Free Essays on X-rays

x-rays X-rays were first discovered in 1895 by Wilhelm Conrad Rà ¶ntgen who was a german physicist. During experiments with electric currents passing through a vacuum tube, Wilhelm Conrad Rà ¶ntgen observed that a nearby fluorescent screen glowed when the current was being passed. After turning on high voltage current, Wilhelm Conrad Rà ¶ntgen noticed a green glow and the fogging of photographic plates. He then tried covering the tube with black paper reassuring that no light would pass through. Still, something came through that affected the photographic plate. He noted this effect being caused by unknown rays which in turn he later called X-rays, X being used as the unknown rays. Soon after Wilhelm Conrad Rà ¶ntgen took an x-ray of his wife’s hand. The wedding ring appeared on the picture and had completely blocked out the x-rays. This is the reason that they appear black. This new form of radiation created a great interest in both the scientific field and public sector. What are x-rays and what are they used for? X-rays are a form of electromagnetic radiation. X-rays have high energy and short wavelength and are able to pass through tissue. Going through the body, the denser tissues, such as the bones, will block more of the rays than will the less dense tissues, such as the lung. The shorter the wavelength the greater its energy and its penetrating power. In the Webster dictionary an x-ray is defined as, â€Å"a radiation of the same nature as light rays but of extremely short wavelength, that is generated by the striking of a stream of electrons against a metal surface in a vacuum, and that is able to penetrate through various thickness of solids† x-ray pictures are also known as radiographs. A special type of photographic film is used to record X-ray pictures. The X-rays are converted into light and the more energy that has reached the recording system, the darker that region of the film will be. This is why the... Free Essays on X-rays Free Essays on X-rays x-rays X-rays were first discovered in 1895 by Wilhelm Conrad Rà ¶ntgen who was a german physicist. During experiments with electric currents passing through a vacuum tube, Wilhelm Conrad Rà ¶ntgen observed that a nearby fluorescent screen glowed when the current was being passed. After turning on high voltage current, Wilhelm Conrad Rà ¶ntgen noticed a green glow and the fogging of photographic plates. He then tried covering the tube with black paper reassuring that no light would pass through. Still, something came through that affected the photographic plate. He noted this effect being caused by unknown rays which in turn he later called X-rays, X being used as the unknown rays. Soon after Wilhelm Conrad Rà ¶ntgen took an x-ray of his wife’s hand. The wedding ring appeared on the picture and had completely blocked out the x-rays. This is the reason that they appear black. This new form of radiation created a great interest in both the scientific field and public sector. What are x-rays and what are they used for? X-rays are a form of electromagnetic radiation. X-rays have high energy and short wavelength and are able to pass through tissue. Going through the body, the denser tissues, such as the bones, will block more of the rays than will the less dense tissues, such as the lung. The shorter the wavelength the greater its energy and its penetrating power. In the Webster dictionary an x-ray is defined as, â€Å"a radiation of the same nature as light rays but of extremely short wavelength, that is generated by the striking of a stream of electrons against a metal surface in a vacuum, and that is able to penetrate through various thickness of solids† x-ray pictures are also known as radiographs. A special type of photographic film is used to record X-ray pictures. The X-rays are converted into light and the more energy that has reached the recording system, the darker that region of the film will be. This is why the...

Martin Luther King Jr. Essay essays

Martin Luther King Jr. Essay essays Martin Luther King, Jr.'s birthday was first agknowledged as a national holiday in 1986. However, his life had become a part of Americans for years before this. To many African Americans whose rights he helped expand, to many other minorities whose lives his victories touched, and to many whites who welcomed the changes his leadership brought, Mr. King's life seemed overwhelming even as he lived it. He is celebrated as a hero not only for the eyes he's opened, but for his dreams and hopes he shared during a time of change. After long training in the North, Mr. King returned to his home, becoming a pastor of Dexter Avenue Baptist Church in Montgomery, Alabama. Mr. King became the leader of the Montgomery Bus Boycott when it broke out in 1955. That year long non-violent protest, which led to a Supreme Court ruling against bus segregation, brought Mr. King to the attention of the entire country. The occurances immediately following were less successful, but still provided Mr. King with the opportunity to strengthen his protest strategies. Then, in 1963, Mr. King and the SCLC (Southern Christian Leadership Conference) joined a campaign in Birmingham, Alabama to end segregation there and to force downtown businesses to allow blacks to work. Peaceful protests were not long after met by fire hoses and attack dogs, joined by local police. Images of this violence broadcast on national news, began an outrage, and this reaction stirred the political atmosphere, and the next year President Lyndon Johnson signed into law the Civil Rights Act of 1964. Meanwhile the SCLC was repeating the tactics of Birmingham in Selma, Alabama but this time for the African American voter registration. Once again, images of the police brutality because of the protest helped the passage of federal legislation, this time the Voting Rights Act of 1965. The community of black activists felt that these two major victories set the limit of what gains could still ...

Business Research Individual Work 1 Week 9 Essay

Business Research Individual Work 1 Week 9 - Essay Example CAT advances the previous technology, enables researcher to accurately report the coder reliability as well as validity, and encourages different new strategies that can be used for data analysis that are much simpler among other things. The data to be coded can be uploaded in CAT in different formats such as zip file, plain text files or even as xml-based files. With this technology, even after uploading the files that need coding, the researcher can trace the coding process and easily monitor its progress (Lu and Shulman, 2008). The other coding technological advance is the Computer Assisted Coding which is most effective on coding and data that is health related. The CAC coding technology is effective because it assists in analyzing gaps in health care, finding out the most appropriate use and costs as well as aid in providing better data results to evidence based medicine. It takes a very short time in analyzing the codes uploaded to the system which is helpful with records, it recalls the data coded within a period of six months hence enabling validation of the records and making it more reliable that traditional coding methods and it is very accurate and precise in its results (Dougherty, Seabold and White, 2013). Lastly is the barcode technology which is one of the most common ways of coding information and it is also easier to retrieve the information coded for analysis later on and discreetly for that matter as well. Information is stored in a series of white and black lines which are codes with numbers which represents specific information about the product after it has been researched. A barcode scanner then reads and translates the bar code into textual information which can then be analyzed or compared to others. This type of coding technology can be used in any setting from healthcare to the food industry to clothes industry among many others. There are

Group Work Essay Example | Topics and Well Written Essays - 2000 words - 1

Group Work - Essay Example The main objective of formation of this group was to assist various individuals within the institute and outside too in organizing various events like seminars, workshops, conferences, concerts, and various other formal and informal gatherings in a professional mode. The true objectives associated with this set up were many but the major ones are listed as below: There are very fewer set ups that offer opportunities to earn and learn simultaneously, and this set up was one of them. Apart from the earn and learn concept, it also allowed the members to associate themselves with various firms that needed events organized and managed, and allowed creating contacts in various industry for sponsorships and other related activities. The rationale for the creating of such a group was the recognized need; as witnessed in the career sections of the newspapers, the demand for event organizing and management individuals was growing rapidly not just in the home town but across the continent. Considering the same aspect, it was realized that having such a set up would provide home grounds for learning and making most of this opportunity, as it was foreseeable that this experience would tremendously contribute as we graduate and move in the jobs market. It was also felt that formation of this group and serving this category is a niche that is lacking in the market today. It was felt that firms hire individuals as event managers or event coordinators and once hired, they perform all the tasks and keep coordinating with the concerned department or to a particular person in the firm, while this hired individual has no command but the role of a coordinator. It was realized that formation of such a group would eventually as sist firms in outsourcing any events to be planned, managed or organized. Our job relates to social work because often charity organizations are involved in organizing various programs and

Similar to Liberation Christology Essay Example for Free

Similar to Liberation Christology Essay Until recently, traditional Christian theology was interpreted only by white males. In a modern world things are changing. In her book Consider Jesus, Elizabeth Johnson states that women â€Å"are waking up to their own dignity and finding their own voice† (page 97). Despite the feminist theology movement that Johnson describes, sexism and male dominance is embedded in the culture of the Catholic Church. Women will have equal rights under canon law, the problem is â€Å"Time†, the same thought process of 100 years ago is still active in the Church today. Only when the new generations of clergy is in place can change come. When it comes to the Christological interpretation woman voices can strengthen the debate, but it will take many generations for the old establishment to give way to an equal gender hierarchy. This is a strong argument, because in order for the old establishment to change and accept women, women need to make an effort to actively work to reform the current hierarchy. Johnson describes feminist theology as â€Å"Faith†¦being reflected upon explicitly from the perspective and experience of women† (page 97). Similar to Liberation Christology, in which poor and oppressed have a unique theological interpretation, in feminist theology the dominated group is women who begin to take part in the debate from their unique perspective. There are two main categories of feminist theology. The first is revolutionary feminist theology. As the word revolutionary implies these groups of women are quite radical and completely disassociate themselves with tradition rather than trying to change the minds of the male dominated theology. They do not acknowledge a male deity; instead they worship a female God, a goddess. They do not dwell on Jesus Christ because he was male. Usually these women split from the church and form their own groups arguing that the church is hopelessly stuck in its patriarchal ways. Johnson does not place much importance on these revolutionary feminists because this group has cut themselves off from the Church. The second category of feminist theology is reformist feminist theology. These women share the belief with the revolutionary feminists that there is a â€Å"male-dominated character of the Christian tradition† (p98), but instead of separating from the church, they choose to work from the inside to â€Å"seek the dismantling of the patriarchy and equal justice† (page 98). This approach could be described as â€Å"you catch more flies with honey than you do with vinegar†. Reformists work passively within the church to create change, not trying to dominate but with a view of the earth as shared, where â€Å"the dream of a new heaven and a new earth takes hold†¦ with no one group dominating and no one group subordinated, but each person in his or her own right participating according to their gifts, without preconceived stereotyping, in genuine mutuality† (page 99). The revolutionary theologians approach will ultimately lead to change, because as women are becoming more accepted in positions of power and authority outside of the church, they will become more accepted inside the church. The number of women in post-secondary education and federal government is higher than ever before. These are positive changes, but this kind of change in the church is still years away. Women are half of the human race yet seem to be overlooked in most of human history. The traditional patriarchal structure has defined women’s status and position in society. Reformists hope is to transform this traditional belief that women are second class citizens when in fact they have been just as influential in social as well as in Christological history. Mary Magdalene, the â€Å"apostle to the apostles† (109) and the other women of the Bible are â€Å"given several times in the gospels but have become a forgotten part of the story† (109). How is it that they were so important back then, yet so left out of the debate today? Perhaps our evolution as a male-dominated society has spilled over into the church – woman by no fault of their own were not allow to attend school or a higher level after high school, this alone caused a gap for woman in the church. The bible was written and interpreted by males while woman were denied economic, legal, and educational rights, â€Å"A prejudice is the inability to deal with the otherness of people who are different from what is considered â€Å"oneself†. In patterns of androcentric thinking the male is centered. These samplings are what influences canon law and has shaped Catholic tradition†. (p100 101) The consequence of sexism for woman is a lack of self-esteem and self-confidence; for men it is a narrow band of human characteristics; strong, rational, in control. (p 102) If the sexism could stop, society as a whole could benefit.

Unilever Case Analysis Essay -- Business Marketing Case Study, solutio

This analysis consists of three parts: External Assessment, Internal Assessment, and Aalysis & Recommendations External Assessment   Ã‚  Ã‚  Ã‚  Ã‚  Although Unilever’s Path to Growth strategy involves all components of the general environment, two segments that are especially relevant are the global and sociocultural segments. A major strength of the company’s global environment is its geographic diversification of its major product markets. In 2003, Unilever had sales and marketing efforts in 88 different countries. The key is that it gave decision-making power to its managers in different countries so that they could tailor their products to the market’s specific preferences and consumers’ local tastes. Thus, it was the cross-country preferences of consumers that determined what products Unilever would carry. The global segment provides an enormous opportunity for Unilever. The case states that emerging country markets show the greatest potential for sales growth. Major competitors such as Procter & Gamble and Kraft Foods had sales in roughly 140 to 150 different countries in 200 3, and Nestle, Unilever’s main rival, had market penetration in almost every country in the world. If Unilever is able to expand its operations into 50 or more new countries and concentrate its advertising campaign on consumer preferences, it could significantly increase its market share in the global economy.   Ã‚  Ã‚  Ã‚  Ã‚  Another important piece of Unilever’s general environment is the sociocultural segment. One of the company’s founding values is understanding and improving consumers’ lives. A major strength of Unilever lies in its ability to anticipate consumer trends and demands and then cater to their needs. For example, market research indicated that nutrition was the number one concern in the United States, Germany, and the United Kingdom, and that weight was the number three concern. The focus of peoples’ attitudes became living healthier lifestyles. To move with the trend Unilever acquired SlimFast. SlimFast was the U.S. market leader in the weight management and nutritional supplement industry, with a 45% market share. The acquisition seemed promising in the beginning. Approximately 94% of SlimFast’s sales were in North America, which presented a huge opportunity to diversify into foreign markets such as Germany and the United Kingdom. Un fortunately the healthy lifestyle that peop... ...l investment costs. Unilever would likely have to spend millions just to enter a new country. It would have to deal with different governments and laws and regulations as well. If such investments were to go sour, Unilever could find itself with millions or even billions of dollars/euros of fixed costs in an unprofitable country.   Ã‚  Ã‚  Ã‚  Ã‚  Lastly, Unilever should focus on restructuring SlimFast and turning it into a profitable part of the company. One of Unilever’s major strengths is its ability to acquire and then integrate new firms. Unilever should focus its marketing and R&D departments towards finding products that will satisfy consumer needs. It needs to focus on healthy, low carbohydrate drinks and diet bars to get it back atop the market. At first, success could be measured in terms of whether or not SlimFast once again becomes profitable. If it achieves profitability, then it can measure success based upon market share. Some possible disadvantages would be compromising SlimFast’s values and principals. SlimFast is a company that used only natural ingredients in its products. If the company does not buy in to the new strategy, then the whole restructuring could be a disaster.

Person Centred Risk Essay

Traditional methods of risk assessment are full of charts and scoring systems, but the person, their objectives, dreams and life seem to get lost somewhere in the pages of tick boxes and statistics. A person centred approach seeks to focus on people’s rights to have the lifestyle that they chose, including the right to make ‘bad’ decisions. see more:explain how to encourage the individual to take positive risks while maintaining safety The approach described here uses person centred thinking tools, to help people and those who care about them most think in a positive and productive way about how to ensure that they can achieve the changes they want to see while keeping the issue of risk in its place. This in essence is a process to gather, in partnership with the person, the fullest information and evidence to demonstrate that we have thought deeply about all the issues involved. Decisions are then guided by what is important to the person, what is needed to keep them healthy and safe and on what the law says. Papers and Articles Supported Decision Making A key part of risk is decision making. We have co-written a booklet on Supported Decision Making. To view this booklet see the downloads box on the left. A Positive Approach to Risk Requires Person Centred Thinking Max Neill, Julie Allen, Neil Woodhead, Stephen Reid, Lori Irwin and Helen Sanderson 2008 This article looks at the issue of risk in the lives of people who are supported by human services. More accurately, it looks at how the issue of risk, as it has traditionally been approached by these services, imposes a barrier to social inclusion and to an interesting and productive life. The article also proposes an alternative person centred risk process that by beginning with a focus on who the person is, their gifts and skills, and offering a positive vision of success, could avoid the implied aversion to any form of risk embedded in the traditional approaches and attitudes. The full exposition of this process is described in the ‘Person Centred Risk Course Book’ (Allen et al 2008). The problems of traditional risk assessment are becoming increasingly recognised by people who use human services, their families and carers, and now by many service providers, who are looking for alternative approaches to risk: ‘thorough, professional, personalised risk management’ (Bates and Silberman 2007 p6) that recognise that life and risk are inseparable, and that look at risk from the point of view of the person, their family and friends and the wider community, rather than solely from the point of view of the service provider. Bates and Silberman argue that any such positive approach to risk would need to meet a number of requirements, and see it as the ‘holy grail’ of mental health and other services. The authors of this article have been working on applying Person Centred Thinking Tools to the issue of risk, building them in to a ‘Person Centred Approach to Risk’. We believe this alternative approach does not lose the person in a sea of tick boxes and charts, that it has a more balanced approach to risk, having an inbuilt assumption that the purpose of any risk assessment is just as much about the happiness of the person, their family and the community as it is about their safety. We also believe that the ‘Person Centred Approach to Risk’ can be demonstrated to meet all the requirements set by Bates and Silberman in their article, and that it provides a productive way for many people who wish to take meaningful steps forward in their lives, but find themselves trapped in a boring unproductive and segregated lifestyles by traditional service-centred approaches to risk. Finally we argue that any positive approach to risk must include the basic tenets of all Person Centred Approaches; keeping the person at the centre, treating family and friends as partners, a focus on what is important to the person, an intent to build connections with the community, being prepared to go beyond conventional service options, and continuing to listen and learn with the person. What is ‘Risk’? The experience of many people who have to rely on human services for their support is that ‘risk’ is the reason given to them by services why they cannot do the things that other people are doing every day. When we delve into the word ‘risk’, we find that it has a multitude of meanings, and that it is nowhere near as clear and precise as the advocates of traditional risk assessment assert, for example Hansson (2002) identifies five different common uses for the word risk, and Ekberg points out a â€Å"proliferation of risk definitions† and a whole range of different understandings of risk (2007 p345). Risk literature often separates ‘risk’ from ‘uncertainty’, defining the risk as a measurable probability that something will happen, however, even where experts claim they can give an exact probability value to a risk, there is always a possibility that the experts may be wrong (Hansson 2002 p4). In common usage the words ‘risk’ and ‘uncertainty’ are often synonymous (Lupton 1999 p9) Risk is sometimes used as a verb: a person ‘risks’ doing something, and sometimes a noun: a person is labelled as being a ‘risk to society’. The drive for a single definition of ‘Risk’ has been described as â€Å"a futile form of linguistic imperialism† (Hansson 2000 p3), he argues that risk in it’s popular usage is just as valid as the narrow technical values attached to the term, as this allows the inclusion of philosophical and ethical values, the bargaining and compromises that are excluded from â€Å"the expert-driven risk analysis process† but are essential for social and political decision making processes (ibid pp5-8). Risk decision making is often complicated by the fact that the person or group taking the decision is not always the person or group affected by the risk. Hansson argues that â€Å"risks are inextricably connected with interpersonal relationships. They do not just ‘exist’; they are taken, run or imposed† (2000 p4). Differences in power and status affect the extent to which people influence risk decision making – the views of developers wishing to build a dam across a river may well be given more weight than those of people living nearby that river. Where a person with less power and status might wish to take a risk, and the consequences of that risk would affect more powerful people, it is more likely that they will be prevented from taking it. This is the problem faced by people supported by services and professionals, where those services and professionals fear various real and imagined consequences to them of the risk taking of the people they support. www.helensandersonassociates.co.uk This problem is deepened in modern society as the power of the news media can mean that the unpredictable actions of an individual can now have an amplified impact on the reputation of services, and on political and corporate institutions. Services that are now becoming increasingly concerned with ‘reputational risk management’ find that this demands â€Å"The risk management of everything† (Power 2004 p36). In the case of human services, this means an ever more intrusive and obsessive focus on every aspect of the lives, behaviours and potential behaviours of the people they support. It can also mean the increasing ‘proceduralisation’ of work, as defensive practice and blame avoidance (ibid p46) become more important than the particular lives of individual people. Risk can become a highly charged and politically loaded issue. The parties involved can have very different interests at stake in debates about particular risks, and these can often be prone to become full on conflicts, leading to different parties taking entrenched positions that prevent cooperation, agreement and action and further trap the person. Person Centred Approaches, with their focus on the person and strategy of building an alliance of supporters around the person can often cut across this entrenchment and generate new and creative ways forward, providing that services are prepared to face this challenge. This is now being recognised by government departments, the Department of Health publication ‘Independence Choice and Risk’ wholeheartedly commends person centred approaches for everyone because they â€Å"identify what is important to a person from his or her own perspective and find appropriate solutions† (DOH 2007 p4) Regulators too want to see the balance of risk decision making shifting toward â€Å"supporting individuals who choose to take informed risks in order to improve the quality of their lives†( CSCI 2006 pvii) in this case CSCI are talking about older people, but this shift in attitude to risk is being advocated for all services that offer health or social care to human beings. For the purposes of this article, we are considering ‘risk’ as it presents to people that use services – any issue, real or imagined, which is being used as an objection to their moving toward increased inclusion in community life. What is Wrong with Traditional Risk Assessment? A focus on risk â€Å"encourages practitioners to look for what is going wrong rather than what is going right† (Booth and Booth 1998 p205) Traditional technocratic and spuriously ‘objective’ approaches to risk ‘lose the person’ – philosophically they treat the person as an object to be assessed by the ‘experts’ rather than as an agent in their own lives, part of a family, community, society, with legal rights and choices. They focus on what is wrong with the person, often treating the person as a problem to be managed rather than a person to be enabled to fulfil their ambitions and offer a contribution to society. Alaszewski and Alaszewski (2002) argue that â€Å"If agencies and their employees take a narrow hazard approach to risk, they will contribute to the disempowerment of people with learning disabilities† Power (2004) calls for ‘intelligent’ risk management that does not â€Å"swamp managerial attention and independent critical imagination† is characterised by â€Å"learning and experiment rather than rule based processes† and which can be sustained subject to challenge, questioning and criticism (p61), while the Better Regulation Commission has called for an emphasis in risk management on â€Å"resilience, self reliance, freedom, innovation and a spirit of adventure† (BRC 2006 p3). The government too is calling for â€Å"A culture of choice that entails responsible, supported decision making† (Lewis 2007 p1) and calls for everyone involved in the lives of people who use services to â€Å"work together to help people achieve their potential without compromising their safety† (ibid p2). To give proper balanced consideration to issues of risk and achievement in the diverse and complex lives of human beings, we need an entirely different approach from the methods that services use to ‘risk assess’ their hoists, fridges and kettles. Bates and Silberman’s ‘Holy Grail’ Criteria. Bates and Silberman have described effective risk management as the â€Å"‘holy grail’ of mental health and other care services† (2007 p6) They see it as finding an integrated balance between â€Å"positive risk taking† around the values of autonomy and independence and a policy of protection for the person and the community based on minimising harm. While they do not give an exact description of what such an approach would look like, they give a list of 7 criteria that any such approach would have to fulfil, these being: Involvement of Service Users and Relatives in Risk Assessment. Positive and Informed Risk Taking. Proportionality. Contextualising Behaviour. Defensible Decision Making. A Learning Culture. Tolerable Risks. A Person Centred Approach To Risk There are many different tools and approaches available to support Person Centred Thinking, many of which have come from ‘deconstructing’ the processes of Smull and Sanderson’s (2005) ‘Essential Lifestyle Planning’ approach, while some have come from other strands in the growing family of Person Centred Approaches and by early work applying person centred approaches to risk by Duffy and Kinsella (Kinsella 2000). Practitioners of Person Centred Approaches who were unsatisfied with the traditional repertoire of Risk Management tools have begun to recombine these Person Centred Tools in innovative and creative ways, and to apply them to thinking, acting and learning around real risk situations. The learning from this experience, reflection and discussion has been refined and crystallised into a process that can be shared and applied constructively to different risk situations, bringing together people who use services and the people who know and care about them most to think about how they wish to move forward and the risks involved; making decisions, taking actions and learning together. We have called this process a ‘Person Centred Approach to Risk’ (Allen et al 2008). In this section we will look at the ‘holy grail’ criteria put forward by Bates and Silberman and show how we believe the Person Centred Approach to Risk fulfils these criteria. â€Å"Involvement of service users and relatives in risk assessment†: Involving the person concerned and the people that care about them most is one of the most fundamental tenets of any person centred approach. The process we have put together considers carefully the people that need to be involved, using the ‘Relationship Circle’ to help the person and their allies identify key people who could form the persons ‘circle of support’. This group of people is involved from the outset, in the initial gathering of information, in the framing of what the risk under discussion actually is, in thinking that generates ideas and solutions, in evaluating these solutions, in decision making around the risk, in implementing the actions and in the learning that takes place during these actions. Bates and Silberman suggest that â€Å"staff must understand what service users and others want, how they view their own risks and what responsibilities each person has in managing risks effectively† (2007 p7). The Person Centred Approach meets this by asking for a clear picture of what the person wishes to achieve, why this is important to the person, what success would look like, a history of the risk and uses the ‘doughnut’ tool and decision making agreement tools to look at staff roles and responsibilities, and at who will be responsible for different important decisions in relation to the risk. â€Å"Positive and informed risk taking†: The process is built around a positive view of the person – it seeks to learn what the person’s gifts and skills are, what people like and admire about them, as well as investigating what would be necessary to keep them and others safe while taking the risk. The process is based on finding creative solutions rather than simply ruling things out. Bates and Silberman argue here that quality of life should be â€Å"maximised while people and communities are kept as safe as can be reasonably expected within a free society† (2007 p7). Thinking around what it would take to keep the person and others safe while taking the risk is a key part of the Positive and Productive Process, as is the use of the ‘Happy/Safe’ grid, which looks at how much solutions would make the person happy, by meeting what is important to them, and how much they would keep them and others safe, by meeting what is important for them. One section of the process includes a question â€Å"What does the law say?† (Allen et al 2008 p20) enabling the process to be informed by the current law, including legislation such as the Human Rights Act. â€Å"Proportionality†: â€Å"The management of the risk must match the gravity of potential harm† (ibid p8) Using the person centred thinking tools means flexibility. The more serious the issue, the more people and the more time can be spent considering it in greater detail. Unlike conventional risk assessment, the approach explores the consequences of NOT taking the risk, to the person, to their family, community and services, balancing these against the potential consequences of taking the risk. â€Å"Contextualising Behaviour†: â€Å"why did the person behave in this way? At this time? In this Situation?†(ibid p8) Part of the process involves gathering together previous information about the person, including a history of the person’s experience of the risk issue from their own perspective, as well as other historical data, gleaned from a variety of sources including learning logs which look at what has worked and what has not worked in particular situations, and communication charts which explore a person’s words and behaviours, seeking their meanings and considering what the best response to these messages should be. The ‘4+1 Questions’ (What have we tried? what have we learned? What are we pleased about? what are we concerned about?) help not only to gain an understanding of a person’s behaviour in different contexts, but also to build a picture of what has been learned about what is the best support for that person. â€Å"Defensible Decision Making†: â€Å"there is an explicit and justifiable rationale for the risk management decisions† (Ibid p8): Following the person centred approach generates a clear trail of written records of what has been discussed, the different perspectives, issues and solutions that have been considered, along with any legal issues, such as the human rights act or the mental health act that might affect the risk decision. The paperwork generated during the process provides a clear rationale for why the decisions that emerge during the process have been taken, and why other options have been rejected. The rationale for decision making is also more clearly expounded and recorded than in traditional risk assessment forms in common usage. â€Å"A Learning Culture† The positive and productive approach to risk has a deep emphasis within it on ongoing learning using learning and reflective tools like the learning log, the 4+1 Questions and What’s Working/What’s not working, and by clearly defining for staff their core duties and their zone of judgement and creativity in relation to the risk. If it is part of a serious and concerted attempt by services to change their philosophy and practice in a person centred direction, it can contribute significantly to building a learning culture within organisations. â€Å"Tolerable Risks† A key aspect of the Person Centred Approach is that it uses creative thinking techniques around methods to mitigate the risk and improve quality of life, moving from situations which make the person happy but unsafe, to where they and the community are safer, and from strategies where the person is ‘safe but unhappy’, to where they can be happier. Experience of using the process is that it enables participants to take a more balanced and rational approach to risk, finding ways to enable the person to achieve what is important to them while considering what keeps that person and the community safe in a way that makes sense for that individual.

English Coursework †Titanic Essay

Many people across the world watch films. It is so popular because it puts a story on the screen and into life so that people can see it. People watch films for the entertainment value, or are simply too lazy to read and enjoy the magic of a book. The advantages of watching a film at the cinema rather than on video is the bigger screen, and the surround sound, also the atmosphere. This all adds up and creates a bigger impact than a video. People make films to tell a story or get a message across, such as â€Å"Pearl Harbour,† which tells us the story of a real historical event through the eyes of a fictional love story, very much like â€Å"Titanic.† Or â€Å"Shrek,† which puts a message across through the tale. Some films are just made purely for entertainment value, or to make money, such as the Harry Potter films, that were built up from a very popular book franchise. In film they use different camera shots for different reasons, such as:- > Close Up – with this shot, you can see the emotion on the face of the character; they use it to show the emotion more clearly. > Long Shot – The use this type of camera angle to show a large shot of the set or in the case of â€Å"Titanic† the boat. > Point of view shot – These are used to show you what the character can see, a good example of this in â€Å"Titanic† is when Rose is stood on the end of the boat looking out to sea, > Medium Shot – These show the characters body and face, and are used a lot. > Zoom in/out – These can be used to show a long shot of the set and then zoom in to show the emotion on the characters face instead of switching from Long shot to Close-up. > Panning – This can be used to show a large area, or a when a character is walking. An example of this on â€Å"Titanic† is when they go from the back of the boat to the front. They also use Sound Effect to make what is happening sound more real, such as an explosion or band. They also use backing tracks, which can be used to emphasise the emotion a character is feeling. For example, if it was sad, they might use a love song. They use costume to show you what time something was set it, or the class of the people, particularly shown in â€Å"Titanic,† as Jack is very poor and Rose is rich. The characters who wear the costumes are also very important. They have to look the part and sound the part, not just be able to read the lines. They have to act the way a person of that time would. For my GCSE coursework, I will be writing a Media essay on â€Å"Titanic,† which was directed by James Caremon. It was made in 1997, and was the most expensive film made at the time. It won many awards, and is one of the great love stories told, based on a real historical event. The Titanic was quoted as being â€Å"Titanic, wasn’t just another ship, it was bigger, faster, and more luxurious than any other ship before her.† She had two sister ships, The Olympic and The Britannic, all of which were owned by White Star Line, a series of very luxurious ships. It was built in Harland and Wolff Shipyard, and was 882 ft 6 inches, by 92 ft 6 inches. It had 2212 people onboard, 20 lifeboats, which only had room for 1178 people. This was because they thought that the ship was â€Å"un-sinkable,† and didn’t think they needed more. It only had 705 survivors after it sank. The Titanic was under the control or Captain E.J Smith, a much respected Captain. Some people would not travel if the boat was not under his control. It set sail on April 10th 1912 from Cherbourg France, to Queensland Ireland, and then continued out to sea. Titanic sank at 2.20am, on April 15th. The Titanic sank because it hit an ice berg, which pierced its hull and flooded it, making it sink. Captain Smith had ignored the iceberg warnings. This was The Titanic’s maiden voyage. Disaster is defined as â€Å"sudden or great misfortune,† this means something that happens, which usually kills a lot of people, this could also be linked to tragedy, which is defined as â€Å"sad event; dramatic, literature word dealing with serious, sad topic,† which I think means when something bad happens, which brings sorrow, not necessarily to just one person. I think that the amount of people does alter the seriousness of a disaster because it makes it harder to cope with. A Man-Made disaster is something that man has inflicted upon itself, such as when the Twin Towers got destroyed, many people died. I think that a man-made disaster is sometimes worse that a natural one, because you can’t stop a natural disaster, but to inflict one, is just wrong. I think that James Cameron’s depiction of â€Å"Titanic† is very accurate to the real event. Although he told us the story through the eyes of a romantic tale, all the facts are very accurate. The times, the date, the crew, even the people who were on board, such as John Jacob Astor who was the richest person on the ship, is in the film. All of the crew bare a striking resemblance to the real people and are names the same, particularly in the case of Captain Smith. The Real Captain E.J Smith – Captain E.J Smith in the film The numbers of people that died and the ways that they died are very accurate, many people froze in the water, and other chose to go down with the ship. Also the musicians, who are in the film, go down playing, which was noted by the survivors. I think that we are told the real historical every through a love story because it gets us more involved, we can relate to the characters and it opens out emotions more when the tragedy happens. I think that the opening of a film is important because it draws the person in. In â€Å"Shrek† it is funny, which makes the person want to watch more, and also shows you that it is a comedy film. The titles tend to show you what type of film a film is. It also shows you what time period it is set in, and what genre it is. They usually have the theme song for the film on in the background. In the case of â€Å"Titanic† there is the slow adaption of the theme song playing, and the real shot filmed of the real Titanic. I think this shows you that it will be a sad film, but the pace of the music. It then switches into the film and does a panning shot of the film, to show you how big and magnificent it is. Also the reaction of the people towards it, which shows you that it is even magnificent for them, even though it is set in their time period. Setting is important, because it shows is where and when the film is set. A good example of this in â€Å"Titanic,† is the way the different groups of people are treated at the beginning. The rich are aloud to stroll onto the boat, with their luggage being taken care of, bringing dog and other pets. Whereas the poor have to go through lice inspections just to get on, but the rich can bring animals. This shows you how people were treated and in what time period it is set, and is typical of Edwardian England. Rose is first introduced to us twice, ages 101 and when she was younger going onboard Titanic. When she is older, I think she seems like a very normal nice old woman, mid-class and has a caring family. Whereas the younger Rose seems like a bit of a snob by the way she reacts to the Titanic when she first sees it. She is obviously very rich, and leads an upper-class life. We can tell that she is a nice person, even though she wears a â€Å"snob mask† at the beginning of the film, later on we find out the true her. She is shown as someone who is not afraid to ask questions, unlike many women of that time. She asks about the lifeboats and their capacities. When we first meet Jack, he is gambling in a bar. We can tell that he is poor and doesn’t have much to his name. We can tell that he is very cunning by the way he plays cards and wins. He is shown as a very nice person who cares deeply for Rose. He doesn’t seem to care about the class rules, which shows he is a true romantic because he is willing to defy those rules for love. He cares very much about Rose and her safety, even over his own. This is shown at the end, when he lets her sit on the floating table, while he stays in the water, knowing that he will freeze to death. Cal is Rose’s fiancà ¯Ã‚ ¿Ã‚ ½ and is introduced getting out of his very expensive car and getting his man servant to do favours for him. This shows us that he is very rich and has some power. He is shown as quite a snob, and only wants Rose as a trophy on his arm. He is selfish and hits her if she does wrong. He doesn’t agree with Rose’s friendship with Jack, which later turns into love. Molly Brown is shown as quite a loud mouth and is not liked very much by some of the rich people because she was not brought up with money, she is what they called â€Å"new money† her husband struck rich recently, and they did not like this. She is shown as a very nice woman because she helps out Jack when he is going to the dinner with them. Rose’s Mother is shown as a snob; all she seems to care about is the way that her family is seen and how much money they have. She wants Rose to marry Cal just so she can have money again. She doesn’t seem to care much about Rose or her feelings, but in the end we find out how distraught she is about Rose not getting in the lifeboat when she has the chance and shows her true feelings. Mr. Andrews in the man responsible for making the Titanic, he is so sure that it will not sick, and doesn’t put enough life boats onboard. He is shown as a very kind man, who cares very much for Rose. He helps her to safety when the ship is sinking, but does not get on a lifeboat himself. I think this is because distraught about his ship sinking and by the fact that there weren’t enough life boats, which he decided, and now people would die because of the decision. Mr. Ismay, was the designer of Titanic, he just wanted the fame by having her in the news, he pushed the engines too hard by making them go faster and faster when they didn’t need to. If the Titanic wasn’t going so fast she might have been able to turn in time and not crash. Ismay is shown as a coward in the film, he is expected to go down with the ship, but instead he jumps on a lifeboat when no one is looking. The Captain is shown as a very important and respected man. Although it was Ismay who suggested going faster, is was the Captain that made it so. I think that he is depicted as quite a noble man because he goes down with the ship. Rose and Jack first properly meet at the back of the ship when Rose is about to commit suicide. He shows his caring by telling her that he’ll jump in after her even if it means his own death. This becomes one of the themes of the film â€Å"You Jump, I Jump!† Jack first sees Rose as she is looking over the railing of the upper-class deck, it is love at first site and he knows that he has to be with her. I think that this is significant, because although he doesn’t know her he still wants to be with her, even thought he knows there is a vast class difference. I think the setting is significant in the places where the rich and poor are kept. The rich have expensive, luxurious rooms and a fancy dinning area, whereas the poor are kept in bunkers and have a large hall where the dance and socialise. The places where the poor are kept do not look expensive and are very dirty, and infested with rats. As the ship is sinking, it uses many shots, Long shot and close up. It uses long shots to show the ship from afar, there is not music and it is all dark. This shows the isolation of the ship and that it is very unlikely someone will arrive in time to save them. The close up shows the ships breaking apart and falling, it has very dramatic music in the background, and lots of screaming. The characters are all running around franticly and all the glamour of the ship seems to of faded. The atmosphere is created by the screams of the people, watching the ship fall apart. The emotion is created, by watching what is happening to these people, freezing to death, crying for help, desperately trying to get on a life boat. So desperate that they cut one down whilst drowning. My favourite parts of the film are where the ship sinks, and when Jack and Rose are stood on the edge of the ship. There is soft romantic music in the back ground, the main theme song, and there are close ups of their faces, showing the love on them, panning shot around them, stood on the edge, and point of view shots, where you see what Rose does on the edge of the ship. I think this sequence is important in the film because it shows that Rose doesn’t care about class boundaries either, she returns to him, and still loves him, even thought he is of a low class. Also it is the last time Titanic sees daylight. I think that â€Å"A Night to Remember,† another depiction of the historical event, made is 1958, and directed by Roy Baker, is similar to that of â€Å"Titanic.† The most fundamental difference centres on exactly what question each film is answering. â€Å"A Night to Remember† answers the question â€Å"How did the tragedy happen?† whereas â€Å"Titanic† answers â€Å"What was it like to live through it?† â€Å"A Night to Remember† shows us The Californian, the ship that failed to answer to Titanic’s distress call, whereas we aren’t shown that in â€Å"Titanic.† The shots are not that different, they use the same type, but the point of view is very different, â€Å"Titanic† uses a 1st person narrative, whereas â€Å"A Night to Remember† uses the 3rd person narrative. The treatment of the passenger is similar, but I think that the people in the life boats were treated differently on â€Å"Titanic† than â€Å"A Night to Remember.† I think that the way they are treated in â€Å"Titanic† is more like they would be. I think that James Cameron decided to have Rose die at the end of the film because it lets her return to Jack, and that his love for her is still strong, she has finally let go of what happened. She does this by dropping the â€Å"Heart of the Ocean† in the ocean. I think that it shows Rose with all her pictures with her because it shows how far she has come in life, the impact that Jack had on her. It shows her riding on a Horse like a man would do at that time and various other things she wouldn’t have done if she continued as she was before meeting Jack, like fly a plane. If she hadn’t met Jack, she wouldn’t have done any of these things. I think that the theme tune is significant, because it is titled â€Å"My Heart Will Go On,† I think this is saying that Rose’s love for Jack will continue even though he is dead, which is shown when she returns to him at the end. He is still waiting for her, and he still loves her. Even though their physical love has ended, their mental love will go o forever. I think that the film â€Å"Titanic† was made to retell the tragic events that happened, to make our generation live it all over again, get involved in it, be sad about it. By telling us the story, we can tell what it would have been like for someone who went through that, and we can emphasise with them more, and if a film can make someone do that, I think that it make them a better person for it. I think that the events that happened on April 14th 1912 are some of the most horrific and saddest I have ever heard of, and I think that this is a great film and it will truly be loved for generations to come.

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