Literature Review ''stress on international students''

''stress on international students'' - Literature review Example A mentally affected individual may become confused, indecisive or negative thinker while an emotionally stressed person can appear frustrated, irritated, panic-stricken, impatient, sadist or depressed (Stress Management, n.d.). It has become a common practise in the UK to take time off from work and apply for stress leave by the acute sufferers of stress (Cunningham, 2000:19). In the Terri Landon case, Terri who was a training in a government office, felt unwanted in her workplace and claimed for stress leave and remained on reduced time at work for more than a year without compromising her full remuneration (Cunningham, 2000:19). The effect of stress is not only faced by an individual but by the entire nation too (Stress: The Effects, 2001). As per the BBC report on 25th June, 2001, almost 270,000 people take time off from their regular work due to illness driven by stress giving way to absenteeism which cost the UK an amount not less than ?10.2bn in the year 2000 (Stress: The Effec ts, 2001). Effects of Stress: A Costly Affair The long term consequences of stress can be overtly expensive. From giving birth to stomach ulcers and rise in high blood pressure to encouraging heart diseases and strokes, the results of stress can be costly (Stress: The Effects, 2001). It has a high potential of developing over-indulgencing habits such as overeating, limitless drinking and smoking, all of which are well known for their evil effects on the body (Stress: The Effects, 2001). Moreover, illness like insomnia or depression, nervous breakdown and reduced work performance are mostly driven by stress (Stress: The Effects, 2001). Further, stress is also considered to be responsible for a woman’s complete stoppage or severe irregularity of stress or even her capacity to conceive (Stress: The Effects, 2001). As per the BBC reports, â€Å"In the NHS, the government has had to introduce a â€Å"zero tolerance† campaign to try to reduce the number of attacks, and amou nt of verbal abuse heaped on staff† (Stress: The Effects, 2001). In the ISMA Conference 2009, Dame Carole Black revealed that workplace stress is as expensive as ?100bn (ISMA). Moreover, as per the Labour Force Survey, â€Å"Estimates indicate that self-reported work-related stress, depression or anxiety accounted for an estimated 13.5 million lost working days in Britain in 2007/08 (ISMA). The three best ways of fighting out stress as suggested by Cunningham include the lessening of stress forces, the increasing of one’s capacity to resist damage and the understanding of the early signs of stress thereby being alert in advance to combat it (Cunningham, 2000:8). Role of Stress on International Students Both local and international students face a lot of complex situations such as examinations, deadlines, poor time management, uncontrollable debts and other cases which lead to undue stress (Stress Management, n.d.). International stude

Experience on Taking the Test Essay Example for Free

Experience on Taking the Test Essay Taking the Jung Typology Test was a bit fun. It reinforced some of the things I already knew about myself and I also discovered a few revelations along the way. Though, if one has observed, the questions were often repeated, albeit in a different way. Some questions were also ambiguous, especially if the trait being asked was not concretely experienced by the individual. For example, the â€Å"do you trust reason rather than feelings?†Ã‚   line was quite hard to ponder, since the instances where I trust reason and the instances where I trust feelings depends on the circumstance that I am in. Personality Fit Based on the test, I am an ENTJ—slightly extraverted, moderately intuitive, distinctively thinking and moderately judging. I am quite surprised that I have a moderately judging personality. I also thought that I am largely introverted, for my desire to maintain only a few close relationships. Perhaps, being a slight extravert means that I transform into one gregarious, engaging individual if it would be opportune for me. Overall, however, I have always been aware of most of the traits I have, prior to taking the exercise. The Jung Typology test gave me a detailed description of myself. Workplace Strengths The ENTJ type, like the other types have specific strengths for the   workplace . Based on the interpretation by D. Kersey, I am a fieldmarshall, a leader that can visualize, and communicate. It also stated that I am highly organized and coordinated. Being an ENTJ also means that I am efficient   in completing tasks, yet I am also impatient of repetitive errors. In my case, I enjoy being in charge. Having a goal-oriented personality, I also urge my workmates to do the same. Thus, any assignment is sure to be completed in a timely manner. In addition, as the exam indicated, ENTJ’s are devoted to the task at hand, often at the expense of one’s personal life. In effect, the level of commitment that I put in my job usually translates to an output that exceeds the standard. Another positive aspect of an ENTJ is decisiveness. This usually comes handy when time pressure is involved. I believe that having a decision is better than having none at all. Weaknesses to be Adressed However, there are also some weaknesses that must be addressed. Since I am focused on achieving targets, based on the test and on my personal assessment, empathy usually takes a backseat. This usually spells trouble for me. I fail to connect with them in a deeper level, and thus, fall short of encouraging them to work wholeheartedly. Perhaps, it means, that I can sometimes be bullish just to realize the goal at hand. Also, my impatience with repetitive mistakes can dampen spirits of co-workers who are still learning the ropes. Another trait of an ENTJ that can sometimes be a weakness is the desire to control. Since outcomes are of utmost importance, the tendency to dominate is imminent. At times, being in charge brings positive results, especially if the group involved lacks direction and focus. However, oftentimes, it can be misinterpreted as being tyrannical and can cause subordinates to spite the boss, and thus affecting performance at work. These are just some of the things that I have to work on, since it is a well-known fact that part of being an effective leader is having people skills, or soft skills. Without the ability to encourage, inspire and motivate others, a manager or executive would create a lower morale in the workplace. Pitfalls of the Test Taking the Jung typology test has made me more aware of my strengths and weaknesses. Based on the results, I now know that sometimes, my desire to accomplish much may be detrimental to my work relationships. Perhaps, I can still be goal-oriented and efficient without being brash. I can push them to work for a certain standard sans the feeling that they are doing it out of obligation or fear. I think the exam measures some aspects of basic personal managerial competence well by determining for instance the level of extravertness or intuition of the person. However, since it is a yes or no questionnaire, it has pitfalls. It puts the test-taker in a black and white situation, leaving him no room to answer, â€Å"maybe† or â€Å"sometimes†. References Butt, Joe.(2005, February 27).Extraverted, Intuitive, Thinking, Judging. Retrieved May 6 , 2007 from http://typelogic.com/entj.html. Jung, Carl. Jung Typology Test. Retrieved May 6 , 2007 from    http://www.humanmetrics.com/cgi-win/JTypes2.asp Kiersey, D. .Rational Portrait of the Fieldmarshall. Retrieved May 6 , 2007   from http://keirsey.com/handler.aspx?s=keirseyf=fourtempstab=5c=fieldmarshal

Assessment Aims in Science Lessons

Assessment Aims in Science Lessons Discuss, evaluate and reflect upon the aims of assessment for learning in primary science, and consider strategies that may be employed to identify children’s strengths and weaknesses. Show how assessment information can be used to monitor children’s progress in science, and inform and develop quality teaching and learning. Introduction: Science became a core subject for primary schools in 1989 with the introduction of the National Curriculum. Primary Science has a broad agenda, an important element of which is the development of ‘scientific literacy’ in the population (Howe et al., 2005, p.5), the scientific understanding that should be part of everyone’s education. Teachers have a responsibility to ensure that children’s experiences in primary science are positive ones so that more children will undertake post primary science subjects. Assessment for learning, an important element of primary science, has come to prominence in educational policy because of its perceived potential to underpin lifelong learning (Black et al., 2006, p.120). Described as a teaching strategy of very high leverage (Howe, 2004, cited in Marshall Drummond, 2006, p.133), assessment for learning allows teachers to track pupil learning and progress and plan quality teaching using appropriate strategies. Aims of Primary Science Teaching: Children have many ideas about the world and how it works before they come to school and experience science in the context of their everyday lives, for example most children will have some knowledge about plants and animals, or will understand that a lolly melts. The most important aim of primary science is to foster children’s appreciation of the world around us, to encourage a close observation of our physical environment, and to develop an understanding of how different aspects of it are related (Howe et al., 2005, p.6). Views about science have changed in recent decades with a recognition that transmission modes for teaching in science are not appropriate (Gray Bryce, 2006, p.171). A constructivist view of teaching science has been adopted which recognises that children learn best when they are able to construct new ideas and concepts from existing ones. In order to teach primary science effectively, teachers must have a sound subject knowledge and an appropriate understanding of these constructivist theories (Traianou, 2996, p.828). Key Stage one children, for example, learn a lot about science through play and ideas must be rooted in experiences that are meaningful to them. Effective learning in science cannot be facilitated by providing children with facts and information because: Facts unrelated to concepts that children already have are meaningless and therefore of no use to them. Children use their own ideas to construct understanding. While they may be able to recall answers, understanding only evolves out of their own experience. (Harlen Jelly, 1998, p.26). Science is very much a process based subject in which learners develop their understanding of things around them by using and developing process skills (Harlen Qualter, 2004, p.133). Effective assessment in science should be reflective of this by being an ongoing process in the classroom. The Primary Science Curriculum: One of the main ideas in the National Curriculum is that of scientific enquiry which is seen as learning about ‘ideas and evidence’ and three stands of ‘investigative skills’: ‘planning’, ‘obtaining and presenting evidence’ and ‘evaluating’ (Howe et al.,2005, p.8). Each strand consists of a number of processes which are to be taught through the subject areas of ‘life processes and living things’, ‘materials and their properties’ and ‘physical processes’. A practical approach to learning in science is vital for primary school children. The teacher’s role as learning facilitator centres on creating a rich and stimulating learning environment, allowing children to explore and test their ideas. At every stage in the science process, language skills can be developed to assist the learning of science and vice versa (Sherrington, 1993, p.206).Assessment begins from the beginning an d it is useful to start science teaching with an activity to find out what children know about a topic before beginning teaching, paying particular attention to the language children use.. Assessment in Science: Assessment is a process of deciding, collecting and making inferences or judgements about evidence of children’s learning and skills (Harlen Qualter, 2004, p.121). One of the main conclusions arrived at by the Children Learning in Science Project (CLISP) is the importance of establishing whether children have any misconceptions about scientific concepts and addressing these before moving on. Effective assessment is therefore crucial for primary science as pre-conceived ideas can have an adverse effect on learning. There are two main areas in assessment, formative and summative. Formative assessment, an ongoing process for the teacher, provides immediate evidence of learning and should be used to inform planning for teaching. Gathering information about learning and giving feedback while it is in progress has been seen as a crucial aspect of teaching since the Task Group on Assessment and Testing (TGAT) report was published in 1988 (MacGilchrist et al., 2006, p.84). It has a number of strengths because of its focus on learners and how they learn. Summative assessment is generally administered to gather evidence of learning at the end of the teaching period. It has often been criticised as failing to take a holistic view of the learner. A comprehensive science programme will incorporate both elements but the formative assessment will be of most use to the teacher on a day-to-day basis. The Purposes of Assessment: Assessment is a statutory requirement for teachers. Section 3.2 of the Requirements for Qualifying to Teach has a range of requirements in respect of monitoring and assessment, among them that teachers ‘monitor and assess as they teach, giving immediate and constructive feedback to support pupils as they learn. They involve pupils in reflecting on, evaluating and improving their own performance (TTA, 2002, p.11). Assessment enables teachers to ascertain how effectively children have been learning in science. It has a number of aims including: To help children’s learning by identifying what they are making good progress with and areas in which they need further support. To summarise achievements at certain times. (Harlen Qualter, 2004, p.124). This has important implications for primary science teaching in light research suggesting that children have many misconceptions in respect of scientific concepts. Harlen and Jelly have reported that misconceptions in science arise from: Attributing an effect to a particular feature and not having an understanding that a number of factors may be operating. A lack of awareness that there may be more than one explanation. Not understanding science vocabulary. Insufficient opportunity to test ideas and discuss findings. A lack of access to alternative ideas that might provide a better explanation. (Harlen Jelly, 1998, p.24). Effective assessment can address this by being an integral part of activities, with teachers constantly seeking information that enables them to support learning and give appropriate feedback. The teacher can then diagnose learning responses and needs, and note the progress that is being made (MacGilchrist et al., 2006, p.85). Formative assessment methods have received attention in recent years, being more suited to achieving the goals of: Learning with understanding Understanding learning highlighted by the Assessment Reform Group as being crucial in the aim to equip learners for a place in a rapidly shrinking world and changing society (Assessment Reform Group, 2006, p.8). Methods of Assessing Children’s Progress in Science: A substantial amount of learning in science occurs outside school, being accessed through field trips, zoos, science museums etc. (Braund Reiss, 2006, p.214). Because of this teachers must have a range of ways of gathering evidence to assess pupil learning and understanding and be able to use this as the basis for subsequent teaching. Methods that the teacher can use include: Observing children as they work- the teacher can gauge learning by listening to the ways in which children work their way through an activity, with particular attention to their use of scientific vocabulary. The language used by the children is a very good indicator of their understanding. Open-ended teacher questioning gives children opportunities to express their ideas and develop them. Research shows that where correct scientific language is taught, children develop more accurate scientific concepts (Sparks-Linfield Warwick, 1998, p.128). Studying children’s work in relation to a task – drawings, reports and written work. For this to be most effective, it is important that the task requirements are clear. For example, if the aim is to assess children’s understanding of the structure of a flowering plant, it is important that the children are not simply asked to draw a flower, but that the task requires the parts to be labelled or indicated in some way. Administering tests related to the learning activity. Having a plenary session where the children can talk about what they think they have learned from a task or activity. Involving Children in the Assessment Process: Central to formative assessment is the idea of involving children in their learning. Black and William found that self and peer assessment in children as young as five was successful in raising achievement (Black William, 1998). The effectiveness of involving children in the assessment process stems from an understanding that children learn most effectively when they have opportunities to build new ideas on existing experiences. For this approach to be successful, it has to be carefully planned for by the teacher. The children need a clear understanding of the learning intentions of a lesson to be able to assess if they have achieved them. The teacher must be very explicit, particularly in relation to processes within science. If it is not clear that the learning intention is process based, children tend to focus on their answers rather that the methods used for obtaining them. Harlen Qualter point out that when children understand what they should be doing and how well, they are in a position to share in deciding the next steps to be taken (Harlen Qualter, 2004, p.179). This approach does not suggest a lack of rigour in terms of assessment, the ultimate decisions in the management of which are teacher directed. Assessing Children’s Process Skills: Children use the process skills they have developed when they engage with tasks. Teacher observation is very important here but it is important for teachers to be aware that some types of behaviour are more indicative of learning than others and to be able to differentiate between them. The teacher needs to consider what would indicate that a child is employing a particular skill, for example observation. In this case the teacher might look for evidence of the child paying attention to detail, really exploring an object. The degree to which a particular skill is being employed will also be different for older and younger children. With younger children it is most important to develop positive attitudes to science and to give children opportunities to be scientists through access to a range of science equipment and to nurture correct use of scientific vocabulary. Using assessment to improve learning in science: Evidence gathered by the teacher must be used to make judgements regarding the effectiveness of the learning. This process can be enhanced by discussion with the children. Harlen and Qualter have identified three reasons for using assessment to help learning in science: Knowing what ideas learners bring to new experiences and how these ideas develop during their activities is central to learning through enquiry. Using assessment as part of the teaching means that information can be collected about progress towards goals. If activities provide opportunities for skills, understanding and attitudes to be developed, then they also provide opportunities for these to be assessed and for the information to be used to help learning. Widely accepted theories of learning emphasis the role of learners in constructing their own understanding, the constructivist approach. Formative assessment involves children in recognising where they are in progress towards goals and in the decisions about what their next steps are and how to take them. There is firmly established evidence that when the key components of formative assessment are practised, levels of achievement are raised. (Harlen Qualter, 2004, p.132). Assessing Children’s Ideas in Science: Children have many ideas about science when they start school. It is important to establish what these are and plan teaching accordingly. Discussion is extremely important in primary science and teachers must create a climate in which children can express ideas with confidence. Keogh and Naylor have pointed out the importance of this: If we want children to ‘think out loud’, to be creative in their thinking and to argue about alternative possibilities, then we need to provide the kind of learning environment in which they feel comfortable to do that. They need to know they can make mistakes or give wrong answers and still feel good about themselves. (Keogh Naylor, 2004, p.18). Scientific language should be introduced when appropriate and in contexts that allow children to develop an awareness of the different meanings that words may have in everyday and scientific contexts. Using Assessment to Inform Teaching: Children’s ideas, whether in oral or written form, often give an indication of experience or skills that are lacking. This is an important consideration when planning teaching. When children are displaying a lack of experience, it is necessary to provide experiences for them. For example, organising a trip to the local park to investigate living things. Children often have ideas about science which may not reflect reality and can be difficult to change. In this case it is necessary to scaffold and model alternative explanations for children. It is important that teachers use assessment information and evidence to address any misunderstandings or misconceptions that children may have. The strength of formative approaches to assessment is that difficulties can be addressed in the short term before misconceptions are too well cemented. Conclusion: The Government believes that primary education is about; ‘Children experiencing the joy of discovery, solving problems, being creative in writing, art and music, developing their confidence as learners and maturing socially and emotionally’ (DfES, 2003, p.4). Discovery and problem solving are central to science teaching and an effective programme for assessment can be used to facilitate this by enabling teachers to plan and devise lessons accordingly. Research has shown that implementing the essential features of formative assessment in classrooms leads to gains in achievement that are greater than those of equivalent groups where formative assessment is not practised (Harlen Qualter, 2004, 137). Marshall Drummond have pointed out that assessment for learning demands a high degree of organisation in the classroom if it is going to help pupils become independent learners (Marshall Drummond, 2006). It is essential that teachers feel sufficiently confident in respect of subject knowledge pertaining to science and plan interactive lessons for children that mirror the interactive nature of assessment for learning. In science learning children must begin with what they know. The teacher must therefore employ a range of strategies for gathering this information and must apply it to subsequent teaching. This can lead to quality teaching and learning in science and to positive experiences for children and their teachers. References: Assessment Reform Group (2006) The Role of Teachers in the Assessment of Learning. retrieved from www.assessment-reform-group.org – 18.01.07. Black, P., McCormick, R., James, M. Pedder, D. (2006) Learning how to learn and assessment for learning : A theoretical inquiry. Research Papers in Education, 21, 2, 119-132. Black, P. William, D. (1998) Assessment and classroom learning. Assessment in Education, 5, 1, 7-74. Boyle,B. Bragg, J. (2006) A Curriculum Without Foundation. British Educational Research Journal 32,(4), 569-582. Braund, M. Reiss, M. (2006) Validity and Worth in the Science Curriculum: Learning School Science Outside the Laboratory. The Curriculum Journal, 17, 3, 213-228. Buldu,M. (2006) Young Children’s Perceptions of Scientists: A Preliminary Study. Educational Research, 48, 1, 121-132. Bullock, K. Muschamp, Y. (2006) Learning about learning in the primary school. Cambridge Journal of Education, 36, 1, 49-62. Cameron, L. (2002) Metaphors in the learning of science: A discourse focus. British Educational Research Journal. 28, 5, 637-688. Carr, J. J. (1993) The Art of Science: A Practical Guide to Experiments, Observations and Handling Data. San Diego:HighText Publications. Cheney, A., Flavell, H., Harrison, C, Hurst, G. Yates, C. (2002) Thinking Through Science. London: John Murray Publishers Clarina R.B. Koul, R. (2006) The Effects of Different Forms of Feedback on Fuzzy and Verbatim Memory of Science Principles. British Journal of Educational Psychology. 76, 259-270. Coles, M., Gott, R. Thornley, T. (1988) Active Science: Teacher’s Guide. London: Collins Educational. Department For Education and Skills (DfES)(2003) Excellence and Enjoyment. London: DfES. Driessen,G., Smit, F. Slegers, P. (2005) Parental Involvement and Educational Achievement. British Educational Research Journal, 31, 4, 509-532. Gray, D.S. Bryce,T. (2006) Socio-Scientific Issues in Science Education: Implications for the Professional Development of Teachers. Cambridge Journal of Education. 16, 2, 171-192. Harlen,W. (2001) The Teaching of Science in Primary Schools. London: David Fulton Publishers. Harlen, W. Jelly, S. (1998) Developing Science in the Primary Classroom. London: Longman. Harlen, W. Qualter, A. (2004)(4th edition) The Teaching of Science in Primary Schools. London: David Fulton Publishers. Hollins, M. Whitby, V. (1999) Progression in Primary Science: A Guide to the Nature and Practice in Key Stages 1 and 2. London: David Fulton Publishers. Howe, A., Davies, D., McMahon, K., Towler, L. Scott, T. (2005) Science 5-11: A Guide for Teachers. London: David Fulton Publishers. Jenkins, E.W. (2006) School science and citizenship: Whose science and whose citizenship? The Curriculum Journal, 17, 3, 197-211. Keogh, B. Naylor, S. (2004) Children’s ideas, children’s feelings. Primary Science Review, 82, 18-20. Kennedy, J. (Ed.) (1997) Primary Science: Knowledge and Understanding. London:Routledge. Layton, D. (1973) Science for the People: The Origins of the School Science Curriculum in England. London: Allen and Unwin. Lunn, S. (2002) ‘What We Think We Can Safely Say†¦Ã¢â‚¬ ¦.’: Primary Teachers Views on the Nature of Science. British Educational Research Journal, 28, 5, 649-672. MacGilchrist, B., Myers, K. Reed, J. (2006) The Intelligent School. London: Sage Publications. Marshall, B. Drummond, M.J. (2006) How teachers engage with assessment for learning: lessons from the classroom. Research Papers in Education, 21, 2, 133-149. Mintzes, J.J., Wandersee, J.H. Novak, J.D. (2005) Assessing Science Understanding: A Human Constructivist View. San Diego: Elsevier Academic Press. O’Hear, P White,J. (1993) Assessing the National Curriculum. London: Paul Chapman. Osborne, R, Freyberg, P. (1991) Learning in Science: The Implications of Children’s Science. Auckland: Heinemann. Qualifications and Curriculum Authority. (QCA)(2000) Standards at Key Stage 2: English, Mathematics and Science: A Report for Headteachers, Class Teachers and Assessment Co-Ordinators on the 2000 National Curriculum Assessments for 11 Year Olds. Rubie-Davies, C., Hattie, J. Hamilton, R. (2006) Expecting the Best for Students: Teacher Expectation and Academic Outcomes. British Journal of Educational Psychology, 76, 429-444. Sherrington, R. (1993) Science and Language in R. Sherrington (Ed.) ASE Primary Science Teachers’ Handbook. Hemel Hempstead: Simon and Schuster Education. Sparks-Linfield, R. Warwick, P. (1998) Use of Language Across the Primary Curriculum. London: Routledge. Summers, M. (1994) Science in the Primary School: The Problem of Teachers’ Curricular Expertise. The Curriculum Journal, 5, 2, 179-193. Sutton,C. (1992) Words, Science and Learning. Buckingham: Open University Press. Task Group on Assessment and Testing (1988) Report. London: DES. Teacher Training Agency (TTA) (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: TTA. Traianou. A. (2006) Teachers’ adequacy of subject knowledge in primary science: Assessing constructivist approaches from a socio-cultural perspective. International Journal of Science Education, 28, 8, 827-842. Tymms,P. (2004) Are Standards Rising in English Primary Schools? British Educational Research Journal. 30, 4 ,477-494. Von Secker, C. (2004) Science achievements in social contexts: Analysis from National assessment of educational progress. Journal of Educational Research, 98, 2, 67-78. Ziman, J. (2000) Real Science: What it is and What it Means. Cambridge: Cambridge University Press.

Kaupapa Māori Theory and Critical Theory Essay -- Education, Philosop

Discuss how Kaupapa MÄ ori Theory and Critical Theory are similar to one another and yet differ from Deficit Theory. Use examples and references to support your claims. Remember your examples should relate to an educational setting. For many eons the roots of kaupapa MÄ ori theory have grown in Aotearoa by virtue of being the MÄ ori ideology: a philosophical doctrine, incorporating the knowledge, skills, attitudes and values of MÄ ori society; whereas critical theory was developed in the â€Å"Frankfurt School â€Å"in Europe, in the 1930s. But apart from those thousands of miles and years, they have surprising similarities to each other (Pihama, 2001). Nonetheless: kaupapa MÄ ori theory is defined by MÄ ori for MÄ ori (Pihama, 2001). With a similar process, but not in a MÄ ori context, critical thinking analytically questions what is normally recognised as the unquestionable truth and evaluates it before reconstructing it (Elder, 2007). One vital aspect in the relevance to education of critical theory and kaupapa MÄ ori theory is the importance of teachers creating positive learning environments (Ministry of Education, 2010). Contrasting this, an example as defined in the Te Kotahitanga report , is the deficit theory, where mainstream teachers blame the lack of MÄ ori educational achievement on the students themselves, or their families or cultural background (Ministry of Education, 2010). The consequence of this deficit theorising is probable failure of pupils in the school system. Discussed in this essay will be the deficit theory and why education needs to look towards the more positive models of the kaupapa MÄ ori theory and critical theory with their similarities and successes. As prevention is better than cure, especially as the cure com... ...parents have used conscientisation, when they have not complied with the status quo of English medium schools, by moving their children, their whanau, their support and allegiance into the MÄ ori medium schools. Tragically, this has been because of deficit theorising, as MÄ ori have been under represented in educational successes, with teachers feeling there is little they can do to bring about change. Thankfully, for the greater percentage of MÄ ori children who still remain in English medium schools, with professional development models such as Te Kotahitanga, and Ka hikatia, with their MÄ ori education strategy initiatives, educators can create learning contexts that will provide students with those tools that are vital for the future, the tools of creative, critically reflective thinking citizens in a culturally inclusive environment that will benefit all pupils.

Impacts Of The Economic Downturn On Health Economics Essay

Undertaking ) â€Å" Identify and explicate how the economic downswing may impact straight and indirectly on the wellness of people in the UK. Discuss with mention to identify positions on wellness inequalities and socioeconomic position † â€Å" Those who do n't cognize history are destined to reiterate it. † Edmund Burke ( 1729-1797 ) 1.0 Introduction 1.1 Poor wellness affects the lower-classes more significantly and disproportionately than the upper-classes ( Chadwick, 1843 ) . Somewhat before his clip Chadwick concluded the unequal impact of hapless wellness on lower socio-economic groups is evitable. Indeed, Chadwick claimed that he could cut the decease rate in London by a 3rd by bettering the conditions of the lower-classes ( Chadwick, 1843 ) . Figure: Scanned infusion from the original study by Edwin Chadwick on the healthful conditions of the laboring population of Great Britain ( 1843 ) . 1.2 Chadwick ‘s belief in miasma, as the instrument of decease, was incorrect but his decision that the impact of ill-health and mortality on the lower-classes was greater than that of â€Å" upper-classes † was anything but incorrect. In 1844 Engles claimed the disparity was due to the chase of wealth by the upper-classes, the middle class, at the disbursal of the wellness of the lower-classes, the labor, and referred to the phenomenon as â€Å" societal slaying † ( Engles, 1844 ) . 1.3 Since Chadwicks ‘ study in 1843 many others, most notably, the Black Report ( DHSS, 1980 ) , the Whitehead Report ( Whitehead, 1988 ) , the Atchison Report ( 1997 ) and the Marmot Review ( 2010 ) , conclude that those in lower-classes or lower socio-economic groups are more likely to be affected by hapless wellness, and as a effect the labor will see higher mortality which is unjust and wholly evitable ( Bradby, 2009 ) . The purpose of this paper is to place and explicate how the 08/09 economic downswing may impact the wellness of people in the UK with specific mention to social-class and wellness inequalities. 2.0 Social-class and wellness inequalities 2.1 The Registrar General ‘s categorization of social-class, conceived in 1911, was based on business with specific mention to the implied societal position of that business ( Bartley and Blane, 2009 ) . This method of categorization, limited by its stiff contemplation of a structured-hierarchal-unchanging-society, was superseded in 2001 by the National Statistics Socio-economic Classification ( NS-SEC ) , an internationally recognized categorization that takes history of position, income, chances, security, instruction, and liberty and control ( Denny and Early, 2005 ) . 2.2 In using NS-SEC, Marmot ( 2010 ) showed the sum of societal inequality persons experience is comparative to the sum of wealth and power wielded by those single ; the less wealth, power and influence and accordingly the lower social-class the greater the inequality. Graham ( 2007 ) , identified the beginnings of economic and societal inequality are hapless instruction, deficiency of occupation chance, and accordingly hapless income chances, and demonstrated a generational geographic temperament to ill-health and disablement. 2.3 The eventual societal place, money, power, and material wealth acquired in life are non relative to their wellness hazards, ( Marmot, 2010 ) . Jointly the determiners of wellness are rooted in the societal, geographical, environmental, political, and material universe ; which affect the mental and physical wellbeing of persons unevenly. Dahlgren and Whitehead ( 1991 ) clearly describe the determiners of wellness as a multifactorial-socio-economic phenomenon of which the bulk is under the control of those with greater power, see Figure: The chief determiners of wellness ( Beginning: Dahlgren and Whitehead, 1991 ) . below: Figure: The chief determiners of wellness ( Beginning: Dahlgren and Whitehead, 1991 ) . 2.4 The societal inequalities in wellness are described by Bartley et al.. ( 2004 ) as 4 theoretical accounts: 2.4.1 The behavioral theoretical account which advocates the single chooses to damage their ego through their ain hapless picks such as intoxicant maltreatment, drug usage, smoke, and hapless diet doing fleshiness ( Bartley et al.. 2004 ) . 2.4.2 The materialist theoretical account which suggest the quality of your material universe such as your house, the location you live in, and handiness of quality merchandises has an impact on your wellness ( Bartley et al.. 2004 ) . 2.4.3 The psyco-social theoretical account analyses the relationship between the physiological effects of perceived societal unfairness on the human organic structure. High emphasis, deficiency of support, emotional withdrawal, relationships, can consequence harmful biological alterations which manifest in unwellnesss ( Bartley et al.. 2004 ) . 2.4.4 The life class theoretical account, which combines strands from the behavioral, materialist, and psychosocial theoretical account. If you are of a lower social-class, societal mobility is improbable and your material universe is improbable to alter for the better, nor are you behaviours or stressors, all of which have negative cumulative effects that damage wellness but can-not be mitigated by societal capital, ( Bartley et al.. 2004 ) . 2.5 Locker ( 2008 ) describes the incorporate nature of these theoretical accounts as the â€Å" web of causing † . Suggestive of the proposition that no individual theoretical account histories for all causes of ill-health but without uncertainty wellness inequalities manifest in more long-run unwellness for lower-classes, and higher infant mortality rates, non to advert a greater opportunity of coronary bosom diseases, shot, lung malignant neoplastic diseases, self-destructions, and respiratory disease ( Marmot, 2010 ) . 3.0 Recession and Downturns 3.1 The definition of a â€Å" Recession † is widely accepted as two-or-more back-to-back quarters of negative growing. The ONS has recorded eight recessions over the past 55 old ages ; on norm of 1 every 6.8 old ages, Table: Eight recessions between 1956-2009, associated figure of negative growing periods and cumulative impact on GDP. ( Beginning: ONS, 2011 ) refers ( ONS, 2011 ) . Table: Eight recessions between 1956-2009, associated figure of negative growing periods and cumulative impact on GDP. ( Beginning: ONS, 2011 ) . 3.2 Literature suggests the lower socioeconomic category suffer more well in times of recession, although Elliott et Al. ( 2009 ) suggest the longer-term agony and in some respects, the greatest consequence on lower social-classes is from the downswing. The 08/09 recession started in Q2/08 and ended in Q3/09, stand foring six quarters of negative growing and has the greatest cumulative decrease in GDP ( ONS, 2011 ) . Elliott et Al. ( 2009 ) province the length of recession and longer-term impacts of the recession are dissociated. The writers attempt at a graphical representation of Elliott et Al. ‘s premise are seen in below: Figure: Writers graphical representation of Elliott et Al. ‘s premise that the recession and downswing are dissociated 3.4 This representation may propose the consequence of rebalancing is more likely to impact lower social-classes than the recession its ego, given that market forces manipulated by higher social-classes create the environment for a recession, which is rebalanced by cardinal authorities at the disbursal of the lower-classes in the signifier of decreased public disbursement and accordingly a decrease in employment and societal services. 4.0 Social-class and the economic downswing 4.1 Harmonizing to Marmot and Bell ( 2009 ) recessions have greater impact on those of a lower socio-economic place due to their inability to endure a recession. Although, Gerdtham and Ruhm ( 2006 ) , based on an analysis of OECD informations, claimed mortalities rates decline during recessions an analysis of informations obtained from the ONS demonstrates that morality rates as a % of population did non worsen universally over the period of 1956 – 2009 against the mean mortality rate for that period. Harmonizing the the ONS information for the first 5 recessions the mortality rate was higher than norm when considered as a % of population. During the 90/91 recession the mortality rates as a per centum of population was close norm and so declined significantly during the latest recession, which concur with Rhum ( 2005 ) findings, Figure: Mortality rates as a % of population during recession old ages. ( Beginning: ONS 2011 ) refers. Figure: Mortality rates as a % of population during recession old ages. ( Beginning: ONS 2011 ) 4.2 Interestingly the unemployment rate as a per centum of the population when considered against the mean unemployment for the period 1973-2009, was significantly lower in the 73/74 recession and merely reached para at the beginning of the 90/91 recession, Figure: Unemployment rates as a per centum of population during recession old ages refers. Martikainen et Al. ( 2007 ) identified in their survey, mortality rates do non needfully increase during recession old ages, and in fact, grounds suggests the antonym. Specifically, during the last recession mortality rates appear to be above the norm during periods of high unemployment, Figure: Mortality rates as a % of population during recession old ages. ( Beginning: ONS 2011 ) and Figure: Unemployment rates as a per centum of population during recession old ages refer. Figure: Unemployment rates as a per centum of population during recession old ages, ( Beginning: ONS, 2011 ) 4.3 Marmot ( 2010 ) , Elliott et Al. ( 2010 ) , Kondo et Al. ( 2008 ) , conclude the impact on wellness is straight related to social-class, which is important when you consider latest recession. Evidence shows that unemployment by and large rises and with that rise there is besides a rise in the mortality rates ( as a per centum of population ) with the exclusion of the latest recession ( ONS, 2011 ) . 4.4 A quick and soiled statistical reappraisal for the period 1973-2009 of % decrease in GDP, against the % unemployed suggests a tendency for social-class effected during recession see.Table: England and Wales – Population Total, Deaths, Mortality Rates, Unemployment Rates, against recession old ages. below. Table: England and Wales – Population Total, Deaths, Mortality Rates, Unemployment Rates, against recession old ages. 4.5 Using the 73/74 and 75 recessions as a benchmark and presuming the social-class affected by the recession contributed to the loss of GDP, it is apparent that the undermentioned recessions affected different social-classes accepting mean net incomes applies to social-class. 4.6 The 80/81 recession saw more people unemployed but less of an impact on GDP, which implies those unemployed contributed otherwise to GDP coevals proposing lower paid workers, lending less to the coevals of GDP were unemployed, this tendency is more apparent in the 90/91 recession. However, the 08/09 recession appears different the ratio of unemployed to the decrease in GPD is similar to that of the 73/74 and 75 recessions. 4.7 Vaitilingam ( 2009 ) suggested the 08/09 recession would impact the in-between category and given the important addition in loss of GDP in relation to the figure of unemployed is implicative of a more flush worker going unemployed. 4.8 In kernel the information suggest the greater the decrease in GDP relation to the rate of unemployment the different category affected by the recession. Therefore, in every instance other than the 08/09 recession the per centum of unemployed has been greater than the decrease in GDP. This suggests that lower category are proportionately more instantly affected by the Recession than higher categories. In the instance of the 08/09 recession, the decrease in GDP is greater than the rate of unemployment proposing a high socio economic category will be instantly affected by the recession, which is really unusual for the UK. How that manifest down the societal strata is yet to be observed. 5.0 Decision 5.1 It is widely accepted that hapless wellness affects lower social-classes more significantly and disproportionally and that it is evitable, ( Marmot, 2010 ; Bradby 2009 ) . Occupation entirely, as step of social-class in out dated and does non take history of the diverse societal stratification seen in modern society where position, income, chances, security, instruction, and liberty and control, vary well throughout occupational sets ( Bartley and Blane, 2009 ; Denny and Early, 2005 ) . 5.2 Marmot ( 2010 ) and Graham ( 2007 ) showed the less wealth, power and influence and the lower social-class the greater wellness inequality. This wellness in equality Graham ( 2007 ) , and Dahlgren and Whitehead ( 1991 ) claim is associated with hapless instruction, deficiency of occupation chance and hapless income chances. The behavioral, stuff, psychosocial and life class theoretical accounts, discussed by Bartley et al.. ( 2004 ) and Lockers ( 2008 ) â€Å" web of causing † by definition place the determiners of wellness are rooted in the societal, geographical, environmental, political, and material universe. 5.3 The clear premise by Elliott et Al ( 2009 ) and Marmot and Bell ( 2009 ) that recessions doing greater and more well longer enduring to those of lower socio-economic category is mostly without challenge. The effects of economic rebalancing on lower social-classes is less good understood, nor are the longer term effects of the downswing in the signifier of decreased public disbursement and accordingly a decrease in employment and societal services that are to a great extent relied upon. Does policy alteration better conditions for lower social-classes or does it amplify the effects of an already unequal system. 5.4 Gerdtham and Ruhm ( 2006 ) show there is grounds of displacements in mortality rates around recessions although the overall consequence of recession and unemployment on longer term mortality rates is less clear. If, as Marmot ( 2010 ) , Elliott et Al. ( 2010 ) , and Kondo et Al. ( 2008 ) , claim the impact on wellness is straight related to social-class, and if one can pull the decision that different social-classes suffer otherwise during recessions so Vaitilingam ( 2009 ) 08/09 middle-class recession should uncover, as the longer term effects of the downswing come to an terminal, that there is no noticeable addition in preventable unwellnesss and deceases amongst the most vulnerable. The consequence on the lower social-classes may non be as apparent this clip unit of ammunition albeit strictly by opportunity. How proud would Chadwick be of our advancement? Mentions ‘The Acheson Report ‘ ( 1998 ) Independent Inquiry into Inequalities in Health, HMSO. Bartley M and Blane D. 2008. ‘Inequality and social-class ‘ in Scambler, G. ( erectile dysfunction ) Sociology as Applied to Medicine ( 6th Edition ) London: Saunders pp 115-132. Bartley, M. Blane, D. Davey-Smith, G. 2004. The Sociology of Health Inequalities, Oxford: Basil Blackwell. Bradby, H. 2009. Medical sociology: an debut. London: Sage. Chadwick, E. 1843. Report on the healthful status of the laboring population of great Britain. London: Clowes and Sons. Black. D. 2008. Inequalities in wellness: study of a research working group. London: DHSS. Dahlgren, G. and Whitehead, M. 1991. Policies and Schemes to Promote Social Equity in Health. Stockholm: Institute for Futures Studies Engles, F. 1844. The status of the working category in England in 1844. Germany: publishing house terra incognita. Elliott E, Harrop E, Rothwell H, Shepherd M and Williams GH ( 2010 ) Working Paper 134: The Impact of the Economic Downturn on Health in Wales: A Review and Case Study, Cardiff School of Social Sciences, November ( 2010 ) . Denny, E. & A ; Earle, S. 2005. Sociology for nurses. Cambridge: Polity Press. Graham, H. ( 2007 ) Unequal Lives: Health and Socio-economic Inequalities, Buckingham: Open University Press. Gerdtham, U. G. and Ruhm, C. J. 2006. Deaths rise in good economic times: grounds from the OECD. Economics & A ; Human Biology 4 ( 3 ) , pp. 298aˆ?316. Kondo, N. Subramanian, S. Kawachi, I. Takeda, Y. and Yamagata, Z. ( 2008 ) Economic recession and wellness inequalities in Japan: analysis with a national sample, 1986aˆ?2001, Journal of Epidemiology and Community Health, 62, 869aˆ?875. Locker, ( 2008 ) ‘Inequality and social-class ‘ in Scambler, G. ( erectile dysfunction ) Sociology as Applied to Medicine ( 6th Edition ) London: Saunders pp 18-55. Marmot, M. and Bell, R. 2009. ‘How will the fiscal crisis affect wellness? ‘ British Medical Journal ; 338: b1314 Marmot M ( Chairman ) . Fair society, healthy lives – strategic reappraisal of wellness inequalities in England station 2010. London: The Marmot Review, 2010. Martikainen, P, Maki N & A ; Jantti M. ( 2007 ) The effects of unemployment on mortality following workplace retrenchment and workplace closing: a registeraˆ?based followaˆ?up survey of Finnish work forces and adult females during economic roar and recession. American Journal of Epidemiology 165 ( 9 ) , pp. 1070aˆ?1075. ONS, 2011. Statbase [ online ] . Available at: hypertext transfer protocol: //www.statistics.gov.uk/CCI/nscl.asp? ID=7433. Accessed: 31 March 2011. Ruhm, C. ( 2005 ) Comment: Mortality additions during economic upturns. International Journal of Epidemiology 34:1206aˆ?1211 Vaitilingam, R ( 2009 ) . Recession Britain: Findingss from Economic and Social Research. Economic and Social Research Council. 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Watergate after 30 years essays

Watergate after 30 years essays The term 'Watergate', labeled by Congress in 1974, stands for not only the burglary, but also for the numerous instances of officially sanctioned criminal activity and abuses of power as well as the obstruction of justice that preceded the actual break-in. Watergate involved the political behavior of the President and his men, beginning during Nixon's first term and extending to his resignation. Some of the criminal behavior was a result of the disastrous events of the 1960's. The day it all began was a Sunday, May 28, 1972. The first of several illegal break-ins into the Democratic National Committee (DNC) headquarters in the Watergate Complex was in effect. Despite Nixon's high standing position for being reelected, his CREEP staff (Committee to Reelect the President) was afraid that they might not have as much 'dirt' on Nixon's opponents as they had on Nixon. The President laid upon his staff the determination to do whatever possible to win the election! With this approval, Nixon's staff, headed by G. Gordon Liddy, began planning more ways of attaining information from the DNC. What they named the 'Plumbers unit' was established as a special task force for the President. The Plumbers' purpose was to keep any secret information from being discovered by reporters. In one situation, wearing CIA provided disguises, they illegally broke into Dr. Field's office, a psychiatrist, for information on a patient, Daniel Ellsberg, who had given private Pentagon papers to the New York Times 25). It turned out that the doctor had already been visited by the FBI and, taking precaution, removed the files. On June 17th, after several break-ins, police arrested five burglars found in the offices of Larry O'Brien, the Democratic National Chairman, at the Watergate complex. President Nixon, immediately after hearing of the break-in, appointed a top aide, John Ehrlichman, to uncover everything he could about the break-in and denied any invol...