Legal framework for social work in United Kingdom Essay Example for Free

Legal framework for social work in United Kingdom Essay Social work is defined as a professional and academic discipline that will seek to have improvement on the individuals, groups’ and communities’ quality of life and their well-being through having policies, conducting researches, organizing communities and teaching for the good of the people affected by social limitations that may include poverty, mental and physical sickness, social injustice including violation of human rights. International (Federation of Social Workers 2000). These groups may include school dropouts, the elderly in the society, juvenile offenders, drug and alcohol abusers and the homeless Social workers will work in different settings within a set of framework of legislation and practices. The setting may include a school situation, the service users’ home, a hospital or a public sector premise Social work values Social work is argued to be value based. Since it is a profession on, social work ethics (values) thus refer to a set of guidelines that have to govern the way professionals treat the people they interact with and the sort of actions that are regarded as right or wrong. They offer a vision and discernment (Bernstein 1970) Social work in the United Kingdom occurs in four spheres. The first sphere is majorly a concept relates to the moral philosophy that creates the ethical arguments on social work. The second sphere is based on the legislation that has created an environment for practice of social work with reference to the social work cases. The third sphere is the political ideas and concepts and their influence in shaping and sculpturing the social work models, social work methods and practices. The last sphere presents the historical part of the beginning of social work as a profession and its struggle for professional identity. These spheres are extended, mid range and restricted definitions of social work ethics and values (Bernard et al 2008, p. 6) This paper will focus on the second sphere in reference to the United Kingdom. Social work and law Social work as a profession has to follow certain laws and regulations which govern the profession. The legal framework involves the statute laws and case laws and tries to explain the relationship that links them. Moreover, it details legislation of the government under acts of parliament, the international laws, policy guidance, and the local government circulars that articulate the purpose and guidance principles of legislation. The Health and Care professional Council code of practice As a social worker, it is paramount to be aware of the legal obligations required of them to cretae a healthy and safe working conditions. The General Social Care Council code of practice imposes more duties for employers of social workers. The code states that (Brayne Carr 2002, P. 49) The social worker shall protect and promote interests of the service users The social worker will strive to establish, maintain trust and confidence of the service users The social worker will promote independence of the service users while giving them protection from possible harm The social worker shall respect the rights of the service users while ensuring that their behavior will not harm other people and themselves The social worker shall uphold the public trust and confidence in the social care services The social worker shall be accountable for quality in their work and taking responsibility for maintenance and improvement of their knowledge ACTS OF PARLIAMENT The Carew standard Act 2000 This Act has a significant role in the social care work as it did extend the registration regime for the social care in England and that of Wales for provision of the children’s services, the Act requires the following: Registration of children homes Registration of family centre’sRegistration of the independent fostering agencies Registration of voluntary adoption agencies Registration of support agencies To be a permanent registered member one has to meet a set of regulations tailored to each individual service. In coming up to a decision whether the regulatory requirement shave been fulfilled, the registering authority must have a regard to minimum National standards. England’s registration authority is Office for Standards in Education, Childrens Services and Skills (OFSTED). The Social workers and the social care services cannot function without having satisfied the above requirements. As a social worker or a social care service provider, there is a need to have knowledge to avoid prosecution by Law The health and social care Act 2012 This bill was agreed upon by both houses and obtained the Royal Assent on the 27th of March to become an act of parliament. The bill created an independent National Health Service Board to promote choices made by the patients in regard to their health issues and reduced the administration tool of the National Health Service. A National Health Service Board was also created to allocate resources and provide guidance on commissioning of social care services. Powers of the government’s ability to commission services on behalf of patients were increased. The function of the Care Quality Commission was strengthened and Section 209 of this Act amended. The powers of the new law under Section 60 of the 199 Act gave her majesty the power by order in the council to regulate social workers and social care practitioners of England. This placed the role of social workers and the role of social health care providers directly under her majesty (Britain 2012, p. 9). This Act placed a lot of Significance on Social Care services being provided in the United Kingdom. A consideration on the adult social care was emphasized. For example, allowing the transfer of public health to the local authorities through local health and the well being boards. Various new bodies have emerged such as the Local health watches which have a function of checking on health and the social care standards. Children’s Act 2004. In England, the law protects the right of children. Section 11 and 12 of this Act places a statutory duty on all agencies to co-operate and promote the welfare of the children. The government guidance for social workers and other professionals that interact with children is that: the social worker has a duty of keeping the children safe. There should be constant feedback to the children social care local authority on suggestions and assessment and lastly every person who has a role should not think that he/she has the absolute right to the child’s needs. Professionals sometimes fail to report the abuse and neglect cases do not face penalties for crime however; they might be subjected to professional discipline Public Services (Social Value) Act 2012 The bill got a Royal Assent on 8th of March. The bill aimed to give strength to the social enterprise businesses sectors and make relevant the concept of social value and its importance in the placing and providing of public services. With this bill a National Social enterprise strategy was created to encourage the engagement in social enterprises. The local government act 2000 section 4 was then required to have a sustainable community strategy proposal that promote the engagement of social enterprise in their areas. The Local Authority Social Services Act 1970 This Act brought together the different fields of social work into a single Social service department in every local authority. With this establishment, an emphasis was laid on a co-ordinated and comprehensive system of approach to the social care, the support of families and identifying the need for people to seek aid. The formulated departments then became responsible for domestic aid, residential accommodation and recreational services. Care council of Wales All social workers should be registered. It is one of the bodies mandated to register and regulates the activities of the social workers and all other social care in Wales. The care council is set up under the Care Standards Act 2000. It includes the codes of professional practice, conduct rules, and a well established guideline on the complainant’s procedure. Some other features accessed include consultation services, annual reports, the newsletters and the e-bulletins. Registration of workers ensures that there is as constant data of available social workers and social health care workers in a given state or region. It is easy to verify a genuine worker and avoids imposters who might be out on criminal activities Care and Social services inspectorate Wales This is a body mandated to regulating and inspecting the establishment of agencies that offer social care services in Wales region. It carries out duties on behalf of the ministers of Wales. It has been given power under Act 2003 of the Social and Health care to look into the handling of social services by the local authorities. On their website, one is able to raise a query on social workers conduct for necessary action. Rights and freedoms of Social workers and limitations Guide to information sharing Social work is a professional duty. When dealing with children, England places emphasis on effective information sharing between the local agencies and the social workers on identification and assessment of service provisions. These are defined in â€Å"Working together to safeguard children (PDF). Under this guidance, paragraph 1.24 states clearly that fears that arise on sharing personal information should not hinder promotion of a child’s welfare and safety. All social workers and social care provider thus are required to have an efficient information discernment process to avoid a scenario of neglect in believe that another individual will do the task. Limitations to this guide These provisions however do have limitations. In Wales’s guidance on information sharing is found in chapter 14 of Safeguarding children working together under the Children Act 2004 (PDF). In these guidance paragraph 14.5 overlaps the guidance for professionals in England. It states that â€Å"The safety and welfare of a child or young person must be put into consideration first when making decisions about sharing information about them† and that must be, â€Å"an overriding public interest in disclosing information.† The guidance then further goes on to give the way forward in sharing on information. Paragraph 14.6 states that â€Å"the best way of ensuring that information sharing is properly handled is to work within carefully worked out information-sharing protocols between agencies and professionals involved, and taking legal advice in each case where necessary. Guide to Loss and damage Social workers have been mandated with a legal duty of caring and service providers. In essence these role places the employers with responsibility of paying up damages their employees suffer while in line of duty. In the event those being taken care of suffer adverse damage as a result of social work interference, then they are entitled to sue the social work company for negligence. These may be as a result of physical damage, emotional or psychological damage. While this is the case, the law prohibits the suing of social workers when performing certain statutory functions like safeguarding children. Employers need to understand the times which their employees may be liable to protection under the law and when not. Legislation on discrimination on Personal privacy In line of duty, social workers provide aid services. In order for them to carry out these functions effectively, it is paramount for them to have knowledge of the raft of legislation that protects individuals for discrimination basing on their gender, age, sexual orientation, religion, disability or ethnicity. These are domestic laws of the United Kingdom and are complemented by European Convention on human right which protects the citizens of the United Kingdom against unjustified state interference with their life. It is always possible for government and social work agencies getting into people’s life when they are not willing. In this event then the public can resort to the human rights protection of privacy and autonomy. Social workers and social work agencies need to have knowledge of the rights and privileges granted to the masses under the European convention for both parties to avoid violating them while at the same time helping individuals who have had their rights contravened The Human rights Human rights are legal obligations that are to be adhered to universally. Human rights are defined as â€Å"the universal right to standard living that is adequate for healthy and well being of individuals and their families.†(Roosevelt 2000, p.5). The global social work perspective embodies this by stating that â€Å"The struggle for dignity and fundamental freedoms, which allows for the full development of human potentials, boils down to two words: human rights.†(IFSW 1996). With this law, special work in the United Kingdom is bound to human rights which are considered sensitive to human race and collective citizenship. The social work must then be conceptualized and sensitized to the culture in which the services are offered. Thus a social worker in England should be able to accept the culture and laws of a state or region in which he/she is working in. Conclusion Social work and social care has a pivotal role in service delivery to the society. This view cannot go unnoticed. The values, ethics of social work such as respect for humanity, equality and service to all have played a major role in helping the less privileged in the United Kingdom. The beneficiaries have included the mentally ill, the old, women and children. The United Kingdom having realized the vital role of social care came up with various laws not only to check but to guide the professionals in their field of work. These laws have been defined in various Acts of parliament, Scholarly publications and various codes of ethics and conduct of the Social work profession. Social workers and social care workers interact with different people on daily basis. In order for a harmonious and efficient system of operation to uphold, these laws and various publications have played a major role. However the legal stipulations have also had a negative side of the story being felt where they h ave had to hamper the operations of social workers and social care practitioners. Technological advancements and constant reviews of challenges that have risen in the working environment of this profession I believe can act as a catalyst to new ideas to command this noble profession to greater heights in the United Kingdom References BRITAIN, G. (2012). Health and social care act 2012: chapter 7. [S.l.], Tso. BRAYNE, H., CARR, H. (2012). Law for social workers. Oxford, Oxford University Press. BRITAIN, G. (2012). Health and social care act 2012: chapter 7. [S.l.], Tso. BARNARD, A., HORNER, N., WILD, J. (2008). The value base of social work and social care. Maidenhead, England, Open University Press. ROOSEVELT, E. (2000). Universal declaration of human rights in English, Spanish, French, Chinese, Russian, Arabic. Bedford, Mass, Applewood Books. HEALY, L. M. (2008). International social work: professional action in an interdependent world. Oxford, Oxford University Press. REAMER, F. G. (2006). Social work values and ethics. New York, Columbia University Press. BERNSTEIN, P. (1997). American work values: their origin and development. New York, State Univ. of New York Press.BANKS, S. (2012). Ethics and values in social work. Houndmills, Basingstoke, Hampshire, Palgrave Macmillan. (2004). Children Act 2004: Explanatory notes. [S.l.], Stationery Office. Source document

Attitudes Essay -- essays research papers

Attitudes What are attitudes? How are they formed, measured and changed? What degree of influence do they exert on behavior? What important effects does prejudice have on attitudes, and how is prejudice caused? These are all questions that are central to the study of social psychology and, by reviewing the findings of psychological research into these areas, this essay will attempt to provide a balanced explanation of the topic. The fundamental question of what attitudes are cannot be answered easily, as many psychologists offer differing definitions. These range from simply describing them as likes and dislikes, to the definition provided by Tiffin and McCormick, in Attitude and Motivation(1971), where they summarize attitudes as being, â€Å"a frame of reference that influences the individual’s views or opinions on various topics and situations, and influences their behavior.† It is widely accepted, however, that attitudes include both beliefs and values. Beliefs, although considered to be based on the knowledge gained about the world around us, can vary greatly in their importance and influence, and therefore ibn their resistence to change. For instance, an individual’s belief in God is highly influential, not only on its own but also in its effect on many other beliefs held by the individual, whereas a belief that eating late at night may cause indigestion is far less central and inf luential in its effect. Beliefs, both major and minor, form the cognitive component of attitu...

Alfred Binet and His Life

Binet attended law school in Paris, and received his degree in 1878. He also studied Natural Sciences at the Sorbonne. His first formal job was as a researcher at a neurological clinic, Salpetriere Hospital, in Paris from 1883 – 1889. From there, Binet went on to being a researcher and associate director of the Laboratory of Experimental Psychology at the Sorbonne from 1891 – 1894. In 1894, he was promoted to being the director of the laboratory until 1911 (his death). After receiving his law degree in 1878, Alfred Binet began to study science at the Sorbonne.However, he was not overly interested in his formal schooling, and started educating himself by reading psychology texts at the National Library in Paris. He soon became fascinated with the ideas of John Stuart Mill, who believed that the operations of intelligence could be explained by the laws of associationism. Binet eventually realized the limitations of this theory, but Mill's ideas continued to influence his work. In 1883, years of unaccompanied study ended when Binet was introduced to Charles Fere, who introduced him to Jean Charcot, the director of a clinic called La Salpetriere. Charcot became his mentor and in turn, Binet accepted a job offer at the clinic. During his seven years there, any and every of Charcot's views were accepted unconditionally by Binet. This of course, was where he could have used the interactions with others and training in critical thinking that a University education provided. In 1883, Binet began to work in Jean-Martin Charcot's neurological laboratory at the Salpetriere Hospital in Paris. At the time of Binet's tenure, Charcot was experimenting with hypnotism. Binet was strongly influenced by this great man, and published four articles about his work in this area. Unfortunately, Charcot's conclusions did not hold up under professional scrutiny, and Binet was forced to make an embarrassing public admission that he had been wrong in supporting his teacher. When his intrigue with hypnosis waned as a result of failure to establish professional acceptance, he turned to the study of development spurred on by the birth of his two daughters, Madeleine and Alice (born in 1885 and 1887, respectively). In the 21 year period following his shift in career interests, Binet â€Å"published more than 200 books, articles, and reviews in what now would be called experimental, developmental, educational, social, nd differential psychology† (Siegler, 1992). Bergin and Cizek (2001) suggest that this work may have influenced Jean Piaget, who later studied with Binet's collaborator Theodore Simon in 1920. Binet's research with his daughters helped him to further refine his developing conception of intelligence, especially the importance of attention span and suggestibility in intellectual development. Despite Binet's extensive research interests and wide breadth of publications, today he is most widely known for his contributions to intelligence. Wolf (1973) postulates that this is the result of his not being affiliation with a major university. Because Binet did not have any formalized graduate study in psychology, he did not hold a professorship with a prestigious institution where students and funds would be sure to perpetuate his work (Siegler, 1992). Additionally, his more progressive theories did not provide the practical utility that his intelligence scale would evoke. Binet and his coworker Fere discovered what they called transfer and they also recognized perceptual and emotional polarization. Binet and Fere thought their findings were a phenomenon and of utmost importance. After investigations by many, the two men were forced to admit that they were wrong about their concepts of transfer and polarization. Basically, their patients had known what was expected, what was supposed to happen, and so they simply assented. Binet had risked everything on his experiment and its results, and this failure took a toll on him. In 1890, Binet resigned from La Salpetriere and never mentioned the place or its director again. His interests then turned toward the development of his children, Madeleine and Alice, who were two years apart. This research corresponds with that done by Jean Piaget just a short time later, regarding the development of cognition in children. A job presented itself for Binet in 1891 at the Laboratory of Physiological Psychology at the Sorbonne. He worked for a year without pay and by 1894, he took over as the director. This was a position that Binet held until his death, and it enabled him to pursue his studies on mental processes. While directing the Laboratory, Theodore Simon applied to do doctoral research under Binet's supervision. This was the beginning of their long, fruitful collaboration. During this time he also co-founded the French journal of psychology, L'Annee psychologique, serving as the director and editor-in-chief. n 1899, Binet was asked to be a member of the Free Society for the Psychological Study of the Child. French education changed profusely during the end of the nineteenth century, because of a law that passed which made it mandatory for children ages six to fourteen to attend school. This group to which Binet became a member hoped to begin studying children in a scientific manner. Binet and many other members of the society were appointed to the Commission for the Retarded. The question became â€Å"What should be the test given to children thought to possibly have learning disabilities, that might place them in a special classroom? † Binet made it his problem to establish the differences that separate the normal child from the abnormal, and to measure such differences. L'Etude experimentale de l'intelligence (Experimental Studies of Intelligence) was the book he used to describe his methods and it was published in 1903. Development of more tests and investigations began soon after the book, with the help of a young medical student named Theodore Simon. Simon had nominated himself a few years before as Binet's research assistant and worked with him on the intelligence tests that Binet is known for, which share Simon's name as well. In 1905, a new test for measuring intelligence was introduced and simply called the Binet–Simon scale. In 1908, they revised the scale, dropping, modifying, and adding tests and also arranging them according to age levels from three to thirteen. In 1904 a French professional group for child psychology, La Societe Libre pour l'Etude Psychologique de l'Enfant, was called upon by the French government to appoint a commission on the education of retarded children. The commission was asked to create a mechanism for identifying students in need of alternative education. Binet, being an active member of this group, found the impetus for the development of his mental scale. Binet and Simon, in creating what historically is known as the Binet-Simon Scale, comprised a variety of tasks they thought were representative of typical children's abilities at various ages. This task-selection process was based on their many years of observing children in natural settings. They then tested their measurement on a sample of fifty children, ten children per five age groups. The children selected for their study were identified by their school teachers as being average for their age. The purpose of this scale of normal functioning, which would later be revised twice using more stringent standards, was to compare children's mental abilities relative to those of their normal peers (Siegler, 1992). The scale consisted of thirty tasks of increasing complexity. The easiest of these could be accomplished by all children, even those who were severely retarded. Some of the simplest test items assessed whether or not a child could follow a lighted match with his eyes or shake hands with the examiner. Slightly harder tasks required children to point to various named body parts, repeat back a series of 3 digits, repeat simple sentences, and to define words like house, fork or mama. More difficult test items required children to state the difference between pairs of things, reproduce drawings from memory or to construct sentences from three given words such as â€Å"Paris, river and fortune. † The hardest test items included asking children to repeat back 7 random digits, find three rhymes for the French word obeisance and to answer questions such as â€Å"My neighbor has been receiving strange visitors. He has received in turn a doctor, a lawyer, and then a priest. What is taking place? † (Fancher, 1985). For the practical use of determining educational placement, the score on the Binet-Simon scale would reveal the child's mental age. For example, a 6 year-old child who passed all the tasks usually passed by 6 year-olds–but nothing beyond–would have a mental age that exactly matched his chronological age, 6. 0. (Fancher, 1985). Binet was forthright about the limitations of his scale. He stressed the remarkable diversity of intelligence and the subsequent need to study it using qualitative, as opposed to quantitative, measures. Binet also stressed that intellectual development progressed at variable rates and could be influenced by the environment; therefore, intelligence was not based solely on genetics, was malleable rather than fixed, and could only be found in children with comparable backgrounds (Siegler, 1992). Given Binet's stance that intelligence testing was subject to variability and was not generalizable, it is important to look at the metamorphosis that mental testing took on as it made its way to the U. S. While Binet was developing his mental scale, the business, civic, and educational leaders in the U.  S. were facing issues of how to accommodate the needs of a diversifying population, while continuing to meet the demands of society. There arose the call to form a society based on meritocracy (Siegler,1992) while continuing to underline the ideals of the upper class. In 1908, H. H. Goddard, a champion of the eugenics movement, found utility in mental testing as a way to evidence the superiority of the white race. After studying abroad, Goddard brought the Binet-Simon Scale to the United States and translated it into English. Following Goddard in the U. S. ental testing movement was Lewis Terman who took the Simon-Binet Scale and standardized it using a large American sample. The new Standford-Binet scale was no longer used solely for advocating education for all children, as was Binet's objective. A new objective of intelligence testing was illustrated in the Stanford-Binet manual with testing ultimately resulting in â€Å"curtailing the reproduction of feeble-mindedness and in the elimination of an enormous amount of crime, pauperism, and industrial inefficiency (p. 7)† Terman, L. , Lyman, G. , Ordahl, G. , Ordahl, L. , Galbreath, N. ; Talbert, W. (1916). The Stanford Revision and Extension of the Binet-Simon Scale for Measuring Intelligence. Baltimore: Warwick ; York. (White, 2000). It follows that we should question why Binet did not speak out concerning the newfound uses of his measure. Siegler (1992) pointed out that Binet was somewhat of an isolationist in that he never traveled outside of France and he barely participated in professional organizations. Additionally, his mental scale was not adopted in his own country during his lifetime and therefore was not subjected to the same fate. Finally, when Binet did become aware of the â€Å"foreign ideas being grafted on his instrument† he condemned those who with ‘brutal pessimism' and ‘deplorable verdicts' were promoting the concept of intelligence as a single, unitary construct (White, 2000). From 1905 to 1908, Binet and Simon developed a test primarily for kids ages 3 to 15 that would compare their intellectual capabilities to other children of the same age. He did a lot of trial and error testing with students from his area. Binet studied groups of â€Å"normal† children, and also children who were mentally challenged. He had to figure out which tasks each group of students was able to complete, and what would be considered standard in the groups. The tests were held between one interviewer and one student, and determined what level of intellectual thinking the student had achieved. The invention of the intelligence test was extremely important to the field of education. Binet published the third version of the Binet-Simon scale right before he died in 1911, but it was still unfinished. If it were not for his early death, Binet surely would have continued to revise the scale. Still, the Binet-Simon scale was and is hugely popular around the world, mainly because it is easy to give and fairly brief. Since his death, many people in many ways have honored Binet, but two of these stand out. In 1917, the Free Society for the Psychological Study of the Child, to whom Binet became a member in 1899 and which prompted his development of the intelligence tests, changed their name to La Societe Alfred Binet, in memory of the renowned psychologist. The second honor was not until 1984, when the journal Science 84 picked the Binet-Simon scale, as one of twenty of this century's most significant developments or discoveries. He studied sexual behavior, coining the term erotic fetishism to describe individuals whose sexual interests in nonhuman objects, such as articles of clothing. He also studied abilities of Valentine Dencausse, the most famous chiromancer in Paris in those days.References http://www.mhhe.com/mayfieldpub/psychtesting/profiles/binet.htm http://www.indiana.edu/~intell/binet.shtml

A Different History by Sujata Bhatt - Analysis Essay

Explore the ideas in the poem A Different History by Sujata Bhatt. Sujata Bhatt reflects and explores on the ideas of ‘culture, ‘values’, human struggle, religion combined with its beliefs and acquisition of foreign or strange language. Bhatt invites the readers and takes them through the culture of India and its religious beliefs that every life respects them there. There is enough vocabulary to understand this in the poem. She also expresses her bitterness and strong emotions towards the struggle and torture borne by the people ‘here’ in the past. She wonders and ponders on the issues of ‘tongue’ and ‘language’ She shows her amazement and expresses her inability to understand how people ‘here’ learn to love the ‘strange language’ that†¦show more content†¦She brings out the picture of togetherness in animals and trees. The simile ‘disguised as snakes and monkeys’ provides us the clue to the belief of sacredness. Bhatt explains the fact that ‘sin’ doesn’t need to be a serious wrong act in ‘this culture’ but a small act can be ‘sin’. Bhatt uses three verbs that denote rudeness in behavior towards books. She uses ‘shove’ , ‘slam’, and ‘toss’ to explain how the culture ‘Here’ values knowledge. Though treating a book rudely is not an act of disrespect but an act of ‘sin’ here’; a serious connotation. Bhatt uses the word ‘sin’ three times to mean more than a wrong act in life. This throws light on the culture of ‘India’ and values observed here. Bhatt gives a hint of religious beliefs in her though not really enthusiastically to prevent the idea of negativity in her ideas. She introduces ‘Sarasvati’ to the readers of English as a ‘goddess of Arts’ – knowledge, painting and music. She conveys that the people( ‘soul’) enjoy endless freedom ‘here’ but they are bound to observe the beliefs of this culture. The line ‘You must†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..disturbing Sarasvati’ highlights the idea the freedom is in respecting one’s culture and self but not enjoying oneself which is selfishness. There is a hint of dualism in 17th and 18th lines. These lines express the value system which is an ‘obligation’ in this culture. We can understand this with the word ‘must’ in the poem. Bhatt suddenlyShow MoreRelatedThe Songs Of Freedom - Original Writing989 Words   |  4 Pagestruly become myself. Coming from the Gambia, West Africa, I’ve always struggled with identity and who I was as a person. I never truly felt a sense of belonging and always struggled with where I fit in or belong to. At home, I am viewed as slightly different from everyone else; children and even elders constantly questioned my nationality. When I speak, I was repeatedly asked â€Å"where are you from?† This question would always confuse me and I would hastily reply â€Å"I am from Gambia of course, where elseRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesBrier, and Roy Rosenzweig Also in this series: Paula Hamilton and Linda Shopes, eds., Oral History and Public Memories Tiffany Ruby Patterson, Zora Neale Hurston and a History of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M