London Bombings: Aftermath and Effects

London Bombings: Aftermath and Effects Dealing with the Aftermath of the London Bombings Presentation The Aftermath European Union Administrative Agencies in the United Kingdom End List of sources Presentation The seventh of July 2005 will consistently be recognized as a notorious date speaking to the day when an organized assault was directed by psychological oppressors on the open vehicle arrangement of the city of London during the vigorously dealt morning busy time period (CNN.com, 2006). The arrangement of assaults happened on board three underground trains all inside a moment of one another beginning at 8:50 a.m., with a fourth happening on a transport that was going in Travistock Square at 9:47 a.m. (CNN.com, 2006). That day saw a loss of life of fifty-two regular people, alongside the four self destruction planes, and roughly 700 and seventy people harmed (BBC.co.uk, 2006). The occurrence was supposedly spurred by the United Kingdom’s consideration in the United States supported intrusion and control of Iraq (Altermedia.info, 2005). The assault was exceptionally suggestive of the train bombings in Madrid, with both coming after Spain and the United Kingdom had decreased thei r soldiers positioned in Iraq (Dhimmi Watch, 2005). The occasions going before the assaults in London unequivocally recommended that a comparative event may occur in the United Kingdom. With the assaults occurring as the G8 Summit was being held in Scotland, the likelihood of an assault ought to have been higher on the British danger evaluation scale than it was (World Socialist Web Site, 2005). What's more, London was additionally trying to commending the way that it had made a fruitful offered for the facilitating of the Olympics in 2012, along these lines the assaults were focused to accomplish most extreme impact and introduction (Rasmussen, 2005). In any case, that view is available to guess as the objective, timing and nature of the assault could have happened in any number of potential ways, therefore making the possibility to propose its avoidance as a fairly disputable issue. The idea of psychological militant assaults is their astonishment and utilization of people who purportedly can fly underneath the reconnaissance radar of the specialists looking to reveal them. Resulting data and reports have connected the bombings to Al-Qaeda (Philpott, 2005). The improvements coming about because of the control of Iraq, Al-Qaeda and worldwide psychological warfare have changed the way wherein governments see, respond and get ready for expected occurances. What occurred on that portentous day could have happened in any nation whenever, and that penchant is as yet open. This assessment will take a gander at the outcome of the London bombings and the occasions that unfolded just as the bigger ramifications and activities that it activated. And keeping in mind that different plans where set up because of the occasions of 9-11, activity after such an occasion can be dependent upon factors that even the most arranged arrangement couldn't make possibilities for. The accompanying will annal those occasions just as examinations, requests, changes, enactment and discoveries made in the repercussions from differed quarters. The underlying reports demonstrated that there were six blasts which was accounted for because of them happening between stations, in this manner making travelers exit at guides situated toward the front just as back of the train spilling them into two inverse bearings along these lines making disarray with respect to the underlying harm and blast check. That advancement created extra turmoil for the different offices reacting to the assaults until the circumstance involving three train assaults was uncovered. After the underlying disarray cleared it was resolved that (CNN.com, 2006): The main blast occurred on the eastward Circle Line train heading out from Liverpool Street to Aldgate. Blast number two happened on the westward Circle Line train between Edgware Road and Paddington roughly. The third blast occurred on the southbound Piccadilly Line between King’s Cross Street Pancras and Russell Square The London Underground suspended assistance all through the whole system after all trains were brought into the closest stations therefore causing huge uprooting for people all through the city. The Tavistock Square twofold decker transport blast spoke to the last of the blasts, where it initially passed by Euston as evacuees where leaving from the underground station. It needed to occupy its course and the last episode happened (Rasmussen, 2005). The examination concerning the bombings revealed that the bombs went off as another train was going the other way, in this way prompting the end that the assaults were coordinated for most extreme impact, anyway for reasons unknown the aircraft didn't get away (Sky News, 2005). The examination revealed that there were assets found on the planes that supported in the recognizable proof of the assailants as they where conveying ID just as other data that therefore prompted the disclosure of their processing plant in Leeds where the hazardous gadgets were made (Edwards, 2005). The entirety of the aggressors conveyed â€Å"†¦ return rail tickets †¦ and show vehicle leave tickets †¦Ã¢â‚¬  before their loading up the trains (Edwards, 2005). Additional proof to upheld Edwards (2005) conflict, which lines up with of the announcements made by Tony Blair (2005) is delineated by the way that the dangerous gadgets where contained in enormous estimated backpacks that could have e ffortlessly been dumped, and belongings, for example, drivers licenses, banking cards and different things were found on their remaining parts further supporting his hypothesis that they were deluded by their bosses and the bombs were set to detonate ahead of time as self destruction planes usually expel all types of recognizable proof and connections. The significance of the disclosure of the way where the situations developed just as the root of the assailants was an outgrowth of the examination concerning the affiliations of the aggressors. The people included were obscure to specialists by name, anyway they were gotten by reconnaissance procedures that incorporated an enormous breadth of exercises in this manner consigning them to lesser status. Through re-following their means dependent on the receipts found on their remaining parts unmistakably they made a trip to Luton by means of vehicle, and afterward onto London via train (Campbell and Laville, 2005). They were caught on t he King’s Cross CCTV framework at 8:30 a.m.. The Aftermath In an announcement discharged by the Rt. Hon. Paul Murphy, the MP Chairman of the United Kingdom’s Intelligence and Security Committee, he remarked with respect to whether there was any insight data that could have supported in the counteraction of the assaults (Community Central, 2005). The official explanation and position was on the off chance that there had been earlier doubts or data, at that point the specialists would have interceded. More likely than not the dauntlessness of the assault, considerably after the occasions if September eleventh in the United States and Madrid, got specialists unsuspecting however making arrangements for the capability of such an event had been attempted. There were and are scores of reports remarking on the likelihood of advance information just as one of the planes being detected an entire year before the occasion (officialconfusion.com, 2006a). Notwithstanding the first, the administration is suspected to have had advance information th at such an assault would be brought out on London’s underground through data accumulated by insight administrations (occificalconfusion.com 2006b). Looking back it is anything but difficult to move through heaps of data that had been assembled as well as watched and set up the pieces sometime later, yet the ambiguity of information, the numerous sources and potential endings they recommend makes foreknowledge increasingly troublesome. In one report, the London Metropolitan Police had gotten the privately owned business of Visor Consultants to investigate arranging a reenacted drill concerning the capability of numerous unstable assaults being made upon the London underground framework (Chossudovsky, 2005). Strikingly enough a drill mimicking such an assault was being led at 9:30 that very morning with the members exchanging in mid drill to a functioning status. These drills spoke to emergency the board with respect to the London Metropolitan Police (Chossudovsky, 2005). The first shows that the shifted reports as archived by Officalconfusion.com (2006ab) and other sites in the repercussions had some legitimacy. As the investigation into this part of the London bombings speaks to as significant a zone in emergency the executives strategies either arranged or set up before the assaults and subsequently, further examination is justified. A Report to Parliament by Prime Minister Blair concerning the â€Å"Government Response to the Intelligence and Security Committee’s Report into the London Terrorist Attacks on 7 July 2005† was introduced on May 2006 (Prime Minister’s Office, 2006). The Report expressed that the presence of Siddeque Khan was known to specialists, anyway his personality was most certainly not. It, the Report, likewise expressed that Shazad Tanweer was additionally obscure by name, and that reconnaissance picked him up through routine action, nonetheless, since the movement was normal, no uncommon noteworthiness was made. Said Report indicated that the result of the 7 July assaults may have been forestalled if the Security Service had reached various resolutions concerning the insight it assembled before the occasion. Blair’s Report likewise secured the subject of the decrease of the danger level and ready frameworks which was diminished from serious general to generous (Prime Minister’s Office, 2006). The Report expressed that the insight assembled before and up to the occasion didn't show the probability of such an event, and that a high alarm level mirrors a significant pointer which didn't influence the security perspectives being brought down concerning transport frameworks. With

Looking for Alibrandi Chapter summaries free essay sample

Josephine Alibrandi is starting another school year as the bad habit skipper of St Martha’s school in Sydney. She vows to be acceptable yet as of now gets in a tough situation on the primary day. Josie acquaints herself with the peruser as an Italian living in Australia. She lives with her mom, who had her before she was hitched, doesn’t know her dad, and has a cozy relationship with both her mom and nonna (grandma). When Josie shows up home after school, her mom reveals to her that her dad, Michael Andretti, is visiting the area out of the blue. Part 2 Josie presents her companions: Sera, Anna and Lee, and her school foe: Ivy Lloyd (Poison Ivy). Josie likewise takes an interest in ‘Have a Say Day’, where she sits close to Jacob Coote, the skipper of Cook High, a neighborhood government funded school. He prods and plays with her. Jacob delivers a discourse about creation the vast majority of opportunity. The discourse influences Josie. We will compose a custom exposition test on Searching for Alibrandi Chapter rundowns or then again any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Part 3 Josie visits her grandma and looks at the way that she is ill-conceived. She has a contention with her grandma, who Josie believes is excessively hard on her mom. Michael, Josie’s father, shows up out of the blue, and Josie provides him some insight that she could be his youngster. Josie likewise investigates her dissatisfaction with her way of life. Part 4 Josie sits down to chat with John Barton, a kid that she really likes and regards, after the school banter. She remarks on the polarization of their two families, and he discusses his father’s desires on him with a lot of harshness. Josie is astonished that John is having issues, since his life is the thing that she has consistently longed for. Josie finds another line of work at McDonalds. Part 5 Josie goes to the school move in a dress that her nonna made her. Jacob and John are both there, and Jacob hits the dance floor with her for the greater part of the night. Jacob gives Josie a lift home on his motorbike and reveals to her that his mom kicked the bucket. They talk about the distinctions in their families, and Josie says that he needs to meet her mom on the off chance that he needs to date her. Jacob is irate, and they choose to overlook attempting to get together. Part 6 Josie and her mom, Christina, goes to her nonna’s place for a family BBQ. Michael Andretti is additionally there. Josie catches a discussion among Christina and Michael, and it is clear the amount Josie intends to her mom and the amount Michael doesn’t need to be engaged with Josie. Josie stands up to Michael, and they consent to stay away from one another. Josie discusses this with her mom and solicits her what her mom imagined from when she was 17. Part 7 Josie and her mom go through Easter with the family. Josie winds up going through the night with her nonna, and nonna discloses to Josie that she used to be a wonderful lady. She educates Josie concerning moving to Australia with her significant other and how troublesome it was moving to another spot. Josie is astounded at how her nonna figured out how to adapt to the entirety of this hardship and that she has figured out how to do so well. Section 8 Josie catches a young lady from her school, Carly, discussing a few Italians at a dance club she went to as wogs. Josie blows up at this and smacks Carly in the face with a book. Carly’s father, a persuasive TV character, needs to sue Josie for breaking Carly’s nose. Josie discloses to them that her dad is a legal counselor and considers Michael to come help her. He shows up and sifts through the circumstance. Josie is incredibly glad to leave school with her dad and deliberately discusses his work so everybody will realize he is a legal counselor. Section 9 Sister Louise uncovers that she recognizes what's going on in Josie’s life and is stressed over how she is adapting to everything. Josie’s mother, Christina, and her grandma battle when Christina needs to go out on the town. After her grandma leaves, Josie is additionally discourteous about her mother’s date, and they battle. Part 10 A nearby domineering jerk who used to live nearby to Josie, Greg Sims, undermines Josie and her companion Anna after work at McDonald’s. Jacob Coote and his companion Anton salvage them from the assault. Jacob takes Josie home and asks her out on the town, concurring that he will meet her mom. Section 11 After saying 'sorry' for the manner in which she acted when her mom when her mom went out on the town, Josie inquires as to whether she can go out with Jacob. Christina concurs, however has a discussion with Josie about how Jacob will be needing to engage in sexual relations with her. Section 12 Josie goes through the evening with her grandma, glancing through old photograph collections. Her nonna discloses to her accounts of the challenges of being new to Australia during the 1930s-40s and shows Josie pictures of Marcus Sandford, a cop who was her first Australian companion. When nonna’s guardians kicked the bucket in Italy, nonna separated at the mail station. Marcus was additionally there and ameliorated her. Josie ponders how forlorn it more likely than not been for her nonna, particularly not having the option to communicate in English. Part 13 Jacob picks Josie up for her date, yet he is dressed ineffectively and scarcely addresses her mom by any stretch of the imagination. Josie is angry with him. They contend as opposed to going out to see the films, and Josie chooses to walk home. In transit she is gotten by her dad. They eat together, and Michael uncovers that, despite the fact that he didn’t realize that Josie had been conceived, he isn't sure he would have returned for her in the event that he had known. He at that point offers her work at his legitimate office. Part 14 Josie meets John Barton, who is discouraged about his relationship with his dad and the steady weight on him to be the best at things he doesn’t truly care about. Josie recommends they each record their emotions on paper; so they trade their fixed notes to be opened toward the year's end. Section 15 At their nearby bistro, Josie and her companions talk about vocations and young men. Josie meets Jacob in transit home, and he requests another opportunity. They mastermind to sway school for a day and go to the sea shore. Part 16 Jacob and Josie get together, and this time their date is progressively fruitful. They invest energy in the sea shore and discussion about what it implies for Josie to be Italian. She is by all accounts settling more with her way of life. They kiss just because. Section 17 Josie is becoming acquainted with her dad better through working with him and traveling to Adelaide with him. Josie discovers a little about the sentiments her dad once had for her mom and understands that she appreciates having Michael around. Section 18 Poison Ivy calls Josie a ‘new Australian’ and blames Josie’s precursors for murdering her granddad in the war. They contend about what it is to be Australian and furthermore quarrel over John Barton, who the two of them have had affections for. Jacob picks Josie up in his new vehicle, and Josie acknowledges she has solid affections for him, however thinks about whether he additionally thinks about her as a ‘new Australian’. Section 19 Josie takes an interest in ‘Tomato Day’, an Italian family convention where every last bit of her family members go through the day cooking and packaging tomato sauce. Josie understands that, regardless of whether she prefers them or not, a few conventions are so unequivocally and profoundly a piece of her that she can't disregard them. She additionally hears increasingly about nonna’s spouse and is informed that every single Italian man were placed into a camp for ‘aliens’ during the war years. During that time, Marcus helped nonna around the house. Section 20 Josie forsakes her obligation as boss at the school walk-a-thon to follow her companions who are going to check whether they can locate a pop star who is visiting the area. Sister Louise discovers and blames Josie for adjusting and resembling a ‘sheep’. She additionally discloses to Josie that she was chosen skipper of the school, yet that Sister Louise didn’t figure she could deal with it and made her bad habit chief. Josie understands that what she did wasn't right and apologizes, and furthermore understands that she is considerably more famous at school than she suspected. Section 21 Josie goes to see Macbeth with John, however Jacob, who is likewise at the motion pictures with his companions, believes that Josie is undermining him. He stands up to Josie, who is then compelled to think of her as evident affections for John and Jacob, just as her preferences about different people’s foundations. Part 22 Josie and her mom go through a pleasant day together. Josie wishes her mom and father would figure out how to reunite. Part 23 Josie’s grandma enlightens her regarding the Australian, Marcus Sandford, who once cherished her, and how she needed to send him away due to the embarrassment that would have caused. Josie starts to regard her nonna considerably more. Part 24 Jacob and Josie contend when she won't acquaint him with her grandma. The next day Josie goes to Jacob’s house and meets her dad. Later they make out, and Jacob needs to go further. Josie discloses to him that she isn't prepared to have intercourse mind him. Section 25 Josie’s world is flipped around when she understands that her grandma has deceived her. A possibility comment that nonna made about Josie’s granddad being out of time when Christina was considered uncovers that nonna was unfaithful to her Italian spouse and that the Australian, Marcus Sandford, is really Christina’s father. This progressions how Josie feels about herself. Section 26 Josie accommodates with her grandma who clarifies the troublesome choices she needed to make thirty-six years beforehand. Josie discovers this is the reason her granddad was so mean to nonna and Christina and furthermore why her granddad showed Christina out of the house when she was pregnant with Josie. Josie chooses not to disclose to her mom. Section 27 Josie gets together with John Barton, who is by all accounts a lot more joyful about existence and reveals to Josie that he once really liked her. She concedes that she felt a similar way. Josie is confounded, be that as it may, when John te

Evolution of marketing strategy Case Study Example | Topics and Well Written Essays - 3250 words

Advancement of promoting methodology - Case Study Example By selling an item by means of focusing on the clients' wants (feelings), H-D had the option to catch individuals from varying backgrounds. From top officials to manual laborers, a different gathering of individuals got tied up with the way of life and feeling of having a place with a world class bunch that H-D had made. This happened in light of the fact that H-D staff individuals from every single different position, offices, and financial status were associated with the organization's dynamic in regards to the changes. Vedpuriswar (2003) reports, By 1986, H-D had recaptured 25% of the US bike market'it opened up to the world on the New York Stock Exchange'From 1988 t0 1995, yearly shipments'more than multiplied. Despite the fact that H-D produced more than $1.3 billion incomes in 1995, it spent not exactly under $2 million in advertising'In H-D accomplished its eighteenth back to back year of development, beating every single other producer in the heavyweight class for the third consecutive year' H-D had the correct thought when it concentrated on individuals being the best upper hand. By concentrating on four promoting destinations, H-D had the option to catch the two apprentices and the individuals who had just experienced passionate feelings for its items. After much research, it had the option to equip its cruisers, evaluating, publicizing, and every single other viewpoint to fans and non-aficionados. H-D utilized the equivalent a similar research and modified way to deal with focus on the global market by keeping bike creation beneath request. The opportunity and freedom of America was the image that H-D used to sell its items. The picture that the organization sold was the specialty that made it fruitful over its rivals. With items running from cruisers to apparel to financing, H-D's promoting blend was publicized in that many discovered amazing. The organization needed to stand out enough to be noticed. H-D additionally consolidated powers with different organizations, for example, Ford to make constrained release of vehicles. Subsequently, the network of clients that H-D manufactured is from varying backgrounds. Participation, with acquisition of a bike, permitted clients to go to one of a kind exercises and capacities (at nearby, territorial, national, and universal levels), which permitted them to share their adoration for riding and to Last Name 3 have a place with an exceptional network of the individuals who share similar interests. Brand reliability was the aftereffect of this exploration and difficult work and it end up being incredibly fruitful. The brand and authorizing was offered to different organizations in the United Stated and different nations. Eighty licenses secured eighteen item classes around the world. The H-D brand can be found on bistros, dolls, kids' wear, toys, and so forth. Similarly as with anything throughout everyday life, with the professionals are the cons; with the favorable circumstances there are typically detriments. An impediment was that H-D tuned in to their clients so well and made such a longing, that they couldn't stay aware of the interest at the present degree of creation. A few administrators are worried that the H-D brand, which epitomizes roughness and manliness, might be lamentable as it goes into a class that doesn't satisfy this bad-to-the-bone picture and worth. They feel that the organization may have wandered into domains that it had no business in managing which may have prompted obliterating

What is Crisis Management and Social Media Instructions - 1100 Words

What is Crisis Management and Social Media Instructions (Essay Sample) Content: Students NameProfessors NameCourseDateCrisis Management and Social Media InstructionsThe act of crisis conversation has advanced since the rise of computerized innovations and online networking. Characterized as a sudden and non-routine occasion with large amounts of vulnerability, strategies as well as crisis management plans are basic for the success of the company. Inability to deliberately oversee crises through both conventional and computerized media may bring about significant losses. This paper discusses the case of Chipotle Mexican Grill during the 2015-2016 E. coli outbreaks across the US and studies the online networking system which affected the result of the case.The Situation of the CompanySince the late spring of 2015, the Chipotle Company has been enduring its first significant decrease in sales due to the two recent E. coli outbreaks in its chain. During these outbreaks, the media has not been kind towards the company. In addition, the customers view of the brand has significantly compounded. Clients kept away from Chipotle Mexican Grill Inc. restaurant for quite a long time after the outbreak, and E. coli occurrence was attached to the burrito chain in 2015 (Pride and Ferrell 17). From that point forward, the Denver Company has battled and later organized a prominent national worker meeting to stress safety practices. Later after the incident, the company projected a first-quarter loss, and administrators said they may offer free burritos and different advancements to boost sales.According to Steve Ells, the company's co-CEO indicates that the outbreak could make huge issues for the company, which saw its stock decrease by 2.5%. However, according to Diulio, clear conversations with the chain's clients will be critical to keeping them lining up for burritos (10). Since E. coli cases have been found in six restaurants crosswise over two states, the contaminated meat is likely an issue somewhere along supply chain of the company. Chipotle further indicates that it shut many extra areas in Washington and Oregon out of an abundance of caution. That may hurt the organization's prompt primary concern over 2% of its stores is presently on solidify; however, it could likewise help anticipate further spread of the bacteria.According to the government Centers for Disease Control and Prevention, E. coli outbreak attached to Chipotle restaurant appeared to be finished and it was shutting its examination; however, it was not able decide a particular item in charge of the contamination. According to Steve Ells, the founder and also the co-Chief Executive of Chipotle Company, indicates that the company will utilize approximately $10 million to assist deliver more secure meat and vegetables from its smaller suppliers and actualize the chain's new nourishment safety standards. In addition, according toPride and Ferrell, the workers have been operating on the implementation of the new system in the entire store, while the companyhas arranged to utilize approximately$10 millionto improve the running of its operations (52).Chipotle aimsto use this money on helpinglocal farms to achieve their food safety standards and produce several local ingredients available across the nation.The Companys Reaction on Its CrisisDue to high quality food usually promised by the Chipotle Company on its website, the company tried to keep that promise after the outbreak by searching approaches to reduce the greenhouse gases and even involving the farmers who are known for humane animal practices. The company has reported that it was making a move to address the problems experienced by the outbreak just a few days after itcompelled to close 43 restaurants in the Pacific Northwest because of worries about E. coli. Since the start of the first E. coli outbreak, Chipotle Company has been forceful and expected in addressing it.According to Diulio, the Chipotle Company shut stores in affected markets for profound cleaning and mo ved rapidly to implement fresh new food safety procedures (55). It even shut down each store across the US on 8th February during the lunch rush to hold a far-reaching meeting to talk about the changes (Pride and Ferrell24). In addition, Chipotle depicted its new food safety program as the result of a thorough reassessment of its food security practices. The organization has procured outside food security consultants to take a gander at its food safety norms through working with industry-driving experts to survey the safety risks of each ingredient on its menu with an eye toward setting up the most elevated models for safety.Recommendation on Chipotles CrisisThe Chipotle Company should utilize the great reputation it has acquired being known as a restaurant chain that puts individuals before benefits. As an evidence, according to Diulio, Chipotle has removed their food products from its menu on the grounds that no suppliers of ingredients could meet its elevated requirements (39). The organization should keep the emphasis on the clients and not be hesitant to stay genuine and concede mistakes, even despite losing income.Another recommendation is that the Chipotle Company needs to increase present expectations with proactive conversation, both when reacting to client concerns and in the information appro...

Initial Response Debate On Globalization - 948 Words

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Gender Biasness in School-Free-Samples for Students Myassignment

Question: Discuss about the Gender Biasness in School. Answer: Introduction With the change of gender norms, a change in the society is taking place gradually. The families and the communities are being affected by the policies of the gender norms and its impact over the school and other institutions of the state (Hemphill, Schneider, 2013). In this scenario, a primary school teacher name Jill was quite concerned about the impact of gender norms in the schooling institutions and the ways the students of those institutions demonstrate it. Jill noticed that the gender norms are leaving negative impact on the behavior of the students (Smith Sobel, 2014; Manning Butcher, 2013). The educator also noticed that the ways the differences have been drawn between girls and boys regarding the using of book libraries and the computer rooms. Jill in the institution also observed that how students insulting a female class mate for having two parents of same gender. This was quite disrespectful for both child and her parents in this aspect (Hemphill, Schneider, 2013). By making such observations, it is important to discuss the various strategies and challenges which could address the problems of the classroom in terms of showing respect to the students and the ways children must understand and learn different skills and knowledge to make their views wider to embrace the differences (Smith Sobel, 2014). Gender norms: An issue to be addressed From the above related issue, where Jill observed some of the embracing situations where the gender gap was established in schools and educators also trying to define it in terms of dividing the activities between the boys and the girls (Carpenter, 2013; Ray, 2015). Accordingly with the change of the system of the society, the students need to understand the need by making their skills and knowledge diverse in order to understand the values and skills. In this sense, the educators are needed to play a vital role in terms of making students convinced about the ongoing situations and how they would be able to address them. Gender norms are termed as a slowly developing concept. This needs to be well explained in the classroom atmosphere to make them enlighten about the meaning of the concept and the ways they need to encourage them for the future prospects. Gender norms is an over generalized term which is considered to be only perfect if a boy or a girl tends to behave according to th e norms of the gender. Gender norms are basically based on the expectations of the society (Carpenter, 2013; London et al 2012). In this aspect, Jill also viewed the same thing where the girls are encouraged to play with toys and was pushed to the bookshelf and the boys are encouraged to learn computers. The teachers are also provoking these differences in the classroom by following the gender norms strictly. The primary teaching about the gender norms are generally started from the roots of the family. Children from their birth are presented to the world on the basis of their gender. The biasness takes a strong hold since their birth through the games, toys and also parental modeling (Dury, 2013; London et al 2012). The family teaches their children about the facts of the gender norms where the males are generally likely to incorporate them being resilient and strong. The females on the other hand, being incorporated into thinking that they are being kind and beautiful. These kings of values may hinder the opportunity and development of the childs thinking power which gradually leads to exclusion and inequality (Dury 2013). However, in the learning environment, a teachers teaching ability leaves a huge impact on the learning of the students and it also impacts the values and skills of their knowledge. After family, it is the school which comes up with suitable learning processes in order to engage the students in learning various activities and skills (Dury, 2013; Carpenter, 2013) It is the responsibility of the teachers to give support to the environment of learning which should be free from biasness in terms of implementation and teaching curriculum to the students through the mode of interactions or live examples to the classes. Therefore, the students accordingly as well able to challenge the gender inequalities look forward to give promotion to the opportunities and teachers can build an inclusive learning environment for all the students irrespective of their gender and their ability to think about the vices of the gender norms. It is actually a teacher who can build this learning environment in t he school (Dury, 2013; Carpenter, 2013). Addressing Gender gap The process or the ways in which the male and female students build the femininity and masculinity could be further divided the gender. Gender gap is regarded as vital problems in todays world where the approach made towards building the norms of education, relationship choices and also the choices based on career are subjected to the norms of the gender gap or discrimination (Legewie Diprete, 2012; Meyer, 2015). The female students are generally encouraged to take humanities or arts subject and on the other hand, the boys are being encouraged to take science and commerce as their subjects because boys have involved them into thinking critically and they have the ability to interpret thinking in a more logical manner (Winchester Browning, 2015; London et al 2012). The studies have also found that the male students from the background of the working classes have the ability to express their masculinity externally and they usually place their emphasis on their strength and powers. Ho wever these students are generally subjected to the less schooling. However, the male students having the middle class background, they are at times introvert and tend to express their behavior which is opposite of the boys who are from the rich class background (Legewie Diprete, 2012; MacNell, Driscoll Hunt, 2015). In terms of gender gap, the educators or the instructors are needed to address these kinds of disparities among the students through the practical classes properly and making them aware about the problems of the society (Legewie Diprete, 2012). Gender gap in the society is still being considered and with the roper education and understanding of the humanity by making an inclusive form of learning education for the students. Giving respect to the same sex Another most important concern about the case study is that about giving respect to the same sex couple and their families. Jill noticed that John criticized Jane for she is having two mothers. This is something serious which a school needs to take care of. With the changing of the world and the society, the thinking power of the human being is developing and this is continuously evolving with time and pace. Accordingly, a transformation mention is also coming in the views of the people (Heaphy, Smart, Einarsdottir, 2013; London et al 2012) In this respect, the school needs to come up with new education system so that the children can keep pace with the changing mode of reality in the society. The society and the family needs to teach a child about giving respect to the couple of the same gender and their family (Wilkinson Marett, 2013). An incorporation of the new curriculum needs to be done by the group of educators in order to address these problems and the students need to lear n about the changes in the community. The educator can adopt practical classes for teaching the students about how to represent them and pay respect to everyone (Heaphy, Smart, Einarsdottir, 2013).With the changes brought in the community, the relations between men and women are also being altered. It is henceforth, significant to change the ingrained belief of the people regarding the existing society and for this the students who are the backbone of a nation can develop further their scientific temper and would manage to take initiatives to change the thinking of the world (Heaphy, Smart, Einarsdottir, 2013). Role of Families Families and Parents of the students occupy an integral position in the students life. And the success of the students are depended on a more collaborative and interactive environment. Families are considered to be having a wider structure and the educators accordingly can give assistance the students in understanding the differences in the units of the family and the society (Schunk, Meece Pintrich, 2012; Barac Biyalistoc, 2012) Children start understanding the notices from their early ages. The educators by noticing these understanding of the children, both the families and the educators can come up with the strategies and guide the students to interpret these differences and also the biases in a much more suitable and healthy manner. A child needs to grow a social identity in order to get suited with the existing diversity in order to develop a good connection with others in the realm of the society (Schunk, Meece Pintrich, 2012; Barac Biyalistoc, 2012). Educators also must ta ke the responsibility in developing the language and skills of the children so that they have the capability to interpret their emotional mindset so that they can successfully address the prejudices and inequality independently. Implementation of the strategies in classroom environment The Gayby Project The Gayby project is one of the tool kits which aim for the students to welcome diverse families. This kit is specialized for the students of five to six years. The project also targets children to who are being brought up by the non- traditional families which incorporate the same sex parents, single parents and also the co parents ("Gayby Baby", 2017). The kit is helpful for the educators to develop strategies in order to give support to the childrens understanding in these particular areas by having an objective of creating an inclusive discussion in the environment of the school ("Gayby Baby", 2017). The program carries an objective for introducing children to the norms of diversities of the non- traditional family through the processing of documentary name Gayby baby. This would be later followed by the interactions, role plays and also the discussions. The kit eventually includes The worksheets of the students and also the learning plans of the teacher that a teacher needs to introduce to the classes. It also includes a number of strategies and the pedagogical based approaches for making the environment of the classroom more inclusive. The kit also provides activities related to the short videos which might increase the rational thinking of the students in the classroom ("Gayby Baby", 2017). Growing ideas outside the textbooks Texts usually by nature help the students to understand the critical perspectives of life. There are certain text books even which encourage the gender stereotyping. The text books generally convince the students about the representation of the life. It was also been researched that the children are generally sensitive to the biasness of the texts and they tend to think that the views of the educators and the books are superior to them (Branon, 2016). In this modern society, the teachers in general give the students some chance to critically evaluate their thoughts and they are also being encouraged to give their opinions outside the books. This in further gives the impetus to the thinking power of the students which in turn the students grow perspectives about the topics which are under review (Branon, 2016). The students must be given the opportunity to think beyond the outlines of the textbooks and present their dialogues to the classrooms. This in turn would give the students to enhance their knowledge and skills and also at the same time would able to think beyond the topics of their interest. The teachers can guide the students accordingly so that they can able to think and response in a more appropriate manner. Creating more safer spaces Educators in order to create a perfect learning outcome in order to address the gender bias stereotype, the spaces should be created by the educators in order to give impetus to the students to participate in the discussion and make good contributions to the ongoing discussions (Roussou, 2015). It has been pointed out that acting through the process of dialogue and waging conversations is an important key to help the students in order to develop the notions and ideas through the process of telling stories, the role playing and also critically evaluating the performances. The students must also share the similar experiences with the peers to understand the depth of the experience (Roussou, 2015). The teachers must come forward and give valuable solutions to the students so that next time they can have ideas to confront any kinds of intolerable situations. The educators must also give real life examples and the examples of many good personalities to make the students stuff with the ide as about the learning environment. Curriculum The Melbourne Declaration The Melbourne declaration looks forward to promote high quality of education to the students and to form an inclusive environment where the students from the all different backgrounds are welcomed to take lesson on an appropriate subject (Curriculum.edu.au, 2017). Irrespective of gender the students must be welcomed to the classroom based on the social religious and cultural diversities (Curriculum.edu.au, 2017). Following are the approaches and strategies that are being followed by the Melbourne Declaration and they are The declaration looks forward it makes sense of their students world and accordingly how things evolved to the ways they are. A self identity has to be created to make the students aware of their spiritual wellbeing (Curriculum.edu.au, 2017). A healthy relationship is needed to be restored with each other. The presence of knowledge, skills and the understanding values must be maintained in order to satisfy the lifestyle which should be healthy in nature. The Declaration also makes emphasis upon the importance of social, cultural and linguistic diversities of Australia. The declaration also look forward to commit into the national values of the countrys democracy, decisions should be made on the ground of equity and justice and the importance of the participation in the civic life of Australia (Curriculum.edu.au, 2017). The Australian Curriculum The objectives of the Australian curriculum and it can be applied in both the Health and Physical Education (year 1 and year 2) and the humanities, social sciences (Year 1) Health and Physical education of year 1 and 2 Making contribution to the health services to notice the differences and similarities among the groups and individuals and how they should be respected The communication should be waged for the wellbeing and health standard in order to make them feel belonging (Donnelly Wiltshire 2014). Humanities and Social Sciences (Year 1) Differences in the family structure of the students need to be recognized and how these recognitions would change or remain same with the passage of time (Donnelly Wiltshire 2014). Putting Ideas into Practice Title of the tutorial Processing the world around you Objectives To understand the vices of Gender biasness The session is designed to point out the nature of the students about the gender biasness. Guide them properly in order to understand the problems of the society. Number of participants: 20 Session A session of questions and answers must be made so that the participants can answer the questions on gender biasness. The following questions are there in the link below. https://www.playbuzz.com/jamienovack10/how-gender-biased-are-you#half After the 20 participants answered the questions and now it is possible to judge about their nature of processing the world. The participants who actively participated in this test seems to accept the biasness of the gender in the society are needed to be taken care of by providing guidelines by discussing the salient points on which they answered. The questions on the gender biasness need to be discussed thoroughly and would enable the students to learn more about the changes of the society and to deal with the problems of the changing community (Meyer, 2015). Conclusion The resources provide the analytical explanation of the understanding of the students about the gender biasness and how the resources should be implemented accordingly to guide the educators in order to teach the students properly to face the challenges of the society. Educators themselves through the modification of their self learning and with the growth of the personal development can guide students in a proper way. However, before the students start studying in the primary schools, the families also at the time play an important role to guide the students in a more proper way. The students need to develop the understanding of the principles of belonging to the family units and must also understand the diversification of the family background of the students. Through the planning of the practical classes the students would be aware about the inclusive education and through the implementation of addressing the issues of gender gap, the students must learn about giving respect to ea ch others family and also at the same time the educators would not make differences in the work between boys and girls. Additional resources for the educators Daniel Koretz on Gender and Education How expectations and attitudes effect the gender gap https://www.youtube.com/watch?v=GZYC_tgurX4 The Gayby Project https://thegaybyproject.com/ Teaching Tolerance Classroom Activity https://www.tolerance.org/activity/girls-can-be-plumbers References Barac, R., Bialystok, E. (2012). Bilingual effects on cognitive and linguistic development: Role of language, cultural background, and education.Child development,83(2), 413-422. Brannon, L. (2016).Gender: psychological perspectives. Taylor Francis. Carpenter, R. C. (2013).'Innocent Women and Children': Gender, Norms and the Protection of Civilians. Ashgate Publishing, Ltd.. Curriculum.edu.au. (2017). Retrieved 7 August 2017, from https://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf Donnelly, K., Wiltshire, K. (2014). Review of the Australian curriculum: Final report.Department of Education (Ed.). Canberra, ACT: Australian Government. Drury, K., Bukowski, W. M., Velsquez, A. M., Stella-Lopez, L. (2013). Victimization and gender identity in single-sex and mixed-sex schools: Examining contextual variations in pressure to conform to gender norms.Sex Roles,69(7-8), 442-454. Gayby Baby. (2017).Gayby Baby. Retrieved 7 August 2017, from https://thegaybyproject.com/ Heaphy, B., Smart, C., Einarsdottir, A. (2013).Same sex marriages: new generations, new relationships. Springer. Hemphill, S. A., Schneider, S. (2013). Excluding students from school: A re-examination from a childrens rights perspective.The International Journal of Children's Rights,21(1), 88-96. Legewie, J., DiPrete, T. A. (2012). School context and the gender gap in educational achievement.American Sociological Review,77(3), 463-485. London, B., Downey, G., Romero-Canyas, R., Rattan, A., Tyson, D. (2012). Gender-based rejection sensitivity and academic self-silencing in women.Journal of personality and social psychology,102(5), 961. MacNell, L., Driscoll, A., Hunt, A. N. (2015). Whats in a name: exposing gender bias in student ratings of teaching.Innovative Higher Education,40(4), 291-303. Manning, M. L., Bucher, K. T. (2013).Classroom management: Models, applications, and cases. Pearson. Meyer, E. J. (2015).Gender, bullying, and harassment: Strategies to end sexism and homophobia in schools. Teachers College Press. Ray, B. D. (2015). Research Facts on Homeschooling.National Home Education Research Institute. Rousso, H. (2015). Education for All: a gender and disability perspective. Schunk, D. H., Meece, J. R., Pintrich, P. R. (2012).Motivation in education: Theory, research, and applications. Pearson Higher Ed. Smith, G. A., Sobel, D. (2014).Place-and community-based education in schools. Routledge. Wilkinson, L. C., Marrett, C. B. (Eds.). (2013).Gender influences in classroom interaction. Academic Press. Winchester, H. P., Browning, L. (2015). Gender equality in academia: A critical reflection.Journal of Higher Education Policy and Management,37(3), 269-281.

Sample Proposal Essay Example

Sample Proposal Essay The country resort has many rooms, function halls and cottages that are available for reservation. EVENTS HALL Function-Kubo Function Hall 1 Function Hall 2 Garden Conference Room ROOMS Air-conditioned rooms Regular rooms COTTAGES Table with umbrella Nipa hut Pavillion ENTERTAINMENT TV/DVD player Karaoke Billiard 2. For the events hall, the customer should make a reservation at least one month before the event. The customer, upon reservation, will need to pay the reservation fee of 1000 and the remaining balance should be paid one week before the event. . The rooms should be reserved one week before the customer’s arrival and the reservation fee is 300. These rooms are also available to balikbayans who can rent the room for a month. 4. During peak seasons, all cottages are needed to be reserved one week before customers’ arrival. As for walk-in’s, they can still have their cottage if there are available cottages at that time. 5. The Country resort also has its st ore where the customer can buy swimming accessories, souvenirs. The employee of the resort needs to track and record every item purchased for sales and inventory. PROPOSED SYSTEM RESERVATION SYSTEM Records all transactions regarding reservations. It includes the scheduling of rooms and other amenities. BILLING AND PAYMENT SYSTEM Records and monitors the payment for each transaction. SALES MONITORING SYSTEM Monitors sales of all the transactions made and purchases in the resort’s store. INVENTORY SYSTEM Gives a detailed list of all the products in the store. Programming language: C# VILLA REINA Nestled away in the peaceful province of Malolos, Bulacan, Villa Reina Resort is more than just a place for swimming. It is a vacation and | |recreation complex where family and friends can come and spend quality time together. It is a venue for social activities such as weddings,| |anniversaries, baptisms and birthday parties and for corporate functions like seminars, planning sessions, raining and corporate parties. | |Guests can make the short 1. 5 hour trip from Metro Manila to Bulacan for a rejuvenating weekend retreat from the barried existence of | |modern-day living. | | | | | | | | | | MISSION Our mission is to create a long lasting impression of pleasure to our valued customers and to provide a remarkable experience for them. As a resort we aim to achieve the best service that we could render to our clients not only regarding our profit but also keeping also our customers priority no. VISION To be the best resort there is by giving our customers our all HISTORY Villa Reina Resort which can be found at Valenzuela St. , Catmon at the city of Malolos in Bulacan did not actually start as a resort. On the year 1997, the owner first started the business by buying a piece of land and then turning it into a fish pond. Later on it was turned into a rest house by the owner, and then it became a restaurant . As time passed, pools were added to the establishment so that the business would be able to attract more people to vi sit the place. We will write a custom essay sample on Sample Proposal specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Sample Proposal specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Sample Proposal specifically for you FOR ONLY $16.38 $13.9/page Hire Writer And that was when the business that started out as a fish pond, turned out into a resort. Function halls were then added to the resort in order to serve as a venue for social activities such as weddings and birthday parties and also for corporate functions such as seminars and corporate parties. In 2000, the resort also offered different services to their patrons such as pool therapy sessions for those people who have asthma. CUSTOMER PAYS RESERVATION FEE ORGANIZES THE EVENT PAYS REMAINING BALANCE RESERVES PAYS TOTAL AMOUNT CHOOSES A COTTAGE GOES TO THE RESORT PAYS BUYS ACCESSORIES AND SOUVENIERS

Truman Doctrine Essays - Presidency Of Harry S. Truman, Free Essays

Truman Doctrine Essays - Presidency Of Harry S. Truman, Free Essays Truman Doctrine Truman Doctrine Pres. Harry S. Truman On March 12, 1947, President Harry S. Truman, before a Joint Session of Congress, declared it to be foreign policy to help any country threatened by communism. His specific request was for $400 million to help both Greece and Turkey financially. After listening to his request, Congress approved. After World War I, Great Britain rules the greatest empire. After two World Wars, Great Britain was hurt financially and physically. They now could not handle being a top world power. Two other countries that were hurt by World War II were Greece and Turkey. In February, Great Britain informed the United States that they were not able to provide financial aid to Greece and Turkey. Turkey was trying to modernize their society, and Greece was in a civil war. Since they needed money, and Great Britain was not able to provide financial aid, the United States was afraid that Greece and Turkey would fall into Soviet influence, meaning they could fall into communism. Dean Acheson, Undersecretary of State, met with members of Congress to discuss the importance of aiding Greece and turkey. He explained the Domino Theory, which meant if one nation were to fall into communism, neighboring states are weakened and would eventually fall into communism themselves. Realizing the importance of this threat, Congress accepted Truman?s request was accepted. Though his request was accepted, Congress wanted Truman to address this issue with the public; this would become a national broadcast. In his speech, Truman specifically stated that Greece and Turkey were right next to the Soviet Union and that both countries could fall into Soviet rule. He felt genuinely about the responsibility that the United States had in aiding other countries that are threatened by communism. He showed his concern by stating, ?I believe that it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures. I believe that we must assist free peoples to work out their own destinies in their own way. I believe that our help should be primarily through economic and financial aid, which is essential to economic stability and orderly political processes.? After that quote, you may think to yourself, ?How bad can communism be for the United States to fight strongly against it Communism does not promote growth, nor does it allow you the freedom to choose what you want to do with your life. Basically, all people live the same lifestyles, and all the money to the elite of the country, kind of like a dictatorship. This shows that we Americans should be grateful that we have the decisions to pursue our desires and make our life the best of what we can make of it. This also shows how dedicated our government is to providing the people with what is best for us. Truman described that giving aid to Greece and Turkey was simply common sense to spend that money as an investment to promote world peace and world freedom. In May, Congress signed Truman?s request, American support was given to Greece and turkey. Turkey was able to resist Soviet pressure and the Greek government completely got rid of the communist rebellion by October. All in all, the Truman doctrine tried to save the world from becoming a communist country and I think it turned out to be successful. It saved two nations that were in risk of being controlled by the Soviets and possibly from becoming destroyed. Anyways, Stalin?s plan was to literally take over the world with his ideas and views. President Truman saved the world from the dangers of Communism and we should be grateful because if it wasn?t for him, we Americans would probably be taken over by a Communist supremacy.

Feminist Majority Foundation Essay Example | Topics and Well Written Essays - 1250 words

Feminist Majority Foundation - Essay Example In order to implement these functional aims, Feminist Majority Foundation â€Å"engages in research and public policy development, public education programs, grassroots organizing projects, leadership training and development programs† (Feminist Majority Foundation 2). The organization’s functionality primarily focuses on research and action for women’s social, political and political empowerment. The Feminist Majority, the foundation’s sister organization, aims at the feminization of the public policy-making, employment and electoral processes at home and abroad, as the foundation acknowledges, â€Å"Our research and action programs focus on advancing the legal, social and political equality of women with men, countering the backlash to women's advancement, and recruiting and training young feminists to encourage future leadership for the feminist movement† (Choice Campus). Also the foundation’s functional structure is program-oriented and t he organization is currently running twelve programs: a. Choices Campus Leadership Program b. Women’s Health and Research c. Campaign to Help Afghan Women and Girls d. National Clinic Access Project e. National Center for Women and Policing f. Education Equity Project g. Media Archival Program h. Women and the Media/Communications Program i. Global Reproductive Health Program j. Global Women’s Empowerment Program k. Feminist Leadership and Empowerment Program l. Online Organizing and Education Program (Feminist Majority Foundation 3) FMF’s Working Definition of Feminism and Feminist Inspired by the fact that the majority of the women in the United States identify themselves as feminist, the foundation has proposed its working definitions of feminism as well as feminist in order to use it in research and action on women’s equality and empowerment. The foundation defines feminism as "the policy, practice or advocacy of political, economic, and social equali ty for women† and a feminist as a person- both male and female- who holds the feminist beliefs and advocates feminism. Since according to the organization’s view women are subjects to inferiority, inequality and injustice irrespective of countries, societies and communities all over the world, the organization holds that feminism is a global movement. Necessarily the organization’s working area is extended globally. The FMF’s Contribution to the Fight for Feminist Causes The foundation has organized numerous campaigns that are harmonious its mission at home and abroad. From 1989 to 1992, the FMF has worked for the Feminization of Power in order to increase the women’s representation in the public offices as well as the policy-making zone of the country. During those years, the foundation recruited a remarkable number of women who were selected for the public offices. Consequently women’s representation was doubled in the Congress. During the campaign from 1989 to 1992 the Foundation’s primary goal was focused on the ballot initiatives, through programs raising awareness among the college students. In 1990, it organized the students against the anti-choice ballot initiatives in Oregon and Iowa. In Iowa it worked for achieving support for the state’

Urban Clothing Retail Store Business Plan Essay

Urban Clothing Retail Store Business Plan - Essay Example Converse Texas currently maintains a total population of 18,110 individuals, which is a 54 percent increase from 2000 (city-data.com, 2012). This represents a substantially growing market that continues to improve in population density, thereby attracting a variety of new potential customers, due to improvements in job infrastructure and job availability. To the advantage of Urban Clothing, the median income per household is considerably above the national average at $49,396 per year (city-data.com). Of the total population, Converse Texas maintains 31 percent under the age of 18 and 33.9 percent between 25 and 44. Thus, this represents a significant portion of the total population in the city that could be recruited through inventive marketing concepts for urban-inspired clothing fitting of the youth profile. Additionally, 44.6 percent of total Converse, Texas households maintain a child under the age of 18 (another considerable market opportunity through relationship development in marketing). Globally, clothing retail has witnessed considerable growths since 2009. Clothing retail, as a global whole, grew by three percent since 2005 with volume sales at 8 percent growth (gaapirfrs.com, 2011). Of these sales, women’s outerwear grew 60 percent of the total value sales after 2006, suggesting that Urban Clothing should provide considerably more women’s fashions than men in order to appeal to this diverse group of buyers. In Europe and the United States, clothing retail witnessed the most foot traffic on Mondays and Wednesdays (Goodman, 2011). Therefore, the business will focus on attracting buyers during the weekends, something important for youth buyers who attend school or...This business must be hip, trendy and cater to the lifestyles of younger consumers looking for innovative fashions and this can be done through marketing creativity and by following successful business models for companies that have been able to build lasting relationships wit h young buyers. The organization relies heavily on a high mark-up based on the costs of procurement overseas (supply chain) however much of this cost is offset by the chosen method of supply in foreign low-wage countries. Net income is estimated at $75,000 in the first year of operation after considering all costs of operations. In order to make Urban Clothing work effectively, the sole proprietor will have to ensure that the organization meets all standards of quality, service, and relationship management through marketing and direct sales tactics. Thus, there must be a system of education and training in place so that all members of the sales staff understand the goals and mission of Urban Clothing. Therefore, the burden of training and human resources will have to fall on the owner and be a part of the team-working and sales tactics models. This will require considerable investment on the sole proprietor in order to find total marketing success.

Jails and Prisons History and Development Essay Example for Free

Jails and Prisons History and Development Essay Jails and prisons lay at the heart of the Criminal Justice System. These facilities helped forge the concept of rehabilitation. These institutions have changed over time and now reflect the modern methods of housing convicted individuals who need to be reformed or punished. Description of jails The clear concise difference between a jail and a prison is the time limit a convicted person is sentenced to and what offenses were committed. In a jail, prisoners are usually confined because they were convicted of a lesser or petty offense. Examples of petty offenses are driving without a license or a misdemeanor drug possession charge. Most of these offenses come with a sentence of a year or less and anyone with over a year sentence is usually sent to a prison facility (Seiter, 2011). Jails act as holding facilities where inmates rarely get time to be out of their cells, to reflect, or to engage in recreational time. Because jails are so short term the focus is on inward reflection of crime through solitude. Some of these restrictions are a product themselves of the lesser amount of time spent in the correctional facilities. Criminals are charged more in a jail facility with reflecting on their crime by being exposed to sheer solitude. Furthermore, jails rarely have any vocational or rehabilitation programs utilized within their walls. On the other hand, prisons have an ample amount of time to work with, rehabilitate, and reform offenders. Prisons do this with the hope that offenders can eventually be placed back into society and limit their recidivism back to crime. History of state and federal prisons The jail component of the American corrections system came well before the initiation of any prisons, probation, parole, or even halfway houses. The historical origins of jails or local corrections facilities in America come from England. American jails have developed and progressed so much further than that of its roots. Jails served a different purpose in England. Throughout the progression to the modern age, past mentality was altered from a place of confinement before harsh punishment could be administered to a place that rehabilitation and reflection could occur. The historical developments of jails and prisons overtime have gone from detention for purpose of public humiliation or deterrence, to an â€Å"out of sight out of mind† mentality, which segregated convicted individuals from the rest of society. State prisons have their roots in the penitentiary reform ideals of the Age of Enlightenment. The Three Prisons Act is the first law that authorized the establishment of federal prisons. This act was an important milestone for U.S. prison reform. This most important fact is that this act laid the foundation for the federal prison system to be created. Prior to the act being passed there were few penal facilities in the United States. Before this time period and the passing of this act only one facility, the Walnut Street Jail located in Philadelphia, stood the possibility of housing a large capacity of inmates charged with federal crimes. The role of a jail is a diverse one and conducts a very difficult mission. Few offenders skip the step of passing through a jail as they enter the correctional system. Jails hold a variety of offenders: including those arrested; those detained pending trial; those sentenced to short terms of confinement for minor crimes; those awaiting transfer to another facility; and those who are held administratively for a criminal justice agency. Some jail systems are larger than all but a few state prison systems while others are extremely small and have only four or five beds. Jails face unique issues such as dealing with unknown offenders, detoxification and medical problems, and serving the court with security and prisoner transportation. Jails are operated by local authorities and primarily hold pretrial detainees. Other jail inmates are serving time for misdemeanors, while others are held for a variety of reasons. Comparison of security levels The jail-prison distinction, however, is a very simplified label to attach to a very diverse set of facilities. There are in fact a myriad of confinement facilities meant to house criminals of all levels of seriousness. These facilities are broken up by government boundaries of local, state, and federal confinement facilities. The time needing to be served and the severity of the crime determine which of the facilities a convicted person might be sent. Prisons range starting from the most basic minimum security that houses the offenders that are less violent and are often for more administrative type offenses like white collar offenders or drug related crimes where no one else was affected or harmed. These types of prisons are considered more like camps, because they have a relatively low staff-to-inmate ratio, and limited or no perimeter fencing. These institutions are work-and program-oriented and many are located adjacent to larger institutions or on military bases, where inmates help serve the labor needs of the larger institution or base. The next step above the minimum security is low security institutions which have double-fenced perimeters, mostly dormitory or cubicle housing, and strong work and program components. The staff-to-inmate ratio is increased compared to the previous stage. Medium security prisons are the next level up. They are stronger facilities with hardened perimeters that have double chain link fences and an electronic monitoring system surrounding the facility and its corridors. Confinement in the medium-security prisons is cell type but treatment programs are available to convicts to help propel them forward in their reformation. Here the ratio is reversed and the staff greatly outnumbers the inmates. The strictest of prison facilities is the high or maximum security institution. Within its walls are some of the most severe criminals who have committed some of the most heinous acts. This final type of institution is comprised of reinforced fences and walls. Prisoners are contained in solitary cells and their movements are controlled and monitored extremely closely. Because of the severity of the crimes committed by the convicted individuals that are incarcerated in these maximum security facilities, there is an extremely high ratio of staff to inmates (Prison Types General Information, 2012). For prisons to be safe and secure there must be sufficient physical security, consistent implementation of security practices, established methods to control inmate behavior, and adequate preparation to reduce the likelihood or to respond to inmate unrest. For prison staff to provide effective rehabilitative services there must be an assessment of the needs and best practices of a programs focusing on substance abuse, mental health, religious services, education recreation, rehabilitation, and work opportunities. Fully understanding the importance of these programs and implementing them effectively is crucial for prisons to accomplish their dual mission of confinement and rehabilitation. Factors that influence growth The United States currently incarcerates more people of its citizens per capita than any other country in the world. If you count the amount of prisoners which currently reside in the U.S. prison system, it is approximately two million. This would mean that one out of every hundred and fifty residents are incarcerated in a U.S. prison of jail at any given time. Some of the factors that have led to the explosion of the prison population are poverty driven crime and the increased regulation of human and social behaviors (Ruddel, 2011). In the 21st century, we are still contemplating the dilemmas of overcrowding and the best way to correct criminal’s behaviors. The world needs to constantly evolve its correctional systems to meet the concerns of its society and effectively reform criminal behavior to create less of a strain on law abiding citizens. Jails and Prisons are a tremendous and vital piece to the Criminal Justice process. These facilities have been a part of the correctional system for over 200 years. It stands to reason that while the system will change based on new technologies and ideas, the principals of reform and correction will always hold true (U.S. Prison Populations-Trends and Implications, 2012). Conclusion It is hoped that justice will prevail through the rehabilitation and reform of convicted individuals, and our prison system is the best way of correcting the factors that may influence a person to commit such offenses. Incarcerated individuals today should feel fortunate that the times and ideals of prison life have changed and criminals are classified and housed based on the type and severity of the crime, rather than one large melting pot of criminals. Crime will never be completely eradicated therefore the necessity for facilities to incarcerate offenders will perpetually be needed. Free will is one of the greatest inherent rights human kind has but this right makes some people commit crimes and others remain compliant with the rules and regulations of society. The fact that we have free will conclude that criminal behavior will not ever truly disappear and every attempt should be made to inform/reform and rehabilitate offenders, making them act in an appropriate manner that is so cially acceptable. References: Prison Types General Information. (2012). Retrieved from http://www.bop.gov/locations/institutions/index.jsp Ruddel, R. (2011). American Jails: A Retrospective Examination. U.S. Prison populations-trends and implications. (2012). Retrieved from http://www.prisonpolicy.org/scans/sp/1044.pdf Mackenzie, D. L. (2001). Sentencing and Corrections in the 21st Century:Setting the Stage for the Future. College Park, Maryland: Department of Criminology and Criminal Justice. Seiter, R. (2011). Corrections an Introduction (3rd ed.). Upper saddle Hall, NJ: Pearson/Prentice Hall.

An Argument for the Use of Due :: essays papers

An Argument for the Use of Due Due to a lack of attention or understanding of English grammar, many Americans have, for several generations, used the adjective due as part of a prepositional phrase to introduce adverbial elements- to the disapproval of some strict grammarians. Although I prefer their prescription, for reasons of style, I must oppose their claim to correctness, on the pragmatic grounds of logic and sensibility. The most shakily grounded argument against the adverbial use is one of etiquette or style. Wilson Follett considers this use as "poor workmanship" which is "loose and lawless....rare in writers other than those who take advantage of every latitude." (Follett). H. W. Fowler also reveals a negative bias in his statement that "due to is often used by illiterates" ( Qtd. in Morris). But, as Bergen Evans said, "it is used to qualify a verb millions of times every day. And it is used in this way in very respectable places." So, if we are to devise and enforce laws of grammar based on usage by a particular social class or the preference of some who disapprove of its workmanship-who I might add are a minority-then we should sharpen our pencils, and prepare our oratories, for the battle we've begun hardly ends with this issue and is certain to be long and arduous. A second argument, best stated by Follett, that not every locution is right by virtue of its existence, appears to highlight the noble defense of language from the deterioration caused by uneducated and uncouth use. If this were the case here, I would heartily applaud Follett and Fowler for their defense. But it is not the case. For example, engraved tablets adorning the Philadelphia state house read, " Here sat the Continental Congress...except when...it sat in Baltimore, and in...Lancaster and in...York, due to the temporary occupation of Philadelphia by the British army." (Qtd. In Evans). And in 1957 Queen Elizabeth II opened her addressed of the Canadian parliment with, "Due to inability to market their grain, prairie farmers have been faced for some time with a shortage of sums..." (qtd. In Morris). The wide spread, public and formal use of due to for adverbial elements hardly qualifies it as uneducated or uncouth and actually contradicts the definition of locution. In fac t, if precise usage is the issue, I think it would be more accurate to call the grammarians substitution of other phrases in adverbial uses a locution.

Cafs Notes Groups

Community and Family Studies| Groups in Context | HSC Core Topic| tien [Pick the date] | Identifying groups with specific needs * Identify special characteristics of each group in order to justify why each should be considered a unique entity * Describe people who belong to different groups within society by: * Identifying the needs of the people in these groups * Evaluating the access of these groups in resources GAY AND LESBIANE -Sexual orientation towards same sex -Need more acceptance and support because they feel isolated -Health needs of HIV/AIDS Discriminated against -Socially isolated -Low self esteem -Poor identity and self image NEEDS Access to Services -Health support that promotes sexual protection, physical and mental health: AIDS Council of NSW (ACON) -media that informs about gay-friendly events and services: Sydney Star Observer Gay and Lesbiane Rights Lobby Group is a support group that helps them access resources equitably, fights for their rights and anti-discrimin ation Twenty10: social organisation for them to raise self-esteem and network with others, and cope with societys stereotypical attitudes.Targets the youth. -Need education about sexuality & safe sex. Hard to access this. -Have to educate public about them to reduce homophobia. -Employment: need protection from discrimination, the Anti-Discrimination Act 1977 Financial Support: don't become parents so generally have better socio-economic status. Law still recognises them as a couple so they stil get the same certain legal rights financially. Health: -need education about sexual health to avoid getting HIV/AIDS.Fear of underaged gay sex (under 18) limits their access to medical attention, -Problems of substance and alcohol abuse, higher suicide rates, depression due to rejection and discrimination -Need to find safe housing in area without discrimination & harassment. -Need safety and security without gay hate, emotional or physical violence. People's homophobic attitudes damages sel f-esteem and sense of self worth. E. g. religions that promote gay hate. Gays feel rejected from church communities. Need to adjust to their sexual sense of identity. -Can feel isolate because it's different. -Cultural and bias perception of gay culture can make them self-reject or homophobic. Confused, in denial and despair. Understanding from people is important. FACTORS Age: young people might not know resources available. So they get confused, lonely, frustrated. Very scared of rejection, so they keep it a secret and completely limits their access to resources. Young people facing discrimination and bullying at school can complain to the Anti-Discrimination Board, or is facing discrimination from the school they can report to Department of Education and Training -Most disability services only deal with disability, except for the Rainbow Support Group thats gives support to developmental disabled who are gay. Education about their sexuality, support groups, safe sex practuces enh ance the access to services and wellbeing.Parents and Friends of Lesbians and Gays (PFLAG) gives help and info to keep family and friends close to their homosexual people. Ethnic and cultural beliefs limits their access to services if their religion doesn't accept homosexuality, they feel ashamed. Have to hide it. Beit el Hob is a Middle Eastern gay support group. Gender: gay males have more obvious stereotypical characteristics and suffer more discrimination. Limits access to services and makes them need it more, especially medicaly if they get gay-hatred fueled violence.Females are getting more socially accepted, aren't as obvious so get more access to services. Location: services mostly in city, rural gays find it harder. Still able to access over phone/internet. -More scared of inexperienced or homophobic health care professionals, limits access to health services. Also not comfortable comming out to them. Socio-economic status: more financial support so more access to resources and services. AGED -ABS says 65+ -National Senoirs association says 50+ -increased population and expectancy life expectancy: 76 for men and 82 for women -give wisdom and experience to society with employment and raising kids -retire=more leisure time -less income, rely on gov benefits, super and savings -more vulnerable to illness nd disability -most live at home, some need support eg HAAC -get lonely as people die -less mobile and more frail NEEDS: Access to services: -need more family and government support due to decrease health and mobility -need health services that still keep their independence -eg GPs, hospitals, breast scans, public transport Assistance services: Home Care, Catholic Care of the Aged, Home and Community Care, Meals on Wheels, family, community nurses -reluctance to rely on services because they don't want to admit their age/health, lack knowledge, physical problems, high price, think its family's responsiblity. Education: -important to keep up with technolo gy sklls because they weren't raised up with it for communication, information and access to services and goods -e. g. computers and internet -might want to learn new leisure activity -ask a friend/family for assistance meets intellectual needs, increase social and self-esteem wellbeing -may need training at work for technology and skills to maintain their employability Employment: -most are retired or part time working only due to health/choice -so they lose job satisfaction, money, social contacts, routin and responsibility -changes self esteem and sense of identity because they have smaller role in society -new technology makes it harder for them to get a job -a lot do volunteer work or child minding Health: -more risk of bad health and medical issues -need affordable and accessible health care and medication spend more on medical, so higher socio-economic status = better health -decrease bone density and muslce mass, prone to falls, heart disease and cancer, chronic illness can lead to impairment eg asthma/athriritis, diabetes, vision and hearing impairment , depression, dementia -hard to complete daily tasks -often need nursing home care Housing: -most (90%) stay at home -may need rearrangements at home & $$ for this -assistance such as HAAC is a home service that does things like add handrails in toilets, add building ramps federal funding, respite care, delivered meals, home nursing, home maintenance, Meals on Wheels -might need a carer if they can't afford full time help they can live with relatives, grannly flat, smaller house, retirement village, nursing home -informal support is decline because more women go to work instead of staying at home, increased divorced rate, children move far from home -retirement homes provide socialisation through leisure eg swimming pool and stimulation -nursing homes provide meals, ersonal and miedcal if there really disabled/frail -respite care for family members Security & Safety: -emotional needs, need to keep in to uch with friends & family -physical: adequate housing and good health can due vulnerable because their frail and lonely, esp. in public. Often targets of thefts, assaults, scams -get isolated as their friends die and family move away Self-esteem -need to be healthy, working, independent to maintain high self-esteem. have to feel useful through involvement in voluntary work,hobby, part time work, socialising -Dependent, retired, health problems = low self-esteem Sense of identity -dead spouse, living alone, not close to family, friends = no sense of belonging Financial Support superannuation is compulsory since july 1992 -wage if still working -centrelink benefits: Age Pension/Newstart Allowance for mature people (50+), Pharmaceutical Allowanc, -Pensioner Concession Card, Health Care Card, commonweath senoirs health card (cheaper doctors, speialists, chemists), Rent Assistance FACTORS Age: -determines their superannuation, pensions and drivers license test -changes peoples attitudes, eg harder for older people to find employment if employee thinks they won't stay for longDisability: -increases with age, eg arthritis -some can get the Disability Support Pension/Mobility Parking Scheme -can get community transport Education: -if they learn how to use technology it increases their access to more goods, sserivces and information -eg Federal Government's senoirs website gives supportive resources -to get info on new driving regulations eg roundabout rules to pass driving test and keep their license -about health issues Gender: women better at maintaing friendships -men get lonelier when their partner dies -women have longer life expectancy, more aged women Location: -have more access to health, education, government departments in urban area then rural -rural aged have closer family ties Socio-economic status -big impact on wellbeing -high status=private health insurance, money for entertainment and travel -low status=can't afford car, public hospital waiting list f or non-elective surgery Homeless People â€Å"without a conventional home & who lack most of the economic & social supports that a home normally affords† * Legal definition: inadequate access to safe and secure housing * Stopped getting support from family/friends, so don’t feel belonging with people or community * Might have financial debt, not enough money for housing, drug or alcohol problems, no jobs or place in society, socially isolated, domestic violence is the biggest cause of their homelessness esp. or women, family breakdown for young people * Physical, mental and health and wellbeing problems Needs ACCESS TO SERVICES: * Can’t access the services available if they can’t read (eg centrelink); they need help finding and accessing services * it’s already too full or the service doesn’t have enough resources to meet demands, eg Wedley Mission * Biggest need is crisis accommodation * Government gives: Supported Accommodation Assistance program: gov gives money to agencies for refuges and shelters * National Homelessness Strategy: prevents and supports homeless people * St Vincent de Paul: biggest charity organisation, runs Matthew Talbot Hostel for homeless men EDUCATION * They need it to know about services they can access, and to confidently access them * Need education that fosters independence and self-esteem * Usually low self-esteem, lack of resources, no sense of belonging, poor utrition= bad concentration, lack of economic resources; makes it hard to get education * Need to learn how manage resources, decision-making and problem solving * Student welfare services: targets youth at school in need to prevent homelessness * Homeless might be educated but are homeless because of things they can’t control, eg family/money * Job Placement, Employment & Training programs helps youth with education and work EMPLOYMENT * Unemployment causes homelessness * Most use Supported Accommodation Assistance program * Why they can’t find employment: Low self esteem * Poor health * Lack of social support * Poor education * Lack of suitable skills and knowledge * Might have very low paying jobs * They need equitable access to training for skills * Community organisations need more money to train them * Young homeless people need education, employment training and transport close t to their homes * Government should offer subsidies to employers so they hire homeless people * They need a case manager if they are employed to make sure they stay employed FINANCIAL SUPPORT * Needed for basic needs; food, clothing, shelter Centrelink Community Officers go around to help homeless apply for Centrelink benefits eg Youth Allowance, aged, Disability, Unemployment Benefits * Can’t get centrelink if they don’t have a fixed address * Welfare organisations funded by Emergency Relief Programs: * – Smith Family * St Vincent de Paul * Salvos * Lifeline * Drug & alcohol addicts spent thei r money of their addictions; refuse help because their running away from their bad past and don’t want to be found HEALTH * High health needs because they have more problems Mental disorders; malnutrition; drug/alcohol abuse; sexual health problems- both consequence and result * Gets heaps of health problems: frostbite, leg ulcers, depression, self-hatred, self-harm * Women are more vulnerable to violence and sexual assault * STDs etc if do sex work for survival * Neglected need under food, housing, work * Only get help when in crisis * Need health care that is free, flexible, holistic, non-discriminating, bulk bills, walk-in appointments * Need counselling to deal with their emotional trauma Need mental health services to be improved, more accessible, less waiting time; need access to drug and alcohol rehab services, more rural healthcare HOUSING * Don’t have enough money to live in a safe environment * Department of Public Housing-Homelessness Action Team * Need emer gency crisis accommodation * Supported Accommodation Assistance program * Commonwealth or State Housing Agreement * Rental Assistance; and help through Mission Australia * Housing has be available, adequate, appropriate, emergency and short-term, and permanent too.Has to meet their needs; works with education, employment, health services SECURITY & SAFETY * There not safe on the streets, alleyways, parks, etc * Temporary accommodation so they have no sense of belonging or security * Commonwealth Department of Family & Community Services- Reconnect Program: helps young homeless people reconcile with family, improve education and skills * Partnerships Against Domestic Violence Strategy gives money to stop domestic violence to there’s less people living in abusive environments, which is a major cause of homelessness SELF-ESTEEM They have low self-esteem from family breakdown, abuse, assault, lack of education, mental illness, poverty * Poor view of future * Seem aggressive or ho stile because of their bad experiences and lack of communication skills * Need to feel belonging to the community SENSE OF IDENTITY * Their low self-esteem, unemployment, low/no income, homeless stigma poor sense of identity * Don’t have a proper home so no strong identity * Can’t get Centrelink Access to resources AGE * Some people are too young to access services; eg some only accept people 12+ * Centrelink payments can be age based Affects what they know and experienced; eg old person knows support services but doesn’t access it because of past bad experiences * Most homeless youth have mental illness so don’t access resources, and there’s a lot so less resources DISABILITY * Disabled people can get Disability pensions * Not mobile; so can’t physically access resources * Harder to communicate and access resources * But it depends on the type of disability and how much it affects them EDUCATION * Education helps to find and access resource s Poor literacy skills = can’t access resources eg Centrelink * Can get referred to resources through school if their young * Education increases employment so less likely they’ll be homeless ETHNICITY/CULTURE * Language barrier * Need support staff that speaks other languages or are culturally sensitive * A lot of non-English speaking and Indigenous homeless people GENDER * Gender specific services; Matthew Talbot House, Catherine McAuley House, women’s refuges * Females look for help more, but more likely to have hildren so need more * Women tend to escape domestic violence * Men have more jobs available so easier to access to financial resources LOCATION * Urban areas have more resources than rural * They move place to place; No permanent address = no centrelink SOCIO-ECONOMIC STATUS * They have little or no money * No money = hard to get resources * Don’t get centrelink if they don’t have a fixed address * Poor people tend to live in areas wher e it’s hard to find a job Rural Families * Live far from suburbs and capital cities * Agricultural industry Small close knit communities * Not as much contact with others * Supportive families * Low population density NEEDS ACCESS TO SERVICES * Hard to get services at rural towns so they have to travel to bigger towns * Internet is important in getting services such as banking, but they have to know how to use technology * Centrelink assistance through rural call centres, theres rural officers so they don’t have to go all the way to the office * Have to travel far for medical facilities, sporting venues, shopping centres * Cost more money and time, reorganise scedules Expensive rural services because of the delivery * Disabled or ill people have harder access to facilities and support networks * Different ethnic backgrounds have less support networks, eg worship or help with literacy * Young people = less casual work if their at school, so less financial independence a nd resources * Old people = have work skills but increased mobility means harder to travel to access resources EDUCATION Usually have one big school for K-12 or one small public school, limited subject choice and teachers have to teach more * Rural students might need educational resources from far schools or school of the air, boarding school * Ned access to computer and facsimile technology long distant or school of the air, financial resources needed for boarding school * Assistance for Isolated Children scheme designed by Department of Education * Training and Youth Affairs program from Centrelink = helps students who can’t go to government school everyday cause it’s too far; gives allowance without a mans test * Boarding Allowance but have to pass the Parental Income test EMPLOYMENT Limited to work on farms and properties, or trade in the town, seasonal work like fruit picking but no security * Females have less career choice but can still do farming property * Mo st youth have to leave rural rown for further education FINANCIAL SUPPORT * Rural towns are dominated by one industry, so there’s no predictable income, and there can be rapid financial downturns; eg if the harvest doesn’t do well that year then there’s payments from Centrelink eg Flood Assistance Package * Rural people can get: * Remote Area Allowance * Crisis Payment * Diaster Relief Payment * Exceptional Circumstances Relief Payment HEALTH * Severe doctor shortage * Neglected because there’s only a few specialist facilities, ill or disabled have to travel far for health services * Less support networks for disabled or chronically ill Less bulk billing so it’s harder for socio-economically disadvantaged to get medical attention * Government scheme to encourage young doctors to move out of urban areas into rural areas, rural doctors get full Medicare Rebate which means the patient gets more rebate, so more doctors can bulk bill HOUSING * Lower cos t of living but spend more on travel * Can feel isolated at home * Need resources like communication, entertainment eg computer, internet, mobile phones, cable pay television SECURITY AND SAFETY * More physical security because of close knit community * Feel threatened from travellers * Financially insecure cause stress and worry if in debt * Need financial assistance and emotional assistance, counselling and informal support SELF-ESTEEM Feel helpless if there’s natural disasters impacting their work and income * Can feel like a failure if there work fails * Can rely on family, friends, banks, government = low self-esteem and self worth * Need emotional support and new work so they don’t give up and can still provide for family * The Farm Help – Supporting Families Through Change program gives them access to payments, financial counselling, grants; lets farmers meet their physical needs for family and emotionally by increasing self-esteem and security SENSE OF I DENTITY * Farmers used to be well off but now the weathers unpredictable and commodity prices are lower, their future can be uncertain * Rural areas are seen as for farming and mining Tourism creates a new sense of identity for these areas Factors affecting access to resources for rural families AGE * Not a barrier for farming & work, young and old can do it * Teenagers have limited access to social or sporting commitments, special resources, but most leave after high school so the average age of farmer is increasing * so older farmers have less mobility making it harder to maintain their farm DISABILITY * disabled people have extra limits to resources eg support groups, services, recreation, shopping * hard to transport; no community bus * hard to fix equipment, get new supplies * almost no respite care facilities in rural areas, limited community houses and shelters workshops EDUCATION Very limited, eg only teaches up to year 10 so parents have the send children off to boarding sc hool * Boarding School Allowance from Centrelink helps * Open Training and Education Network (OTEN) courses through Distant Education * There’s a lot technology; video conferencing, online courses that had subjects that their school might not * Tertiary education students usually have to leave home * If they stay and work on a property they have to educated in things like retail hospitality, health ETHNICITY/CULTURE * Ethnic people have difficulty fitting in because of their language and finding information support, hard to find their food as well GENDER * Gender impacts what jobs they have Country Women’s Association looks after welfare of women and their family, in both country and city by lobbying to gov, fundraise and teach life skills * Traditional role is men are farmers and women look after children, but it’s chaning and there’s more jobs for women LOCATION * Biggest factor, limits their access to special services in health and education * So they have to travel more for school, recreational supports SOCIO-ECONOMIC STATUS * High = more opportunities in education, mobility, lifestyle (can afford books, travel, entertainment) * Low = rely on government, less health advantages Disabled * Restricted or lack of ability to perform an activity in the manner or within range considered normal for a human being * Eg difficulty in sight, speaking, hearing, moving, etc * Different types and extents of disability * Physical/intellectual disadvantage * Need a carer for help with everyday activitiesTYPES OF DISABILTIES IS PIPS: PHYSICAL INTELLECTUAL PYSCHOLOGICAL SENSORY (HEARING/VISUALLY IMPAIRED) NEEDS ACCESS TO SERVICES * A lot of services that they don’t access because * Don’t know about the services or know that they have a disability * Can’t get to it because of disability * It’s not free * Judgement that their intellectually disabled as well; community ignorance * Government, community organisations have t o work together: * NSW Down’s Syndrome Association * Royal Blind Society * Deaf Society of NSW * The House With No Steps * Life Without Barriers * The Spastic Centre * Disability Information Service * People with Disabilities NSW Life Activities and Mission Australia: helps them live independently in the community, effective communication, planning, goal settling, how to do day-to-day activities * National Council for Sport and Recreation for the Disabled: helps them interact and participate in recreation and leisure activities * Government’s Disability Policy Framework: makes sure disabled people can still access services for normal people * Illegal to discriminate against disabled people * Schools can have language interpreter for hearing-impaired student EMPLOYMENT * Government made the Commonwealth Disability Services Act 1986 so more disabled people can work especially in labour. Achieves it through job search, job placement, individual job training and support, d isability employment services * Post School Options program is from NSW government forces disabled people to have the same job opportunities as a normal person if they are both able to do it, eg pick up a phone * Need the employers o know that their not fully disabled, and gov offer subsidies and support for their education and training * Disabled people might need changes in work premises, equipment, schedules and training but can still do a good job FINANCIAL SUPPORT * Can support themselves through work * Others need extra support or full support from someone else or agency * Centrelink gives it for disabled and carer of disabled, Disability Support Pension for people with physical intellectual, psychiatric impairment so they can’t work * Carer Payments * Still need their independence, so it helps them with their medical expenses, special equipment and changes to be independent HEALTH * Disability usually comes from disease, disorder or injury * health needs depends on the ir disability some have to be in hospital, nursing homes, etc for to be cared for * household disabled need help moving around from friends, family, partner * carer gets strained HOUSING * have the change their house * Department of Housing builds or refurbishes home so they can live there * Home and Community Care gives home nursing, delivered meals, home help, transport, shopping, paramedical services, advice and assistance * Illegal for real estate to discriminate; eg guard dog must be allowed for the blind SECURITY AND SAFETY * Financial assistance = they can meet their basic needs * Emotional support from informal support * Have to feel belonging to community and safe; so there’s disabled car parks, ramps at shops, disabled seats on transport SELF-ESTEEM Feel different; so low self-esteem * Need love, care and encouragement * Need a positive attitude SENSE OF IDENTITY * Some always need care so no sense of id. * Others are independent and have their own identity * Disabl ed kids shouldn’t get pities and over protective FACTORS AFFECTING ACCESS TO RESOURCES FOR THE DISABLED AGE * Age makes the disability worse * Age is carer; too old to work DISABLITY * Formal resources helps eg Disability Support Pension, Mobility Parking Scheme sticker, Mobility Allowance = lets disabled use taxis to work or to training programs * Learning support at schools and special schools for very disabled * Special Olympics of Paralympics Crossways: spiritual support EDUCATION * Education helps their disability to manage it * Intellectually disabled can use internet and mobile phone to get access to information, enhance communication especially if they don’t leave the house * Important to learn about their health issues and what support groups are out there for them * Disabled youth get more assistance at school and in tafe with special teachers/classrooms ETHNICITY/CULTURE * Limits their access to formal services eg health resources and also friendships * Hand ital NSW is a community facility for people from ethnic background, disabled Italians and there carers through programs GENDER Disabled men more likely from motor vehicle or occupational inkury * Disabled women less education, earn less money, more likely to be institutionalised and vulnerable to violence LOCATION * Urban areas have more access to resources and the rural disabled have to travel more for it, eg health, education, support groups, government departments SOCIO-ECONOMIC STATUS * Less money because they rely on government, limits access to private health insurance, leisure activities, and have to be on long waiting lists for equipment eg motorised wheelchairs * More money = can buy more specialised equipment Youth * Age between childhood and adulthood * 15-24 years Usually studying so dependent on parents * Puberty, body changes * Getting their independence and learning about life NEEDS ACCESS TO SERVICES * Voluntary organisations give emergency help, basic needs and advi ce * The smith family * Mission Australia * St Vincent de paul * Lifeline gives crisis help, and counselling * Centrelink, HSC advice line, school and employment counsellors: employment training and counselling * Centrelink payments; Austudy, Newstart, Youth Allowance * Gym for physical wellbeing * Community organisations: * Sydney City Mission * Centrecare * Doctors * Community Centres * Community Transport * Educational Support Teams * Housing services Assistant employment opportunities EDUCATION * Lack of money or family support makes it hard to complete and access further education * Youth Allowance is there income while they study, look for work, training course, sick * Education is free and they have counsellors, social workers, career advisers for young people’s needs EMPLOYMENT * They can work full time, part time, casual so they have more responsibility especially to find a job/future career * Community resources help them find jobs eg Job Networks, Training Courses, Apprenticeship programs eg Green Corp * Informal eg charity, family, peers, teachers, coaches FINANCIAL SUPPORT Most are supported by family, so their parents income and social location impacts how much help they get from their parents and for how long, but higher earners won’t get centrelink * lower earners get family allowance, rent assistance, away from home rate eg * 20-24 are more independent, their job income lets them meet their needs, more are living with parents so saving money for travel, car, clothes, etc * Youth have to learn to manage money, get a good credit rating, save for a house deposit HEALTH * Have good health but vulnerable to asthma, sexual issues, unwanted pregnancies, risk behaviour; drugs and speed, mental/emotional problems; depression * Increasing rate of suicide especially for males HOUSING * Provided by family but problems at home e. g. family conflict, violence, health issues, poverty, desire for independence = they move out * They work and can pay for rent Others struggle and rely on department of housing, mission Australia or centrelink * Older youth need privacy and independence at home; some can live in the granny flat for les conflict over noise, friends over, personal space SECURITY AND SAFETY * Find it in family and peer group * Need a positive family environment and have enough resources for emotional and physical needs * Good peer group that doesn’t make them involved in drug abuse, binge drinking, safe sex, violent behaviour, gangs SELF-ESTEEM * They have to feel good about themselves, family is important * Parents should praise and encourage for them to succeed * Low self-esteem and depression from unemployment, poor self-image, peer pressure, relationship problems * Family has to give support and encourage if low self-esteem SENSE OF IDENTITY Move away from parents influence and into peer approval and acceptance * Grow personal and sexual identity and need a supportive and trusting environment for it * S ociety wants them to be responsible but sometimes don’t get the chance to prove it, eg can’t work until 14 yr 9 months, Factors affecting access to resources for the youth AGE * Government policies and regulations based on age; Abstudy for 14, Youth Allowance for 14-24, get their L’s at 16, P’s at 17 * Legal Aid hotline for people -18 * Impacts how they can access resources and services; eg access to school, gap-year programs, youth groups, etc * Barrier if they can’t vote or sign contract, go to nightclubs, buy alcohol * Not as much life experience = limits decision making ability DISABILITY Disabled that goes to mainstream schools can get special provisions for exams, or go to special school * Disabled youth can get Mobility Allowance if they can’t use public transport at 16 * TAFE has special courses too EDUCATION * Needed for further education and training eg university, so they can get higher-paid employment with more career opportuniti es to meet housing and self esteem needs also ETHNICITY/CULTURE * They have to learn English through intensive language course before school, a lot of private colleges teaches students English for their school * Ethnic people can study their language as a subjects and do well in it * Language and cultural barriers can make it harder to make friends at school GENDER Not as much of an impact as before; but still might be harder for some employments or promotion, eg easier for men to succeed in professional sport and get paid more LOCATION * Rural youth don’t get as much access to education, employment opportunities, recreational activities, health services, public transport * Negatively impacts how they can meed needs for education, health, employment, housing, financial support * Internet and technology breaks down the location barrier * Urban youth have more access to services and resources * Rural youth have more community support informally; friends, family, neighbours SOCI O-ECONOMIC STATUS Youth with more can afford more expensive recreational choices, private schooling, private health care * Lower socioeconomic status face limits with education and training but can’t work full time Sole Parent * One parent living with 1+ children * Due to divorce, separation, death, illness, desertion, child out of marriage * More at risk of poverty * Increasing due to increasing divorce NEEDS ACCESS TO SERVICES * Have more services but don’t access it * Public transport, the Jobs, Education and Training program, Parenting Payment, Family Allowance, Child Support Agency, childcare, DOCs * Ethnic sole parents aren’t as accepted in their community, especially unmarried women having kids EDUCATION * Going to school is time and money consuming Single parents could of interrupted their high school or uni education, hard to go back with a child, would need child care and financial help if they do * Workers might take time off for full time parenting, need qualification and update their experience, get training and education for a good job * Sole parents can still work full time and get their Centrelink payments * Parenting Payment can use the Jobs, Education and Training program for educational needs * Sydney western schoos have intensive programs that makes school more flexible for students to finish hsc EMPLOYMENT * Might spend more money with healthcare, travel, clothing than they get at work, get less rental assistance and rebate if they work, plus less time parenting so a lot don’t work * They don’t need to work until youngest child is 16 Need flexible work; with hours for them, family leave, eg * Employment lets them socialise with other adults FINANCIAL SUPPORT * Some need community and government support; government needs to give them more money * The Parenting Payment (Single) for single parents; depends on your income and allowance assets * Health Care Card * Parent who look s after child can get Child Su pport HEALTH * Medicare because private health care is expensive * Emotional health because they broke up with partner * Need advice and support; counselling services eg Lifeline, St Vincent de paul society, kids helpline * DOCs for family in crisis * Children can go into foster care while parents work out how to manage situation HOUSING Most rent, some get rental assistance; long waiting list for public housing * Public housing people get accessed every few years so they don’t have security * Have to find affordable housing if they can’t get public housing * Moving between homes of both parents can disrupt their education and daily lives SECURITY AND SAFETY * Women might not feel physically safe so get alarm system, live closesr to family and friends, feel threatened by ex partner, get an VO * Suffer loss, grief, shock * Parents Without Partners, Lone Fathers Association, Supporting Mothers Groups, Relationships Australia * Same needs as normal families but less flexi ble Might not feel like a good parent = low self-esteem * Person who got dumped feels rejected, the other feels bad, child can feel like it’s their fault; need to discuss issues and get counselling * Less time so less socialisation = low self-esteem SENSE OF IDENTITY * Isolated, feel different, lost friendship from partner, better for child if they have both parents still sharing responsibilities * Community shouldn’t just all as broke Factor affecting access to resources for sole parents AGE * Age impacts; eg 15 y/o won’t have the knowledge or about community organisations (or can’t drive to it) such as * Toy libraries * Community support eg Early Childhood Clinic Parents Without Partners; social groups for parents to get together and talk * Child Support Agency; helps parent get parent from the other parent that doesn’t live with them * Lone Fathers Association; support and socialising for single dads * Child Care Centres; parent support and soci alising for children * Agencies eg St Vincent de Pauls Societ, Smith Family, Burns Side (for kids), Red Cross, Salvation Army; all offer financial, emotional, physical support for families * There’s local support groups for teenage parents with these difficulties DISABILITY * Harder if child or parent has disability * 16+ disabled child can get Disability Support Pension They can get Mobility Parking Scheme; easier access for shops/medical appointments * Child can access young carer networks to deal with emotional strain if the parent has disability EDUCATION * Education = employment & money; higher wages * Use internet for access to educational programs * Might not get education if they have to look after child, or don’t have enough money because they spend it on childcare; Childcare rebate helps * Jobs, Education and Training (JET) = useful to find work, study ETHNICITY/CULTURE * Ethnic families and friends might not support single parenthood; so the parent doesnâ₠¬â„¢t get as much informal support * Language and cultural barriers limits access to community groups GENDER * Most are women so there’s more support out there for women then men LOCATION Urban parents have more community resources; childcare, schools, employments, adult education, support groups * Rural sole parents have more community support; family and friends SOCIOECONOMIC STATUS * High socioeconomic status; own a home, private health insurance and education for children * Low socioeconomic status; disadvantaged area, less recreational activities to save money, less informal support services Families in Crisis * Suffers from some kind of trauma; physical, social, emotional, financial * Trauma disturbs their daily life * More demands than resources * Due to natural disaster, death of family members, family breakdown, domestic violenc, alcohol/drug/gambling problems, retrenchment (broke) Needs ACCESS TO SERVICES Informal; family and friends * Centrelink payments; if parent dies there’s bereavement paysments, also for widow allowance. If divorced; family tax benefit, parenting payment, child-care benefit, maternity allowance. A lot for natural disaster. * Crisis from domestic violence; domestic violence line for support. Counselling service for women, also works with women refuges. Domestic volence advocacy serive for fre support and legal advice, solicitors. * Family protection and family crisis services; Relationships Australia gives counselling and assistance. DOCs: child protection and family crisis service if child gets abused or is in danger, also helps families adapt to ocial/economic changes by giving financial support, affordable housing, clothing, emotional support * HOUSING ASSISTANCE ACT 1996: gives funding to people to meet needs if they can’t do it themselves, family can get money to access resources * Addiction problems: Alcoholic Anonymous, self-support for alcoholics that help each other and give hope * Smith Family, vin nies, Mission Australia, Centcare gives welfare support and counselling * A lot don’t use these because they don’t know or have too much pride, informal support is important to direct them there. * But these resources don’t meet the demands EDUCATION * Important that crisis families doesn’t disrupt children’s education * Their only normal aspect of life, focus on study can shift focus from problems * If crisis is from something emotional eg parent divorce, drug/gambling problem than child might have concentration problems. Principle should be notified so teachers are nicer and don’t give them hard time at school. * School counsellor helps * Teachers/tutor can give extra help if they fall behind the school work EMPLOYMENT some still work, take leave or resign; depends on crisis or can get leave or holiday if work lets for time to deal with crisis and come back after crisis gets better * eg bushfire burns home; take 6 weeks leave and get finan cial help * government helps if it’s really bad and they can’t work or get help from employment assistance program * personal support programs helps people find work by helping them get over what’s stopping them from working, give them access to drug or alcohol rehabilitation programs and counselling; free program FINANCIAL SUPPORT * unexpected and sudden crisis means they’re not financially prepared * might need money if their broke or family member dies Centrelink gives Special Benefit payment for people broke due to reasons out of their control, DOCs considers their reasons and says if payment is granted or not * Diaster Relief Payment; short term help for victims of disaster, only if their house or source of income got damaged due to disaster * Exceptional Circumstances Relief Payments; for famers in affected areas that are struggling HEALTH * Stress from crisis is bad for long term health * Chronic stress leads to heart disease, cancer, alcoholism, h igh blood pressure, ulcers, metnal illness * Physical/emotional health problems from crisis of abuse or addiction; adult should remove themselves or remove the perpetrator HOUSING * Basic need might be at risk/jeopardy due to crisis e. g. : * Have to move out due to domestic violence * Lose home due to fire/earthquake * Can’t afford rent due to retrenchment They all need alternative housing or accommodation * The Supported Accommodation Assistance programs give money to community services that help people in crisis who need accommodation (both long term and emergency) and help them get back to independency and get their own home * Community services eg refuges, shelters, halfway houses * Charity organisations give money for housing needs or accommodation SECURITY AND SAFETY * Crisis threatens this important physical and emotional need * Eg violent homes harm physical need; child with domestic violence need help; alwas ill, low self-esteem, nightmares, disruptive at school, th ink it’s their fault.Need counselling and move family to somewhere safe * Death; family can feel fear, anger, guilty, anxiety, stress; might need professional help * Parent divorce; insecurity because family structure changed, children need help from parents that family changed but there’s still love, don’t make child choose between parents and keep child’s normal routines and discipline SELF-ESTEEM * Disturbed emotional well-being if family lost their home, life savings, family member * Might blame themselves or another family member; gives guilt that reduces their self-esteem * Crisis might make them lose independence, security, sense of belonging; family need each other and need to feel like they still have a good future and get it all back (independence etc) * Bad family members (eg addicts) still need love, professional help, informal support, feel worthwhile and confident to get new job, move on with life etc SENSE OF IDENTITY Family unit might brea k down and those who leave lack identity * Some family gets closer and stronger sense of identity * The quicker they overcome it, the less impact it has Factors affecting access to resources for families in crisis AGE * Age impacts ability; eg young people who can’t be independent if parents die, can’t drive or sign contract for loan * Old people can’t deal with crisis without help DISABILITY * Crisis resulting in disability changes family; they’ll need help/carer * Type of disability determines impact of education/employment EDUCATION * Need to know the government and community support available ETHNICITY/CULTURE * Might need help from translator; at major hospitals * Language/cultural barrier; less informal support Racism; Sudanese family can’t get a house to rent due to racist landlord GENDER * Women get help more and have better social support from family/friends LOCATION * Urban families; more access to major hospitals, support groups, employm ent opportunities * RURAL; community support SOCIOEONOMIC STATUS * Impacts wellbeing * HIGH; private health insurance and hospitals instead of waiting list, holiday house if theres burns down but can’t get government support due to high assets Socioeconomically disadvantaged * Lack sufficient income for basic needs (health services, food, housing, clothing) that the rest of society can afford * Hard to maintain adequate standard of living * Unemployed, rely on social security Poor due to disability, illness, living in remote area so can’t work and earn good income * Aged, sole parents, migrants, aborigines = at risk of being disadvantaged * Hard to break out of poverty cycle (poor parents raise kids to be poor; in environment that doesn’t foster education, or leave school for work, and get a low status/paying job, marry same social class) Needs ACCESS TO SERVICES * Can’t afford expensive things like private health insurance, specialist doctor care; social activities like holidays, eating out, entertainment; cars so rely on public transport; own home or home so need low cost housing, maybe even telephone * Rely on: * Department of Housing * Centrelink * Charity groups (Vinnies, Mission Australia, Smith Family) * Government’s welfare sysyem EDUCATION Most leave school early due to money; part time work, tire at school/can’t keep with work because basic needs aren’t met poor results, difficulty learning, home isn’t the learning environment * High priority because it gives them job with high income, so gov tries to keep them in school with Austudy payment (full time 25+ students), Youth Allowance for 16-24 y/o studying and independent 15y/o. EMPLOYMENT * Unemployed because no education, skills * Unemployed people poorer than those dependent on centrelinK * Usually long term unemployment * Need help to find jobs so government tries using an early intervention strategy; Persoanl Support program, Job Network pro grams, Literacy and Numeracy programs for people at risk of long term dependence * Centrelink has career counselling FINANCIAL SUPPORT Centrelink often not enough to meet rising cost of living * Youth Allowance; 21 and under & unemployed } * Newstart Allowance: 21+ & unemployed } enough money to find a job * Mature Age Allowance: 60+ & unemployed, but too young for Age Pension * Only have just enough money for needs, can’t save, need help from charity organisations, family, friends * Need help claiming benefits if they can’t read/write * Credit victims because they take loans on credit cards to buy things they don’t ed and end up in debt; buy things due to advertising/marketing persuading them that society needs it to improve standard of living HEALTH * Poor health, more illnesses * Not a top priority under everything else Medicare Levy provides essential medical services but not all, can’t afford private health insurance so end up on long waiting list at oublic hospital * Health Care Card if on centrelink = cheaper medicine * Health, household, educational, recreational, transport concessions from government HOUSING * Rent assistant and public housing * If they rent or buy a home and spend most of the money on that and only have enough for basic needs, wellbeing is damaged SECURITY AND SAFETY * Physically & financially unsafe and insecure * No income security * Poorly protected homes, insecure because they can’t stay there if they can’t afford rent/bills SELF-ESTEEM Poor people can feel undervalues, less dignity and chances to show their true potential, don’t get the same things as society gets = low self-esteem, depressed & nervous about financial stress, can’t provide for family = low self-esteem * Need to feel worthwhile members of society, and long-term help, charities help with physical, basic and also emotional needs in increase self worth and give positive state of mind SENSE OF IDENTITY * Poor, u nemployed, bad home; question sense of identity * Society looks down on them so they feel like failures that aren’t accepted. Strategies to overcome sense of failure needed, eg quit what’s making them poor like gambing, drug problems, leave and use family/community support increase self worth, government department & community resources give direction and sense of hope Factors that affect access to resources for socioeconomically disadvantaged people AGE Age impacts centrelink payments that are age based and knowledge about accessing those payments & other support services DISABILITY * Disability limits education and hence high earning jobs EDUCATION * Youth Allowance helps them finish their studies * Private schools offer scholarships * Children leave school early for work and income ETHNICITY/CULTURE * Ethnic people know less about community resources to help their health, financial, employment, educational needs * Language and cultural barrier limits informal suppor t GENDER * Women get less further education and employment due to gender role; eg sole parents, chronically ill, cultural groups LOCATION Urban have less access to resources like welfare groups, employment support, public transport, hospitals * Rural community have more informal support SOCIOECONOMIC STATUS * Status causes disadvantages, overcome by youth allowance, rental assistance, health cares, free literacy and numeracy courses Chronically ill * Ill for an extended period of time, because it’s continuous or reoccurring * Can get more serious and fatal * Can impact physically, emotionally, intellectually, socially, spiritually * Eg asthma, arthritis, diabetes mental illness, hypertension, emphysema, hay fever, back and neck problems, irritable bowel syndrome NEEDS ACCESS TO SERVICES * Rely on health professionals (doctors, surgeons, etc) Some can’t afford it, rely on public health system but there’s long waiting period and lists * Might not get coverage stra ight away of even be eligible for it if they were already ill * Can use home health care, respite care centrelinks EDUCATION * Same right to education as everyone else, but might have more absences * Special provisions at school, uni, tafe * School at some children’s hospitals; work sent to them * Education satisfied intellectual well-being, takes focus away from illness * Education about their illness makes them understand it more and control it, eg asthma avoids pollen EMPLOYMENT * Most work give sick leave with full pay, partial pay or no pay * Some can work from home * Might lose job if they over use their sick days * Hard to get another job with high absenteeism Some don’t interfere with job cause they can be controlled, eg diabetes * Worksafe Australia makes safety standards to prevent injury and disease * Legally protected (SW Workers Compensation Act 1987) gives workers compensation if there ill from work FINANCIAL SUPPORT * Chronic illness needs costly ongoing medical treatment, Have to change home and hard to keep job financial burden * Temporary sickness allowance for employed and sick people, need medical certificate * Centrelink: mobility allowance for people whose sickness prevents them using public transport * Government gives Medicare and Health Care Card to reduce financial burden HEALTH * Bad health might reduce their quality of life * Daily health affected by medication or treatments eg chemotherapy * Prevented or improved by control of diet and lifestyle choices HOUSING Financial burden might lower their housing standards; have to live in a poor area, struggle * House might need help for the ill eg ramps, handrails to meet there needs * Need there own room especially for extra sleep SECURITY AND SAFETY * Have to feel secure and safe in whatever environment; home or hospital * Positive and supportive environment if they feel depressed * Good communication with carer so they work together to reach common goal of better health * Need more love and support for their insecurity and powerlessness * Might change lifestyle for better health, eg diet and house changes eg handrails both to improve safety SELF ESTEEM Might get physical changes eg weight gain or loss, skin problems; negatively change their body image and wellbeing, lose independence low self esteem. So they should be treated like their capable, important members of society so they don’t feel useless and lonely SENSE OF IDENTITY * Depends on illness if it stops work, sport, social family life so they lose sense of identity * Can still manage illness and live life to the max FACTORS AFFECTING ACCESS TO RESOURCES FOR CHRONICALLY ILL AGE * Chronic illness more likely as you get older DISABLITY * Chronic illness can be with or made worse with disability like arthritis * They can get Disability Support Pension or Mobility Parking Scheme * Can use patient transport operated from ambulance service or get taxi allowance EDUCATION Need to know about th eir illness; its treatment and medication, support groups, new research and treatment, through internet; but can get wrong diagnosis * Internet increases access to social support, good if they don’t leave the house ETHNICITY/CULTURE * Language and culture can be barrier to understanding info and getting treatment, so harder to get health resources in community of centrelink benefits GENDER * Women more confident in getting services like doctors/counselling LOCATION * Rural have less access to health resources;major hospitals, support groups SOCIOECONOMIC STATUS * Impacts access to treatment and services * HIGH; private health insurance and hospitals, can get surgery overseas instead of being on waiting list Cultural groups; e. g. Aboriginal and Torres Strait Islander Culture impacts lifestyle; diet, dress, language, social activities * Differs needs, wants, values, goals * Can be good but also draws lines and discrimination eg Aboriginals, Greeks, Italians, Lebanese Muslims, Tongans, Pacific Islanders, Jewish community, Asians, Sudanese * Aboriginal and Torres Strait Islander; members of the indigenous community, indigenous meaning ‘first people’ NEEDS ACCESS TO SERVICES * Need services that have experience in dealing with different cultures; interpreters at most government departments * Can learn new language at schools, community centres for immigrants * Cultural groups value spiritual programs in their own language * Indigenous might be in remote area so hard to get support EDUCATION Need education to improve language skills for interaction with community, find and use resources, get qualifications to find employment * Indigenous have a greater risk of academic failure and dropping out of school, nee to learn about their customs and the available government funding provisions EMPLOYMENT * Employment means money, but cultural groups that come from overseas with overseas qualification or no qualification can find it hard to secure employme nt if they don’t speak the same language as their work/clients FINANCIAL SUPPORT * Might need help to finish Centrelink paperwork * Abstudy: for Indigenous people at school 14+, makes them stay in school so they can get a job * Indigenous people need support to get affordable housing, basic needs; government assistance provided HEALTH Different groups have different health issues; Indigenous have diabetes, Jews have hereditary condition Tay Sachs disease * Indigenous have lower life expectancy because of their poor health care and nutrition; need to improve health and education, government aims at this HOUSING * Cultural groups usually live closer together, so the similar culture gives sense of belonging and support. Language barriers with rest of community. * Aged usually live with family and don’t want to move with nursing home because of cultural/language barrier * Indigenous = need support services to get affordable and safe living standards SECURITY AND SAFETY * N eeded in community; some groups are scared and scarred from history and experience of violence. Some might experience racism for their differences, which is protected by the Anti-Discrimination Act * Risky behaviour and preventative measures = more and longer survival, better wellbeing SELF-ESTEEM * Pride in their culture, culture adds diversity to food, dance, music, costumes; gives them self-esteem to belong in that group * More academic achievement, employment, increase in health and nutrition, helps with emotional and social wellbeing SENSE OF IDENTITY * Sense of identity in their heritage and traditions; pride in culture brings sense of idenitity * Eg greek men brough up to be providers of families, New Zealanders have sporting pride, Fijians are devout Christians; ig part of the identity * Indigenous = learning programs teach about their traditional customs FACOTS AFFECTING ACCESS TO RESOURCES FOR CULTURAL GROUPS AGE * Certain groups traditionally give more respect to the aged ; eg Indigenous, Japanese * Some need nursing homes that cater for their background, others forget English and only speak their original language so limits communication and understanding with family, friends * Indigenous = Abstudy is aged based DISABILITY * Some cultures get it more; eg Sudanese get physical disabilities from their home country atrocities. Handital; formal support for disabled Italians and their carers. Organisations for specific cultures in their community EDUCATION * For employment and income * Programs for education: Multicultural community centres with employment and training programs * Saturday School of Community Languages for young people to learn and speak native language * Tutor at school and uni for Indigenous students ETHNICITY/CULTURE * Formal resources for groups to meet needs, eg schools, nursing homes, community centres, hospitals * Centrelink has multilingual publications in different languages, and call centres. Makes them understand and use servic es GENDER * Impacts roles and responsibilities, eg men are providers LOCATION * Cultural group lives close together and closer to community support. * Rural cultural people get socially isolated, especially with language barriers SOCIOECONOMIC STATUS * Varies with individuals; Indigenous have lower due to low education and employment