Thursday, October 31, 2019
Neoclassicism, Romanticism, Realism and Impressionism Assignment
Neoclassicism, Romanticism, Realism and Impressionism - Assignment Example The paper "Neoclassicism, Romanticism, Realism and Impressionism" examines various artists and their art styles, the depiction of different subject matter, influence of art to everyday life and history. The focus of this study is on Neoclassicism and Romanticism to Realism and Impressionism in Europe and The United States. In Goya’s work, â€Å"Third of May†, the victims are placed in the center of the canvas, and flooded with piercing white light that jumps out at the viewer. The victims are surrounded in blood red, yellow ochre and highlighting white, while the soldiers remain faceless and shrouded in subdued colors of black and grey. Artistic statements that go against the conservative grain or the status quo relating to religion, sexual and gender rights, politics, war, erotica, or portrayals of violence usually stand a good chance of offending some segment of society that wants to silence any voice that opposes them. The most memorable artist of late to embody thes e threats is Robert Mapplethorpe. Born in Brooklyn, New York, Mapplethorpe had a very broad portfolio of work, but it was his images of erotica and sexual expression that caused controversy and legal scandal in the United States and abroad in England. Mapplethorpe’s graphic images were included in an exhibit that had been funded by the National Endowment For The Arts, which caused an uproar to many who claimed that taxpayer money was being used to fund potentially obscene.His images of defecation became the center of many legally heated discussions
Tuesday, October 29, 2019
The world of programming Essay Example for Free
The world of programming Essay In the world of programming today, open source is one world that has made a great impact all around the world. Programmers all over the world have two completely different schools of thoughts. One of them states that the technology should be easy to use, and less functions that can be programmed easily, whereas on the other hand, second school of thoughts propose that there has to be high amount of flexibility regardless of the fact, how much the programming or coding scenario gets complex. The open source refers to the technology that has all the ingredients taken in a programming language disclosed, or in other words a programmer discloses what he has performed during his development of software. The article that is discussed in this paper has the title â€Å"Build Your Own Messaging Application in Java with jYMSG†. The technology that is referred in this article is Java based, which is an open source. The social network evolution has changed a lot of trend and instant messaging has become an essential part of everyday life. The referred article discuses a new integration of Java technology with Yahoo Instant Messenger. Java is a platform independent technology that can run from a Mac book to a cell phone to home computers and laptops. The integration of this technology can be very useful because people can be in touch with their friends on yahoo messenger regardless if they are using a laptop or a computer or any other device. This increases the creation of values as the needs of individuals are fulfilled through development of an open source Yahoo messenger based on Java technology. Hence the third principle of reshaping is fulfilled over here. References Kulvir Singh Bhogal, (2006). Build Your Own Messaging Application in Java with jYMSG. Retrived from http://www. devx. com/Java/Article/22546/1954
Saturday, October 26, 2019
Identifying Leadership Theories And Applying Reflection Nursing Essay
Identifying Leadership Theories And Applying Reflection Nursing Essay There are almost as many different definitions of leadership as there are persons who have attempted to define the concept ( Stodill, 1974:p.259). Dubrin (2000) states that there 35,000 definitions of leadership in academic literature (Pye, 2005: p.32). Leadership is an art a performing art and the instrument is the self. The mastery of the art of leadership comes from the mastery of the self .                                                                                            Jim Kouzes Gary Yukl in his sixth edition of Leadership In Organizations hope that, his book has seeded many ideas and questions, which will grow in the classroom , but more importantly, will find fuller meaning and come to life when the reader is engaged in the practice of leadership at work. When thinking about leadership styles one thing to consider is what defines a good leader. Hood (2010) suggests that an effective leader influences and encourages others to achieve goal setting and goal attainment. A good leader recognizes that there is always something new to learn. Effective leaders set direction, build commitment and confront challenges through clear communication and soliciting staff feedback (http://www.oppaper.com/Leadership-Roles-In-Nursing). Carroll (2005) proposed the following six most important attributes for nursing leaders: personal integrity, strategic vision and personal survival attributes,, management and technical competencies, people skills team-building and communication skills , and. action orientation It is clear so far that the definition of leadership depends on whom you ask. Houser Player ( 2004 ) concluded in their study, amoung a dozen of nurse leaders as, nurse leaders did share common characteristics such as thoughtful, responsive, committed, creative, resilient, visionary, scholarly, courageous and innovative. Tan (2006) means the idea of leadership as, influencing followers to do what is necessary to achieve organizational and societal goals. Two types of leadership are particularly relevant for nurse leaders. Transformational leadership authentic leadership (Clark, 2009, p.17). In transformal leadership mainly three elements contribute to help nurse leaders to create a tone and standard of practice for healthy work environment are Effective communication, collaborative relationships and shared decision making among nurses (Heath, Johanson et al, 2004). American Association of Critical-care Nurses (2005) made a commitment to promote healthy work environment in the bias of authentic leadership are safe, healing, humane and respectful for patient, their families and nurses. They concluded in their study as it is not too easy to become an authentic leader, moreover, it needs higher levels of organizational support. Perhaps It is identified in their study that authentic leadership as one of the six standards that are crucial to creating and sustaining healthy work environment. Among health care professionals, nurses are especially aware of the importance of reflective practice (Duffy, 2007; Manthey, 2001 et al). Just as important is the practice of reflective leadership (Deutsch Sherwood, 2008). By Oestreich (2009) reflective leaders are critically aware of how they connect with others, where they are in the progress of their own and organizational goals and how they are opening paths for clear Communication and goal fulfillment. Drucker (1996, p.9) states that, great leaders have to walk alone sometimes. such aloneness can facilitate reflection. Qualitative researchers speak of participant observation as a method of more distant reflection. Reflection benefits the individual leader, but more than that, can become spread with in the organization. Transformal leadership has been evidenced to be positively associated with followers commitment to improvement and change (Herold, Fedor et al., 2008).One of the important characteristics of a transformal leader is reflection (Marshall Coughlin,2010). Reflective Practice was introduced by Donald Schon in his book The Reflective Practitioner in 1983. There are different models of reflection in practice. In that I would like to discuss about the two models of reflection Gibbs model, 1988 Johns model, 1995.  GIBBS MODEL OF REFLECTION 1988 Gibbs model is a cyclic process of reflection, in that a practitioner describes the experience and must evaluate and analysis of how they were feeling during the experience. By the evaluation and analysis of the emotions associated with the situation give the practitioner a chance to understand the situation and come to a conclusion of what else could be done, or what other options could have been taken. Most importantly,in Gibbs model of reflection the final stage is the formulation of action plan, that give an idea about what actions would be taken if the situation happened again (W http://en.wikipedia.org/wiki/Reflective_practice). JOHNS MODEL It is a structured mode of reflection that provides a practitioner with a guide to gain greater understanding. In this model of reflection, reflection carried out through the act of sharing of emotions with colleague or a mentor and it provides a faster rate of learning than reflection alone. In order to achieve reflection looking in on ones thoughts and emotions and looking out at the situation experienced are important steps in this model of reflection. Mainly five patterns of learning are included in to the guided reflection, that are the practitioners analysis about the aesthetic, personal, ethical, empirical, and the reflexive elements experienced through the situation. REASONS TO PREFER JOHNS MODEL OVER GIBBS MODEL I recommend Johns model of reflection is better than that of Gibbs model because, in Johns model practitioner get an opportunity to share with a colleague or mentor, about their thoughts and emotions of their own and about the situation experienced. It seems to me that by the sharing of emotions definitely, we will get a clear cut idea about the feelings of the self and about the situation in a faster rate. Looking in and looking out become easier when the structured questions shared between a colleague or an experienced person. But in Gibbs model of reflection, importance is for the evaluation and analysis of the emotions associated with the situation experienced and there is no sharing of ideas or emotions with anybody. I feel that with out the sharing of emotions reflection occurs in a slower rate. LEADERSHIP THEORIES Historical development of leadership theories (1900-Present) P.37 The Great man Theory / Trait Theories (1900-1940) Researchers give importance to certain characteristics or personality traits of some people and assume that these traits make them better leaders than others. Moreover the effect of followers and the impact of the situation were ignored. Behavioural Theories (1940-1980) During human relations era , researchers moved away from studying about the traits of a leader and give importance to their styles of leadership.  A major breakthrough occurred when Lewin(1951) and White and Lippitt (1960) isolated common leadership styles. Later, these styles came to be called authorisation, democratic and laissez-faire. Authorisation which is when the leader takes full control, Democratic is when the leader involves a team approach ; and Laissez-faire where the leader provides little to no direction (Hood, 2010). Situational and Contingency Leadership Theories (1950-1980)  In according to this theory leadership style should vary according to the situation or the individual involved. Authoritarian leadership results in well-defined group actions that are usually predictable, reducing frustration in the work group and giving members a feeling of security. Productivity is usually high, but creativity, self motivation, and autonomy are reduced. Authoritarian leadership, useful in crisis situations.  At the same time Democratic leadership, appropriate for groups who work together for extended periods, promotes autonomy and growth in individual workers. This type of leadership is particularly effective when coordination between groups is necessary. The Laissez-fair leadership is non directed leadership, the laissez- fair style can be frustrating; group apathy and disinterest can occur. Interactional Leadership Theories (1970-Present) The basic premise of interactional theory is that leadership behaviour is generally determined by the relationship between the leaders personality and the specific situation. To be successful, the leader must diagnose the situation and select appropriate strategies from a large repertoire of skills. Leadership effectiveness, according to Hollander, requires the ability to use the problem solving process; maintain group effectiveness; communicate well; demonstrate leader fairness, competence, dependability, and creativity; and develop group identification. Transactional and Transformational Leadership The transactional leader sets goals, give directions, and uses rewards to reinforce employee behaviours associated with meeting or exceeding established goals (Mc Guire and Kennerly,2006, p.180). Transformational leaders have a view of the future that will excite and convert potential followers (changingminds.org,2002-2006, para 3). Transformational leadership is defined as, One who inspires and empowers everyone with the vision of what could be possible (Hood,2010, p 460).  Although transformational qualities are highly desirable, they must be coupled with the more traditional qualities of the day-to-day managerial role. Both sets of characteristics need to be present in the same person in different degrees. According to Bass and colleagues, the transformational leader will fail without traditional management skills. Johns (2004) maintains that transactional traditional leadership is a deliberate process of seeking insight in self and practice in orde r to create conditions that foster the realization of desirable practice.
Friday, October 25, 2019
Styles of Teaching: Banking Concept vs. Problem Posing Essay -- resea
Education is defined as, â€Å"The act or process of educating or being educated, the knowledge or skill obtained or developed by a learning process, a program of instruction of a specified kind or level, the field of study that is concerned with the pedagogy of teaching and learning, as well as an instructive or enlightening experience†(No author). People begin their education from day one till the day they die. Every day we learn new things in different ways. Whether someone is just telling us some random fact or you are sitting in a classroom being lectured by a professor. The main focus of this classical argument involves the learning that is done in the classroom or lecture hall in the schools of America today. The question arose as to which style of teaching is most effective in sparking the minds of the receivers to make them become transformers of their education? Would the â€Å"banking concept†of teaching be more effective, where â€Å"the scope of the act ion allowed to the students extends only as far as receiving, filing, and storing the deposits†(pg. 260). Or would the â€Å"problem posing†style of teaching be the most effective, where by â€Å"responding to the essence of consciousnessâ€â€intentionallyâ€â€rejects communiquà ©s and embodies communications. It epitomizes the special characteristic of consciousness†(pg. 265). In this essay I intend persuade you the audience to take in my experiences and the experience of two other authors, whom I will be showing you later, and take a look from my point of view.      Through this essay I am going to try and show the advantages of â€Å"problem posing†style to education. In my opinion this style of education is very effective in expanding the minds of the receiver by making them more interactive in their learning rather than the typical lecture and take notes. In this style of education people teach each other and the teacher is not the only one enlightening the class with their knowledge. I cannot only speak this opinion from my own experiences, but also others who share in the same view sculpted by their experiences. The two authors whom I used for a base of my point of view are Paulo Freire and Richard Rodriguez. Freire wrote the essay called â€Å"The Banking Concept of Education,†in which Freire shows how â€Å"problem posing†education is the most effective way to teach and be taught at the same time. Rodriguez wrote the essay call... ... all, everyone is different in their own respective way and some people might have the ability to simply comprehend all they hear, unlike myself I feel like I teach myself more on my own or with others than if I were sitting down and taking notes. The only problem with just listening during a lecture is that people don’t retain all that information over a long period of time. Most of the information is stored in the brain until that test comes and all the information leaves when you hand in the test.           In conclusion the problem-posing style to education is not only the most effective way in helping a student retain the information, but it also sets everyone, whether it be the teacher or the students, at equilibrium. I am not just speaking from my point of view, but also from Freire. We both came to the same conclusion and based our opinions off our own experiences. This style of education is very effective in expanding the minds of the receiver by making them more interactive in their learning rather than the typical lecture and take notes. In this style of education people teach each other and the teacher is not the only one enlightening the class with their knowledge.
Wednesday, October 23, 2019
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
Tuesday, October 22, 2019
Drown Essays - Drown, Junot Daz, American Literature, Fiction
Drown Essays - Drown, Junot Daz, American Literature, Fiction Drown The story of immigrant struggles is the major theme in Drown by Junot Diaz. Every immigrant has a personal story, pains and joys, fears and victories, and Daz portrays much of his own story of immigrant life in Drown, a collection of 10 short stories. This book captures the fury and alienation of the Dominican immigrant experience very well. Other immigrants' grief's also come up in Daz's short stories. My argument for this paper delves with the question of is this book merely storytelling or is it autobiographical? Also, it seemed to me as if he uses some symbols and specific words (mostly verbs) to express himself in a manner which the reader can almost feel the story as if it were real. The book tells of the barrios of the Dominican Republic and the struggling urban communities of New Jersey. This book is very strong and these stories tell of a sense of discovery from a young man's perspective. It seems as though for the immigrants, even when things are at their best, a high probability of calamity looms just around the corner. Uncertainty is the only certainty for these outsiders, who live in communities that, are separated from all the other communities by a six-lane highway and the dump. It tells of a world in which fathers are gone; mothers fight with determination for their families and themselves. Drown brings out the conflicts, yearnings, and frustrations that have been a part of immigrant life for centuries. Diaz himself lived in such a world. In each of his stories Diaz uses a first-person narrator who is observing others. Boys and young drug dealers narrate eight of these tales. Their struggles shift from life in the barrios of the Dominican Republic to grim existence in the slums of New Jersey. These young boys could be the voice of Junot Diaz himself. If so, why would the book be a fiction? The characters in these stories wrestle with recognizable traumas. Yunior and Rafa in Ysrael and Fiesta 1990 confront the pain of growing up, the loss of innocence, and how misfortune just happens to fall upon them. In Drown, Edison, New Jersey, Aurora, we glimpse into anger stemming from unearned suffering, the embarrassment of poverty, the confusion of loving a Crackhead, and shock of reality. Drown tells of an impoverished, fatherless youth in the Dominican Republic and his struggle with immigrant life in New Jersey. It shows pain and suffering very accurately. The last and longest of the stories, Negocios, reconstructs the adventures of Ramon, the father who left his wife and children behind to try to make it in the States. It is told from the point of Yunior, the youngest son. Negocios, points up this collection's one weakness. It is a chronicle of his father's immigration, remarriage and, finally, the rescuing of his children and first wife from their bleak life in the Dominican Republic. In this book, words used show lots of meaning (strong use of verbs). By doing this Diaz has managed to physically imprint the reality of his characters so as to make them seen. The characters step out of the plots so vibrantly real. What I enjoyed about this book is that there was no use of Italics or any other editorial assistance for the reader. This showed me that he is taking a stand against the use of Italics. It's almost as though Diaz is writing in a diary and there is no need for such things. Also, these stories are not read like stories, they are more like a sociological study. The feelings and the observations jump off the page so much so that the stories appear very much autobiographical. Again bringing up the point of whether it should be classified fiction or non-fiction. Daz never loses sight of the telling details of immigrant life stateside. He describes food from the perspective of a Dominican boy who eats only boiled yucca and platano. The yucca and platano is a symbol of his poverty and hunger in Aguantando. Then he writes about everyone getting obese in America; even the immigrants themselves. This simple abundance of food gets to the imagination of immigrants, enduring for many years as
Monday, October 21, 2019
Analyse the method used to make the opening battle sequence of Saving Private Ryan both shocking Essays
Analyse the method used to make the opening battle sequence of Saving Private Ryan both shocking Essays Analyse the method used to make the opening battle sequence of Saving Private Ryan both shocking Paper Analyse the method used to make the opening battle sequence of Saving Private Ryan both shocking Paper Essay Topic: Film The film Saving Private Ryan was first released on September 11th 1998, a joint production from Paramount Pictures and DreamWorks Pictures. The film was directed by Steven Spielberg. Some of the other movies directed by Steven Spielberg were: Jaws (1975),Raiders of the Lost Arc(1981), E. T(1982), Jurrrasic Park(1993), Schindlers List (19993), etc. Saving Private Ryan won five academy awards (Oscars) including best director in 1999. Some of the leading actors in the film are Tom Hanks (Captain Miller), Tom Sizemore (Sergeant Horvath) Edward Burns (Private Reiben) Barry Pepper (Private Jackson), Jeremy Davies (private Upham) and Matt Damon (Private Ryan). The film is about saving one of the four brothers that had joined the army and have fought in the war. One mourning the home office receives three letters that three of the brothers had passed away. Due to this the general staff officer of the United States of America gives an order to send a unit of eight soldiers to save the last brother. This was done so that when more than one son joins the army and the rest passes away the brig at least one of them so that they that they could keep the family blood and name going on the film lasts for two hours and fifty minutes . the opening battle sequence lasts for twenty for minutes. Saving Private Ryan is a movie that generates strong responses from most people that see it. I found that each of my subjects would recommend it, not one of the individuals interviewed felt the violence was senseless, and all of them left the movie with a strong emotional response. It appears that Saving Private Ryan is the kind of movie to which many can relate. Saving Private Ryan is not a romantic, feel-good movie, but it is probably one of the best movies released this year. It is without a doubt one of the most realistic films produced. It has different types of entertainment for all kinds of viewers. It has elements of violence, patriotism, sentimentality, and heroism all rolled into one film. Seven Spielberg also uses different angles and camera shots to make the audience feel how the soldiers felt and saw when they were in battle. The first scene is the transition from present to past. At the start of the film we see an old man walking towards the graveyard with some people behind him. The graveyard that we see in the film is situated in Normandy which is a part of France. The name of the graveyard is Colville-Sur-Mer . Then we get a close up on the American flag and the French flag. As the old man walks into the graveyard his eyes begin to shed tears then he kneels in front of a tombstone which has the name John Miller engraved on it. The film starts in the present day and then as we get an close up on James Ryans face the film flashes back to the past which was the Battle grounds of the war at Omaha Beach. This takes us to June 6th 1944 which was D-day. Then he uses a long distance shot so that we the audience could see what is there along Omaha beach. Then we hear the calm sounds of the waves gushing against the hedgehogs and the corps along the long stretch of the beach. This movie is obviously set against the backdrop of World War II, beginning with D-Day and the battle of Omaha Beach. Then in the second scene we see and hear the Higgins crafts approaching the beach through the thick mist. As the boats approach nearer to the beach the commander in charge of each unit of each boat shouts out orders. As the doors role down we see chaos as the German soldiers open fire on the soldiers that are trying to get out. The killing appears to be overdone as the young men step off the transport boats only to be killed one after the other, but when consulting the history of this battle, it is almost exactly how this battle took place. The beaches were indeed covered with bodies, and the water was red with the blood of the slaughtered soldiers. The recreation of this battle by Steven Spielberg has succeeded in bringing this war, this battle in particular, out of the history books and into larger than life on Americas movie screens. The over the soldiers shot makes the audience see from the Germans perspective of how the Germans had a clear advantage. As the U. S soldiers try their hardest to approach the battle field most of their attempts are in vain their. This due to heavy fire from the German soldiers that massacre most of them even before they get out from the boat. As captain Miller attempts to get all his soldiers out of the boat most of them at the front die. Then he orders them to jump from the corner of the boat. Then as the soldiers attempt to swim ashore most of them drown or get shot. The Steven Spielberg use the water to create the sound effect. As the soldiers go under water the sound is muted and as they rise their heads above the water the sound of gun shots reappear. The various amounts of perspectives give this scene an overview of carnage. Camera works are so good that they brings the audience closer to action to see from the Germans perspective and make the audience think that the U. S. mission was hopeless. The third scene is about Captain Millers confusion. In this scene we see that Miller dragging a soldier onto the beach. At this point the dramatic influence kicks in. s he saves the soldiers from downing and brings him onto the beach the soldier gets shot. As he takes cover behind the hedgehog you could see the confusion in his face. He doesnt seem to hear what the soldiers are requesting for. As well as his hands keep shaking through out the film. This shot is in slow-motion to increase the realism. Captain Millers perspective shows the death of the s oldiers on the beach head. The sound hear is muted but the explosions could still be heard vaguely. Then we get a close up on Captain Millers helmet and as he puts it on the blood that was collected from the water starts dripping on his head. The sound then returns and Captain Miller begins to give out orders. The effect that this scene has on the audience is similar to the effects of the last scene as it makes the audience feel apart of the battle field. This scene shows a lot of blood shed, death and horror. The number of people dead is of a violent nature. In scene four of the film it is when the bloody battle ends. In this scene we see Captain Miller sits down and rests on high ground, Sergeant Horvath Says thats quite a view and Captain Miller agrees. Then the vast numbers of dead soldiers are shown along the beach. The first shot is the close up of Captain Millers face and his shaking hands. The camera then zooms in on the captains eyes to show the emotion. This shows the scale of the battlefield, the camera then pans to the left showing one dead soldiers backpack with the name Ryan. S. The sound in the scene is the gentle music in the background. Th music fades out and we hear the sound of waves, these waves sound calm than they were at the beginning of the film battle scene. Its comforting somehow in a strange way. This scene is a relief at the end of the battle because the audience is shocked by the number of dead people. The final shot of Ryans backpack establishes the link between what we have just seen and title plot of the film. In conclusion I would say that the opening battle sequence prepared the audience for a great adventure which was to come ahead, the sequence went into details of the gruesome war and the way the soldiers fought in the battlefield. It is clear that above all else, Private Ryan is intended to create an awareness of the sacrifice of the soldiers that gave their lives during World War II. In doing that, Steven Spielberg very successfully in brings out intense emotions in the spectator. While this movie had a great deal of violence that was sometimes difficult to watch, the sheer sentimentality behind the mission of the soldiers who have to find Private Ryan and bring him back was heart wrenching to say the least. It would take a cold-hearted individual indeed to feel no sorrow for the pain of the mother of Private Ryan when the military officials arrive at her home to tell her that three of her sons have been killed in battle. The way she falls to her knees on the porch and begins sobbing at the sight of the military vehicle is without a doubt a mirror of any mothers reaction to the same situation. Simply said, the moviegoer feels her pain. Even the hard-core attitude of the soldiers during the capture of the German soldier that has just shot their friend, the medic, brings on conflicting emotions. The German, while digging graves for the dead American soldiers, pleads for his life, insults Hitler, and praises America all in one desperate breath. The viewer also feels a reluctant sense of pride in the young translators sense of right as he repeatedly tells his fellow soldiers that to kill this man after his surrender would not be right. Saving Private Ryan could arguably be called one of the most bloody movies ever produced. But it is not a pointless violence as is the case in horror movies that people go see everyday. It is true that the violence in this movie is meant to shock, but is also meant to educate, and to make the viewer appreciate the patriotism of all the American soldiers that have died to protect the United States of America from madmen like Adolph Hitler. Steven Spielberg has chosen a different angle in the making of this movie than is normally taken. He chose not to portray the crimes against the Jews, but rather to applaud the brave efforts of the soldiers that essentially won the war and destroyed the Nazi government. He reminds every American that many men have died protecting the rights that they often take for granted every day. Saving Private Ryan is a movie that should make every American realize that Memorial Day is more than a day off. Steven Spielberg used the newsreel camera technique to make the scene come to life and so that the audience could really feel that they are a part of what is going on. The special effects in the scenes made everything seem real, this could be seen when the bobs go off and the soldiers lose their limbs you could see them flying around in air. A range of computer graphics were used to make the atmosphere look effective on screen and the computer graphics were used to show the soldier with their arm or half the body missing. I think that Steven Spielberg succeeded in putting chaos up on screen because he used the elements of film making which were never see before seen on screen. He used sound and camera work to make the film look as realistic as possible. I thought that the film was directed really well as a whole but the opening battle sequence had an enormous effect on the audience as it prepared them for what was coming next.
Sunday, October 20, 2019
Hawthornes Symbolism in The House of Seven Gables Essays
Hawthornes Symbolism in The House of Seven Gables Essays Hawthornes Symbolism in The House of Seven Gables American Literature reflects life, and the struggles that we face during our existence. The great authors of our time incorporate lifes problems into their literature directly and indirectly. The stories themselves bluntly tell us a story, however, an author also uses symbols to relay to us his message in a more subtle manner. In Nathaniel Hawthornes book The House of Seven Gables symbolism is eloquently used to enhance the story being told, by giving us a deeper insight into the authors intentions in writing the story. The book begins by describing the most obvious symbol of the house itself. The house itself takes on human like characteristics as it is being described by Hawthorne in the opening chapters. The house is described as "breathing through the spiracles of one great chimney"(Hawthorne 7). Hawthorne uses descriptive lines like this to turn the house into a symbol of the lives that have passed through its halls. The house takes on a persona of a living creature that exists and influences the lives of everybody who enters through its doors. (Colacurcio 113) "So much of mankinds varied experience had passed there - so much had been suffered, and something, too, enjoyed - that the very timbers were oozy, as with the moisture of a heart." (Hawthorne 27). Hawthorne turns the house into a symbol of the collection of all the hearts that were darkened by the house. "It was itself like a great human heart, with a life of its own, and full of rich and somber reminiscences" (Hawthorne 27). Evert Augustus Duyckinck agrees that "The chief perhaps, of the dramatis personae, is the house itself. From its turrets to its kitchen, in every nook and recess without and within, it is alive and vital." (Hawthorne 352) Duyckinck feels that the house is meant to be used as a symbol of an actual character, "Truly it is an actor in the scene"(Hawthorne 352). This turns the house into an interesting, but still depressing place that darkens the book in many ways. Hawthorne means for the houses gloomy atmosphere to symbolize many things in his book. The house also is used to symbolize a prison that has darkened the lives of its inmates forever. The house is a prison because it prevents its inhabitants form truly enjoying any freedom. The inhabitants try to escape from their incarceration twice. Initially, as Phoebe and Clifford watch the parade of life in the street, Clifford "realizes his state of isolation from the one broad mass of existence-one great life, - one collected body of mankind, and he cannot resist the actual physical attempt to plunge down into the surging stream of human sympathy" (Rountree 101). Dillingham believes that "Hawthorne clearly describes Cliffords great need to become reunited with the world and hints that this reunion can be accomplished only by death" (Rountree 101). However, Clifford inevitably fails to win his freedom, and he returns to the solace of his prison house. Clifford and Hepzibah attempt once more to escape their captive prison, but the house has jaded them too much already (Rountree 102). This is apparent when Hepzibah and her brother made themselves ready- as ready as they could, in the best of their old-fashion garments, which had hung on pegs, or been laid away in trunks, so long that the dampness and mouldy smell of the past was on them - made themselves ready, in their faded bettermost, to go to church. They descended the staircase together, pulled open the front door, and stept across the threshold, and felt, both of them, as if they were standing in the presence of the whole world Their hearts quaked within them, at the idea of taking one step further. (Hawthorne 169) Hepzibah and Clifford are completely cut off from the outside world. They are like prisoners who after being jailed for decades return to find a world they do not know.(Rountree 101). Clifford is deeply saddened when he says, " We are ghosts! We have no right among human beings - no right anywhere, but in this old house"(Hawthorne 169). The house has imprisoned their souls and trapped their lives. Hence, the house symbolizes a prison for its inhabitants. The house also symbolizes the history of the of Pyncheon family dating back to the original Colonel Pyncheon who had been cursed by Matthew Maule for the evil way in which the Colonel obtained the land for the house. The house has collected memories upon memories of the people who have lived there, beginning
Saturday, October 19, 2019
Taxation Essay Example | Topics and Well Written Essays - 250 words - 1
Taxation - Essay Example Therefore, progressive taxation means that the rich pay more taxes compared to those earning minimal wages. On the other hand, regressive tax compels the poor to pay a higher percentage of their income compared to the rich. Buffett’s views are not in isolation because the American taxation system has been criticized as being regressive (Mikesell, 2014). It is possible that Buffett made his claims based on mistaken calculations. A close analysis of the basic federal taxation principles reveals that it is impossible for his receptionist to be paying a higher percentage of tax. Warren Buffett has a higher total taxable income compared to his receptionist. Evidently, the tax he is supposed to pay represents only a small percentage of his income. On the other hand, his receptionist and other workers who have a lower total taxable income face the compulsion of paying a higher fraction of their income as tax. In addition, it is possible that Buffett took into account the employer-paid payroll taxes that his receptionist does not pay. The inclusion of such taxes made his receptionist seem to be paying a higher percentage. Therefore, the federal taxation system is not regressive. Unfortunately, Warren Buffett’s claims do not have any substantial evidence (p.
Friday, October 18, 2019
Higher ratings and wider range of the audience Research Paper - 1
Higher ratings and wider range of the audience - Research Paper Example The new late night show program has been aired for three months now but still suffers from low ratings. At first, we had high ratings because our program is officially the first late night show that directed and produced similarly to an American late-night show but then ratings went down from 16% to 7% during last three months. From the survey we conducted, the style of the production is unfamiliar to the viewers because they have not seen this style of the production before. To increase viewer ratings, the program needs more promotions and system that makes the audience engages in the program. For the above reasons, Taeho Kim assigned me to find ways to increase ratings and promote the program. Mr Kim gave me a set of criteria for the new system. First, the total budget allowed for the project is $15,000. Second, the new system must give the evidence that we have higher ratings and wider range of the audience. Third, the new system needs to be more cost-effective and has a long-term effect. Through the research I have conducted, three appropriate options were realized for the improvement of the program. Social networks, hiring of celebrities as co-host, and changing and improving the script are among the options that this paper will be dealing with. Locally, it is relevant to say that all these networks have the capacity to promote shows especially the late night shows and thus, could give people the idea and the knowledge of the advantages the viewers could get by watching the show.
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