Book Review on Urban Poverty Essay Example for Free

Book Review on Urban Poverty Essay Urban poverty is the outcome of urban-bias development projects being predominantly financed by the external capital, either in the form of Foreign Direct Investment (FDI) or Aid. The urban-bias industrialization strategy performed as a pull factor for the rural unemployed. This strategy contributed to the expanding of urban informal sectors where unskilled as well as highly unorganized day labours remain concentrated in the urban and semi-urban areas. It is also debated that the redistribution of capital investment towards the rural based agricultural activities including plantation sectors through the coordinated efforts of both public and private sectors such as civil and non-governmental organizations (NGOs) can go a long way to break the growing negative effects of over urbanization on poverty, moral and social crimes as consequent of unequal economic growth. The author, Pramanik discusses urban poverty in Malaysia cases. He begins with the overview of the poverty scenario followed by research methods and research findings along with summarization policy suggestions. This book contented five chapters including appendices, references and index. In the introductory chapter (pp. 1-5), Pramanik says poverty is a multi-dimensional phenomenon that is hard to come up with a universally acceptable definition of poverty. Most commonly argued issue on poverty is whether poverty should be looked at from absolute or relative perspective. Absolute poverty based on specific income level called poverty line income (PLI) that can be calculated either using the market value of a basket full of goods and services considered essential for reasonably acceptable standard of living. On the contrary, relative poverty arises when we talk about how good or bad one member is doing in relation to another member living in the same society. According to O’Boyle, poverty is a concept that is both absolute and relative because human beings are at the same time individual and social (O’Boyle E.  J, 1990). In chapter two (pp. 7-20), Pramanik talks about poverty scenario in Malaysia. He argues that the income poverty using official poverty line income seems near to the absolute poverty whereas the human poverty based on the degree of human deprivation resembles relative poverty, which is ensuing of unequal access to income earning opportunity. Because of this, the author focuses more on human aspect of poverty in terms of its long term implications of social factors. Micro level study (Pramanik, 2004) do suggest that family size either in urban or rural areas of the four concentrated states namely, Kelantan, Terengganu, Kedah and Perak is quite above the family size used for the national level. Pramanik (1997 2000) examined that rural poverty in the four poverty-concentrated states on multi dimensional aspects of the problem such as, social, economic, demographic, psychological, political, moral, historical, attitudinal, and natural factors. In chapter three (pp. 5-20), the author discusses regarding research methodology. The study is based on the primary data as well as secondary information. The primary data collected through the administration of well-structured questionnaire in the middle of 2006. The sampling technique used is purposive as well as random and based on participatory observation method. Around 3112 households from 8 major cities living in poverty concentrated areas classified by squatters, low-cost buildings, longhouses etc. were selected for data collection. He defined â€Å"household† as an entity of those living under the same roof as well as eating from the same kitchen. In chapter four (pp. 21-97), he talks about the research findings. The author uses purposive and collecting sampling technique to identify the level of poverty suffered by those living in the squatters and in the area/blocks/buildings designed for the lower income groups in the major cities of Malaysia. This is because those who are living in these areas suffer different degrees and types of poverty measured by the level of deprivations. The household having less than RM 398(less than half of the poverty line) is called hardcore poor, household earning equal to RM 398 but less than 663 is called overall poor and more than RM 663 is called non-poor. The best performing state in terms of lowest incidence of overall poverty (0. 9) with no hardcore poor followed by KL (2. 6) and JB (8. 1) inclusive of hardcore and overall poor. While less developed states- KB, KT, and AS, KB experiences the highest incidence of poverty hardcore poor and overall poor of 33. 7 followed by KT (23. 4) and AS (14). On the other hand, Sabah and Sarawak are worst performing states reported in 9MP and his survey data. The author suggests that as far as poverty reduction is concerned Sabah and Sarawak are still the worst among all other regions states in Malaysia in 2007. The poverty is gender bias is a universal when hardcore poverty is concerned. In terms of hardcore and overall poverty, the female –headed households are more likely to be poorer by 50 percent compared the male-headed households. The higher dependency of more members on a few incomes of earners in the households also creates a constraint on resources allocation by the poor households. Approximately 60 percent of poor household’s more than two members depend on the income of one earner. The lower dependency has implication for the ability of the poor households to hold out poverty at times of economic recession or downturn since higher dependency manifest through the lower dependency ratio is positively related to higher unemployment. Pramanik found on the distribution of households based on the dependency ratio and cities seem to suggest that the relatively higher percentages of households (68. 8) from LDS are associated with higher dependency as emerged through the lower coefficients of DR (0. ) as opposed to a lower percentage of households from MDS (53. 3) experiencing lower dependency ratio. Human capital is considered as the most fundamental asset. The presence of economic opportunities created by the growth, an individual with one additional year of education acquires more ability to compete and derive benefits from the market. As for as the illiterac y, the author suggests that the percentage of households having no education in much higher for the three Least Developed States( LDS) as compare to the More Developed States (MDS). If the education level exceeding 6 years but less than 12 year are considered as a measure of better educational standard, the highest percentage of household members (72. 7) come from 3 MDS followed by the lowest (57) from the two LDS. The better quality of life achievable through higher level of education has convinced the younger generation regardless of race or geographical distribution of population to pursue education by all possible means. So that government spends money for education, skills and training. Dr. Muhammad Yunus claims that access to credit should be treated as a part of human rights. The access to credit empowers the poor households to make use of their survival skills thus unleashing their productive potentials. Every human being is imparted with some sorts of surviving skills by the Almighty –the creator. Dr. Yunus has proven that an access to small credit can significantly help the asset less poor to unleash their hidden potentials to earn more and combat poverty. The poor have nobody to talk to and no place to go. Sometimes, they have no work to do and no food to eat and finally none to depend on. They are always by-passed and looked down upon (Narayan, 2000). The poor are not even trusted because of lack of social status. Of the three races the Chinese seem to be more satisfied with their neighbors (69 percent as very helpful) followed by the Indians (46 percent) and Malays take a middle position (64 percent). The criteria of social capital there appear to be a positive relationship between the lower Mean Monthly Household Income (MMHY) of the Indians and the lower level of trustworthiness as a proxy for very helpful neighbors. The relationship between trustworthiness and success in trade seems quite obvious among the Chinese compared to the Malays and the Indians. There are lots of arguments regarding poverty. â€Å"We are so rich, because they are so poor† (Landes, 1998). It means the existence of poor is essential for survival for rich. Yunus believes that the poverty is created by the system (Yunus with Jolis, 1998). The poor in any society are best known for their simplicity, altruism, moderation, complacency, peaceful coexistence, moral, conservative as well as traditional values. The presence of high morality and the future uncertainty, the poverty stricken parents never consider additional babies as a liability. For the poor, children are always considered as assets and blessing of God because they are the ones the poor parents can really depend on in their old age. Old –age pension or insurance for all are hardly found in the developing world, traditional babies are always treated as insurance for the old age. The author found that in general, the respondents from low income urban households give higher priority to good values like the spirit of tolerance reflected through ability to respect other races or religion, ability to maintain one’s own culture, ability to live like a good human being, having good moral standard. The findings clearly suggest that they show least preference for blindly imitating the life style of the better-off. So, the poor who are known for their simple and moderate life are not the victim of the demonstration effects. Concentration of power, lack of transparency and good governance among many others, interact to perpetual corruption in less developed countries (Pramanik, 2003 2007). In last chapter in his book (pp. 97-106), the author summarizes his findings and gives policy suggestions. Firstly, poverty is gender based. As far as poor, inclusive of hardcore and overall poor are concerned the female headed households far outweigh the male headed households. Secondly, there is an inverse relationship between family size and incidence of poverty. Thirdly, higher dependency measured by lower dependency ratio seems to be positively related to the incidence of poverty across the regions. Fourth, the access to human capital in terms of level of education emerges as one of the most important determinants of poverty. Fifth, the access to financial capital in the form of loan made seems to be a good determinant of household income regardless of regional or racial consideration. Finally, based on the perception of the urban poor about development, Pramanik findings suggest that, the human capital such as easy access to education, social overhead capital encompassing good roads, good and owned house, water and electricity deserve the highest priority. The author gives some policy suggestions relevant to the policy-makers, planners and administrators. First, in line with three major strategies such as, enhancing the nation’s competitiveness, strengthening human capital development and ensuring the well-being of all Malaysians within the contexts of elaborate policy strategies under ninth Malaysian plan, that will be to help the primary and secondary level students from broken families, unemployed parents, low income households living in crammed and unhealthy housing conditions. Second, the plan to establish different growth corridors covering the less and the least developed states. Four, having the good record of NGOs in eradicating poverty and enhancing social-economic well-being of the target groups, the existing public level institutions may gradually encourage the NGOs/welfare organization/civil societies supported either publicly or privately to shoulder responsibility in overcoming poverty. Finally, efforts can be made to raise the status of Aim as a full-pledge bank for the poor as like Grameen bank of Bangladesh to deal with poverty eradication. In conclusion it can be said that the author, Pramanik expounded very well regarding the poverty of Malaysia. The urban poverty is indistinguishably linked to rural poverty. In fact, the former is caused by the latter. The Pull and Push factors can significantly explain the prevailing dismal conditions associated with urban poverty. Based on the details findings on the multi-dimensional aspects of urban poverty, it can be suggested that the development should be taken to the people and not the people to the development which is mostly confined to the urban areas.

Far from the madding crowd Essay Example for Free

Far from the madding crowd Essay This shows that hardy thinks love is based upon events like How terrible! she exclaimed, and clutched him by the sleeve. Gabriel turned, and steadied her on her aerial perch by holding her arm this shows that she can depend on Oak and trust him and. BOLDWOOD chapter 31, In farmer Boldwood, hardy presents a love that is obsessive and deranged. His unreasoning devotion to Bathsheba is described as a fond madness. In chapter31 Boldwood confronts Bathsheba and we clearly see a desperate man. He is desperate man because he is willing to kill for a woman who thinks of him as she never had you. When it is clear that she had she did more than just lead him on she made and broke a promise of not seeing nay one else and broke her word by saying that she would not marry him, What you call encouragement was the childish game of an idle minute. In this Boldwood deeply blames Bathsheba for how bad he feels. In this scene Boldwood does try very hard to keep controlled and he even refers to Bathsheba as darling when she has done so much wrong to him. Hardy describes Boldwood as desperate he does this to show an erratic and unpredictable natures but have an undying devotion to Bathsheba. He describes Gabriel Oak as solid he say this to give an impression of consistency and reliability and predictable. Hardy makes that point to show the different in the types of love in the 2 suitors she refused them both and the difference between the two men is the way they react to situation. BOLDWOOD MEETS TROY chapter 34, Moreover, when Boldwood meets Troy in chapter 34 it shows yet another type of love more of a fancy, want for sex type of love emitted by Troy. That is a huge contrast to Boldwood who has a type of utterly devoted desperate love. Hardy compares Troy and Boldwood because he wants to show that he can show that both are fond of Bathsheba but some much more hardy uses words like devil may cry to describe Troy and much more powerful words like over whamming to describe Hardys point on love is it comes in all sorts of shapes and sizes and can differ as much as it does between Boldwoods and Troys does. SERGEANT TROY chapter 28, Furthermore Troy is a reckless yet attractive character. He appears brash and direct; his unpredictable and shifting nature is clearly evident in his relationship with Fanny. Troys sedation and treatment of Bathsheba is therefore, anticipated. In chapter 28 Troy had lead Bathsheba into a small-secluded area of a field where Troy enticed and teased Bathsheba. By showing off his sword play or his dexterity as hardy put its temps Bathsheba to even kiss Troy. There is a lot of meaning behind this chapter, and it has relevance through out the whole book hardy really tries to put as much emphasis on the atmosphere as possible and the feel of the read he says words like scarlet fever and fever implies it to be hot and bothered. Hardy really ties to show just how in control Troy is. Troy even lies to Bathsheba and threatened her life it is ironic that he lies to harm Bathsheba and Boldwood lies to help her. Troy is in control, this also comes into play before they get married when Troy says that if Bathsheba does not get married then he can not give Bathsheba his word that he will stay faithful putting Bathsheba in a ultimatum and he knows it so much so that he even draws attention to her breasts and lunges his sword towards her heart to remove a simple bug and when Bathsheba questions Troy he claims that 1. If she gets hurt it would have been her fault and 2. He simply says o no dexterity other than luck. It does show just how intense the moment was Bathsheba was willing to die for Troy or at least the idea of Troy witch shows a contrast between Boldwood willing to die or indeed to kill for Bathsheba for the keen rush love or a form of love. FANNY chapter, The chapter Fannys revenge sees the fragile marriage of Bathsheba and Troy finally dissolve. In the chapter, before Troy arrives Bathsheba is happy and child like and takes little care over men, but has a mans care over things like business. When Troy kisses Fannys dead body Bathsheba is lonely and miserable and desperate for Troy to kiss her that should not be too much to accept for a wife. Troy is by no means sorry for his love for Fanny, he acts as if Bathsheba is not even their, hardy shows us how he is ignoring Bathsheba by saying things like Boldwood rushed to Fanny HOPE FOR GABRIEL chapter 56, By the end of chapter 56, Gabriel realises that Bathsheba might marry him after all. Bathsheba is now ready for Gabriel because Troy is now gone as well as the part of her that needed him to control her. She may still want him but she now needs some one to lean on and trust. Bathsheba is forced to act because 2 of her 3 suitors have either died or been put away and Bathsheba likes the attention. It is like Oak to still there for Bathsheba after his whole life has been turned upside down. Hardy discusses what is important about love at the end of the chapter, he writes usually occurring through similarity of pursuits, is unfortunately seldom superadded to love between the sexes, because men and women associate, not in their labours, but in their pleasures merely he then moves on to say that love which many waters cannot quench, nor the floods drown, beside which the passion usually called by the name is evanescent as steam. All this is to show just how powerful love is. This is the whole message that the book is going to put across. THE RIGHT MAN, It is plain from the beginning that Gabriel is the right man for Bathsheba. However she is not ready for it at the begging as she needs to be more controlled and even grow up, in the begging when clever things got hard, or she was wrong she just pulled rank so to speak like when she was making leather or on the hay bail. Bathsheba begins the book as a girl and grows up into a woman because she can see that she cant always have it her way and lead people on because they will get hurt or worse die. In conclusion, hardy portrays three kinds of love they are reckless lust, shown by Troy devotion, shown by Oak and dependence, as shown by Boldwood. Hardy does not show a clear best type of love you can think what you like of the best Boldwood ends up protecting Bathsheba and almost killing himself. She does end up courting Oak but that does not mean that it is the best type of love only that it is a constant happy kind of loves. Then there is trot the one that gave Bathsheba the most enjoyment and the most unpredictability.

The Rights For Freedom Of Aboriginal Australians History Essay

The Rights For Freedom Of Aboriginal Australians History Essay This essay focuses on the rights for freedom for the Aboriginal Australians who have lived in Australia for at least 40,000 years. The arrival of the Europeans in 1788 resulted in the significant change to traditional Aboriginal customs and way of life. Up until 1901 colonial governments and communities formally and informally discriminated against Aboriginal people (Rights and freedoms, 1945- the present, n.d.). Three significant events that focus on this are the Day of Mourning, 1938, The Freedom Ride, 1965, and the Aboriginal Tent Embassy, 1972. The first of these events took place in 1938, which was the Day of Mourning. On this day of the 150th anniversary of the settlement of Australia by the British, an organised Aboriginal rights movement had been established. On this day the British celebrated. The Aboriginal group did not celebrate but organised a conference and protest in the Australian Hall, Sydney and planned a march from the Town Hall (Rights and freedoms, 1945- the present, n.d.). The second event was the 1965 Freedom Ride, which involved a group of students from the University of Sydney who began a journey by bus to several country towns in New South Wales. The purpose of this was to gather information, publicize the conditions and discrimination of the Aboriginal people living in these towns. This was lead by Charles Perkins (Rights and freedoms, 2011). The third event was the establishing in Canberra, 1972, of the Tent Embassy, to protest against a court decision over mining operations on Aboriginal land. Angered by the announcement, Aboriginal groups decided on Australia Day, 1972, that four representatives from Sydney would travel to Canberra to protest the decision (Korff, J., 2012). The Day of Mourning events began when William Cooper in 1933, who founded the Australian Aborigines League in Melbourne in 1932, organised a petition to be forwarded to King George V. He also sent a petition to the Australian government in a request that they take control of Aboriginal affairs. However, the requests of the Aboriginal community were ignored. This prompted Cooper to take on a different approach, one which would ensure that it could not be ignored. On 13 November 1937, he called for 26th January, 1938 to be commemorated as a Day of Mourning. The purpose was to make the non- Indigenous population more aware of how the Australian Aboriginals had been discriminated against throughout history and to encourage them to meet their requests for equal citizenship (The Day of Mourning, Background, 2012). While the government acknowledged receipt of the petition, they gave no indication that it would be forwarded to the King. So on November 12, 1937, Cooper called a meeting in Melbourne, at which Jack Patten, the President of the Aborigines Progressive Association and William Ferguson, also a member, described life in the Aboriginal communities. Doug Nicholls, the most senior Aboriginal leader in Australia, also spoke. The following day quotes from their speeches appeared in the Argus, a Melbourne newspaper. At that meeting Cooper called for a Day of Mourning and a protest in Sydney to be held on the following 26th of January. Plans for the observance of Aboriginals throughout Australia for a Day of Mourning simultaneously with the 150th anniversary celebrations in Sydney, were announced by the Australian Aborigines League (The Day of Mourning, Background, 2012). The Australian Aboriginal groups refused to participate in the re-enactment of the First Fleets landing at Farm Cove in Sydney, which was the focus of the British people celebrations. Little attention was paid to Aboriginal and Torres Strait Islander peoples during the celebrations. All colonies except South Australia proclaimed Anniversary Day a public holiday and celebrated Australias 100th birthday, even if Australia as a nation did not exist at that stage. Australian Aboriginals boycotted celebrations, but very few noticed. They were excluded from public life and largely ignored in such considerations of national identity. When the sesquicentenary of British settlement took place in 1938, organised groups of Australians Aboriginals decided to make a point (Rights and freedoms, 1945 to present, n.d.). The Aboriginal groups planned a march from the Sydney Town Hall. When the groups were refused permission to meet at the Town Hall, they decided to march to the Australian Hall in Elizabeth Street. Even though this was to be a meeting of only Indigenous Australians, they were refused entry to the Australian Hall through the front door and were forced to enter through a rear door. The meeting was the first really effective all-Indigenous civil rights meeting in Australian history (Rights and freedoms, 1945- to present, n.d.). Five days after the Day of Mourning, William Ferguson and John Patten led an Aboriginal delegation to meet with the Prime Minister, Joseph Lyons.   This was the first time an Aboriginal delegation had been received by the Prime Minister. They presented Lyons with a ten-point program designed to establish equality for Aboriginal peoples. Some of the points that were put forward were, proposals for the takeover by the Federal Government of Aboriginal affairs,  aid for education, housing, improved working conditions and land purchases for Aboriginal peoples and also improved  social welfare issues (Day of Mourning, 2012). The ten-point program was unsuccessful but the Aboriginal protest groups continued their fight. In January 1939, William Cooper wrote to the National Missionary Council of Australia to ask for help in promoting a permanent Aborigines Day.   The Council agreed to help with the funding and promotion. The Sunday after Australia Day was chosen as the date. The first Aboriginal Sunday was celebrated on 28 January 1940.   This celebration only continued for 15 years. The Day of Mourning is often seen as the beginning of Aboriginal protests using European methods of seeking attention. Although they didnt get the results they were after, Aboriginal peoples were able to draw further attention to their plight, which resulted in additional support for their campaign to achieve equality (Day of Mourning, 2012). What we know today as the 1965 Freedom Ride had been inspired by the action of the same name by the civil rights movement in the USA earlier that decade. In much of rural Australia at that time, dispossessed, poverty stricken Aboriginal people were confronted with petty racism within these towns by local people and businesses (Gary Foley, 2012). In 1965, a young Aboriginal student called Charles Perkins, from the Northern Territory, who was a student at a Sydney University, became involved at the university with a group of students from an organization called Student Action for Aborigines, (SAFA). The group included Ann Curthoys, who would later write a history of these events, Jim Spigelman who would later become Chief Justice of the Supreme Court of New South Wales and Darce Cassidy, an arts student who was also a part-time reporter for the ABC. With these members of SAFA, Perkins would go on a bus tour into some of the most racist country towns in northern NSW and into history (Co llaborating for Indigenous Rights, 2008). In these towns Aboriginal people were routinely barred from clubs, swimming pools and cafes. They were frequently refused service in shops and refused drinks in hotels. The students demonstrated against racial discrimination practised at the Walgett Returned Services League, the Moree Baths, the Kempsey Baths and the Bowraville picture theatre. They not only challenged these practices, but they ensured that reports of their demonstrations and local towns peoples hostile responses were available for news broadcasts on radio and television. Outside of Walgett, Jim Spigelman trained his home movie camera on the convoy of cars which followed the bus out of town at night and ran it off the road. Darce Cassidy recorded the angry conversations and filed a report to the ABC (Collaborating for Indigenous Rights, 2008). Captured on tape was the vice-president of the Walgett Returned Service League Club who said he would never allow an Aboriginal to become a member. Such evidence was beamed into the living rooms of Australians with the evening news. It exposed an endemic racism. Film footage shocked city viewers, adding to the mounting pressure on the government. In Moree (northern New South Wales), which was known to be a town where segregation was practised, the students focused on the swimming pool. The pool became a scene of tension and aggression as they attempted to assist Aboriginal children from the reserve outside town to enter the pool while locals angrily defended the race-based ban (Collaborating for Indigenous Rights, 2008). Overseas newspapers such as the  New York Times  reported on the Freedom Riders and their reception in New South Wales country towns. Charles Perkins reported these events to a crowd of 200 attending the 1965 Federal Council for the Advancement of Aborigines and Torres Strait Islanders conference in Canberra. Conference goers heard that one positive result of the students activities was that the NSW Aborigines Welfare Board publicly announced that it would spend sixty-five thousand pounds on housing in Moree (Collaborating for Indigenous Rights, 2008). In the ensuing public debate, urban public knowledge of racial discrimination grew, some soul searching went on in the country towns, racial segregation was challenged and in some cases ended, and alternative ideas of inclusion, equality, and full citizenship rights were much debated. When the students returned to Sydney, they followed through by taking their research to the state authorities, contributing to inquiries and the campaign for the 1967 referendum that would grant Aboriginal people equal rights as citizens (Rights and freedoms, 2012). Furthermore, the outcome of the 1967 referendum stated that citizenship was granted and Aboriginal people had the right to vote, of which is not strictly true. This was granted in 1962, when the  Commonwealth Electoral Act  was amended so that all Aboriginal and Torres Strait Islander people could vote. Unlike the situation for other Australians, voting was not compulsory (Rights and freedoms, 1945- the present, n.d.). The lead up to the establishment of the Aboriginal Tent Embassy started in the 1970s, inspired by the Black Power movement in the United States. Aboriginal people were now politically very active. For example, in Sydney, Australias first Aboriginal legal and medical services were founded and Aboriginal people demanded  land rights  for the areas that they lived on. Land rights were considered the key to economic independence, and land the base to generate resources and employment. To many it came as a shock when in April 1971 the Northern Territory Supreme Court decided against Aboriginal people and in favour of a mining company to have access to Aboriginal land. Australian common law, the justice concluded, did not recognise Aboriginal land rights (Reconciliation Australia, 2012). Aboriginal people travelled to Canberra to ask the Prime Minister at the time, William McMahon, to give them title to their land, royalties from the mining operations, a right to consent to or reject further development on their land, and the land to be returned once mining operations finished (Korffs, J., 2012). The Prime Minister promised to look at ways to protect Aboriginal interests, but nine months later, on the eve of Australia Day 1972, announced that, instead of granting Aboriginal people title to their land, his government would ask Aboriginal people to apply for new fifty year general purpose leases over such land. They would also have to prove that they put that land to reasonable economic and social use. Aboriginal people had no title to mineral and forest rights (Reconciliation, Australia, 2012). Angered by this announcement, Aboriginal people gathered in Sydney and decided that on Australia Day 1972 four representatives would travel to Canberra to protest against this decision. They were Michael Anderson from Walgett, Billy Craigie from Moree, Bert Williams from Cowra, and Tony Coorey from Tweed Heads. The four erected a beach umbrella surrounded by placards in front of Parliament House proclaiming it an Aboriginal Embassy (Korffs, J. 2012). A policeman on duty at the time reportedly asked the activists how long the protest would last. When told the Embassy would stay until Aboriginal Australians had land rights, the police officer replied that could be forever (Korffs, J., 2012). Key figures of the embassy, including Roberta (Bobbi) Sykes, Gary Foley and Michael Anderson, also helped to establish the Tent Embassy in the middle of the night on Australia Day in 1972. As well as highlighting significant symbolic goals, the embassy leaders had a list of practical demands that they wanted to negotiate. The demands were rejected and the police removed the tents and arrested a number of activists (Rights and freedoms, 1945- the present, n.d.). When Parliament resumed in mid February 1972, there were 11 tents on the lawns opposite Parliament House. Leader of the Opposition, Gough Whitlam, accepted an invitation from Embassy organisers to visit the tents and speak with representatives. This gave it further recognition and legitimacy. Aboriginal journalist and activist John Newfong explained the purpose of the Embassy in an article in the Identity. Dr HC Coombs, chairman of the Council for Aboriginal Affairs, also accepted an invitation to speak with Embassy protestors (Collaborating for Indigenous Rights, 2008). In March 1972, Embassy leaders addressed 200 Australian National University students, asking for their support for the protest. Canberra university students billeted Aboriginal protestors, joined the crowd on the lawns, and opened a bank account for the Embassy through the Student Representative Council.  Ã‚  Law students were invited to examine the legal position of the Embassy. Overseas visitors to the national capital, such as members of the Canadian Indian Claims Commission, visited the Aboriginal Embassy, as did Soviet diplomats and an Irish Republican (Collaborating for Indigenous Rights, 2008). This year on January 26th, 2012, the Tent Embassy held its 40th anniversary, making it the longest site of political agitation. The Embassy helped in the struggle for land rights and to end racial discrimination, sadly this is still an ongoing struggle (Korffs, J., 2012). These three events all engaged in a fight for freedom, equality and human rights. These three events all protested for land rights, rights for freedom against discrimination and citizenship rights. Between 1900 and the 1960s there was some progress in the campaign for Aboriginal citizenship rights, but the gains were usually subject to strict conditions. In 1949 the Commonwealth granted voting rights to Aboriginal ex-servicemen and ex-servicewomen (Civics and Citizenship Education, 2012). At the time of Federation, Aboriginals were excluded from the rights of Australian citizenship, including the right to vote, the right to be counted in a  census  and the right to be counted as part of an  electorate. In addition, they were not subject to Commonwealth laws. This then brought together various groups of peoples who would be involved in numerous protests over the years within these three events, and be the voice of the Aboriginal people (Civics and Citizenship Education, 2012). These three events signify what the Australian Aboriginal peoples went through and are still going through. This theme of the struggle for full citizenship rights is a significant and continuing part of Australias history. Constitutional recognition of Australian Aboriginals is a significant step towards building a nation based on strong relations and mutual respect, which recognises the unique and special place of our first people (Towards Constitutional Recognition of Indigenous Australians, 2012). The recognition of Aboriginal people in the Constitution is another step in that journey, a step that is critical in our efforts to close the gap (Towards Constitutional Recognition of Indigenous Australians, 2012). Educating people will lead to the understanding of Australian Aboriginals history and the struggle they have been through and are still going through. Only then will reconciliation take place within Australia. Therefore, by incorporating Australian Aboriginal peoples true past history into the Australian Curriculum will be a positive start for young people to gain knowledge and understanding of our wonderful Australian Aboriginal people, and what they went through. The Australian Curriculum states that it will ensure that all young Australians will be given this opportunity. Therefore, by gaining deeper understanding and knowledge, they will begin to appreciate Aboriginal and Torres Strait Islander histories and cultures, their significance for Australia, and the impact that these have had, and continue to have, on our world Cross-curriculum priorities (The Shape of the Australian Curriculum, 2012).

Measure for Measure Essay: Immorality and Corruption -- Measure for Me

Immorality and Corruption in Measure for Measure      Ã‚  Ã‚  Ã‚  Ã‚   In ‘Measure for Measure’, Shakespeare demonstrates that there is an innate immorality and corruption in the heart of man. Shakespeare illustrates that power does not cause corruption.   This is achieved by presenting the Duke, who has the most power in Vienna, as a moral hero, and conversely revealing the corruption of the powerless class through characters including Pompey, Mistress Overdone, and Barnadine.   Through all this, Shakespeare uses Lord Angelo in Measure for Measure to show that immorality and corruption is innate in mankind. It is worth noting that Lord Angelo's name evokes an image of purity and holiness.   Names are given at birth, and the idea that he is called angelic from the start, would argue against this doctrine of innate depravity.   But, as Shakespeare argues, it's a name that can't be lived up to because of natural passions and lusts, which ultimately leads to Angelo's hypocrisy.   The play opens up not only labelling Angelo with a pure name, but also as a puritanical deputy, who has been "elected" (1.1.18) to enforce the laws while the Duke is away.   This idea of "election" not only signifies the political decree of Vienna, but also a Pauline doctrine that relates to men and angels.   But what's even more interesting, is that when the apostle Paul writ... ...lives in spite of them.    Works Cited and Consulted: Black, James. "The Unfolding of Measure for Measure." Shakespeare Survey 26 (1973): 119-28. Leech, Clifford. "The 'Meaning' of Measure for Measure." Shakespeare Survey 3 (1950): 69-71. New American Standard Bible. Reference ed. Chicago: Moody Press, 1975. Shakespeare, William. Measure for Measure. The Arden Shakespeare. Ed. J.W. Lever. London: Routledge, 1995. Thomas, Vivian.   The Moral Universe of Shakespeare's Problem Plays.   London: Croom Helm, 1987. Wilders, John.   "The Problem Comedies."   In Wells, Stanley, ed.   Shakespeare: Select Bibliographical Guides.   London: Oxford UP, 1973.

John Donne :: essays research papers

Essay on John Donne John Donne, a master at his work, was born some time during the year 1572. The exact date of his birth date is unknown. Donne accomplished many and experienced many things in his life. He got married secretly, went to prison, and wrote many poems that are world known John Donne attended both Oxford and Cambridge universities, and he also attended Lincoln's Inn. At Lincoln's Inn Donne studied law, but never practiced it there after. Donne did not get degrees at any of the universities that he attended, but he did obtain a mind full of knowledge. As Donne grew up as a child, his parents raised him up in a Catholic household. During the 1590's, Donne abandoned Catholicism and looked toward to become an Anglican. In Donne's later years he wrote two Anti-Catholic poems (Pseudo-Martyr and Ignatius his Conclave). Donne later became a preacher. He had a metaphorical style which made him a great preacher. Donne received a degree of divinity from the University of Cambridge and was made a royal chaplain. In 1601 John Donne secretly married a woman by the name of Ann More. This act ruined his employment at that time. Donne was appointed private secretary to Sir Thomas Egerton in 1958. Ann More was, ironically, the niece of Lady Egerton.The secret marriage diminished Donne's hope for his advancement with Sir Thomas Egerton. John Donne was even imprisoned by Sir George More for marrying Ann More. One of the most traumatic experiences that Donne faced was the death of his wife. Ann died while giving birth to a still born in August of 1617. John loved his wife very much and mourned the death of her loss. They were married to each other for fifteen and a half years. Donne pays tribute to her on her grave stone by inscribing words such as "a most excellent and beloved woman, a most loving and chaste wife, a most dutiful and forbearing mother".

Interracial Relationships Essay -- Interracial Couples Marriage

Why do people stare at interracial couples and feel betrayed by the person of the same race? How must the couple feel when people stare at them everywhere they go? In June of 1958, a white man and a half African-American and half American-Indian woman, both native citizens of Virginia, wed in South America. Not long after the marriage the couple returned back to the state of Virginia where they decided to establish a happy family. In October of 1958 the couple received an indictment charge, stating that the marriage had violated Virginia’s law of no interracial marriages. The couple was found guilty and was sentenced to one year in jail; however, the judge saw no harm in the marriage. If the couple would leave the state of Virginia, and not come back until another twenty-five years, he would suspend the sentence. Interracial marriages go through trials and tribulations. Family acceptance is important to interracial relationships. One way a couple can tell if their family approves of the wedding is by how many people attend the ceremony. â€Å"Of these ceremonies, whether religious or civil, the gatherings were small with only a few close relatives or friends attending† (Porterfield 103). Family members, who do not agree with interracial relationships, will show how they feel by not attending the wedding. Close family members will support the bride and groom but not the marriage itself. After the marriage, the newly weds will sense tension at one another’s family gatherings (Porterfield 105). A newlywed couple needs to feel a substantial amount of acceptance because marriage is one of the biggest steps in one’s life, and newlyweds need to know they have not made the wrong decision. The family of one’s partner can cau... ...cult to do in society. Society figures that once a person has a drop of black in them, they are considered black not white. As part of life in this society, they must learn to deal with conflict such as racism directed towards them from the individuals, who need to fit everyone into a particular category (Rosenblatt, Karis, Powell 193). If a parent was to check the white box and the appearance of their child seems to be blacker than white, it can be seen as a problem. In conclusion, society needs to consider the feelings of interracial couples. A person may not agree with interracial relationships, but they do not need to discriminate against them. Even today in the year 2002, society has its problems with interracial relationships. Through education and the way couples raise their children, the problem or problems facing interracial couples will diminish.

Nature function of Academic English

IntroductionThere has been an ongoing discourse about different approaches that translates to the best way of teaching the English language and what appropriately constitute to the language itself. Genre knowledge has been the source of much discourse in the academe because of how it affects the disciplinary and professional cultures of teaching Academic English (Berkenkotter & Huckin 24).The academic discourse further covers the features of the language in terms of linguistic, grammatical and vocabulary features. The discussion of such features and how it is affected under the different approaches is evaluated to provide for the grounds for the approach that must be seriously considered in for the academe use. Research about written discourse and text that hold such a prominence in the academy are analyzed according to formal discourse genres, their characteristics as well as the common linguistic features it possess (Hinkel 2).Above the question of the importance of the genre appro ach, there is also a question as to how explicit the teaching instruction must be. Contradicting sides would argue about the necessity of the teaching such approach (Freedman & Medway 193). Others would argue if it is even possible (Freedman & Medway 193). Others would wonder if it would benefit the students or would it prove to be more dangerous (Freedman & Medway 193). There is also a discourse about the right timing by which such an approach should and could be applied to a class depending upon the students’ age and capabilities in writing (Freedman & Medway 193).Genre & Academic DiscourseLiterary genres were discussed as early as in Aristotle’s The Poetics and developed in the Rhetoric that shows how he defined genres as a simple way of classifying text types, this is what was generally accepted over time (Clarke 242). According to traditional views, genre was limited to being primarily literary, defined by textual regularities in terms of form and content, classif ied into simplified categories and subcategories (Clarke 242). Under this definition, genre was not seen as relevant in terms of the discussion of composition and pedagogy (Clarke 242).Most of the linguists advocate that there should be a concentration for mastery of the different genres in the English language and that the teachers should focus on giving specific instruction that teaches the characteristic of each genre (Mercer & Swann 222). The students need a model by which they could follow in keeping with a genre structure (Mercer & Swann 222). They see grammar to play an important role in the process of learning the genres because it enables the students to â€Å"manipulate the text† contradictory to the process approach that sees the trouble in explicit manner of teaching grammar due to its unnecessity and danger to the students’ learning (Mercer & Swann 222).The common misconception would refer to genre and text type to merely be the same aspect of a text but i n reality they actually differ in terms of texts with particular genres having different linguistic characteristics and other literary features (Johns 73). However, different genres can be similar linguistically. Genre can be described as text characterized by external criteria, for instance written or spoken text, different audience, different context or purpose (Johns 73-74).On the other hand, text types can be represented by rhetorical modes such as â€Å"exposition† or â€Å"argument† as different text types (Johns 74). They are seen to be similar in terms of internal discourse patterns despite having different genres (Johns 74). The two concepts then refer to complementary perspectives on texts however they still remain different (Johns 74).Teaching and Writing GenresIn a classroom environment, text types that are written and spoken are related to the different demands by which the school requires and depending upon the subject areas of focus. There are different writing tasks that involve genres that go way beyond the literary realm (Schleppegrell 77). Factual and analytical genres exist under the evolution of the academic English language. The usual technique would be for students to read massive amount of authentic texts to give awareness to the difference of the ranges of genres and determine the registers they encounter for their own chose subject matters (Hoadley-Maidment & Mercer 303).Students are then made of aware of the differences between academic and non-academic genres. Through the process of being exposed to the different genres, the students are familiarized with the different lexical, grammatical and organizational features of the texts that exist that train them along the way (Hoadley-Maidment & Mercer 303).Genre KnowledgeThe academic discourse on genre gives two perspectives in terms of structurational and sociocognitive that deals with the activity language undergoes from diverse fields like â€Å"sociolinguistics, cognit ive psychology, educational anthropology and conversation analysis (Berkenkotter & Huckin 24).†Ã‚   This is the new concept that is emerging on top of the rich body of research regarding the genre’s structure from the structurational theory (Berkenkotter & Huckin 24). There is the constant need for the academe to monitor and recognize the changing pattern that language undergoes and thus the changes in the genres as well (Berkenkotter & Huckin 24).Full participation any general disciplinary and professional culture requires knowledge of the written genre and they are referred to as the â€Å"intellectual scaffolds on which community-based knowledge is constructed† thus placing a priority to monitor the pattern changes (Berkenkotter & Huckin 24). At the same time, they are worth examining because the genre of academic discourse also produce criteria like a â€Å"community’s norm, epistemology, ideology, and social ontology (Berkenkotter & Huckin 25)† Linguistic Features of Academic DiscourseAccording to Martlew and Sorsby (1995) â€Å"Written language like spoken language achieves communicative ad conceptual goals by using a complex system of arbitrary symbols and conventional rules†¦ In literate societies, a developed writing system is pervasive in children’s environment and it is likely that each individual child constructs, or re-invents, their own approach to writing from whatever salient experience the environment offers which they can utilize at different levels of development (Mercer & Swann 287).†There are certain linguistic expectations from students who enter into an academic arena and such a language practice can be reflected in most social groups more than others (Schleppegrell 43). Some students can encounter difficulty because of a lack of familiarity to such linguistic standard as there are differences between the registers in an academic scenario and that of an informal interaction (Schleppegre ll 43). Despite the fact that the classrooms can provide for an avenue for the students to develop such a standard and be trained by spoken and written language activities, the teachers need to remember how the forms of language can take its place in the academic context (Schleppegrell 44).For example, academic texts are by nature â€Å"informationally dense and authoritatively presented (Schleppegrell 44).† In order to get the extract the position and information from certain texts, the teachers and students must be able to unpack the meaning and recognize the position and ideologies of the text (Schleppegrell 44). Linguistic choices and the awareness of it enable a wider participation in the contexts of learning (Schleppegrell 44).   Having a clear perspective of the grammatical features that are seen as tools in deciphering school texts then provides as the foundation for a more efficient research of language development in terms of functionality as well as learning new registers (Schleppegrell 44-45).Most research focus on grammatical and lexical features of the student’s language production that produces a language analysis from a systematic functional linguistics (Schleppegrell 45). Deviating from a structural approach to grammar, a functional approach do not just focus on their syntactic category (nouns, verbs, adjectives) or their elements in the sentence (subject, predicate), it focus on identifying the revealing the context of schooling in the language that are used in the text, focusing on the register as the so-called â€Å"manifestation of context (Schleppegrell 45).Studies show how different features are values when comparing writing in writing classes and writing in other academic courses (Hinkel 5). The important consideration if providing the students with linguistic and writing skills that would equip them to handle new information and expand their knowledge (Hinkel 5). Some practitioners say that exposure to a variety of rea ding and experience with writing does not constitute to having a heightened awareness in discourse, vocabulary, grammar and linguistic features of academic writing or having better writing skills (Hinkel 5). They defended explicit instruction in advanced academic writing and text is what can provide the utmost equipment (Hinkel 5).General Nature and Functions of Academic EnglishFurthermore, Martlew and Sorsby (1995) said, â€Å"Writing however is a visible language, graphic symbolic system whose roots we suggest lie in pictographic representation before links are established with spoken language. In this respect, development reflects evolution in that all writing systems which represent sounds of language evolved from pictorial representations rather than from spoken language.† Academic English offers such changing concepts (Hyland 2). The one who coined the definition for English used in academic purposes was Tim Johns (Hyland 2). It was during this time that English became an economic imperative and it has been the leading language for disseminating academic knowledge (Hyland 2).Each discourse community has developed its own mode of discourse. This constitutes to the growth of Academic English. By nature it would expand and evolve to fit and address the different fields of study in need to communicate, basically that points to every discipline (Hoadley-Maidment & Mercer). New objects, processes, relationships and others need new terms to be added in the lexicon. There is a need to reinterpret words that already exists to become other words that are defined by their specific fields, like a set is different in conversational English and Mathematical English (Hoadley-Maidment & Mercer 285).New words are also created as part of an existing word stock, like clockwise or feedback (Hoadley-Maidment & Mercer 285). There is also a need to borrow from another language. A term called â€Å"calquing† mean having to create new words to imitate a word that a lready exists from another language like omnipotens mean almighty in Latin (Hoadley-Maidment & Mercer 286). There is also a need to invent totally new words like the time when the word â€Å"gas† was created to be party of the field of chemistry (Hoadley-Maidment & Mercer 286).There is also creating â€Å"locutions† or sense of phrases and compound words as well as non-native word stocks (Hoadley-Maidment & Mercer 286). The nature of English is known to be shaped by certain social and cultural functions under the language of academic communities of discourse (Hoadley-Maidment & Mercer 290-291). The researchers suggest for having more than one valid and culturally based ideology regarding Academic English for it to be open to other cultures and factors (Hoadley-Maidment & Mercer 291).ConclusionDue to culture, styles of writing differ but this does not make one inferior over the other (Hoadley-Maidment & Mercer 290). Further research about Academic English should have a greater level of sensitivity for other cultures or for cultural diversity (Hoadley-Maidment & Mercer 290).   It is also necessary to have a proper balance between over-prespecification of the curriculum and planning and the right amount in terms of explicit teaching of genre and other features according the students’ knowledge, abilities and background (Wiley & Hartung- Cole 205). The academe must not loose sight of social-cultural context of the relevance of Academic English in exchange for a more uniform approach or for the search for a common standard for academic discourse (Wiley & Hartung- Cole 205).Works CitedClark, Irene, et al. Concepts in Composition: Theory and Practice in the Teaching of Writing. Mahwah, NJ: Lawrence Erlbaum Associates, 2003.Berkenkotter, Carol, and Thomas N. Huckin. Genre Knowledge in Disciplinary Communication: Cognition, Culture, Power. Hillsdale, NJ: Lawrence Erlbaum Associates, 1995.Hinkel, Eli. Second Language Writers' Text: Linguistic and Rhetorical Features. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.Hoadley-Maidment, E. and Mercer, N. English in the Academic World. Open University course U210 The English Language: Past, Present and Future, 1996.Hyland, Ken. English for Academic Purposes: An Advanced Resource Book. New York: Routledge.Johns, Ann M., ed. Genre in the Classroom: Multiple Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.Freedman, Aviva, and Peter Medway, eds. Genre and the New Rhetoric. London: Taylor & Francis, 1994.Mercer, N. and Swann, J. Learning English: Development and Diversity. Open University course U210 The English Language: Past, Present and Future, 1996.Schleppegrell, Mary J. The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Associates, 2004.Wiley, Terrence & Hartung- Cole, Elizabeth. â€Å"Model Standards for English Language Development: National Trends and a Local Response.† Education. 119. 2. (1998): Page Number: 205.