The Lithostratigraphic Framework of the Hertfordshire County of Essay

The Lithostratigraphic Framework of the Hertfordshire County of England - Essay Example The Hertfordshire County of England has a young history geologically. The lithology of this area is largely composed of Quaternary and Tertiary deposits, with some glacial movement effects at its northern reaches.   With the sandy conditions of the shores on its eastern side, you might say Hertfordshire is between a small rock and a big hard place. Formations, a principal mapping unit (enquire.com 2006), will be briefly described as to their importance in this report. The status of current ground conditions will also be presented as they affect the analysis of the area. Then geohazards, or expected/probable problems, will be considered. The objective of this report is to provide information that subsequent investigations could use. As in other Home Counties, Hertfordshire shares a common pattern of development from the 17th century, except for its construction of the New River in the Lea Valley that supplies London with water. The majority of settlements built in the times of the N ormans were in the northeast. The Abbey of St. Albans, a major landowner, influenced land management strongly, including the formation of hunting parks, which Hertfordshire has had in abundance. Agriculture displaced many of these parks, and then they were wooded again. A boom in the 16th century of the country-house building came after lands were confiscated by the Crown. The number of palaces from the 1700's were many because of the "rich soil and wholesome air" that attracted wealthy people. (enquire.com 2006) Other building came along the river valleys, slowly. But the industry of malting and brewing in the late 19th century created an era of strong development. The decades since the mid-1900's has seen major changes in the landscape of Hertfordshire.  Ã‚  The development of Portland cement in the early 1900's, that uses gravel deposits in its composition, brought about quarries and industry related to it (HGS 2005). Quarries have also been necessary for researching the strata of the land.  Modern construction has been largely in the south/southwest part of the county. This report, focusing on Stevenage and Ware, is for development purposes in the northern sections of the county.  Near Ashwell is the Steeple Morden Plantation Quarry that allows geologists to see the layers of rock. In trenches cut into the quarry, the color contrasts between Melbourn Rock and the soft chalk is obvious. The gray Plenus Marls and Melbourn Rock that were once thought to be the base of the Middle Chalk (HGS 2005) is now considered the marker horizon while shelly detrital rock is above that and smooth chalk above that. The eight beds of the Plenus Marls can be traced to the Paris Basin and used as a marker horizon across Europe, "indicating a change in anoxic conditions" (HGS 2005).There is a lack of clay-with-flints this quarry. Quarry section showing chalky outwash gravel of Anglian age overlying river gravel of proto-Thames (photo by John Carr) (RIGS 2003) The formations and types of sediments in Hertfordshire will be discussed as they pertain to development, and also as they pertain to restrictions of use (RIGS 2003). Besides the geohazards possible in any construction site, there are also hazards to the geology of a site from construction. All this must be taken into consideration before building can begin. Former construction through the ages has not taken this into account and there has been a degeneration of soils as well as destruction to the buildings by swallow holes and other phenomenon.

Strengths Based Model and Social Role Valorization (SRV)

Strengths Based Model and Social Role Valorization (SRV) In your own words, explain the strengths and weaknesses of each model Strength Based Model (SBM) The Strengths This model strongly focuses on the identification of people’s abilities, interests and capabilities and on their strengths and potential. This is a recovery model used in mental health rehabilitation. In New Zealand, there are a number of standardized assessments that have been developed. Since 1998, all mental health services in New Zealand have been required by government policy to use the recovery approach. It is an empowering approach as the focus is on the strengths and abilities of the person rather that deficits and problems of the person and their family. The policy has concerned the way to use of stigmatizing, labeling or blaming language. The Strength Based Model creates hope by focusing on what has worked well for them in the past. The strength base model indentifies the positive things for the person and their environment. The strength based model realized communities are seen as resources not barriers. SBM understand the needs of mental people lead to can support them in their journey. The Weaknesses Following the Ministry of Youth Deveopment, 2009 SBM has unstructured youth activities. For example: SBM does not have aim or focus for youth clubs and are associated with poor immediate and long-term outcomes for the young people involved. Social role valorization (SRV) The Strengths In 1983, SRV is formulated by Wolf Wolfensberger. SRV gives a concept of transacting human relationships and human service. The major purpose of SRV is creates and supports socially valued for people in society. Moreover, SRV is intended to be used to analyze the process and effects of societal devaluation. SRV gives people know about the right of individuals valued equally and they have opportunity to contribute meaningful for their community. SRV mentions that if people have valued roles by society than they are more likely to access the good life as in friendships, the family, education, opportunity for work†¦ SRV has 2 broads strategies for enhancing the perceived value of people. The firstly, focusing on enhancing social image. The secondly, focusing on the person’s ability to fulfill lives that are socially valued. SRV can influence assessment, planning and coordination by giving a clear idea of services needed to fulfill socially valued roles. Service is provided within the service framework so often people with disability live, work and socialize with the same people and staff. The Weaknesses SRV has existed several years. It needs time to give more complementary. SRV does not improve consciousness of guarantee concern about devalued people in society. Even though SRV affects participants, it cannot control the character of participants. SRV has several societal impacts, which confined to narrow human service fields. The people in SRV are providing the re-valorization efforts. For example, support workers are paid for their job lead to SRV is not helping for disabled person out of interpersonal motivation for example: attraction, emotional attachment or friendship, and people are well aware of this. Hence, SRV is non-genuine and unstable. Comparison includes perspectives of disabled or older people (or a specific group of people) are considered. (Disabled People) The Strength Based Model (SBM) Assessment: The assessment is necessary for disabled people and mental problem because it will collect the client’s information and the staff can understand the client’s condition. The assessment will assess about the strength, aim and preferences of client. The SBM will identify skills, resources and capacity rather than deficits. SBM will setup the goals, which are realistic and achievable. Coordination Improving the relationship between the client and the professional The service system has capacity to go to the client. The service and support not only are addressed current clinical issues but also include social, housing, employment and spiritual for intellectual disability. Planning Planning focus on the steps how to achieve the goals of client. Moreover, planning also wants to improve the commitment between staff and support workers. Each client has their own planning to recovery. The Social Role Valorization Needs assessment and service coordination This is a service model where services are provided for people who meet either MOH and DHB eligibility. The MOH contracts NASC to access people with neurological conditions that result in permanent disabilities, developmental disabilities in children and young people include physical intellectual or sensory. NASC services are also delivered for people aged over 65 who have an age related illness. The services are provide as community support services, resident care, respite care, day care, behavior support, rehabilitation services and equipment. The assessment will identify current abilities, resources, goals and needs and establish what is the most important need for person. A comprehensive package of services may be required to meet individual needs. These may be from different funded sources, community support services and residential support. Service coordination is a process that enables an individual to meet their goals. Planning Following the assessment, planning includes identifying activities to achieve the person’s goal, meet needs and promote problem solving. Family needs to involve the process of disabled people. In addition, any friend or other relatives of the client can also help for the person with disability. The needs of client need to identify in care plan for all staff know when they give care. A summary of the expected outcomes for disabled or older people (or a specific group people) The Strength Based Model (SBM) There are several expected outcomes brought from the Strength Based Model. SBM creates special feeling and make strong sense of hope and optimism. SBM can find out weaknesses and vulnerabilities and can build on strengths. The purpose of SBM is creates helping process on strengths, interest and knowledge. SBM creates good relationship as collaborative and mutual between organization, client and their family. SBM emphasizes that individuals has duty own their recovery and SBM provides caring community. The social role valorization The main goal and purpose of SRV is wants to create and support valued roles for people. If people can understand socially valued roles lead to they can receive from their society good things. For example: community support, opportunity for a better life. Conformation that there is sufficient detail in the model to cover assessment, planning and coordination Comparison accords with recommended texts Wayne Hammond, Ph.D. 2010. Principles of Strength-Based Practice. Resiliency Initiatives. John McCormack, October 2007. Recovery and Strengths Based Practice. Glasgow Association for Mental Health. Rangan Aarti, Sekar K. 2006. Strengths Perspective in Mental Health. Evidence Based Case Study Joe Osburn, 1998. An Overview of Social Role Valorization Theory. Jane Sherwin, 2007. Social Role Valorization Theory as a Resource to ‘Person Centred Planning’. Laurie Davidson, February 2005. Recovery, self management and the expert patient-changing the culture of mental health from a UK perspective

Smith, the amount of Smith it takes to become a Smith :: essays research papers

SOCIALSECURITY.COM The web site for social security and retirement information. The purpose of this site is to provide up to date social security and retirement information and how to get answers to your questions. This website is a private web site and is not associated, authorized, affiliated with, or sponsored by any goverment, nor do we claim to be. Official worldwide government links for social security can be found on our questions and answers category located on the socialsecurity.com home page. If you have any ideas for enhancing this site or if you have any information you would like posted, please email us at webmaster@socialsecurity.com Please choose ONE of the following links: 1 -To receive the Social Security Benefits Handbook click here. This comprehensive guide answers many of the questions individuals seek regarding social security benefits. Easy to read. Highly informative. If you are looking to maximize your benefits, get everything you deserve and minimize the red tape, then this book is a must. Ordering is handled through Amazon.com at a substantially discounted price. After ordering please use you browsers back button to return to this page and then click the Socialsecurity.com home page link. 2 - FREE HEALTH or LIFE INSURANCE QUOTES. It's Absolutely FREE for all SocialSecurity.com users. You can even get FREE QUOTES for AUTO INSURANCE. You may get quotes for all your insurance needs. No obligation whatsoever to purchase. 3 -Go to Socialsecurity.com home page. You can use your browsers back button to return here from any linked sites. REMEMBER TO BOOKMARK THIS PAGE e-stablished 3/16/98. Disclaimer DISCLAIMER This web site is designed to provide information in regard to the subject matter covered. It is provided with the understanding that the publisher of this information is not engaged in rendering legal, or other professional services. The publisher is not responsible for any misrepresentations or errors regarding information listed here or on any linked sites. All information provided is for informational purposes only. We are not responsible for the reliance on this information. If legal advice or other professional assistance is required, the services of a competent professional person should be sought.

Online Learning Environment Essay

The recent shift towards intensive use of computer technology in educational practices has already become so powerful that computer-based learning is no more perceived as something new. Whether it is computer laboratories in the primary schools or Internet-equipped computer facilities in the high-school, computers have turned into unalienable part of students’ life. However, such rapid and overwhelming spread of the new technology raised serious questions concerning positive and negative aspects, new opportunities for students and teachers, age peculiarities, and gender specifics of computer-based learning. The latter seems to be one of the major focuses of contemporary research in computer-based learning. Article â€Å"Gender differences in the use of computer mediated communication by post graduate distance students† written by Barrett and Lally (1999) investigates into the gender aspect of computer-mediated education, namely the use of Computer Mediated Communication (CMC) in a specific learning context by a small group of postgraduate (MEd) distance learners and their tutors. Taking into consideration the fact of steadily growing audience of students involved into online educational practices, relevance of such research can hardly be questioned. Although the number of participants is rather small – probably the first and foremost drawback of the research – the authors have managed to collect comprehensive amount of data using students’ electronic diaries, questionnaires and transcripts of all their online contributions. Barrett and Lally (1999) apply content analysis – arguably the most popular method in psychology – to evaluate on-line dialogues between members of the group. Specific attention has been paid to studying learning and socio-emotional pattern of behavior demonstrated by participants, since the major hypothesis of the authors is that male and female students differ significantly on this dimension. The choice of method seems absolutely correct keeping in mind the hypothesis posed by the authors. Key outcomes of the study supported the authors’ hypothesis: content analysis of the available data has revealed serious difference in behavior of men and women put into the online learning environment. Firstly, male students tend to send more messages than their female counterparts. Secondly, messages written by male students were on average twice as long as messages written by female students. And thirdly, male students tend to write socio-emotionally oriented messages, while female students exhibit interactive orientation. These three findings make it possible for the authors to establish strong correlation between student’s gender and his/her behavior in the online learning environment. Despite seeming plainness of this study, it seems rather difficult to give it a univocal assessment. On the one hand, there is a small sample group, which raises the issue of the study’s reliability, and simple research design, while on the other hand, there is exceptional relevance of the study (keeping in mind that it was published in 1999) and important findings, which have shown right direction for further research. Although there may be another point of view, the second component outweighs all drawbacks of the research: while the drawbacks relate to formal aspect of the study (e. g. insufficient sample size, poor data capturing techniques, etc), the content (hypothesis and findings) is really great. Newness of the author’s ideas has turned the article into a good starting point for other researchers, whose works help develop the most optimal learning and teaching strategies designed according to specific learning behavior of both sexes in a mixed online learning environment. Although newness is the most important characteristic of Barrett and Lally’s (1999) work, they apparently relied upon a number of previous studies. As soon as the overall subject of their research is concerned, the study can hardly be addressed as absolutely original: a number of studies dealing with the impact of computer technologies on the learning environment of classrooms (including the learning activities that take place in the classroom, and various educational strategies designed to make them more effective) were written throughout the 1990s. Although none of them paid serious attention to gender differences that might characterize behavior of students in computer learning environment, they definitely revealed a number of specific features of computer-based (including online) learning and teaching practices. For example, Richards (1996) conducted one of the first studies of the influence of computer-based environment on student motivations. His research conducted as a part of the Bell Atlantic’s World School Program revealed that computers and the Internet significantly improved students’ motivation. Thus, 92 percent of the respondents in Richards’ program classified the Internet as an effective learning tool (Richards, 1996). Findings of another research performed by Follansbee (1996) and his colleagues the same year stand in line with those of Richards. Comparison of the learning outcomes of students doing a task with access to the Internet demonstrated much higher level of confidence in conducting and presenting the research task. Besides, the study discovered that students with access to the Internet demonstrated better diversity and inventiveness presenting their tasks, could better integrate various perspectives, and presented their answers/projects more accurately (Follansbee 1996). In 1997, Proost and Lowyck (1997) published a study devoted to gender aspect of computer-based education. The sample group of the study was impressive: traditional and distance learning university students – a total of 1368 students (945 males and 416 females) over 18 years of age (Proost and Lowyck, 1997: 371-372). However, that study dealt only with the gender differences in perceptions of and preferences for computer based learning environments, while Barrett and Lally (1999) went deeper into the subject. Thus, Proost and Lowyck (1997) found out that female respondents had, on average, more negative perception of computer based technology and a preference for traditional methods than male respondents (p. 380), but did not try to answer the question whether male and female students demonstrate different behavioral patterns in the online learning environment or not. While Barrett and Lally (1999) relied on a number of previous researches, their own findings were further explored, confirmed, corrected, and extended by later studies. Kelly (2000) used Barrett and Lally’s (1999) assumption that girl pay more attention to the interactive aspect of computer-based communication and learning to explain why girls normally have little interest to computer science. In her account, computer does not involve a lot of teamwork and social interaction and, therefore, is less interesting than traditional communication and learning. In the same way Kelly (2000) explains why absolute majority of the computer games are designed according to tastes of male audiences and emphasize things (violence, intensive action, speed) that are not attractive to women. Therefore, boys feel more attraction to computers and computer-based learning and â€Å"†¦ with more males getting into careers in the computing industry, they perpetuate this cycle of catering for the needs of a predominantly male audience who gain an entry point into the computing world via games and later take up careers in the computing industry† (Kelly, 2000: 156). Similarly, Passing and Levin (2000) explored gender difference amongst pre-school students trying to reveal their preferences to various designs of multimedia learning interfaces (in order to improve outcomes of learning). The study involved a sample of 90 children (44 girls and 46 boys), and its major outcome was significant difference in boys and girls’ preferences: boys demonstrated more attraction to movement while girls paid more attention to visual elements. Shin and Chan (2004) also cite Barrett and Lally’s (1999) in their study of the effects of online learning on distance education students. The authors assume that there is a direct relationship between students’ involvement in online learning and distance learning outcomes taking into consideration gender aspect as the major factor that affects online learning (p. 277). Riding and Grimley (1999) investigated how differently the same computer multimedia affects cognitive style and performance of boys and girls (11 years). The study involved 40 boys and 40 girls and was conducted in two stages: firstly, participants underwent the procedure of assessment which revealed their cognitive style; secondly, they were offered a multi-choice recall test after studying a science topic with the help of computer and CD-ROM (p. 44-45). Upon completion of both stages the authors compared computer-based scores of the participants with scores given for similar topics learned with the help of traditional educational methods. The authors reported that â€Å"with regard to the mode of presentation of the multimedia materials, girls who were Wholist-Imagers and Analytic-Verbalisers were better with presentations which had picture and sound than those which had only picture and text. Those who were Wholist-Verbalizers and Analytic-Imagers were better with presentations which had picture and text than those which had only picture and sound. The results were the opposite for boys. For both gender groups performance was best with presentations which combined picture, text and sound† (Riding and Grimley 1999: 55). Evidently, the article written by Barrett and Lally (1999) can hardly be addressed as a classic work which has already become the basic reference point of modern studies in computer-based teaching and learning. At the same time, it is far from being a mediocre and irrelevant study that has absolutely not scientific value. The truth is somewhere in between: the article is a well-written piece of work which stands in line with previous research, has an element of newness and, therefore, opens new opportunities for scientists. REFERENCES Barrett, E and Lally, V. (1999) â€Å"Gender differences in an on-line learning environment† Journal of Computer Assisted Learning 15, 48-60 Follansbee, S. , Gilsdorf, N. , Stahl, S. , Dunfey, J. , Cohen, S. , Pisha, B. and Hughes, B. (1996) The role of online communication in schools: a national study . Peabody, MA: Center for Applied Special Technology. Kelly, Karen. (2000) â€Å"The Gender Gap: Why Do Girls Get Turned Off to Technology? † The Digital Classroom, ed. D. T. Gordon, The Harvard Education Letter, Cambridge, pp 154-160 O’Hara, S. P. (1998) â€Å"A case study of attitudinal effects of Internet use in a middle school integrated science curriculum†. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Diego, CA, April 19-22, 1998 (Eric document ED417978). Passing, D. & Levin, H. (2000) â€Å"Gender Preferences for Multimedia interfaces†, Journal of Computer Assisted Learning, 16: 64-71 Proost, K. , Elen J. & Lowyck J. (1997) â€Å"Effects of Gender on Perceptions of and Preferences for Telematic Learning Environments†, Journal of Research on Computing in Education, Summer, 29(4): 370-384 Richards, F. C. (1996) â€Å"The impact of the Internet on teaching and learning as perceived by teachers, library media specialists and students† Masters thesis, Salem-Teikyo University (Eric document ED410943)

Effect of Violence in the Media

Decades of psychological research confirms that media violence can increase aggression. Virtually since the dawn of television, parents, teachers, legislators, and mental health professionals have been concerned about the content of television programs and its impact, particularly on children. Of special concern has been the portrayal of violence, especially given psychologist Albert Bandura's work on social learning and the tendency of children to imitate what they see. As a result of 15 years of consistently disturbing findings about the violent content of children's programs, the Surgeon General's Scientific Advisory Committee on Television and Social Behavior was formed in 1969 to assess the impact of violence on the attitudes, values and behavior of viewers. The resulting Surgeon General's report and a follow-up report in 1982 by the National Institute of Mental Health identify these major effects of seeing violence on television: * Children may become less sensitive to the pain and suffering of others * Children may be more fearful of the world around them Children may be more likely to behave in aggressive or harmful ways toward others Research by psychologists L. Rowell Huesmann, Leonard Eron and others found that children who watched many hours of violence on television when they were in elementary school tended to also show a higher level of aggressive behavior when they became teenagers. By observing these young people into adulthood, Dr. Huesmann and Dr. Eron found that the ones who hadd watched a lot of TV violence when they were eight years old were more likely to be arrested and prosecuted for criminal acts as adults. Interestingly, being aggressive as a child did not predict watching more violent TV as a teenager, suggesting that TV watching may more often be a cause rather than a consequence of aggressive behavior. Violent video games are a more recent phenomenon; therefore there is less research on their effects. However, research by psychologist Craig A. Anderson and others shows that playing violent video games can increase a person's aggressive thoughts, feelings and behavior both in laboratory settings and in actual life. In fact, a study by Dr. Anderson in 2000 suggests that violent video games may be more harmful than violent elevision and movies because they are interactive, very engrossing and require the player to identify with the aggressor. Dr. Anderson and other researchers are also looking into how violent music lyrics affect children and adults. In a 2003 study involving college students, Anderson found that songs with violent lyrics increased aggression related thoughts and emotions and this effect was directly related to the violent content of the lyrics. â€Å"One major conclusion from this and other research on violent entertainment media is that content matters,† says Anderson. This message is important for all consumers, but especially for parents of children and adolescents. † A typical child in the U. S. watches 28 hours of TV weekly, seeing as many as 8,000 murders by the time he or she finishes elementary school at age 11, and worse, the killers are depicted as getting away with the murders 75% of the time while showing no remorse or accountability. Such TV violence socialization may make children immune to brutality and aggression, while others become fearful of living in such a dangerous soci ety. With the research clearly showing that watching violent TV programs can lead to aggressive behavior, The American Psychological Association passed a resolution in 1985 informing broadcasters and the public of the potential dangers that viewing violence on television can have for children. In 1992, the APA's Task Force on Television and Society published a report that further confirmed the link between TV violence and aggression. In 1990, Congress passed the Children's Television Act (CTA), which outlined new regulations for commercial broadcast stations. As a result of the CTA (which was updated in 1996), stations are required to air at least three hours of programming â€Å"that furthers the education and informational needs of children 16 years and under in any respect, including children's intellectual/cognitive or social/emotional needs. † These programs must be labeled with the designation â€Å"E/I† and have clearly stated, written educational objectives. These educational programs generally contain both direct and indirect messages fostering cooperation and compassion rather than aggression. Parents now have positive options when it comes to choosing TV programs for their children. Research on television and violence has also led to the development of content-based rating systems that allow parents to make judgments about the programs' content before allowing their children to watch a show. Besides warning of the harmful effects of violent media content, psychology has a strong history of bringing out the best in television. For example, Daniel R. Anderson, a professor of psychology at the University of Massachusetts, has worked with producers of children's programs like Sesame Street and Captain Kangaroo to help TV shows educate children.