Indigenous peoples in Australia Essay Example for Free

Indigenous peoples in Australia Essay Indigenous Peoples of Australia is categorized into two groups namely, the Aboriginal People and the Torres Strait Islanders (Sharp). Aboriginal peoples are said to be the group of IP’s, who became the first settlers in mainland Australia. The Torres Strait Islanders are the ones who are originally the inhabitants of the region between Australia and New Guinea. Indigenous Australians include a very diverse communities and societies across the whole Australia. Studies and researches show that there is an approximately 200 languages that are native to the Indigenous Australians and 20 of these languages are still being spoken up to now in Australia (Sharp). The majority of the Indigenous Australians resides in the south east near the Murray River. Indigenous Peoples in South Africa The African region has been termed as home for the majority of indigenous peoples (Clark). North and South Africa are comprised of indigenous communities which are also divided into several subgroups. Though hunting, gathering and pastoral means are the most basic means used by the indigenous peoples in Africa, some indigenous communities have already learned the agricultural system. As mentioned, the diverse indigenous communities in both North and South Africa are grouped not on the basis of their chronological subsistence but on the basis of their common characteristics in terms of cultural inclinations and lifestyle. Mining Operations in Australia and South Africa South Africa and Australia rank second and third respectively as the world’s top producers of gold (Indigenous Community Organisations and Miners, 2007). While gold is the second outstanding export product of Australia, it is the biggest export product of South Africa. It is undeniable that mining in both Australia and South Africa helps the two in advancing and maintaining good economic standings. However, other issues like human rights violations have been reportedly committed because of the mining operations in South Africa and Australia. On the other hand, South Africa and Australia have different cases in terms of the developments regarding the alleviation of human rights violations through mining operations. In Australia, the government devises a strategic approach which aims to reconcile the mining companies and the indigenous peoples (The Mining Ombudsman, 2007). As part of the Corporate Social Responsibility of the mining companies, they are obligated by the law to come up with humanitarian programs that which are directed towards the promotion of the welfare of the indigenous peoples in Australia. Mining companies conducted seminars, conferences and workshops that which enables the indigenous peoples know how mining projects operate and how could they help the indigenous peoples improve their everyday living. Through these programs and projects, the rights of the Indigenous Australians are being upheld in such a way that they are set towards progress and development together with the mining corporations. However, in the case of the mining operations in South Africa, there is a lack of consideration given to the indigenous peoples. The mining companies in South Africa have been reportedly accused of exploiting the natural resources within the habitats of the indigenous peoples in South Africa (Communities take shine off, 2006). Environmental degradation, displacement of the indigenous peoples from their residences, and health hazards brought about by the mining operations are among the issues raised by the indigenous communities (Communities take shine off, 2006). Their rights as people are being neglected in such way that the mining activities cause harm on their part. Many forests are deforested and the wild life is severely threatened. It is to be noted that most of the indigenous peoples in South Africa live on uplands as well as near forests. The destruction of these forests signals the destruction of their homes too. Thus, in order to safeguard their rights for these natural resources (as their homes and source of food and others), protection and preservation of the environment should also be considered by the government as well as the mining corporations. In addition, there is also a treat to the health of the indigenous peoples caused by the toxic and other wastes products that are being secreted during mining activities (Communities take shine off, 2006). Water contamination and lead poisoning are some of the health hazards that are caused by mining. Lastly, cultural degradation is also said to occur in indigenous communities because mining devastates certain sites which are sacred and ceremonial for the indigenous peoples. Conclusion Though, mining serves the economic growth of Australia and South Africa, it does not change the fact that it brings certain disadvantages towards the people particularly on the indigenous peoples. The main difference between the impact of the mining operations on the indigenous communities in Australia and South Africa is that in Australia the government and the mining companies are aware of the fact that they should consider the well-being of the indigenous peoples whereas in South Africa the government and the mining corporations lacks awareness and cooperation to resolve the conflict between the indigenous peoples and the mining operations. Works Cited Maybury-Lewis, David. Indigenous Peoples, Ethnic Groups, and the State. Second ed. Allyn and Bacon, 2001. Sharp, Anne. Indigenous Peoples of the World – Australia. First ed. Lucent Books, 2002. Clark, Domini. South Africa the People. Crabtree Publishing Company, 1999. â€Å"The Mining Ombudsman. † 2007. Oxfam Australia. 09 November 2007 http://www. oxfam. org. au/campaigns/mining/ombudsman/. â€Å"Indigenous Community Organisations and Miners: Partnering Sustainable Regional Development. † 14 February 2007. The Australian National University. 09 November 2007 http://www. anu. edu. au/caepr/mining. php. â€Å"Communities take shine off platinum players in South Africas Bushveld. † 19 May 2006. Mines and Communities. 09 November 2007 http://www. minesandcommunities. org/Action/press1099. htm.

Reducing Symptoms in Bulimia Nervosa and Binge Eating Disorder Through

Reducing Symptoms in Bulimia Nervosa and Binge Eating Disorder Through Drug Treatment Bulimia nervosa is a chronic psychiatric disorder that haunts the lives of many young women. The disorder is characterized by frequent episodes of binge eating followed by some sort of purging. The purging usually involves self-induced vomiting and can cause great damage to the body. Persons diagnosed with bulimia nervosa have a loss of control over these behaviors. Affecting the lives of 3-5% of young women, bulimia is a problem that is spinning out of control and nothing seems to be able to stop it. Binge eating disorder is another psychiatric disease that causes problems for many people. In this disorder, persons binge frequently but do not attempt to compensate for their eating by using purging techniques such as those used by persons suffering from bulimia nervosa. There are many types of treatments that attempt to mitigate the symptoms of bulimia and binge eating disorder. But what causes the binges in binge eating disorder and what causes the binge-purge cycle in bulimics? How can the symptoms of these disorders be reduced or eliminated? If the causes of these behaviors are discovered, the behaviors can be reduced. There are several therapies that have proven to be fairly effective in treating persons diagnosed with bulimia nervosa. Drug therapy has made great advances in recent years and goes straight to the root of the problem. Drug therapy attempts to uncover the biological causes of the symptoms of bulimia nervosa and binge eating disorder. A discovery made recently found that there is an inverse correlation among women with bulimia between the frequency of binge-eating and cerebrospinal fluid concentration of the major ser... ...very effective. This manual should be researched and developed further because not only can people educate themselves, but therapists can have more time to focus on deeper problems and on patients who do not respond well to such therapies. Works Cited Hartman, Boyd K., Faris, Patricia L. Treatment of Bulimia Nervosa With Odansetron. Archives of General Psychiatry. 1997; 54: 969-970. Hudson, James I., McElroy, Susan L. Fluvoxamine in the Treatment of Binge-Eating Disorder. The American Journal of Psychiatry. 1998; 155: 1756-1762. Rissanen, Aila., Naukkarinen, Hannu. Fluoxetine Normalizes Increased Cardiac Vagal Tone in Bulimia Nervosa. Journal of Clinical Psychopharmacology. 1998; 18: 26-32. Treasure, Janet., Schmidt, Ulrike. Sequential Treatment for Bulimia Nervosa Incorporating a Self-Care Manual. The British Journal of Psychiatry. 1996; 168: 94-98.

How national and local guidelines affect day to day work Essay

National and local guidelines, policies and procedures for safeguarding that affect a practitioner’s day to day work relating to; Childcare practice The Education Act 2002 poses a duty on education authorities to promote and safeguard the welfare of children and young people. This affects my day to day work as I must be aware of the child protection procedures at all times, such as how to spot the signs of abuse, how and who to report my concerns, how to maintain a safe school environment, be aware of the health and safety of children and to be able to undertake any training required of me. Child Protection In my settings policies and procedures for safeguarding it states that all employees, volunteers and students should be properly vetted, which includes checks into the eligibility and the suitability, and that crb checks should be carried out. If I didn’t produce a crb check to make sure I didn’t have any criminal convictions or to check my suitability to work with children and young people then I would not be allowed to work in my setting. Risk assessment Risk assessments are an important factor in safeguarding children and in my day to day work, before I carry out any activity with children and young people I am required through my setting policies and procedures to carry out a risk assessment first to make sure all involved is safe, for example, if I were to plan an activity, such as an art and craft activity I would need to risk assess the potential danger of scissors, small objects, i.e beads and amend my plan accordingly to suit each individual. Ensuring the voice of the child or young person is heard Advocacy safeguards children and young people and protects them from abuse and poor practice. The government developed national standards for advocacy practice to ensure that children are able to speak out and have their views heard. The national Standards for the provision of children’s advocacy 2002Â  is this standard. This affects my day to day work as I need to know how to access advocacy services should a child require it and a child can request that I act as an advocate for them and in that case I will need to know where to look for support from the advocacy services. Supporting children and young people and others who may be expressing concerns Following my settings policies and procedures, if a child or young person were to express any concerns I would in my day to day work show a child that I am taking them seriously, that I am here to listen and have empathy, I would reassure the child that I will help in any way I can, I would record the conversation following the correct procedure, I would not make promises, or say that what has been discussed is confidential, I will not come to my own conclusions or ask questions and I would seek support and advice from the designated child protection officer.

Formal and Non Formal Education - Free Essay Example

Sample details Pages: 3 Words: 752 Downloads: 1 Date added: 2017/09/11 Category Advertising Essay Did you like this example? Education  in the largest sense is any act or experience that has a formative effect on the  mind,character  or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated  knowledge,  skills  and  values  from one generation to another. Etymologically, the word education is derived from  educare  (Latin) bring up, which is related toeducere  bring out, bring forth what is within, bring out potential and  ducere, to lead. Don’t waste time! Our writers will create an original "Formal and Non Formal Education" essay for you Create order 1] Teachers  in educational institutions direct the education of  students  and might draw on manysubjects, including  reading,  writing,  mathematics,  science  and  history. This process is sometimes called  schooling  when referring to the education of teaching only a certain subject, usually as professors at institutions of  higher learning. There is also education in fields for those who want specific  vocational  skills, such as those required to be a pilot. In addition there is an array of education possible at the  informal level, such as in museums and libraries, with the Internet and in life experience. Many non-traditional education options are now available and continue to evolve. Formal and Non Formal Education  has basic differences. Formal education is classroom-based, accompanied by trained teachers. Informal education happens outside the classroom, in after-school programs, community-based organizations, museums, libraries, or at home. Both formal and informal education settings offer different strengths to educational outreach project. After-school programs offer a different kind of environment, where ones activities dont need to be as formal and once can easily reach the audience. While both schools and after-school programs serve students, at school blossom in after-school settings. Real learning can happen in a setting where kids feel less intimidated or more comfortable than they do in a formal classroom. Education  is about teaching and learning  skills  and  knowledge. Education also means helping people to learn how to do things and encouraging them to think about what they learn. It is also important for educators to teach ways to find and use information. Through education, the knowledge f  society,  country, and of the  world  is passed on fromgeneration  to generation. In  democracies, through education,  children  and  adults  are supposed to learn how to be active and effective  citizens. t is part of the job of an  educator, an instructor,  teacher, or  tutor  to create a place for learning. There are many  different  kinds of education. Formal education Formal education is usually in  school, where a pe rson may learn basic, academic, or  trade  skills. Formal education begins in  elementary school  and continues with  secondary school. Post-secondary education (or higher education) is usually at a  college  or  university. Nonformal education Nonformal education is sometimes called adult  basic  education, adult  literacy  education or school equivalency preparation. In nonformal education an adult (or a youth who is not in school) can learn literacy, other basic skills or job skills. Nonformal education can be in small classes or through self study. [nformal education There is also informal education. For example, a parent teaches a child how to prepare a  meal. Someone can also get an informal education by reading many  books  from a  library. Informal education is when you are not studying in a school and dont use another particular  learning method. This article presents a conceptual framework for understanding the interrelationships among formal, nonformal and informal education. It provides a typology of modes of education across the life span, from childhood to old age. The nonformal education mode is the focus of the article as examples of programs for differing ages, sexes, social classes and ethnic groups are discussed. The third section of the article raises questions regarding the relationship between nonformal education for individual and social change within and across cultural and socio-economic groups. It also discusses the relationship between nonformal and formal education relative to their respective scope and outcomes. The author argues that educational resources must be viewed as interacting modes of emphasis rather than as discrete entities. Hence, all individuals are engaged in learning experiences at all times, from planned, compulsory and intentional to unplanned, voluntary and incidental. It is also argued that nonformal education may be more strongly associated with socio-economic, sex and ethno-religious groups than is formal education. Because of these strong socio-economic and cultural ties, the utility of nonformal education for social, as opposed to individual, change is often restricted. The value of nonformal, as opposed to formal, education for access to the opportunity structure for low socio-economic status populations is also questioned because of the greater legitimacy typically associated with schooling.