Canadian Fur Trade Essays - Fur Trade, Economic History Of Canada

Canadian Fur Trade The Canadian fur trade, which grew out of the fishing industry, began as a small business, but would expand and become not only the exploiter of a primary Canadian resource, but the industry around which the country of Canada itself developed. The fur trade started shortly after the discovery of the Grand Banks off the coast of Newfoundland. The fishermen who fished there were the first people who traded furs with the Indians; this trade was a secondary means of profit for the fishermen. Later this secondary industry became a profitable big business due to changes in European fashion, and fashion techniques. While the fur trade brought economic growth and land discoveries, it developed its very own complex trading network throughout the wild, which laid the groundwork for a nation both geographically and financially. The Europeans and the Natives were both instrumental participants in the growth of the fur trade, but the fur trade had its ill effects on these two cultures. The fur trade not only negatively affected Native and settler life, but also had negative ecological effects, particularly on the beaver. The beaver flourished until the fur traders came after them. Because of the land discoveries and the profit made through the trapping and killing of the beavers, the animals were left nearly extinct. However the invaded habitat of the beaver would become the routes to the European settlements. In the period when the fur trade flourished there were two major players: the European traders and settlers and the Natives with whom they traded. The descendants of these two groups have different opinions on the effects of the fur trade, especially on the Natives. The question remains whether what was done to the Natives was unjust, or merely an inevitable outcome of exploration and discovery. The Natives feel that the fur trade was unjust to them; they feel the trade stole their culture from them and with it their independence. The opinion of many non-Natives is that civilization naturally progresses. Just as the Inuit took over the Tunits who were in the Arctic before them, through force and superior technology, the Europeans took away the land from the Natives in Canada. However, with increased contemporary awareness of social and ecological injustices we can look back and see the adverse effects of the fur trade. Is it more accurate to claim that the fur trade was the destruction of a nation or the birth of one? Although the fur trade is seen as the base upon which Canada was built, it is also seen as an instrument of destruction for the culture of the Canadian Natives and a threat to an ecological balance among the fur-bearing wild life. The development of the fur trade accelerated as Europeans had more and more contact with the Natives in North America. The first known contact between Europeans and Natives is believed to have happened between Vikings and Inuits, in the area the Vikings called Vineland, the present site of Anse-aux-Meadows . These first contacts were uneventful and the relations between the two groups were fair. They continued to trade on a small scale until the Vikings attacked the Natives who retaliated and forced the Vikings to vacate their colony, thus ending the first European relations with the Natives of North America. These Viking colonies remained unknown to the rest of Europe, which would not find the New World for another hundred years. The first discovery of North America after the Vikings was by Christopher Columbus, who was quickly followed by Giovanni Caboto (John Cabot). Cabot did not find the silks and spices of the Orient he was looking for, but he did find something that ended up being worth even more, the Grand Banks and its cod. The warm and cold currents that meet at the Grand Banks result in an extraordinary richness of fish in the area , and soon after Cabot's discovery fishermen from all over Europe flocked to the Grand Banks. These fishermen who came to the Grand Banks during the summer season became the first European fur traders in the New World. This trading was mostly done between the Micmac Indians, and the French, Spanish or Portuguese fishermen.

What Are the Ivy League Schools Acceptance Rates for 2018

What Are the Ivy League Schools' Acceptance Rates for 2018 SAT / ACT Prep Online Guides and Tips The eight schools in the Ivy League are among the most well-known and selective universities, both within and outside of the U.S. Because of this, Ivy League (and similarly selective non-Ivy) schools have tens of thousands of students from whom to choose their class of 2023. But what are Ivy League schools' acceptance rates, and how have those rates changed over time? In this analysis, we'll look at Ivy League admissions, from the number of applicants to the number of students who ultimately end up attending. In addition to the eight Ivy League schools (Brown, Columbia, Cornell, Dartmouth, Harvard, Princeton, UPenn, and Yale), we'll also consider eight equally selective non-Ivy League national universities: Caltech, Duke, Johns Hopkins, MIT, Northwestern, Stanford, UChicago, and Vanderbilt. Ivy League Schools: Acceptance Rate Averages and Range So what's the most recent data on undergraduate Ivy acceptance rates? We've sleuthed out this information for you and compiled it into a chart below. School # Applied # Admitted % Admitted Stanford 47451 2071 4.4% Harvard 42749 1962 4.6% Columbia 40203 2214 5.5% Princeton 35370 1941 5.5% Yale 35308 2229 6.3% MIT 21706 1464 6.7% Caltech* 7339 568 7.7% Brown 35437 2718 7.7% UChicago 32291 2329 7.2% Northwestern 40426 3392 8.4% UPenn 44491 3731 8.4% Duke 37302 3097 8.3% Dartmouth 22033 1925 8.7% Vanderbilt 34299 3050 8.9% Johns Hopkins 29129 2894 9.9% Cornell 51324 5448 10.6% Average (Overall) 36635 2698 7.4% Average (Ivies) 38364 2771 7.2% *Caltech has not released its 2018 data as of this article's publication, so we've used 2017 data here. As you can see from the chart, the Ivy League and non-Ivy League schools are neck-in-neck as far as applicants, admitted students, and admission percentages go. For lowest 2018 acceptance rate, non-Ivy Stanford (with a 4.4% acceptance rate) just barely beat out Harvard (with a 4.6% acceptance rate). On the other end of the spectrum, the Ivy League school with the highest acceptance rate is Cornell (10.6 % undergraduate acceptance rate overall), which is just slightly more than the school with the next-highest rate, non-Ivy Johns Hopkins (9.9%). When it comes to Ivy League admissions, though, last year's acceptance rates are just a peek into the process. To predict what trends are going to look like for this coming admissions season, we need more data. Ivy League Admissions: 2014-2018 A disclaimer before we dive in: it's true that past admission rates aren't necessarily a sure-fire guarantee of what admissions rates will be like in the future for Ivy League (and other top-tier) schools. Cornell might decide that it wants to decrease its class sizes, causing its admissions rates to suddenly plummet; alternatively, students might decide they don't want to apply to any schools with frat scenes, which would cause Ivy League admissions rates to spike. But putting the unknowns of the future aside, it's still helpful to look at Ivy League admissions trends over the last five years to get some idea of what to expect for this admissions season. We've graphed the 2014, 2015, 2016, 2017, and 2018 admissions rates for Ivy League and similarly-competitive national universities below. Data for 2018 comes from sources linked in chart; data for 2014-2017 comes from schools' publicly available Common Data Sets or equivalent school pages. Admissions rates overall have trended downwards since 2014, with top schools becoming more and more selective. Based on the data we've collected, this trend is largely due to more students applying to schools, rather than schools accepting fewer students per year. You can see how the number of applicants to each school has increased at roughly the same rate as acceptance rates have gone down in the graph below: Data for 2018 comes from sources linked in chart; data for 2014-2017 comes from schools' publicly available Common Data Sets or equivalent school pages. Just by eyeballing the graph above, it's clear that for most schools, the number of applicants 2014-2018 increased and so the acceptance rates decreased. The data from the last five years also make it pretty clear that the decrease in acceptance rates is not at all caused by schools accepting fewer and fewer students each year. As the graph below shows, most Ivy-level schools have stable or even increased class sizes over time. Data for 2018 comes from sources linked in chart; data for 2014-2017 comes from schools' publicly available Common Data Sets or equivalent school pages. Pay attention in particular to the flatness of the dotted lines showing the average number of students admitted overall and to Ivy League schools in particular. Aside from Cornell, Northwestern, and Johns Hopkins, every other school on the graph admitted either around the same number of students over the course of five years. By looking not just at Ivy League college acceptance rates over time, but also at the raw numbers of applicants and admitted students, it's clear that there's not a whole lot of variation in how many students Ivy League schools are accepting each year. Most of what's making Ivy-caliber schools more and more selective is the increased volume of students applying. There's one final piece of the puzzle to discuss, though, and that is each school's yield, or the percent of accepted students who decide to enroll at a college. Not that kind of yield. Ivy League Undergraduate Enrollment In the Ivy League admissions game, there are two main factors that schools care about. We already discussed one aspect of admissions to top-tier national universities, which is admissions rates (which depend on the number of applicants and number of students admitted). The lower the admission rate, the more selective the school is seen as being (which leads to schools being higher-ranked, which leads to more people knowing about those schools and applying to them, which leads to lower admission rates...and so on). Besides acceptance rates, the main other factor Ivy-level schools care about is their yield, or how many of the students admitted end up enrolling. Schools want their yield to be high because it demonstrates that students really want to attend their schools. More desirable schools end up ranked higher, which drives more high-achieving students to apply to the schools, which allows the schools to have their pick of applicants. Yield also informs acceptance rates. Based on years of admissions data, schools know almost exactly how many students they need to admit to get the class size that they want. The difference between knowing almost exactly how many students will enroll and the exact number is the reason for waitlists: if more students decline admission than expected, schools still need to fill their incoming freshman class. As a general rule, the lower a school's yield, the higher its acceptance rate. This usually happens because schools with lower yields need to admit more students (AKA have a higher acceptance rate), since a lower percentage of those accepted will attend. So how does this play out in the Ivy League Plus admissions field? While Ivy acceptance rates don't vary a huge amount (from Harvard's 4.5% to Cornell's 10.6% in 2018), the yield rates of Ivy League schools vary quite a great deal. Let's look at a chart of the yield for all students enrolling in Ivy League-caliber universities Fall 2017 (since the data for Fall 2018 hasn't been released by all schools yet). School % Admitted # Admitted # Attending Yield Stanford 4.7% 2085 1703 81.7% Harvard 5.2% 2037 1687 82.8% Columbia 6.1% 2263 1405 62.1% Princeton 6.4% 1990 1306 65.6% Yale 6.9% 2285 1579 69.1% MIT 7.2% 1452 1097 75.6% Caltech 7.7% 568 235 41.4% Brown 8.5% 2779 1639 59.0% UChicago 8.7% 2419 1740 71.9% Northwestern 9.2% 3442 1903 55.3% UPenn 9.3% 3757 2456 65.4% Duke 9.8% 3261 1748 53.6% Dartmouth 10.3% 2093 1217 58.1% Vanderbilt 10.9% 3415 1607 47.1% Johns Hopkins 11.8% 3133 1349 43.1% Cornell 12.7% 5962 3349 56.2% Average 8.5% 2684 1626 61.7% Average Ivies 8.2% 2896 1830 64.8% Note: Data in table is for freshmen who started college Fall 2017. Unlike the mere six-percent range of Ivy League Plus acceptance rates, the yield rates for Ivy League Plus schools range from the lowest yield rate, Caltech's 41.4%, to the doubly-high yield rate (82.8%) of Harvard. In other words, in Fall 2017, relative to the number of students admitted, more than twice as many first-year students enrolled at Harvard as at Caltech. Because Harvard's admission rate is a couple of percentage points lower than Caltech (and because Harvard has a liberal arts undergraduate program, while Caltech is an engineering school), it makes sense that there would be a difference in yield rate between the two schools. However, there are still some pretty startling gaps between school yield rates, even for schools with similar acceptance rates and academic focuses. For instance, MIT (8.3% admitted) had a yield of 72.7%, while Caltech (8.8% admitted) had a yield of 41.4%. Are these trends consistent over time? Let's look at yield over the last five years for these same schools. Data for 2018 comes from sources linked in chart; data for 2014-2017 comes from schools' publicly available Common Data Sets or equivalent school pages. Overall, for most of these top 16 schools, yield rate has gone up over the last few years. This indicates that not only are schools accepting fewer students each year, but more students are also accepting the offers of admission they can get. However, unlike acceptance rate (which is very much within the control of the school), how many students decide to enroll after being admitted is much more dependent on the attitudes of the students admitted. Yield can be affected by factors as clearly related to enrollment as financial aid packages or as seemingly tangential to enrollment as a public exposà © of a school's toxic social atmosphere. To make their yields more predictable, most top universities (including all the ones mentioned in this article) have some kind of early admissions policy (whether it's early decision, restrictive early action, or just plain ol' early action). In the next section, we'll discuss how schools nail down their yields through these early admissions programs. Want to get into Harvard or your personal top choice college? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in. Yield and Early Admissions at Top Universities Looking at applicant numbers over the years, it's clear that Ivy League schools aren't suffering from lack of choice when it comes to their applicant pool. While it's true that better-qualified applicants tend to apply early, there's no doubt that any of the sixteen schools we've mentioned in this article could get rid of their early admissions program this year and still be able to fill their class of 2023 with eminently qualified students. However, in addition to netting schools high-qualified candidates, early admissions programs also have the distinct benefit of boosting a school's yield. Having binding early decision programs mean that before regular admissions starts, schools can be assured that they've already met anywhere from 20-35% of their yield goals. This early admissions yield boost can even carry over for schools which offer non-binding admission programs, also known as early action programs. For example, in 2018, 56.8% of freshman who enrolled in Harvard were early admit students. The chart below shows early admission stats for students applying Fall 2017. Schools with non-binding early admission programs (AKA early action programs) are italicized. School Early Applied Early Admitted Early Admit % Total Admitted Total Admit % Stanford 750 2071 4.4% Harvard 6630 964 14.5% 1962 4.6% Columbia 4085 2214 5.5% Princeton 5402 799 14.8% 1941 5.5% Yale 5733 842 14.7% 2229 6.3% MIT 9571 664 6.9% 1464 6.7% Brown 3502 738 21.1% 2718 7.7% Northwestern 4049 1072 26.5% 3392 8.4% UPenn 7074 1312 18.5% 3731 8.4% Duke 4090 875 21.4% 3097 8.3% Dartmouth 2270 565 24.9% 1925 8.7% Johns Hopkins 2037 610 29.9% 2894 9.9% Cornell 6325 1549 24.5% 5448 10.6% Average* 5064* 895* 19.8%* 2698 7.4% Average (Ivies) 5128 967** 19.0%** 2771 7.2% *for all schools reporting data. Caltech, UChicago, and Vanderbilt are omitted due to lack of data.**for all Ivies except Columbia As you can see from this chart, early admission acceptance rates for these highly selective schools are double, or even triple, those for students applying regular decision (or deferred after early admission). The takeaway from this is that if you're a "borderline" admissions case, early admission might make the difference between being accepted and rejected. A note of caution: early decision and early action admission rates being higher than regular admission rates are more a reflection of qualified students deciding they want to apply early than schools admitting students because they applied early. If you're just applying to a school as a shoot the moon kind of chance, you're not going to get admitted just because you applied early instead of regular decision. However, if you're "borderline" in some way (e.g. your test scores aren't at the 75th percentile, or your GPA isn't quite where you'd want it to be, but you're otherwise qualified), applying early will give you your best shot at getting admitted to Ivy League Plus schools. 5 Tips to Boost Your Ivy League Admissions Chances So far, we've gone through the hard data of Ivy League schools' acceptance rates and yields over time, analyzed trends, and discussed why schools care about these admissions metrics. Moving from the abstract to the concrete, we'll now give you five tips for how to increase your chances of getting into one of the elite national universities we discussed in this article. Tip 1: Show Your Passion in Your Application Ideally, your college application will tell a story about what kind of student you have been (and suggest what kind of student you will be). As PrepScholar co-founder Allen Cheng writes in his article on how to get into Harvard and the Ivy League, highly selective national universities care more that you demonstrate your passion for one subject than your ability to be well-rounded. Rather than aiming for diversity within each student, Ivy League-caliber schools aim for diversity among students. Practically speaking, this means that instead of showing elite universities that you can do anything and everything well enough, you need to show them that you can do a few things really well and are really interested in those things. Tip 2: Aim for High Test Scores and a Standout High School GPA Universities who regularly receive a high volume of applications use standardized test scores (mostly SAT/ACT) and GPA as filters to decide which applications to even read through at all. Going through tens of thousands of applications is simply not practical when the majority of students are submitting their applications early January and expect to hear back by mid- to late-March. Even Caltech, with its ~7,500 applications, would have to go through roughly 80 applications a day between the date applications are due and when students get notified. When you consider the existence of non-workdays and the fact that admissions officers "need sleep because they're not undead," it makes sense that schools use test scores and GPAs as filters. Yes, it hurts to feel like you're being reduced down to a few numbers. But on the other hand, that means that there are a few clear indicators of success that you can aim for. Tip 3: Take Rigorous Courses Related to Your Interests Highly selective schools care almost as much about what classes you take as about how well you do in them. This doesn't mean that you have to take every difficult course in your school, but you should take the most rigorous courses that fit in with the narrative of your application. For instance, if you're applying to schools with the narrative that you're a math nerd who loves working on solving p vs np in her spare time, schools will look a little askance at you if you're taking the easiest math and physics courses at your school, even if you're taking advanced English or History classes. A real-life example of this is a high-school friend of mine, M, who took rigorous courses in all subjects throughout high school, including AP Calculus BC in junior year. When M got to her senior year, she had a choice of taking AP Statistics (the only other math class available to her) or Film and Media Studies, which was a non-honors level English class that involved analyzing films. Because M was so deeply passionate about film (she'd started a film club at our school), she decided to take the non-honors English class instead of a math class senior year. Now, granted, she still was taking AP Spanish, AP Bio, AP Macroeconomics, and AP English Lit, so she was still pursuing advanced coursework in the areas that interested her (and ended up taking the equivalent of two English classes); however, the fact remains that M didn't take a math class senior year...and still got accepted early decision to UPenn. To figure out what advanced coursework makes sense for you (and what is unnecessary), we strongly recommend reading our blog articles on what and how many APs Ivy League schools require and what high school classes in general Ivy League schools like to see on students' transcripts. Tip 4: Strive for Quality, Not Quantity in Your Extracurriculars Just as you should focus your academic rigor in the areas that most interest you, you should also focus your extracurricular time on the activities that match up best with your interests. When it comes to non-academic activities (music, sports, community service, and so on), you want to aim for quality over quantity and dedication over broadness. Even if you don't end up pursuing the interests you had in high school in colleges, showing that you are capable of focus and dedication to excellence in a particular area will help your college application. Consider the following two hypothetical students. Candidate A participated in Math Olympiad in your school for one year and in math club a different year. Colleges are not likely to find this super inspiring, even if the student has excelled in her math classes otherwise. On the other hand, consider Candidate B, who was captain of her high school fencing team for two years (after two years on the team). Even if this student doesn't go on to fence in college, the fact that she was willing to put the time and energy into sticking with the same thing for four years (and took a leadership role as captain for two of those years) makes her a better candidate than candidate A. Tip 5: Ensure All Parts of Your Application Are Top-Notch While test scores, GPA, course rigor, and extracurriculars are usually the most important factors for applications to Ivy League or other top-tier national universities, you can still affect your chances with stand-out letters of recommendation, personal statements, and application supplements or portfolios. A strong letter of recommendation from a teacher who's seen you grow as a student, a well-written personal statement that reveals something not evident elsewhere in your application, or an impressive portfolio of work (whether oil paintings or web apps) give schools more points of data for whether or not they should accept you. This admissions officer cannot believe how secure the web apps you've developed are. Or he's floored by the fact that you can levitate your computer. Either way, impressive! What's Next? Now that you've had a look at the admission rates for these elite universities, you might be wondering what kind of test scores you need to get in. We tell you what good scores are for Ivy League schools plus MIT, Stanford, and UChicago here. You know how these schools compare acceptance- and yield-wise, but what about across other dimensions like student satisfaction and graduation outcomes? Find out what our current Ivy League Rankings are and what those rankings really mean in this article. If you're a student athlete, your path into top-tier colleges might be slightly different from what we've described in this article. Learn more about Ivy League athletic recruiting in this article. Looking for a detailed guide on how to be one of the ≠¤10% accepted to Ivy League Plus schools? Read PrepScholar co-founder Allen Cheng's reflections on his college application and tips for how you can get into Harvard and other Ivy League-level schools. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Argument Paper Assignment (frankenstein by mary shelley, penguin Essay

Argument Paper Assignment (frankenstein by mary shelley, penguin classic) - Essay Example He tries to understand masculinity, science, medicine, and surgery. According to Enderle and Shelly (233), he precisely explores the internal conflicts felt by practitioners in a variety of field. He reveals his urge to explore throughout the novel, always trying to discover a new life. In his effort to explore, he comes out to be unstable since he changes from time to time and a person with a lot of uncertainty. This also makes him ambiguous and very difficult to understand due to the way he behave and react towards nature and other people. In most cases, Frankenstein was learning from nature, mainly through observing what is going on around him and through what he experienced. By watching firewood next to the fire, he learns that it dries out and catches fire. Only a model human being who is concerned about nature and what is around him can do this. Moreover, by observing how other people react towards him, he learns that his appearance causes fear among other people (Joshua 47). He had made nature to be his teacher relying mainly from what he can sense and what he can observe as his source of knowledge (Enderle and Shelly 34). He does this to learn both about people and about the environment. However, he does not perceive that the knowledge he obtains might be inaccurate or inappropriate. Frankenstein had an ardent curiosity and a strong desire to excel and triumph in his undertakings. This can be shown by his dedication and determination to understand the relationship between human beings and their environment (Enderle and Shelly 53). He always tries to learn from everything he observes and everything he senses. He has a strong curiosity to understand what is happening in the world among different practitioners and nature. This can be clearly shown by his desire to understand the internal conflicts in different practitioners and his desire to understand science (Enderle and Shelly 36). He tries to understand how character can be formed

Nursing situation Essay Example | Topics and Well Written Essays - 250 words

Nursing situation - Essay Example The IPCP calls for pulling of data or information to arrive at a specific or a common solution. For instance, the 26 years old patient that is brought to the hospital with unknown medication condition should have been subjected to medical diagnosis using the IPCP medical principles. Having reported to the medical institution with varied signs, different medical departments should have taken different interventions to ensure that the right diagnosis is arrived at for proper medication. For instance, having suspected that the patient was suffering from chest related problems, all the departments dealing in with chest related treatments should have been assigned different diagnosis to determine exact medical problem the patient was suffering (Committee on the Robert Wood Johnson†¦, 2011). Additionally, if the hospital had already known that it could not handle other related diagnostics, it could have referred the patient to the relevant or other institutions doing the same. In this manner, the patient risk levels is likely to be reduced considerably. IPCP principles call for teamwork that incorporate different experts with the aim of reducing time of meeting targets; thus, nursing profession should embrace the same to reduce risk levels to their patients. Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine., Robert Wood Johnson Foundation., & Institute of Medicine (U.S.). (2011). The future of nursing: Leading change, advancing health. Washington, D.C: National Academies

Learning Management Systems Essay Example | Topics and Well Written Essays - 750 words

Learning Management Systems - Essay Example This paper aims at discussing a little about the Learning Management System, and the uses of this system in colleges, universities and also for business purposes. There is a need for a system to assist in collection and distribution of learning content speedily and in an orderly manner, merging the training initiatives on a web based platform and better and more developed self –service and self guided services. As a solution to the abovementioned issues, the Learning Management System was introduced. A learning management system (LMS) is a software application or Web-based technology used to plan, implement, and assess a specific learning process. This system mainly provides the instructors with a solution to develop and deliver content, helps monitoring the student participation, and also helps to assess the student performance. It is also very interactive and provides the students with an option to post content, use the threaded discussion in the discussion forums, and also video conferencing. The Learning Management Software application also provides a chance to automate the tracking, admissions, administration and the training events. Learning Management Systems also prove to be very helpful in colleges and universities, and business organisations. The benefits and uses of the Learning Management systems for colleges / universities and businesses were also discussed in this essay. The effectiveness of adopting a Learning Management System is very beneficial for accurate administration of the course.

The Race Relations Act 1976

The Race Relations Act 1976 Introduction A major factor affecting the delivery of the curriculum in Further Education is rooted in the inequalities resultant from perceived racial and ethnic differences. These are very often based on preconceived notions, usually ill informed, about the beliefs and practices of different racial and ethnic groups. Over the past few years there has been a small but sustained increase, year on year in the racial mix of potential learners applying to start engineering courses. My practice involves the delivery of the engineering curriculum to learners at levels one to three; the make-up of all these groups reflects the general trend in the increase in racial mix. Therefore, the primary reason for investigating this topic was to discover the real impact of the increasing diversity and how the legislation is being used to underpin the values described in the Race Relations Act 1976, how they affect College operation (in respect of Oaklands College) and how teaching practice is affected. In this report, the intention is to set out the background to the Act and investigate its effect on the further education sector with particular reference to Oaklands College and then to discuss the implications for the teacher in the classroom or workshop. The Policy The Race Relations Act 1976 (RRA) and the Race Equality document that supports this and how Oaklands College is implementing it. Values behind the Policy The Race Relations Act came into being in 1976, when it was recognised that the existing legislation was weak and had little beneficial effect on the lives of racial minority groups. The underpinning values of the new regulations were, the elimination of racial discrimination, the promotion of equality of opportunity and the promotion of harmonious relations between peoples of different ethnic and racial groups. These are the values, which the majority of British people purportedly avow allegiance; however, they are very much tested by the strength of popular perception which is, as always far more powerful than the truth. A situation not aided by the popular press who take every opportunity to terrify the population by visions of the impending end of the British way of life, overwhelmed by a tsunami of immigrants from all parts of the world. Thus the need to overtly promote the values is even more heavily underscored and even more necessary. To understand how legislation affects operations in Further Education, it is essential to understand some definitions of aspects of discrimination as described in the Act. The 1976Act divides discrimination into four broad areas; direct discrimination, indirect discrimination, harassment and victimisation. Below are some examples and definitions, which illustrate the meaning of each of these categories. An example of direct discrimination would be to set tighter assignment deadlines to black learners only. A good example of indirect discrimination is the enforcement of a no headgear rule; this could be seen to exclude Sikhs, who wear turbans, Jewish men wearing yarmulke or Muslim women wearing the hijaab. In practice, if a class contains one or more learners in these groupings plus learners from a majority group who insist on wearing baseball caps, the law would apply if only the baseball cap wearers were asked to doff their headgear. Harassment on racial grounds is treated the same as direct discrimination because there is a detrimental effect on the victims dignity or it creates an intimidating or hostile environment. Victimisation concerns people whom have made or intend to make a complaint in respect of racial discrimination and includes any person supporting the complaint. The Act forbids any unfavourable treatment of people in either of these circumstances. The Commission for racial Equality (CRE, which in 2007was incorporated into The Equality and Human Rights Commission.) issued a Code Of practice (COP), which placed specific duties on schools, colleges and universities. These duties primarily required colleges to publish a policy statement, which actively promoted racial equality. Guidance from the CRE included a number of points, which the college policy was bound to address: Arrangements to assess the impact of the policy on staff as well as learners. Ongoing monitoring of the effects of the policy in terms of admissions. The progress and success rates from differing ethnic and racial groups. Arrangements to publish the findings of the ongoing monitoring on an annual basis. Implications for Institution and professional practice 1. The Institution In 2004 Oaklands College issued an Equality and Diversity Policy (EDP) in which it corporately â€Å"Welcomes diversity, recognises values, celebrates and respects the many different contributions and needs of our learners, staff and the communities we serve† (i) As required by the Act, the policy sets out a strategy, operational outcomes and responsibilities for implementation and lists supporting policies and procedures. The Race Relations Policy (RRP) is named as one of these supporting policies. Included is a means of ongoing review, which is the work of the Equal Opportunities Committee of the Academic Board. The committee reports to the board on a termly basis and produces a report of its machinations annually. (ii) Data included in the report is produced retrospectively and is usually only available until after a whole year is passed. The broad thrust of the Race Relations Policy is to promote inter-racial awareness, mutual respect and the valuing of the diverse ethnicity of all staff and learners. The policy includes a requirement for all staff to be trained and be made aware of the methods of implementation of the Policy. It was anticipated that initially such training would be provided at induction and thereafter be refreshed at regular intervals. This is, however, not mandatory after the induction training and though training sessions are provided, these are not compulsory and attendance is very much at the whim of the individual. In terms of promotion of the values, much college material is created to take into account the differences in its audience. This is also true in the way that the college advertises to the general public, in a way that hopefully attracts a widely diverse learner body by projecting the image of a multi-cultural establishment in tune with modern, diverse communities. The main page of the College has easily accessible links to an overview of learner support available, including ESOL and the International page also has links leading to information essential to the potential overseas learner as well a guide to the local area. All in English. 2. Professional practice The effects of racial legislation in the classroom or workshop are best examined by illustration using two real scenarios. Firstly, a level one group, fifteen strong, is undertaking a largely practical course in engineering fundamentals. Three learners in this group are of the Muslim faith. Their backgrounds are racially diverse, one black of Ugandan origin, one is Bangladeshi and the third is a Lebanese from Beirut. All three have vastly different characters due partly to the natural diversity of human beings, their common Muslim faith and their national origins. Secondly, a level three group, also fifteen strong is engaged on a level three national Diploma course has a very broad racial and ethnic diversity. The group includes the following. An Israeli, an Afghan refugee, a Ukrainian, a Romanian, four Afro Caribbeans and the remainder white-British. Immediately we see racial differences that have the potential for giving rise to tensions or even conflict. In dealing with the three Muslims in the level one group, their needs are very much governed by their racial and faith backgrounds. The society values of each individual within the group will be quite different. Think of the Ugandan, the Bangladeshi and the Lebanese, all Muslim yet all quite different with different individual needs. Yet the Race Relations Act of 1976 demands that each group or individual within a majority group must be given equality of opportunity. Here also there is a case for differentiation extending beyond that required in terms of learning styles alone. The big danger here is the perception of the majority grouping that another individual or minority group is receiving preferential treatment and is thereby gaining an unfair advantage. (Outside the education world a similar principle is bringing about the rise of the BNP in some working class communities) The majority group could realistically argue that the differentiation applied to the minority group, could be contrary to the principles of the RRA, paradoxically just what the strategy set out to avoid. The level three group is potentially more volatile in terms of possible conflict, although to date no problems of this nature have been encountered. More to the point are the strategies that can be employed to promote good relations and equal opportunities, since these two values do not always sit happily together. With such a diverse group, it could be envisaged that language would be the primary barrier to equality of opportunity. The quietness of the Romanian learner at first gave rise to some doubt, but rapidly dispelled on the production of assessable work. The Ukrainian, although born in that country has spent the majority of his life in this country, the Israeli likewise. The only issue in this regard concerns the Afghani refugee. This learner has fairly fluent spoken English and reasonable command of the written. However, this learner does have some difficulty with certain specialist, technical terminology. Support in this regard is provided upon request and ESOL type support is being provided via the International Office. In general, the College calendar is constructed with the major Christian festival in mind as well as conforming to the traditions of the British academic year. With the annual rise in ethnic diversity, it is now important to recognise the festivals and observances of other religions. A Muslim learner, for instance who is not available for college on a Friday, could be provided with personal support, guidance and of course will have access to any learning materials placed on the VLE. Another possibility is that the date of an assessment could be adjusted in order that Muslim learners are not assessed during Ramadan. An ideal time to promote racial and ethnic harmony is the tutorial session, which the majority of learners have allocated. Unfortunately support materials for the specific purposes of supporting racial equality sessions are limited to two activities only. Conclusion. Oaklands College is bound by law to implement the requirements of the RRA1976. However, the advantages are manifold in real terms. If equality of opportunity is achieved, then it naturally follows that success rates will improve and with it the reputation of the college as an excellent place to learn. None of this can happen without compliance. A foundation block of this is the classroom or workshop, where finely tuned strategies are essential for the promotion of racial harmony. Teaching staff, who are the main point of contact for the student, must therefore be cognisant of the requirements of the Act, which places a very pertinent emphasis on ongoing training. For prospective students especially those from minority ethnic groups, it is essential that their first impression of the College is of a place where they will receive absolute equality of opportunity. Experience has shown that that race relations and observance of the requirements of the RRA1976 is no longer only a question of colour, the recent influx from eastern Europe brings with it further challenges, in respect of language, customs and religious observances. Though many come skilled into the British workplace, retraining to British standards (here we think of electricians) will mean that there will be an increasing number of students for whom language could present a barrier to their opportunity. It can be seen that while Oaklands College implements the letter of the Act in many ways, there remain several areas where the spirit of the legislation is forgotten, or at least relegated to insignificance. In view of investigations, it is recommended that the following points be addressed The college pays more real attention to the requirements of the act in that it makes the RRP more accessible. Currently the RRP is only listed in the EDP and only accessible via the quality folder on the Curriculum drive. Staff training should become more regular and mandatory, that is, positively timetabled for every member of staff. Changing the college calendar in recognition of festivals and observances of religions other than Christian. (Days off for the Sabbaths of all Abrahamic religions?) Making available more, relevant support materials to promote racial equality of opportunity for use in tutorial sessions. References: Oaklands College Equality and diversity policy, Oaklands College, issued 2006 http://intranet.oaklands.ac.uk/docs/CorpPil-EAD%20-%20Equality%20%20Diversity%20Policy.doc 24/10/2007 at 0915 Annual report on Equality and Diversity Oaklands College Curriculum drive, Quality, All Staff only Bibliography 1. The Race Relations Act 1976 http://www.statutelaw.gov.uk/legResults.aspx?LegType=All+Legislationtitle=Race+Relations+ActYear=1976searchEnacted=0extentMatchOnly=0confersPower=0blanketAmendment=0TYPE=QSNavFrom=0activeTextDocId=2059995PageNumber=1SortAlpha=0 Accessed 17/11/2007 at 1500 2. The duty to promote race equality A GUIDE FOR FURTHER AND HIGHER EDUCATION INSTITUTIONS (Non-statutory) http://www.equalityhumanrights.com/Documents/Race/Education/The%20duty%20to%20promote%20race%20equality%20a%20guide%20for%20further%20and%20higher%20education%20institutions.rtf Accessed 25/11/2007 at 0730 3. Statutory CODE OF PRACTICE ON THE DUTY TO PROMOTE RACE EQUALITY http://www.equalityhumanrights.com/Documents/Race/Public%20sector/Race%20equality%20duty/Specific%20duties/Code%20of%20Practice%20on%20the%20Race%20Equality%20Duty.rtf Accessed 18/11/2007 at 2315 4. Race Relations Act 1976 and the Race Relations Amendment Act 2000 http://ljmu.ac.uk/EOU/EOUDocs/summary_Race_Relations_Act_1976_and_the_Race_Relations_Amendment_Act_2000.doc Accessed 18/11/2007 at 2130

New Media Artists on the Internet :: Internet Net World Wide Web Media

New Media Artists The enormous success and popularity of the Internet and new media as a whole have changed society in many ways. Artists have begun to use new media to deliver their works. As the artists use new media such as the Internet, the medium in which the work is delivered has become part of the artwork itself. In old media the book in which a story was printed is not part the literary piece of art. Ed Falco’s â€Å"Self-Portrait as Child with Father† and Olia Lialina’s â€Å"My Boyfriend Came Back From The War† are examples of McLuhan's message that the medium is the message. Both artworks are examples of new media art as defined by Lev Manovich in â€Å"The Language of New Media†. The introduction of new media art forms have changed the role of the artist, as the medium of digital art has now become the message itself making the individual ideas, perspectives, and narratives of the artist less important to the artwork as a whole. Marshall McLuhan is one of the first to articulate some of the social consequences of the great technological advances of the 20th Century. In his book â€Å"The Medium is the Message† from 1964 he introduces the idea that with the use of the new media as forms of communication it is the medium itself that is the message and he explains that, â€Å"This is merely to say that the personal and social consequences of any medium†¦result from the new scale that is introduced into our affairs by each extension of ourselves, or by any new technology† (Liu 1). The message will therefore change according to the medium. As we will see with new media art, the message would clearly be different if Ed Falco’s â€Å"Self-Portrait as Child with Father† was read linearly in a traditionally printed book than when experienced in its actual online non-linear presentation. Olia Lialina’s â€Å"My Boyfriend Came Back From The War† is presented similarly as a n online non-linear artwork. These artworks are interactive in the sense that the reader must click on links to read the story, or using a traditional turn the reader must click the link to virtually turn the page. Since there are multiple links at the same time the different pages are read at different times and in different order from reader to reader. It is therefore the case that no two readers of the artworks will have the same experience and opinion about them.

Global Poverty Essay

Poverty is the condition of not having the means to afford basic human needs e. g. nutrition, clothing, shelter, clean water, healthcare etc. Mahatma Gandhi has previously referred to it as the worst form of violence. Prior to the industrial revolution, poverty had been mostly accepted as inevitable as economies produced little thus making wealth scarce. Today, rises in the cost of living makes poor people less able to afford basic human needs e. g. poor people spend a big portion of their budgets on food in comparison to the rich. It is, however, not enough to blame the poor for their predicament. Governments have also been culpable as they pursue policies that harm successful development. Globalization leads to decisions, policies and practices that are typically influenced, driven or formulated by the rich. These have resulted in a few people getting wealthy while the majority struggle. Poverty is determined by finding the total cost of all essential resources that an average human adult consumes in a year. Poverty threshold or the poverty line is the minimum level of income that is necessary to achieve an adequate standard of living in a given country. It is significantly higher in developed countries than it is in the developing world. Poverty threshold is a useful economic tool which measures poverty on a global scale. Poverty was identified by the United Nations early this century as the first of the Millennium Development Goals (MDGs) that each country was to work towards eradicating by 2015. Statistically, this goal still seems a long way off going by current indicators. According to the World Bank Development Indicators 2008, at least 80% of humanity lives on less than $1 a day with more than 80% of the population living in countries where income differentials are widening. It is also prudent to note that the poorest 40% of the world’s population accounts for 5% of global income. The richest 20% account for three-quarters of world income. There are various causes that have been identified as contributing to global poverty. From a historical perspective, most poor countries were vassals of the great colonial powers of the 19th and 20th centuries. At independence, exit strategies by the colonial masters resulted in geographical boundaries that were inspired more by politics than the creation of new states. Too many countries found themselves lacking a critical mass of resources or with the population being landlocked thus explaining why a significant portion of today’s global poverty exists in war torn and post-conflict countries e. g. the Democratic Republic of Congo. Also, the newly independent countries were also denied fair representation in international negotiations either by exclusion or lack of capacity. Global trade rules have obstructed developing countries from reproducing proven models of industrialization with Agriculture, a mainstay of most African economies, being impeded by massive subsidies. Many developing countries have been architects of their own misfortune with self perpetuating kleptomaniac governance which fails to invest in agriculture. The broader lack of institutional capacity and infrastructure hinders delivery of aid programmes and business investments and is responsible for perpetuating global poverty. To aggregate global poverty on a consistent basis, the World Bank calculates an international poverty line by reference to the average of the national poverty lines in 10-20 of the world’s poorest countries. Using data from 2005, the international poverty line of $1. 25 resulted. However, two countries with the largest populations in the world i. e. India and China have adopted national poverty lines which are even lower. India’s approach, for example, is based on the food poverty line which gives a national poverty rate of 28% compared to 42% on the international basis. Based on World Bank figures, the number of people living below the international poverty line of $1. 25 fell from 1. 8 billion to 1. 4 billion between 1990 and 2005. China accounted for 465 million of this reduction implying that poverty had increased elsewhere within the period e. g. in Sub-Saharan Africa, the increase was 100 million. The need to eradicate global poverty stems from religious teaching which finds secular expression in the 1948 Universal Declaration of Human Rights which asserts that ‘everyone has the right to a standard of living adequate for the health and well being of himself and his family’. Another reason that calls for the eradication of global poverty lies in self interest as in a globalized world, countries large and small are interdependent. Extreme poverty leads to international labor migration which on its own can lead to other problems such as spread of disease. International solutions to global poverty include anti-poverty campaigners pressing rich governments to honor promises made in the Millennium Declaration, lobbying for the removal of agricultural subsidies that protect rich farmers at the expense of poor ones. Countries should also be at the fore front of embracing MDG programs so as to build capacity of national and provincial institutions. Two countries with the greatest success in poverty reduction are China and Vietnam even though their strategies are often at odds with western models. The medical profession, which is in the business of saving life and reducing suffering, should lead the world out of the trap of poverty and death from starvation and preventable diseases. The World Bank Development indicators of 2008 point out that infectious disease continue to blight the lives of the poor across the world with an estimated 40 million people living with HIV/AIDS. Also, every year there are 350-500 million cases of malaria with one million fatalities. Africa thus accounts for 90% of malarial deaths with African children accounting for over 80% of malaria victims worldwide. With such grim statistics, it is clear that the medical profession plays a vital role in saving lives in developing countries and this can ultimately lead to poverty eradication as the population which is a critical resource to any country will not be wiped out. Medics are also actively involved in the health of children worldwide especially in poor countries. With 2. 2 million children dying worldwide due to lack of immunization and a greater number of 10. 6 million children dying worldwide before they reach the age of 5, the role of medicine cannot be gainsaid. Further, lack of access to safe drinking water and sanitation leads to the annual deaths of 1. 4 million children. By training more health professionals especially in developing countries, curbing such alarming statistics would be made possible. Averting children’s deaths builds a firm foundation for a country in its attempts to escape the clutches of poverty. Doctors can also get involved in highlighting and tackling water problems affecting half of humanity as some 1. 1 billion people in developing countries have inadequate access to water with 2. 6 billion lacking basic sanitation. Sanitation issues have been known to cause 1. 8 million child deaths each year as a result of preventable ailments such as diarrhea. Doctors can help in educating communities on how best to tackle such relatively straightforward problems thus avoiding attendant problems caused by water and sanitation deficits. In conclusion, poverty has the effect of creating a ‘poverty cycle’ which operates across multiple levels i. e. individual, local, national and global with the affected sectors mostly being health, education and housing. Although poverty reduction has historically come about as a result of economic growth, medicine and the medical profession in general ought to be at the forefront of fighting this global scourge as results have shown how much of an impact the programs they run have had an impact on communities around the globe. In the words of Anais Nin ‘If all of us acted in unison as I act individually there would be no wars and no poverty. I have made myself personally responsible for the fate of every human being who has come my way’. In a sense, this is the hallmark of the medical profession.

Treaties and International Law essays

Treaties and International Law essays As international instruments proliferate, the remedies available to states for breach of international obligations and the number of institutions offering for a granting of such remedies have expanded. Today, the International Court of Justice (ICJ) is no longer alone in providing a forum for the granting of remedies. Different trade, environmental, or law of the sea regimes, for example, has expanded the range of options Yet, with this expansion come new problems, tensions and questions. For example, will a given institutional option actually be effective' Is the proliferation of procedures and mechanisms necessarily a good thing' What happens if different institutions offer diverging jurisprudence' Which factors determine the choice of one forum over another' Evolving out of the papers and presentations given at the Fourth EC/International Law Forum hosted by the Law Department at Bristol University in May 1997, Remedies in International Law is a collection of essays by leading international jurists on the remedies available to states in international law and the issues "flowing from the multiplicity of procedures and mechanisms".[1] Discussions go beyond the examination of traditional institutions such as the ICJ to more recent institutional that under the Convention on the Law of the Sea and to alternative dispute The International Tribunal for the Law of the Sea (ITLOS) "represents the first world-wide court set up specifically to deal with a major part of international law since the establishment of the International Court of Justice fifty years ago".[2] David Anderson and Robin Churchill examine, in different pieces, new institutional arrangements under the 1982 UN Convention on the Law of the Sea. Both focus on the ITLOS. However, while Anderson examines the establishment, jurisdiction, rules of procedure and judicial policy of the Tribunal, Churchill ...

Spiritual Issues Example

Spiritual Issues Example Spiritual Issues – Term Paper Example Spiritual Care in Nursing of Individuals, Community and Colleagues Unit Introduction This is the care which responds and appreciates the fundamental needs of human spirits, especially when they are faced with traumatizing situations, illness or depression and sadness. When the patient is under such condition, there is need for the patient to recite prayer and sacrament, understand their self work, expressing themselves, supporting their faith and hope and giving meaning to their many questions. The care, therefore, relies on the compassionate relation between the nurse and the patient, community or colleague, for fulfillment of spiritual needs.Natural and Manmade DisastersDisasters can either take a natural or artificial form. For instance, in the case where a patient is realized and identified to have incurred great damage of his mental abilities, then this could be natural only in the situation where the patient/victim did not indulge in acts that led to the insanity (Royal College of Nursing, 2011)s. Natural occurrences, in many instances, are beyond the power of humans to control, are in many instances considered to be acts of God. Artificial disaster, which would need spiritual nursing and care, could occur in the instance where the patient is greatly depressed due to the economical status of his or her family. Both of such patients require nurses that understand their spiritual needs and wants (Rieg et. al, 2006).Caring for the Individual, Community and ColleaguesWhen handling this delicate issue on spiritual healing and care, nurses should ensure that every individual patient works directly towards discovering a new self throughout the rehabilitative program. The patient ought to know that there is new found hope and purpose of life and the nurse is to ensure the patient remains optimistic. In the case of community and colleagues, the nurse has to appreciate the fact that people originate from different spiritual backgrounds, and should therefore treat c ommunity and colleagues according to their specific needs, and not according to the individual needs (Rieg et. al, 2006).ReferencesRoyal College of Nursing (2011). Spirituality in Nursing Care: A Pocket Guide, pp 1- 13. Retrieved from rcn.org.uk/__data/assets/pdf_file/0008/372995/003887.pdfRieg, L., Mason, C. & Preston, K. (2006). Spiritual Care: Practical Guidelines for Rehabilitation Nurses. Rehabilitation Nursing, Vol 31, No. 6, pp 249-256. Retrieved from URL rehabnurse.org/pdf/RNC_264.pdf

Will money disappear and what will replace it Research Paper

Will money disappear and what will replace it - Research Paper Example The first debate of the possible disappearance of money was started when plastic money in the form of credit cards began taking rook. Now, there are expectations that hard cash will disappear and be replaced by plastic money (Bkatayama Para 1). The debate has now changed and now it is speculated that both plastic money and hard cash will be replaced by other forms of cash. Mobile cash Smart phones are becoming a big part of people’s lives every day. In many economies, SIM cards in mobiles phones have been linked to owner’s bank account which means that the owners of these phones can access their money in the bank directly to carry out everyday payments such as in shopping malls, paying utility bills and other payments. This is something that has spread even in the underdeveloped countries such as in Africa. In east Africa for instance, Kenya was one of the first countries in the world to use mobile banking offered by a cell phone network operator called Safaricom. This mobile phone money transfer allows users to deposit money, withdraw and most importantly pay directly from the phone. The phones don’t have to be smart phones since what is necessary is the SIM card which is registered in the name of the owner and then linked through a mobile network to the bank. This service, although originally offered as a standalone service without the involvement of banks, has now been linked with banks and users can now have a direct link to their bank accounts. This kind of money transfer continues to grace many economies around the world and users like the advantages of mobile money. The main advantage of mobile money is that a person does not have to carry hard cash with them or numerous credit card and debit cards. Due to increasing popularity of mobile money, it has been speculated that by the year 2020, hard cash and plastic money will have been replaced by mobile money (The Week). There are however those who dispute this argument and postulate th at it will be difficult to replace hard currency and plastic money. Some of these reasons include; Huge investment in cash and plastic money The argument is that that are too many organisations that have invested too much money in the system for hard cash and plastic money and they will not allow this form of cash to disappear because its disappearance would mean that they would lose their investment. Apart from this, the most formidable argument that has been given for the impossibility of hard cash and plastic money disappearing is the fact that most people will remain paranoid of new forms of payment and will prefer to pay using the traditional means. For instance according to (Fratianni, Salvatore, and Savona 515), the central bank can prevent the disappearance by setting high reserve rates and also stabilising its monetary policy. Advantages of hard cash Although hard cash has its advantages, it also has its advantages. A major good thing is that it is anonymous. One problem wi th digital money such as mobile money is that it always leaves a â€Å"paper trail† and therefore, some people may find it intrusive in terms of their privacy. More than fearing for their privacy, the other main concern that most people will continue to have is the issue of security of their money. Most people fear that digital money may not be very secure because sometimes it may only take a few clicks or a just a swipe for a thief to take all of a person’s savings. Although security has been tightened around virtual money systems, previous instances of people’s accounts being cleaned by hackers remain a big challenge in convincing people to use virtual money. Some have also argued that just in the same way that notes did not replace coins and plastic money

English (reading) Essay Example | Topics and Well Written Essays - 1000 words

English (reading) - Essay Example For those who require serious medical attention, the situation is even more pathetic since they expectedly ring up higher medical bills. â€Å"Almost 30% of the U.S. population either had a high financial burden of healthcare costs or were uninsured.† (Cunningham, 2006). According to (U.S. Government, 2009), the average household spent 2500$ on out-of-pocket medical expenses. Also tight economic conditions result in a great number of layoffs and medical expenses become quite difficult to bear for the unemployed persons. So the help from the government naturally becomes mandatory to resolve the issue. There is a huge body of evidence suggesting the healthcare issues, to be the ultimate responsibility of the government, since the healthcare expenses are spiraling out of control. Who is going to take all the blame if even the government, with all its powers and resources becomes impassive in such circumstances? Recently in November 2009, President Obama finally got the healthcare reform passed. The point of the bill is to make healthcare a completely government-controlled system. Still the bill seems a bit likely to relieve the problem because many families would still find their healthcare expenses rise beyond what they feel they can easily afford. â€Å"I ended up spending over 4000$ out of my own pocket despite having what’s considered high quality, employer-sponsored health insurance.† (Bradford, 2010). Also the government plans to increase the healthcare costs of the average American family by 4000$. â€Å"For the average single American, the cost of healthcare insurance today is about $4,600. The report found that this cost will rise to $8,200 in 2019.† (Gingrich, 2009). Still the bill is an innovative approach from the government to taper the healthcare crisis. The main problem is a group of corrupt people who are keen to maintain the sour issues. â€Å"High-ri sk individuals face notorious difficulty in accessing private health