Pride and Prejudice Essay

Mr Collins proposes to both Elizabeth and Charlotte, but their reactions are very different. What does the behaviour of all three characters, during chapters 19, 20 & 22 tell us about the different attitudes to marriage in the early nineteenth century? In the 19th century, men were rated higher than women in society therefore when it came to marriage, once women were married all of their belongings, earnings and wealth were passed onto their husbands and in return their husbands would take care of them. Men and women back then would very rarely marry for love and happiness but otherwise mainly for money, security and to be higher up in society in some cases. Jane Austin wrote the story ‘Pride and Prejudice’ which deals with some of the most important aspects of adult life in the 19th century and explores the different views of marriage thoroughly throughout the book. Elizabeth Bennet is the second eldest of the five Bennet sisters and plays a vital part in the novel where she believes that marriage should be about love, equality and respect. Her view is that marriage is to be an equal partnership and a meeting of minds. She is a girl of high principles and her marriage would have been one of equality as she quotes â€Å"And if I were determined to get a rich husband, or any husband, I dare say I should adopt it† (volume 1 chapter 6 page 15) which shows her determination that she would not marry for money, but only for true love. Marriage today is seen upon by society as a way to be connected to your ‘other half’ forever due to your undying love for each other. Many people get married by choice of the heart which is similar to the way Elizabeth saw matrimony back in the 19th century. When Mr Collins proposes to Elizabeth she try’s to be nice and reject him in a nice way by saying ‘†Accept my thanks for the compliment you are paying me. I am very sensible of the honour of your proposals, but it is impossible for me to do otherwise than decline them† (volume 1 chapter 19 page 89) though he does not believe that her means what she says when she refuses him. Therefore Elizabeth ends up saying â€Å"I am perfectly serious in my refusal. – You could not make me happy, and I am convinced that I am the last woman in the world who would make you do† (volume 1 chapter 19 page 90) and by saying this she is sticking to her principals of only marrying for love. Even though he can save her and her family financially, she is still prepared to sacrifice financial security for personal feelings and freedom. I do admire Elizabeth for this decision because she told him what she honestly thinks/believes. I believe you should only marry someone if you are deeply in love with them and feel that you want to share your life with them. Also, Elizabeth does not want to make the same mistakes others have made in past marriage; advised by her father as he does not have true feelings for Mrs. Bennet which makes their marriage very unhappy and uncomfortable. This has probably influenced her decision a lot to decline Mr. Collins because she does not want to end up in the same position as her parents. After many attempts of trying to change Elizabeth’s mind, Mrs. Bennett resorts to saying â€Å"You must come and make Lizzy marry Mr Collins, for se vows she will not have him, and if you do not make haste he will change his mind and not have her† (volume 1 chapter 20 page 93) to Mr. Bennet because she desperately is trying to marry all off Elizabeth so that she isn’t her responsibility any more. Elizabeth is also getting older and at that time when they got to a certain age and were not married, they would be seen as not eligible for marriage, i.e. a spinster. On the other hand, Mr. Bennet reduced the situation to a joke by contrasting his opinions of the proposal with that of his wife. He ended the situation by saying â€Å"An unhappy alternative is before you, Elizabeth. From this day you must be a stranger to one of your parents. – Your mother will never see you again if you do not marry Mr Collins, and I will never see you again if you do† (volume 1 chapter 20 page 93) because he understands why Elizabeth does not want to marry Mr. Collins, cares more about his daughters happiness than their wealth and does not want to see her end up regretting her married life like he is. When Mr. Collins is rejected he refuses to abandon his decision to marry. Instead of Elizabeth, he decides to set his sights on Charlotte Lucas and asks her to marry him instead. As soon as Elizabeth found out that her best friend Charlotte was engaged to Mr. Collins, she expressed her surprise by exclaiming â€Å"Engaged to Mr Collins! My dear Charlotte, – impossible!† (volume 1 chapter 22 page 104) because she could not come to terms that Charlotte would be marrying this arrogant man. ‘But Elizabeth had now recollected herself, and making a strong effort for it, was able to assure her with tolerable firmness that the prospect of their relationship was highly grateful to her, and that she wished her all imaginable happiness’ which shows us she was pleased for the couple and shows her support for Charlotte by wishing her well. By doing this Elizabeth demonstrates that she will support others if they believe they will be happy despite not wanting to marry for any other reason than love and happiness herself. The character Mr Collins is a Church of England rector, who inherits Mr Bennet’s estate and his patron is Lady Catherine de Bourgh (Darcy’s aunt). His attitude towards marriage is different to Elizabeth’s as he wants to marry for economical reasons which is clearly shown when he says â€Å"Having now a good house and very sufficient income, he intended to marry; and in seeking a reconciliation with the Longbourn family he had a wife in view, as he meant to choose one of the daughters, if he found them as handsome and amiable as they were represented by common report† (volume 1 chapter 15 page 57). Mr Collins himself is silly, pompous and self-satisfied, though he seems to have a significant role as a potential marriage partner, which is unfortunately let down by his lack of care for anyone but himself. He only wants to secure his place in society by marrying as Lady Catherine will promote him which will then move him into a higher class of people. Mr Collins reasons for wanting to marry one of the Bennet sisters is ‘This was his plan of amends – of atonement – for inheriting their father’s estate; and he though it an excellent one, full of eligibly and suitableness, and excessively generous and disinterested on his own part’ (volume 1 chapter 15 page 57-58) which means as he is inheriting their fathers land, he thinks he can make things better by marrying on of them however despite him thinking this is a very good idea, he is not in love with any of them. Whilst Mr. Collins is in search of a wife; his first choice is Jane, but learning of her likely engagement to Mr. Bingley, he switched his attention to Elizabeth. I believe that this sudden change is consistent with everything we have learnt about Mr. Collins. Although whilst on one had his intentions appeared honourable i.e. he wants to marry one of the sisters in order to re pay them for inheriting their fathers land , the fact that he is willing to marry any of them without loving them, demonstrates his ultimate lack of regard and respect. It also highlights his underlying reason to marry in order to accumulate more wealth and social status. Next, the way Mr. Collins proposed to Elizabeth was excessively formal and consisted entirely of reasons why he should marry. His starts off with mentioning â€Å"Almost as soon as I entered the house I singles you out as the companion of my future life† (volume 1 chapter 19 page 88) which is a complete lie as we all know his first choice was Jane. The order in which he gives his reasons for marrying is interesting too as he mentions he wants to set a good example, how it will make him happy and the fact that Lady Catherine had told him to get; all before he even mentions love! His proposal shows only concern for himself and his standing with Lady Catherine who seems to be the only woman he does care for. Apart from being incredibly long-winded, his speech sounds like a business deal without any suggestion of romance which probably turns Elizabeth off him even more. When Mr. Collins says â€Å"I am therefore by no means discouraged by what you have just said, and shall hope to lead you to the altar ere long† (volume 1 chapter 19 page 89) means he is then dismissive when Elizabeth turns down his proposal assuming that she really means yes, when she is saying no and thinks that all young women react in this way initially when asked for their hand in marriage. Again, this shows us that he is pretty arrogant, doesn’t take Elizabeth seriously – or any other women for that matter and thinks that he will marry Elizabeth in the end despite what she is saying. Amazingly, Mr. Collins is very fast to change mind from Elizabeth to Charlotte which tells us he has no intention of stopping until he is married and he would happily marry a woman who does not love or even like him. He barley knows Charlotte, yet he is willing to spend the rest of his life with her and he will not be grateful that she is his wife but grateful they are married because then he is seen higher in society. Although he may have said he had feelings for Elizabeth, they way he was able to move onto Charlotte so quickly also enhances our thoughts of him being selfish. By doing all of this, he is quickly showing that he only has a heart for himself therefore he will never love any woman or find true love and no woman will ever be able to love him back.

Detective writers Essay

The dim-witted police (inspector Raglan) acted as Poirot’s sidekick. Inspector Raglan is the traditional dim-witted policeman who comes up with bad suggestions, however he is also Poirot’s right hand man. When Inspector Raglan was out of sight, Poirot claimed, â€Å"†¦that stupid inspector- for he is stupid-has everything pointing his way†. Poirot is saying that he is to stupid to see the evidence that is right in front of him and it shows you his dim-wittedness. M. Poirot had asked the inspector if he had checked all the evidence carefully, but when he was asked if he had overlooked â€Å"the quick or the dead† â€Å"The inspector looked bewildered† as if he was too stupid to understand.  Poirot had also asked if he had overlooked the fingerprints on the dagger, He had then mocked inspector Raglan by exclaiming, â€Å"It is an easy matter to verify†.  Poirot, the superior detective had come across a lot of evidence during the story, however the evidence was faulty and Poirot was intelligent enough to figure this out. During his inspection around Roger Ackroyd’s room, Poirot was told that the Grandfather chair had been moved since the departure of parker’s stay in the room, The doctor said it wasn’t important, however Poirot replied â€Å"It is completely unimportant†¦That is why it is so interesting†. Here Poirot is showing us his superior judgement. When Poirot was examining the body he was very observant and he automatically knew Mr Ackroyd did not commit suicide because of the positioning of Ackroyd’s hand, â€Å"the position of the prints was somewhat awkward†.  Poirot was the only one to spot that Mr Ackroyd was dictating a letter when Mr Raymond overheard him. Poirot knew he was dictated it from how he read it out, â€Å"Would any man use such a phrase in talking to another?† This shows us that Poirot has excellent observational skills and his intelligence. It was very surprising to know that it was Doctor Shepard who committed the murder because he seemed genuine, however it was more surprising to know that it was the murderer who was the narrator, that was a huge shock. Christie had gave us a very exciting twist which didn’t follow the traditional detective story, but gave us a very interesting ending. I think that this technique adds to the excitement of the story and also intrigues the reader much more. The surprise is that the trustworthy narrator is the murderer, you automatically assume he or she is the trustworthy distant bystander. The murder was set in King’s Abbot, a village â€Å"†¦very much like any other village†. The setting was a very unexpected place for a murder, there was nothing sinister about it, so it would be a very unusual place to have a murder, however it did intrigue the reader to know whom the murdering villager was. Although the setting seemed innocent Mr Roger Ackroyd seemed different. Poirot describes the average villager of being â€Å"a country squire† however he describes Mr Ackroyd of being â€Å"†¦an immensely successful†, a contrast between the average countryman and Mr Ackroyd. From reading ‘The Orient express’ and ‘the blue carbuncle’ you notice a huge contrast in the way the author presents his characters. When reading one of Agatha Christie’s novels you find out all the characters background information where as when you’re reading a Sir Doyle novel the back ground information is limited only if The superior detective decides to concentrate on a particular character.  Agatha Christie’s method had influenced other up and coming writers. Ruth Rendell is a more recent novelist who has manipulated detective Fiction, however she has kept the certain methods of what Agatha Christie had once used. ‘Burning End’ was very unusual to my detective genre perceptions. The story had felt peculiar to how I would perceive a detective fiction. I would perceive a detective story to contain Traditional elements, where as this one doesn’t even contain a detective. The story was a mystery, where by the reader was psychologically presuming whom the murderer was at the end of the story. It was basically an open ending for the reader to ponder upon. The story had contained a few traditional elements but not as you would assume their to be. The elements found were the perfect crime, the wrongly accused suspect, the surprise ending and the dim-witted police. Each one seems very doubtful because of the open ending, however passages in the story have made the situation controversial. The crime committed that we know no perfect to or any truth to have believed the matter to be insufficient, however if beliefs were told you would assume Linda to have committed the offence. Linda seemed very caring and had worried about the welfare of Betty. She would be her personal servant, however Betty had never shown any affection or appreciation to Linda’s hard working generosity, for example Betty’s son asks her â€Å"to come and live with them at the farm. Betty responded very differently from when she asked her†. This might have provoked Linda into uncaring motives. During the death the house that Betty was living in had naturally or unnaturally caught on fire while Betty was present. Ms Rendell gives suggestions on how it set on fire, however the likeliest possibility was that the Linda had intentionally new the house was going to be caught on fire and Linda would of used it as an attempt to dispose of Betty for her ungratefulness. Linda had discovered an unpredictable way of causing fire and found it quite astonishing. She discovered this method by noticing the paper near the vase had caught on fire, to her amazement she believed the vase had began a magnifying effect when exposed to sunlight, causing the paper to be magnified, in result to a fire. Linda had intended to move the vase for safety hazards, however Linda had felt hesitation, â€Å"It was a strange feeling she had†¦she would somehow have closed a door or missed a chance†. Linda doesn’t give reference to what she had missed a chance on, but the only explanation the reader can think of is that she has missed a chance on killing Betty in such an accidental way that to Linda it was the perfect crime. Then again it may not have been Linda. The wrongly accused might have been the doctor or even Linda. No one was literally accused, however the reader would have been suspicious on particular characters. The Doctor is the most controversial of my suspects, his remarks and attitude seem to emphasize that Betty should die early with her family â€Å"†¦best for the old folks to end their days at home whenever possible.† He seems to clarify that he wants her to die soon and â€Å"He made no comment on the cigarette† where as most doctors try to keep the patient healthy, this doctor doesn’t mind the usage of cigarette smoke around her as long as it speeds up the process. Near the end the doctor believes he had killed her, he claimed it was an accident, however if it was murder or manslaughter he didn’t feel any remorse. â€Å"I don’t feel a scrap of guilt, accidents will happen and there’s nothing you can do about it†. Any other sincere human being would have felt guilty if they knew they had caused a death, it seemed as if he intentialy left the cigarette their to cause the death. Although The Burning End doesn’t contain any dim-witted police, the story still contains a sense of dim wittedness. Like Agatha Christie, Ruth Rendell uses her dim witted police role in her characters. While Brian and Michael are suggesting why Linda is miserable, they come across the fact that she feels guilty. However they don’t realise she is upset because she might have literally killed Betty. Brian and Michael knew Linda was feeling guilty but they never took it into consideration that Linda could of caused the fire. The brothers are too dim witted to see that Linda was feeling guilty over the fact that Linda may have caused the death. Michael suggests that its â€Å"guilt† that is making Linda miserable. Brian responds to Michael’s theory by blasting back â€Å"What’s she got to be guilty about? She couldn’t have done more if she’d been Mum’s own daughter.'† This would of made the crime even more perfect if it was L inda. Detective Fiction has been changed and manipulated over the past century, from Sir Doyle to Ruth Rendell. Detective Fiction has changed with time and time has changed with Detective fiction. Since Sir Doyle detective fiction has introduced new excitements and has gradually manipulated the readers thoughts. Detective stories have changed so much, from having the superior detective as the centre point to having no detective at all. Agatha Christie was the one, who began manipulating Detective Fiction, although she had made a few adjustments, she still kept the concept. Agatha intended to use the ideas of past detective writers and present them in her own way  Ruth Rendell the most recent Detective writer of my studies is a prime example of how Detective fiction has changed. Ruth stories are in contrast with Sir Doyle’s because Ruth uses the ideas and manipulations of the recent Detective writers (Agatha Christie) and recapitulates them to create new means of excitement. This is an example of how Detective fiction has changed and will proceed in the future.

Strategic Management in Action Essay Example | Topics and Well Written Essays - 3000 words

Strategic Management in Action - Essay Example This research will begin with the statement that Strategic Management operations usually have quite a significant role in the processes of strategic planning and performance. Strategic implementation involves the actual realization of the planned strategies of an organization on a daily basis. There are four main functions that are used in strategic management in action. They are preparation, organization, directing and controlling stages. Planning: The planning involves the constant practice of the business development. It is basically the outline of business development in any organization. In this stage, the management group establishes what the needs of the business establishment will be in future and creates plans for the action. The plans that are created should be those that are approved by both the business’s stakeholders as well as the organization. Organising: The second stage of organizing basically has to do with developing the teams of the personnel that works in the organization as well as their different roles. It allows tasks which are supported by the delegation of authority to the internal stakeholders. If the stakeholders are dissatisfied with the way labor and authority are used in assigning tasks, their dissatisfaction will end up affecting their performance, resulting in lower overall productivity. Directing: Directing, which is the third stage, is a multifaceted role in which there is the execution of the management processes. It is a practice of communicating, inspiring and guiding the workers.

The use of prophylactic antibiotics to reduce the instances of Research Paper

The use of prophylactic antibiotics to reduce the instances of surgical site infections - Research Paper Example We will write a plan for the implementation and evaluation of this plan and its application guidelines. In the interest of covering the trend of electronic health records, the plan will involve the use of newer technologies in maintaining a 100% antibiotic prophylaxis rate. While much has been written concerning which medications to use, when and how, I will take the Stetler Model to use newer technologies to improve upon current problems and provide new ideas to that extent. Phase 1: Introduction and Preparation A great many strides have been made since the advent of antibiotics that have helped cure infection and even prevent them from happening. In surgical care, because the body is being necessarily invaded normal flora can be translated to areas in which they become pathogenic and cause infection and disease (Wells, 2009) . Surgical site infections occur as a result of these bacteria and cause disease in the following manners: Incisional Deep (muscle and fascial layers) Subcutan eous (cellulitis) Organ or Space (Abscess or Meningitis) Further, research conducted by White (2007) shows how despite national recommendation guidelines many hospital surgical teams fail in achieving a 95%+ rate of surgical antibiotic prophylaxis to prevent post-operative infections which can occur as late as 30 days after the procedure (Wells, 2009). The most common soft tissue infectionsare gram positive organisms and are easily treated or prevented, but if allowed to infect areas of the body without prior treatment they can reproduce and cause abscesses, then the chance of damaging infections where organ function is compromised can be adequately controlled using the Stetler model to be implemented here. Appendix 1 will show the replication of the National Research Council Wound Classification. Interest Interest in this topic stems from insight to the needs we have at present to improve some of the antiquated paper systems in place with one that provides for the needs of the pati ent population, accounting for human error, that will be incurring a surgical procedure and that would be all patients from pediatric to geriatric. The need to limit infection as a complication of an already difficult medical practice is tantamount to improving post-operative infection outcomes where co-morbidities are not common place, but rare and limited. Patient Population and Clinical Settings As mentioned, almost every patient will at one time need a surgical procedure. However, each operation is different and carries risks unique to itself. A colectomy will certainly need different antibiotic treatment than a simple cyst removal or even a transplant operation, however the pre-surgical needs are all the same. Each patient needs to meet with the anesthesiologist, the operating surgeon if they haven't prior to the date, and nursing staff who will be caring for them throughout the process. In each, be it an outpatient facility, hospital, or clinic, appropriate treatments should b e administered and proper documentation followed. Validation and Literature Review A complete and thorough review of current literature regarding surgical prophylaxis was performed using Google Scholar for literature review, PubMed, and text sources. Search target parameters included 'surgical prophylaxis error', 'nursing surgery error', 'pre-surgical antibiotics' and 'surgical infection'. After a thorough review,

The Causes and Effects of Water Pollution in Lake Huron Essay

The Causes and Effects of Water Pollution in Lake Huron - Essay Example Lake Huron suffers from a number of water pollutants that have greatly affected its flora and fauna as well as the freshness of its water. The lake endures point source pollution from industrial wastes and non-point pollution from fertilizer and pesticide runoff from surrounding farms. These pollutants result in adverse effects that contaminate soils, reduce the quality of its water and damage its ecosystem. The damage from pollution in this lake has harmful repercussions on the wildlife, fishes and human beings that depend on water from this lake. Point-source pollution This refers to the direct source of contamination in Lake Huron. This is often done when pipes or vessels direct their toxic wastes directly into the lake. Initially, paper and pulp industries located around the lake believed that water could dissolve anything and, thus, neutralize the toxicity of their wastes (Shear, 2006). This resulted in the companies dumping most of their wastes such as mercury into the lake. Ot her industries dump their wastes that contain harmful chemicals, heavy metals, organic toxins and oil by products into Lake Huron. In the recent past, fecal matter has been observed in the lake. This means that sewerage companies are directing wastes into the lake as well. This has resulted in the increase of harmful and disease causing bacteria in the lake. At the same time, the sewerage and other inorganic and organic wastes disposed off in the lake have resulted in a decline in the quality of Lake Huron’s water. Non-point source pollution This is pollution that does not come from a specific location. The most prevalent non-point source of pollution in Lake Huron is pesticide and fertilizer runoff. There are a number of farms surrounding Lake Huron. These farms depend on the lake for water that is vital for irrigation of the vast horticultural farms due to its constant and never-ending supply. These farms make use of a number of fertilizers and pesticides that are used to e nhance crop growth. However, the chemicals used in making these fertilizers and pesticides are often washed down from the crops by rain or irrigation water. These chemicals find their way into the lake through rivers and stream that empty their waters in the lake (Shear, 2006). This often results in the influx of harmful chemicals that greatly affects the lake’s ecosystem as evidenced by the large number of sea birds that are found dead along the lake’s shoreline. The fishes caught from this lake also have a lot of harmful chemicals in them. Residential waste Household waste has become one of the greatest Lake Huron pollutants. Residential wastes that contain organic or inorganic waste and detergents are major contributors to the lake’s water pollution. Organic waste is one which can be decomposed by bacteria such as fruit and vegetable remains. Inorganic waste includes wastes such as leather, plastic, paper, glass, fabric, metals and wood among other wastes whi ch do not decompose. These wastes cannot be broken down through the help of bacteria and is often referred to as non-biodegradable (Shear, 2006). Detergents are also not broken down easily by bacteria. This means that they remain active for prolonged periods after getting into the fresh water lake. This leaves the water polluted and results in the poising of aquatic organisms such as fish, birds and plants that reside in Lake Huron. Human and animal wastes

Nursing and health care Essay Example | Topics and Well Written Essays - 2000 words

Nursing and health care - Essay Example angles. The American Thoracic Society Quality of Life Resource defines it to be an individual's ability to perform normal daily activities to meet basic needs to fulfill usual domestic and social roles (Leidy, N.K., 1994) and maintain health and well-being appropriate for age that subsumes into functional capacity and functional performance (Wilson, I.B., Cleary, P.D., 1995).Functional Performance: Functional performance, hence, is related to physical activities of daily living, simply assessed by self-report. Functional status can be influenced by biological and physiological impairment, symptoms, mood, and other factors like socioeconomic parameters. It is likely to be modified by the patient's health perceptions, for example, a person who thinks himself ill will have a poor functional status as measured by performance. Functional status is an aspect of health, and it is, in turn an aspect of useful, active life, and that becomes a problematic area in the elderly or geriatric age group.WONCA: In the perception of the World Organization of General Practice and Family Physicians (WONCA), it represents actual performance level or capacity to perform both in the sense of self-care or being able to fulfill a task or role at a given moment during a given period. The WONCA classification committee defines function as the ability of an individual to cope with and adapt to the changing elements in his or her individual environment and to perform certain tasks, like grooming, transferring, ambulating, bathing, and dressing to a measurable degree (WONCA Classification Committee, 1990).CICD: The Center to Improve Care of the Dying simply expresses this concept to be the...Laviolette, Melissa A. Bernstein, David Kaliton, Carmen Castaneda, Charles T. Pu, Jeffrey M. Hausdorff, Roger A. Fielding and Maria A. Fiatarone Singh,, Association of Muscle Power With Functional Status in Community-Dwelling Elderly Women, The Journals of Gerontology Series A: Biological Sciences and Medical Sciences 55:M192-M199 (2000). Tomonari OKADA, Toshiyuki NAKAO (1998), Physical Functional Status And Factors Contributing To Disability In Japanese Chronic Dialysis Patients, Nephrology 4 (3), 195-203, doi:10.1046/j.1440-1797.1998.d01-27.x Valderrama, E., Gama, J Damian, J Perez del Molino, M Lopez, M Perez, and F Iglesias, Short Report. Association Of Individual Activities Of Daily Living With Self-Rated Health In Older People, Age Ageing, May 2000; 29: 267 - 270.

Philosophy final exam Essay Example | Topics and Well Written Essays - 1250 words

Philosophy final exam - Essay Example In addition to this argument, Socrates also argues that a better person cannot be harmed by a worse one. This argument is presented in response to claims against him that he has corrupted the Athenian youth. Similar to the earlier argument this can be extended to a broader context, so that if one person is truly considered better in terms of moral or intellectual qualities, then it is possible for another individual to corrupt them. A third argument Socrates advances is that a man should do what is right and not consider living and dying. In these regards, Socrates is referring to the nature of morality and correct action. For Socrates, the individual should follow a path that considers the nature of life for not selfish reasons, but for what is best in terms of their own existence. Through Plato, Socrates made a number of great contributions to philosophy. Among the important contributions include the argument of the theory of forms, which contended that objects within the world have an eternal metaphysical form. For instance, three different types of clouds are all part of the eternal form of cloud. In the Apology, perhaps his greatest contribution to philosophy is his contention that the unexamined life is not worth living. My personal feeling on Socrates is a general approval of his approach to life. Still, I recognize that many of his philosophical ideals, including the theory of forms, are out-dated and do not stand up to contemporary examination. William Paleys approach to religion is greatly influenced by movements in natural theology. In these regards, Paley believed that Gods design for the universe and the physical world can be identified in the happiness in the order of things. His approach to natural theology can be identified in texts such as aptly named Natural Theology where he outlines this philosophical stance (â€Å"Victorian

UK Taxation System Essay Example | Topics and Well Written Essays - 2750 words

UK Taxation System - Essay Example Present in the UK for a minimum of 183 days ii. Not habitually in the UK but makes substantial visits averaging a minimum of 91 days a year in each of four or more consecutive years. For anyone who may be emigrating from the UK, the number of years is three instead of four. However, if there are extenuating circumstances such as illnesses the days are ignored for the 91-day rule but not for the 183-day rule. Ordinary residence indicates a higher degree of permanence when compared to the residence. An individual is considered to be ordinarily resident if residence in the UK is of a habitual nature. Therefore, if that person goes abroad for a period constituting a full tax year the individual is regarded as remaining a resident and ordinarily resident during the period of absence. What is taxable? A UK resident is normally liable for taxation on income earned both in the UK and overseas. A non-resident, however, is only liable to pay UK income tax on income earned in the UK (BPP Learni ng Media 2009). Income from several sources is brought together in an individual’s personal tax computation. These sources include non-saving - income from employment; saving income - building society interest and national saving and investment interest; and dividend income - income received for investment in company shares. Interest paid and income tax allowances - personal, a married couple, a blind person and other allowances which are determined by the government are deducted from non-saving income. Table 1shows information on various personal and other allowances and related income limits for the year 2010/11.   The relevant tax period The relevant tax period for income tax in the UK runs from 6th April to 5th April. Therefore, the 2010/2011 financial year it runs from 6th April 2010 to 5th April 2011. Tax bands The income tax system in the UK is progressive. It is expected that by doing so individuals earning high income and businesses earning high profits will pay hi gher levels of taxation. The details are shown in Table 2. Table 2 - UK Tax Bands Particulars Rate Income tax band (?) Comments Starting rate for savings 10% 0 – 2,440 The starting rate of 10% applies only to savings income. The 10% starting rate does not apply Basic rate 20% 0 – 37,400 Higher rate 40% 37,401 – 150,000 Additional rate 50% Over 150,000 Savings income is taxed at 10% for an income range of ?0-?2,440. However, if non-savings income is above that limit then the 10% starting rate for savings income does not apply. Dividend income is taxed at 10% for those paying tax in the basic rate band, 32.5 for those taxed in the medium rate band and a new additional rate of 42.5% was introduced in 2010/2011 for those individuals who are earning income in excess of ?150,000 (tax rates.cc n.d).

Addressing Nursing Shortages Article Example | Topics and Well Written Essays - 750 words

Addressing Nursing Shortages - Article Example A recent survey, conducted by the NurseWeek/AONE research advisory council, was aimed at a large population of existing nurses to gauge their perceptions on whether the nursing shortage in America was actually causing problems with the delivery of health care. The results revealed that an alarming seven out of 10 nurses involved in the survey agreed that staffing shortages at many hospitals had actually caused significant problems in the delivery of quality healthcare (Graham, 2002). With this acknowledgment in place, and with the recognition that patients were actively suffering due to insufficient volumes of nursing care, it is important to identify that an inability to recruit new nurses is dramatically impacting patient (and nurse) perceptions about the troubles associated with low levels of competent care givers across the country. However, why are recruitment levels in the field down from previous years? One particular author, in this case, a registered nurse with many years of experience in the field, suggests that the main reason is that public perceptions about nursing positions are that today's potential nursing students do not realize the important role they play in delivering patient care (Begeny, 2004). According to this author, teaching existing nurses as well as incoming nursing students the reality of the connection between care and the patient is a bridge which can be gapped by changing the public perception of the field from one in which people believe nursing is less rewarding today than it was years ago (Begeny). Further, a national funding program known as the Nurse Reinvestment Act is cited as being grossly under-funded, causing individuals who are considering nursing to be worried about potential loan repayment increases as well  as not being able to receive the appropriate funding needed to secure a nursing degree.

Leadership Traits of Hilary Clinton Assignment Example | Topics and Well Written Essays - 750 words - 3

Leadership Traits of Hilary Clinton - Assignment Example Clinton can be traced to preserve a number of valuable traits that led her to become a successful leader in different spheres. An enormous aptitude of resilience and adaptability towards performing different roles in various critical situations has been apparently observed to be one of the ways, which led her to become a renowned as well as a successful leader. On a further note, the consistent focus on maintaining a strong set of values and work ethics with possessing certain behavioral characteristics can also be duly considered as the other way of leading Mrs. Clinton to be an effective leader (Shambaugh, 2010). With regards to the fundamental principles and key elements, the leadership styles of Mrs. Clinton can be related to that of the functions performed by a successful manager. It can be affirmed from a broader understanding that certain facets or qualities of Mrs. Clinton ultimately led her to become a manager as well. In this regard, these facets or qualities can be measured in terms of possessing greater aptitude of resilience and most vitally be making effective decisions towards mitigating any sort of risks among others (Shambaugh, 2010). Despite the prevalence of strong values and ethical conducts, the leadership styles of Mrs. Clinton were also observed to focus on a set of masculine traits such as following more decisive and confrontational leadership principles. It is worth mentioning that during her tenure as the US Senator, the leadership principles of Mrs. Clinton had been viewed to include a well-defined set of values that significantly helped her to perform assigned roles and functions efficiently. Moreover, Mrs. Clinton effectively dealt with the challenges that faced by her while performing varied functions as a Senator (Shambaugh, 2010). Thus, it can be affirmed that the above-discussed leadership skills and competencies do Mrs. Clinton fulfill as a successful leader or a manager.

The greatest inventions Essay Example for Free

The greatest inventions Essay Introduction to Second Language Studies (ONLINE). Hudson This course introduces students to second language studies, as represented in the MA in SLS program at the University of Hawai‘i at MÄ noa, and to the field(s) of applied linguistics more generally. This course also serves as an introduction to the kinds of work that will be expected of students as they progress through the MA in SLS program. Students will become familiar with the following: 1. The scope of second language studies/applied linguistics, including central issues and problems, key concepts and terminology, and work done by applied linguists in society 2. Professional issues and expectations for second/foreign language educators 3. The major domains of second language studies as they are addressed specifically by the UH SLS 4. A wide variety of research approaches employed by applied linguists The course will be online. There will be extensive online discussion group activity. SLS Course Descriptions Fall 2014 600- ­Ã¢â‚¬  through 700- ­Ã¢â‚¬ level SLS 610 (1). Teaching Second Languages. Hudson This course provides a survey of current theory, research and practice in the major components of second and foreign language pedagogy and teaching programs. These components include needs and means analysis, syllabus and curriculum design, materials writing, methodology and pedagogy, skills and skills integration, student assessment, and program evaluation. Consideration will also be given to the changing social, economic, and political roles of language teaching and the profession in the world today. Both theoretical and practical dimensions of classroom teaching will be treated. By the end of the course, the students will have an understanding of the following: 1. Current theory, research and practice in second/foreign language teaching and teacher training 2. The socio-cultural, psychological and linguistic factors that have an impact on language teaching 3. Issues involved in teaching and integrating the different skill areas as and approaches to curriculum design and language teaching SLS 614 (1). Second Language Writing. Gilliland The course aims to provide insights into theories of teaching writing, with particular emphasis on the experiences of student writers composing in a second language. Consideration of various approaches to the teaching of writing in second and foreign languages is included as well as consideration of response to student writing. Students will: †¢ Identify current and historical theories of teaching SL writing. †¢ Discuss and critique approaches to teaching SL writing. †¢ Describe and analyze contexts for teaching SL writing in US and internationally. †¢ Assess the instructional needs of a given writing class and/or student. †¢ Evaluate and respond to student writing. †¢ Plan appropriate and effective syllabi, units, and lessons in SL writing courses. Required text: Ferris Hedgcock (2013). Teaching L2 Composition (3rd edition). Routledge. SLS 618 (1). Language and Learning Technologies. Zheng What is language? How do we understand language and language learning in the light of learning technologies? How do we make sense, make meaning and realize values when technologies are involved in the learning environment. Learning technologies, ranging from vernacular use of Skype, to sophisticated virtual world technologies, and to ubiquitous mobile devices, bring us new challenges and opportunities for communication and social networking, as well as learning teaching. What are the roles of learning technologies in learning, instruction and communication? Do they function as an input to aid learning, such as acquisition of lexicogrammer? Do they function as tools to help with problem solving, such as looking up a new word while reading an article? Do they function as a media to make distance communication and interaction possible? Do they function as objects that have potential to change the way we live so that our communication (language) is becoming inherently different? We will explore these questions as central themes of the course, so that we can gain a deeper understanding and be tuned to affordances of technology in the most broad sense. Explore dialogical perspectives of language and its implications for sharing, coconstruction, co-authoring and co-creation of identity and meaning in technology supported learning environments. Investigate the affordances of technologies as indicated by members of the  class (through dynamic needs analysis) for language learning and teaching. Design and conduct studies of a specific technology that you are interested in. A range of research questions are encouraged by using quantitative methods, ethnography, discourse analysis, conversation analysis and multimodal analysis. Develop a mini curriculum that has major components of technology integration. Develop materials using the Web as a major resource for your target learners. SLS 650 (1). Second Language Acquisition. Ziegler This course is designed to provide a review of current theory and research in child and adult second language acquisition. In addition, it will review relevant research in first language acquisition and explore relationships between theory and practice in the second and foreign language learning classroom. Various theoretical perspectives and issues are addressed, including cognitive-interactionist, emergentist, social, and psycholinguistic approaches, and principal areas of research such as age effects, cognition, development of learner language, and individual differences will be discussed. We will also examine the available  quantitative and qualitative research methods and how they might be used in second language (L2) research. Suggested reading: Ortega, L. (2009). Understanding second language acquisition. Oxford: Oxford University Press. This course covers basic concepts and issues in sociolinguistics with a focus on multilingual language learning and teaching. The initial course readings (Davis, 2012a, 2012b) provide an overview of the theoretical foundations and diverse research methods of sociolinguistics, including the work of sociologist Goffman (presentation of self in everyday life); sociolinguists Sacks, Schegloff, and Kasper (conversation analysis); sociolinguist Gumperz (interactional sociolinguistics), anthropologist Hymes (ethnography of communication); language and education anthropologists Cazden, Philips, Heath, Erikson, Geertz, and Anzaldua (ethnography of communities and schools); and critical anthropologists Hornberger, Davis, Valdà ©s, Zentella, and McCarty (language policies and practices). Subsequent course readings and the final project then focus on the most recent trends in sociolinguistics that include: multilingualism/super diversity; interdisciplinarity, fluidity, and multiplicity in langu age use, identity, and learning (translanguaging, multiple identities); neoliberalism/ideological analyses; public and counter public discourses;  and engaged language policy, practices, and ethnography. The final course project assignment involves designing and presenting a proposal for either research or instruction that draws on current sociolinguistic theories and language learning practices. SLS 673 (1). Applied Psycholinguistics and Second Language Acquisition. Grà ¼ter This course provides an introduction to the psychological processes involved in language behavior, with a particular focus on those relevant to speaking and understanding a non-native language. Areas covered include speech perception and accent, lexical access in bilinguals, structural and discourse processing by native and non-native speakers, the role of working memory, neurological correlates of (non)native language processing, and language disorders and bilingualism. Experimental methods used in psycholinguistic research on second language acquisition will be introduced and discussed. SLS 675 (1). Second Language Qualitative Research. Kasper The course will introduce students to the principles and practices of qualitative research and their application to research problems in the domains of social institutions, multilingualism, and learning and development, including the development of language and professional competencies. The course pursues two aims: (1) to develop students’ ability to critically appraise reports of qualitative (L2) research and (2) to prepare students to conduct a qualitative study on an applied linguistic topic of their choice, or to further develop a study that is already under way. In order to meet both of these goals, particular emphasis will be given to the articulation of theory and methodology, i.e., the coherent transformation of theory into method. Students will get first-hand experience with practices of observation and interviewing, visual analysis, document analysis, and multimedia analysis. Course requirements will include reading and discussion of methodological texts, reviews of reports on qualitative studies, and practical activities. SLS 680P (1): Philosophy of Teaching. Crookes Participants will explore philosophical positions underlying S/FL teaching. We will address philosophical systems and procedures (including critical, moral and ethical thinking) in the contexts of S/FL teaching, and in respect to the decisions teachers are faced with daily, as well as long-term, as they shape their careers and their positions in society. Since all of the ideas about S/FL teaching and their philosophical dimensions have historical contexts, a historical perspective will be emphasized in the initial sessions. The concept of a philosophy of teaching can be set in practical terms because a philosophy of teaching statement is often called for in employment actions, such as job applications, contract renewals, and job interviews. It also falls into the area of professional development and personal growth, since it assists with that reflection without which efforts at a consciously constructed professional practice are not possible. SLS 680R (1). Narrative Analysis. Higgins This course introduces students to narrative analysis as an analytical framework for the exploration of research questions in sociolinguistics and applied linguistics. Most centrally, narrative analysis is used to explore questions of identity by examining how speakers construct their social worlds in and through telling stories. Narratives are also useful for examining ideologies on any number of topics. Because people tell narratives in their everyday interactions with others, researchers can also examine the role of stories in conversation and in various forms of institutional talk, including classrooms, courtrooms, clinics, and workplaces. This course will provide students with the foundation for analyzing narrative data by focusing on both ‘big stories,’ or, narratives which relate to speakers’ life histories, as well as ‘small stories,’ or narratives which take place in everyday settings. As the focus of the class is on the analysis of narrative s, students will be expected to contribute narrative data in the form of data workshops in class and to write a 20-page term paper on data they have collected. A final presentation will also be required. Required text: De Fina, Anna Georgakopoulou, Alexandra (2012). Analyzing narrative: Discourse and sociolinguistic perspectives. Cambridge University Press. Additional readings will be in the form of journal articles and book chapters, available on Laulima or through UH library. SLS 680R (2). Classroom Action Research. Gilliland This course is a companion to the summer SLS 690 Teaching Practicum in Ubon Ratchathani, Thailand. All students must have participated in the practicum during Summer 2014. Required text: Burns (2010) Doing Action Research in English Language Teaching: A Guide for Practitioners. Routledge. SLS 730 (1). Seminar in SL Pedagogy: Literature in the L2 Classroom. Day This seminar explores the use of literature in the second and foreign (L2) classroom. The primary goal is to help you develop a systematic and principled approach to using literature in your teaching. In addition to a focus on the major theoretical and research issues, the seminar explores how a literature component might be integrated into the L2 curriculum. Assignments provide opportunities to use and evaluate a variety of tasks and activities designed to incorporate literature into the L2 classroom. You will develop your own classroom materials and explore how those materials might be utilized in ways relevant to your own situations. The learning outcomes include being able to discuss the concerns and issues involved in using literature in L2 classrooms and to develop, adapt, and evaluate various literature genres and activities for the L2 classroom. SLS 750 (1). Ecological and Sociocultural Approaches to Second Language Learning. Zheng This seminar is designed to explore second language acquisition and language learning from perspectives that classical SLA does not usually take into consideration, namely ecological, sociocultural approaches. Topics regarding both epistemological and ontological orientations will be organized into the following modules: †¢ Learners: Are they truly individual beings cognizing or processing learning only in the brain, or are they only social beings who learn through socialization and interaction? Or are they ecological and dialogical beings who appropriate biological substrate, sociocultural values, semiotic resources for sense making? †¢ Environments/contexts: All research paradigms and pedagogical treatments consider the relationship between the learner and environments. Are environments considered as containers that function in the background? Are learners and environments reciprocally co-defining and co-changing? How are learners and environments connected? What are the roles of teacher, technology, community and personal biography in language development? †¢ Unit of analysis: Unit of analysis is the major entity that defines the ontological nature of your research and ultimately determines the values of finding in pedagogical practices and phenomenological discoveries. We will consider and compare a wide array of approaches on unit of analysis from different research paradigms, such as individuals, groups, tasks, t-units, turns, agent-environment coupling, communicative projects, etc. †¢ Methods and Analytical tools: technological prevalence and advancement pushes the envelope of human limitations on data management, such as data collection, analysis and report. We will examine readily available tools that can advance conducting research from ecological and sociocultural approaches. †¢ Pedagogical Implications: Synthesizing the first 4 topics, this module explores what an ecologically and socioculturally oriented classroom looks like. This includes such topics as action-based learning, place-based learning, pedagogy as multimodal design, studentteacher relationships that are beyond the segregation between teacher-centered and learner-centered dichotomies. This seminar is dedicated to the legacy of Leo van Lier’s work on The Ecology and Semiotics of Language Learning. Required texts:  van Lier, L., 2004. The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Kluwer Academic Publishers, Norwell, MA. Additional journal articles, book chapters/sections and website will be available in Laulima and course website. SLS 750 (2). Child L2 Acquisition. Schwartz The purpose of this seminar is to examine research on child L2 acquisition, with particular emphasis on syntax and morphology. Research into child L2 acquisition has the potential to inform our understanding of adult L2 acquisition as well as L1 acquisition. We will examine some of the very few studies that directly compare L2 (and L1) children and L2 adults in the acquisition of particular grammatical phenomena. Students will become familiar with the theoretical issues at stake as well as the empirical base of recent work. We start off by focusing on the critical period issue, or more neutrally, on age-dependent effects of L2 acquisition in terms of ultimate attainment. We next consider the issue of endstate (ultimate attainment) vs. development for L2 children and L2 adults. The third area is research on child L2 acquisition itself, where exposure to the nonnative language starts approximately between the ages of 4 and 7; this is likely to be the crucial age range, because it is after the native grammar has been (more or less) established and yet falls clearly within what is  traditionally considered to be the critical period for language acquisition. Of special interest here are three issues: (1) whether child L2 acquisition replicates L1 acquisition; (2) whether child L2 acquisition exhibits features of adult L2 acquisition, in particular L1 influence; and (3) whether there are characteristic differences between L2 child and L2 adult acquisition, especially with respect to different domains, specifically syntax vs. inflectional morphology. The course will be a combination of lectures and student presentations of readings. While familiarity with introductory syntax is highly desirable, time will be taken in class to ensure understanding of the necessa ry linguistic background. SLS 760 (1). Intercultural Communication. Higgins Within a sociocultural linguistics framework, this seminar focuses on how the constructs of ‘culture’ and ‘cultural difference’ are enacted by speakers of more than one language in conversational interactions. The course will pay equal attention to the ways that cultural difference is associated with miscommunication and the ways that culture can be used as a resource in interactions among multilingual speakers. The course will emphasize the perspective that culture and cultural difference are social constructs that cannot be presumed, but rather are the result of active processes in interaction among conversational participants, processes which sometimes  point to the relevance of cultural models, interpretive schemas, discourses, and ideologies. Students will examine seminal work in the field, starting with cross-cultural communication studies, followed by an examination of the developments in the field that have led to the reconceptualization of this ar ea of inquiry. Following a seminar format, students will regularly lead discussions of readings and present data for analysis in workshop format during the semester. A final term paper of 20-25 pages (with deadlines for proposal and first draft) will also be required for the course. SLS 760 (2). Language Ideologies, Policies and Practices: An Engaged Ethnographic Approach. Davis While language policy (LP) scholars increasingly explore policies as shaped by global sociopolitical and economic ideologies, LP and applied linguistics scholars are increasingly calling for on-the-ground language practices that resist, negotiate, and appropriate inequitable policies (Davis, 2009, 2014; Johnson, 2013; Wyman, McCarty, Nicholas, 2014). This course takes an  engaged ethnographic approach that is designed to draw teachers, students, community members, and others into dialogic exploration of language education policy as an interactive process; covert ideologies and policies as potentially marginalizing; and plurilingual policies as desirable, effective and possible (Davis, 2014; Phyak Bui, 2014). While challenging dominant neoliberal ideologies (Gegeo Watson-Gegeo, 2001; Tollefson, 2013; Warner, 2002), the course explores ways in which to support practices that meet local language, education, economic and human welfare needs. Thus, the course takes an interdisciplina ry approach in exploring societal and schooling issues such as multilingualism, translanguaging, and identities while considering the agency of individuals and communities as the epicenter of language policy reform (Davis, 2014; Pennycook, 2013). The course draws on the above theoretical perspectives in exploring engaged dialogic and participatory efforts to promote equitable education in both developed and developing countries. Through readings, course activities and discussion course participants will develop both ideological analytical and engaged ethnographic abilities that can guide current and future work in schools, communities, and with education administration. Course participants will further gain insight into engaged ethnographic research methods through designing research proposal and/or documenting engaged efforts with teachers, parents and/or concerned others in promoting equitable language education policy and practices. These efforts can focus on research and/or documentation in one or more of the following areas: 1) Conducting ideological analyses with parents, educators, and concerned others towards raising awareness of harmful neoliberal commodification and standardization language education policies; 2) Exploring and planning resistance and alternatives to marginalizing and ineffective national, state, and regional language ideologies and policies; 3) Developing community and school based language and education policies that are locally relevant, educationally forward-looking, and serve to provide models for wider change and 4) Developing relevant and engaging instructional practices through supporting teachers and building on local knowledge for schooling that is studentcentered and engaging. In sum, this course actively involves course participants in drawing on current theories and utilizing engaged  ethnographic methods towards promoting equitable policies and practices.

Personal Values And Prejudices In Social Work

Personal Values And Prejudices In Social Work For this assignment I will explain personal values, prejudices, ethical dilemmas and the impact they have had on social work practice by reflecting on one of my beliefs and how I had to challenge myself to overcome it. Using Marxists and Feminists views of oppression I aim to identify, recognise, respect and value diverse individuals for which I will give an example of which happened to me and how I had to challenge discrimination towards others. I will also discuss theoretical frameworks to tackling oppression and discrimination by using the PCS model and how people can become empowered through groups, advocacy or legislation. Personal values, Prejudices, Ethical Dilemmas, Conflict of Interest and their impact on Social Work Practice A value is something that concerns someone or a belief they hold, this determines how a person behaves, values do not determine if something is said whether it is right or wrong in todays society. However, a persons beliefs can affect how they behave towards others. Prejudice is a term which has rather negative connotations and is normally taken to mean a hostile attitude towards a person or group (Billingham et al. 2008. Pg. 196) One of my values and a prejudice of mine is that any job I am employed in will eventually go to people working in a foreign country, especially India. This all stems from when I worked for a third party credit card processor, after giving them nine years of service I was going to be made redundant and my job would be actioned from people in India. For the next two months I would have to train people from there all the applications I was currently or had worked on. This gave me a dilemma do tell them all the information I knew or just some of it? I had to be professional, so I gave them as much information on the applications for which I knew about, I even created user guides to aid with the training and they could use when I had left the company. When talking to the people I found that we had things in common with each other and they were saddened that a person would lose their job. It wasnt their fault I was being made redundant but the companies in which we worked for. I had successfully challenged the new belief that had risen from a sad situation. Values are only as good as the actions they prompt (Preston-Shoot, 1996. Pg 31) When working with people from other countries I will need to put my own values and prejudices aside, as everyone deserves help and advice in their lives no matter where they come from in the world. If I fail to put my values and prejudices aside whilst working with them it will affect the help they will receive from me, I need to be open minded to all cultures. Thompson (2005) explains that there is a need for genuineness (congruence) to be achieved in social work, that a positive working relationship between service user and social worker is needed based on trust and respect for each other to develop. Identify, Recognise, Respect and Value Diverse Individuals Thompson (2006) describes discrimination as to identify a difference and is not necessarily a negative term. But when used in terms of legal, moral or in a political sense it is referred to as being unfair e.g. being unfairly treated for your sexuality or ethnic origin. If this occurs it can lead to a person being oppressed. When looking at oppression from a Marxists view DAmato claims that people are oppressed because of the class in which they live in, that women, homosexuals or people of non-white skin are subordinate to the Bourgeoisie and Capitalism is needed in society as it shapes and depends on oppression for its survival. Marxists argue that if racism, sexism or homophobia was to be embraced it will mean that a capitalist government would need to be overthrown and that oppression is essential to the struggle of socialism. From a Radical Feminists view Zeiber (2008) argues that women are oppressed within the patriarchal system, that marriage and the family are a result of capitalism. Holmstrom (2003) speaks about Socialist Feminism, agreeing that women are oppressed by the dominance of men and of the economic inequality because of the positions of power males have within society. I work on a farm where we often have Polish as well as British people working there. One year a colleague was making cruel jokes towards the Polish people, as others were making fun at their culture, and their Catholic beliefs were wrong. I could see that something was wrong, so I spoke to them; they told me they felt they were being discriminated against and started to feel very oppressed because they were not British. Then I spoke to my manager about the situation which was happening and he left me to deal with. I had to think about how I was going to approach it so both parties would be happy with the outcome. So I asked the perpetrator to come outside and talk with me. I told him that the Polish people were unhappy the way in which he was treating them. He was shocked as he thought they were all having a laugh with each other. It was hard for me to confront the perpetrator as it was my father, a man I looked up to. Reflecting on what had happened I knew I had said the correct things to my father as they continued to work with each in harmony, not wanting to offend each other, enabling a good working environment for all. Discrimination can be found in institutions like the church, prison or by a person in a position of power. It can be covertly actioned by using disguises like the Klu Klux Klan in USA wear masks concealing their identity or overtly actioned like apartheid in South Africa or the BNP in Britain. Theoretical Frameworks for Understanding Discrimination and Oppression Thompson (1997) shows how oppression can be analysed using the PCS model and there are three levels: Personal (P) an individuals views e.g. prejudice against a group of people. Cultural (C) shared values between others, what is wrong or right, this in turn forms a consensus. Structural (S) how oppression of society is formed through institution who support cultural norms personal beliefs e.g. religion, media or government. Here is an example of the PCS model in action: P: Young man in the club you work at makes offensive and derogatory comments about a gay man who attends also. He says that gay people are not natural or normal. C: Gay people largely repulse the community around him, and many of the community members are involved with the local church, holding firm views about sexual morals. S: Popular tabloid media berates the abnormal activities of gay people. Religious leaders of all faiths support the instatement of laws to stop equal rights for gay people. Legislation is passed by parliament that compromises the rights of gay, lesbian and bisexual people. There is an overwhelming consensus of power used in all forms of structural life. (Wood, J. 2001) By using the PCS model it can help a person build an idea as to why others act the way they do e.g. the stereotype of a teenager wearing a hood, you believe they are trouble makers because of what the media have reported, but not every teenager is out for trouble. Another theoretical framework to tackling oppression and discrimination is through empowerment. By empowering someone means to enable a person to gain control over and taking responsibility for own their actions. The Humanistic approach by Carl Rogers (1959) encourages people to become empowered. As student social workers we are taught about empowering the service user, to focus on their strengths and to work together as equals, we also need to safeguard vulnerable people, to take into account a persons economic, political and cultural background at the same time. Groups also work to empower people as they offer support and if they act as one they can become powerful. An example of this is from the Times Online dated June 13th 2007 How football made us (see attachment 1), by forming a football team for mentally ill patients they each became empowered able to do things on their own without having help from others. Make use of Strategies to Challenge Discrimination, Inequality and Injustice There are strategies in place to help educate people about inequality, discrimination and injustice such as advocacy and legislation. As social workers we need to support and speak up for individuals that face being oppressed or discriminated against. By using advocacy to represent those who are unable to speak up for themselves. E.g. have learning or communication difficulties. Walker (2008) advises that advocacy has it strengths but also has its weaknesses. Strength from using advocacy are: People who have been socially excluded from mainstream society gain a voice, when a service user has a social worker who listens can be given confidence to speak for themselves, thus growing in self confidence and social workers can learn and understand more on how it feels to be disempowered when listening to a service user. But the weaknesses are: there is a danger that the social worker can put their own views forward and not those views of the service user, the advocate can take over, thus the service user can become disempowered and the social worker may find that by using advocacy it can put them in conflict with the organisation in which the work for, their loyalties can become split. The legislation in place is to help and protect people against inequality and discrimination, for example: Equal Pay Acts 1970 1983 prohibits discrimination on the grounds of sex relating to pay and terms of contract. Race Relations Act 1976 prohibits discrimination on the basis of race, colour, nationality or ethnic origin. Later amended in 2000 to include a duty on public authorities in carrying out their duties to have due regard to eliminate unlawful discrimination and to promote equality. (Brayne et al, 2010. Pg. 89-90) The British Association of Social Work (BASW) has a code of ethics relating to how social workers must become more cultural aware. Paragraph 4.1.6 (pg. 49) states that as a social worker you will: Recognise diversity among cultures and then recognise what the impact of their own cultural ethnic identity can have on others. Gain working knowledge and understanding of service users ethnic and cultural affiliations and the values, beliefs and customs associated with them, even though the service users may be different. Communicate effectively in a language in which both parties will understand, if needs be then by using an independent interpreter. By using the tools I have learnt through the course I will be able to challenge discrimination, inequality and oppression, I will be more open minded to people that need help from social services and no matter what their cultural background is I will be able to use this knowledge successfully. Words used 1622

Strategies for Entrepreneurship and Change Management

Strategies for Entrepreneurship and Change Management Raama Gabionza Entrepreneurship takes an important role in innovation. It is an agent of change. It involves creating new products, services, technologies, and businesses. It is about economic development and generating wealth for investors. It is also about developing business to address social problems and environmental issues. In the world of health, entrepreneurship also play a vital role. It corresponds with the revolution and changes in the state of health of the population and of the society. Like for an example, our world today suffers from distinct inevitable crisis like epidemiologic incidences and other uncommon situations affecting health of the economy. It is a threat to the population that could shake the health of every individual thus will lead to high rates in morbidity and mortality. Early detection and treatment of these illnesses or diseases are vital ways to decrease its incidences as well as morbidity and mortality rates. Invention and creation of medical treatment and therapi es as well as immunizations could lessen the possibility of acquiring the ailment. These interventions are brought by entrepreneurship which is an agent of change to both private and public health sectors. It provides interventions that are more developed, new, updated and better. It also provides more effective and efficient procedures, surgeries, and any other ways of treating specific threats to health. Entrepreneurship is essential in any situation as it could help in promoting and improving the well-being of the person and of the society as the whole. However, entrepreneurship may not always be successful as what anyone may think of it. There are major criticisms against entrepreneurship within the public and private health and social care sector. One example of this is the fear of change. People are afraid to change as it may be less effective and could lead to failure. They are afraid to loss their expertise and can’t adopt to the change. Like in surgeries, when new type of procedure is introduced, medical practitioners are afraid to change their usual practice into new procedure as it may cause danger and hazard both to the patient and the practitioners themselves. Another criticism against entrepreneurship is the quest for profits. People might think that the only reason why new services are being introduced because entrepreneurs always think about gaining profit. There could be uncertainty of services. People might doubt whether the service is really essential and necessary or not. They might feel that their ignorance are being taken for granted by the entrepreneurs presenting and introducing the new product or services. In addition, consumers may need to be aware that not all entrepreneurs are profit oriented. Entrepreneurs can be classified as either business entrepreneur or social entrepreneur. To clearly understand the difference between the two types of entrepreneurs, Abu-Saifan (2012), identified their unique characteristics. To start with, business entrepreneurs or the so called the profit oriented are characterized as the value creator. They provide value of the commodity or product and services being introduced. While social entrepreneurs or the non-profit, are social value creator. They provide what is beneficial to the society not for the benefit of their pockets. As for being a leader, they are opinion leaders. They consider the opinion of the society before they introduce the new product or services. They are also like the managers. They first look for the problems before they fix. Like for an example in the case of diabetes, they first assess the situation. They look for the cause of pr oblem and focus on repairing them before moving on to the treatment itself. They assess what could be the cause of the problem, may it be the diet of the person or their genetics or other factors. They see the problems first before they put things right. Unlike the business entrepreneur, they will just fix what is needed to be fixed. They often miss to foresee what is really the reason and cause of the problem. This is why they are characterized as the organizer. They just organize things. They are also strategic thinkers that they choose what strategy is best for them not considering the opinion of the population or of the society. They only aim for the best of their profit and interest. They focus on their goals and on what they wanted to reach. They are high achievers. They are the exact opposite of social entrepreneurs. Social entrepreneurs focus on their mission for the change beneficial to the society not for their pocket or to gain profit and interest which business entrepren eurs do. Moreover, in entrepreneurship, there are three strategies presented by Chin Benne, (1969) as general strategies effecting changes in human systems. These strategies could be helpful for the management in choosing who to employ to their organization considering changes as inevitable. This could also be helpful to the organization on how to manage and how to present or introduce changes to its people. The first strategy is the empirical or rational. In this strategy, people can be persuaded to change based on communication of information and by giving and offering them incentives. They have their reasons to comply to change being presented. Successful change is in accordance to logic and reasons that could be beneficial to organization and to the people. The change in this strategy centers on the balance of incentives and risk management. The second strategy is the normative or re-educative. This type of people are those that adhere to cultural norms and values. They normally go with the flow, conforming to what is being practiced, advertised or introduced by the management or by the organization. Redefining the present culture, norms, and values, and making commitments to new ones may initiate people to change. The strategy to encourage these people to change is to consider their culture, beliefs and their ways. People who are normative or re-educative are mostly willing to adapt to change as long as they see that their cultural values are respected and are in favor to the new system or product and services. Third is the power or coercive. In this strategy, the leader or the boss of an organization coerce people to change or to do new things. People are submissive and will do what they are told to do. This type of management is often used when there is a crisis in an organization or institution where change is a must. It could also be used when change should be done as soon as possible or as it is needed. People will usually adhere to change and will just follo w what the leader ought them to do. Furthermore, any type of management strategy may be used by the organization in handling changes. All of those strategies can be helpful in making changes successful but it may also be harmful when it is not properly addressed to the people’s need. Like for an example in the use of power or coercive strategy, it is good to be used in an emergency situations or crisis because according to Chin Benne (1969) it is assumed that people will do what they are told. Like in my own experience working as a health practitioner, there was an instance when our area was affected by typhoon. Some of us who are staying nearby the building of the institution were told by the management to do double shifts at work in order to make up the shifts of other employers who are affected by the typhoon and cannot make it to work. It was an order by the management that we, as an employers are ought to do. Considering the situation and the crisis happening, we have no other choice but to do the double s hifts. It might be shocking to us but we have to do it because it is an emergency and it was the only way that could ease the situation. Another strategy by Chin Benne (1969) is the normative or re-educative wherein people adopt to change when they see that the change conforms to their norms, values and culture. For example, in my home country, most of the people are Roman Catholic. When family planning was introduced in a catholic institution, like the use of contraceptives, not all members of team agree with the change. Roman Catholic are against with contraception. It is important for this people to consider their beliefs specially their religion and culture. In order for the change to be successful, leaders of the institution introducing contraception in the practice of health, addresses the opinions of the members of the team and people. It was agreed to make the change possible by pursuing the use of contraceptives by health education to the people but not forcing every indiv idual to do so or to comply. At least in that way, little by little, the change was made. In change management, there are four segments classified that could be present in an organization or in any group of people. These segments are the campaigners, initiators, opponents, and neutrals. These are important factors that could have direct or indirect effect in the system of change. In order to address properly these expected impact to the system of change, it would be helpful to identify the differences and similarities of these factors and at the same time, it would also help the manager or the leader on how to effectively deal with the different points of view and perspectives of every member of the team. Like for an example the introduction of the use of computer system in the health care facilities instead of the use of older method, paper documentations. People who advertise and advocate the computer system are called the campaigners. They see the new system as beneficial and that they will gain something positive from it. They are enthusiastic about change and they wi ll help to drive the change through. These people facilitate and give support to the trainings and education in order to promote change or the new system. Initiators, are those who would take the first step to change. They can be the creator or the designer. They are the prime movers and the ones who will take action to make the use of computer system possible. They are those who will make the change attainable. In order to initiate change, they educate the team about the computer system being introduced. They also facilitate, support and encourage participation and involvement of the team members to the trainings and teachings in relation to the system of change. On the other hand, some team members might disagree or oppose to the proposed system of change or the use of computer system. They are called as the opponents. They are the antagonists or the activists. They are those who are not convinced for the need of change and don’t see any justification for change. Education, negotiation and sometimes coercion are the effective way to communicate to these group of people. The fourth segment identified in change management is the neutral. Neutrals are the unbiased ones. They belong to neither side of the proposed change. They just go with the flow to change or not to change. It would be helpful communicate to these group of people by setting them what is really the vision of change, why it would be beneficial to change or not to change. They should also be involved to trainings and support groups in order for them to have a clear understanding of the change being introduced and for them to have an individualized decision as a member of the team. References: Abu-Saifan, S. (2012). Social Entrepreneurship: Definition and Boundaries. Technology Innovation Management Review, February 2013:22-27 Barton, J. (1991). Defining Entrepreneurship. Retrieved on 20 February 2015 from file:///C:/Users/raama.gabionza/Downloads/artikkeli_2.pdf Di-Masi, P. (n.d). Defining Entrepreneurship. Retrieved on 22 February 2015 from http://www.gdrc.org/icm/micro/define-micro.html Nickols, F. (2010). Four Change Management Strategies. Retrieved on 26 February 2015 from http://www.nickols.us/four_strategies.pdf Rouse, M. (n.d). Change Management. Retrieved on 25 February 2015 from http://searchcio.techtarget.com/definition/change-management Rubin, D. (2013). What is Entrepreneurship? Retrieved on 22 February 2015 from http://pinchot.edu/what-is-entrepreneurship/

Crime And Drugs :: Crime Drugs Research Papers

Crime and Drug Use The link between drug use and crime is not a new one. For more than twenty years, both the National Institute on Drug Abuse and the National Institute of Justice have funded many studies to try to better understand the connection. One such study was done in Baltimore on heroin users. This study found high rates of criminality among users during periods of active drug use, and much lower rates during periods of nonuse (Ball et al. 1983, pp.119-142). A large number of people who abuse drugs come into contact with the criminal justice system when they are sent to jail or to other correctional facilities. The criminal justice system is flooded with substance abusers. The need for expanding drug abuse treatment for this group of people was recognized in the Crime Act of 1994, which for the first time provided substantial resources for federal and state jurisdictions. In this paper, I will argue that using therapeutic communities in prisons will reduce the recidivism rates among people who have been released from prison. I am going to use the general theory of crime, which is based on self-control, to help rationalize using federal tax dollars to fund these therapeutic communities in prisons. I feel that if we teach these prisoners some self-control and alternative lifestyles that we can keep them from reentering the prisons once they get out. I am also going to describe some of today’s programs that have proven to be very effective. Gottfredson and Hirschi developed the general theory of crime. It According to their theory, the criminal act and the criminal offender are separate concepts. The criminal act is perceived as opportunity; illegal activities that people engage in when they perceive them to be advantageous. Crimes are committed when they promise rewards with minimum threat of pain or punishment. Crimes that provide easy, short-term gratification are often committed. The number of offenders may remain the same, while crime rates fluctuate due to the amount of opportunity (Siegel 1998). Criminal offenders are people that are predisposed to committing crimes. This does not mean that they have no choice in the matter, it only means that their self-control level is lower than average. When a person has limited self-control, they tend to be more impulsive and shortsighted. This ties back in with crimes that are committed that provide easy, short-term gratification. These people do not necessarily have a tendency to commit crimes, they just do not look at long-term consequences and they tend to be reckless and self-centered (Longshore 1998, pp.

Analysis of two poems; Prayer Before Birth and Easter Monday Essay

Analysis of two poems; Prayer Before Birth and Easter Monday In this essay I will be analysing two poems. Both poems reflect upon the theme of war. I will be analysing them through their meanings, forms and show how the poets use language to express their ideas and feelings. I have decided to look at the poems Prayer Before Birth by Louis MacNeice and Easter Monday by Eleanor Farjeon. Louis MacNeice was born in 1907, he died in 1963. His mother died when he was young and her death got to him deeply. He studied at Oxford and was one of a group of poets here who became famous. He was intensely affected by the political events of the 1930’s and also by the Second World War. This poem is about an unborn child praying that it should be born into a good world. The only verse which provides images of this good world is verse number three and the images of goodness are linked to nature; water, grass, trees, sky and a white light to guide him. All the other verses are filled with images of a world of hostility, repression, distraction and many of them refer to things that ...

The National Patient Safety Goals Are Effective Essay -- Nursing, Heal

There are a large number of professional organizations specific to healthcare. One such organization The Joint Commission, is a non-profit independent organization that certifies and accredits over 19,000 healthcare organizations in the United States. [Their mission statement is] â€Å"to continuously improve health care for the public, in collaboration with other stakeholders, by evaluating health care organizations and inspiring them to excel in providing safe and effective care of the highest quality and value† (The Joint Commission, 2011). The National Patient Safety Goals were implemented 2002. The goals later became effective January 1, 2003 to address specific areas of concern in regards to patient safety. Upon implementation, these goals have been effective in reducing the number of medication errors, improving communication between healthcare providers, and reducing hospital-acquired infections in patients. Thousands of individuals are admitted each year and require medication in the hospital setting. With the increasing number of admissions due to disease and illness affecting today’s society leads to the likelihood of nurses committing medication errors. Over the years errors resulting from medication have been the leading cause of injury in hospitalized patients. Forty six percent of these medication errors occurred at the time of admission, time of discharge or while transferring patients between units. [After reviewing these events], â€Å"The Joint Commission identified â€Å"Improve the Safety of Using Medications† as one of the 2009 National Patient Safety Goals (Cleveland Clinic, 2009, p.1). In relation to this safety goal, hospitals created a medication reconciliation form that resides in the patient’s ch... ...before a procedure, shaving is avoided and clippers are used to trim the hair. This reduces the risks of breaks in the skin. In addition, one hour before surgery the patient is administered antibiotics before the incision and discontinued within twenty-four hours. The National Patient Safety Goals are a key when it comes to patient safety. Implementing safety goals helps reduce the number of medication errors, improves communication between members of the healthcare team and reduces the number of infections patients acquire while under the hospital’s care. In addition, The Joint Commission reviews and publishes these goals each year. Depending on the occurrence of sentinel events, the goals are re-evaluated or revised accordingly. It is important that The Joint Commission reinforce the practice of patient safety goals in that they help improve patient care.

Context of Indigenous health Essay

Historical context and social determinants of Indigenous health There is a clear relationship between the social disadvantages experienced by Indigenous people and their current health status [1]. These social disadvantages, directly related to dispossession and characterised by poverty and powerlessness, are reflected in measures of education, employment, and income. Before presenting the key indicators of Indigenous health status, it is important, therefore, to provide a brief summary of the context within which these indicators should be considered. The historical context of Indigenous health Indigenous peoples generally enjoyed better health in 1788 than most people living in Europe [2][3][4][5][6]. They did not suffer from smallpox, measles, influenza, tuberculosis, scarlet fever, venereal syphilis and gonorrhoea, diseases that were common in 18th century Europe. Indigenous people probably suffered from hepatitis B, some bacterial infections (including a non-venereal form of syphilis and yaws) and some intestinal parasites. Trauma is likely to have been a major cause of death, and anaemia, arthritis, periodontal disease, and tooth attrition are known to have occurred. The impact of these diseases at a population level was relatively small compared with the effects of the diseases that affected 18th century Europe. All of this changed after 1788 with the arrival of introduced illness, initially smallpox and sexually transmissible infections (gonorrhoea and venereal syphilis), and later tuberculosis, influenza, measles, scarlet fever, and whooping cough [3][4][7][8]. These diseases, particularly smallpox, caused considerable loss of life among Indigenous populations, but the impacts were not restricted to the immediate victims. The epidemic also affected the fabric of Indigenous societies through depopulation and social disruption. The impact of introduced diseases was almost certainly the major cause of death for Indigenous people, but direct conflict and occupation of Indigenous homelands also contributed substantially to Indigenous mortality [7][9][10]. The initial responses of Indigenous people to the arrival of the First Fleet were apparently quite peaceful. It didn’t take long, however, before conflict started to occur – initially over access to fish stocks and then over access to other resources as non-Indigenous people started to plant crops and introduce livestock. This pattern of conflict was almost certainly widespread as non-Indigenous people spread across the country. Conflict escalated in many places, in some instances resulting in overt massacres of Indigenous people. The 1838 massacre at Myall Creek (near Inverell, NSW) is the most infamous [11], but less well-known massacres occurred across Australia [10]. As Bruce Elder notes, as ‘painful and shameful as they are’, the massacres ‘should be as much a part of Australian history as the First Fleet, the explorers, the gold rushes and the bushrangers’ ([10], p. vi). Prior to 1788, Indigenous people were able to define their own sense of being through control over all aspects of their lives, including ceremonies, spiritual practices, medicine, social relationships, management of land, law, and economic activities [12][13][14]. In addition to the impacts of introduced diseases and conflict, the spread of non-Indigenous peoples undermined the ability of Indigenous people to lead healthy lives by devaluing their culture, destroying their traditional food base, separating families, and dispossessing whole communities [3][4][7]. This loss of autonomy undermined social vitality, which, in turn, affected the capacity to meet challenges, including health challenges; a cycle of dispossession, demoralisation, and poor health was established. These impacts on Indigenous populations eventually forced colonial authorities to try to ‘protect’ remaining Indigenous peoples. This pressure led to the establishment of Aboriginal ‘protection’ boards, the first established in Vic by the Aboriginal Protection Act of 1869 [15]. A similar Act established the NSW Aborigines Protection Board in 1883, with the other colonies also enacting legislation to ‘protect’ Indigenous populations within their boundaries. The ‘protection’ provided under the provisions of the various Acts imposed enormous restrictions on the lives of many Indigenous people. These restrictions meant that, as late as 1961, in eastern Australia ‘nearly one-third of all Australians recorded as being of Aboriginal descent lived in settlements’ ([16], p. 4). The provisions of the Acts were also used to justify the forced separation of Indigenous children from their families ‘by compulsion, duress or undue influence’ ([15], p. 2). The National Inquiry into the separation of the children concluded that ‘between one-in-three and one-in-ten Indigenous children were forcibly removed from their families and communities in the period from approximately 1910 until 1970’ ([15], p. 31). It was the 1960s, at the earliest, when the various ‘protection’ Acts were either repealed or became inoperative. The importance of contemporary social determinants and cultural concepts of Indigenous health The health disadvantages experienced by Indigenous people can be considered historical in origin [14], but perpetuation of the disadvantages owes much to contemporary structural and social factors, embodied in what have been termed the ‘social determinants’ of health [1][17][18]. In broad terms, economic opportunity, physical infrastructure, and social conditions influence the health of individuals, communities, and societies as a whole. These factors are specifically manifest in measures such as education, employment, income, housing, access to services, social networks, connection with land, racism, and incarceration. On all these measures, Indigenous people suffer substantial disadvantage. For many Indigenous people, the ongoing effects of ‘protection’ and the forced separation of children from their families compound other social disadvantages. It is also important in considering Indigenous health to understand how Indigenous people themselves conceptualise health. There was no separate term in Indigenous languages for health as it is understood in western society [19]. The traditional Indigenous perspective of health is holistic. It encompasses everything important in a person’s life, including land, environment, physical body, community, relationships, and law. Health is the social, emotional, and cultural wellbeing of the whole community and the concept is therefore linked to the sense of being Indigenous. This conceptualisation of health has much in common with the social determinants model and has crucial implications for the simple application of biomedically-derived concepts as a means of improving Indigenous health. The reductionist, biomedical approach is undoubtedly useful in identifying and reducing disease in individuals, but its limitations in addressing population-wide health disadvantages, such as those experienced by Indigenous people, must be recognised. Indicators of Indigenous social disadvantage. The key measures in these areas for Indigenous people nationally include: Education According to 2011 Australian Census [20]: 92% of 5 year-old Indigenous children were attending an educational institution 1. 6% of the Indigenous population had not attended school compared with 0. 9% of the non-Indigenous population 29% of Indigenous people reported year 10 as their highest year of school completion; 25% had completed year 12, compared with 52% of non-Indigenous people 26% of Indigenous people reported having a post-school qualification, compared with 49% of non-Indigenous people 4. 6% of Indigenous people had attained a bachelor degree or higher, compared with 20% of non-Indigenous people. An ABS school report [21] revealed, in 2011: the apparent retention rate for Indigenous students from year 7/8 to year 10 was 99%, from year 7/8 to year 12 it was 49% for non-Indigenous students, the apparent retention rate from year 7/8 to year 10 was 101%; and from year 7/8 to year 12 it was 81%. The 2011 national report on schooling in Australia [22] showed: 76% of Indigenous students in year 3 and 66% in year 5 were at or above the national minimum standard for reading, compared with 95% and 93% respectively of all Australian students 80% of year 3 Indigenous students and 69% of year 5 Indigenous students were at or above the national minimum standard for persuasive writing, compared with 96% of all year 3 students and 94% of all year 5 students 72% of year 3 Indigenous students and 69% of year 5. Indigenous students were at or above the national minimum standard for spelling, compared with 94% of all year 3 students and 93% of all year 5 students 71% of year 3 Indigenous students and 65% of year 5 Indigenous students were at or above the national minimum standard for grammar and punctuation, compared with 94% of all year 3 students and 94% of all year 5 students 84% of Indigenous students in year 3 and 75% in year 5 were at or above the national minimum standard for numeracy, compared with 96% and 96% respectively of all Australian students. Employment According to the 2011 Australian Census [20]: 42% of Indigenous people aged 15 years or older were employed and 17% were unemployed. In comparison, 61% of non-Indigenous people aged 15 years or older were employed and 5% were unemployed the most common occupation classification of employed Indigenous people was ‘labourer’ (18%) followed by ‘community and personal service workers’ (17%). The most common occupation classification of employed non-Indigenous people was ‘professional’ (22%). Income According to the 2011 Australian Census [20]: the mean equivalised gross household income for Indigenous persons was around $475 per week – approximately 59% of that for non-Indigenous persons (around $800). Indigenous population Based on information collected as a part of the 2011 Census of Population and Housing, the ABS has estimated the Aboriginal and Torres Strait Islander population at 669,736 people at 30 June 2011 [23]. The estimated population for NSW was the highest (208,364 Indigenous people), followed by Qld (188,892), WA (88,277), and the NT (68,901) (Table 1). The NT has the highest proportion of Indigenous people among its population (29. 8%) and Vic the lowest (0. 9%). Table 1: Estimated Indigenous population, by jurisdiction, Australia, 30 June 2011 JurisdictionIndigenous population (number)Proportion of Australian Indigenous population (%)Proportion of jurisdiction population (%) Source: ABS, 2012 [23] Notes: Preliminary estimates are subject to revision; population projections are expected to be finalised by 2014 Australian population includes Jervis Bay Territory, the Cocos (Keeling). Islands, and Christmas Island Proportions of jurisdiction population have used total population figures estimated from demographic information for June 2011 NSW208,36431. 12. 9 Vic47,3277. 10. 9 Qld188,89228. 24. 2 WA88,27713. 23. 8 SA37,3925. 62. 3 Tas24,1553. 64. 7 ACT6,1670. 91. 7 NT68,90110. 329. 8. Australia669,736100. 03. 0 There was a 21% increase in the number of Indigenous people counted in the 2011 Census compared with the 2006 Census2 [24]. The largest increases were in the ACT (34%), Vic (26%), NSW (25%) and Qld (22%). For all jurisdictions, the 55 years and over age-group showed the largest relative increase. There are two ‘structural’ reasons contributing to the growth of the Indigenous population: the slightly higher fertility rates of Indigenous women compared with the rates of other Australian women (see ‘Births and pregnancy outcome’); and the significant numbers of Indigenous babies born to Indigenous fathers and non-Indigenous mothers. Two other factors are considered likely to have contributed to the increase in people identifying as Indigenous: changes in enumeration processes (i. e. more Indigenous people are being captured during the census process); and changes in identification (i. e. people who did not previously identify as Indigenous in the census have changed their response). Based on the 2011 Census, around 33% of Indigenous people lived in a capital city [25]. Detailed information about the geographic distribution of the Indigenous population for 2011 is not yet available, but figures from the 2006 Census indicated that the majority of Indigenous people lived in cities and towns [26]. Slightly more than one-half of the Indigenous population lived in areas classified as ‘major cities’ or ‘inner regional’ areas, compared with almost nine-tenths of the non-Indigenous population. (As well as these two classifications of ‘remoteness’ in terms of access to goods and services and opportunities for social interaction, the Australian Standard Geographical Classification (ASGC) has four other categories: ‘outer regional’, ‘remote’, ‘very remote’, and ‘migratory’ [27]. ) Almost one-quarter of Indigenous people lived in areas classified as ‘remote’ or ‘very remote’ in relation to having ‘very little access to goods, services and opportunities for social interaction’ ([28], p. 3). Less than 2% of non-Indigenous people lived in ‘remote’ or ‘very remote’ areas [26]. In terms of specific geographical areas, more than one-half (53%) of all Indigenous people counted in the 2011 Census lived in nine of the 57 Indigenous regions (based largely on the former Aboriginal and Torres Strait Islander Commission (ATSIC) regions) [25]. The three largest regions were in eastern Australia (Brisbane, NSW Central and the North Coast, and Sydney-Wollongong), which accounted for 29% of the total Indigenous population. According to the 2011 Census, around 90% of Indigenous people are Aboriginal, 6% are Torres Strait Islanders, and 4% people identified as being of both Aboriginal and Torres Strait Islander descent [25]. Around 63% of Torres Strait Islander people3 lived in Qld; NSW was the only other state with a large number of Torres Strait Islander people. The Indigenous population is much younger overall than the non-Indigenous population (Figure 1) [23]. According to estimates from the 2011 Census, at June 2011 about 36% Indigenous people were aged less than 15 years, compared with 18% of non-Indigenous people. About 3. 4% of Indigenous people were aged 65 years or over, compared with 14% of non-Indigenous people. Figure 1. Population pyramid of Indigenous and non-Indigenous populations, 30 June 2011 Population pyramid of indigenous and non-indigenous populations, 2011 Source: ABS, 2012 [23] References Carson B, Dunbar T, Chenhall RD, Bailie R, eds. (2007) Social determinants of Indigenous health. Crows Nest, NSW: Allen and Unwin Jackson LR, Ward JE (1999) Aboriginal health: why is reconciliation necessary?. Medical Journal of Australia; 170(9): 437-440 Butlin NG (1993) Economics and the dreamtime : a hypothetical history. Melbourne: Cambridge University Press Campbell J (2002) Invisible invaders: smallpox and other diseases in Aboriginal Australia 1780-1880. Melbourne: Melbourne University Press Webb S (2009) Palaeopathology of Aboriginal Australians: health and disease across a hunter-gatherer continent. Cambridge: Cambridge University Press Anderson W (2007). The colonial medicine of settler states: comparing histories of Indigenous health. Health and History; 9(2): 144-154 Butlin NG (1983) Our original aggression : Aboriginal populations of southeastern Australia, 1788-1850. Sydney: Allen & Unwin Thomson N (1991) Tuberculosis among Aborigines. In: Proust AJ, ed. History of tuberculosis in Australia, New Zealand and Papua New Guinea. Canberra, ACT: Brolga Press: 61-67 Reynolds H (1982) The other side of the frontier: Aboriginal resistance to the European invasion of Australia. Ringwood, Victoria: Penguin Books Elder B (2003) Blood on the wattle: massacres and maltreatment of Aboriginal Australians since 1788. 3rd ed. Frenchs Forest, N. S. W: New Holland Harrison B (1978) The Myall Creek massacre. In: McBryde I, ed. Records of times past : ethnohistorical essays on the culture and ecology of the New England tribes. Canberra: Australian Institute of Aboriginal Studies: 17-51 Howitt R (2001) Rethinking resource management : justice, sustainability and Indigenous peoples. London: Routledge Hunter E (1993) Aboriginal health and history: power and prejudice in remote Australia. Cambridge: Cambridge University Press Saggers S, Gray D (1991) Aboriginal health and society: the traditional and contemporary Aboriginal struggle for better health. North Sydney: Allen and Unwin National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their Families (1997) Bringing them home: report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their Families. Retrieved 17 November 2011 from http://www. humanrights. gov. au/pdf/social_justice/bringing_them_home_report. pdf Long JPM (1970) Aboriginal settlements: a survey of institutional communities in eastern Australia. Canberra: Australian National University Press Marmot M (2004) The status syndrome: how social standing affects our health and longevity. New York: Holt Paperbacks Wilkinson R, Marmot M (2003) Social determinants of health: the solid facts. Denmark: World Health Organization National Aboriginal Health Strategy Working Party (1989) A national Aboriginal health strategy. Canberra: Department of Aboriginal Affairs Australian Bureau of Statistics (2012) Census of population and housing: characteristics of Aboriginal and Torres Strait Islander Australians, 2011. Canberra: Australian Bureau of Statistics Australian Bureau of Statistics (2011) Schools, Australia, 2010. Canberra: Australian Bureau of Statistics Australian Curriculum Assessment and Reporting Authority (2011) National Assessment Program – Literacy and Numeracy: achievement in reading, persuasive writing, language conventions and numeracy: national report for 2011. Sydney: Australian Curriculum Assessment and Reporting Authority Australian Bureau of Statistics (2012) Australian demographic statistics, March quarter 2012. Canberra: Australian Bureau of Statistics Yap M, Biddle N (2012) Indigenous fertility and family formation: CAEPR Indigenous population project: 2011 census papers. Canberra: Centre for Aboriginal Economic Policy Research Australian Bureau of Statistics (2012) Census of population and housing – counts of Aboriginal and Torres Strait Islander Australians, 2011. Canberra: Australian Bureau of Statistics Australian Bureau of Statistics (2010) Population characteristics.