor of the projects. Herbert et al. (1970 cited in Goetsch and Davis, 2006) has identified that little attention has been given to the leadership issue that arises in the construction industry on a regular basis. In spite of this situation, there are several researches pertaining to this issue and the authors have provided their views accordingly. Although the researches failed to address the main issues in the industry instead, they highlighted the general problems that are encountered by all the industries worldwide. The reason behind the inefficiency to provide the exact reason pertaining to e ffectiveness of leadership in construction industry is the lack of understanding. Therefore, the present essay lays emphasis on the importance of leadership in the construction industry (Hotho and Dowling, 2010). Leadership is defined as the behaviour of an individual by virtue of which one aims at directing or controlling a group of team members. It is a reciprocal process that encourages individuals to concentrate on values, political and economic resources so as to achieve an ascertained goal. The leaders should posses the ability to direct their subordinates

The Economic importance of Transportation Essay

The Economic importance of Transportation - Essay Example ailure at any point of the transport network that we have could be disastrous as the IRU (2002) tells us that, â€Å"Any transport network failures may be assimilated to ‘blood clots’ obstructing free movement of people, goods and services, and hindering sustainable development of world economy (IRU, 2002, Pg. 1).† For America in particular, there exists an extensive road, rail, air and sea based transport network that links all the cities and towns within the continent from New York to Juno. However the vast transport network in America was not built overnight but rather it took decades of planning, positioning, regulations, infrastructure development and a tremendous monetary investment before the network could take a useable form. Of course, for the majority of the citizenry, the most commonly seen and perhaps the most often used system for transport remains the road and highway networks that cut across the land. Economic concerns certainly come up when the road network is planned or even when a new road/highway is to be made by the government. These economic criteria define the goals of such an element of the transport network. For example, the economic goal of the road could be to alleviate pressure and thus save time for individuals who are driving from one point on the city to another. It could also be to provide more routes for accessing a point of economic interest such as a shopping mall. Even the nature of what is going to be transported by the route is an important consideration since roads going in or coming from an industrial zone may have different specifications as compared to the roads that are in use in residential zones (Weiner, 2004). An established transport network can even guide the economic development of a region since industries may be more interested in locating to a region that has an extensive road network permitting the easy movement of heavy trucks or other equipment. Access to railroads or airports may be important for

Data wharehousing Essay Example | Topics and Well Written Essays - 2500 words

Data wharehousing - Essay Example This is a concept of OLAP mainly used when it’s being related to data mining. This is possible through pre-aggregation, an aspect of relational databases in that they not only facilitate the creation of tables, but also can manipulate them together with the data they contain. Pre-aggregation in connection with OLAP basically explains how factual information, in this sense data that has been collected can be used to come up with probability estimations used for distribution (Kozielski & Wrembel, 2009). Data mining is a concept that has been confused with OLAP for a while. These two terms, though different have been used synonymously to refer to the other. However, these are two similar but different terms when viewed critically. Data mining is a data knowledge discovery mechanism that aims at identifying, from a pool of data, sets of useful and important data that may have been ignored, classifies the data in relation to the whole set and associates it to its class. This data a nalysis concept focuses mainly on dividing the existing data into small manageable sets, as regards their relationship. On the other hand, OLAP focuses on addition of more data to a pool that is already in existence. This is made possible since OLAP gives data a multi-dimensional approach, creating summaries in different dimensions that are then added up to the original data, making it more comprehensive A general definition associated with OLAP is that which describes it as software put in place to create a platform in which the user interacts easily with a complex database accessed online and is able to prompt the database for a service which n return provides a report in a form understandable to him/her. However, there are many other definitions attached to this concept. It’s amazing that some people even used the full name of the acronym as a definition, but this is entirely questionable since it does not give gist of what the concept is or what it refers to. The most com monly used definitions are listed below (Becker, 2002). First, there is what we can call the popular definition. It’s a precise and interesting definition of OLAP as set of many spreadsheets in a package. This is just but a typical meaning, mainly used to people who have little or no knowledge in information technology. Its true OLAP is used in spreadsheets to enhance the view of data, but it’s certainly not a set or group of spreadsheets. Secondly, OLAP has been popularly defined as a report given or presented with some extra information attached to it. This is adopted from the way OLAP works, by presenting data from different dimensions with diverse interpretations. In this case, OLAP allows the database users to scan through different perspectives of an issue. Lastly, there is the technical definition attached to OLAP. It describes on-line analytical processing as enhanced, friendly browsing of similar, multidimensional data. When a user prompts a query to the softw are, it may take up to less than a minute to give an output, hence its attribution as a fast software. It also does this in levels with a set of new data for each level. MegaSave uses data marts, tools used in presenting data and facts in multi-dimensions. The best definition, therefore, for such a scenario is the last one. This is so because so far,

Tips about How to play soccer well Essay Example | Topics and Well Written Essays - 250 words

Tips about How to play soccer well - Essay Example Teamwork and coordination are the most important elements for a successful soccer game. The necessity for passing and moving the ball in the running game is very important for a successful game tactic. The more the game is kept in the run, the higher the chances there are of scoring a goal. Great club teams like Manchester United and Arsenal have great emphasis on passing the ball across the field. This ensures that the ball gets to a wider number of players – or rather the referee is made to run a lot more – resulting in the creation of more opportunities for scoring a goal from different crosses and angles. A team that can move around the field with the ball is a nightmare for a goalkeeper. It not only requires on him to focus on the ball from different angles but adds to the complexity of judging potential shots from a fast moving ball. It can be said that a goal is an outcome of several mid-field operational tactics that often are based on keeping the ball changing feet more often than

Needs for a Domestic Vacuum Cleaner Essay Example | Topics and Well Written Essays - 3000 words

Needs for a Domestic Vacuum Cleaner - Essay Example The Dyson DC08T is a hypoallergenic cylinder vacuum cleaner, and comes with a "lose no suction power" claims from the manufacturer. It Employs a Bagless Dust Collector, and is free-standing. In appearance, it’s cute, compact and small. The bright colorful exteriors are attractive, and the cleaner has easily maneuverable buttons. The hose pipe can be wrapped around the cleaner and hence facilitates easy storage. With a maximum volume of the dust collector of 2 Litres, it is capable of working for an extended period of time without the need to clean and restart. The cleaner however is not capable of working on a remote control mode, and also does not have the capacity to multi-function. It comes with a Telescopic wand and a turbo head for deep cleaning or using on pet hair. Before proceeding to report the actual exercise, it is appropriate to elaborate upon the layout of the cleaning area. The cleaning will be undertaken in my two-bedrooms, that have hard floors and furniture like, bed, dresser and an armchair. It will also include the living room, that too has hard floor, a Belgium carpet, and an assortment of rugs. The furniture in this room includes a fabric-furnished sofa set, a glass-topped center table, two wooden side tables, and an array of artifacts that include small sized statutes, terracotta vases, and several other similar displays. The hall houses dining table and chairs, and a couple of lounge chairs.

Final research paper Example | Topics and Well Written Essays - 1250 words

Final - Research Paper Example This paper is, therefore, aimed at discussion some ways the digital revolution has changed journalism. Digital revolution has several impacts on the current journalism as it stands. For instance, it has been argued that, digital revolution increases commercial pressure where the digital models that used to pay for the news do not give this payment anymore as they have other ways to obtain such news for free. This would create an impact on the quality and availability journalism that rely on facts in America. The revolution has seen several consumers use search-powered web to obtain news and read only the selected parts, hence, not paying for news as they used to do. The digital media have, therefore, made news look like a commodity found in the market. The increase in the share of total advertising expenditure also exists, though most of the expenditure goes into paid search. The paid search is mainly controlled by the big media companies such as Google that only aggregates the news but do not create the news itself. Due to such big losses that have hit the journalism industry through the digital revolution, the US news publishers have used the opportunity to turn their reach in order to increase their reach, consumer value and loyalty, and generate some revenue from advertising. Through such attempts, they try to compensate the losses in revenue as a result of new commercial and technological pressures. A major challenge in maintaining such online advertisement sets in when trying to preserve the brand. Such efforts have been seen to attract many consumers, who are fragment and transient. Another challenge is for the small media houses since they are not able to compete fairly in the market. News publishers in the journalism industry are working hard to attract clicks, retain their consumer, boost advertising revenues and increase their visibility extent in the search

Gymnastics Essay Example | Topics and Well Written Essays - 1250 words

Gymnastics - Essay Example Learning, however, is a complex process, the principles of which are not always obvious, thus the need for careful inspection. By examining these principles we will be in a better position to assess how they can be applied to physical education. Psychology is about theories as to what leads people to behave in particular ways in different situations. Learning and motivation are important aspects of human behavior and have been the subject of much research. From the perspective of motor skills, learning can be defined as a relatively permanent change in ability resulting from experience and training as a progression from simple to more complex, sophisticated movements Operant conditioning is a psychological technique for modifying behavior that is particularly relevant to how psychology can be helpful to the teaching of gymnastics. The technique is defined as a voluntary response that is strengthened or weakened according to immediately following consequences. Organisms therefore have a tendency to repeat those actions that are reinforced in particular ways that result in a change of behavior. Behaviorism, as this approach to learning is called, is based on those aspects of behavior that are overtly observable. Because behaviorist techniques rely on the observation of explicit actions, they are especially applicable to the teaching of gymnastics. There are various methods by which a behavior can be reinforced of which the most efficacious has proved to be positive (praise) rather than negative (punishment) feedback. Positive reinforcement are of two main kinds, extrinsic and intrinsic; verbal encouragement or privileges are common examples of the former, whereas the latter applies to self-motivated students who receive a sense of fulfilment at achieving success. As students requiring the most attention are those who tend to underachieve and are not always self-motivated, our concern will mainly be with extrinsic reinforces as these, when used in the right circumstances, have proved to be advantageous in a number of different ways. An essential aspect of achieving a positive outcome is the breaking down of complex tasks into simpler ones that can be translated into graded steps according to the ability of the student. In this regard, motor skills can be decomposed into a series of simple frames that help to pin-point strengths and weaknesses that can be translated into structured programmes for initiating improvement. Programmed learning of this type allows the trainee to progress at his/her own rate, and permits learning to be facilitated through positive reinforcement of the targeted behavior in that a correct response will be more likely than an incorrect one. Skills can therefore be programmed to advance through structured hierarchies of tasks that progress from the rudimentary to the complex through successive approximation. In a physical education setting, there are special circumstances to take account of when applying these principles. As individuals are inclined to possess a wide variety of abilities, it is essential that the

Online gaming Essay Example for Free

Online gaming Essay Is trying to attain the needs of the student with the new scheme of education. The K-12 entails the addition of Music, Arts, Physical Education and Health (MAPEH) subject in grades 1, 2 and 3. Music is a colorful sound that we hear after birth. Playing music for infants in their first year provides for enhancement and benefit in future education. Music has different meaning to every individual. It works as a means of learning, relaxation, and fun. Everyday, young people spend more than four hours watching television, one hour using a computer and one hour of playing video games. No wonder why this era has become the â€Å"digital age†. We can also refer to the current era as a visual age. The demand for new abilities also transformed the workplace. â€Å"The secret sauce comes from our ability to integrate are, music and literature with the hard sciences, that’s what produces an iPod Revolution or a Google.† Friedman says. Today arts are needed by our young people as a means of expression, communication, exploration, and imagination. Arts help us strengthen the critical thinking skills. It also develops cognitive and creative skills. Physical Education plays a critical role in educating the whole student. Like other academic courses of study, physical education is based upon rigorous national standards that define what students should know and be able to do as a result of participation. It is unique to the school curriculum as it is the only program that provides students with opportunities to learn motor skills, develop fitness, and gain understanding about the importance of physical activity. Students will be provided an individualized, developmentally appropriate, and personally challenging instructional program that will advance the knowledge, confidence, skills, and motivation needed to engage in a lifelong, healthy, active lifestyle. In the propose study of the proponents, the students are going to apply and use the application not just for the entertainment but for them to learn on  something like any other word games. But with this study the students are expected to learn words from the subject itself. Statement of the Problem This study find answers to the following questions: 1. Can the new game be an effective tool for learning while keeping players entertained? 2. Can the new game be an effective way of teaching MAPEH and can it be equally effective for enhancing the critical thinking skills of the players? General Objectives The general objective of this study is to implement a word game that enables the learning of the MAPEH subject more exciting. By providing a learning environment that is exciting and entertaining, the hope is to increase learning effectiveness. This game will act as a future learning tool that will assist in the problems that teachers face in expanding a child’s vocabulary. The same can be said for a teacher trying to teach students where Cebuano is not their first language. This application can make players more determined to learn and to advance in the language by forming as many words as they can. It will let the players build and expand their vocabulary and strengthens the advantages of learning and playing this game. Specific Objectives To create an application that is effective in teaching MAPEH subject with fun ï‚ · To create an application that enhances the players’ critical thinking skills Conceptual Framework The concept of the game is that the player inputs the user name after the submission, the player has two options in selecting the type of game, whether a timed game or a non-timed game. If the player selects timed game, the player can select among the four categories; Music, Arts Physical Education, or Health. If the player selects random category, there will be two (2) minutes allotted time for the player to search for possible word/s and if the player find the word/s there will be an additional ten (10)  seconds added to the player’s remaining time. In non-timed game, there will be a leveling stage of difficulty and the player will construct for possible answer in every random category questions. There is a rule in giving hint, in non-timed game, there is a help button for words that were not yet found. The player can hit the hint button every twenty (20) seconds only to have discipline in using hint. The timed game scoring is based on the number of words find while the non-timed game ranking score is based the length of words found. To make the game more interesting and exciting, the proponents added a hall of fame list , wherein it has a ranking of the top 10 players displaying their statistics like longest word found and their achievements that they gain from timed and non-timed game. However, if the player wanted to quit the non-timed game, he can hit the menu button and quit. If the player losses in timed game, there will be a notification box that will pop-up in which the player could choose and decide whether to try again or quit the game and return to main menu. Figure 1.0 The process of the Gameplay Simulation Scope and Delimitation of the Study Scope The study focuses on developing a PC game application of a book worm style game where it contains many categories that are related to MAPEH subject such as Music, Arts, Physical Education and Health. This game, players can choose whether it is timed game or non-timed game. Players can play with different category such as Music, Arts, Physical Education and Health or player can choose a random category. This game has a time limit wherein the player needs to complete the word/s before the time ends. If they can answer questions then points will be given and will be placed in a ranking or players can quit the game and return to main menu. In timed game, players can choose different category or a random category. Players will get a score for every word and if they have the biggest scores they will be put first in a ranking. Delimitation The game will only delimit the following: o It will only focus on related MAPEH subject. o It will only cater 2D Graphics and does not project 3D graphics. o It will only use materials that are educational. All inappropriate topics will be excluded. Significance of the Study Students – This research is significant to the students that find MAPEH as a difficult subject. Teachers – This research is significant to the teachers for they will also learn new learning tools or other way on how to teach MAPEH subject. Players – This research is significant to anybody that plays games since this game can enhance the players critical thinking skills of the subject MAPEH . Future Researchers – Anybody that wished to create the same study can use this as a reference. They will find this helpful. Definition of Terms 2D computer graphics 2D computer graphics are digital images that are computer-based. They include 2Dgeometric models, such as image compositions, pixel art, digital art, photographs and text. 2D graphics are used every day on traditional printing and drawing. Computer Gaming Computer gaming is a type of video game playing that is played on a personal computer, rather than a dedicated video game console. CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES This chapter contains the review of related literature and related studies that contains relevant and useful information in conducting the research. Related Literatures Study examines potential positive effects of video games Video games have become part of our life. All age groups have a varying degree of experience with video games. Most games have been made for entertainment purposes. Nowadays, there is increasing controversy over the effects of video games. Parents worry about the negative effects of computer gaming on children, they’ve emphasized on the violent behavior and addiction of computer games. However, there are some positive effects which could benefit a person from playing video games. According to Snodgrass (2011), an associate professor of anthropology at Colorado State, video games can have potential positive effects on people. This was researched by examining the  different types of video gaming experiences and the effects they can have on players’ lives, including their self-reported levels of stress, life satisfaction and happiness. In video games, players could develop avatars and complete tasks in cooperation with other players. The complex and highly interactive nature of the game can lead players to feel as though they have become part of a vividly compelling alternate universe. The American Psychological Association (APA) researchers assessed their problem-solving ability by examining the types of cognitive, goal-oriented, game-oriented, emotional and contextual statements they made. Younger children seem more interested in setting short-term goals for their learning in the game compared to older children who are more interested in simply playing and the actions of playing. (Ostrovsky, 2008) Bookworm Deluxe Bookworm deluxe has similar concepts to Mother Tongue Bookworm. The game utilizes 2D graphic visualization, from a grid of available letters; players connect letters to form words. As words are formed, they are removed from the grid and the remaining letters collapse to fill the available space. The players are given a board filled with lettered tiles, and they have to string them together to form words. The player get points for each word and longer words are worth more points. A major benefit of the game is that it increases a player’s vocabulary. (Mueller, 2005) Scrabble Scrabble has been around for more than half a century now. Scrabble is a word game in which two to four players score points by forming words from individual lettered tiles on a game board marked with a 15-by-15 grid. The words are formed across and down in crossword fashion and must appear in a standard dictionary. There are three ways in which the player could benefit from playing this game. One of which is that it builds vocabulary, second is it helps one improve spelling and lastly in developing the skill of anagramming. The game application made by the proponents used this game as inspiration for the board game concept. (Rooni, 2010) Boggle game Boggle game or most commonly known as word factory is a word game designed by Allan Turoff. The game is played using a plastic grid of lettered dice, in which players attempt to find words in sequences of adjacent letters. The game is intended to help children learn to recognize letters and words, to practice hand-eye coordination, and to learn the correct spellings of basic words. (Nickerson, 2007) Synthesis The above mentioned related literature and studies, the proponents viewed that the proposed game application would be feasible and would significantly help those students most specially Kindergarten to Grade 3 students who are under the K to 12 program of the Department of Education. Children nowadays have access to technology that was not available in previous generations and therefore they have a unique opportunity to use this technology to aid in how they learn. By reversing the negative effects of video games, there are benefits that could be gained by players while having fun at the same time. CHAPTER III METHODOLOGY In this chapter, the proponents discussed the method used in this study and the different procedures in the development of the research. Moreover, it also included the research locale, design procedure, design instrument and the timeline of the study and how the gathered data collected and analyzed. http://www.sourcecodester.com/visual-basic/educational-computer-game-thesis.html

La creatividad

La creatividad Introduccion La creatividad es la llave que abre la puerta del desarrollo individual y colectivo, razà ³n por la cual las naciones que han alcanzado un alto grado de desarrollo tecnolà ³gico, industrial, econà ³mico y social invierten grandes cantidades de recursos para mantenerse a la vanguardia, ya que innovar constantemente les asegura, no sà ³lo el bienestar de sus habitantes, sino incluso la supervivencia misma. Esta necesidad de ofrecer alternativas nuevas, viables y oportunas a las distintas problemà ¡ticas que plantea nuestra sociedad globalizada, nos motiva a enfocar nuestro interà ©s de estudio en la creatividad, desde la perspectiva del individuo creativo e innovador, pues es el sujeto, el principal protagonista de estos cambios, quien utiliza esta herramienta interna para aportar los elementos que promueven el avance y crecimiento. En este sentido, el presente trabajo de grado se propone â€Å"dibujar† el perfil psicolà ³gico de personas creativas en Repà ºblica Dominicana, a partir de la descripcià ³n de sus rasgos de personalidad. Igualmente nos esforzamos en entregar un perfil social, tomando como marco de referencia el universo relacional de los individuos estudiados: familiar, social, educativo y econà ³mico; con la finalidad de encontrar en estas perspectivas externas los elementos o situaciones que facilitaron la manifestacià ³n concreta de su actividad creativa, asà ­ como aquellas circunstancias que representaron importantes obstà ¡culos en la consecucià ³n de sus metas. Esta investigacià ³n es el primer estudio de este gà ©nero realizado en nuestro paà ­s, hecho que le reviste de gran importancia ya que las conclusiones arribadas aportarà ¡n valiosos beneficios en diferentes à ¡reas. Este estudio abarca diversas zonas de nuestra geografà ­a nacional, donde nuestros sujetos de investigacià ³n han expuesto parte de sus talentos. Mediante pruebas psicomà ©tricas realizamos la exploracià ³n caracterolà ³gica, mientras que el perfil contextual es abordado a travà ©s del uso de cuestionarios y entrevistas semi II estructuradas. Indagamos asà ­ el ambiente que fue capaz de impulsar, aunque no de propiciar, el genio creativo de estos ciudadanos como mecanismo de adaptacià ³n y supervivencia a sus propias carencias. Iniciamos esta propuesta investigativa definiendo el concepto creatividad y sus antecedentes, exponiendo las teorà ­as planteadas por diferentes personalidades del haber cientà ­fico; quienes, a pesar de estudiarla desde diferentes aristas, coinciden en afirman que la creatividad es una capacidad integral de todos los seres humanos, incluso hay quienes la califican como una â€Å"actitud personal†; este potencial lo que requiere es ser fertilizado, a fin de broten sus frutos en todos los à ³rdenes. En el capà ­tulo uno, definimos las personas creativas desde la à ³ptica de diversos investigadores, a partir de una serie de caracterà ­sticas cognoscitivas, afectivas y volitivas especà ­ficas que poseen. De igual modo las perfilamos mediante su auto descripcià ³n. Es de nuestro interà ©s abordar la motivacià ³n tanto intrà ­nseca como extrà ­nseca que impulsan sus proyectos creativos, pues estas personalidades sobresalen mà ¡s por su deseo de dejar huellas en el mundo que por su puro poder intelectual. Sin dejar de lado el aspecto de la inteligencia, ya que hay autores que incluso la desvinculan del proceso creativo.. En el capitulo dos nos ocupamos del contexto creativo tratando de exponer el papel que juega el proceso de socializacion en el desarrollo y expresià ³n de la capacidad creativa. Los estudios de casos realizados nos permiten concluir que las caracterà ­sticas que definen los sujetos estudiados son las siguientes†¦ III II. PLANTEAMIENTO DEL PROBLEMA II.1 ENUNCIACIÓN DEL PROBLEMA De los individuos creativos depende el desarrollo y sostenimiento del progreso humano, gracias a la incorporacià ³n de sus ideas originales, innovadoras y eficaces. Por lo tanto, es imprescindible detectar y cultivar las cualidades de personalidad que los caracterizan. De ahà ­ la relevancia que alcanza la presente investigacià ³n, pues entregamos un perfil psicolà ³gico y social de personas creativas en Repà ºblica Dominicana, estudio pionero en su gà ©nero. La creatividad es considerada un bien social, pues el avance de la sociedad dependerà ¡ cada vez mà ¡s de la inventiva y de la capacidad de las jà ³venes generaciones1. En los à ºltimos 50 aà ±os, ha sido estudiada por muchos autores como elemento componente de la personalidad (Guilford, 1960; Sternberg, 1988; Mitjà ¡ns, 1995; Csikszentmihalyi, 1998; Goà ±i, 2003). El procedimiento utilizado consiste en identificar las personas creadoras a partir de sus realizaciones o utilizando criterios de jueces, datos autobiogr à ¡ficos, etc. y estudiar, generalmente mediante tests, los rasgos de personalidad, buscando relaciones que evidencien cuà ¡les caracterizan a las personas creadoras y las distinguen de las no creadoras.2 Tradicionalmente las investigaciones han sido enfocadas en poblaciones especà ­ficas: cientà ­ficos y artistas de todo gà ©nero; llegando incluso a considerar la creatividad como una propiedad cuasi exclusiva de estos grupos; sin embargo hay autores que la plantean como un atributo comà ºn a todos los seres humanos, distinguiendola como ordinaria, cuando el individuo la utiliza en su cotidianidad para adaptarse al medio y sobrevivir, y grandiosa cuando es responsable de los logros y progresos de la sociedad humana.3 En un principio el estudio de la creatividad se limitaba al contexto individual, posteriormente se han tenido en consideracià ³n tambià ©n otros factores de carà ¡cter 1 Saturnino De la Torre. Persona y proceso creativos. Creativitat, comunicacià ³ i mercat, 2000. http://tdd.elisava.net/coleccià ³n/17/de-la-torre-es. 2 Albertina Mitjans. Creatividad, personalidad y educacià ³n. Cuba, Editorial Pueblo y Educacià ³n. 1995, p.3 3 Federico De Tavira. Introduccià ³n al Psicoanà ¡lisis del Arte. Sobre la Fecundidad Psà ­quica. Mà ©xico. Plaza y Valdà ©s Editores. 2007, p. 46 IV social, que forman parte del escenario en el que se desenvuelve el individuo: la familia, la red social, el ambiente cultural y educativo, los adelantos tecnolà ³gicos de la à ©poca, etc. Anne Roe, una de las pioneras de la psicologà ­a moderna, considera que a veces las instituciones culturales y el ambiente reprimen el potencial creativo en vez de estimularlo. â€Å"El problema no es sà ³lo encontrar la gente que de algà ºn modo han logrado oponerse a estas presiones, sino tambià ©n el encontrar formas de cambiar la cultura†.4 II.2 FORMULACIÓN DEL PROBLEMA Estos à ¡ngulos de acercamiento y comprensià ³n de la creatividad en la relacià ³n individuo-entorno, nos llevan a formular las siguientes preguntas:  ¿Cuà ¡les carà ¡cterà ­sticas de personalidad predominan en las personas creativas?  ¿Cuà ¡les rasgos de carà ¡cter comparten los individuos estudiados?  ¿Cà ³mo se definen asà ­ mismos los creativos? (autoconcepto)  ¿Cuà ¡les factores de carà ¡cter interno y/o externo lo motivan a crear?  ¿En quà © ambiente familiar se desarrollà ³ como individuo?  ¿Cuà ¡l es la red social que le ha servido de apoyo en sus proyectos?  ¿Cuà ¡l es el nivel de escolaridad alcanzado?  ¿Cuà ¡les circunstancias econà ³micas han sido predominantes a lo largo de su vida?  ¿Proporciona nuestra sociedad (Repà ºblica Dominicana) el ambiente propicio para el desarrollo y exposicià ³n del potencial creativo en sus ciudadanos? 4 Alexandra Goà ±i. Desarrollo de la creatividad. Costa Rica. Editorial Universidad Estatal a Distancia (UENED). 2003, p. 94. V III. JUSTIFICACIÓN Identificar y describir a las personas creativas a partir de sus rasgos de personalidad, asà ­ como la relacià ³n que ha tenido el contexto familiar, social, econà ³mico y educacional con la expresià ³n y realizacià ³n creativa de los mismos, constituye un campo de investigacià ³n hasta ahora no explorado en Repà ºblica Dominicana, de ahà ­ se desprende la relevancia de este estudio, resultando à ©ste el primer abordaje de esta temà ¡tica en nuestro paà ­s. Las conclusiones arribadas reportan importantes beneficios en los siguientes tà ©rminos: Psicolà ³gicos: proporcionan un inventario caracterolà ³gico de los sujetos creativos estudiados, el cual se podrà ¡ utilizar para futuras investiga- ciones que amplà ­en el espectro de estudio de la creatividad y la influencia del ambiente en la produccià ³n creativa. De igual modo, motiva a los estudiosos del comportamiento a fijar su interà ©s en las potencialidades humanas, cà ³mo descubrirlas y fomentarlas, mà ¡s que en las patologà ­as manifiestas en la conducta. Educativos: el manejo de esta informacià ³n nos permite rediseà ±ar la enseà ±anza, a fin de que à ©sta promueva y fomente dichas cualidades de personalidad en las futuras generaciones. Gracias a esta reorientacià ³n podremos contar con individuos capaces de generar nuevas propuestas y de producir los cambios que necesita nuestra sociedad para asegurar la ruta hacia el desarrollo sostenido, rompiendo el esquema de que los estudiantes sean simples acumuladores y repetidores de informacià ³n que otros han aportado. Esta revolucià ³n educativa convertirà ¡ los salones de clase en verdaderos centros de formacià ³n de là ­deres emprendedores, al permitirseles la expresià ³n de su libre pensamiento y la concrecià ³n de sus ideas. VI Sociales: evaluar el contexto familiar, social y econà ³mico nos permite inferir cuà ¡les circunstancias externas han sido proveedoras de està ­mulos y cuà ¡les han sido inhibidoras del talento creativo. Este es uno de los aspectos mà ¡s importartes a considerar, ya que el individuo, como ente biopsicosocial, trae una dotacià ³n biolà ³gica que le antepone y supone la expresià ³n de sus cualidades, sin embargo no escapa a la externalidad: es en el ambiente que lo circunda donde ha de expresar estas virtudes, siempre y cuando este entorno le sea favorable. Es una constante en esta investigacià ³n la reflexià ³n respecto a este punto. Culturales: Aunque somos considerados paà ­s â€Å"tercermundista†, pueblo en và ­a de un desarrollo que no acabamos de alcanzar, en nuestro territorio se han formado y expresado indviduos con alta capacidad creativa, aà ºn cuando las circunstancias les han sido adversas. Este ejemplo, enseà ±a a la presente y futura generacià ³n a cultivar l a autoconfianza y trascender las limitaciones que impone el espacio que nos rodea. Promovemos asà ­ la cultura de la autodeterminacià ³n de nuestra nacià ³n. Empresariales. En este à ¡mbito, el perfil caracterolà ³gico del creativo ayuda a identificar aquellos individuos con iniciativa, inventiva, capaces de generar las ideas innovadoras a mayor ritmo, asegurando el progreso y el desarrollo en tà ©rminos productivos. Incluso hay sociedades, como la japonesa, donde ser creativos es una verdadera obligacià ³n del empleado. Esta investigacià ³n es viable pues se dispone de los recursos necesarios para su realizacià ³n. VII IV. ALCANCE Y Là MITES DE LA INVESTIGACIÓN Este estudio de caso se llevarà ¡ a cabo durante los meses agosto-octubre del aà ±o 2009; està ¡ limitado a estudiar seis personas dedicadas a diversas actividades, con diferentes niveles educativos, cuyas edades oscilan entre los 20 y 55 aà ±os de edad, las cuales està ¡n ubicadas en diversas localidades de nuestro paà ­s (Repà ºblica Dominicana). VIII V. OBJETIVOS V.1 GENERAL Describir el perfil psicosocial de personas creativas en Repà ºblica Dominicana, dedicadas a diversas ramas tà ©cnicas y artisticas, cuyas edades oscilas entre 20 y 55 aà ±os de edad. V.2 ESPECà FICOS Identificar los rasgos de personalidad de estas personas creativas Establecer un perfil caracterolà ³gico del creativo Exponer cà ³mo se describen a sà ­ mismos (autoconcepto) Establecer la relacià ³n del entorno social y familiar en el desarrollo y expresià ³n del talento creativo de estos personajes Exponer la formacià ³n acadà ©mica de los casos estudiados Identificar las circusntancias econà ³mica en las cuales se han desenvuelto Investigar las motivaciones intrà ­nsecas y extrà ­nsecas de sus creaciones IX VI. METODOLOGà A VI.1 TIPO DE INVESTIGACIÓN La presente investigacià ³n se define como un estudio de caso, enmarcado en el enfoque cualitativo, fundamentado en una perspectiva interpretativa de los datos recolectados. VI.2 TIPO DE ESTUDIO Realizamos un estudio descriptivo, debido a que nuestro objetivo principal es describir al individuo a partir de sus rasgos de personalidad, haciendo à ©nfasis en comprender la relacià ³n de su expresià ³n creativa con el ambiente que lo circunda, ya sea en tà ©rminos familiares, sociales, educacionales y econà ³micos. Es asà ­ mismo un estudio exploratorio, ya que esta temà ¡tica es planteada por vez primera en nuestro paà ­s como objeto de investigacià ³n, constituyà ©ndose asà ­ en un punto de partida para estudios posteriores. VI.3 MUESTRA La muestra estuvo conformada por seis personas, cuatro hombres y dos mujeres, dedicadas a distintas ramas u oficios, con diferentes niveles educativos, cuyas edades oscilan entre 20 y 50 aà ±os de edad. El criterio de seleccià ³n està ¡ basado en el conocimiento previo del aporte realizado y desarrollado por las personas en cuestià ³n. Los mismos està ¡n localizados en diferentes ciudades de nuestro paà ­s. (Aà ±adir el carà ¡cter sujetivo de la seleccià ³n, explicar esto.) X VI.4 TÉCNICA DE RECOLECCIÓN DE DATOS Para el logro del objetivo se utilizaron los siguientes instrumentos: a. El Test de 16 Factores de Personalidad de Raymond B. Catell (16 FP de Catell), el cual se basa en el anà ¡lisis factorial y mide 16 dimensiones de la personalidad. Cada uno de los factores posee un significado psicolà ³gico segà ºn el cual ha de interpretarse la calificacià ³n obtenida por el sujeto para su perfil de personalidad. b. Entrevistas semi-estructuradas mediante las cuales exploramos la relacià ³n persona-ambiente en sus diferentes vertientes: social, familiar, econà ³mica y educativa. VI.5 MEDIOS Y FUENTES DE INVESTIGACIÓN 1. Libros 2. Revistas electrà ³nicas 3. Internet 4. Perià ³dicos 5. Entrevistas XI VII. MARCO TEÓRICO La creatividad es la habilidad para dar existencia a algo. Francis Barron VII.1 ANTECEDENTES HISTÓRICOS DE LA INVESTIGACIÓN VII.1.1 LA CREATIVIDAD La creatividad està ¡ vinculada a todos los aspectos de la vida psicolà ³gica y social, cuyo abordaje requiere un tratamiento interdisciplinario. Es el tema central de investigacià ³n de cientà ­ficos, psicà ³logos, educadores, filà ³sofos, etc., ya que representa el factor competitivo mà ¡s determinante y sustentador de los grandes cambios que experimenta la sociedad del siglo XXI. VII.1.1.1 Definicià ³n Creatividad significa crear; implica dar vida o sentido a algo nuevo, construir, hacer crecer (en latà ­n crescere), desarrollar, aportar un sentido diferente en la solucià ³n de problemas, orientado a satisfacer los requerimientos de la sociedad en tà ©rminos constructivos. La creatividad no es sà ³lo un proceso personal de satisfaccià ³n de necesidades, sino tiene una dimensià ³n social, pues es en el contexto externo donde ha de tener repercusià ³n el resultado del proceso creativo: el producto creado. VII.1.1.2 Antecedes histà ³ricos del tà ©rmino En 1971 la Real Academia de la Lengua discutià ³ acerca de la incorporacià ³n de la palabra creatividad al diccionario de la lengua espaà ±ola, pues consideraban XII injustificable la utilizacià ³n de un anglicismo (â€Å"creativity†) cuyo significado, a juicio de los acadà ©micos de la à ©poca, era ambiguo y polisà ©mico, argumentando ademà ¡s que existà ­an otras palabras que tenà ­an significados similares. Esta anà ©cdota de carà ¡cter histà ³rico nos muestra el vertiginoso crecimiento que ha tenido un concepto que en sà ³lo tres dà ©cadas se ha transformado en una herramienta inseparable del desarrollo y de la actividad cientà ­fica, tecnolà ³gica, cultural y educativa de nuestros pueblos.5 El reconocimiento del tà ©rmino creatividad, como elemento activo en todo ser humano, ha recorrido un largo camino, en el que podemos seà ±alar las siguientes etapas: Edad Antigua: el artista no crea, sino que se limitaba a imitar la realidad; Edad Media y la Moderna Cristiana: el acto de crear era solamente atribuible a Dios. Siglo XIX: el tà ©rmino creador es sinà ³nimo de artista. 1950: este aà ±o marca el inicio de la investigacià ³n cientà ­fica de la creatividad como una capacidad intrà ­nseca humana. En esta à ºltima etapa se destaca el psicà ³logo Joy Paul Guilford, quien incorpora el tà ©rmino creatividad al vocabulario habitual de la psicologà ­a al pronunciar su conferencia Creativity ante la American Psychological Association en 1950, marcando con este hecho un antes y un despuà ©s en la investigacià ³n cientà ­fica sobre esta cuestià ³n. Aunque regularmente se considera a Francis Galton (1869), con su obra Hereditary genius, como el punto de partida al plantear el tema del carà ¡cter hereditario de los genios y creadores. Fue el primero en ocuparse de estudiar la personalidad creadora mediante un mà ©todo cientà ­fico, aunque hoy dà ­a no son sostenibles sus conclusiones. VII.1.1.3 Conceptos afines A partir del famoso discurso que pronunciara Guilford en 1950, comienza a relacionarse la creatividad con conceptos como la fluidez, la flexibilidad, la 5 Hugo Cerda. La creatividad en la ciencia y en la educacià ³n. Colombia. Edit. Magisterio. 2006, p.13 originalidad y el pensamiento divergente, pues anterior a ese momento histà ³rico se estudiaba bajo el tà ­tulo de imaginacià ³n, invencià ³n, ingenio, nià ±os dotados y superdotados o en su defecto se le consideraba un signo distintivo de la inteligencia general.6 De acuerdo a Guilford â€Å"los individuos muy creativos pueden generar ideas a un ritmo rà ¡pido (fluidez), romper lo establecido a fin de atacar los problemas desde una perspectiva nueva (flexibilidad) y generar ideas nuevas y genuinamente diferentes (originalidad)†7. OTRAS FUENTES REVISTAS ELECTRONICAS Altuve, Ubaldina. Educacià ³n y desarrollo de la creatividad. CONHISREMI, Revista Universitaria de Investigacià ³n y Dià ¡logo Acadà ©mico, Vol. 5, No. 1, 2009. http://www.iuttol.com.ve/varios/nuevos_articulos/ARTICULO_UAltuve.pdf. Consultado el 14/07/09 Chacà ³n, Yamileth. Una revisià ³n crà ­tica del concepto de creatividad. Revista Electrà ³nica â€Å"Actualidades Investigativas de Educacià ³n. Volumen 5, Nà ºmero 1. Aà ±o 2005. http://revista.inie.ucr.ac.cr/articulos/1-2005/articulos/creatividad.pdf. Esquivias Serrano, Marà ­a Teresa (2004). Creatividad: definiciones, antecedentes y aportaciones. Revista Digital Universitaria. 31 de enero de 2004. Volumen 5, nà ºmero 1. ISSN:1067-6079. http://www.revista.unam.mx/vol.5/num1/art4/portada.htm# Consultado 25/06/09 Getzels, Jacob M.; Csikszentmihalyi, Mihaly. Encontrar problemas y creatividad. Revista electrà ³nica Estudios de Psicologà ­a, ISSN 0210-9395, N º 18, 1984 , pags. 69-80. http://dialnet.unirioja.es/servlet/articulo?codigo=65910. Consultado el 02/07/09 Graà ±a, Nelly. La creatividad en la escuela. Aula, Montevideo, 2003. http://www.geocities.com/aulauy/creatividad.htm Consultado el 02/07/09 4 Martà ­nez-Otero, V. (2005). Rumbos y desafà ­os en Psicopedagogà ­a de la Creatividad. Revista Complutense de Educacià ³n, Vol. 16 Nà ºm. 1 (2005) 169 181, ISSN 1130-2496 http://revistas.ucm.es/edu/11302496/articulos/RCED0505120169A.PDF Mitjans martinez, Albertina.  ¿Como evaluar la creatividad?. Rev. cuba. psicol. [online]. 1993, vol.10, no.2-3, p.104-121. http://pepsic.bvspsi. org.br/scielo.php?script= sci_arttextpid=S0257- 43221993000200003lng=ptnrm=iso. ISSN 0257-4322. Consultado 02/07/09. Penagos, Julio Cà ©sar; Aluni, Rafael. Creatividad, una aproximacià ³n. Revista Psicologà ­a (online). Ed. Especial aà ±o 2000. http://homepage.mac.com/penagoscorzo/creatividad_2000/creatividad6.html Consultado 02/07/09. Sà ¡nchez Manzano, Esteban. Imaginacià ³n creativa y personalidad: estudio experimental sobre las relaciones de la creatividad y la introversià ³nextraversià ³n. Revista Complutense de Educacià ³n Vol. 1 (1)- 121-135. Edil. Univ. Complutense. Madrid. 1990. http://revistas.ucm.es/edu/11302496/articulos/RCED9090130121A.PDF. Consultado 02/07/09. Sternberg, R.; OHara, Linda. Creatividad e Inteligencia. Cuadernos de Informacià ³n y Comunicacià ³n. 2005. revistas.ucm.es/inf/11357991/articulos/CIYC0505110113A.PDF. Consultado el 05/08/09 Velasco Tapia, Lucà ­a. Desarrollo del Pensamiento Creativo. Universidad de Londres. Papeles del Psicà ³logo, 2006. Vol. 27(1), pp. 3-8. Enero-abril, 2006. http://www.cop.es/papeles. consultado el 12/05/09 Velasco Barvieri, Patricia. Psicologà ­a y Creatividad: Una revisià ³n histà ³rica. (Desde los autorretratos de los genior del siglo XIX hasta las teorà ­as implà ­citas del siglo XX). http://books.google.com/books?id=rDfiEDyWjAYCpg=PA60dq=teoria+gestaltica+ de+la+creatividadei=dQhoSoKSOovgyQSx37i0BAclient=safari. Consultado el 14/07/09 Ziegler, M. (2000). Creatividad, aula y arte. Revista de Educacià ³n, 15. http://educar.jalisco.gob.mx/15/15Ziegle.html, Consultado 27/06/09 5 INTERNET Breve Historia de La Creatividad. http://www.scribd.com/doc/14237127/Breve- Historia-de-La-Creatividad, Consultado 10/05/09 Castillo Balcazar, Dania R. Creatividad y uso de desechos como material educativo en la educacià ³n universitaria. Lima, Perà º 2007. http://www.cybertesis.edu.pe/sisbib/2007/castillo_bd/pdf/castillo_bd.pdf Consultado el 11/07/09 De la Torre, Saturnino. Persona y proceso creativos. Creativitat, comunicacià ³ i mercat, 2000. http://tdd.elisava.net/coleccià ³n/17/de-la-torre-es. Consultado el 29/06/09 Garcà ­a Tenorio, Marà ­a Josà ©. Definicià ³n empà ­rica de los factores de fluidez ideativa, originalidad y creatividad: relaciones con la personalidad. http://www.ucm.es/BUCM/tesis/psi/ucm-t25704.pdf. Madrid, 2002. Consultado 10/05/09 Gardner, Howard. Un retrato del creador Ideal. Revista Psicologà ­a (online). Edicià ³n Especial aà ±o 2000. http://homepage.mac.com/penagoscorzo/creatividad_2000/creatividad3.html. Consultado 02/07/09. http://apuntes.rincondelvago.com/psicologia-de-la-creatividad.html. Consultado 02/07/09. http://ineedfile.com/download_file_i.php?qq=psicologiafile=2010997desc=Aprendi zaje+Y+Creatividad+-+Psicologia+Cognitiva+.doc Huidobro Salas, Teresa. Una definicià ³n de la creatividad a travà ©s del estudio de 24 autores seleccionados. Universidad complutense de Madrid. Facultad de psicologà ­a. http://www.ucm.es/BUCM/tesis/psi/ucm-t25705.pdf. Madrid, 2002. Consultado 10/05/09 Là ³pez Pà ©rez, Ricardo. Diccionario de Creatividad. Conceptos y Expresiones Habituales de los Estudios sobre Creatividad. http://www.scribd.com/doc/6733423/Diccionario-de-Creatividad. Consultado 10/05/09 Là ³pez Pà ©rez, Ricardo. Prontuario de la Creatividad. http://www.scribd.com/doc/6562037/Prontuario-de-La-Creatividad. Consultado 10/05/09 Quià ±ones Rodrà ­guez, Maria Aracelly. Creatividad y resiliencia. Anà ¡lisis de 13 casos colombianos. Universidad Autà ³noma de Madrid. Madrid, 2006. Consultado 10/05/09. http://digitool-uam.greendata.es:1801/view/action/singleViewer.do? dvs=1242032832751~67locale=es_DOframeId=1usePid1=trueusePid2=true Rogers, Carl R. Hacia una teorà ­a de la creatividad. UNIDAD 3 Teorà ­as del proceso creativo. http://www.angelfire.com/ego/cedelacultura/unidad3.htm. Consultado el 15/05/09 Rom Rodrà ­guez, Josep; Sabatà © Là ³pez, Joan. La creatividad antes de Guilford. Universitat Ramon Llull. http://congressos.blanquerna.url.edu/spucp/Pdfs/Rom_MaqCong05.pdf. Consultado el 04/06/09 Yentzen, Eduardo Teorà ­a General de la Creatividad. http://www.scribd.com/doc/6952795/Yentzen-Eduardo-Teoria-General-de-la- Creatividad, Consultado 10/05/09 www.gestiopolis.com/canales8/rrhh/psicometria-como-ciencia-del-comportamientoy- los-recursos-humanos.htm DICCIONARIO Diccionario de la Real Academia Espaà ±ola (Online). Vigà ©sima segunda edicià ³n http://www.rae.es/rae.html ENTREVISTA Entrevista a Robert Sternberg realizada por Eduardo Punset. http://www.rtve.es/tve/b/redes/anteriores.htm 1 Robert Sternberg. Inteligencia creativa. http://www.rtve.es/tve/b/redes2007/semanal/prg217/frcontenido.htm

Government Policy and Ideologies of Welfare

Government Policy and Ideologies of Welfare With reference to changes in government policy and ideologies of welfare, debate the significance of the shift from victorian ‘pauper to 21st century ‘service user and its impact on social work practice and values. By charting changes in government policy and welfare ideologies, this essay will discuss the significance of the move from the Victorian ‘Pauper towards the 21st century ‘Service User and examine how this has influenced social work values and practice. But first, brief consideration must be given to offering a definition of these terms. The Oxford English Dictionary (2009: online) defines a pauper as somebody with no property or means of livelihood; who is dependent upon charity from others; and a beggar. Terminology has changed dramatically and the term ‘service user emerged in the 1990s as the generic name for people social workers work with (Pierson Thomas, 2006: 560). In contrast to ‘pauper, the Collins Internet-Linked Dictionary of Social Work by Pierson and Thomas (2006: 560) states: â€Å"its popularity has spread among practitioners, managers and social work educators alike as it seems to convey the more contemporary emphasis on those who receive the service having some rights and influence over that service† (Ibid.). All societies have methods of assisting those in financial difficulties (Payne, 2005: 13) and the 1601 English Poor Law was the first national welfare provision that lasted in one form or another for 350 years (Spicker, 2008: 78). However, in the 18th century, the Poor Law Report demonstrated the current allowance system was demoralising and promoted idleness (Fraser, 2009: 53). This, coupled with a proliferation of paupers and escalating relief costs, led to the Poor Law Amendment Act 1834 which heralded the introduction of workhouses, designed to deter everyone but the destitute from applying for support (Thane, 1996: 31). It was hoped by replacing outdoor relief with the workhouse, the faults of the current system would be corrected (Fraser, 2009: 55). Ultimately, it provided a harsh alternative to self-help that the pauper would only accept when destitute; and fearing the workhouse, they would hopefully find employment (Ibid.: 55-56). This was in keeping with the general social p hilosophy of the time that supposed â€Å"men were masters of their own fate and that the individual had within his grasp the power to find his own salvation† (Ibid.: 56). Those requiring assistance were blamed for their position and expected to find solutions to their own self-imposed misery (Sullivan, 1996: xiv). Therefore, the Victorian Poor Law divided the needy into the deserving and undeserving poor; with the deserving worthy of philanthropic assistance whilst the undeserving was punished for their feckless behaviour (Ibid.). In essence, the Amendment Act successfully forced able-bodied men to take responsibility for themselves (Thane, 1996: 33). Throughout the 1880s charitable responses to suffering grew (Payne, 2005: 36) and the Charitable Organisation Society was established in 1869, aiming to persuade charities to organise resources so they were distributed to those best able to use them (Thane, 1996: 21). The COS was not an alternative to the Poor Law, but the flip side of the same coin (Payne, 2005: 36) and its principles encouraged people to become self-dependent and only helped those with potential to support themselves (Thane, 1996: 21). It provided charity for the ‘deserving and hence, left those without potential to become self-dependent to destitution or the Poor Law (Ibid.: 21-34). Furthermore, COS endeavoured to find lasting solutions to peoples problems, without removing them from their environment and pioneered the practice of case-work whereby investigations were conducted into clients backgrounds who were then helped if deemed worthy (Ibid.). Much had to be said for this case-work approach, which provi ded a real attempt to investigate the nature of the peoples problems (Ibid.) and essentially, through the development of this method, created social work (Payne, 2005: 38). Many people following COS principles in theory found it challenging to abandon those in desperate need in practice (Thane, 1996: 23). Hence, dissatisfaction generated new voluntary approaches, including the Settlement Movement, which initiated modern community work (Ibid.). Residential settlement Toynbee Hall was established in 1884 where graduates would live and work among the poor; a model replicated throughout the country by the end of the century (Ibid.). It aimed for them to utilise their moral example and education to foster social development (Payne, 2005: 37) and its warden Samuel Barnett believed class harmony and material improvement would only improve when the rich regarded the poor as equally worthy individuals (Thane, 1996: 21). Moving to the twentieth century, following the Second World War, fundamental welfare changes were introduced under the Labour government in accordance with a blueprint proposed in the 1942 Beveridge Report (Bochel, 2008: 192). Subsequently, the period from 1945 until the 1970s is considered: â€Å"One of political consensus on key issues, stemming from a combination of the economic philosophy of Keynes, and the social policy of Beveridge, enshrining the ideas of the mixed economy and the welfare state† (Ibid.). During this period it was assumed societies had progressed, rendering the state responsible for providing universal welfare provision for citizens (Payne, 2005: 50). Subsequently, the state established a range of social services in the new era of welfare capitalism and this social security was regarded as the instrument that would eradicate poverty (Sullivan, 1996: xiii-3). The welfare state was created to put welfare on a new footing (Briggs, 1961 cited in Spicker, 2008: 121) where everyone, not just the poor, had the right to access services (Spicker, 2008: 121). This contrasted starkly to when support was confined to the destitute and deliberately made unpleasant under the Poor Law (Checkland Checkland, 1974 cited in Spicker, 2008: 121) and this commitment to universalism provided an obvious change from the past (Sullivan, 1996: 54). Moreover, social work was becoming accepted as part of universal welfare provision alongside health, housing and social security (Payne, 2005: 50) a nd in the 25 years following the war, a gradual professionalizing shift occurred (Lymberry, 2001: 371). Subsequently, following the 1968 Seebohm Report and the 1970 Local Authority Social Services Act, the three existing personal social services were reorganised into unified local authority departments (Sullivan, 1996: 195-196). It was hoped this would â€Å"provide a more co-ordinated and comprehensive approach to the problems of individuals, families and communities† (Seebohm Report, 1968 quoted in Lymberry, 2001: 371). Fundamentally, this was a period of proliferation and consolidation for social work with the hope it would contribute towards creating a more equal society (Lymberry, 2001: 371). This movement to the welfare state from the Poor Law is referred to as the progression to ‘institutional welfare from ‘residual provision (Wilensky Lebeaux, 1965 cited in Spicker, 2008: 92). Residual welfare catered for a limited number of people, was provided under sufferance and regarded as a public burden (Spicker, 2008: 92). Furthermore, the Poor Law was punitive in nature, limited liabilities through deterrence and deprived paupers of their rights (Ibid.). Contrastingly, institutional welfare covered the general populations needs, regardless of their financial circumstances, and offered protection to everyone (Ibid.). It was built on accepting mutual responsibility, considered dependency to be normal, and was based on the premise of a right to welfare and citizenship, (Ibid.). Theoretically, this universalism provided the only way to guarantee high quality of services were available for all and removed the stigma associated with state services (Sullivan, 1996: 54). During the two decades after the war, governments believed in Keynesian demand management techniques and Beveridges social ideas (Ibid.: 90). However, from the late 1960s these economic policies failed and the UK faced a fiscal crisis of the state (Ibid.). Subsequently, when the Conservatives were elected in 1979, the ideology of the New Right dominated and heralded a change from the post-war welfare consensus (Lymberry, 2001: 372). This period was characterised by Neo-liberal thinking, which fundamentally questioned the state-delivered institutions forming the welfare state, and these beliefs have affected policy-making and the welfare system during recent decades (Ellison, 2008: 61-67). For example, Thatchers government was dedicated to rolling back the state and denying mutual commitments among citizens because allegedly society did not exist but comprised of competing individuals instead (Lowe, 1999: 307). They aspired for those dependent on the state to become independent becaus e: â€Å"If those in need were encouraged to look passively to the state for help, they would be denied the invigorating experience of self-help and of family or community care† (Ibid.). Therefore, the New Right were committed to re-moralising society, just as Poor Law reformers of the 1830s had before them, with a return to Victorian values (Ibid.). This generated a reduction in benefits and conditions stipulated for accessing these were toughened (Clarke et al., 2000: 3). Furthermore, an increasing stigma was attached to publicly provided welfare and it was, in some respects, criminalised by linking US notions of ‘welfare dependency and ‘demoralisation to UK ideas of ‘scrounging and ‘undeserving (Ibid.). Fundamentally, welfare had come full circle when: â€Å"Individualism as the motor of economic and social policy in the nineteenth and early twentieth centurys gave way to the collectivism of that classic welfare state only to re-emerge in the late twentieth century† (Sullivan, 1996: xv). New Right emphasis on the sanctity of marriage and family, the demonization of those who threatened these and their promotion of a social order based on ‘Victorian values impacted on social work (Lymberry, 2001: 372). It was forced to abandon its pretensions to providing a universalist service and focus on statutory duties, omitting the preventative remit laid out in the Seebohm Report (Ibid.). Furthermore, it underlined individuals looking after themselves and their families (Bochel, 2008: 194). Subsequently, social work changed after the Barclay Report of the 1980s, which introduced community social work strategies and encouraged local authority social services departments to develop alternative ways of meeting social need (Sullivan, 1996: 196). This approach envisaged moving from the traditional one-to-one focus towards facilitating self-help by communities, social networks, and individuals (Ibid.). Moreover, it heralded the movement of social workers from therapists to enab lers, supporting informal carers instead of providing the care themselves (Ibid.). When looking at New Labour and their ‘Third Way approach, a decisive shift has occurred in the role of the recipients of social work services. For example, Blair (2000 cited in Jordan, 2001: 529) intended to change the welfare state from delivering passive support towards active support, promoting citizens independence instead. Taking the middle ground between free-market principles of the Conservative years and old style socialism it meant services would demand more from citizens, requiring people to contribute to a responsible community (Jordan, 2001: 529-530). This tougher approach to welfare is evident in expecting many single parents, the disabled, and those receiving employment benefits to actively seek employment (Ellison, 2008: 67). Additionally, benefits are now less generous and more strictly means-tested than in the height of Keynesian welfare (Ibid.). Furthermore, the development of anti-oppressive practice signals a change in the attitudes towards the role of users of social work services. Anti-oppressive practice has emerged over the last decade, forms part of the critical social work tradition, and is concerned with transforming power relations at every level in practice (Healy, 2005: 172-178). Theorists believe the social work role is political with social workers holding a privileged status in comparison to service users (Ibid). Therefore, social workers must be critical and reflective in order to not replicate oppressive social relations in practice (Ibid.). Furthermore, it promotes working in partnership with service users with power genuinely shared at both an interpersonal and institutional level (Dalrymple and Burke, 1995: 65 cited in Healy, 2005: 187). Thus, service users opportunities for participation in decision-making should be maximised (Healy, 2005: 187). Social work has been affected by the unabated advancement of consumer capitalism and service users are expected to be more involved in arranging and managing services (Harris, 2009: 67). The New Right ideas emphasised that citizens had a right to freedom and choice (Ibid.: 68) and recent Conservative and Labour administrations have encouraged citizens to participate in welfare services; utilising market-like approaches to consultation and increased empowerment in decision-making (Bochel, 2008: 194). Efforts have been made to promote service user participation in planning and development with the view that their active role improves health and social care services (Carr, 2004: 2). Furthermore, the importance of individual choice in improving provider effectiveness, the notion of citizens rights and responsibilities and a belief that individuals involvement in decision-making results in solutions that better meet their needs have been underlined (Bochel, 2008: 194-195). This is evident in the Direct Payments scheme, endorsed on the basis of choice and independence, and demonstrates that the state increasingly expects citizens to be competent enterprising, managerial and autonomous individuals (Scourfield, 2007: 108). However, as Scourfield (Ibid.) asserts this raises concerns about dependent citizens and emphasises: â€Å"a danger of using independence and choice as central organizing principles is to forget how and why the public sector emerged in the first place—to ensure that those who are necessarily dependent are treated with respect and dignity, to ensure a collectivized approach to risk, and to ensure that secure and reliable forms of support outside of the market or the family are available†. Additionally, as Carr (2004: 2) found, the extent to which service user participation leads to improvements in services varies and there is little monitoring and evaluation of the difference user participation is making. Furthermore, despite citizenship, choice, community, social inclusion and autonomy being key to New Labours programme, (Blair, 1998 cited in Humphries, 2004: 95) Humphries (2004: 95) contends Labours pursuing of neo-liberal economic and morally repressive policies has degraded public services; punishing and excluding those â€Å"regarded as having been ‘given a chance but having ‘failed†. She proposes it is social workers who are expected to implement the surveillance systems that operate these policies and under New Labour a shift has occurred towards social work having an increasingly negative and narrow practice focussed on restriction, surveillance, control and exclusion (Ibid.: 93-95). Thus, social work is concerned with the moralistic side of Labours policies rather than with empowering people instead (Jordan, 2001 cited in Humphries, 2004: 94). Moreover, since 1993, increasingly punitive and repressive measures have been introduced to deter asylum seekers from coming to Britain and if they are granted access they enter an inhumane and inferior ‘welfare system (Humphries, 2004: 100). Acts such as the 1993 Asylum and Immigration Appeals Act and the 1996 Asylum and Immigration Act removed those subject to immigration controls from the welfare state (Ibid.: 101) and Cohen (2003 cited in Humphries, 2004: 101) describes the asylum support system as the creation of a modern day poor law based on coercion and lack of choice. This essay has documented the move from the use of the Victorian term ‘pauper to the 21st century term ‘service user by looking at shifts in government policy and welfare ideologies and its impact on social work. Looking back, one would hope we have progressed from the Victorian Poor Law that blamed the pauper for their need of assistance and deterred them from accessing support by rendering it as unpleasant as possible. However, when observing the stringent means-tested benefit system and New Labours tough approach welfare, ascertaining whether we have moved forward becomes questionable. Zarb (2006: 2), referring to how older couples can be separated due to housing and care allocation, questions whether citizens are still treated like the paupers in the Poor Law era who were regularly split up for not meeting the parishes criteria for support. Furthermore, to finish, Wynne-Jones (2007: online), writing on the Joseph Rowntree Foundation website, highlights that today the media still assigns different types of morality to types of poverty: â€Å"The undeserving poor are the Asbo kids and the hoodies, the drug-addicted and long-term unemployed. On the other hand, the ‘deserving poor look a lot like middle Englanders fallen on hard times†. Having spent time with a group of troubled young people on a Peckham estate, following the death of Damilola Taylor in 2000, she believes that it is through the stereotyped comedy characters such as Little Britains ‘Vicky Pollard that Middle England reveals how threatened it feels about the ‘undeserving poor; utilising comedy as a means of criticising our societies ‘underclass (Ibid.). She maintains that as Middle England laughs from the unease that people like this exist on our poorest estates, years on from Damilolas death, we are still failing those, like the group in Peckham, who are â€Å"damaged so badly by life that their only empowerment is to attack others† (Ibid.). Therefore, to conclude, whilst a change in terminology has occurred moving from ‘pauper to ‘service user, it is problematic determining how far attitudes towards those in need of assistance have genuinely changed for the better. Reference List Bochel, C. (2008) â€Å"State Welfare† in Alcock, P. et al., (2008) The Students Companion to Social Policy, 3rd Ed, Oxford: Blackwell. Carr, S. (2004) â€Å"SCIE Position paper 3 Summary: Has service user participation made a difference to social care services?† available at http://www.scie.org.uk/publications/positionpapers/pp03-summary.pdf accessed on 17th December 2009. Clarke, J. et al. (2000) â€Å"Reinventing the Welfare State† in Clarke, J. et al. (2000) New Managerialism: New Welfare? London: Sage. Ellison, N. (2008) â€Å"Neo-Liberalism† in Alcock, P. et al., (2008) The Students Companion to Social Policy,3rd Ed, Oxford: Blackwell. Fraser, D. (2009) The Evolution of the British Welfare State, 4th Ed, Basingstoke: Palgrave Macmillan. Harris, J. (2009) â€Å"Customer-citizenship in modernised social work† in Modernising Social Work: Critical Considerations, Bristol: Policy Healy, K (2005) Social Work Theories in Context: Creating Frameworks for Practice, Basingstoke: Palgrave Macmillan. Humphries, B. (2004) â€Å"An Unacceptable Role for Social Work: Implementing Immigration Policy† British Journal of Social Work 34: 93-107 available at http://bjsw.oxfordjournals.org/cgi/content/abstract/34/1/93 accessed on 17th December 2009. Jordan, B. (2001) â€Å"Tough Love: Social Work, Social Exclusion and the Third Way†, British Journal of Social Work 31: 527- 546. Lowe, R. (1999) The Welfare State in Britain Since 1945, 2nd Ed, Houndmills, Basingstoke : Palgrave Macmillan Lymberry, M. (2001) â€Å"Social Work at the Crossroads†, British Journal of Social Work 31: 369-384 available at http://bjsw.oxfordjournals.org/cgi/content/abstract/31/3/369 accessed on 22nd December 2009. Oxford English Dictionary (2009) available at www.oed.com accessed on 23rd November 2009. Payne, M. (2005) The Origins of Social Work: Continuity and Change, Basingstoke: Palgrave Macmillan. Pierson, J. Thomas, M. (2006) Collins Internet-Linked Dictionary of Social Work, Glasgow: Harper Collins. Scourfield, P. (2007) â€Å"Social Care and the Modern Citizen: Client, Consumer, Service User, Manager and Entrepreneur† British Journal of Social Work 37: 107-122 available at http://bjsw.oxfordjournals.org.ezproxy.lib.le.ac.uk/cgi/reprint/37/1/107?maxtoshow=HITS=10hits=10RESULTFORMAT=1title=Social+Care+and+the+Modern+Citizen%3A+Client%2C+Consumerandorexacttitle=andandorexacttitleabs=andandorexactfulltext=andsearchid=1FIRSTINDEX=0sortspec=relevanceresourcetype=HWCIT accessed on 24th November 2009. Spicker, P. (2008) Social Policy: Themes and Approaches,2nd Ed, Bristol: Policy. Sullivan, M. (1996) The Development of the British Welfare State, London: Prentice Hall Thane, P. (1996) Foundations of the Welfare State, 2nd Ed, London ; New York : Longman. Wynne-Jones, R. (2007) â€Å"Deserving vs Undeserving† available at http://www.jrf.org.uk/reporting-poverty/journalists-experiences/deserving-undeserving accessed on 16th December 2009. Zarb, G. (2006) â€Å"From Paupers to Citizens: Independent Living and Human Rights† available at http://www.scie.org.uk/news/events/humanrights06/gerryzarb.pdf accessed on 17th December 2009.

Should the Internet be censored? Essay -- essays research papers

Should the Internet be censored? From colonial times to the present, the media in America has been subject to censorship challenges and regulations. The Internet has become a vast sea of opportunity. Everyone is seizing the moment. The good and the bad of society have reduced the meaning of the Internet. Menace threatens each onlooker, as people browse the many pages of Cyberspace. As the new technological advances help to shape our society, one cannot help but think of the dangers waiting to prey on anyone. The Internet should be censored, because there needs to be some protection against the criminal minds that dwell in society. If the problems concerning the Internet are not irradiated in its early stage now, it could fester into something cancerous. This cancer could easily turn something that should be in the best interest of society, into society’s worst nightmare. The part of society that is most opposed to censoring the Internet argue that placing restrictions on Internet usage is in direct violation of the First Amendment Rights of the Constitution. This right was established long before the Internet was even inkling in someone’s imagination. By restricting web site content, society freedom of opinion and expression are oppressed (EFF, www.eff.org/freespeech.html July 1990). The Internet allows everyone in a group to have the same opportunities for engaging in and partaking of debates. Even people with disabilities, who are very often excluded from other media outle...

student drug use in scottish university :: essays research papers

Results Once all our interviews had concluded we re-wrote all the questions that we had asked our four respondents comparing them by using a table. From this it was easier to compare and contrast answers, assisting us in our search for re-occurring themes or major differences. For the purpose of anonymity the sample will be referred to as W, X, Y and Z. Themes and Patterns There were a vast amount of themes and patterns that emerged during our analysis of the four interviews. Firstly, the living arrangements of our sample were similar. Three out of the four students had resided in the Stirling University Halls of Residence during first year and by third year all four were staying in privately rented occupation. Significantly the social habits of the four students were alike. Of the three students who stayed in Halls in first year all three ‘went out’ on campus at least three or more nights per week. The attendance of ‘nights out’ on campus fell to only two visits per semester for two of our sample, whilst the other kept to much the same pattern. All four of our sample attended the ‘Fubar’ nightclub in Stirling town centre every Thursday. Respondent X was the only subject whom started university with any friends from back home. All traveled home regularly to see friends in first two years of university, with the ex ception of respondent Z who had a significant distance to travel. Of our four respondents only subject Z had no previous experience with illicit drugs. All three of the respondents who had taken illicit drugs before entering university had consumed cannabis and ‘speed’ by the age of 16. Subject X had also taken solvents, ‘magic mushrooms’ and ‘acid’ before entering university. Respondent W had consumed all the afore-mentioned drugs before coming to university but had also experimented with Valium and had smoked heroin. The location of drug consumption for all concerned was nearly always at parties or with older friends. Since entering Stirling University all four had experimented with ‘ecstasy’ for the first time. Three of the four tried cocaine the first after entering university. The social setting of ecstasy use was nearly always club and music based, whilst cocaine use appeared to be restricted to post-club parties with friends. All respondents had suspicions that their families were aware of their ‘softer’ drug use but no one had actually been confronted on the subject.

Human Population - Changes in survival :: essays research papers

Human Population – Changes in Survival I. Abstract The purpose of this lab was to determine how changes in human mortality and survivorship have influenced population growth. II.  Ã‚  Ã‚  Ã‚  Ã‚  Introduction People today are living longer than they did a hundred years ago. This can be contributed to the advances in modern medicine and lifestyle changes. We as a society are taking better care of our elderly. We have government funding to help those who cannot help themselves. Our society also promotes children and there is government funding to care for children whose mothers can barely afford to live. This mass population growth is seen by some people to be in line with the sustaining of the global environment. But how can we continue producing millions of children each year, and still support plant growth and clean air? III. Materials and Methods To find out the population growth of a certain area (namely my home town of Powell, Tennessee) I visited a local cemetery to record data from the headstones. The information I collected was sex and age at death. I then charted these findings to establish the number of male and female deaths during a certain century, and the average age of each at the time of death. I also obtained local newspapers to record the deaths from the past two weeks. I then charted these with the same information. IV. Results After spending considerable time at the local cemetery, and looking through a couple of weekly papers, I took the information that I had recorded and formulated excel spreadsheets to show the results. These charts are included with this report. V. Discussion I found that there are varying ages of death in each date category, but for the most part, the ages increased considerably from century to century. This, to me, would be a sign of the technology progression that we have experienced and the modern medical discoveries to aid in the healing processes of some previously fatal diseases. There are millions and millions of children born each year on the earth. Laws to control this growth are slow in coming and widely ignored. Also, we have placed a high value on life that we keep the elderly alive even past the time when they are coherent. I believe this is more a capitalist idea than a humane one.