Fast or slow recovery Executive summary Assignment

Fast or slow recovery Executive summary - Assignment Example Like wise to the economies of 1940s and 50s, the recovery was also followed by recession in 3 years. The new slump came as a result of fiscal stimulus plan from the government, but the consumers will see less sense due to less borrowing power to carry out spending. With consumers being cautious on spending, the economy will lack the main driving force to push it ahead hence collapsing again. The journalist is discussing the theories of a sharp rebound after a steep drop, a short rebound followed by a recession again and how anxiety keeps growth slow. In a sharp rebound after a steep drop, employers normally cut their payrolls and output so as to protect the company while customers delay majority of their purchases, when the growth return it will shoot up due to fierce expansion. In a short rebound followed by a recession again, the economy is build by fiscal stimulus program. Due to consumers who are unwilling to spend, the economy will go down once more due to lack of major driving force. The journalist assumes that the audiences are well educated and understand the present and past economic situation of the country. The author’s evidence is based on past economic events and comparing and contrasting them with the current

Political commentator Essay Example for Free

Political commentator Essay Inspector Goole is an ingenious character; manipulated by Priestley to display many functions within the play, as he is used as a political commentator, universal inquisitor and truth seeker. -Many people view Inspector Goole as a representative for political and moral value, but overall, he is just a mere dramatic device, used for the purpose of delivering Priestleys opinion across to the audience, in the context of a domestic backdrop. The audience becomes first aquatinted with the character of Inspector Goole, when he enters the play at the beginning of Act One. -During this arrival, the Inspector interrupts Mr. Birling in midst of his pro-capitalist speech, thus disrupting the pretentious calm of middle-class luxury displayed before. -Mr. Birling, who represents the Capitalist opinion in full, speaks extremely arrogantly, as he believes that all knowledge and experience is held within his grasp:  Ive learnt in a good hard school of experience that a man has to mind his own business and look after himself and his own and (Mr Birling, act one). -Through this, Mr Birling shows that he is a Capitalist, and is one who feels that he has to take many risks to keep hold of his aesthetic power in status and money. He uses the speech to reveal all of his secrets and predictions around living life to the full, and in mid-flight of this, is rudely interrupted by the doorbell ringing. This doorbell acts as a dramatic device and medium for Inspector Gooles entrance. Its shrewd disturbance, possibly acting as a symbol for his disagreement in ethics, but also, the lack of respect for Mr Birlings Capitalist beliefs. Mr Birling is immediately phased by this impertinence, as just the Inspectors presence stops him from carrying on. The audience knows at this point that Birling isnt the great power figure that he made himself out to be and in fact, someone far greater has taken his dominating role for good. The Inspector is now number one. At first, the other characters are completely unaware of the Inspectors purpose within the play, as though they dont realise there is something to hide from. However, this arrogance and disregard for others is soon transformed, as they become conscious of the brutal truth of what they have done. Sheila and Eric become vividly changed, whereas the somewhat stubborn Mr and Mrs Birling remain seemingly callous within their original Capitalist views: but even with their supposed unchanged opinions, the effect of Inspector Goole steel haunts them, as all the characters will never be the same. The overall impression that surrounds Inspector Goole throughout the whole play is that of mystery and superior presence. This notion is partly created by the Inspectors manner but also his name, Goole, which is obviously an inference to mythical creatures of the medieval times, by the name of Ghouls. This similarity could just be a mere coincidence, but I think it is a metaphor, used to describe the Inspectors mystical character in short. Ghouls by legend are mysterious, magical creatures that are associated with death; and through this comparison, (plus the Inspectors style of just appearing with immediate authority), the same can be said about him. Priestley ultimately wanted to create a presence of massiveness, solidity and purposefulness (directional notes, Act one) and through the Inspectors deliberate name, manner and timing, he has created just that.  Paragraph 4 The Inspectors function as a Protagonist 1st Re-Draft  The most influential role of the Inspector and perhaps the most crucial in setting up his political authority within the play, is his imminent function as a Protagonist. In this role, Priestley has allowed the Inspectors character to immediately hold power and influence over the plot, thus giving him enough status to later deliver a political opinion to the audience. The first indication of the great power Inspector Goole has within the play, is only given upon his entrance into the plot, as it is then and only then, that the main proceedings are allowed to unfold. The audience is instantly left in suspense as they await the Inspectors motive for coming to the Birling household on such a joyous occasion. Although he immediately reveals his intentions: Id like some information, if you dont mind(The Inspector, Act one), they know he wants more. This mere information is all too trivial for Priestley to make such an atmosphere around the Inspector and thus, it is not viewed upon as just a light-hearted inquiry, but far more. The audience realises that the Inspector has immense power even enough to disrupt people of higher class; therefore they know he is here to reveal something life changing something important, and they wont stop watching until they find out exactly what. Throughout the play, Inspector Goole is the dominating character, as he leads the proceedings through immense interrogation. Every action he takes part in changes the reactions of the other characters, as he continually delivers Priestleys socialist opinion across to the audience. Before the Inspector enters though, Mr. Birling fulfils this role, as he roams through the dominion of a middle-class celebration, in flare of his true Capitalist mind. However, Birlings power is only temperamental, as it is immediately transferred to the Inspector as soon as he arrives into the plot. This switching of power and purpose between Inspector Goole and Mr Birling upsets the overall equilibrium of the play. The contrast of reign is thus shown vividly, as the pretentious calm of Capitalist wealth is rapidly morphed into the blunt truth of socialism. Priestley emphasises this change in mood specifically in his directional notes at the beginning of Act One:  The Lighting should be pink and intimate until the Inspector arrives, and then it should be brighter and harder (Directional notes). This change in light signifies the transferral of power between characters, but also the transformation of the plots tone. It shows that during Inspector Gooles entrance, the barrier of higher-class wealth does not matter, as he holds the power where no one can hide. Light in religious terms is a symbol for truth, and I think that this brighter light in the directional notes is a sign of the honesty in Inspector Goole, as Priestley shows the Inspectors beliefs to be pure and genuine.  Later on in the plot, after the Inspector has left, the other characters are close to restoring the equilibrium to how it previously was. They try to gain power back and delude themselves into thinking that the Inspectors existence was merely a hoax: There isnt any such Inspector. Weve been had. (Gerald, Act three).  The characters are purely interested in just their own statuses and therefore, try to make up excuses of why Inspector Gooles testament is not valid, so that in the end they can go about their lives, un-affected. However, the Inspectors power was so great and commanding, that Sheila and Eric are transformed and therefore, can not let the Inspectors morals go on forgotten. In the end, they stand up for what they believe, and in agreement with the Inspector they allow his reign to have justice until the very end the equilibrium of which, does not return.

The Sampling Strategies Are Identified Sociology Essay

The Sampling Strategies Are Identified Sociology Essay Tikanga refers to the way of doing correct and right things. The traditional and customs that have been handed down through the passages of time. It refers to how researchers enter the research community, negotiate their study and methodology, conduct themselves as a researcher and as an individual, and engage with the people requires a wide range of cultural skills and sensitivities. Researchers have to be respectful and culturally appropriate when engaging with indigenous communities. Kawa refers to values, beliefs and protocols such as working with Maori health providers. Maori committees who have iwi and Hapu reps.This group can support the research through: Tika, checking the research design; Manaakitanga, advising about cultural and social matters; Mann, ensuring justice and equity for Maori and support with participants .It involves collective participation by members of a community within an important event Quota A quota sample is conveniently selected according to pre-specified characteristics specific to the research topic. Characteristics may be according to age, gender, profession, diagnosis, ethnicity and so forth. For instance, a quota sample may be selected according to the comment as 30 Maori females and 20 Maori males diabetes whose age is from 35 to 55 in a group OUTCOME 2 2.1 Sampling strategies are implemented in accordance with kaupapa Maori Quota sampling Quota sampling is a method for selecting survey participants. In quota sampling, a population is first segmented into mutually exclusive sub-group. Then decision is used to select the subjects from each segment based on a specified proportion. For example, an interviewer may be told to sample 50 females Maori diabetes and 30 males Maori diabetes between the age of 45 and 60. This means that individuals can put a demand on who they want to sample. In quota sampling, the selection of the sample is non-random sample and can be unreliable. For example, interviewers might be tempted to interview those people in one hospital where looks the most helpful, or may choose to use accidental sampling to question those closest to them, for time-keeping sake. The problem is that these samples may be biased because not everyone gets a chance of selection. Random sample A random sample is a subset of individuals that are randomly selected from a population. Because researchers usually cannot obtain data from every single person in a group, a smaller portion is randomly selected to represent the entire group as a whole. The goal is to obtain a sample that is representative of the larger population. Subjects in the population are sampled by a random process, using either a random number generator or a random number table, so that each person remaining in the population has the same probability of being selected for the sample. Stratified random sampling A stratified sample is a sampling technique in which the researcher divided the entire target population into different subgroups, or strata, and then randomly selects the final subjects proportionally from the different strata. This type of sampling is used when the researcher wants to highlight specific subgroups within the population. For example, to obtain a stratified sample of diabetes of Maori, the researcher would first organise the population by age group and then select appropriate numbers of 20 to 30, 30 to 40, 40 to 50 and 50 to 60. This ensures that the researcher has adequate amounts of subjects from each age gap in the final sample. 2.2 Sampling strategies are implemented in accordance with local iwi or hapu requirements. 1. The researcher should try to develop a cooperative working relationship with local iwi and Hapu, for example, take some food or financial reward to share with people who participates in the research and whanau. 2. Maori culture should be respected by researcher during the period of research. Researcher should use the material carefully which is from the participants. Make sure using them correctly and appropriately. 3. After all the researches are finished, the researcher should inform the participants and whanau what has been chosen and written in the report and ask the permitting for using those information in the report. OUTCOME 3 3.1 The impact of colonization on hauora at regional and national levels is analysed in accordance with culture customs. Colonisation has had a huge impact on Maori health. Social factors like poverty, inferior housing, severe overcrowding, poor standards of domestic and community hygiene, racial discrimination, educational disadvantages, high unemployment rates and heavy dependence on social welfare along with limited access to affordable and nutritious food and poor understanding of health and nutrition all increase the risk of chronic disease in indigenous people. Maori Regional : He tangata I kakahuria ke te rimu noana e kore e ora ki te noho tuawhenua; which means literally: a person covered with seaweed will not survive dwelling inland. It gives a sense that for a person accustomed to living by the seaside and feasting on kaimoana/seafood, they will have difficulty in adjusting to living inland in an entirely different environment. When Europeans came to these lands, things changed, and today we see that Maoris have become reliant on fast foods, and high-risk behaviours like poor nutrition, alcohol abuse, cigarette smoking and a sedentary lifestyle. Westernised lifestyles also dictated regular meal times which Maori did not/do not often adhere to. National : Pushed by the European to low lying villages, Maori left behind them fern roots, kÃ…Â «mara, fish, birds and berries, and they progressed to foods like flour, sugar, tea, salted pork, potatoes, along with smoking, alcohol and drug misuse, less exercise, over-eating, and long-term unemployment. While infectious diseases declined and population decline slowed, urbanization brought about other health risks with this change in life-style and genetic influences. Most Maori who live in deprived areas and have low income are more prone to less healthy. There is a strong link between diabetes and low income (low socio-economic), poor quality of life, social deprivation and also limited access to health care services. OTHER INDIGENOUS : THE NATIVE AMERICAN INDIANS Regional : Years ago, Native Americans did not have diabetes. Elders can recall times when people hunted and gathered food for simple meals. People walked a lot. Now, in some Native communities, one in two adults has diabetes. A hunting-gathering lifestyle does not favour excess food consumption. The majority of time is spent in subsistence with intermittent feasts, and occasional famines. During times of food abundance, the ability to save excess energy for famine (i.e., be thrifty) would confer a selective advantage, and the genes would spread throughout the population. Currently, most indigenous peoples live sedentary, westernized lifestyles. Food is plentiful, and little physical work is required. However, the thrifty genes are still in action. They promote too much insulin, obesity, and type 2diabetes. The formerly adaptive thrifty gene is a maladaptive remnant of a hunting-gathering lifestyle. National : Native Americans and Diabetes since the arrival of Columbus in 1492, American Indians have been in a continuous struggle with diseases. It may not be small pox anymore, but illnesses are still haunting the native population. According to statistics, Native Americans have much higher rates of disease than the overall population. This includes a higher death rate from alcoholism, tuberculosis, and diabetes than any other racial or ethnic group. Recent studies by Indian health experts show that diabetes among Indian youth ages 15-19 has increased 54% since 1996 and 40% of Indian children are overweight. Even though diabetes rates vary considerably among the Native American population, deaths caused from diabetes are 230 percent greater than the United States population as a whole. Diabetes is an increasing crisis among the Native American population. 3.2 The impact of colonization on the cultural base and the effects these have on health are analysed in accordance with cultural customs. Maori Customs and language : During and after colonization Maori customs and language were majority assimilation by westernized. Because of assimilation policy the young Maori generations were separated from Kaumatau, whanau, hapu and iwi. The elderly knowledge, customs and language were reduced the roles in community. Language is a fundamental part of identity. In the decades following the signing of the Treaty, the number of native speakers reduced to the point where the language was dying out. Government has in the last 20 years supported indigenous efforts to revive te reo through kohanga reo (preschool language nests) and kura kaupapa (schools). Many Maori use English for daily living but doctors may meet older Maori who prefer to speak te reo, and younger Maori who assert their rights to converse in their own language. The doctor should have knowledge of available translation services in their region and should learn how to pronounce Maori words correctly. This can be a powerful mean s of engaging with Maori patients and enhance the chance of establishing a strong therapeutic relationship. The lack of knowledge about Maori customs and language effect on providing health services in successful outcomes and a strong cultural belief that worry can worsen symptoms, led them to avoid lengthy discussion of complications. So the kaupapa research and Tikanga Best Practice were launched to be guidelines for health care providers in primary and secondary. Tapu and noa, deep concepts which have often been misinterpreted, are seen as underpinnings of a system of public health in which spiritual and social health are linked with elements of physical health. Maori are dying younger than PÄ keha, because they are poorer, colder, sicker and more socially disadvantaged, are less likely to get help, so Maori health strategy, Whanau Ora strategy, DHB are the policies which government focus on improving the physical wellbeing as well as psychological perspectives. New Zealan d Public Health and Disability Act 2000 recognises the Treaty of Waitangi, by requiring District Health Boards to improve the health outcomes of Maori. Lifestyle : Maori lifestyles change in according with the urbanization and civilization. They go too far from old traditional and get used to have the westerned lifestyles. Such as, enjoyment with fast food, the seniority system was seen as less valuable, tend to less contact with whanau. When the gap between kaumatau and young Maori is wider, it leads the loss of their identity, their spiritual and psychological health. OTHER INDIGENOUS : THE NATIVE AMERICAN INDIANS Reduced physical activity associated with urbanization increases the risk of type 2 diabetes. Changes in activity (i.e., a decrease in caloric output) can be attributed to changes in occupation and transportation. Urbanization moves people into cities where occupations tend to involve less physical activity. And as these occupations tend to pay more than agriculture, more money is available for luxury goods, such as vehicles. These further decreases the amount of time devoted to energy expenditure. Thus a repeating cycle of more money leading to more food and less physical activity, leading to more time to make money creates a lifestyle where obesity and diabetes develop. Changes in the environment as a result of colonization and westernization have been dramatic when compared with traditional indigenous life ways. Westernized societies have dietary intakes vastly different from those practiced traditionally by indigenous peoples. The largest changes are found in the increase in animal fats and carbohydrates, especially secondary to processed foods. Economic globalization has lead to widespread patterns of processed food consumption and lifestyle. This is evident in the number of McDonalds restaurants worldwide. Fast food is synonymous with westernization. However, these foods have little nutritional value when compared to traditional dietary staples, and they have contributed greatly to the rise in non-communicable diseases, such as type 2 diabetes. Indigenous peoples are aware of how colonialism has affected them at a level as fundamental as nutrition. Unfortunately, there are few alternatives at present. The wide-scale socioeconomic changes associated with westernization have impacted traditional foods and physical activities in a way that is not easily fixed. Issues of land rights, equity, and self-government are intricately entwined with current health problems. The inability to access lands, and therefore traditional foods and activities, prevents indigenous peoples from incorporating traditional life ways into current practice. All of these problems associated with colonialism are exacerbated by the processes of modernization and urbanization. When the North Americans settlers took over land traditionally belonging to the Native Americans, this meant the Indians were dispossessed of their own lands. For a culture that was linked inextricably to the land, it was a real tragedy to be separated from their spiritual roots. This sort of action led to a real loss of culture, spiritually and socially. In many cases the Native Americans were herded onto reserves, rather than permitted to freely hunt and wander around their traditional homelands. This loss of freedom and loss of land is a legacy still felt keenly by the people today and lead the increasing number of mental health people. In some cases, they were forced to take on white mans religion as well, although they did have some choice. Missions were introduced, and Natives were aggressively encouraged to convert to Christianity. Most of the groups had had some form of ancestral worship, and this enforced change in religion altered their culture identity. Life in the Americas changed drastically and dramatically with the coming of the Europeans. The worst thing that happened to the natives was the influx of deadly diseases for which they had no immunity. The natives died by the thousands, inundating whole tribes! The second major occurrence was the Europeans killing off the game and chopping down the forests. Then, the foreigners proceeded to kill the natives and drive them from their ancestral homelands. The Spaniards even sought to rid the natives of their customs and languages, requiring them to adopt the Roman Catholic religion. They stole their riches, desecrated their buildings, and reduced once powerful nations to slaves and servants. 3.3 Contemporary issues affecting hauora as a result of the colonization process are analysed in accordance with cultural customs. Maori The manner in which the land was lost was often questionable, and led to considerable protest from Maori. These protests largely fell on deaf ears until the establishment of the Waitangi Tribunal in 1975. Establishment of the Maori Party : The foreshore and seabed controversy, a debate about whether Maori have legitimate claim to ownership of part or all of New Zealands foreshore and seabed, became the catalyst for setting up the Maori Party. The Maori Party believes: à ¢Ã¢â€š ¬Ã‚ ¢ Maori owned the foreshore and seabed before British colonisation; à ¢Ã¢â€š ¬Ã‚ ¢ The Treaty of Waitangi made no specific mention of foreshore or seabed; à ¢Ã¢â€š ¬Ã‚ ¢ No-one has subsequently purchased or otherwise acquired the foreshore or the seabed; and à ¢Ã¢â€š ¬Ã‚ ¢ Maori should therefore still own the seabed and the foreshore today. Legislation : The New Zealand Public Health and Disability Act (2000) is one of result in order to recognise and respect the principles of the Treaty of Waitangi, and with a view to improving health outcomes for Maori to District Health Boardshttp://www.legislation.govt.nz/act/public/2000/0091/latest/link.aspx?id=DLM80801 DLM80801 provide for mechanisms to enable Maori to contribute to decision-making on, and to participate in the delivery of, health and disability services. Access and participation : The Whanau Ora Tool is a practical guide to developing health programmes where whanau, hapu, iwi and Maori communities play a leading role in achieving whanau ora. It places Maori at the centre of programme planning, implementation and evaluation. Its aim is for Maori families to be supported to achieve fullness of health and wellbeing, as defined by them, within te ao Maori and New Zealand society as a whole. The key priority is to ensure that community health services are available, accessible and appropriate for Maori; and are of high quality. With many health programmes for Maori, it shows that government recognizes the culture and visible of Maori in society, that result to Maori easily access and participate to health services. The achievement rates across developmental activities are higher than before. OTHER INDIGENOUS : THE NATIVE AMERICAN INDIANS Access and participation : Health Resources and Services Administration (HRSA) improves access to health care services for all people in the U.S. who are uninsured, isolated, or medically vulnerable and supports health care providers in every state and U.S. territory. HRSA is working with partner Federal agencies and Tribal communities in order to increase access to health professionals, health centers, and affordable health care in hopes of decreasing Tribal health disparities. Health Resources and Services Administration provides opportunities for collaboration with Indian Health Service (IHS) facilities and Tribal organizations to improve access to care for American Indians and Alaska Natives. The two agencies are natural partners in providing comprehensive, culturally acceptable, accessible, affordable health care to improve the lives of Tribal populations. Establishment of movement and organization : Most Native American clans have developed court structures to arbitrate issues related to native rules. AIM-the American Indian Movement-began in Minneapolis, Minnesota, in the summer of 1968. It began taking form when 200 people from the Indian community turned out for a meeting called by a group of Native American community activists led by George Mitchell, Dennis Banks, and Clyde Bellecourt. Frustrated by discrimination and decades of federal Indian policy, they came together to discuss the critical issues restraining them and to take control over their own destiny. Out of that ferment and determination, the American Indian Movement was born. AIMs leaders spoke out against high unemployment, slum housing, and racist treatment, fought for treaty rights and the reclamation of tribal land, and advocated on behalf of urban Indians whose situation bred illness and poverty. They opened the K-12 Heart of the Earth Survival School in 1971, and in 1972, mounted the Trail of Broken Treaties march on Washington, D.C., where they took over the Bureau of Indian Affairs (BIA), in protest of its policies, and with demands for their reform. The American Indian Movement (AIM), which initially created a patrol to monitor police actions and document charges of police brutality. Eventually, it promoted programs for alcohol rehabilitation and school reform. By 1972, AIM was nationally known not for its neighborhood-based reforms but for its aggressive confrontations with the BIA and law enforcement agencies. Indigenous position in general national society : The Native American Indians position in American society is not far different from the early of colonized. Their position is still in the bottom of society even government recognize them and provide many services to support and encourage them to the better lives. But in society, the racism in skin colour still remains. Legislation : In the contemporary relationship between the federal government and federally chartered tribes, as it has reached the present through a number of historical stages, the United States Congress with its powers to ratify treaties and regulate commerce is the trustee of the special Indian status. The trusteeship involves protection of Indian property; protection of Indian right to self-government; and the provision of services necessary for survival and advancement. In the commission of its trusteeship, Congress has placed the major responsibility for Indian matters in the Department of Interior and its subdivision the Bureau of Indian Affairs. In addition to the central office in Washington D.C., the BIA maintains regional offices in 12 states, mostly in the West, with agencies on particular reservations as well. Many Native Americans have positions in the BIA, but relatively few are at the highest positions. The Indian Health Care Improvement Act : Declared elevating the health status of the American and Alaska Native people to a level at parity with the general U.S. population to be national policy. The Indian Health Care Improvement Act (IHCIA), the cornerstone legal authority for the provision of health care to American Indians and Alaska Natives, was made permanent when President Obama signed the bill on March 23, as part of the Patient Protection and Affordable Care Act. The authorization of appropriations for the IHCIA had expired in 2000, and while various versions of the bill were considered by Congress since then, the act now has no expiration date. OUTCOME 4 4.1 Conclusions about the impact of colonization on the hauora of the indegenous people are drawn and substantiated in accordance with the analysis INDIGENOUS MAORI EDUCATION Before the coming of Europeans to New Zealand, the education of Maori children was shared by home and community. From their grandparents and parents they learnt the language and standards of behaviour. In the community they developed skill in fishing, hunting, gardening, house-building, cooking, mat-making, and basketry. The more difficult arts of wood-carving and tattooing were taught by experts while instruction in tribal law was given to the sons of chiefs and priests in a building known as the whare-wananga. The arrival of the European brought far-reaching changes in Maori social life. To meet the demands of the new culture, radical changes in the system of education became necessary. First to accept the challenge were the missionaries who set up schools with the object of converting the natives as quickly as possible to Christianity. The first school commenced under Thomas Kendall at Rangihoua in 1816. The Wesleyans followed in 1822, and the Roman Catholics in 1838. M ission schools rapidly increased in number and their influence spread to the most remote areas. While the instruction was mainly of a religious nature, the Maori language was taught through translations of the Bible and Catechism. There was practical needlework for the girls, also carpentry and field work for the boys. URBAN MIGRATION Following the Second World War, many MÄ ori elected to move from their tribal and rural communities to find work in the bigger centres. While some MÄ ori attempted to bring traditional institutions into the cities by establishing urban marae for example, urbanisation brought major change to the MÄ ori world. Older tribal structures lost influence, and urban-based MÄ ori became educated in western institutions. Äâ‚ ¬pirana Ngata died in 1950, and a new breed of leaders emerged in the context of the rapidly urbanised MÄ ori communities. EMPLOYMENT In Tai Tokerau (Northland) high Maori unemployment, redundancies, high tribal cultural identity wonderful beaches, and forests, have set the scene for the development of indigenous sustainable economic development and tourism industry. The town of Morewa, which relied on the Freezing works for employment came to a halt during the free market reforms made almost the whole town unemployed. Recent work by the Community Employment Group with local iwi, and local authorities have turned around the town to form other forms of development. The town now thrives on tourism, fashion, and arts, agriculture from a Maori perspective through the delivery of Marae Stays, Cafes, Maori Art, Maori Fashion, and use of Maori land for agricultural purposes. Not only in one region but colonization affected whole of New Zealand in terms of employed in both positive in negative way. One good thing was that many Maori got educated and secured themselves employment, while some were left uneducated and unemployed. HOUSING Following the Second World War, many MÄ ori elected to move from their tribal and rural communities to find work in the bigger centres. While some MÄ ori attempted to bring traditional institutions into the cities by establishing urban marae. Many Maori were facing housing difficulties due to land loss, poor education and unemployment. OTHER INDIGENOUS : THE NATIVE AMERICAN INDIANS Education: Euro-Americans began to use education as a means to refine young American Indian children; to kill the Indian and save the child (Barker, 1997). Supported by the government, religious-based boarding schools were established in which Indian children were seized from their homes and forced to attend, typically starting at the age of four or five. They were prohibited from speaking their native language and were forced to abstain from practicing their cultural traditions, and were not released back to their families for about eight years. It is upon the return of American Indian youth back into their tribal communities where we begin to see the powerful negative impacts that forced assimilation have on the indigenous populations. With the youths homecoming, many of these children faced a cultural identity crisis, realizing they were no longer entirely Indian, but they were also not white either. The confusion between two separate cultures and oneself adds even more stress ont o the already complex process of ones identity development. Urban Migration : The U.S. government began actively moving American Indians to cities in 1952 as part of the Bureau of Indian Affairs Voluntary Relocation Program. The program resulted in 150,000-200,000 American Indians leaving reservations for cities such as Chicago, Los Angeles and Denver before it ended in the late 1970s. Today 67 percent of American Indians live in urban areas. Of particular significance is whether urbanization constitutes assimilation and the loss of something authentically Indian. In the dominant narrative, urbanization has become linked to cultural destruction and individuals disconnection from their tribal foundations. many American Indians say they feel invisible in the multicultural urban environment. From the 1950s through 1984, the Bureau of Indian Affairs had a program to assist Indians who wished to relocate from rural and/or reservation areas to such metropolitan sites as Chicago, Cleveland, Dallas, Denver, Los Angeles, and Oakland, where jobs were p resumably available. Urban Indians are more likely to be in the labor force than rural Indians. The most recent figures show that only 25 percent of the Indian population live on reservations, while 54 percent live in urban areas. Unemployment : While white workers saw unemployment soar over the past year, American Indian workers suffered recession-level rates of unemployment long before the recession began. Like black and Hispanic workers, American Indian workers experience persistently high rates of unemployment in good times and bad. Other data suggest the jobs crisis for American Indians may be even worse than the unemployment numbers reflect. In order to be counted as unemployed, a person needs to be actively looking for work. People who have suffered long periods of unemployment often become discouraged and stop looking. Even before the recession started, the employment-to-population ratios of American Indians were lower than those of whites by region. These gaps were very large in Alaska, the Northern Plains, and the Southwest. These three regions are also the regions of the country where the ratio of the Native-to-non-Native population is among the highest (U.S Census Bureau 2007). These facts suggest that the problem of low employment rates among American Indians may be at least partially due to conflicts between the two groups. The Great Recession is hurting all groups, but for American Indians, in some areas, it is worsening pre-existing economic disparities. Housing : Native American Indian tribes are currently plagued by severe housing problems. Nearly forty percent of all tribal homes are overcrowded and face severe structural deficiencies. With sixty-nine percent of tribal homes in overcrowded conditions that often include 18-25 people forced to jam into one and two bedroom homes overcrowding is a vital social issue. These overcrowded conditions and structural inadequacies cause many problems. These structures pose immediate risks to their occupants from structural collapse, improper ventilation, ineffective insulation, health issues, the stress of crowded living conditions, and many other causes. In addition, sixteen percent of Native American households in tribal areas also go without adequate plumbing or lack plumbing altogether. Inadequate plumbing, or the total lack of plumbing, often cause unsanitary conditions that can result in the easier spread of disease, use of unsafe drinking water, and general hardship on these families. Presently, on tribal lands more than 30,000 people are on a waiting list for rental housing. The National American Indian Housing Committee (NAIHC) estimates that 200,000 housing units are needed immediately on Indian lands in order to provide adequate housing. This enormous shortfall in housing is a critical concern for tribal leaders and citizens alike. 4.2 Conclusions about the social status of the indigenous people resulting from colonization, and its related impacts on hauora, are drawn and substantiated in accordance with the analysis. INDEGENOUS MAORI The health circumstances of indigenous peoples vary according to the unique historical, political, and social characteristics of their particular environments, as well as their interactions with the non indigenous population of the countries in which they reside. An example is the Maoris, the indigenous people of New Zealand. We focused on the health realities of this group, in particular the effects on Maori health of health care services designed according to the values and social processes of non-Maoris. Significant differences in life expectancy exist between Maoris and non-Maoris in New Zealand, but the role of health care in creating or maintaining these differences has been recognized and researched only recently. An analysis of Maori health in the context of New Zealands colonial history may suggest possible explanations for inequalities in health between Maoris and non-Maoris, highlighting the role of access to health care. Two potential approaches to improving access to and quality of health care for Maoris are: à ¢Ã¢â€š ¬Ã‚ ¢ development of a system of Maori health care provider services. à ¢Ã¢â€š ¬Ã‚ ¢ initiation of cultural safety education. OTHER INDIGENOUS : THE NATIVE AMERICAN INDIANS It is important to recognize that terms such as Native American and American Indian are linguistic devices designed to denote contemporary descendents of a wide variety of tribal nations. Over 550 American Indian tribes are currently recognized by the federal government. In addition, many other tribes are recognized only by state governments, and still others are working to obtain official governmental recognition. Each tribe, whether recognized or not, is informed by a culturally unique worldview. Although Native

Blogs are Here to Stay Essay -- Blog Blogs Blogging Weblog Web Log

Blogs: Fad or Here To Stay? The question is, are blogs here to stay or are they just a fad? To answer this question, one must understand what a blog is exactly. There are many definitions for a blog. One source defines blog simply as â€Å"an online Journal (Glossary of Terms).† That is one of the less complex definitions. Another source wrote â€Å"Contraction from the term Web Log. This is an online diary or journal which is published and shared with others on the web by an individual, who is known as a ‘blogger’. Blogging has now become a very popular publishing method on the web as the software does not require any technical knowledge to use and this has the potential to move into the corporate world soon (Alba).† Basically anyone who wants to can create a blog. Bloggers can write about almost anything in their blog, but they usually are about personal life. They also write about world issues, their feelings on a topic, and now even various corporations use t hem to advertise their companies. Although a lot of people use blogs, some these days, are anti-bloggers. These people refuse to set up a blog for their own personal life because they feel it is corny. They find it too computer nerdy and think it is another thing for dorks to get addicted to. They are very wrong because many people of all ages and types create blogs online. I myself don’t have my own blog set up, but am not out to make fun of those who do. Besides the simple blog that most users set up to share their personal thoughts and experiences, companies now put them on their websites to create more revenue. There are actually seminars out there that help business owners create a blog and reasons why they should have one. ... ...tay and that is a fact. Those who hate blogs will have to get used to it. Works Cited Alba, Rosetta. Webmentor Glossary. April 25, 2005. Blogging is Here to Stay, According to WordBiz.com Survey. March 28, 2004. April 25, 2005. Coggins, Sheila. Who Reads Blogs? April 25, 2005. Glossary of Terms. April 24, 2005. Moffatt, Brian. Why Do We Blog? November 30, 2004. April 24, 2005. ROI Of Business Blogging. WordBiz Report. April 24, 2005.

Cyber Bullying Essay

Cyberbullying Bullying over the internet through social media site like Facebook and twitter as well as text messaging and online gaming is becoming a larger and larger problem. Every year it gets easier to connect to others around the world and with that is an increase in harassment, threats and cyberstalking. Each state has their own laws to try and curb the problem, but Arizona is trying to pass laws making it a class 1 misdemeanor which includes fines and/or jail time. About 5,000 teens commit suicide every year, for all sorts of reasons and a growing number of it is from online bullying from classmates, neighbors or people that they have never even met before. It is not limited to children or teens, adults are affected by bullying as well at work or on forums and journals and even by what their child is going through. According to the Cyberbullying Research Center â€Å"Approximately 20% of the students report experiencing cyberbullying in their lifetimes†, and â€Å"Adolescent girls are significantly more likely to have experienced cyberbullying in their lifetimes (25.8% vs. 16%)†. Also according to the web site Puresight.com â€Å"Middle-school victims of cyberbulllying are more apt to commit suicide. The AP-MTV survey found that 8% of cyberbulllying victims and 12% of sexting victims have considered ending their own life compared to 3% of people who have not been bullied and were not involved in sexting.† Arizona is taking one of the biggest steps to try and prevent such bullying by passing a new bill outlawing it. â€Å"Right now the bill would result in a misdemeanor charge that carries a maximum $2,500 fine and six months in jail for anybody who uses a computer, smartphone or similar device to send a message to â€Å"terrify, intimidate, threaten, harass, annoy or offend.†(FoxNews) The bill is being met with criticism by opponents saying that it violates the 1st Amendment for Free speech and is worded in such a way that it leaves the bill open for interpretation and does not spell out what would be considered offensive. The idea is there, and it is time that this type of bullying is taken more  seriously. It is not kids being kids anymore or a rite of passage. Once these comments and photos reach the internet they are there to stay and have a more lasting affect than the â€Å"wait until next Monday and it will be forgotten† thought the parents grew up with.

Diversity – Gender and education Factors such as ethnicity, economic status and gender can affect educational outcomes

Factors such as ethnicity, economic status and gender can affect educational outcomes (Hughes, 1991). The 1944 Education Act promotes equality for children in school. In spite of this, it has been suggested that girls persistently tend to have different educational outcomes from boys (Hughes, 1991). There are many complex explanations linked not only to the educational process throughout history but additionally to social influence. The way in which children create their gender roles has an impact on the way they identify themselves and others. Stereotyping can impact on the way practitioners view children and can lead to discriminatory practice. It is vital to consider the hidden curriculum for unintentional signs of discrimination. Knowledge of legislation and initiatives that protect children's rights to an education irrespective of difference is of significance. As is the ways in which practitioners can promote equality. Through the use of key texts and the theories of experts it is possible to comprehend the impact that gender can have on learning and development. In the nineteenth century characteristics such as class, race and gender were detrimental factors which decided the form of education a child received. Hughes (1991) suggests this is due to the educator's role being to ensure each individual would be equipped to fulfil their predetermined role. Early attempts at access to education for all were frowned upon by those in power, fearing that the ‘the masses would get ideas above their station' (Hughes, 1991, P. 9). Schooling for girls was seen in relation to their domestic role. It was also considered that girls needed to conserve their energy for childrearing rather than mental activity (Hughes, 1991). Upper-class males attended private and independent schools, where they were moulded to become the elite. Their sisters however, though still received an education, were taught at home. Society's views on education differed for boys and girls at all social levels (Hughes, 1991). According to Charles (2002) the education system was designed to prepare children for adult life, which was gender as well as class segregated. The 1944 Education Act was centred on equality of opportunity. This involved for the first time, compulsory education for all that was free until the age of fourteen. However, inequality referred heavily to class disadvantage (Charles, 2002). The curriculum became gendered with the view that girls would concentrate on the ‘domestic subjects' while boys would practice the ‘technical subjects' (Charles, 2002). However, there has been much debate as to the reason for suggested differences in educational outcomes relating to gender. Yeo and Lovell (1998) suggest that females attain better outcomes in primary education, with emphasis in literacy and language. They state that research conducted in the 1990's suggests girls are motivated, ambitious and interested in long term education. In contrast boys were seen as low in motivation, self-esteem and concentration. One suggested explanation being the introduction of equal opportunity initiatives to encourage girls to pursue subjects previously associated as ‘male dominated'. Practitioners were also encouraged to increase awareness of methods to enhance girl's interest in education. According to Yeo and Lovell (1998) these changes were directly influenced by the transformation in the labour market, from being male dominated to increasingly more equal. As a consequence, it seems that boys are now underachieving in school. However, Skelton and Francis (2003) suggest the cause for this apparent difference in attainment is not straightforward. According to Charles there is evidence to suggest that this is not a new theory. Relating back to the 11+ exam, in which girls needed a higher score than boys to gain entry into grammar school. Skelton and Francis (2003) suggest that the view that ‘boys are underachieving' is now being challenged. They suggest the gap between boys and girls in standards of literacy, english and modern languages remains large. Nevertheless, SAT's (Standardised Assessment Tests) results show that boys and girls are showing increased performance on a yearly basis (Skelton and Francis, 2003). However, it is not only a case of boys versus girls. Not all boys ‘underachieve' and not all girls are ‘high flyers' (Skelton and Francis, 2003). There are class and ethnicity influences to consider (See Appendix One). Feminist research claims that it is the way boys construct their gender roles that ultimately leads to their dissociation from subjects traditionally determined as feminine such as literacy. However, many non-feminist commentators suggest that the high proportion of female teachers at primary level is responsible for boys learning needs being overlooked. Their suggested solution to the gender gap is to increase the number of male primary school teachers to provide positive role models linked with education. According to Skelton and Francis (2003) there appears to be no evidence to suggest that boys will perceive male teachers in a positive light, or that this will impact on their achievement. It has only been since 1975 when education was included in the Sex Discrimination Act that gender equality in schools has been highlighted (Nixon, 2005). However, the process in which children construct their gender roles is thought to be highly complex suggesting that equality between boys and girls is still being considered (Skelton and Francis, 2003). The nature, nurture debate surrounding individual differences in areas such as gender has affected equality in education (Hughes, 1991). It is fundamental to distinguish between ‘sex' and ‘gender'. According to Cole (2005) a persons ‘sex' is related their biological make up. Gross (2005) states that sex and ethnicity are viewed by some as biological factors which can determine levels of intelligence and attainment in school. However, there are environmental issues to consider with reference to socialisation leading to ‘gender' roles (Charles, 2002). Numerous surveys have suggested that boys and girls are treated differently from the day they are born (Hughes, 1991). Oakley (1972, as cited in Charles, 2002) argues that there are too many variations in gender roles for the social differences between males and females to be innate. According to Charles (2002) parenting in Britain is still gendered, with fatherhood being associated with the role of supporting the family financially and motherhood with caring. As a consequence Hughes (1991) believes that many children have a clear understanding of what it may mean to be a boy or a girl, and the expectations which are attached to this. For example, Belotti (1975, as cited in Hughes, 1991) suggests that boys learn to suppress their emotions, a consequence of believing that it is not acceptable for boys to cry. This power over construction of values and beliefs has a direct influence on how children identify themselves and others. Siraj-Blatchford (2001, P. 96) suggests ‘every adult and other child has the power to affect each child's behaviour, actions, interactions, learning outcomes and beliefs'. Therefore, influences can come from parents, siblings, peers, educational settings but also the media. This view is backed by Bronfenbrenner's (1979) ecological model which shows how the environment can influence a child's development (Feinstein et al, 2004). Feinstein et al (2004) suggests education has a significant role to play in influencing the factors which can affect children's attainment. Bandura's (1977) social learning theory suggests that children can learn indirectly through observation and imitation of others (Walkup, 2004). Therefore, children may relate to the way others whom they identify with are treated in society. In the process of developing an identity, children can distance themselves from others they deem as different to them or their ‘group' (Siraj-Blatchford, 2001). Kenway (date unknown, as cited in Bond, 2000) suggests that it is not until the age of seven that children view their gender as fixed. Younger children can believe certain activities or behaviour will dictate their gender (Bond, 2000). Siraj-Blatchford (2001) believes without challenge to this way of thinking, children may carry on believing in stereotypes such as, ‘only boys play football and only girls read books'. If children are left to believe in negative images which they relate to their identity, they can become self-fulfilling (Siraj-Blatchford, 2001). Willan at al (2004) suggests it is the practitioner's responsibility to understand and implement legislation to promote equality. The Humans Rights Act 1998 prohibits discrimination in the United Kingdom under the European Convention on Human Rights. The Children Act 1989 (2004) also emphasises the rights of children in society to equal opportunities and protection from unfair treatment through discriminatory practice (Wilan et al, 2004). Internationally, these rights are addressed by the United Nations Convention on the Rights of the Child (1989). The Education Act (1988) then provides the legal framework for equality in schools. This protection for children must be implemented appropriately to provide equality and inclusion (Wilan et al, 2004). There has been an increased awareness in gender stereotyping since the Sex Discrimination Act was updated in 1986. The National Curriculum states that practitioners ‘should be aware of the requirements of equal opportunities legislation that covers race, gender and disability' (DfEE/QCA, 1999, P31). Malik (2003) suggests that without equality of opportunity there cannot be provision of quality early childhood education. To ensure that discriminatory practice does not transpire it is essential for practitioners to consider their own beliefs and values (Willan et al, 2004). In order to promote equal opportunities practitioners need to become aware of and deconstruct their own stereotypical thinking (Wilan et al, 2004). Malik (2003) suggests that stereotyping in a negative way can damage children's perceptions of themselves and others, denying them the chance to fulfil their potential. Stereotyping can lead to prejudice through preconceived ideas, it is this type of attitude that that often results in discriminatory practice (Malik, 2003). Haberman (1995, as cited in Cole, 2005) suggests that practitioners can follow five concepts order to overcome prejudice (See Appendix Two). It is through awareness of differences in people or groups that stereotyping, prejudice and discrimination can occur. However, it is also through valuing difference that inclusion and equality can be promoted (Malik, 2003). Malik (2003) suggests all children are different, not just through gender, social class or ethnicity but in every way. Individuality must be valued and encouraged. It is through developing this ethos in an educational setting that children can be taught to perceive difference as their own uniqueness but not their value (Malik, 2003). The National Curriculum details the promotion of self-esteem and emotional well-being as significant for children to value and respect themselves and others (DfEE/QCA, 1999). According to Maslow (1954, as cited in Bentham, 2002) self esteem is required before the process of learning can develop. Jean Piaget (1886-1980) states that children learn from their environment and through their own experiences (Walkrup, 2004). Therefore, the environment can be used to provide positive images of role models to children, through books, posters, equipment, role play areas, dressing up clothes and other resources. Children should be offered a wide range of activities and organisation for group activities by sex should be avoided (Skelton and Francis, 2003). Adults in the environment must be aware of appropriate communication to promote inclusion, but can also provide challenges to discriminatory behaviour in children by providing examples of equality. Lev Vygotsky (1896-1934) believed that children learn through social interactions, and Bruner (1983) suggests learning can be developed through scaffolding (Walkrup, 2004). Therefore, it may be useful to invite visitors into the setting, to show diversity in the community, and to promote partnerships with parents(Rice, 2005). The Centre for Studies on Inclusive Education (CSIE, 2000 as cited in Rice, 2005, P. 76) suggests that educational settings should not see diversity as a problem but as ‘a rich resource to support the learning of all'. However, practitioners should be aware of conflict between anti-discriminatory practice and the beliefs and values of the family (Hughes, 1991). According to Hughes (1991) it is important to incorporate equal opportunities and inclusion in planning the curriculum to ensure that it is fully integrated. The National Curriculum states that inclusion should be implemented right across the curriculum, guaranteeing a full and rounded entitlement to learning for all children (DfEE/QCA, 1999). However, not all discrimination is intentional. The ethos of a setting can influence equality through the hidden curriculum. Policies setting out strategies and practice that reflects the aim of the setting as a whole to promote inclusion will assist in creating and equal ethos (Jones, 2004). Principles of good practice should be considered as a fundamental aspect of working with young children (Malik, 2003). The Key Elements of Effective Practice (KEEP) as outlined in the Primary National Strategy suggests practitioners can work with children and their families in a sensitive, positive and non-judgemental way (DfES, 2005). This can be achieved through knowledge of six areas considered key for effective practice (See Appendix Three). Clark et al (1990, as cited in Jones, 2004) suggests learning and growth can aspire through an interaction between policy and practice. CSIE (1999, as cited in Jones, 2004) suggests policies can be developed through six key areas (See Appendix Four). In providing children with an environment which promotes understanding, acceptance and respect for others, practitioners are creating a more tolerant and positive society for the future. Therefore, directly challenging inequalities that are prevalent today (Malik, 2003). According to Malik (2003) good practice means providing equal opportunities through applying responsibilities as a practitioner to support legislation, policy and codes of practice. The National Curriculum sets out clear guidelines for inclusion by giving all children the opportunities they need to achieve. The Foundation Stage Curriculum for three to five year olds also regards equal opportunities as highly significant (QCA, 2000). Providing constructive gender role models at the earliest opportunity will promote positive images for children. The importance of equal opportunities is a top priority for early years education therefore it is not left to chance. Ofstead (Office for Standards in Education) is the regulatory body for early years provision, care and education in England. It is their duty to enforce legislation and to guarantee that children are safe well and cared for in their setting. Ofstead also to ensure that children are offered activities which will provide them with learning opportunities (Kay and MacLeod-Brudenell, 2004). Early Years Development and Childcare Partnerships (EYDCP) work with agencies providing care and education for children from birth to five years. Their role is to ensure that all children have positive opportunities to fulfil their potential. The Every Child Matters initiative is seen as key by EYDCP in ensuring that all children have the chance to be happy, healthy and successful (Walker, 2006). The view that girls achieve higher in education than boys is much debated. The way in which gender roles are constructed and the process of socialisation is highly complex and is still being considered. In view of this, it is fundamental to understand that differences in educational outcomes focused on gender also have class and ethnicity elements to consider. However, it is understood that in order for practitioners to promote equality and challenge discriminatory ideology, it is first imperative to identify and deconstruct any negative stereotypical thinking. All children are at risk of inequality, intervention is necessary to promote inclusion and provide equal opportunities and chances for all children. Equality can be promoted through the curriculum hidden and overt and should be included within planning. The environment can be used as a resource for providing positive role models. However, it is important to understand the conflict between challenging discrimination and family values so as not to undermine the role of parents and carers. Supporting self-esteem through valuing and encouraging diversity can lead to better educational outcomes and will challenge discriminatory practice in society. It is the practitioner's role to implement legislation and equal opportunity initiatives to protect children's rights. It is through incorporating elements of good practice and legislation that equality can be promoted in an educational setting. Therefore ensuring that access to quality education is not determined by gender, class or ethnicity.