...user-friendly for Indigenous people as they are for non-Indigenous people, adding to higher levels of disadvantage. Sometimes this is because more Indigenous people than non-Indigenous live in remote locations and not all health services are offered outside of cities. Sometimes health services are not culturally appropriate (do not consider Indigenous culture and the specific needs of Indigenous people). Also, some Indigenous people may not be able to use some services because they are too expensive. (Slide show) Social and emotional wellbeing is a term used to talk about a person’s overall social, emotional, psychological (mental), spiritual, and cultural wellbeing. Factors that are important to social and emotional wellbeing include a person’s. (refer to slide show) Social and emotional wellbeing is often confused with mental health, but it is much broader: social and emotional wellbeing is concerned with the overall wellbeing of the person. On the other hand, mental health describes how a person thinks and feels, and how they cope with and take part in everyday life. It is often seen, incorrectly, as simply the absence of a mental illness. (Slide show) Important determinants of Indigenous health inequality in Australia include the lack of equal access to primary health care and the lower standard of health infrastructure in Indigenous communities (healthy housing, food, sanitation etc) compared to other Australians. Equality in health care refers to the differences in the use...
Words: 2314 - Pages: 10
...Research report: 21 Disabled people’s experiences of targeted violence and hostility Chih Hoong Sin, Annie Hedges, Chloe Cook, Nina Mguni and Natasha Comber Office for Public Management Disabled people’s experiences of targeted violence and hostility Chih Hoong Sin, Annie Hedges, Chloe Cook, Nina Mguni and Natasha Comber Office for Public Management © Equality and Human Rights Commission 2009 First published Spring 2009 ISBN 978 1 84206 123 7 Equality and Human Rights Commission Research Report Series The Equality and Human Rights Commission Research Report Series publishes research carried out for the Commission by commissioned researchers. The views expressed in this report are those of the authors and do not necessarily represent the views of the Commission. The Commission is publishing the report as a contribution to discussion and debate. Please contact the Research Team for further information about other Commission research reports, or visit our website: Research Team Equality and Human Rights Commission Arndale House The Arndale Centre Manchester M4 3AQ Email: research@equalityhumanrights.com Telephone: 0161 829 8500 Website: www.equalityhumanrights.com You can download a copy of this report as a PDF from our website: www.equalityhumanrights.com/researchreports If you require this publication in an alternative format, please contact the Communications Team to discuss your needs at: communications@equalityhumanrights.com Contents List of abbreviations Acknowledgements...
Words: 51998 - Pages: 208
...Covey’s “Seven Habits of Highly Effective People” have truly changed my life in a positive way. Before starting to read the book, I thought I was going to find myself with one of those books with difficult concepts to understand and to relate with, however, from the beginning of the begging of the book I was able to connect myself to the author’s ideas. Reading about what the author and his wife were going through while they were raising their son was helpful to me, as Covey tells us, his book was inspired by a familiar crisis he and his wife were going through as they were raising their child. Their child was having a hard time keeping up academically and socially. The child was falling behind his classmates in most respects. The first thing the author, Covey and his wife, Sandra tried to do was to motivate his son, to reach such goal they employed phrases such as “that’s good son” “keep it up” however, Covey, soon realized that they were employing the wrong strategy, what they were doing wasn’t in harmony with the way they perceived their son. Consequently, they started to change themselves, they decided to focus on themselves rather than on their son, they gave up the idea of wanting to change their child, rather, they decided to start valuing their son’s uniqueness. The result of such new behavior adopted by Covey and his wife was a child who started to excel academically, as well as in other areas. Such introduction to the book led me to evaluate the way I was doing things...
Words: 6170 - Pages: 25
...most palpable reminder that all is not well with Filipino children. Reality reveals the many children who are denied even the most minimum of needs like food, love, nurturance, stability, security, and stimulating learning environment that will allow for their healthy development. Many Filipino children are rushed into maturity because early on in their lives, they are forced to contend with difficult problems and to take on adult roles and responsibilities. Media and popular and academic literature, more than any other time, has brought to our attention the plight of children, be they street children or not, who perform adult roles and who are in need of the basic components of a healthy family life. 2 Bautista, Roldan & Garces-Bacsal Reports of child abuse are also on the rise. Often, abused children have to deal, on their own, with the fear and pain brought on by parents, relatives, significant others, or complete strangers. Such realities repudiate Da Silva’s idealized view of children (in Torres 1990), as persons who “needs adult protection...
Words: 49490 - Pages: 198
...NOTE: This is a published paper and should be cited as follows: Simmons, A.M. (2012). Class on fire: Using the Hunger Games trilogy to encourage social action. The Journal of Adolescent and Adult Literacy, 56(1), 22-34. Abstract This article explores ways to utilize students’ interest in fantasy literature to support critical literacy. Focusing on Suzanne Collins's The Hunger Games series (2008, 2009, 2010), the author addresses how elements of the trilogy relate to violent acts in our world, helping student understand that violence and brutality toward children is not fiction, but very real, and that they can play a role in its abolishment, just like Katniss, through social action projects. Issues such as hunger, forced labor, child soldiers, and the sex trade that appear in both the fictional series and our world are discussed, encouraging students to assess their world and advocate for change. Examples of social action projects that utilize multiple literacies are suggested as a way to inspire students take action in the community and to stand up to injustice and brutality in hopes of creating a better world and a better human race. Using popular literature to pique student interest, this article explores how to incorporate the books in the Hunger Games series into the ELA classroom to support literacy and critical goals. Class on Fire: Using the Hunger Games Trilogy to Encourage Social Action Introduction The Hunger Games trilogy by Suzanne Collins, comprising...
Words: 8057 - Pages: 33
...publication may be reproduced in any manner whatsoever without written permission from the publisher, except in the case of brief quotations embodied in critical articles or reviews. Printed in the United States of America 06 05 04 03 02 1 2 3 4 5 Library of Congress Cataloging-in-Publication Data Althen, Gary. American ways: a guide for foreigners in the United States/ Gary Althen.—2nd ed. p. cm. Includes bibliographical references (p. ) ISBN: 1-877864-99-4 (alk. paper) 1. United States—Guidebooks. 2. United States—Handbooks, manuals, etc. 3. Visitors, Foreign—United States—Handbooks, manuals, etc. 4. Aliens—United States—Handbooks, manuals, etc. 5. Intercultural communication—United States—Handbooks, manuals, etc. 6. United States—Social life and customs—1971– I. Title. E158.A46 2002 973—dc21 2002032741 ✰ ✰ ✰ Table of Contents Preface to the Second Edition......................................................... xi Acknowledgments ............................................................................. xvii Introduction ............................................................................................ xix On Understanding ..........................................................................xx How Much Generalizing Is Acceptable? ........................ xxii On...
Words: 75796 - Pages: 304
...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-158C-0000158D Jeanne Ellis Ormrod Professor Emerita, University of Northern Colorado University of New Hampshire ISBN 0-558-65860-1 Boston ● Columbus ● Indianapolis ● New York ● San Francisco ● Upper Saddle River Amsterdam ● Cape Town ● Dubai ● London ● Madrid ● Milan ● Munich ● Paris ● Montreal ● Toronto Delhi ● Mexico City ● Sao Paula ● Sydney ● Hong Kong ● Seoul ● Singapore ● Taipei ● Tokyo Educational Psychology: Developing Learners, Seventh Edition, by Jeanne Ellis Ormrod. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Editor-in-Chief: Paul A. Smith Development Editor: Christina Robb Editorial Assistant: Matthew Buchholz Vice President, Director of Marketing: Quinn Perkson Marketing Manager: Jared Brueckner Production Editor: Annette Joseph Editorial Production Service: Marty Tenney, Modern Graphics, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Modern Graphics, Inc. Interior Design: Denise Hoffman, Glenview Studios Photo...
Words: 101358 - Pages: 406
...Behav. 11: 406–414 (2012) Published online 23 May 2012 in Wiley Online Library (wileyonlinelibrary.com) DOI: 10.1002/cb.1385 Does an iPod make you happy? An exploration of the effects of iPod ownership on life satisfaction ANTJE COCKRILL* School of Business and Economics, Haldane Building, Singleton Park, Swansea University, Swansea SA2 8PP, UK ABSTRACT The Apple iPod is currently the undisputed leading product in the global MP3 player market. This competitive advantage is due to the design, high functionality, and perhaps most importantly, the ‘cool factor’ which Apple has managed to obtain with its products. This study explores if owning an iPod (as opposed to another brand of MP3 player) makes a difference in the perception of general life satisfaction. Using Diener et al.’s generic satisfaction with life scale (SWLS) to measure the dependent variable life satisfaction, a model with the key concepts usage, benefits, peer influence, design, iPod phenomenon, and iPod bubble has been developed and tested in a variety of ways, including regression analysis. The sample consisted of a multinational sample of 240+ young adults, aged 18–35 years. The demographic profiles of iPod and non-iPod owners were very similar, but for iPod owners, 23 per cent of the variance in overall life satisfaction is explained by the key concepts used in this research. Key influencing variables for iPod owners are peer influence and design. For non-iPod owners, the amount of variance explained by the independent...
Words: 9427 - Pages: 38
...# 2011 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria EDPHOD8/1/2012Ã2014 98753223 3B2 Karin-mod Style CONTENTS Learning unit PREFACE SECTION 1 A theoretical framework 1 The pastoral role of the educator in South African public schools: a theoretical framework SECTION 2 Practical examples 2 Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society à diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the community...
Words: 100366 - Pages: 402
...Human beings are capable of making choices after comparing the alternatives, that is, internal and external. People have two cells namely: a. Real – what we have now b. Ideal – what we are aiming at 3. Human beings are self – conscious. This means we can study ourselves by being a subject and be the object at the same time. 4. Human beings are finite or limited not knowing what will happen from the next moment or next door. Thus, we must have principles to apply when situations comes. 5. Human life is an active dynamic phenomenon – We do something as if we do nothing. 6. People also can be taught to be good (Isaiah 1 :18) 7. Human beings are capable of filing an obligation 8. Human beings are also capable of understanding what moral terms like freedom, dignity and so on affects other people. 9. Finally, human beings need to survive. Human civilization, therefore, can not survive without ethical people. History of Ethics Outside Christianity, some people have taught about ethics. Amongst those who taught ethics are: 1. Socrates 457 BC, a Greek philosopher whose key question was, “What is the meaning of Life”? Socrates like every life seeker was concerned about the good life. Socrates said, “The unexamined life is not worthy...
Words: 39235 - Pages: 157
...STUDIES IN PROFESSIONAL LIFE AND WORK Mike Hayler University of Brighton, UK Autoethnography, Self-Narrative and Teacher Education examines the professional life and work of teacher educators. In adopting an autoethnographic and life-history approach, Mike Hayler develops a theoretically informed discussion of how the professional identity of teacher educators is both formed and represented by narratives of experience. The book draws upon analytic autoethnography and life-history methods to explore the ways in which teacher educators construct and develop their conceptions and practice by engaging with memory through narrative, in order to negotiate some of the ambivalences and uncertainties of their work. The author’s own story of learning, embedded within the text, was shared with other teacher-educators, who following interviews wrote self-narratives around themes which emerged from discussion. The focus for analysis develops from how professional identity and pedagogy are influenced by changing perceptions and self-narratives of life and work experiences, and how this may influence professional culture, content and practice in this area. Autoethnography, Self-Narrative and Teacher Education Autoethnography, Self-Narrative and Teacher Education STUDIES IN PROFESSIONAL LIFE AND WORK The book includes an evaluation of how using this approach has allowed the author to investigate both the subject and method of the research with implications for ...
Words: 18203 - Pages: 73
...Chapter Overview 16.1 Social Thought and Behavior Groups Core Social Motives CONCEPT LEARNING CHECK 16.1 Describing 16.3 Attribution: The Person or the Situation? Fundamental Attribution Error Actor-Observer Bias Defensive Attribution Self-Serving Bias Social Roles 16.2 Person Perception Social Categorization Physical Appearance Stereotypes Subjectivity Culture and Person Perception CONCEPT LEARNING CHECK 16.3 Explaining Attributional Biases 16.4 Attitudes and Social Judgments Components of Attitudes Relieving Cognitive Dissonance Influencing Attitudes: Persuasion The Foot-in-the-Door Technique Role Playing Affects Attitudes CONCEPT LEARNING CHECK 16.2 Person Perception and Musical Tastes Culture and Attitudes CONCEPT LEARNING CHECK 16.4 Explaining Persuasion 16 Learning Objectives Social Psychology 16.1 16.2 16.3 16.4 16.5 16.6 16.7 Define social psychology. Compare and contrast social cognition, social influence, and social norms. Describe the core social motives. Illustrate social categorization. Discuss how stereotypes and subjectivity impact personal perception. Explain the various types of attribution. Describe the components of attitudes. Illustrate the different ways to influence attitudes. Differentiate between conformity, obedience, and compliance. Describe the biological, psychological, and sociocultural aspects of prejudice, aggression, and attraction. Discuss the pros and cons of group influence on an individual...
Words: 20082 - Pages: 81
...Send for a FREE copy of our Prospectus book by airmail, telephone, fax or email, or via our website: Britain. International Headquarters: College House, Leoville, Jersey JE3 2DB, Britain Telefax: +44 (0)1534 485485 Email: info@cambridgetraining.com Website: www.cambridgecollege.co.uk INSURANCE - PRINCIPLES & PRACTICE STUDY GUIDE FOR MODULE ONE (A full ‘Study & Training Guide’ will accompany the Study or Training Manual(s) you will receive soon by airmail post). This Study Guide - like all our Training Materials - has been written by professionals; experts in the Training of well over three million ambitious men and women in countries all over the world. It is therefore essential that you:Read this Study Guide carefully and thoroughly BEFORE you start to read and study Module One, which is the first ‘Study Section’ of a CIC Study or Training Manual you will receive for the Program for which you have been enrolled. Follow the Study Guide exactly, stage by stage and step by step - if you fail to do so, you might not succeed in your Training or pass the Examination for the CIC Diploma. STAGE ONE Learning how to really STUDY the College’s Study or Training Manual(s) provided - including THOROUGHLY READING this Study Guide, and the full ‘Study & Training Guide’ which you will soon receive by airmail post. STAGE TWO Studying in accordance with the professional advice and instructions given. STAGE THREE Answering Self-Assessment Test Questions/Exercises. STAGE FOUR Assessing - or having...
Words: 16579 - Pages: 67
...W O M E N ’ S C O M M I S S I O N for refugee women & children w U N TA P P E D P OT E N T I A L : Adolescents affected by armed conflict A review of programs and policies U N TA P P E D P OT E N T I A L : Adolescents affected by armed conflict A review of programs and policies Wo m e n ’s C o m m i s s i o n f o r R e f u g e e Wo m e n & C h i l d r e n N e w Yo r k W O M E N ’ S C O M M I S S I O N for refugee women & children Copyright © January 2000 by Women’s Commission for Refugee Women and Children All rights reserved. Printed in the United States of America ISBN: 1-58030-000-6 Women’s Commission for Refugee Women and Children 122 East 42nd Street New York, NY 10168-1289 tel. 212.551.3111 or 3088 fax. 212.551.3180 e-mail: wcrwc@intrescom.org www.intrescom.org/wcrwc.html w cover photographs © Rachel K. Jones, Marc Sommers, Sarah Samson, Holly Myers, Anne-Sophie Rosette, International Rescue Committee M I S S I O N S TAT E M E N T The Women’s Commission for Refugee Women and Children seeks to improve the lives of refugee women and children through a vigorous program of public education and advocacy, and by acting as a technical resource. The Commission, founded in 1989 under the auspices of the International Rescue Committee, is the only organization in the United States dedicated solely to speaking out on behalf of women and children uprooted by armed conflict or persecution. Acknowledgments The Women’s Commission expresses its sincere...
Words: 101041 - Pages: 405
...pay cut – снижение зарплаты A pay increase – повышение зарплаты On half pay – на полставки They are paid by the hour - они получают почасовую оплату He paid his way through college – он сам зарабатывал себе на обучение To pay off one’s debts – рассчитываться с долгами Pay-day – день зарплаты Bonus – премия, премиальные A bonus job – работа с премиальным вознаграждением Royalties – авторский гонорар, отчисления автору пьесы Wages – заработная плата He gets good wages - он хорошо зарабатывает A living wages – прожиточный минимум Tips – деньги на «чай» Commission – комиссионные Basic earnings – основной доход, заработок Extras – дополнительный доход College grant - стипендия Scholarship - стипендия Child benefit – детское пособие Maternity benefit – пособие по беременности и родам Pension - пенсия Dole money – подаяние, пособие по безработице He is on the dole - он безработный Unemployment benefit - пособие по безработице Dividend on the shares – дивиденды на акции Interest on savings – процент от сбережений To pay interest on the loan – платить проценты по займу Rate of interest – процентная ставка At a high rate of interest – под большие проценты Tax rebate – налоговая скидка,...
Words: 23644 - Pages: 95
