History Of Oppressed Groups

History Of Oppressed Groups Discuss how oppression related to your chosen area can manifest itself in institutions and societies, and how it can impact on the lives of individuals and communities. Consider and make specific reference to the social policy response. The term oppression is not simple to define. It is complex and can take many different forms. Sometimes it is clearly visible and at other times more subtle and difficult to identify. The purpose of this research will be to explore oppression and how it can manifest itself in institutions and societies and how it can impact on the lives of individuals and communities. In order to explore oppression this research will use people with a learning disability at its focus. Firstly this research will look at what oppression is and how oppression of people with learning disabilities has come to manifest itself in institutions and societies. This research will then explore the oppression faced by people with a learning disability and the legislation that challenges oppression. Theory such as Thompsons (2006) PCS model will be explored in order to aid an understanding of how oppression and discrimination operate within society. Finally this research will explore vales and ethics necessary to promote anti-oppressive practice. Throughout the assignment a social policy response to oppression will be considered. Thompson (2006) describes oppression as the inhuman or degrading treatment of individuals or groups. It is the unjust and unfair treatment of these individuals or groups of people through the negative and degrading exercise of power, both individually and structurally (Thomas and Wood: 46). Power is used to implement unfair judgements, often widely, over specific people or groups within society (Thomas and Wood: 46). At a personal level oppression can lead to demoralisation and a lack of self-esteem, while at a structural level it can lead to the denial of rights and citizenship (Dalrymple ad Burke 2006: 121). Any factors which may perceive a person as being different from the majority increase the possibility of oppression. Discrimination and oppression are often found when considering people with learning disabilities. This could be due to the confusion between mental illness and learning disability and also the way people with a learning disability have been perceived over time (Thomas and Woods 2003: 49). Thompson suggests a four part models that can be used to inform institutional and societal views and provide an understanding of how people with learning disabilities are viewed (Thompson 1997: 151). The four models include the threat to society model, the medical model, the subnormality model and the special needs model. Thompson (1997) highlights that the first model illustrates the majority view of society at the beginning of the 20th century. Social and cultural constructs manifest themselves in a fear of abnormality in relation to disability (Llewellyn, Agu and Mercer 2008: 17). This societal view believed that people with physical or learning disabilities should be contained in special institu tions as they were a threat to society. This model led to the medical model which believed in using a scientific approach to manage people and control and contain what society saw as abnormal behaviour (Llewellyn, Agu and Mercer 2008: 14). The medical model became predominant in health and social care and conflicts between the medical model and social model are still apparent in social policy for vulnerable groups (Llewellyn, Agu and Mercer 2008: 14). The third model Thompson suggests which can be used to inform institutional and societal views which provide an understanding of how people with learning disabilities are viewed is the subnormality model. This model is the measurement of medical impairment and the ability to achieve academically (Thomas and Wood 2003: 49). An IQ test was invented to be used to diagnose a learning disability and to identify whether the IQ level was below normal (70), if it was below normal subnormality was diagnosed highlighting differences leading to o ppression (Thomas and Wood 2003: 49). The final model Thompson used in gaining an understanding of how people with a learning disability are viewed is the special needs model. This model considers integration into society but relies on the identification of the special needs of the individual (Thomas and Wood 2003: 49). By using this model, similar to the subnormality model, peoples differences are highlighted, making integration into society more difficult. Integration into society is difficult due to the fact that people are fitted into society and society does not adapt or change to accommodate them (Thomas and Wood 2003: 49). Thomson suggests that elements of each of these models may affect current societal attitudes. Each could play its part in explaining the reason for discrimination and oppression towards people with a learning disability. What all these models have in common is a tendency to marginalise and disempower, to a greater or lesser extent, people with a medical imp airment (Thomson 1997: 152). As mentioned earlier the medical model and social model for understanding people with learning disabilities is still in conflict. Historically perspectives on cure, research and treatment have heavily influenced how disabled people are viewed and treated within society (Llewellyn, Agu and Mercer 2008: 59). The focus on the medical model rather than the social model can be seen in language up until very recently. Terms such as spastic and retard can be seen in policy and medical procedures throughout the nineteenth and twentieth centuries implying lack of function and therefore lack of worth (Llewellyn, Agu and Mercer 2008: 259). The medical model seems to focus mainly on the impairment and ignore how society reinforces barriers for disabled people and so the social model of disability emerged (Llewellyn, Agu and Mercer 2008: 260). From the social model perspective it is society and structures that are the more significant problem rather than the illness or disability itself (Llewelly n, Agu and Mercer 2008: 261). The media is a powerful institution for shaping societal views and continues to portray people with learning disabilities negatively which majorly contributes to structural inequalities and oppression (Llewellyn, Agu and Mercer 2008: 262). The Marxist perspective on sociology saw the industrial revolution and the rise of capitalism as increasing widespread social oppression. With labour power at this time seen as such a huge commodity and as society is about the relationship between capital and labour, the disabled person is of no use or value (Llewellyn, Agu and Mercer 2008: 262). Learning disability made it difficult to work which led to institutionalisation and segregation. Statistics show that fewer than 5,000 disabled people in England were confined to asylums but by the 1900s this had increased to 74,000 (http://www.isj.org.uk/?id=702). Oppression from this perspective must be challenged by looking at key structural issues such as political or eco nomic organisations, the media and areas such as employment (Llewellyn, Agu and Mercer 2008: 261). It is these barriers to participation in society rather than the disability itself that leads to societal and institutional widespread oppression of individuals and communities (Llewellyn, Agu and Mercer 2008: 261). The social model of disability rejects the medical model stating that it is society that causes disability not impairment (Llewellyn, Agu and Mercer 2008: 262). Having explored how oppression of people with learning disabilities has sociologically developed over time and the types of oppression faced by people with learning disabilities, this research will now explore legislation which challenges oppression and attempts to promote anti-oppressive practice and empowerment. The Disability Discrimination Act 1995 was introduced to alleviate discrimination on the grounds of disability. Disability in this Act is defined as physical or mental impairment which has a substantial and long term adverse effect on ability to carry out normal day to day activities (Brayne and Martin 1997: 416). This Act creates legislation which deems discrimination on grounds of disability in employment unlawful except for certain circumstances such as the police or armed forces and highlights guidelines of how disabled people should be treated at work or in places of education (Thomas and Wood 2003: 52). The Human Rights Act 1998 was created to attempt to promote indiv idual rights. For people with learning disabilities this means that the Act may help them to live fully and freely, on equal terms with non-disabled people (Thomas and Wood 2003: 52). In terms of economics The Independent Living Fund and the Community Care Act 1996 aim to help disabled people to control and organise their own care and budgets (Llewellyn, Agu and Mercer 2008: 259). Disabled people have become more politicised and campaigned for change, an example being the Disability Rights Commission which advocates for a rights to independent living (Llewellyn, Agu and Mercer 2008: 264). The Adults with Incapacity Act 2000 introduces a new way of supporting adults who do not have the capacity to make decisions for themselves due to impairment (Thomas and Woods 2003: 53). This Act realises that although some complex decisions may not be able to be made other more simple and straightforward choices can be. The Act enables adults with incapacity to maximise their own ability, encourag e the development of new skills and ensure that whichever intervention is provided is the least intrusive possible (Thomas and Woods 2003: 54). There is much limitation within legislation through weaknesses of wording and restricted implementation which does not always reflect anti-oppressive practice towards people with a learning disability, however when used positively the law can be used to promote self-determination, equality and rights, key aspects of deconstructing a socially and culturally oppressive society. (Dalrymple and Burke 2006: 91). Thompson (2006) saw anti-discrimination and anti-oppressive practice as occurring on three levels: personal, cultural and societal and developed a PCS model to challenge oppression. He believed that in order to both understand and tackle oppression looking at the individual alone is not enough, a consideration of the individual, cultural and structural factors is necessary (Thompson 2006: 30). The personal level is the individual level of thought, feelings, attitudes and actions (Thomson 1997: 20). As individuals we have our own beliefs and values which are heavily influenced both by our past experiences and our current understanding of ourselves and the society in which we live (Parrott 2006: 13). Individual values and beliefs are learnt from a variety of sources including family, school, culture and religion as well as the society in which we live, political influence and the media (Thomas and Woods 2002: 55). Personal values are intrinsic to the culture in which we live and in eac h culture certain social and cultural values will be exercised (Thomas and Woods 2002: 55). These cultural values influence our individual ideas of what is acceptable behaviour and how to treat people who are different and so cultural values can underpin how we act towards people with a learning disabilities which may lead to discrimination and oppressive attitudes (Thomas and Woods 2002: 55). The structural level of oppression refers to the network of social divisions and relates to the ways in which oppression is institutionalised and sewn in to the fabric of society (Thomson 1997: 20). People with learning disabilities can be affected through social division and the power of society in deciding what is acceptable behaviour and which groups of society require and deserve support (Thomas and Woods 2002: 56). By showing how society influences cultural views, which may in turn impact upon personal values and beliefs Thomson highlights the importance of recognising all three levels at which discrimination and oppression operate (Thomas and Woods 2002: 56). In order to challenge and combat oppression it is essential to have an awareness of the types and ways oppression can occur. At a personal level it is important for social workers to critically reflect on the different values they may hold in order to facilitate a greater ability to challenge oppression and re-evaluate practice (Thomas and Woods 2002: 56). At a cultural level the ability to change attitudes becomes harder however it is essential for practitioners to attempt to promote anti-oppressive practice at this level as well as structurally. Thomson (1997) states that in order to promote anti-oppressive practice on all three levels individuals must collectively challenge the dominant discriminatory culture and ideology and, in doing so, playing at least a part in the undermining of the structures which support and are supported by that culture (Thomson 1997: 23). As mentioned previously, values are intrinsic to practitioners being able to practise and promote anti-oppressive practice. Guidelines for professional behaviour have been developed through professional values into a code of ethics which describe behaviours in the form of standards and multi-disciplinary reference points for social care practitioners. The values associated with social work are incorporated within the British Association of Social Workers (BASW) code of Ethics and Codes of Conduct for Social Care Workers and their Employers published by the Northern Ireland Social Care Council (NISCC) in 2002 (Dalrymple and Burke 2006: 87). According to Brayne and Carr (2005) Practitioners have statutory duties, underpinned by professional codes and personal values to support the most vulnerable members of society (Brayne and Carr 2005 cited in Dalrymple and Burke 2006: 97). Through these various codes of ethics the promotion of rights, choice, positive education and awareness in soci ety are highlighted which challenge oppression with people with learning disabilities as well as many oppressed groups within society (Thomas and Woods 2002: 61).

Unit 242 It Security for Users

[242] IT security for users [242. 1] Select and use appropriate methods to minimise security risk to IT systems and data Assessment Criteria | 1. 1|   | Describe the security issues that may threaten system performanceThe possible threats to system performance may be: unwanted e-mail (‘spam’), malicious programs (including viruses, trojans) and hackers.Security precautions can be taken beforehand such as use of access controls. We can configure anti-virus software, adjust firewall settings, adjust internet security settings; backup; store personal data and software safely; treat messages, files, software and attachments from unknown sources with caution; download security software updates. | | |   | | | 1. |   | Describe the threats to system and information security and integrityThe possible threats to information security may be: from theft, unauthorised access, accidental file deletion, use of removable storage media; malicious programs (including viruses, troja ns), hackers, phishing and identity theft; unsecured and public networks, default passwords and settings, wireless networks, Bluetooth, portable and USB devices. |   | 1. |   | Keep information secure and manage personal access to information sources securelyProtect systems and data: Access controls: Physical controls: log-in details should be treated as credit card information and not to be left lying anywhere with an easy access, locks, passwords, access levels. |   | 1. 5|   | Describe ways to protect hardware, software and data and minimise security riskThere are steps to prevent threats to system and information: access to information sources should be allowed with Username and password/PIN selection.The system set up on password strength; how and when to change passwords (monthly); online identity/profile; Real name, pseudonym; what personal information to include, who can see the information; Respect confidentiality, avoid inappropriate disclosure of information. | | |   | | | 1. 7|   | Describe why it is important to backup data and how to do so securelyData backup involves the storing of files from your computer in another location. In this way, if there is ever any loss of data on your primary machine, you still have your data in backup in order to restore those files. Read this  Chapter 2 – Why Security is NeededIn order to maintain the integrity of stored data, project data should be protected from physical damage as well as from tampering, loss, or theft. This is best done by limiting access to the data. Manager should decide which members are authorised to access and manage the stored data. Notebooks or questionnaires should be kept together in a safe, secure location away from public access, e. g. , a locked file cabinet. Privacy and anonymity can be assured by replacing names and other information with encoded identifiers, with the encoding key kept in a different secure location.Ultimately, the best way to protect data may be to fully educate all members of the team about data protection procedures. As a way of protection data and confidential information in Trust Royal Marsden Hospital there is mandatory Information Governance training yearly for every employee. Theft and hacking are particular concerns with electronic data. Many r esearch projects involve the collection and maintenance of human subjects data and other confidential records that could become the target of hackers.The costs of reproducing, restoring, or replacing stolen data and the length of recovery time in the event of a theft highlight the need for protecting the computer system and the integrity of the data. Electronic data can be protected by taking the following precautions: * Protecting access to data. * Protecting your system by keeping up-to-date software and if using connection to the Internet, use a firewall. * regularly back up electronic data files and create both hard and soft copies.Data storage and backup is important because: * Properly storing data is a way to safeguard your information. * Data may need to be accessed in the future. * |   | 1. 8|   | Select and use effective backup procedures for systems and dataTo have an effective back up you will need to create a procedure for how you will back up data and restore your data in the case of loss. You will need to have a plan in place that details the steps to take when an emergency situation occurs. You will need to plan for each possible type of disaster and how you would recover from it.You will also need to decide who is responsible for restoring files and which files have highest priority, and have a communication plan to keep everyone informed of the restoration process. At my workplace there is a following procedure in place: each employee has been created a personal U: drive to store confidential information which can be accessed by logging in with individually created nickname and password (that requires change monthly). And on each PC each employee can perform under Microsoft system tools – back up which can be stored on a server. In future the backed up data can easily be restored if needed. |

Buddhism s Obligation Towards The Natural World - 1373 Words

Abstract: Buddhism encourages a harmonious relationship with nature. Throughout Buddhist doctrine, there are examples of humankind’s obligation towards the natural world. This link between a religious philosophy and environmentalism is essential for those who practice the religion. Through understanding the sacred texts of Buddhism and discussions of Buddhist practice towards nature, one can arrive at the conclusion that within Buddhism God is green. To successfully practice the religion followers too ought to practice in a manner in which environmentalism is part of their devotion. Buddha the Environmentalist Within both Philosophy and religion there are many examples of humankind’s obligation towards the natural world and as such the role humanity ought to play in environmental conservation. According to the book: â€Å"Environmental Ethics:† â€Å"Just as biotic communities, and the whole biosphere, show evolutionary trends towards stable diversity, so does the terrestrial ecosystem as a whole. As Stephen Clark has further suggested, the pattern may even be one of movement towards an Aristotelian final cause, a state of diversity and stability.† (Elliot, 1995). Not only do philosophers such as Aristotle pose a theory of respect towards the natural world religious text does as well. One such religion that takes on an environmental philosophy is Buddhism. As current environmental threats were not yet invented during the time of Buddha, there is no directShow MoreRelatedAre Zoos Not Immoral?1711 Words   |  7 Pagesknow today, now providing the purpose of entertainment, education, species preservation, and scientific research. While are this is sounds nice Jamieson argues that zoos give humans a sense of falsehood when it comes to the pecking order of the natural world. 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Much Ado About Nothing - 1400 Words

Much Ado About Nothing In the Renaissance period, marriage was far different and much longer process than it is today. Particularly in the Elizabethan era, marriages were frequently arranged so that both families involved would benefit. Marriages would be arranged to bring prestige, honour and wealth to the family. For the upper class, marriage rarely involved love. Courting outside of one’s class was strictly forbidden and punishable by death in some circumstances. Marriage followed a strict set of protocols that signify maturity and coming into one’s own. In this time, dowries often played a large part in the decision to marry. A dowry, is the custom in which involves an interchange of cash, jewels, foods, estates between the father†¦show more content†¦Only get the learned writer to set down our excommunication and meet me at the gaol.† The inappropriate word ‘excommunication’ which means the ‘action to exclude somebody as a punishme nt from the rights and privileges of membership of the Christian Church’ is mistakenly used for ‘examination’ meaning the ‘interrogation or the action of questioning formally to get information. Another example of malapropism is when Dogberry is talking to Verges and to other watchmen, saying the lines â€Å"One word more, honest neighbours. I pray you watch about Signior Leonato’s door; for the wedding being there tomorrow, there is a great coil tonight. Adieu, be vigitant, I beseech you.† He used to the word ‘vigitant’ instead of ‘vigilant’, which means watchful or looking out for possible danger and trouble. 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