The effects unemployment has on crime

The effects unemployment has on crime Unemployment occurs when people are without jobs and they have actively looked for  work  within the past four weeks.  The unemployment rate is a measure of the prevalence of unemployment and it is calculated as a percentage by dividing the number of unemployed individuals by all individuals currently in the  labour force (the  International Labour Organization). There never occurs full employment in the country. But there are different methods of combating unemployment. There are some countries that reached a minimum unemployment figure. A good example of this are the post World War II era when there was a huge economic growth occurring. e.g. the United Kingdom in the 1950s and 60s when the average unemployment rate was at about 1.6 % (John Sloman (2004).  Economics. Penguin. p.  811), and in Australia in the 1945  government established a policy of full employment, which lasted until the 1970s when the government ran out of money. The latest statistics for UK unempl oyment is The unemployment rate stands at 7.7% down 0.1% over the quarter. 29.19 million people were in work in July to September according to the labour force survey (LFS). The number of people employed was up by 167,000 this quarter and up by nearly 300,000 from last year. (HRM Guide, 13 October 2010) As anyone can derive, there is a relationship between crime and unemployment. There have been a lot of studies into this topic as a low level of crime is socially desirable. Therefore, governments of all countries have tried to combat the problem of rising crime levels. A good example of the latter is post Soviet Russia. Crime rate in the 1980s increased to very high levels. This was the outcome of the collapse of the Soviet Union, because with it everything collapsed the law enforcement systems, social security, and minimal standard of living. And, obviously, these are the perfect conditions for an outbreak of crime. Extreme poverty and unpaid wages, which resulted from a suffering economy, have led to property crimes, theft and counterfeiting. By the early 1990s, theft, burglary, and other property crimes accounted for nearly two-thirds of all crime in the country.  There was a rapid growth of violent crime, including homicides.( Crime in the Soviet Era  Federal Research Division,  Library of Congress). In present times, though, Russia has done well in fighting this nightmare of crime. There are many other countries that have fought and are still combating this problem. By the use of the example of Russia, I wanted to show that unemployment is considered a very important cause of crime in any country, together with law enforcement problems and also labour market opportunities. Economic theories of the effect of crime on unemployment  « how many resources and how much punishment should  be used to enforce different kinds of legislation? Put equivalently, although more strangely, how many offenses should  be permitted and how many offenders should go unpunished. Gary Becker (1968). Becker (1968) is considered to be the first work which formally analyses the issue of crime using an economic model. Becker links the problem of crime to social welfare. It is assumed that criminals are as rational as any other person. And, therefore, if they are involved i n crime activities, it means that they are better off by doing so. The issue of opportunity cost comes up quite frequently in these discussions. If a potential offender, despite the knowledge that he has about the punishment he will get if he commits a crime, still goes and does it it means that the reward that he is aiming at justifies the probability of him getting caught and convicted. When looking at crime, the concept of rationality is applied not only to criminals, but to all parties involved judges, policemen, legislators and potential victims. So, when the institutions that control crime are designed, their main concern is not the crimes that are committed and how much they weigh, but the costs that occur to the society. As an example, if it takes half of the population to be turned into judges, policemen, etc in order to decrease the crime rate by 70%, it would probably not happen in the real life, because the cost of doing so is too high. Becker constructed a model, which identifies optimal levels of punishment by minimising the social c ost induced by both combating crime and crimes themselves. This model predicts the aggregated supply of offences. The number of offences a criminal would commit, according to Becker, would be negatively related to the probability of apprehension and the severity of punishment. It also includes a certain u term, which includes all other variables that can influence the predicted outcome e.g. income from legal and illegal activities, education, risk aversion, etc. But, this variable u is not explicitly studied by Becker. This work was later on continued by Ehrlich (1972, 1973). Ehrlich states that a person is able to spend time on both legal and illegal activities, but the amount of time that one dedicates to any of those activities depends on the amount of utility (return) that he gets from it. By 1973, Ehrlich designed a mathematical model that describes this relationship. Ehrlich bases his model on the decision making under uncertainty theory. The assumption used is that a person can switch between legal and illegal activities during their lifetime, depending, as I have mentioned earlier, on the amount of utility they get from them (activities). There is no training and no costs involved in changing between the two. So, it is obvious, that an increase in opportunities in the legal market, e.g. higher probability of employment and higher wages would increase the expected utility gained from legal activities and so and individual, being rational, would spend more time on legal, rather than illegal deeds. Therefore, keeping a low level of unemployment, in theory will decrease the crime level. Cohen and Felson (1979) have proposed that in order for a crime to be done, it need three factors to be satisfied: motivated offenders, suitable victims and the lack of effective legal punishment system. Leading from this, the increase in crime production is caused by an increase in the first two factors under the third an ineffective legal system. This argument only supports the prediction made in Ehrlichs model. We can deduce a positive relationship between the rate of unemployment and the crime rate. On the other side of the argument, Cantor and Land (1985) have predicted a negative relationship between the rate of unemployment and crime based on the works of Cohen and Felson. They suggested that the higher the unemployment, the less people there are in the second category (suitable victims). If there are more unemployed, those who lost their jobs stay at home and therefore avoid the risk of having their house robbed, for example. Also, a higher rate of unemployment is a sign of a recession, which means that there is less for the offenders to steal, for example. So, higher unemployment may reduce property crimes. Also, using the same logic, we can deduce a reduction in violent crimes again through a reduction in that second factor suitable victims. Statistically, most violent crimes are committed by strangers, so if you stay at home, you avoid that risk. Cantor and Land have designed an empirical model which tests the motivation and opportunity effects of unemployment rate on crime. There are several equations under estimation. The dependant variables include the differentiated levels of crimes like homicide, rape, assault, robbery, theft, burglary, etc. Independent variables are either up to date or differentiated unemployment rates. The argument in this paper is that in case of a financial crisis those that become unemployed will receive some unemployment benefits, etc. And therefore they might not turn to criminal activities straight away, but after they are under financial pressure in case unemployment benefits or an alternative source of income expires. This model has been criticized by several researchers in this area. For example, Greenberg in 2001 has argued that those who become unemployed might not have the sufficient resources to keep themselves, while out of work. This factor might make them engage in illegal activities, which contradicts the outcomes on the Cantor and Land model. He also questioned the mathematical approach of the model. Greenberg (2001) claimed that it is mathematically unacceptable if the differencing procedure is only carried out on the crime rates but not the explanatory variables. Also, Hale and Sabbagh (1991) have questioned mainly the empirical work of Cantor and Land. The ideas of integration and cointegration were introduced to show that their models  are mis-specified. Leading from this, it is argued that any conclusions drawn from their work are probably unreliable. There are other papers that only try to derive the net effect of unemployment on crime, rather than taking into account motivation and opportunity costs. A good example is a paper written by Fleisher (1963). In it, the author argues that there is a positive correlation between parent unemployment and youth crime. If there is a high level of unemployment in the country, adults become unemployed and it becomes very hard for them to provide for their children, who, therefore, might turn to illegal activities. Fleisher uses time series data to test this relationship because it gives a more thorough view of the relationship of different variable in a long period of time. The prediction of the model is justified using an OLS estimation and shows a positive and significant correlation between unemployment rate and youth crime. Some researchers preferred to use panel data to investigate this area. For example, a paper written by Raphael and Winter-Ebmer (2001) uses this approach. The argument in this paper is that there is a dependent relationship between crime and unemployment. One might be the cause of the other. E.g. high crime rates in the country will deter investment and so add to an increase in unemployment, which is what happens in countries like Russia. Because Russia is known for white-collar crime, it is a serious obstacle to foreign direct investment. (Forbes.com). Also, people who have had a criminal record might find it very difficult to find a job a so remain unemployed. The results of the OLS estimations of the model are the following: there is a positive relationship between unemployment and property crimes, but, on the other hand, there are insignificant results regarding the relationship between unemployment and more severe crimes like rape and murder. Although, one very interesting point of findings of this paper is the negative relationship between unemployment and murder. The explanation of this can potentially be found in Ehrlichs three factor model. Unemployment could decrease the potential interaction between a criminal and a victim.

Does the term “Bible Belt” still remain true for Southern states? Essay

Does the term â€Å"Bible Belt† still remain true for Southern states? Did Facing the Giants depict religious life in the South accurately? From before I can remember, I was attending church and a part of children’s musicals. Church is like a second home and a huge aspect of my life. Religion is a common ground for many Southerners, and is a place to gather and catch up with one another, while in other parts of the country it tends to be a touchy topic. Religion is one of many aspects that developed the South into what it is known for today. Facing the Giants, by Alex Kendrick, effectively represents the role of religion in the South through the literal translation of the Bible, the role it continues to play in daily lives, and how the South still embodies religious aspects. Facing the Giants is a biblically based movie made by Sherwood Baptist Church of Albany, Georgia about religion and football. The film stars Coach Taylor, a mediocre football coach, for Shiloh Christian Academy Eagles. Everything is falling apart for Coach Taylor: his car continually breaks down, he is the reason his wife cannot become pregnant, and he is on the verge of being fired. With all of these things confronting him, he turns to the Bible, puts his life in God’s hands, and his life dramatically changes . He and the football team decide they are going to play football to glorify God and not necessarily to win; thus, whether they win or lose, they will glorify God. This change impacts the players, which in turn impacts the school, and a revival transpires. The Eagles play their next football game and win. They continue to win and make it to the semi-final round of the state playoffs. Sadly they lose in the semi-finals to the Panthers but still gl... ...characteristic traits of religion in the South and does a great job at giving insight to the significance and importance it has in the culture. As times are shifting and cultures are changing, the one thing that remains constant in the South is religion. Works Cited Facing the Giants. Dir. Alex Kendrick. Perf. Alex Kendrick, Shannen Fields, and Jason McLeod. Sony, 2006. DVD. Hook, Wade F. "Religious Regionalism: The Case Of Lutherans In The South." Review Of Religious Research 27.1 (1985): 77. Academic Search Premier. Web. 6 Feb. 2012. Wilson, Charles Reagan. "Religion In The Southern States: A Historical Study." Religious Studies Review 16.3 (1990): 205-210. ATLA Religion Database with ATLASerials. Web. 6 Feb. 2012. Wilson, Charles Reagan and Mark Silk. Religion and Public Life in the South in the Evangelical Mode. Oxford: AltaMira Press, 2005. Print.

A Multimedia Thesis Project Essay

During the 16th-17th century, when the Philippines was still under the control of Spain, the Jesuit Historian, Father Pedro Chirino, wrote in 1604 about the baptism of two deaf Filipino in Dulac, Leyte by Father Francisco De Otaco. Father Ramon De Prado, the vice-provincial priest taught these two deaf Filipinos and they were the first deaf Filipino who learned to use the Filipino Sign Language. The older Deaf, Raymundo shared his knowledge to five to ten deaf men during a mission. 300 years later, the first influence of American Sign Language came here in the Philippines thru Delight Rice, the hearing American teacher who established the School for the Deaf in 1907 in Manila (PDRC and PFD. 2004.) The school still exists today as the Philippines School for the Deaf (PSD) (HV 2474 F55 2005 Pt.1 from DLS-CSB). â€Å"Filipino Sign Language is certainly natural and a unique visual language of the Deaf Filipinos. The grammar, structure and syntax or arrangements of the Filipino Sign Language (FSL) are equal or the same as in the spoken language. FSL has its Filipino Deaf culture and identity. However, Filipino Sign Language is not a written system.† (Philippine Deaf Resource Center, Inc., Macky Calbay and Raphael Domingo) Sign languages communicate ideas through hands like spoken languages. However, sign languages do not need sounds and voice. It needs hands, face and other parts of the body to communicate in visual ways. The visual signs, helps the deaf to understand the message it conveys through the eyes. Signs must be clear in order to be understood in the eyes of the deaf, which the brain process, interprets and meanings comprehended. The basic parts of signs are hand shapes, location, movement, palm orientation and non-manual signals. Many people think of sign languages as a language of the hands but the research in linguistics revealed that sign language includes not only one or both hands, but also the different parts of the trunk, arms, neck, head and face. Hand shape, movement and number of hands used may be grouped together. A sign language follows many groups of rules. The parts of signs and their meanings, whole, signs, and the grammar of sentences are separate rules. Several words are put together to form a sentence, and the exchange of these sentence forms a dialogue. Examples of dialogue are conversations, stories, humor and poetry. When a sign is produced by itself, it may look different from when it is actually used in a conference. The important part of the sign language is the connection between two or more conversing people. Social factors are important in studying signs during the conference. It is because the sign language is not only for relaying messages but also for social interaction. The sign used for a word is influenced by one’s emotions. For example, the word â€Å"sorry† is signed in just one way, but when added with emotions, it could have different meanings. The signs are shown to the complexity of their grammatical function. In spoken languages, words act certainly according to their grammatical class.  In sign languages, signs may function differently depending on the sentence structure, and context of the conference. So, it is common for a single sign to shift functions as a noun, verb, or adjective in different sentences, conversations or contexts. Since sign languages are not written systems, the use of words came from a written language and the grammatical function of the sign must carefully avoid being perplexed. For example, a word for a sign that can be a noun in English, but the sign itself can function as a noun or adjective. In Grammar classes, there are the same kinds of grammatical groups are getting into sign language. In ASL, there are different classes of verbs that have been described. The verbs may include different kinds of information such as: where the action takes place, or who does the action (subject) and who receives the action (object). It can be same to some sign couples in FSL. Examples of these noun-verb/adjective couples in FSL are LOW-BATTERY, BATTERY-FULL. Sign languages are different from spoken languages or written. A sign may be used as a noun, adjective or verb that depends on the sentence. Sometimes, a single sign can already be similar a share of a sentence or even a whole sentence. For example, the single sign â€Å"observe† may already mean, â€Å"I observe her carefully.† There are classifiers in the traditional signs appearing in FSL. These can be easy classifier hand shapes to understand classifier predicates. The classifiers observed in FSL also have classifier hand shapes and movement roots like those described in ASL and BSL. An example is the sign LRT/MRT. The classifier hand shape is the whole object type — the hand shape looks like the rail transit car. The movement of the classifier is a process movement root. The LRT/MRT moves forward. The straightforward movement of the hand represents the forward action of the LRT/MRT. In Nouns, the signs included in a group have always been noted in a dialogue as nouns. The traditional signs included food, events, places, persons and various objects. It included also common and proper nouns. For example,  MANGO, ELECTRIC FAN, JOLLIBEE, HAPPY etc†¦ In Nouns/Verbs, the signs may switch in grammatical class that depends on the dialogue structure. The signs however, show to only have a single form unconcerned of their grammatical function. Most of them cannot be able to show always the movement repetitions strongly characteristic of noun-verbs pairs in American Sign Language. For example, AGREE, AGREEMENT, CONCLUSION/CONCLUDE etc†¦ In Nouns/Adjectives, the signs are noted to have nominal or adjectival functions. For example, BETTER, FAST, HOT, HAPPINESS, EXHAUSTED etc†¦ In Verbs/Adjectives, the signs are noted to be used as adjectival predicates. For example, CORRUPT/TO BE CORRUPT, PASSIVE/TO BE PASSIVE, SUFFER/BE IN SUFFERING etc†¦ In Lexicalized Finger spelled signs, the signs are aged which are more commonly noted among Deaf signers in their forties to sixties. Examples of Lexicalized Finger spelled signs are #AIRCORN, #TV etc†¦ In Lexicalized Initialized signs, the signs are from variant grammatical classes and used two or three decades. For example, ANYBODY, 13 PESO, GRADE VII etc†¦ In Structurally complex signs, the signs placed together since features of their structure are not as straightforward as the other signs shown so far. Signs included compound signs and agreement verbs. For example, HOW MUCH, DON’T KNOW, HARDHEAD etc†¦ In Semantically complex signs, the signs groups included idioms, belonging to variants of ASL, possessive pronouns, negations, various phrases, and classifier predicates (signer’s perspective). For example, DESTROY FOOD, PLEASE, RUDE etc†¦ (IDIOM) FSL signs showed to be adverbs. The non-manual signal noted in FSL signs that  moves of the tongue. The tongue of non-manual signs is same but their meaning is mixed-up, not clear or hard to understand. For example TEXT-GARBLED describes a text message that is hard to understand. In FSL, the pointing pronouns are noted in commonly using among Deaf Filipino signers which usually include the index finger. The signs use an open hand. They show ownership or possessions. The question is always used by FSL sign. The eye gaze is forward the person who asked the question. The first location of the hand is near the object being talked about. The last location of the hand, and its palm, faces the person being asked. One example of pronouns is the TOUCH-MINE. In space as time, the place where the signer stands represents the time now. The space in front of the signer shows the future and the space behind the signer shows the past. Signs related to time such as LATELY, NEXT DAY, LAST WEEK AGO, NOW are produced at different points of this timeline. One example of time is the TOMORROW-TOMORROW, LAST-TWO-YEARS etc†¦ In idioms, there are several signs that are called Deaf idioms in the book Love Signs. But, the need is more researching if the signs are all true idioms. It uses expressions unique to Deaf Filipino signers. For example, the sign ISTAMBAY of the literal meaning is a person who stands around for a long time. The figurative meaning can be a verb or adjective, describing a jobless person. A sentence is a group of words that completes ideas and can be followed by a period, question mark or exclamation point. There are two most important of English grammar; knowledge of writing and allows students to study the grammar of other languages completely. There are the most important elements of the sentence, the verb, subject, direct object, indirect object, complement, multiple-word modifiers, modifiers, clauses and phrases. Sometimes, many sentences have only a verb and a subject. It also includes the parts of speech; noun and articles, verbs and verbals, pronouns, adjectives, adverbs and prepositions and conjunctions. A subject is the name of a person, animal, place, thing and event that the sentence about. For example, â€Å"The house is a big†. The house is the subject of the verb big, answering the question who or what big? Another example, â€Å"The tiger eats the animal†. The tiger is the subject of the verb eats, answering the question who or what eats the animal; he tiger eats the animal. A verb is a word that describes an action. For example, â€Å"The goat eats grass†. The verb eats describes the action performed by the subject goat. Another example, â€Å"Deaf people walk on the street†. The verb walk describes the action performed by the subject Deaf people. A direct object is the noun that receives the action. For example, â€Å"Everyone ruins your precious things†. What is the action? ruins. What receives the action? precious things, it is the direct object of the verb ruins. Another example, â€Å"Your friend got your ballpen†. What receives the action? ballpen. Ballpen is the direct object of the verb got. An indirect object is the noun or pronoun that receives the direct object. For example, â€Å"The professor helps his student’s education†. The direct object of helps is education. His student is the indirect object. Another example, â€Å"I give the laptop to you†. The direct object of give is laptop. You is the indirect object. Complement is the word or words that complete the meaning of verbs that express feeling, appearing, being, or seeming. Such verbs are classified as copulative or linking verbs. For example, â€Å"I am feeling sick†. The verb feeling does not describe action, but does describe a state of being. Feeling links the subject I with sick is the complement of feeling. Another example, â€Å"His family seems worried of you†. The copulative verb seems links his family and worried, the complement of seems. Modifiers may be a single word or groups of words, make the identity that describes a verb, subject, direct object, indirect object, complements or  other modifier. For example, â€Å"My brother eats quickly his dinner†. The verb eats is made more precise is modified by quickly his dinner. Another example, â€Å"They lost my new laptop†. The direct object laptop is modified by my new. Multiple-word modifiers are included of phrases or clauses. A phrase is a logical grouping of words that does not contain a subject verb, while a clause is a logical grouping of words that does contain a subject and verb. For example, â€Å"My sister who was the only who love me goes to my graduation†. In this sentence, the clause who was the only who love me modifies my sister; the phrases to my graduation modifies goes. The first multiple word modifiers have both subject who and verb love. For this reason, the modifier is a clause. To my graduation has neither subject nor verb, so it is a phrase. A clause is a group of related words that includes a subject and a verb. It may also include an object or complement, an indirect object and modifiers. If it makes a complete idea and can stand alone as a sentence, it is called an independent clause. On the other hand, if it cannot stand alone as a sentence, it is called a subordinate or dependent clause. For example, â€Å"My family and I eat our lunch together and then we go to the mall†. This sentence consists of two independent clauses. Each clause has its own subject and verb: My family and I eat, we go. Either clause can stand as a complete sentence. Each makes a statement that does not depend on the other. The conjunction here is and, which is classified as a coordinating conjunction. Other coordinating conjunctions are but, for, so, or, nor and yet. A phrase is a group of two or more words that does not include a subject and a verb. It has many forms and functions. It is useful to learn and recognize phrases and to identify their functions as modifiers, subjects, complements and objects. For example, â€Å"His hobby was playing basketball†. The phrase playing basketball functions as the complement of was, a copulative verb. Playing is also a gerund. Another example, â€Å"My classmates want to finish their project early†. The phrase to finish their project  early is the object of want. Notice that to finish is an infinitive, which is one of the three types of verbals. In Grammar classes, there are classifiers in a spoken language as nouns, verbs, adjectives or adverbs. It includes pronouns and prepositions that have a more limited meaning. They can display relationships between nouns, verbs, adjectives and adverbs. In spoken languages, a word cannot be able to change its meaning. For example, if a word is a noun, it is always used as a noun. It does not develop into a verb, adjective, or adverb. In a spoken language, an idiom is a group of words with a unique meaning. It has two meanings, its literal and figurative meanings. The literal meaning is the independent meaning of the words, put together as a group, while the figurative meaning is the new meaning of the whole group of words. The new figurative meaning may not be related at all to the literal meaning of the words. Problem The Deaf students of the School of Deaf Education in Applied and Studies, De La Salle-College of Saint Benilde has a problem on English grammar because they do not know how to use the structure of the English language. They also believe that the sign language’s structure is the same or similar to the written English. As a result, it is hard for them to communicate with the hearing people through writing. Solution Through the creation of websites that utilizes flash player to describe the structures of FSL and Written English which can be arranged in such a way that the visual animation highlights the difference between the FSL and the written English structures. This way, it will be more meaningful and can be easily understood, remembered and applied by the deaf and as well as the  hearing students in communicating with each other. Furthermore, the students can understand the differences in using FSL structure and English written rules. Description of the Project Objectives †¢ To encourage the deaf students to understand the structural difference between the Filipino Sign Language (FSL) and the written English. †¢ To help Deaf students know how to translate FSL to written English by conceptualization, and Hearing students to translate written English to FSL by conceptualization. †¢ To promote and encourage the hearing people to understand the structures of sign language (FSL) and use it to communicate with the deaf. †¢ To assist the Deaf people how to communicate with the hearing people through written English. †¢ To create the flash website visually that can help hearing and deaf people to understand easily the structures of FSL and Written English. Target Audience †¢ Deaf and hearing people †¢ College students Medium Websites that uses flash player. Adobe Photoshop is a graphic editing program that makes easily website which  it can support website. ( (I CAN’T UNDERSTAND THIS KUYA!!!!) Video or Adobe Premiere is a technology of recording that supports website to make deaf and hearing people easily understandable. Pre-Production Process Project Step 1: Brainstorming to choose good topics related to Deaf issues Step 2: Choose three best topics pertaining to Deaf issues Step 3: Submit to my instructor the topics pertaining to Deaf issues Step 4: Consultation with my instructor to explain to me how to write the document Step 4: Share the topics to my classmates to help me select the best topic Step 5: Consultation with my Coordinator for editing my topic Step 6: Ask my English and FSL coordinators their opinion and to suggest what is the best topic to be written Step 7: Approval of the chosen topic by my CG coordinator Step 8: Research on the books related to my selected topic Step 9: Consult with my English and FSL coordinator Step 10: Writing paper (context) Step 11: Review and edit the paper Step 12: Draft sample design that is related to my topic Step 13: Print the paper Step 14: Final presentation Conclusion Therefore, this paper can be the seed to help both the deaf and hearing people understand the difference in structures of FSL and written English in an easy manner. For Deaf people, this paper will help them how to translate FSL to written English. Likewise, it will help the hearing people on translating written English to FSL. Furthermore, it will also help the hearing and deaf people to communicate with each other easily. The creation of websites utilizing flash player as visual aids highlighting the difference between the FSL and the written English structures will assist both the deaf and hearing people in communicating among themselves and with each other. It will also enhance the communication skills of the individuals; provide greater opportunities in understanding the world of the silent people, knowledge, cooperation and collaboration for the greater and common good of the society. References Tiongson, Peripi A., Hermosisima, Jun, Domingo, Raphael and Bustos, Marie Therese A. (ED.) (2004). AN INTRODUCTION TO FILIPINO SIGN LANGUAGE: Part l. Understanding Structure | Easy – to – read version |. [pp. 1-160] Filipino: Philippine Deaf Resource Center, Inc. TRADITIONAL SIGNS. (2004), AN INTRODUCTION TO FILIPINO SIGN LANGUAGE: Part ll: Traditional and Emerging Signs [pp.1-154] Philippines: Philippine Deaf Resource Center, Inc. Estiller-Corpuz, Marites Racquel [ED.]. Filipino Sign Language; A complication of signs from regions of the Philippines, Filipino: Philippine Federation of the Deaf. Ehrlich, Eugene (2000, 1991, 1976). SCHAUM’S OUTLINES: English Grammar, American: McGraw-Hill companies, Inc. Annex Initial design (Website) Gantt Chart Daily TR

Discrimination And The Health Care - 977 Words

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A person’s Culture is important to them andRead MoreThe Benefits Of The Affordable Health Care Act1149 Words   |  5 PagesAffordable Health Care Act (ACA) was signed into law by President Barack Obama; among the most commendable benefits of the ACA is universal coverage. This act made it possible for people of classes and racial descent in the United States to access health care insurance, regardless of their pre-existing conditions and gender. ACA prevented insurers from denying insurance coverage as a result of any pre-existing conditions, meaning that no one would be excessively charged for health care, left withoutRead MoreInadequacy Of The United States Mental Health Care System1104 Words   |  5 PagesMental Health Care System: Barriers to Care According to the World Health Organization, mental illness will affect approximately 25% of people at some point in their life (â€Å"WHO Qualityrights†, n.d.). 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The purpose of this act is to join many of the principles of previous pieces of legislation to make it easier to understand, in places to promote equality and reduce the discrimination, such as; †¢ Employment Equality Regulations 2003 †¢ Special Educational Needs and Disability Act 2001 †¢ The Sex Discrimination Act 1975 †¢ The Disability Discrimination ActRead MoreP3 U2 Essay791 Words   |  4 PagesDescribe the potential effects of discriminatory practice on those who use health or social care services. Discrimination has the potential to affect individuals in wide-ranging ways. In health and social care, the effects of discrimination can be catastrophic and even end in the death of a service user. Anyone planning a career in health and social care should be aware of the potential negative effects caused by discrimination. We will explore them here. Marginalisation Read MoreAccess to Health Care: A Constitutional Right850 Words   |  3 PagesAccess to health care forms part of the socio-economic rights which are entrenched in the Constitution . In relation to access to health care, the application of socio-economic rights are subject to the availability of resources . In this essay I will discuss the developments in South African law with regards to the Constitution , focusing on discrimination and the right to life, in terms of access to health care in South Africa. I will provide examples in terms of case law and legislation to illustrate