Does the focal length of a lens depend on the colour of light used Essays

Does the focal length of a lens depend on the colour of light used Essays Does the focal length of a lens depend on the colour of light used Essay Does the focal length of a lens depend on the colour of light used Essay I intend on using light with as much difference in wavelength as possible so that I can compare my results with more ease and so that errors in my experiment do not lead to overlapping results that have no distinct difference in them. However as I am restricted to a school laboratory I shall be using light on the part of the electromagnetic spectrum visible to the human eye. This is because filters for red and blue light can be found and used easily and have a large enough wavelength difference (red light with a wavelength of around 700nm whilst blue light is nearly 400nm) as they are on opposite parts of the visible spectrum to each other. Before I started the experiment I was given the lens I was going to use in the experiment so that I could work out the rough focal length of the lens. This meant that I could work out the distances I will I was going very useful because the equation I was going to use was 1/U + 1/V = 1/F My hypothesis is that light with shorter wavelengths will ha ve shorter focal points. Throughout my coursework U will stand for and V will stand for.Apparatus1) Ray box (12V)2) Power supply (able to supply12V)3) Object slide4) Lens of unknown focal length5) Lens holder6) Screen7) Screen holder8) Meter rule9) 30cm ruler10) Light blocking slides x 3Working out appropriate Object distancesOn my graph I want at least 8 points to make sure that the line made is as accurate as possible. And I worked out the rough focal length by using my lens by producing an image of the trees outside the classroom on the wall, and found this to be around 19cm. So I choose points on the graph I am going to do separated out as far as possible by first finding the reciprocal of 0.2 (the previous measurement in meters) to be 5 then working out the reciprocals for the points that have a 0.5 difference from this.I used three decimal places in the object distance because my meter rule can measure to the closest one millimetre not 5 millimetres.Graph value (1/U)Object di stance (meters)50.2004.50.22240.2503.50.28630.3332.50.40020.5001.50.66611.000Method/ clear plan1) Collect the apparatus listed earlier2) Set up the diagram up as shown.3) Insert the red filter into the ray box4) For each different object distance move the screen until the image is in focus.5) Repeat this twice for each object distance listed earlier then carry out the same procedure using the blue filterData treatmentOnce I have the results for the object and image distances the first thing I will do is find the average image distance for each object distance in both of the filters. Once I have done this I will find the reciprocal values of the image and object distances for both of the filters.I will be using the equation1/U + 1/V = 1/FI have worked out that this can be rearranged into the equation for a straight line (y=mx +c) with a gradient of minus one and a constant of 1/f1/U = -1(1/V) + 1/FUsing this equation I can plot the respective reciprocal values of the object and image distances onto a graph showing 1/U against 1/V. This straight line can be extended so that the point where the line intercepts the y axis is found. And at this point the x value is zero meaning 1/U=1/F so the intercept of the y axis finds the reciprocal of the focal length of the lens. I will plot the graph for both the blue and red filters and compare their focal lengths. The graph will look like the one below1/U1/VThen using sound physics I shall explain the graphs and draw a conclusion from them.Due attention and consideration to accuracy and sensitivityWhen setting up my apparatus I will make sure that everything is exactly in line. This means my screen, lens, image and light source will all have to be as close to parallel to each other as possible. If they are not in line then my image and object distances will not be accurate because the light hasnt travelled in a direct straight line from the light source through the image and lens onto the screen, and my meter rule or tape measurer will be measuring these distances as if they were straight. If they are all in line then the image should be projected onto the screen without having to move the screen (I may have to put the ray box or screen on top of a book to ensure this).I have worked out appropriate object distances so that when I am plotting my graph the points are evenly spaced. This means that I will be able to see the correlation of the points on my graph more easily.I will also keep everything as constant as possible by; using the same ray box, using the same voltage to the ray box, using the same screen, keeping the screen tilted perfectly in line with the other apparatus all the time, and obtaining all of my results in the same level of light. The only variable will be object distances and the type o filter.I will be doing repeats so that my results become more reliable, and therefore ensure a more accurate conclusion and a higher likelihood of success in completing my aim.I will be using a met er rule which can measure distances to the closest millimetre. The meter rule is the most accurate measuring device I could get for measuring distances ranging from 200cm-20cm. This will keep the errors in my experiment low allowing a more reliable conclusionSafetyI will be carrying out the experiment in the dark so I will be careful not to walk into other people and objects because this could lead to an injury.The ray box will be on for a long period of time and may get very hot so I will let it cool down before touching it (to put it away) so that I do not hurt my hand. I will also make other people aware of this so that they dont burn their hands.Results tablesred filterU (cm)V (cm)V (1st repeat)(cm)V (2nd repeat) (cm)average V (cm)minimummaximumminimummaximumminimummaximum20.0220.2247.0225.6255.3222.7245.0236.022.0154.7163.0150.2165.0152.6165.2158.525.078.581.580.588.879.288.982.928.562.064.060.063.061.363.562.333.348.149.546.048.347.048.347.940.039.540.038.739.438.640.039.450.0 33.033.432.733.032.933.333.166.728.529.028.628.928.628.928.8100.025.125.225.125.025.125.125.1blue filterU (cm)V (cm)V (1st repeat) (cm)V (2nd repeat) (cm)average V (cm)minimummaximumminimummaximumminimummaximum20.0210.0235.0212.0230.0215.4230.0222.122.0140.0162.0145.0165.0144.0161.0152.825.075.584.378.582.079.783.080.528.560.362.059.162.259.562.560.933.347.548.245.747.647.048.147.440.039.238.738.339.138.038.738.750.033.033.432.332.633.032.632.866.728.528.728.228.728.428.828.6100.025.425.525.024.725.225.425.2red lightreciprocal of U (1/m)reciprocal of average V (1/m)1.03.9841.53.4722.03.0212.52.5383.02.0873.51.6054.01.2064.50.6185.00.423blue lightreciprocal of U (1/m)reciprocal of average V (1/m)1.03.9781.53.4972.03.0492.52.5843.02.1103.51.6424.01.2424.50.6545.00.450There are no anomalies in my resultsAnalysing the graphThe lines on my graphs both have gradients of around -1 and are parallel to each other. This shows that the only variable could have been the colour of the light. The gradient was minus one because of the equation of the straight line I was using (1/U = -1(1/V) +1/F) had a theoretical gradient of minus one.The graph shows that the blue light has a shorter focal length because the blue line is above the red line meaning the reciprocal value of the focal length is greater. Using the graph I worked out that the blue light focal length was 0.187 meters and the red light focal length that was 0.192 meters (I did this by finding the y axis intercept). This is because the blue light has a shorter wavelength compared to the red light and travels at the same speed as the red light so the blue light must have a greater frequency. Because the blue light has a greater frequency it travels a greater distance inside the lens and this means the lens to bends the light more because the blue light is affected by the different density of the glass more than the red light.Conclusion stated and related to resultsThe focal point of a lens changes as the colour of li ght changes. This is shown in my results because the blue light (which has a longer wavelength than the red light) always had a smaller average focal point for each respective object distance compared to the red light. For example when U was 22cm the average focal point for blue light was 152.8cm and for red light the focal point was 158.5cm. In conclusion the colours of light with smaller wavelengths like blue light bend more than light with longer wavelengths like red lightQuantitative and qualitative discussion of limitations, errors and conclusionIn the experiment there were many errors that could eventually be magnified making inaccurate results. These were the range of the focal point because I could not find the specific focal point with my eye, measuring the meter rule or tape measurer, estimating where the lens was because the lens holder obscured the vision of the meter rule. These percentage errors can be worked out using the equation percentage error = (error x 100)/read ing. To find out the largest amount these could have affected my results I will find the percentage error for the longest length measured, which was when I was measuring using the object distance of 20cm with a red filter. The also for a blue filter and compare to find any overlapRed filter for U 20cmApparatus nameerror in apparatuslargest reading (cm)largest percentage error (%)meter rule (mm) for U0.52000.25tape measure (mm) (for V)0.523600.02focal range (mm)263236.011.14Blue filter for U 20cmApparatus nameerror in apparatuslargest reading (cm)largest percentage error (%)meter rule (mm) for U0.52000.25tape measure (mm) (for V)0.522210.02focal range (mm)240235010.21CalculationsFor red light0.25 + 0.02 + 11.14 = 11.41Using 1/U + 1/V = 1/V the focal length is 0.192 metersLargest possible focal length = 0.192 x 1.1141 = 0.214(m)Smallest possible focal length = 0.192 x 0.8859 = 0.170(m)For blue light0.25 + 0.02 + 10.21 = 10.48Using 1/U + 1/V = 1/V the focal length is 0.183 metersLarges t possible focal length = 0.183 x 1.1048 = 0.202(m)Smallest possible focal length = 0.183 x 0.8952 = 0.164(m)From these values I can see that the focal lengths of the red and blue light do overlap, in that the blue lights highest focal length (0.202(m)) is greater than reds smallest (0.170(m)). After seeing the extent at which they overlap I would say that my errors are so big because of the limitations that my results have limited reliability and therefore my conclusion has limited reliability. However the trends and patterns were still present. These percentage errors were chosen because they are the largest possible error in my experiment. In conclusion I have the experiment was successful because the aim was achieved. The focal length of a lens is inversely proportional to the frequency of the light travelling through the lens.I think that I did enough repeats to make my results reliable enough for it to make my conclusion more accurate. I also found no anomalies in my results t hat could affect the way in which the results manifest themselves on a graph this would make my conclusion harder to make and less reliable. However in the experiment I choose the two most extreme wavelengths in the visible light spectrum. I can only presume that the rest of the wavelengths in between behave the same way. This limits the reliability of my conclusion.My aim was achieved but the conclusion is not very reliable.ModificationsTo make my results more accurate I could use auto focus technology that can be found in some projectors and cameras rather than the human eye (which has questionable reliability) to determine the focal point. This will ensure that I have the smallest possible error in the perception of the best (most in focus) image distance. And in my experiment I found the percentage error in the determining of the focal point to be over 10%. Without this error my conclusion would still have been the same. I could also use a see through lens holder because it was hard to determine the object distance using the lens holder provided, and because I was using reciprocal values a small difference is magnified when dealing with small object distances. I would also measure more distances to increase the reliability. I would also use different lenses so that I could compare that affect to gain a more reliable conclusion. And I would also a transparent lens holder designed to slide over a meter rule to increase he accuracy of my results.

Alcohol Is the Worst Drug in the United States

A 2010 study by the Independent Scientific Committee on Drugs ranked alcohol as â€Å"most harmful† drug on a list of 20 drugs. Alcohol ranked higher than crack and heroin when the potential harm to individuals and others was examined. Alcohol causes physical, psychological and social problems. Alcohol is a depressant that affects every part of the human body. Alcohol affects the part of the brain that controls coordination, memory, judgment and decision-making. Each year, more than 5,000 people under the age of 21 die from underage drinking. Another 1,900 die from car accidents. And still more people die from alcohol-related homicides, suicides and other alcohol-induced accidents. Alcohol costs the U. S. over 184. 6 billion dollars in 1998, according to the National Institute on Alcohol Abuse and Alcoholism. This cost was more than the estimated cost of all other illegal substances put together-$143. billion-during 1998. Although alcohol has been dubbed the most harmful drug, it is not the drug that does the most harm to an individual. In fact, alcohol earned this dubious honor because of the effect that alcohol has on the people around the alcoholic. Herion, crack cocain and metamfetamine are much more harmful to a person’s body than alcohol is. In a later study in the British Medical Journal, alcohol was found to be the fourth most dangerous drug after heroin, crack and crystal meth. This same study deemed alcohol to be the second most dangerous drug to society. Some people say that alcohol should be banned. Despite the overwhelming evidence that alchol is very bad for indivduals and their loved ones, alcohol remains legal in the U. S. During the 1920’s the US banned alcohol during a time called Prohibition. This policy is considered to have been a failure because it lead to more organized crime, increased alcoholics and negatively impacted the economy. Alcohol continues to be advertised on television and radio, apparently enticing people to continue to buy and drink alchol. Alcohol will always be legal. Alcohol is a big part of our American culture. It is embraced and celebrated by people of all ages every day. Our country is not prepared to make the consumption of alcohol illegal. Doing so would clog the court systems, lead to corruption of officials and cripple the U. S. econmy due to the lost tax money generated by the sale of alcohol. People do need to be educated on the dangers of alcohol so each person can make the best decision for themselves and their family, which would be to avoid alcohol alcohol all together. References Alaraki, M. (2010). Alcohol is society’s most dangerous drug. Retrieved from http://www. dailyfinance. om/2010/11/01/alcohol-is-societys-most-dangerous-drug/ Nutt, D. J. , (2010). Drugs harms in the UK: a multicriteria decision analysis. The Lancet 376(9752), 1558-1565. Doi: 10. 1016/50140-6736(10)61462-6 Grohol, J. M. (2010). Alcohol the Most Dangerous Drug? Probably not. Retrieved from http://psychcentral. com/blog/archives/2010/11/01/alcohol-the-most-dangerous-drug-probably-not/ Neurobonnkers . (2012). The largest ever study in to drug harms places alcohol in the top four. Retrieved from http://neurobonkers. com/2012/08/06/the-largest-ever-study-in-to-drug-harms-places-alcohol-in-the-top-four/ Alcohol Is the Worst Drug in the United States A 2010 study by the Independent Scientific Committee on Drugs ranked alcohol as â€Å"most harmful† drug on a list of 20 drugs. Alcohol ranked higher than crack and heroin when the potential harm to individuals and others was examined. Alcohol causes physical, psychological and social problems. Alcohol is a depressant that affects every part of the human body. Alcohol affects the part of the brain that controls coordination, memory, judgment and decision-making. Each year, more than 5,000 people under the age of 21 die from underage drinking. Another 1,900 die from car accidents. And still more people die from alcohol-related homicides, suicides and other alcohol-induced accidents. Alcohol costs the U. S. over 184. 6 billion dollars in 1998, according to the National Institute on Alcohol Abuse and Alcoholism. This cost was more than the estimated cost of all other illegal substances put together-$143. billion-during 1998. Although alcohol has been dubbed the most harmful drug, it is not the drug that does the most harm to an individual. In fact, alcohol earned this dubious honor because of the effect that alcohol has on the people around the alcoholic. Herion, crack cocain and metamfetamine are much more harmful to a person’s body than alcohol is. In a later study in the British Medical Journal, alcohol was found to be the fourth most dangerous drug after heroin, crack and crystal meth. This same study deemed alcohol to be the second most dangerous drug to society. Some people say that alcohol should be banned. Despite the overwhelming evidence that alchol is very bad for indivduals and their loved ones, alcohol remains legal in the U. S. During the 1920’s the US banned alcohol during a time called Prohibition. This policy is considered to have been a failure because it lead to more organized crime, increased alcoholics and negatively impacted the economy. Alcohol continues to be advertised on television and radio, apparently enticing people to continue to buy and drink alchol. Alcohol will always be legal. Alcohol is a big part of our American culture. It is embraced and celebrated by people of all ages every day. Our country is not prepared to make the consumption of alcohol illegal. Doing so would clog the court systems, lead to corruption of officials and cripple the U. S. econmy due to the lost tax money generated by the sale of alcohol. People do need to be educated on the dangers of alcohol so each person can make the best decision for themselves and their family, which would be to avoid alcohol alcohol all together. References Alaraki, M. (2010). Alcohol is society’s most dangerous drug. Retrieved from http://www. dailyfinance. om/2010/11/01/alcohol-is-societys-most-dangerous-drug/ Nutt, D. J. , (2010). Drugs harms in the UK: a multicriteria decision analysis. The Lancet 376(9752), 1558-1565. Doi: 10. 1016/50140-6736(10)61462-6 Grohol, J. M. (2010). Alcohol the Most Dangerous Drug? Probably not. Retrieved from http://psychcentral. com/blog/archives/2010/11/01/alcohol-the-most-dangerous-drug-probably-not/ Neurobonnkers . (2012). The largest ever study in to drug harms places alcohol in the top four. Retrieved from http://neurobonkers. com/2012/08/06/the-largest-ever-study-in-to-drug-harms-places-alcohol-in-the-top-four/

Teledentistry Thesis Example | Topics and Well Written Essays - 500 words

Teledentistry - Thesis Example ves unique techniques such as self-directing online study, streaming media, webcast and real-time video conferencing, which are utilized to deliver dental education, either live or on demand. These techniques have changed dental and dental hygiene education in many ways, for example; the technology in teledentistry involves a two-way communication video and audio communication-making training visual and efficient. This paper has also discussed the challenges faced by teledentistry especially those that are technologically related. Relevant information was gathered through primary and secondary methods of data collection. The primary data sought was from telemedicine and teledentistry related books and scholarly journals as well as formal websites. Moreover, the information gathered from primary data is reflected in the literature review section. Secondary data was collected through random sampling, where students below the age of twelve were selected and both dental care and hygiene from direct observation and observation from a distance was carried out. The main aim of the observation was to compare the results between direct observation and observation at a distance after which a conclusion was drawn. Having compared the results, the figures and samples were comprehensively discussed and this brought the paper to further recommendation in case of a future research. Finally, conclusions were drawn from the findings and, the future of teledentistry was mentioned. The purpose of the examination procedure was done as a procedure to control infection among the ten randomly chosen children of below 12 years. The examination covered hard and soft tissue problems such as missing teeth, caries, and inflammations among others. For the observed dental illnesses, the patients would be referred to orthodontics, periodontics, endodontic and, surgery. The children were directly diagnosed, and diagnosis using electronic telediagnosis after which result were compared. However,

The Mixtec Culture Essay Example | Topics and Well Written Essays - 2500 words

The Mixtec Culture - Essay Example As the discussion stresses there is no definite history of the Mixtec, but the furthest that archaeology can trace their history is in the valley of Oaxaca, which was home to three major language groups: the Zapotecs, Nahus, and the Mixtec. History has it that the Zapotecs dominated the valley, while the other two occupied the centre of the valley, although some Mixtecs lived beyond the valley in the west. The Mixtec presence in Oaxaca is traceable to three full centuries before the invasion of Spanish conquest, in the 14th century, seemingly through intermarriage with the Zapotecs. Terraciano explains that a Mixtec lord got into marriage with a Zapotec maiden, and they were given the Culiacan population as a gift after the marriage. This was a contributing factor to the emergence and growth of the Mixtec population in the valley of Oaxaca. Before this event, the two would meet in trading gold and other commodities. However, after the two began co-existing, the Mixtec invaded and too k over the Zapotecs’ capital, bringing back the rivalry between them though it was not long before the Zapotecs got their land and city back.This paper discusses that  the Mixtecs in the early colonial and post-classic periods had an invention of their own writing that was pictographic. They painted on deerskin, paper and cloth before the Spanish conquest came in with their own dictatorial that the images be directed to Spanish officials. This forced the Mixtecs to come up with multicultural forms of communicating to both the indigenous natives and Spanish aliens. To write on the deer hide and paper made from fig tree barks, the Mixtec would apply gesso paste or lime plaster on two surfaces to create the smooth writing surface then sewed them together to form a screenfold manuscript. Such manuscripts could fold back over the other, allowing the two surfaces to be viewed individually. On average, a folded manuscript was the size of a book but after stretching, was about ten metres in full size. These forms of picturesque writings are referred to as codices. The writings usually featured three styles of expression: direct representation of images (logograms and ideograms), phonetic transcription (use of symbols to represent words), and conventional imagery (the use of images to pass an idea or word without using language). All these forms of writing applied throughout Mesoamerica, and were usually meant for public use as they mostly carried information concerning recitations and public performance guides such as music, dances, songs, and drama performances (Terraciano 15-16). The Mesoamerican calendar The Mixtecs had a sacred calendar similar to the other Mesoamerican cultures whose scared calendars had two-hundred and sixty days. This ritual calendar was called the Tzolkin and used to tell the day. In their

Lies My Teacher Told Me by James Loewen Essay -- Lies Teacher Told Loe

James Loewen wrote the book ?Lies My Teacher Told ME? to help the students of the United States become aware of their true history. This book attempts to show how and why American history has been taught the way it has without regard for the truth. Mr. Loewen had compared twelve different history textbooks they are: The Great Republic, The American Way, Land of Promise, Rise of the American Nation, Challenge of Freedom, American Adventures, Discovering American History, The American Tradition, Life and Liberty, The United States ? A History of the Republic, Triumph of the American Nation and The American Pageant. Loewen has argued his cases for Heroification, Euorcentrism and the first settlers, and Racism in our history. He has done this knowing fully that most people do not want to know the harsh realities of our nations past. The United States has tried to maintain a positive image throughout history. Unfortunately, it has many skeletons in its closet that need to come out to heal this great nation on many levels. If the public at large new the real role of racism in our nations infancy and how men tried to pursue their way of thinking as opposed to what is good for the country they would be ashamed at what the United States has stood for in the past. Heroification is a degenerative process that makes people into heroes regardless of any type of character flaw they may possess. It appears that Mr. Loewen?s greatest concern about heroification does not revolve around who gets chosen for the history books but what actually happens to them after they do. He cites two examples of people that had led colored lives but in our textbooks show them as people we should strive to become like. These two people are Helen Keller and President Woodrow Wilson. (Lies?19) Mr. Loewen feels that heroification has distorted the lives of Keller and Wilson and that we can no longer think straight about them. He does not just think this of these two but many other people throughout history. When it comes to Keller we think of someone who, throughout her entire life has struggled to overcome her disabilities. I feel that no one would dispute this but in reality Miss Keller was a radical Socialist for most of her life. This in itself is not so bad but her condemnation of the country into which she was born to and lived in could be considered treasonous. (Lies?20) President W... ...ime of the author rather then accurate historical facts. (Lies?293) Textbooks are being written this way and history is being taught this way to show people how they should act and strive to be. This relays to the student what is deemed acceptable to everyone and what is not. When it comes to a student remembering historical lessons they normally do not remember what is being taught to them unless they are moved by it. (Lies?301) So what is the result to a society where our students are being taught this way? The number one result is that students do not know the true history of their country nor do they remember what they were taught in class. This is a sad conclusion but Mr. Loewen feels it is an accurate one given responses to questions he has asked his students throughout the years. What can we do to change this and reeducate the people out there? Sadly I feel nothing can be done for those of us out there who are not truly aware of this misinformed way of teaching. But, our c hildren need not be sheltered from our true history, rather they should learn all that has happened so we can prevent the atrocities from reoccurring again. (Lies My Teacher Told Me ? James Loewen)

Critically analyse the ways in which the personalisation agenda might impact on the protection of vulnerable adults.

Abstract Personalisation has been described as a â€Å"cornerstone of the modernisation of public services† (Department of Health, 2008: 4); however there has been much discussion as to how this impacts upon the protection of vulnerable adults. Thus, it seems as though the current practices employed by social workers will have to be adapted in order to integrate personalisation into their agenda’s. This is likely to prove extremely complex given the conflictions that are likely to arise. This study will thus discuss such difficulties in more detail. Introduction The ways in which the personalisation agenda might impact on the protection of vulnerable adults will be critically discussed in order to consider the difficulties that are likely to be associated with personalisation. This will be done by firstly looking at social work practice implications, ethics and values. This will allow a determination to be made as to whether changes to such practices will need to be made. The effect personalisation has on anti-oppressive and anti-discriminatory practices will then be discussed followed by a review of the current HCPC standards, legislation policy and guidance. Once all of the applicable information has been gathered a conclusion will then be drawn. Social Work Practice Implications, Ethics and Values In improving social care standards in England, the Government published the personalisation agenda in their ‘Putting People First’ (Department of Health, 2007: 1) report. This is a shared commitment and vision that seeks to ensure all adults can have control over their own lives and thus live independently. This is likely to have a significant impact on the protection of vulnerable adults since the main objective of the report was to ensure vulnerable adults have the best quality of life. It was also made clear that the â€Å"quality of independent living is fundamental to a socially just society† (Department of Health, 2007: 2). A Local Authority circular; ‘Transforming Social Care’ (Department of Health, 2009: 4) strengthened this vision further by placing additional responsibilities on Local Authorities. Accordingly, it was noted in the circular that Local Authorities must take a more pro-active role when dealing with vulnerable adults and that the y must make applicable steps towards re-shaping their adult social care services, which was also supported by the Secretary of State for Health (Lansley, 2010: 5). In spite of such governments’ policies, it is questionable whether vulnerable adults will be better safeguarded since there appears to be â€Å"little guidance into how this agenda sits alongside that of personalisation in practice† (IPC, 2010: 3). In addition, it has been argued that both personalisation and the protection of vulnerable adults, although share the same end goals, their approaches actually conflict (Gray and Birrell, 2013: 207). Thus, personalisation is generally about enabling individuals to live their own lives, whilst the safeguarding of vulnerable adults is about ensuring the safety of such individuals by conforming to a set of policies and procedures that have been created specifically for this purpose. Arguably, by giving vulnerable adults the ability to control their own lives is likely to undermine the safeguarding principles that currently exist. This carries a significant risk since vulnerable adults may not actually have the ability to take co ntrol, and this may subsequently expose them to harm and impact the protection that they are to be afforded. Whilst personalisation encourages independence, safeguarding is about acting on behalf of vulnerable adults. Personalisation and Anti-oppressive and Anti-discriminatory Practices It remains to be seen how personalisation can be implemented, whilst ensuring that the protection of vulnerable adults is maintained, yet noted by Carr (2010: 2); â€Å"The goal is to get the balance right, moving away from being risk averse while still having appropriate regard for safeguarding issues.† It is questionable whether a balance is easy to achieve since personalisation is all about reducing the levels of control Local Authorities place upon vulnerable adults, yet higher levels of control are needed to protect such adults from harm. This can be extremely difficult for social workers who must employ anti-oppressive and anti-discriminatory practices by developing an understanding of structural inequalities so that they can be pro-active in their work with vulnerable adults (Hopton, 2012: 47). As personalisation is contrary to this, problems are likely to arise since social workers are required to â€Å"develop creative ways of working† by a â€Å"critical, pol iticised and geographical view of our culturally plural society† (Gardner, 2011: 30). This is much more difficult to achieve when adopting the personalisation agenda as social workers are required to take a step back and allow vulnerable adults to take control. HCPC standards, legislation policy and guidance The current HCPC standards that are required of social workers are also likely to conflict with the personalisation agenda since social workers are required to act in the best interests of their service users (HCPC, 2012: 3). Accordingly, enabling vulnerable adults to live independently may not be acting in their best interests as certain individuals will require constant supervision and will need the help and support from social workers. Hence, even if it appears as though a person is capable of taking control of their own life, this may not always be the case and so it is important that social workers continue to take a pro-active role in the lives of vulnerable adults. Thus, under the ‘No Secrets (Adult Protection)’ guidance managers with the responsibility of overseeing and supervising the investigation of, and response to, adult abuse are required to ensure that â€Å"all appropriate agencies are involved in the investigation and the provision of support, and that good standards of practices are maintained† (Department of Health, 2000: 16). However, personalisation is likely to have an impact on such responsibilities as it will require a change in the way welfare services are being delivered and the ways vulnerable adults are being supervised. Direct Payments, Exploitation and Fairer Charges As personalisation allows the individual to have a greater choice, the government will have less control over individual budgets. Accordingly, those in need of care will thus have a choice whether to accept direct payments in order to purchase their own social care services or allow local authorities to arrange their care (MNDA, 2010: 2). Whilst it has been said that this new approach helps those in need of care to attain a program suited to their individual needs (Age UK, 2013: 1), this can actually have dangerous consequences. This is because the service user may be at risk of abuse and exploitation by family members and unscrupulous carers (8). However, provided that this risk can be managed appropriately it has been said that the personalisation agenda may actually provide individuals with a fairer charging system (Duffy, 2011: 4). However, this will not be the case for everyone and whilst some individuals may end up with a better deal, others may be expected to meet the costs o f their care themselves. Arguably, whilst this system is workable in meeting the needs of certain individuals, it may actually penalise others. In addition, as put by (The Policy Press, 2011: 96) â€Å"it increases the costs of disability, encourages institutionalisation and works against independent living and person-centred support.† This is not what was intended by the establishment of the personalisation agenda and unless these inherent risks can be managed, it is likely that vulnerable adults will suffer. Conclusion Overall, it is evident that the personalisation agenda is likely to have a significant impact upon the ways in which vulnerable adults are likely to be protected in the future. This is because, the main objectives of personalisation are to enable vulnerable adults to take control of their own lives and live independently. This agenda, nevertheless, conflicts with the current practices that are being adopted by social workers in protecting vulnerable adults and as a result of this many changes are likely to be required. Whilst it is clear that a balance needs to be struck, it is likely that this will prove extremely complex when trying to put this into practice. Yet, it remains to be seen, if any, what measure will be taken by social workers in ensuring that the personalisation agenda is being employed, whilst at the same time maintaining the protection of vulnerable adults. References Age UK. (2013) Personal Budgets – More control over Your Care, [Online], Available: http://www.ageuk.org.uk/home-and-care/help-at-home/self-directed-support/ [13 January 2014]. Carr, S. (2010) ‘SCIE Report: Enabling risk, ensuring safety: Self-directed support and personal budgets’ Enabling Risk and Personal Budgets, Social Care Institute for Excellence. Department of Health. (2000) ‘No Secrets: Guidance on developing and implementing multi-agency policies and procedures to protect vulnerable adults from abuse’ Home Office. Department of Health. (2007) ‘Putting People First; A shared vision and commitment to the transformation of Adult Social Care’ HM Government. [Online], Available: http://www.cpa.org.uk/cpa/putting_people_first.pdf [10 January 2014]. Department of Health (2009) ‘Transforming Adult Social Care’ Local Authority Circular. Duffy, S. (2011) A Fair Society and the Limits of Personalisation. Sheffield: Centre for Welfare Reform. Gardner, A. (2011) Personalisation in Social Work, SAGE, Social Science. Gray, A. M. and Birrell, D. (2013) Transforming Adult Social Care, The Policy Press. HCPC. (2012) ‘Standards of Conduct, Performance and Ethics’ Health & Care Professions Council, Your duties as a registrant, [Online], Available: http://www.hpc-uk.org/assets/documents/10003B6EStandardsofconduct,performanceandethics.pdf [10 January 2014]. Hopton. J. (2012) ‘Anti-discriminatory practice and anti-oppressive practice; A radical humanist psychology perspective’ Critical Social Policy, volume 17, no. 52. IPC. (2010) ‘Safeguarding vulnerable adults through better commissioning’ A Discussion Paper for Commissioners of Adult Social Care, Institute of Public Care. Lansley, A. (2010) ‘Speech to the 5th International Carers Conference’ The Royal Armouries, Leeds. MNDA. (2010) Direct Payments and Personalisation, Information Sheet No 22B, [Online], Available: http://www.mndassociation.org/Resources/MNDA/Life%20with%20MND/Information%20sheet%2022B%20-%20Direct%20payments%20and%20personalisation.pdf [13 January 2014]. The Policy Press. (2011) Supporting People: Towards a Person-centred Approach, Social Science.

Technology And Its Effect On Children - 928 Words

In today s world, it is not uncommon to see children using technology. In fact, just about everywhere you venture you are likely notice a child with an iPhone, or a tablet. Within the last five years’ elementary schools have been depending more on technology such as computers, and tablets for learning, compared to 10 years ago when everything was teacher taught and the closest form of technology found in the classroom happened to be a projector. The fact that there was little use of technology in elementary schools when today s adults were growing up could sure-enough be the reason that many adults are skeptical when it comes to the use of electronics in elementary school. Many adults will say that children stay on the computers too much, and that it isn’t healthy for them. Another reason adults could be hesitant to accept that technology is an important key to learning is the fact that some children have learning disabilities and could struggle when learning from a com puter. Adults will also point out that not every child has access to a computer at home to complete at home assignments. However the purpose of technology in elementary school is there to enhance and broaden the educational process not to hinder it. In elementary schools today we see the use of technology go up every year. Schools are becoming more dependent on electronics for learning purposes. Adults could be becoming skeptical of the use of technology because children are on them quite often at home.Show MoreRelatedTechnology And Its Effect On Children981 Words   |  4 PagesPresent day technology today has helped us connect with others miles away through E-mail, Facebook, Twitter, YouTube and other forms of social media. Although technology was initially designed to improve communication, the reliance on technology has an adverse effect on many families and the children, in particular the problem that it causes interference in relationships. 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