Aboriginal Identity In Australia

Aboriginal Identity In Australia At its very core, this paper is interested in Aboriginal identity in Australia; the principle concern is to analyse in-depth, the relationships between their cultural identity and the land. One of the main issues that face Aboriginal people in contemporary Australia has indisputably been the arrival of white settlers in the 18th Century. The events that have followed over the past 200 years have led to generations of disputes, degradation and ultimately the loss of land by the Indigenous people. Thousands of Indigenous people were killed and the survivors were simply put in reserves; their homeland have been exploited and resources taken without consent. First and foremost, it must be made clear that the literature review here is as much about defining and understanding what Aboriginal geography is as much as providing a rigorous demonstration of the current issues of Aboriginal land rights and identity through views of both Aboriginal and non Aboriginal peoples. The aim therefore, is wholly about ensuring that the background of indigenous Australians is understood which will then put into perspective the context of the research project that follows, in Chapter 4. This review will geographically encompass the cultural issues and differences Aboriginals and non-Aboriginals have faced in recent history with reference to the effect of Aboriginal land rights on identity; a discussion of key texts from Gumbert and Maddock will allow a solid focus and reference point for the research. This will not only ensure that seemingly broad generalisations are eliminated but will also allow an in-depth understanding of why such research is necessary for a successful future regarding these issues. By this, the paper refers to the reconciliation of the Aboriginal race from the apparent generations of wrong doing by the colonisers. The great importance in assessing the impacts on identity of such events in the modern day means there must be a level of understanding for the political and historical background of white settlement in Australia, meaning the nature of Australian colonisation and the struggles that have been part of the defining nature of the Aboriginal culture today will be thoroughly explored. The review and investigation that follow explores the difference in Aboriginal and non-Aboriginal values, knowledge systems and attitudes towards each other and the contested landscape. There is of course, a further need to examine these issues in more than one context to ensure that the argument does not simply generalise and stereotype Aboriginal communities across Australia. Therefore, the review will not only discuss the history of land issues and identity creation but also discuss them in relation to the two knowledge systems involved in this process: that is, the separate concerns of the Aboriginal and non-Aboriginal people of Australia. Clearly, over the countrys history, there has been a phenomenal difference in the way that the two groups view land and the link between the two is paramount to future development for an understanding between the two groups of people. Academic Context In light of the papers aims, the predominant classification that must be addressed is the very definition of an Aboriginal person. Lenzerini (2008, p.75) notes that the term Aboriginal encompasses an infinite variety of diverse realities that sometimes greatly differ with each other. A definition must be made despite this; a commonly accepted definition of Aboriginal people is written by Cobo (1986). It states that Aboriginal: communities, people and nations are those which, having a historical continuity with pre-invasion and pre-colonial societies that developed on their territories, consider themselves distinct from the other sectors of the societies now prevailing on those territories , or parts of them. They form at present non-dominant sectors of society and are determined to preserve, develop and transmit to the future generations their ancestral territories, and their ethnic identity , as a basis of their continued existence as peoples, in accordance with their own cultural patterns, social institutions and legal system. This definition broadly contains the meaning of what it means to claim Aboriginal identity in Australia and interestingly notes the negative connotations of colonialism. For a true understanding of Aboriginal identity and its relation to land rights, the study must look to the roots of the issue. At its very simplest then, as Gumbert (1984, p.xiii) notes, the founding of an English colony in 1788 led to the Aborigines losing their rights to their land. The loss of their land led to many generations of Aborigines losing their identity and their land. The suggestion here is that when Aboriginal people lost their land to the British in the 20th Century, they also lost their identity. This is because their own cultural knowledge shows a strong understanding that each of them is attached to the country that they are at one with each other. As Sarra (2010) notes, this is qualitatively different from the relationship to land that prevails in mainstream Australia. It can be instantly recogni sed then that the knowledge systems that the two groups demonstrate are undeniably different at their core, suggesting why there is such complex controversy surrounding the compatibility of Aboriginal and non-Aboriginal people in the same vicinity. For the indigenous people, the land is part of them and they are part of the land, making their dispossession even more offensive and disrespectful. Anderson and Gale (1992, p.220) discuss the inextricable binding that the Aboriginal people have with the land, explaining that it is not an external physical object but has mythical significance to their culture. The colonial vision however demonstrated a significantly different view of land. Heathcote (1972, p.27) recognises three stages in which Western cultures had entirely different knowledge systems in relation to land: The first stage was the increased level of industrial machinery used to exploit the land and its resources in an unregulated fashion, the second stage encompassed the sa me exploitative framework but in a more technical, strategic fashion. The third stage has been influenced in recent years by an ecological vision that recognises the limited resources used and is becoming rebranded under the framework of sustainable development. While this framework is of great use in recognising an economic colonial knowledge system, the author fails to consider the socioeconomic uses of the land, limiting its vision. This does however, successfully show the exploitative system that was brought by the colonisers. This enhances the divide between Aboriginals and non-Aboriginal. It was then, in retrospect, seemingly inevitable that the struggle for land would always be fought by the indigenous people of Australia. There are undoubtedly a number of important events that have permeated this struggle and deserve recognition; however, rather than to generalise and dilute an examination of a range of different land claims and events over the course of history, the more significant examples will be discussed in detail to give a solid understanding of the issues. For example, one of the most significant movements that started Aboriginal land claims began in the 1960s with the Gurindji people, who in an effort to reclaim what they believed to be their land, left the areas which had been selected for them by the white people and instead moved back into an area which was legally owned by a British company (Gumbert, 1984, p.1). This powerful act demonstrated to the white people not only that they wanted their land back, but truly believed that the land belonged to them , and had done since to Dreamtime (which refers to the beginning of time for the Aboriginal people, an era in which spirits created the Earth (Flood, 1995, p.5)) . This movement became widely recognised as the Aboriginal land rights movement. It can be argued that this marked the beginning of the legal and political struggle for land and in effect, also demonstrates the real struggle that Aboriginal people have in showing white people what the land means to them. This strongly links to the Aboriginal knowledge systems and beliefs and again, their identity. To be Aboriginal is significantly different to what it means to be British or European. At the heart of each culture is a considerably different approach to many of the values of life, not least to the land. As has been demonstrated, from a whitemans perspective land is a commodity, a legal product to be bought and sold to each other whereas the indigenous people of Australia have a spiritual attachment to the land from the moment they are born (Morphy, 1983, p.110). It is these different knowledge systems that the research in Chapter 4 is interested in, as this has clearly been the issue for many generations between the two cultures. The fact that the term Aboriginal did not exist until European settlement is testimony to this (Brush, 1996, p.1). The issues faced by the indigenous communities are more often than not quantified into economic terms which is an entirely Westernised view of looking at issues. The argument here is that the current issues surrounding Aboriginal people are seen through a biased, Western perspective and do not therefore consider what is significant to the Aboriginal people themselves. In this sense, the cultural significance that they uphold regarding the land was ignored and in its place laws of displacement were put forth (Myers 1991, p.127). Through a cultural understanding of the land and its people, the environment can be significantly affected (Saggers and Gray, 1991, p.16) yet as demonstrated, the arrival of Europeans brought different customs that upset the Aboriginal traditions; political power and laws being a significant driving force for the dispossession of land. It is argued then that Aboriginal land rights would never come about through settlers learning about the land tenure systems of Aborigines and a constant declaration of their attachment to the land (Morphy, 1978 p, 39). It should be noted that as Australia became a colony of Britain it meant that it fell under British law instantly, unquestioned. Government policies brought to Australia instantly reduced Aboriginal people to aliens, giving them no legal stand point. This occurred to the extent that even their physical liberties were taken away from them. (Scholtz 2006, p.87). As Aboriginal people were increasingly displaced and rounded up into small, controllable areas, there was a clear sign that the white people were trying to convert the indigenous people to their own societal values and began to lose what was their own culture and practices, particularly in more urbanised areas (Gale, 1972, p62). The Queensland Act number 17 of 1987 permitted this rounding up of Aboriginals which allowed Parliaments to put them into reserves which gave great power over the indigenous people. Further to this in the Northern Territory in 1910, the Aborigines Act and, in New South Wales the Aborigines Protection Am ending Act 1915 was passed which gave the Chief Protector of the land legal powers and guardian status over Aboriginal children above and beyond the legal powers of the parent (Morphy 1991, p.32). This was obviously devastating to the Aboriginal community, yet was seen as a management scheme for white people against the Aboriginal problem. It was hoped by the white that by legally confining Aboriginal people to institutions it would decrease the risk of miscegenation and the black people would eventually die out. These political laws led to what is referred to as the Stolen Generation (Young, 2009, p.36) whereby children were taken from their parents and put into institutions. It was a way for white people to try and assimilate the blacks into their own customs. Robin argues that communities are still recovering from this attempt at assimilation, however this does not place more emphasis on the family attachments rather than the significance this has to land which is a slight weakne ss in the argument. Rather than understand the cultural difference, it has clearly been demonstrated that European settlers attempted to force their own laws upon the indigenous people of Australia, forcing them to lose their own culture and identity that had been with them for thousands of years (Broom and Jones, 1973, p.1). The argument for the stealing of the children was that it was to integrate the indigenous people to the rest of society yet for the most part the Aboriginals who were removed from their parents were in reality more displaced than the rest of their community. It meant that they were not brought up in the same community as people from their own cultural heritage, and were instead taught the customs of the Westernised world, leading only to further loss of culture and identity. As Maddock (1983. p.5) discusses, Aborigines can be seen as disadvantaged Australians in need of assistance if they are to step into the mainstream of life in this country. There was a severe lack of help for the indigenous community in terms of the law. They could also be viewed as a minority, distinctly different culturally from the rest of the country and maintained as best they could. This distinction was an attempt to retain what British law was trying to wipe out. Whichever view was taken, it was clear that legally, either would make a significant impact on laws and policies of the future for Aboriginals in Australia. It was extremely clear that Aboriginals wished to claim their land back whichever way it was viewed; however in 1970, Peter Nixon, Minister of the Interior, presented a speech that shook the Aboriginal community, creating a deep sense that something must be done (Dagmar, 1978, p.134). Nixon stated that Aboriginals should not be encouraged to demand ownership of la nd simply because previous generations from their families had an attachment to the land. They would then, have to claim land in a similar way to other Australians. Undoubtedly then, if the Aboriginal people wished not only to simply survive but to create a fairer livelihood for themselves then something ultimately had to be done. As the Europeans had entirely stuck to their own customs and laws then the Aboriginals realised the only way to create a lasting and permanent change was to bring the case to the courts. In June 1992, the High Court of Australia ruled in favour of the Mabo and Others v Queensland (No.2) case (or as it will be simply referred to, the Mabo case). This is undeniably one of the greatest achievements in recent history for Aboriginal communities all over Australia as it rejected the previous law of terra nullius that in essence was a term used to describe the land in a manner that allowed Britain to colonise the country; it did this by stating that the land had never been owned by a sovereignty, therefore nobody owned it (Kidd 2005, p.310). The case also agreed that there was such a notion of native title which meant Aborigi nal people were free to oppose the white people who had dispossessed them from their lands previously. This, of course, did not end Aboriginal plight overnight. There were still issues of validity surrounding whether the Aboriginals really did own the land previously and this is the issue further embedded in the Land Rights Act (Northern Territory) 1976. In the present day, existing property rights are based upon the written European law as opposed to oral traditions; can traditional land relationships to be a valid cause for ownership? There is no shortage of petitions from Aboriginal sources demonstrating a strong view that they are more than just legal, rightful owners of the land. As discussed, Aboriginal people believe they have more than simply a physical connection to the land but also a spiritual one. They believe that their relationship to it is part of divine history , and [he] loses sense when considered apart from his spiritual beliefs (Woodward, 1974 p.38). This meant that the opportunity to gain their land back was a way of preserving this spiritual link with the land, g iving back their sense of identity. These petitions demonstrate a view that they were invaded as the land was used without their permission. For example, the Gurindji (QUOTE) petition stated that the Aboriginal people have lived in these lands further back than memory serves and their cultures and sacred places have evolved in the lands. (Maddock, 1983 p.35) The important message here is that not only should the Aborigines legally own the land but it is also a moral right that it is theirs. The same can be said for the Yirrkala tribe who petitioned that the land taken from them was taken with disrespect as they had hunted for food there for thousands of years (Maddock, 1983, p.37). Even though Aboriginal Australians have been dispossessed from their lands for over two hundred years, they would still have no difficulty in knowing where the lands of their ancestors were which gives more depth to the argument that land rights should be based upon tradition (Bell 1993, p.115). As aforementioned, the meaning of property, as aforementioned, to the Aboriginal people is much different to them and has legally been extremely difficult to put into terms in English law as their view of country is one of identification rather than ownership. A land claim hearing then, is based upon history, dreaming sites and actions, continued use of and care and concern for the country Evidence is oral (Rose, 1991 p. 249). It would give an opportunity for the Aborigines to explain who they are, and why they believe they are right to claim the land back. This is referred to as traditional evidence and allows Land Commissioners to gain further knowledge from the Aboriginal communities; it a lso allows multiple systems of knowledge to be engaged without eradicating each other (Broome, 1996, p.52). To elaborate, the land rights Acts (Central Land Council, 2012) that have been lawfully submitted in Australia, are fairly open in the sense that they do specify any anthropological models that Aboriginal people must conform to in order to demonstrate their Aboriginality to the Land Commissioner and courts. This is a valid argument but Broome fails to note the irony in that the Aboriginal community must present themselves in a Westernised court of law. There is then, a paradoxically produced system. The post-Mabo era of land claims could become a cannon of authenticity for proof of land (Broome, 1996, p.53) yet this expectation to prove authentic Aboriginality could in other cases reduce Aboriginal communities even further should legal recognition of native title become rejected. It can be argued that the Acts have become paradoxical in that rather than giving freedom to Abori ginals, they actually give Westernised cultures in Australia the opportunity to silence the claims forever through a knowledge system produced by their own practices. Now that it has clearly been established that there is an opportunity for Aboriginal land rights to be discussed, we must look forward from the theoretical context. The following chapters discuss in a variety of ways how identity issues in relation to land rights have moved on in contemporary Australia, through a political, socioeconomic and cultural lens. There are clear themes of reconciliation and thorough discussions concerning the different types of knowledge systems presented in Australia today. Methodology As part of my degree, I had the amazing opportunity to study abroad for a year and I was lucky enough to study at Sydney University in Australia. Upon arrival I was blissfully unaware of the scale of the Aboriginal issues that permeate the everyday lives of the people around me in Sydney. I didnt think much more of it until quite early on in my year abroad three Aboriginals attempted to mug me in the street one night. When I spoke to my Australian friends about it nearly everybody replied Yeah, theyre a problem. Nobody however seemed willing to talk about the matter anymore, choosing rather to give a strangely vague answer and move on. Naturally I was shocked by the responses I received, provoking me to look further into the issue. I soon discovered that Aboriginal issues were deeply rooted in Australian history and most of it was bitter. I realised there were a wide range of contentious topics from education to heath and from the standard of living to outright racism. What struck me most however was the displacement most of the Aboriginals had faced over the past 200 years. With the Mabo case (Attwood, 1996, p.45) having just passed its 20th year since inception, I felt a strong desire to continue with this line of research to see what the impacts have been on both Aboriginal and non-Aboriginal people. Surpassing this however, it became clear that the main issue for Aboriginal people was that the strong relationship they felt with the land had been taken from them when there was no permission granted for such dispossession of land, leaving them with a sense of identity loss. With this in mind I continued my research with a strong idea of the issues surrounding land rights and identity for Aboriginal people in Australia. 1. Aims There is a vital need to understand the relationship between Aboriginal and non-Aboriginal people and the relationships each of these groups has with the land when concerning identity. While there is a focus on the relationships with non-Aboriginals, the research must gain a complete understanding of what it is to be an Aboriginal in contemporary Australia. The following research questions have therefore been devised : 1. What are the dominant impacts of land rights on both Aboriginal and non-Aboriginal people? 2. What are the differences and similarities in the views of Aboriginal and non-Aboriginal knowledge systems concerning land rights and identity? 3. What are the future factors of change for Aboriginal people? 2. Methods The following methods have been chosen as the most effective way of documenting this construction of Aboriginality: Interviews Surveys Secondary data Photographs 3. Interviews After much consideration, it was decided that the best form of interview would be a semi-structured interview. This way it would allow me to ask questions in the style of an structured interview but also vary the questions should the interviewee seem to wish to talk more about one area than another (Silverman 2007, p.43). While there is this flexibility, the structure also allows me to bring the interview back to any particular matter I find more important should the interview go off topic slightly. While the questions are more general in their frame of reference from that typically found in a structured interview schedule (Bryman, 2008 p.196). When choosing whom to interview, it was clear that I must be very careful in the way that I approached the interviewee. This came to my attention when I was aggressively turned away from an Aboriginal land rights office by one of the members inside. In hindsight, it was naive of me to think that Aboriginal people would be so open to an intervi ew by a white (and British) student after they are under such pressure in society already. After this incident I approached the matter much more carefully, instead choosing to find contacts through members of staff at the University of Sydney. The following research from my interviews is based upon interviews with: Warwick Hawkins- A lecturer at Sydney University who teaches about Indigenous sport, education and culture. An Aboriginal himself, Warwick was a good choice from whom to get an academics viewpoint while also having vast knowledge on Aboriginal life. Darryl French- Head Community Development teacher at the Tranby Aboriginal College- An Aboriginal whos dream it is to get more Aboriginal students into Universities Mowan Garri- A groundsman at Komay Botany Bay National Park in Cronulla It is interesting to note that Mowan Garri, despite meeting prior to the interview, was still unwilling to take the interview face to face. This created some positives and negatives. Firstly, it meant that the interview had to be taken over the phone which initially worried me as I would not be able to engage in non-lexical observation during the interview. Shuy (2002) suggests that this may make the telephone interview inferior as interviewees do not fare as well when asked about sensitive issues. However, the interviewee chose the setting so I feel it was the correct decision as they felt most comfortable talking over the phone. I asked if I could record the conversation and permission was granted. There are of course many more advantages and disadvantages to telephone interviews; for example Frey (2004) believes that a telephone interview is not likely to be any longer than 25 minutes which may not be long enough to gather enough data yet a positive is that by not being in the sam e room, the respondents feel less inclined to respond to the interviewers non-lexical gestures and facial expressions, making them feel more at ease. It was having this in mind that made me believe that in order to make all the interviews fair, I would then have to do all the interviews over the telephone despite most other interviewees suggesting they were willing to have an interview face to face. I believe rapport was upheld well with all respondents and each were given a full briefing of the research proposal before hand so they were comfortable in the knowledge that their answers were not going to be taken out of context and used in a negative light. This, as Bechhofer and Paterson (2000, p.70) state, is extremely important in the interview process to minimise any manipulation. It was made clear from the outset that the research aim is to try to find a positive perspective on Aboriginal land rights and identity issues. It is necessary to address the reason for the respondents being the perfect candidates for this research. By choosing a lecturer from an Aboriginal background who has been through the tough Aboriginal education process, answers can be answered effectively on both a personal anecdotal manner and an academic framework. Warwick demonstrates a great influences on contemporary ideas, giving the answers depth and meaning in relation to future work. Darryl French is the head community development teacher at Tranby College in Sydney that takes up to 28 Aboriginal students a year, all of whom come from a struggling background as a consequence of the belligerent conditions they have been put under by the colonising British. This therefore has given me the opportunity to directly address research question 3 about what he believes the future concerns are for his students and local Aboriginal people. Mowan Garri was also an ideal candidate to interview as the Komay Botany Bay National Park employ s all Aboriginal workers which provides interesting thought for discussion and, despite not owning the land, demonstrated a clear connection to the park and its protection. 4. Surveys Surveys were further used to back up the initial interviews taken out. The survey was taken out in three parts, the first of which was given to a University class studying Indigenous Sport, Education and Culture. Survey one was taken in week one before any teaching had commenced and survey two was taken towards the end of the semester when the class was near the end of the teaching period. This was done in order to gain an understanding of the students knowledge of Aboriginal land right issues and identity problems both before and after the classes were taken. It will also give insight into whether this provides a positive or a negative impact on the views of those learning about the issues. As Blaikie (2000, p.29) states, a critical stage in any research is the process of selecting the people, events or items from which about the data will be collected. This is precisely why a great deal of thought was given to who should be the respondents of the surveys to give the best results. T he other chosen group for the third survey were the students of Tranby Aboriginal College. This, much like the interviews, was excellent for providing a compare and contrast view of knowledge systems between Aboriginal and non-Aboriginal people. The surveys themselves, varied slightly with each setting but the core research questions were all asked in one form or another. Some questions were deemed inappropriate to ask both groups as they would provoke biased answers. Bias is always at the centre of surveys (Collier et al. 2004, p.101) and many precautionary measures were taken when phrasing certain questions correctly to ensure nobody was offended. The majority of the questions were open ended as the nature of the research asks for opinions and thoughts; simple yes or no questions were seen as unsuitable and they would not provide an in-depth account of the knowledge systems that were required. Despite the questions being open ended, the surveys were kept relatively short to avoid respondent fatigue. Without an interviewer present also, it allows the respondent to write more freely than if they were the subject of an interview. Furthermore, it reduces the researchers imposing ability on the participant (Stoecker 2005, p.39). Naturally, there are downsides to using a survey, for example the respondent can read the survey as a whole meaning that the answers are not truly answered independently of each other and they may find it difficult to answer a lot of questions. Of course there is also the risk of a low response rate. However, taking this into consideration a survey was seen as the most effective method as time restrictions did not allow for individual interviews and many of the Tranby College students were either unwilling to or could not attend a focus group session. 5. Secondary data To support the ideas expressed further, an extensive range of reliable secondary data will be drawn upon in order to express and reiterate the ideas and views shown by the interviewees and respondents to the surveys. Dale et al. (1988) argue that this form of data analysis is paramount to a research project as it provides high-quality data and allows opportunity to give views real depth and understanding in the context of Aboriginal issues in the wider community. By using this in tandem with primary research, I believe it gives the project as a whole a great anchor for any concluding arguments that are put forth. Government statistics are paramount to the research as clearly time and money constraints would not allow for my own research into Aboriginal demographics. It further gives opportunity to analyse unbiased data whereas all other primary research is subject to unavoidable bias, no matter how small. While the data may not address my research questions directly there will undoub tedly be statistics that are useful for the research. 6. Photographs Pictures can demonstrate many different emotions and encompass a vast amount of what an identity involves, therefore a range of photographs were taken and one in particular powerful photograph has been included to help exhibit the need for Aboriginal title and identity to be recognised in the wider community. The messages behind this particular photograph will be discussed in the Analysis chapter. Analysis of Research 1.Providing Background Knowledge Thus far, it has been necessary to provide an analytical background to the histories of Aboriginal land rights and cultural identities. Therefore in order to contextualise the analysis, there must initially be a base knowledge of the Aboriginal population to gain a true understanding of the qualitative size of their race in relation to the rest of the Australian population; it has been noted previously that the indigenous population of Australia is very small in comparison to the non-indigenou

Goal essy

Goal of Passing Mathematics, the abstract science of number, quantity, and space. Mathematics may be studied in its own right, or as it is applied to other disciplines such as physics and engineering. Math has been a dreadful subject for me since grade school. I recall asking myself as a child â€Å"why aren't I skilled in math as I am all my other subjects? † crying and frustration would always be the result of attempting to complete a problem. There is some type of mental blockage when it comes to math. My past experiences with the subject have only made my future encounters with it worse.My problem is math. I am failing the course and the very idea drives me to insanity, sadness, and contravention. I recall being in the 1 lth grade and dreading walking into 7th period which happened to be algebra. The last class ending the day is supposed to be Joyful and a sign of bliss that soon one can go home. Unfortunately for me it was a 60 minute period of horror and begrudge. Ms. Ho ng my teacher was a little woman with little patience. She was introducing a new topic to the class and of course I did not retain or master the concept to slay the beast of the problem.Each student was to stay and omplete one problem and that problem was to be checked off for accuracy upon exiting. Needless to say I was the last man left sitting. Crying my eyes out there I was in the back of class making multiple miserable attempts to complete the problem and scram. Why on this day did we have to discover quadratic formulas? Plugging in variables with numbers and using long formulas with squares and square roots were going to be the death of me. I remember Ms. Hong walking over to me and seeing my tears, yet she had no remorse for them. She calmly and nonchalantly said â€Å"l know it's painful but you must finish.Embarrassment and warmth came across my wet cheeks as she said those painful words to me. I tried and tried yet my best was not good enough. After ten excruciating minut es she freed me from my Jail cell atmosphere of a classroom. Every test returned bleed with a fat red â€Å"D† or â€Å"F. † each test killed my confidence and put it in a place where it couldn't be revived. â€Å"Study students you must study students† is what she always told us. I always felt as though math was a subject that cannot be studied. How does one study numbers? was a question that riddled my mind each time she said such.Homework assignments were Just as hard receiving after being corrected. Red marks scratched my white paper repeadly. I never knew where I was going wrong, I tried, yet I seemed to digress or remain at the same pace. Tenth grade geometry was no better. The abstract and oddly named shapes mixed with numbers and formulas further raddled my brain. This time math was the first subject of the day. Each Monday, Wednesday, and Friday morning I woke up with the notion of perhaps faking sick, or somehow skipping class Just to avoid my encounte r with the monster. I never went along with any of my nutty schemes.I went to class preparing myself to be confused for an hour. Every homework assignment was turned in on time but each problem was as wrong as two left feet. Sitting in class waiting tor homework and quizzes to be returned was an anxious, nerve racking feeling. My heart would beat nearly out of my chest, then sink to my feet once I saw that ugly, ugly red â€Å"F† or â€Å"D. † this feeling was not a new one by any means. Can you say da Ja vu? Where had I felt this feeling or been in this predicament before, only in every math class I'd ever taken that's where. The concept of studying math was still foreign to me.Attempting homework assignments were troubling enough. Minutes turned into hours Just to complete them. Flipping of magazine pages, reading of novels, and munching on snacks stole a lot of my time. Distraction mixed with frustration is never a good recipe for doing math homework. Each chapter h ad gotten more complex as well as each quiz did. I remember taking our end of the term final. Every chapter beginning from one through seven was on the final. Problems from each chapter and section where going to be on the exam. I had worked what I thought was to be hard to ensure my passing of the exam.Staying up late into the ee hours of the morning looking over notes and trying Oh so desperately to memorize formulas was my version of studying. On the last day of class the exam was issued. I was extremely nervous and anxious to flip what seemed to be never ending pages of the exam. My hands were sweaty with each turn. As I peeked through each problem my heart beat like a marching band drum. For I couldn't remember how to solve the majority of the problems, devastation swept across me. As I would solve each problem my mind would mix and transfer the ways and steps to execute each problem. Another failing math grade is what I received.A dissatisfying letter grade of a â€Å"D† stuck out like a sore thumb on my attractive report card of â€Å"A's† and â€Å"B's. I believe the problem began when I was in the 8th grade. I was taking pre algebra. I had a teacher that gave me an undeserving passing grade. Each day she taught the class was noisy, and out of control. Talkative students gagged and gossiped about fashion, what gross slop for lunch was served, and who was dating who. I too at times had a listening ear towards the conversations, but for the majority of each class I tried firecly to pay attention. Homework was never turned in nor checked for ccuracy.The students ran the class, coming and going as they pleased. The instructor, Ms. Armstrong was Just an merely adult that was invisible. She gave me passing grade of a â€Å"B. † why she did such I will never know. Perhaps she passed my peers and I so we would not have to repeat her course, and she could kiss us goodbye for a last and final time. I recollect the class being a free period, perhaps another lunch break one might say. My ignorance of pre algebra molded my failing future in math. Not knowing the basics made the concepts in high school and even college challenging to attempt and understand.It is like the old saying; you can't know where you're going if you don't know where youVe been. In this occurrence the past information was vital to my future success in math. I never developed nor was shown the key elements as a tot how to be successful in math. I never took tutoring seriously; no one could get through to me to make my understanding clear. I had tutor after tutor and with each my knowledge of math remained the same; dark and dreary. My first passing math grade set me back. My happiness of the beautiful â€Å"B† was only a fapde. I wish today that the tools and knowledge of math would have been instilled in me.The act ot studying math is real, tor it is not Just numbers, but it is tn memorization and constant practice of applying formulas and us ing the concepts in the daily world. Till this day I long to complete a math problem correctly. I still walk into class Just the same as I did as a girl; scared, nervous and begrudging sitting for an hour learning and listening about numbers mixed with letters and crazy symbols. As a young adult in college I am still currently failing math! I am determined to change my lifelong struggle with math. I have three resolutions to passing my mouth course. The first consist of seeing my professor for office hours.I will see him three times a week, for a hour if possible. I will come to the designated office hours with detailed questions on my notes. I will review my notes before seeing my professor and high light any and all problems that brought confusion. I will also ask for him to create new mountains of problems for me to climb. After successfully completing three problems in a row I will go and complete any homework that is assigned. My second resolution will be to complete any homewo rk that is assigned on the day that it is given; in doing so I will have the newly material fresh in my memory, making the ssignment more easily to attempt.This strategy will also save time. I will not have to flip through notes nor my text book as a reference on how to solve problems. My third resolution is to begin to voice my confusion while in class. I will no longer sit bewildered, lost, and frustrated. I will change my attitude into optimism. If I can conceive a thought, I can make it happen. No longer will I think negatively or begrudgingly but I will embrace the opportunity of learning a new concept and mastering it. At the sight of a problem that is unclear to me I will immediately raise y hand and ask for clarification.Leaving class with an understanding of what occurred will also lead to my success in completing homework and conquering my fear of Goliath the math subject. My failing of math deceases here with my three strategies. My new attitude and optimistic thinking wi ll further aid in my success of receiving a passing grade in math. Meeting with my professor consistently three times a week for a hour, voicing my confusion while in class and lastly completing my homework assignments on the day given will result in an â€Å"A† letter grade that I have always longed for.

The Honest to Goodness Truth on Different Persuasive Essay Topics

The Honest to Goodness Truth on Different Persuasive Essay Topics Different Persuasive Essay Topics: the Ultimate Convenience! There are just a few things that define whether an essay you're working on is going to be a good one. All you have to do is consult with an expert customized essay writing service like ours that is guaranteed to submit all of your assigned work punctually. It's best in the event you choose a topic in which you get a genuine interest in since you'll be doing plenty of research on it and if it's something which you take pleasure in the procedure will be significantly easier and more enjoyable. Many people wind up covering the exact tired topics they see in the media every day, just because they can't produce a better idea. Obviously, giving a fantastic persuasive speech requires more than simply picking a very good topic. The significance of research in persuasive writing can't be overstated. When it's our own health or the well-being of a loved one, there are numerous things to consider and research on. Superior examples are boosting in road accidents and theft. Persuasive essays are a fantastic method to encourage the reader to check at a particular topic in a different light. The most effective persuasive essays persuade the reader to agree with a certain point of view, perspective or maybe to take a particular action. It's important to understand that essay topics are just basic ideas that leave you pondering an idea that might be a huge deal to somebody else. You must settle on a persuasive essay topic that enables you to present the most effective possible case. As soon as you settle on the subject and pick the position on which you will base your essay, the remainder of the job can then begin. Any idea can prove to be a good foundation for a topic. From time to time, it's an excellent idea in order to add something funny to your argumentative essay. At exactly the same time, it's a wonderful persuasive essay idea. There are several persuasive essay topics to pick from to finish your high school or college assignment. Persuasive papers (also referred to as argumentative essays) are possibly the most important academic projects you'll learn how to write. You'll get your customized essay before the established deadline. Persuasive essays are also called argumentative essays. Since you need to convince your readers that you're knowledgeable concerning the viewpoint you're taking and refute counterclaims, you want to find information from credible sources. You are able to also restate the ideas that you've discussed in the body paragr aphs in order to make your point valid. There are a lot of intriguing topics that could be become a persuasive essay if you take the opportunity to consider about doing it. Therefore, the topic ought to be debatable! Qualities of a good persuasive essay topic it should be specific. Selecting a great topic for your essay is among the most crucial and frequently tricky parts for many students. In the actual sense, it's tricky to pick a fantastic persuasive essay topic from numerous excellent topic ideas. To choose which subject you're likely to discuss, it's vital to see the complete collection of good persuasive speech topics from the special area of study. One of the main elements that you want to concentrate on is how to do some very good research. Carrying out thorough research can help you to learn whether you ought to take the position you want to take or whether you should deal with a different topic. Your introduction should draw the interest of your readers to read the full paper therefore ensure it is interesting. Persuasive speech topics for teens want to deal with the issues young men and women REALLY care about! Many Americans watch plenty of reality TV shows. To purchase personalized essay cyberspace with the right distinction is extremely comfortable and simple. There are those who do not support such decisions. It is a lot easier for people reading your essay to appreciate the satire since they are conscious of the situation you're discussing. You may continue to keep your argumentative essays for your upcoming job portfolio in case they're highly graded.

Dutch lady milk industry berhads financial statement analysis - Free Essay Example

Sample details Pages: 3 Words: 927 Downloads: 4 Date added: 2017/06/26 Category Finance Essay Type Analytical essay Did you like this example? According to www.valuebasedmanagement.net (2010), current ratio is defined as A model of measuring the liquidity of a company by calculating the ratio between all current assets and all currents liabilities. It means current ratio is part of measurement tools for company to assess the financial stability. It is useful in ensuring whether the company has enough resources to settle its debt over next year. Refer to table 2.1, the current ratio of 2.0 shows that the company is acceptable. As an industrial company, the ratio shows Dutch Lady has enough assets to cover its liability for another twelve months. Don’t waste time! Our writers will create an original "Dutch lady milk industry berhads financial statement analysis" essay for you Create order 2.1.2 Quick Ratio Quick ratio is defined as A model of measuring the liquidity of a company by calculating the ratio between all assets quickly convertible into cash and all current liabilities. (www.valuebasedmanagement.net, 2010), It means that this ratio is similar to current ratio but the only different is the inventory will be deducted in asset. The point is to ensure the companys ability to settle its short-term debt. Refer to table 2.2, the quick ratio for Dutch Lady is 1.41 times. It shows the company able to pay its short term debt from its current assets. Obviously, it is a good position for Dutch Lady to be in because the firm able to meet its short-term debt without stress. 2.1.3 Total Asset Turnover According to Christina Pomoni, total asset turnover is defined as The operating performance of a firm is examined with the use of operating efficiency ratios. (www.helium.com, 2010). It simply defined the point of total asset turnover is to ensure the company equitability return on sales is success by using its assets. For Dutch Lady company, refer to table 2.3, total asset turnover shows 2.43 times which shows the company has made rapid sales for the whole year. The company use it asset effectively to generate sales for 2009. 2.1.4 Inventory Turnover Inventory turnover is defined as This ratio is a relationship between the cost of goods sold during a particular period of time and the cost of average inventory during a particular period. (www.accountingformanagement.com, 2010). It means that inventory turnover is used to measure velocity conversion of stock into sales. Based on table 2.4, the ratio of inventory turnover shows 6.98 which is consider as very high ratio for manufacturing company. Dutch Lady has done a brisk business over the whole year by converting its stock into sales rapidly. 2.1.5 Net Profit Margin Referring to www.wisegeek.com (2010), It is a figure that identifies how much profit is left after all taxes and other expenses related to the operation of the business have been settled. In other words, net profit margin will shows how effective the company is at cost control. Based on table 2.5, the result shows 9% of net profit generated by Dutch Lady. This percentage translate into pure profit of RM 5 436 000 from net income. Thus, Dutch Lady has to increase number of sales by remaining the cost to meet higher net profit in future. 2.1.6 Return on Assets (ROA) Return on assets is all about the return the company got over its assets.(ezinearticles.com, 2010). It gives idea on how effective the company playing with its assets to earn profit. Refer to table 2.6, the percentage shows 21% return on assets. Dutch Lady has made such return derives from total asset in the company. Firm can increase profit margin or asset turnover to increase ROA. 2.1.7 Return on Equity (ROE) According to www.qfinance.com (2010), It is a relationship between net income and stockholders funds. It reveals on how much the firm earns in comparison with total equity of stakeholder in balance sheet. Refer to table 2.7, the return shows 35% of profit from the total amount of investment in Dutch Lady. Meaning here is the investors or the owners have better returned for year 2009. The firm also is suggested to increase its net income to possess better return in future. 2.1.8 Payout Ratio According to www.stock-market-investors.com (2010), payout ratio is defined as The money that is paid out in the form of dividends by the company to its shareholders. It means that sum amount of money from earning paid by the firm as dividend to its stakeholder. Refer to table 2.8, it shows that 70% of dividend paid by Dutch Lady to its stakeholder. This ratio shows the company has well growth in its industry. Thus, the firm is able to pay such amount as dividend to its stakeholder. 2.1.9 Price to Earnings (PE) Ratio Price to earnings is a Valuation ratio of a companys current share price compared to its per-share earnings. (www.valuebasedmanagement.net, 2010) It means that PE ratio is use to measure how much does the investors are able to pay for each shares earning. For example, refer to table 2.9, the ratio stock shows 12.36. Dutch Lady has high hope for its stock in future by having that ratio. Investors look at Dutch Lady PE ratio as an overpriced stock. 2.1.10 Return on Investment (ROI) Return on investment is defined as A measure of the net income a firms management is able to earn with the total assets. (financial-dictionary.thefreedictionary.com, 2010). It means that the ROI is used to describe monetary gain made by investing from bonds or stocks. Refer to table 2.10, the ROI for Dutch Lady shows 29% return. This percentage shows the firm has made such profit from the money a business owner puts into the business. This ratio is a positive ratio in dairies industry where the return on investment could still be made by the owner.