Impact of Computers on Society :: Technology Society

Impact of Computers on Society Ever since the dawn of civilization, knowledge has been power. If you knew how to count, you could understand more than others. This still applies today. If you know more than another, you will have more power. Computers in the modern world are the main source of knowledge. From a simple calculator to the most powerful supercomputer, computers give man an edge over his/her rivals. Technology is all about being one step ahead of others. Being able to do advanced math before your opponents allows you to gain a strategic advantage in corporate competition or global politics. Supercomputers can compute missile trajectories while at the same time can be used to look for oil. The movie Hackers takes that into account when it refers to Gibson supercomputers being used to search for oil. You can analyze billions of pieces of data for a certain pattern and return the results in a comparatively short amount of time. Even though not everyone has a super computer, the ability to analyze large amounts of data is still there. Groups like SETI@HOME use thousands of computers at once to search for life elsewhere in the universe. This just shows how many applications a large amount of computing power has. I have been around computers my entire life almost. During the early days of MS-DOS, I was using a program called â€Å"Alpine Tram Ride.† Like all the other games I got latter on, this was educational. To tell you the truth I can’t even remember the game and what it taught, yet I do remember the fact that I did use it a lot and that it was helpful. Other programs taught math or geography. This was the beginning of computers in education at home. Today you can get courses on CD or be schooled over the internet. Home schooling would have been more difficult before computers. Computers increased one’s ability to teach him/herself. They have even created new fields of study such as Artificial Intelligence or the best field of all†¦Computer Programming in Perl taught by Dmitriy Genzel. =) These classes then spread into fields like engineering where users can use programs like AutoCAD and design things (I don’t know much about CAD programs so don’t know how or what they design). Computers have entered right into the classroom. If you use a calculator†¦that is a computer. Also programs like Excel (or other graphing programs) can allow you to graph certain functions that would be hard to do by hand.

Communication and Young People

UNIT 1 PRINCIPLES OF DEVELOPING RELATIONSHIPS WITH CHILDREN, YOUNG PEOPLE AND ADULTS 1. 1. 1 EXPLAIN WHY EFFECTIVE COMMUNICATION IS IMPORTANT IN DEVELOPING RELATIONSHIPS WITH CHILDREN, YOUNG PEOPLE AND ADULTS Communicating effectively with children, young people and adults is very important to enable strong and positive relationships between these groups. Related article: Contribute to Evaluating the Effectiveness of Agreed Methods of CommunicationCommunicating positively with adults, this includes teachers and parents, is an important part in helping build a strong and trusting relationship with each other, therefore opening the lines of communication, both written and verbal, so I can put forward any ideas regarding lesson plans, activities or any concerns I have regarding the child. Developing positive relationships with children and young people will create a happy, calm and safe environment. Children and young people will then feel able to approach me and talk about any concerns they may be having that could affect their learning or social skills.It is important to listen and use positive language when communicating, this can include eye contact, nodding and showing interest. Knowing the child’s care goals and any IEP's will help identify the needs of the child. 1. 1. 2 EXPLAIN THE PRINCIPLE OF RELATIONSHIP BUILDING WITH C HILDREN, YOUNG PEOPLE AND ADULTS The principles of relationship building are built on mutual respect, willingness to listen to each other and trust. There needs to be clear and effective communication which includes positive body language and consideration between each other. Always remember everyone is different in their beliefs, values and religion.Use diversity positively. 1. 1. 3 EXPLAIN HOW DIFFERENT SOCIAL, PROFESSIONAL AND CULTERAL CONTEXTS MAY AFFECT RELATIONSHIPS AND THE WAY PEOPLE COMMUNICATE Different social, professional and cultural contexts may affect relationships and the way people communicate because of a lack of understanding of one anothers background and culture. When communicating with others we may need to adapt the way we communicate in different situations, for example formal and informal communication. Formal communication could be a meeting with the teacher, outside groups and following policies and procedures.Knowledge of events happening outside the schoo l ie at home may explain a persons behaviour, so talking to the teacher and getting as much information as possible may help communication within the relationship. Understanding the affect of language and non-verbal communication is important in maintaining a good relationship. Maintaining professional relationships with children at all times helps the children with boundaries and what is acceptable behaviour. The ethos of the school sets out how the children are expected to behave. UNIT 1UNDERSTAND HOW TO COMMUNICATE WITH CHILDREN, YOUNG PEOPLE AND ADULTS 1. 2. 1 EXPLAIN THE SKILLS NEEDED TO COMMUNICATE WITH CHILDREN AND YOUNG PEOPLE There are many skills needed to communicate with children and young adults. I should use eye contact and actively listen by using positive body language, facial expressions and by reacting and commenting on what is being said. I should always be approachable and find opportunities to speak to children. Giving children enough opportunities to talk and e xpress themselves may boost their confidence when speaking to adults.When speaking to children I would get down to their level so they don't feel intimidated. I would smile, nod and make appreciative sounds to show that I was interested and fully attentive in what they have to say. Always be polite, relaxed, confident and articulate. 1. 2. 2 EXPLAIN HOW YOU WOULD ADAPT COMMUNICATIO FOR: (a) THE AGE OF THE CHILD/YOUNG PERSON (b) THE CONTEXT OF THE COMMUNICATION (c)COMMUNICATION DIFFERENCES I would always take into consideration the age of the child/young person I was communicating with and adapt my language appropriately.I would always ask questions to ensure they understand what is being communicated. I would always praise and encourage the child/young person. There can be differences in accents, languages or speech difficulties. We must respect communication differences by working to provide an environment which prompts diversity. This can be done by using welcome signs in differen t languages also learning essential greetings in these languages would be beneficial. Displaying pictures reflecting multicultural images could bridge communication differences.There are many group activities including preparing food from other cultures and celebrating multicultural festivals that can make people with cultural differences feel included. Makaton is also a great way of communicating with someone with speech difficulties. 1. 2. 3 EXPLAIN THE MAIN DIFFERENCES BETWEEN COMMUNICATING WITH ADULTS AND COMMUNICATING WITH CHILDREN AND YOUNG PEOPLE When communicating with children I should be clear, concise and use appropriate language for their age, needs and abilities by using words and phrases they will understand.I should actively listen to children and respond positively. I would ask questions to prompt responses and check understanding. I would always concentrate on what the child is saying and keep eye contact, smile and nod. When communicating with children I would alwa ys give encouragement and praise. When communicating with adults I would always maintain professionalism and always respect their ideas. There are many types of communication that can be used including email, letters and texts. I would always comply with policies and procedures for confidentiality, sharing information and data protection.If there were any poor areas of communication I would always discuss and resolve these problems in a clear, concise and respectful manner. 1. 2. 4 EXPLAIN HOW TO ADAPT COMMUNICATION NEEDS OF ADULTS I should always communicate clearly with other adults and treat them with respect. I would always listen to their views and opinions. I would speak clearly, concisely and with confidence. 1. 2. 5 EXPLAIN HOW TO MANAGE DISAGREEMENTS WITH CHILDREN, YOUNG PEOPLE AND ADULTS When managing disagreements I must listen to all sides of the conflict and assess the whole situation.Remain calm and maintain pupil safety. I would give the people involved time and space to calm down and then speak to the individuals to see what caused the disagreement. I would try to resolve the issues by negotiation and always reinforce good behaviour with encouragement and praise. UNIT 1 UNDERSTAND LEGISLATION, POLICIES AND PROCEDURES FOR CONFIDENTIALITY AND SHARING INFORMATION, INCLUDING DATA PROTECTION 1. 3. 1 SUMMERISE THE MAIN POINTS OF LEGISLATION AND PROCEDURES COVERING CONFIDENTIALITY, DATA PROTECTION AND DISCLOSURE OF INFORMATIONConfidential information is information that should only be shared with people who have a right to have it. Confidential information can include SEN records, health and medical information and social services information. Consent is required if this information is passed onto others. This confidential information must only be used for the purpose for which it was gathered. Except where a pupil is potentially at risk, information should not be given to other agencies unless previously agreed. I would always follow the schools poli cies and procedures regarding confidentiality and the sharing of information.The Data Protection Act 1998 deals with the processing of personal data. It also safeguards the storage of data kept on computers, including hard drives and floppy discs. Certain information is exempt for disclosure if it is likely to cause harm to the physical or mental health of a child or someone else. I should never agree confidentiality to a child who is in harm, this is illegal. Under the Data Protection Act 1998 all settings processing personal information must comply with the eight principles of good practise.Personal data must be; fairly and lawfully processed processed for limited purposes adequate, relevant and not excessive accurate not kept longer than necessary processed in accordance with the data subjects rights secure not transferred outside the EU without adequate protection Individual rights are protected by the Data Protection Act 1998, Human Rights Act 2000 and Freedom of Information Ac t 2000. the Equality Act 2010 provides a single legal framework with clearer legislation to effectively tackle disadvantage and discrimination.Included in the Human Rights Act 1998 is article 8, the right to respect private and family life, home and correspondence – unless this impacts on public security, safety, prevention of crime, protection of health or rights of others. It may be a breach of article 8 when sharing confidential information unless justified. Reasonable action should be taken, including information sharing, to safeguard the rights of individuals. The Children Order (Northern Ireland) 1989, section 47, sates that we have a duty to enquire were we suspect a child is at risk of significant harm.The Children Order 2004, section 10, There is a duty on children services to promote co-operation between agencies, social services and the police, to promote the well-being of children. This includes information sharing. There is a duty on schools to safeguard the welf are of children, this includes information sharing. This legislation is found in the Education Act 2002. UNIT 1 1. 3. 2 EXPLAIN THE IMPORTANCE OF REASSURING CHILDREN, YOUNG PEOPLE AND ADULTS OF THE CONFIDENTIALITY OF SHARED INFORMATION AND THE LIMITS OF THISI would never agree confidentiality to a child who is in harm. It is important to respect confidentiality to gain and keep the respect of others. I should make sure that I let others know my obligations and that parental consent would be needed before any information regarding their children could be shared with other professionals, however if there are any issues to indicate the child is at risk from harm or abuse or if there is a legal obligation placed on the school to disclose information, this can be done.I would explain to pupils who have medical conditions that their information needs to be accessible to all staff who are in contact with the pupils. 1. 3. 3 JUSTIFY THE KINDS OF SITUATION WHEN CONFIDENTIALITY MUST BE BREACH ED Confidentiality protocols must be breached in cases of suspected child abuse or when a child or young person is at risk. I would always inform the individual that this information cannot remain confidential and needs to be passed on to meet the needs of the child.

The Egyptian Book Of The Dead Essay - 1716 Words

The Egyptian Book of the Dead was used primarily from the establishment of the New Kingdom in 1550 BCE to 50 BCE. It consisted of the collection of texts and spells designed to assist the deceased in their journey to the next world. The book of the dead was part of a custom of memorial texts that consisted of the past Coffin Texts and the Pyramid Texts that were decorated on objects. Spells were drained from the past works and other Egyptian history courting to Third Intermediate Period (Budge, 2012:21). Some spells were combined to make a book which was continuously adorned into the tomb walls. Later on, the Book of the Dead was retained in the burial chambers of the dead person. Most of the people commissioned their copies of the books of the dead, and chose the spells that they opted to be most vital in their progression to the afterlife. There was no particular Book of the Dead as people had the freedom to decide what they thought was good for them. The spells were the determinant of how the life will be after death, thereby leaving them with the option of choosing those spells that they felt were most appropriate. The people were supposed to recite the chapters about the beautification of the dead for them to gain power and privileges of the new life. The pictorial presentation in the Book of the Dead played an important role in the magical ritual (Quirke, 2013:172). The pleasures of the dead were to sail to heaven using the boat of Ra and to secure this the deceasedShow MoreRelatedThe Egyptian Book of the Dead620 Words   |  3 PagesThe Egyptian Book of the Dead The Book was originally intended as a set of spells and incantations meant to insure safe passage for the soul of a deceased person into the Underworld. Some of the ending chapters include instructions on not dying a second time, meaning how not to die in the underworld and thus having no chance of being reborn or living a full afterlife. The original text--at least, the bits and pieces that modern scholars possess--consists of a set of hymns, beginning withRead MoreThe Code Of Hammurabi And The Egyptian Book Of The Dead986 Words   |  4 PagesMesopotamia and Egypt are depicted in The Code of Hammurabi translated by Theophile J. Meek and in The Ancient Egyptian Book of the Dead translated by R. Faulkner. The King of Babylon, Hammurabi himself in 1700 BCE, wrote The Code of Hammurabi containing severe two hundred and eighty two law codes that the whole society was to follow. Similarly to law codes, The Egyptian Book of the Dead was used in the New Kingdom that is around 1550 BCE t o around 50 BCE, it also served as a platform way of lifeRead MoreReligion And The Egyptian Religion Essay1634 Words   |  7 Pagesit comes to the perceptions of death, often times death does not signal the end of all things in most religions. 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The Nile River- The developing and prosperous culture that prolonged Egypt was supported on the yearly overspill of the riverRead MoreThe Death And The Afterlife Essay1675 Words   |  7 PagesRa were sun gods. The Egyptians felt that they needed to pray and build temples for these gods and goddesses to stay in their favor. These gods were believed to control everything, and if the Egyptians pleased them they would be rewarded. They worshipped their gods by making offerings. They would leave flowers and food in temples to show their respect. Commoners were not often allowed in temples. Priests had plenty of power because the gods were often feared. Most Egyptians did not actually love