Disabled Childrens Access to Childcare Programme

Disabled Childrens Access to Childcare Programme The Services Available to Disabled Children Introduction Disability is all too often seen as a social problem i.e. it is seen either in terms of personal tragedy or of blame. Disability has been theorised in a number of different ways, most of which locate the problem in the individual rather than the broader social, political, and economic influences. This has implications not only for the location of the blame for social problems but also for the ways in which services for certain groups are delivered and accessed. All too often access to services is hindered for children with disabilities and the burden of care is left to the family (Moore, 2002). In many cases it would seem that if a child has a disability then this is seen as a matter of private concern for families. The present Government advocates a mixed economy of welfare where welfare is provided in part by the state and partly by private companies operating for profit. The shift from public to private has received much publicity and contributed to social problems and to social e xclusion (Giddens, 2001).The mixed economy of care (largely as a result of the 1990 NHS and Community Care Act) has meant that access to care for children with disabilities has become problematic. Thus families who are already stretched both financially and emotionally face further stress as the result of being unable to access appropriate care and services for their child. This tends to support the view that having a child with a disability results in the family as a whole being disabled by the unjust society in which it is situated (Fazil et al, 2002).. Within the human services great emphasis is placed on the rights of the service user, and this discourse is also evident in Government debates on social support and caring for people with disabilities. All too often however, this remains at the level of discourse and is not followed through when it comes to policy making. This assignment will therefore undertake a critical review of research into the services available to disabled children to assess whether the problem is as broad as some theorists would have us believe, and what might be done to alleviate the problems faced by families who have a child with a disability. Research Question What services are available to children with disabilities and what are the difficulties associated with accessing them. Protocol The area of interest is children with disabilities. The outcomes are what services are available and what if any difficulties might be associated with accessing those services. Objectives To carry out a critical review of literature to discover what services are available to children with disabilities. To ascertain whether it might be argued that perceptions of disability might affect what services are on offer and how these might be accessed. To assess whether parents receive accurate information from professionals To make recommendations Search Strategy A broad search was undertaken of the following: Disability and Society Community Care British journal of social work – Child: Care, health and development www.doh.gov.uk/research www.socresonline.org.uk www.jrf.org.uk www.leeds.ac.uk/disability-studies/archiveuk/archframe A broad search of Taylor Francis journals and Google Scholar was also undertaken. Key word and key word phrases were, disability, family, service users, disabled children, disabled children and their access to services, access to services for disabled children, effects of disability on family life. Part of the problem for disabled children and their families has been an over-reliance on the medical model of disability which locates the problem within the person. Inclusion discourses and debates about discrimination tend to suggest that this pathologising of children with disabilities is further extended to their families for example Bowler and Lister Brook (1997) when speaking of children with Downes Syndrome say that: The identification of a genetic basis for Downes Syndrome led many researchers to explore the possibility that there might be behavioural phenotypes in addition to physical phenotypes that result from specific genetic abnormalities (Lister and Brook, 1997 p.13). Clearly this is locating the problem within the child and does nothing to improve perceptions of either the disabled child or his/her family thus discriminating against the family as a unit. Most of the studies looked at in the following review, and the ones concentrated on in the analysis, report distorted perceptions of disabled children and their families. They also report that services for disabled children are not consistent nor easily accessible. The key concepts that were present in the literature were an assumption that people have plenty of extended family support, use of formal and informal care arrangements, any difficulties in securing access to appropriate services, and the effects that having a child with disabilities has on families. Most of the research indicated that across the board service provision for children with disabilities was at best patchy and at worst lamentable and that it was this, along with perceptions of disabled children and their families that affected access to appropriate services. The review begins with an indepth assessment of three studies in particular and then reviews the concepts generally. Families and Children with Disabilities Fazil et al (2002) undertook a triangulated study (i.e. one that uses both qualitative and quantitative research methods) into the circumstances of twenty Pakistani and Bangladeshi families in the West Midlands who had at least one disabled child. The aim of the research was to try and understand whether and in what ways the discrimination that these families might face was compounded due to the fact that they had a child or children with disabilities. The researchers used a combination of structured questionnaires and semi-structured interviews to obtain their results. The research focused on parents’ experiences, their use of formal services, their material circumstances, and the ways in which having a child/children with disabilities affected their lives. A significant finding of this research was that while Government discourses centre on the integration of service provision in Birmingham (where these families live) there was: The absence of systematic services which came across most strikingly (Fazil et al, 2002,p.251) This view is supported by research undertaken by the Audit Commission (2003) whose findings suggested that across the country, rather than the integrated and joined up services that are promised, service provision was a lottery. How much service and what kind of services offered to disabled children and their families depended very much on which part of the country they lived in. Clearly the move to make partnership working the norm does not always succeed. Molyneux (2001)[1] maintains that this only works when certain guidelines are established at the outset. His research into successful inter-professional working established three areas that contributed to the success of such partnerships. Staff needed to be fully committed to what they were doing and personal qualities of adaptability, flexibility and a willingness to share with others were high on the agenda. Regular and positive communication between professionals was seen as endemic to good working relationships and service delivery. This communication was enhanced (in the study) by the instigation of weekly case conferences which allowed professionals to share knowledge and experiences (2001, p.3). Dowling and Dolan (2001) undertook secondary analysis of a qualitative study using the social model of disability as an analytical frame. Disability is usually defined too ways, as a medical model where the problem is located in the person and the social model where the problem is located in society i.e. as a social problem. The researchers found that having a disabled child in a family could marginalize the whole family who then suffered from unequal opportunities and outcomes. Through their use of the social model of disability as an analytical framework the researchers found that these families often suffered financial hardship along with stress created by social barriers, prejudice and poor service provision. Some studies tend to suggest that much of the care that is on offer is discriminatory – that is to say it takes the view that disabled children and their parents have a tendency to be over reliant on services. This article was a summary of the work undertaken in Leicester and it did not therefore, contain the views of parents and their children. Bush (2005) is a senior manager in children’s services and in his summary of what are called ‘inclusive’ services for disabled children he points out that the services are only on offer for a short while so as to discourage over-dependence on the service. This is not to say that some of the tasks undertaken by this partnership group are not beneficial, but there is no guarantee that any of the services would be ongoing. Fazil et al (2002) focused on the problems faced by members of two specific ethnic groups, the study was included because it was felt that the problems and feelings expressed within the study were quite representative of the feelings and experiences of many parents who have a child or children with disabilities. Although the study was very small, consisting of only twenty people, the use of both qualitative and quantitative data gave the study a breadth that it might not otherwise have had. Certainly the implications of the study were that services are difficult to access and all too often professionals make assumptions about the level of care and support that parents are able to give – these assumptions were also made in relation family support systems that the respondents may have had. The research also found that lack of support and the continuing struggle to access services and make ends meet affected parents’ views of themselves and their abilities to cope. Bryman (2004) has this to say about the use of both quantitative and qualitative methods It implies that the results of an investigation employing a method associated with one research strategy are cross-checked against the results of using a method associated with the other research strategy (Bryman, 2004, p.454). All in all the study was fairly well balanced, and did not for example, appear to exaggerate parent’s fears. The use of data triangulation tends to add weight to the findings of this particular study. Dowling and Dolan’s (2001) study tends to support the findings of Fazil et al. There appears to be a common feeling that when families have a disabled child or children then they, along with their child, are marginalised. Such marginalisation leads to stress in families and problems in accessing care. In many cases professional assumptions about these families increase the stress involved in obtaining appropriate services and care. This in turn supports the findings of Gregory (1991) that perceptions of disability and the assumption of parental responsibility has a huge impact on family relationships and on respondents’ own views of themselves as parents. Bush’s (2005) summary of a particular project in Leicester supports the idea that parent’s of disabled children are in some way responsible. The services in Leicester operate to help parents cope with their disabled child in the short term and then the onus is placed back on parents in the long term. The project aims to prevent what it terms as an over dependence on service provision. It seems to be the case that the feelings that the parents of disabled children have expressed in other studies are generated by the kind of services that treat parents as though they are trying to shirk their responsibilities to their children. This was a very short article that briefly described the services on offer, some of which would need to be continued even though they were only provided on a short term basis, for example physiotherapy. As the author of the article states: Each intervention is administered with the intention of ensuring that the services are short-term and discourage dependency (Bush, 2005, p.128). This may seem overly critical of the project because until its inception two years ago many of the services that it offers were not available at all in Leicester. The fact that even now they are only available in the short term tends to support the notion that access to services for disabled children is often problematic. Access and Attitudes in Service Provision Case (2001) found that parents of children with learning disabilities were often dissatisfied with the professionals with whom they came into contact and when services were provided they tended to be reactive to the problem rather than proactive in solving it. Perceptions of children with disabilities, and particularly learning disabilities are often devalued by society and this devaluation is evident in poor service provision (Chappell, 1997). King et al (1997) maintain that service provision often reflects how children with disabilities are perceived by medical and social work professionals rather than the needs of an individual child. This follows the view among many researchers that the medical model of disability is still at the forefront of most professionals’ minds. The problem is that medical people tend to see all difficulties solely from the perspective of proposed treatments for a patient, without recognising that the individual has to weigh up whether this treatment fits into the overall economy of their life. In the past especially, doctors have been too willing to suggest medical treatment and hospitalisation, even when this would not necessarily improve the quality of life for the person concerned. Indeed, questions about the quality of life have sometimes been portrayed as something of an intrusion upon the purely medical equation. (Brisenden, 1986:176). The medical model leads to the treatment people with disabilities as passive objects of medical attention. This view is oppressive of people with disabilities and spreads to other social relationships, it sees disability as pathological i.e. rooted in a person’s biology, and thus unchanging. Contained within this model is the perception of people with disabilities as problematic. As an adjunct to this model, disability has been theorized as a personal tragedy, which means that individuals with a disability are seen as victims. Treating children with disabilities as victims arguably leads to their becoming almost invisible in service provision. Goble (1999 cited in Case 2001)) maintains that the needs of disabled children and their families are often not addressed because issues that are important to service users, rather than service providers, are not really considered and are under researched. Hornby (1994 cited in Case 2001) has argued that professionals often neglect to provide parents with all the information that they should have when it comes to the needs of their child. If children with disabilities are to get the correct treatment and have access to appropriate services then the parents should be fully informed. Clearly disabled children’s access to services is hampered by social perceptions and by the perceptions that professionals have. This has resulted not only in problems accessing services, but when services are accessed they are not always appropriate to a particular service user’s needs. Research tends to focus on perceptions of disability and the disadvantage that it brings but as yet there is little evidence of what disabled children and their families actually want from service providers. Conclusion and Possible Policy Implications The prevalence of the medical model of health and the ways in which families are kept under-informed regarding the disability of a family member, particularly a child, affects family relationships. It also affects the attitude that professionals may take to disabled children and their families. Gregory (1991) maintains that when a person is diagnosed as ‘disabled’ this affects the ways in which society and the family respond to and deal with that person. Families themselves can tend to see the disabled family member as ‘sick’ and different. Gregory (1991) found that having a disabled family member also affected the way in which mother’s viewed themselves because ideological images of motherhood focus on having an able child. Thus a woman may feel that she is somehow not a mother because of the ways in which society defines motherhood. While doctors may diagnose a physical or learning disability families are often left to cope without either sufficient information or professional help. In a number of cases families have reported that hospitals have refused to admit non-emergency cases unless a parent or carer remains on site to provide additional support (http://www.cafamily.org.uk/rda-uk.html). A shortage of nursing staff and the increasing tendency to perform surgery on a day care basis means that many families are left with extra caring responsibilities once they take the disabled child or adult home. (http://www.cafamily.org.uk/rda-uk.html). In conclusion it would appear from the literature that service provision is sporadic and often not appropriate to the individual needs of disabled children and their families. It might be recommended that more research is needed into what users actually want from service providers and that perhaps as one study suggested users fare much better if they are assigned a single key worker who will liase with all service providers. Bibliography Bowler, D and Lister Brook S. 1997 â€Å">From general impairment to behavioural phenotypes: psychological approaches to learning difficulties† in Fawcus, M ed Children with Learning Difficulties: A Collaborative Approach to their Education and Management London, Whurr Bryman, A 2004 Social Research Methods Oxford, Oxford University Press Bush, C. 2005 â€Å"Inclusive services for disabled children† Practice Vol 17 (2) pp 127-130 Routledge Case, S. 2001 â€Å"Learning to partner, disabling conflict:†Disability and Society Vol 16 (6) pp 837-854 Coffey, A and Atkinson, P (1996) Making sense of qualitative data, Sage, London Dalley, G. 1988 Ideologies of caring: Rethinking Community and Collectivism London, Macmillan Dowling, M and Dolan L. 2001 â€Å"Families with children with disabilities: Inequalities and the social model† Disability and Society Vol 16 (1) Jan 1st 2001 pp. 21-35 Fazil, Q. Bywaters, P. and Ali, Z. 2002 â€Å"Disadvantage and discrimination compounded: The experience of Pakistani and Bangladeshi parents with a disabled child in the UK† Disability and Society Vol 17 (3) May 1st 2002 pp. 237-253 Gough, D and Elkbourne, D 2002 â€Å"Systematic research synthesis to inform policy, practice and democratic debate† Social Policy and Society 1 (3) pp. 225-36 Gregory, S. 1991 â€Å"Challenging Motherhood: Mothers and their deaf children† in Phoenix, A and Lloyd E, eds. 1991 Motherhood: Meaning Practices and Ideology London, Sage Macdonald, G 2003 Using Systematic Reviews to Improve Social Care London, Social Care Institute for Excellence Millar, J 2000 Keeping Track of Welfare Reform York, York Publishing Services for the Joseph Rowntree foundation Molyneux, J 2001 â€Å"Interprofessional team working: What makes teams work well?† Journal of Inter-professional Care 15 (1) 2001 p.1-7 Moore, S. 2002 Social Welfare Alive 3rd ed. Cheltenham, Nelson Thornes Morris, J 2003 â€Å"Including all children: Finding out about the experiences of children with communication and/or cognitive impairments† Children and Society Vol 17 (5) Oliver, P. 1990 The Politics of Disablement Basingstoke, Macmillan Oliver, M 1996 Social Work with Disabled People Basingstoke Macmillan. Such, E. and Walker, R. 2004 â€Å"Being responsible and responsible beings: childrens understanding of responsibility† Children and Society 18 (3) Jun 2004, pp.231-242 Swain, J. Heyman, B and Gilmour, M 1998 â€Å"Public Research, private concerns: Ethical issues in the use of open-ended interviews with people who have learning disabilities† in Disability and Society 13 (1) pp. 21-36 Walsh, M. Stephens, P. and Moore, S. 2000 Social Policy and Welfare. Cheltenham http://216.239.59.104/search?q=cache:7JMuRPBUQgMJ:www.audit-commission.gov.uk/Products/NATIONAL-REPORT/EE944EBA-B414-4d76-903E-A4CA0E304989/Disabled-report.pdf+access+to+services+for+disabled+childrenhl=enct=clnkcd=6gl=uklr=lang_enclient=firefox-a www.doh.gov.uk/research www.socresonline.org.uk www.jrf.org.uk www.leeds.ac.uk/disability-studies/archiveuk/archframe 1 Footnotes [1] Molyneux is a social worker who was part of the inter-professional team on which the study was based.

Political Maharashtra

Politics of Maharashtra After India's independence, most of Maharashtra's political history was dominated by the Indian National Congress party. Maharashtra became a bastion of the Congress party producing stalwarts such as Yashwantrao Chavan, Vasantdada Patil, Shankarrao Chavan, Vasantrao Naik, Vilasrao Deshmukh and Sharad Pawar. The party enjoyed near unchallenged dominance of the political landscape until 1995 when the Shiv Sena and the Bharatiya Janata Party (BJP) secured an overwhelming majority in the state to form a coalition.After a split in the Congress party, former chief minister Sharad Pawar formed the Nationalist Congress Party (NCP), but formed a coalition with the Congress to keep out the BJP-SS combine. Prithviraj Chavan of Congress party is the current Chief Minister of Maharashtra. Maharashtra, 1960-1971 Establishment of the State : In 1956 the Bombay State ceded Kannada-speaking territory to Mysore, but gained Marathwada (Aurangabad Division) from Hyderabad State a nd Vidarbha (Amravati and Nagpur Divisions) from Madhya Pradesh & Berar.In 1960, Bombay State was split into the States of Gujarat and Maharashtra. Administration : From 1962 to 1979 Maharashtra was administrated by an Indian National Congress (INC) led government Annals : 1960 : Bombay State split into Gujarat and Maharashtra; Bombay capital of Maharashtra, Marathi provincial language 1960 : Nagpur Pact; Nagpur (Vidarbha) elevated to second capital of Maharashtra; legislative assembly meets here for two weeks in December every year 1961 : communal violence in Nagpur (BBoY 1962) 962 : state election; INC formed government 1966 : communal incidents in Maharashtra (BBoY 1967) 1966 : Shiv Sena (SHS), Maharashtra Hindu party, founded 1967 : state election; INC formed government 1968 : Hindu-Muslim riots in Aurangabad and Nagpur (BBoY 1969) 1969 : India's first nuclear power station at Tarapur became operational (BBoY 1970) Social History : In 1961 the population of Maharashtra was 39. 9 million, in 1971 50. 3 million. The Statesman's Yearbook, based on the census of 1971, gives the literacy rate for Maharashtra in 1971 as 39. %; in 1961 80. 2 % of the population were Hindus, 7. 6 % Muslims, 7 % Buddhists. Government, Politics and Judiciary Maharashtra is one of the most advanced states in India, the second most populated state and the third largest state in India. The government, politics and judiciary of Maharashtra is quite similar to those of the other states. The state of Maharashtra is governed by the Governor and the Chief Minister. The Governor is the nominal head of the state and the Chief Minister is the Head of the government.He is the head of the political party which has the maximum number of seats in the State Legislative Assembly. The State Legislative Assembly is also known as the Vidhan Sabha and it is situated in the capital city of Maharashtra, Mumbai. The Chief Minister has all the executive powers which he can execute taking the advice of his c ouncil of ministers. The government of Maharashtra is aided by a bicameral parliament, the lower house and the upper house – the Vidhan Sabha and the Vidhan Parishad.At present the Chief Minister of Maharashtra is Vilasrao Deshmukh from the Congress Party. The political party which holds the maximum number of seats in the Vidhan Sabha at present is the NCP which had formed the government with a coalition with the Congress. The state of Maharashtra has been nominated 19 seats in the Rajya Sabha and 48 in the Lok Sabha. Commissions : The four commissions of the government of Maharashtra are the State Election Commission, Maharashtra Public Service Commission, Union Public Service Commission, and Staff Selection Commission.These commissions have been formed to fulfill certain special responsibilities such as conducting exams which are related to government jobs. The State Election Commission: has the responsibility of taking care of the election chores in the state. There is a s tate election commissioner who is appointed on the basis of certain qualifications. Maharashtra Public Service Commission: the MPSC consists of examinations which are scheduled for the posts of Judges of the Co – Operative courts, Assistant Director, Special District Social Welfare Officer, Medical Officer.This commission fixes the dates of the examinations, the syllabus for the examination, the schedule for the interview and other details in connection with the examinations. Union Public Service Commission: the most important function of the Union Public Service Commission is the recruitment of services through written examinations and interviews, advising the state government on the recruitment of personnel, disciplinary functions, other miscellaneous functions regarding pensions and reimbursements of legal expenses. Staff Selection Commission: he function of the Staff Selection Commission of the Maharashtra government is to select staff of the Group B and technical staff o f the Group C in the Ministries or Departments, Government of India offices, Election Commission and the Central Vigilance Commission. The Commission is responsible for formulation of policies which might assist in conducting the examination smoothly. Government Departments : Maharashtra government is dedicated towards serving the citizens and for that purpose it has delegated the responsibility to the various departments of the government.Each department takes care of the different needs of the inhabitants. Apart from the government departments, the government of Maharashtra is assisted by the Boards and Corporations in the fulfillment of its duty. The Government Departments and their functions are: Agriculture Department Co-operation Department Directorate of Medical Education and Research (DMER) Directorate of Technical Education, Maharashtra Directorate of Vocational Education and Training (DVET) Employment and Self Employment Department, Maharashtra Finance Department, Maharash traFood, Civil Supplies and Consumer Protection Department Forest Department Home Department Irrigation Department Public Works Department (PWD) Vidhan Sabha : The Vidhan Sabha of Maharashtra is the lower house or the House of the People. The total strength of the House is 289 members and the term of office for the members is five years. Under unusual conditions the House may be dissolved. It consists of members who are directly elected by the people of Maharashtra. There are certain qualifications required to be the member of the Vidhan Sabha which are: To be a citizen of IndiaTo be not less than 25 years of age To be mentally sound and not bankrupt To have an affidavit of not having any criminal procedures against him. Mumbai High Court : The highest body of the Maharashtra judiciary is the Bombay High Court under which there are the Subordinate Courts which serve the districts and the City Civil Courts. The Bombay High Court can exercise original jurisdiction over the state of Ma harashtra, Goa, Daman and Diu. It has benches in the cities of Bombay, Aurangabad, Nagpur and Panaji in Goa. The Bombay High Court can exercise both original and appellate jurisdiction in Bombay.The Bombay High Court can have maximum of 64 judges. The judiciary of the state of Maharashtra offers legal aid services in all its benches. The Lokayuktas and the Upa – Lokayuktas form the subordinate courts of Maharashtra. the benches of the Bombay High Court in the cities also serve as the subordinate courts in the state. Other than that there is the Maharashtra State Legal Services and Authority department which provides all the necessary information about the important names and contact numbers related to the judiciary services. Maharashtra Politics : Current ScenarioIndia is the biggest democratic country in the world. Indian democracy provides the right of vote to its citizens to elect the government of their choice after every period of five years. However, some times unfortun ately the situation rises when the ruling government looses majority in the house and vote of non-confidence is passed by the opponent party, and if the ruling party is not able to win the vote of non-confidence the house has to under go the mid-term elections. This situation may rise at the Lok Sabha in centre or at Vidhan Sabha or State Assembly in state.The major political parties dominating Indian Politics from the last few decades have been Indian National Congress and Bhartiya Janta Party besides them there are various regional parties at state level which play an influencing role in the political scenario. These parties however do not have their threshold in whole country but they have their impact on the politics at state level. These parties are the ruling parties in some of the states and in some states they act as an alliance of the party in rule. The politics of Maharashtra is not an exception to it where apart from the two major political parties i. e. , Indian

Bias: Motor Control and Favorite Color

Abstract What is your favorite color and why? Do you think that simple tasks might be biased by your preferences? Find out in this science project if your color preferences will bias your fine motor skills when doing quick, repetitive tasks. Objective In this science project you will test whether color preference will affect repetitive tasks that require fine motor coordination, like picking up small objects very quickly. Do Preferences Bias Our Choices? Introduction What does it mean to have a favorite color?It may be something that you choose for no good reason, other than the fact that you like it. You may have some kind of emotional reason for choosing a certain color. Can color  preference have biological origins? When we see a color, it is interpreted in our brain by the visual cortex, where different groups of neurons are stimulated. The differential stimulation of neurons within the visual cortex might lead to color preferences. Do these preferences affect other brain funct ions, like our behavior? Our brains also coordinate the movements of our muscles.This occurs in the motor cortex of the brain. If you play sports or video games, you know that one helpful skill is  hand-eye coordination. This means that the different regions of your brain function well together, allowing you to be well-coordinated. When you catch a fast-moving ball, your eyes tell the brain where the ball is, and then the brain tells your arm and hand to catch it. If these two areas of the brain can coordinate complex  movements  and behaviors, then what other sensory responses can influence our behavior?In this science project, you will test how color can affect hand-eye coordination. You will ask participants to quickly choose different-colored M&M candies from a bowl. Will their choices reveal their color preferences? Terms and Concepts To do this type of science project, you should know what the following terms mean. Have an adult help you search the Internet or take you t o your local library to find out more. * Preference * Hand-eye coordination * Movement * Bias * Visual targeting * Differential stimulation of neurons * Biological Orgin Questions How do preferences affect sudden choices, coordination, and movement? * Will color preference influence the color of M&M's your participants pick up? * Are visual targeting and hand-eye coordination biased by our color preferences? Materials Buy  2 14-oz bags or 1 23. 1-oz bag of M;M's  and count out 50 of each color, then combine those in a bowl. * Buy  2 14-oz bags or 1 23. 1-oz bag of M&M's  and count out 50 of each color, then combine those in a bowl. * Dry measuring cup (if you bought individually colored M;M's) * Large bowl * Several participants (at least 12) Sandwich baggies (one for each participant) * Permanent markers * Lab notebook * Graph paper Experimental Procedure 1. Depending on which method you selected in the Materials and Equipment list, portion your M&M's into the large bowl. 2 . Ask your first participant to pick out M;M's as quickly as possible, using only a two-finger pinch, and with one arm behind his or her back. The participant should place them on the table next to the bowl as they are pulled out. As your participant puts them on the table, silently count the number of M&M's on the table.When you see that the participant has pulled out 20 M;M's, ask him or her to stop. 3. Put the M&M's the first participant chose into a sandwich baggie. Ask the participant what his or her favorite color of M;M ® is and write it on the baggie with a permanent marker. 4. Replace the M;M's that the participant removed with the same-colored M&M's that the participant took from the bowl. For instance, if he or she removed three red and five dark brown M;M's, replenish the bowl with three red and five dark brown M&M's, not from the participant's sandwich baggie. . Repeat steps 2 and 3 for all of your participants, replenishing the bowl with the same-colored M&M's as eac h participant removed after every trial. 6. Be sure that you have written each participant's favorite color on  every  baggie! If you forgot to write this down, the data cannot be used and the contents must be disposed of. 7. When you have collected data from several participants, sort your baggies into groups by the favorite color written on the baggies. 8. Starting with one â€Å"Favorite Color† group, tally the numbers of each colored M&M in the bags.Then move on to the next â€Å"Favorite Color† and do another tally, until you have tallied the numbers of all of the colored M&M's picked for each â€Å"Favorite Color† category. Record your data in a data table like the one below in your lab notebook: Participant| Number of M;M's Chosen of Each Color| Total Number of M&M ‘s Chosen| | Red| Orange| Yellow| Green| Blue| Brown| | Red| | | | | | | | Orange| | | | | | | | Yellow| | | | | | | | Green| | | | | | | | Blue| | | | | | | | Brown| | | | | | | | | | | | | | | | | | | | | | | | 9. To be able to compare numbers between categories, you will need to normalize the data.Do this by calculating percentages of each color picked for each â€Å"Favorite Color† category. First add together the total number of M;Ms chosen for each â€Å"Favorite Color† in each row and insert that in your data table, like the one above. Then calculate the percentages in a new data table by dividing the number of M;M's chosen for a single color (from the  Number of M&M's Chosen of Each Color  column) by the total number of M;M's chosen (from the  Total Number of M&M's Chosen  column), and then multiplying your answer by 100.The new data table should look like this: Favorite Color M;M| Percentage of M;M's Chosen of Each Color| | Red| Orange| Yellow| Green| Blue| Brown| Red| | | | | | | Orange| | | | | | | Yellow| | | | | | | Green| | | | | | | Blue| | | | | | | Brown| | | | | | | 10. Now you want to find out if your participants chose t heir favorite color of M&M from the bowl more often than other colors. You can see this if you make a graph called a  histogram  for each â€Å"Favorite Color† M&M group.On the left side of the graph (y-axis), write a scale of percentages from zero to 100%. On the bottom of the graph (x-axis), write the series of M&M colors. Draw a bar for each color up to the matching percentage. 11. Repeat step 10 for each of the favorite M&M colors. Did your participants tend to pick their favorite color? Evaluation ( insert those graphs and table that were created ) Conclusion was I correct or not ? If so How? If Not Why? How Could You Have Inprpved This project

Animal Farm And 1984, By George Orwell - 1936 Words

Orwell depicted the non-utopia of the future and the perils it involves in one of the post powerful warnings ever issued against the dangers of a totalitarian society. George Orwell was a dystopian writer and wrote novels about the consequences of oppressive powers, such novels include Animal Farm and 1984. He wrote Animal Farm in 1944-1945 at the tail end of the WWII, his inspiration came from the revolutions in Russia, the result of that was the USSR, which divulged the country into a totalitarian regime. This was accomplished by manipulating socialist ideas of equality among the working class to oppress its people and maintain power. This created the basis for Animal Farm where many of the animal characters have direct correlations to†¦show more content†¦Telescreens symbolise the overarching theme of oppression; by being a constant source of propaganda and reminder that â€Å"BIG BROTHER IS WATCHING YOU.† (blah) Whilst evidently, showing how the Party abuses technology to monitor their citizen’s every thought and movement. Erasing such â€Å"nefarious† thoughts is easier than dealing with them, therefore wide sprea d brainwashing had to take place. â€Å"War is peace. Freedom is slavery. Ignorance is strength.† (Orwell 2016, Ch.1 pg. 5) This mantra is everywhere the people of Oceania look, and after a while they will believe what’s being forced into their minds. Orwell created this motif to instil in the audience’s mind the consequences selective language can have on the public. Animal Farm’s Squealer, used selective language as well, as he was an integral part in the spread of lies and propaganda; much like the Wilson did in 1984 by changing the all historical records to support whatever Big Bother was advocating as the truth. If the populace of Oceania were brainwashed since birth, the next generation of the oppressed know no other life and as such only show their loyalty to Big Brother. These impressionable young minds were brainwashed to report any suspected thoughtcrime2, even their parents. However, this constant surveillance didn’t satisfy the Party, as they wanted to have total submission from their people, but how are they going to force the human mind to not want to revolt theShow MoreRelatedGeorge Orwell and Animal Farm and 19841008 Words   |  5 Pages George Orwell and Animal Farm and 1984 nbsp; George Orwell is only a pen name. 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Orwell uses this to showRead MoreGeorge Orwell s 1984 And Animal Farm1983 Words   |  8 PagesGeorge Orwell’s 1984 and Animal Farm shares a fundamental theme and common elements that shape the idea of an Orwellian society. Orwellian is widely described as a society in which the liberties of all are diminished due to authoritarian rule. Orwell conveys the theme of â€Å"Many believe that man’s actions result from his free will, the presentation/perception of what is fact, remains dominant over society s actions.† through parallel elements of repression of information, fear propaganda, and languageRead MoreAnimal Farm And 1984 George Orwell Analysis889 Words   |  4 PagesGeorge Orwell u sed the theme of betrayal to show how the society in both â€Å"Animal Farm† and â€Å"1984† controls the people. Both books have a totalitarian government controlling everyone but in 1984 the government has people betray each other to gain power. People do as they’re told and lose the relationships such as family, friends, or intimate relationships, all of which they would have in a normal society. The government does this so each individual becomes alienated from each other and feels likeRead MoreAnalysis Of George Orwell s 1984 And Animal Farm 1401 Words   |  6 PagesTitle/Author: 1984/ George Orwell Date of Publication/Genre: 1949/ Dystopian Fiction Biographical information about the author: George Orwell, who was originally Eric Arthur Blair was born in 1903 in British India. His two greatest novels include 1984 and Animal Farm. He is regarded as one of the greatest novelist of the 20th century. Historical information on the period of publication: During this period, the United Kingdom recognized the republic of Ireland. The United States claimed Israel asRead MoreTotalitarianism in Orwells Mind Essay1053 Words   |  5 Pagesauthor George Orwell hates in government. 1984, a book written by Orwell, depicts a society called Oceania, in which unwary citizens are obedient to the Party, a totalitarian regime. Totalitarianism is defined as a political system in which a centralized government does not tolerate any form of political dissent and seeks to control many, if not all, aspects of public and private life. Another one of George Orwell’s books, Animal Farm, is an allegory about the Soviet Union, and in it farm animalsRead MoreAnimal Farm By George Orwell944 Words   |  4 Pageslegs(Orwell 132). He carried a whip in his trotter(Orwell 133). In the novel Animal Farm by George Orwell, animals have the ability to talk and form their own ethos, Animalism. Animal Farm is an intriguing allegory by George Orwell, who is al so the author of 1984, includes many enjoyable elements. 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