Movie Essays - Romanticism in the Film Version of The Big Sleep

Romanticism in the Film Version of The Big Sleep      Ã‚  Ã‚  Ã‚   In Raymond Chandler's novel The Big Sleep, he presents two sisters, Vivian and Carmen. These women become the central characters, aside from Philip Marlowe, and they control much of the action in the novel. The 1946 film version of The Big Sleep, however, manipulates Chandler's characters considerably. Aside from playing with the dialogue of the novel, the screen-writers change the very essences of Vivian and Carmen. Perhaps it is the casting of the film which forces changes from the novel, or perhaps the Production Code keeps the writers from developing the women in the way that Chandler does; either way, the film version of The Big Sleep makes the story romantic and often cliche.    Vivian and Carmen, sisters, are presented by Chandler as psychotic and dangerous women. Vivian, is described in detective Philip Marlowe's thoughts as "tall and rangy and strong-looking...Her hair was black and wiry and parted in the middle and she had the hot black eyes of the portrait in the hall"(Chandler 17). She is cool and manipulative, instantly suspicious of Marlowe's presence in her world, and she plays her suspicions off as insults. When she meets Marlowe, she says, "So you're a private detective,...I didn't know they really existed, except in books. Or else they were greasy little men snooping around hotels"(Chandler 18). Marlowe plays right back at her, countering every snide remark with one of his own. When Vivian tells Marlowe she doesn't like his manners, his response is,    I'm not crazy about yours...I didn't ask to see you. You sent for me. I don't mind your ritzing me or drinking your lunch out of a Scotch bottle...I don't mind if you ... ...ynamic together, the script is allowed to be less than what the novel created. This is exactly what happened with The Big Sleep. Marlowe and Vivian took a backseat to Bogart and Bacall. The sisters, Vivian and Carmen, had to be altered to create the effect of romance and intrigue. There was really no other way to go within the restrictions of the Production Code, as Carmen couldn't be played up to her full potential, so the director took Vivian and made her the leading lady. The essences that Chandler created for these two women were dynamically altered for the film in order to create two women without the demons or psychoses that he had intended.    Works Cited    Chandler, Raymond. The Big Sleep. New York: Random House, 1939. "Memorable Quotes from Big Sleep, The (1946)." IMDB. Internet. Accessed: April 1999. Address: http://us.imdb.com/

Health Promotion Essay

The World Health Organization delineated health as â€Å"a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity† (WHO, 1946). Scientists define health promotion as the course of action taken to facilitate people to have power over and to enhance their health generally. To carry on and augment wellbeing some practices such as restraining from smoking, exercising at least three times a week to sustain fitness, reducing contact to radiation and toxic components, eating adequate amount of nutrients and minerals seem essential. In nursing practice, health promotion exists through education to facilitate inhabitants to create choices to keep them in good physical shape. According to the American Journal of Health, â€Å"Health Promotion is the science and the art of helping people change their lifestyles to move toward an optimal health.† Other factors that can encourage reaching out the purpose of health promotion are n ursing roles and responsibilities, implementation methods that covers all areas of nursing, and the levels of health support. The World Health Organization (WHO) created a movement named Healthy people 2010 to make all Americans cognizant of a variety of ways to prevent diseases and improve their health. The association placed nurses in the forefront by giving them the lead of the action due to the fact of their constant contact with individuals, families, and communities because they can help them make the right decision to promote health (WHO, 2000.) In addition, they acquire skills through evidence-based practice in critical moments of life to implement essential interventions through education after assessing, using a diagnosis, developing a plan the care of patients; a thorough evaluation of chosen activities always follows to assure a contented turning point. Nurses assist to promote health by helping groups of people in different settings to cultivate healthy lifestyle. The Institute of Medicine has a new research that clarifies responsibilities by stating the important role nurses play to implement and evaluate actions to promote health in the population. As advocate for the sick, the nurse-client interrelationship should take place for health promotion in order to teach people good habits in the choice of adequate diet to avoid obesity, to stop polluting the environment by quitting smoking for instance and access to clean water seem indispensable; moreover, inhabitants must not permit damaging social conditions that wipe out health to continue as they convey unhealthy states (Sullivan, 2000). Health promotion movements are meant to guard and advance health, and to avoid illness. These activities are grouped into three subsequent levels. The foremost and initial level of health promotion prevention is intended to stop diseases from starting or a trauma from happening. Diseases or trauma to prevent include immunization, household hazards, abstinence from smoking, measures that decrease the risk for stroke, educating and counseling regarding the use of vehicle passenger restraints and bicycle hat. The primary prevention averts the beginning of an aimed condition. It targets the greatest number of people in a community who might become at risk for a specific health dilemma like asthma which happened to be one of the most frequent respiratory diseases in modern countries. Furthermore, the secondary avoidance measures are those that spot and care for asymptomatic people at risk but in whom the provision is not clinically obvious. Activities of secondary escaping involve early case findings of disease without any sign that occurs and has major risk for harmful result exclusive of cure. Screening tests to detect hyperlipidemia, hypertension, breast and prostate cancer are model of secondary prevention actions. Lastly, when the disease has already started its course of action, tertiary prevention care is given to patient, attempts are made to re-establish highest function and stop sickness-related complications. Health is a store for everyday life that includes physical, mental, social comfort; consequently, health promotion activities will empower individuals and communities to raise their control over decisions that affect their health. With the possession of interpersonal skills, nurses contribute to encourage patients through teaching to make constructive changes that will keep them in good physical shape throughout life. The three levels of health promotion are supported through education. Within their scope of practice, nurses can allow individuals and communities to gain greater control over the determinants of their wellbeing to achieve the purpose of Health promotion. . References Edelman, C., & Mandle, C. L. (2010). Health promotion throughout the life spans (7th ed.). St. Louis: Mosby. Eisenberg & Neighbors, (2007). National Research Council and Institute of Medicine [NAS-IOM], (2009). A national study by Kessler et al. (2005) According to a report from Institute of Medicine and the National Research Council (IOM and NAS) National Prevention, Health Pro Nola J. Pender, Carolyn L. Murdaugh, and Mary Ann Parsons. Motion, and Public Health Council. (2011). Annual status report [Internet]. Washington (DC): The Council; 2011 Jun 30 [cited 2011 Sep 30]. Available from: http://www.healthcare.gov/ prevention/nphpphc/2011-annualstatus- report-nphpphc.pdf Nola J. Pender, Carolyn L. Murdaugh, & Mary Ann Parsons. (2006). Health Promotion in Nursing Practice (5th ed.) Upper Saddle River, NJ: Pearson Education INC

To Kill a Mockingbird Study Guide Plot, Characters, Themes

To Kill a Mockingbird is a searing portrayal of racial prejudice, justice, and innocence lost into a complex mixture of childish naivete and mature observation, while simultaneously being a sort of love letter to small town Southern life. The end result is a novel that is both a brilliant rendering of a specific time and place as well as a study in the meaning of justice, the loss of innocence, and the realization that a place can be both a beloved childhood memory and where you first realized there was evil in the world. Fast Facts: To Kill a Mockingbird Author: Harper LeePublisher: J.B. Lippincott Co.Year Published: 1960Genre: FictionType of Work: NovelOriginal Language: EnglishThemes: Prejudice, justice, innocenceCharacters: Scout Finch, Atticus Finch, Jem Finch, Tom Robinson, CalpurniaNotable Adaptation: 1962 film adaptation starring Gregory Peck as Atticus Finch Plot Summary Scout Finch lives with her father, a lawyer and widower by the name of Atticus, and her brother, a young boy named Jem. The first part of the To Kill a Mockingbird tells of one summer. Jem and Scout play, make new friends, and first come to know of a shadowy figure by the name of Boo Radley, who lives in a neighboring house and yet is never seen. A young black man named Tom Robinson is accused of raping a white woman. Atticus takes on the case, despite the vitriol this arouses in the largely white, racist townsfolk. When the time of the trial comes around, Atticus proves that the girl that Tom Robinson is accused of raping actually seduced him, and that the injuries to her face were caused by her father, angry that she had tried to sleep with a black man. The all-white jury nevertheless convicts Robinson and he is later killed by while trying to escape from jail. The girls father, who holds a grudge against Atticus because of some of the things he said in court, waylays Scout and Jem as they walk home one night. They are saved by the mysterious Boo, who disarms their attacker and kills him. Major Characters Scout Finch. Jean Louise ‛Scout’ Finch is the narrator and main character of the novel. Scout is a ‛tomboy’ who rejects traditional feminine roles and trappings. Scout initially believes that there is always a clear right and wrong in every situation; as Scout grows older, she begins to understand more about the world around her and begins to value reading and education more. Atticus Finch. Scout’s widower father is an attorney. Atticus is a bit of an iconoclast. He values education and indulges his children, trusting their judgment despite their young age. He is an intelligent, moral man who believes strongly in the rule of law and the necessity of blind justice. Jem Finch. Jeremy Atticus ‛Jem’ Finch is Scout’s older brother. He is protective of his status and often uses his superior age to force Scout to do things his way. He has a rich imagination and an energetic approach to life, but displays difficulty dealing with other people who do not rise to his standard. Boo Radley. A troubled recluse who lives next door to the Finches (but never leaves the house), Boo Radley is the subject of many rumors. Boo naturally fascinates the Finch children, and displays affection and kindness towards them, ultimately rescuing them from danger. Tom Robinson. Tom Robinson is a black man who supports his family by working as a field hand despite having a crippled left arm. He is charged with the rape of a white woman, and Atticus defends him. Major Themes Maturation. Scout and Jem are frequently confused about the motivations and reasoning of the adults around them. Lee explores the way that growing up and maturing into adults makes the world clearer while also less magical and more difficult, ultimately connecting racism with childish fears that adults ought not to experience. Prejudice. Lee explores the effects of prejudice of all kinds—racism, classism, and sexism. Lee makes it clear that racism is inextricably linked to economics, politics, and self-image. Sexism is explored in the novel through Scout and her constant battle to engage in behaviors she finds interesting instead of ‛appropriate’ behaviors for a girl. Justice and Morality. In the earlier parts of the novel Scout believes that morality and justice are the same thing. Tom Robinson’s trial and her observation of her father’s experiences teach her that there is often a stark difference between what is right and what is legal. Literary Style The novel utilizes subtly layered narration; it can be easy to forget that the story is actually being told by a grown-up, adult Jenna Louise and not the 6-year old Scout. Lee also restricts the point-of-view to Scout and what she directly observes, creating an air of mystery for the reader that mimics the childish sense of not quite understanding what all the adults are up to. About the Author Harper Lee was born in 1926 in Monroeville, Alabama. She published To Kill a Mockingbird in 1960 to instant acclaim, winning the Pulitzer Prize for fiction. She then worked with her friend Truman Capote on what would become Capote’s ‛nonfiction novel,’ In Cold Blood. Lee retreated from public life afterwards, granting few interviews and making almost no public appearances—and publishing almost no new material. She passed away in 2016 at the age of 89.

The Disability Of A Disabled Person Feeling Alone Essay

A disability can be physical or mental and affects many people in the general population. Some of these disabilities include depression, schizophrenia, post-traumatic stress disorder, down syndrome, intellectual and more. You can find unequal treatment of people with disabilities in schools, society and work setting, leading to isolation, low self-esteem, and low self-worth of these individuals. Most often they are excluded from social events since society believe they do not fit into the social norms. Many struggles to find their identity within an organization and when possible will hide their disability from others to protect themselves from criticism or to keep their jobs. In schools, they are excluded from groups and are teased are mocked for being different. Though there are policies in place to protect and accommodate disable individuals from harm and discrimination they still be faced with disability discrimination. There are many stereotypes about people with disability such as, they are incapable, hopeless and more. These kinds of stereotypes can leave a disabled person feeling alone. They would isolate themselves from social settings to spare the constant criticism and judgmental stares. Many try not to make society bring them down and opt to face the world, but when they do they are often ignored. For example, if a blind person or vision impaired individual is commuting by train or bus many people will not ask if they need help but instead avoid he or she andShow MoreRelatedTeaching Health Care Students About Disability Within A Cultural Competency Context1166 Words   |  5 PagesPeople with disabilities are often treated differently, even in health care settings, than people without disabilities. These differences come in several forms, including communication, coverage, and quality of care. 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The Sumerian Goddess Of Sexual Love And Warfare - 4034 Words

Mesopotamian theology defined the gods as rulers and human beings as their servants, with nature being an object to be managed for the profit and well being of both. Consequently, deity worship plays a significant role in both the daily and religious lives of the ancient population; the two are undeniably intertwined. One of the most important goddesses in the Mesopotamian pantheon, and the one with which this paper will be concerned, is Inana. As the Sumerian goddess of sexual love and warfare, Inana—or Istar, in Akkadian—embodies two of our most instinctive and impulsive drives, as demonstrated by Freud through Eros and Thanatos (Heffron). This, then, has given Inana her simultaneously creative and destructive qualities. Inana occupies a unique diatomic space encompassing characteristics of both the traditional female and male archetypes, making her one of the most complex deities, exhibiting contradictory, and even paradoxical, traits. In Sumerian poetry, she is some times portrayed as a coy young girl, and at other times as an ambitious and persistent goddess; this is the basis of her dual representation (Heffron). One consistent aspect in the text, however, is her sexuality. Therefore, this paper will explore possible responses to two primary questions: 1) how is Inana portrayed in various texts, and why is this significant? And 2) what can be learned about the nature of ancient Babylonian religion and its relationship to the people through her representation? By

Contextualising Leadership Comparisons†Free Samples to Samples

Question: Discuss about the Contextualising Leadership Comparisons. Answer: Introduction Indigenous people or tribal people are the natives of a certain geographical area. These are the first people to inhabit the land. In most cases, these communities form small groups and may not have a reputable name globally. Asia has the largest number of these indigenous people but there are a good number in other countries like New Zealand. The groups co-exist with settlers who emerged during or after colonialism. Leadership is about influencing and motivating people to contribute as members of a group(Chhokar, Brodbeck, House, 2013). Culture is important in a community and it affects economic performance and economic wellness. Although some indigenous groups may have nomadic lifestyles, they remain the original inhabitants of the land. Despite their cultural identity, most of them do not have the power and authority in the land. In recognition to their plight, the International Day of Worlds Indigenous People set aside by the UN sensitizes the world about these groups. This is a way of promoting and protecting their existence as a community. It does not make sense for the world to identify environmental degradation yet ignore the extinction of a community. This report compares indigenous people in New Zealand and India to explain the plight of the indigenous communities and the role of the government in reinforcing their social needs(Oakley Gemmill, 1992). Fitzpatrick (2012) notes that a leader can not be oblivious of their environment. Marred with atrocities and human rights violations, Indias leadership style on indigenous groups is wanting. In 2016, Indias minority groups the Adivasi faced displacement from their original homes because of mining activities. These affected their environment causing noise and water pollution(Puranam, 2016). With over 460 indigenous groups India making 8% of the population, the government has attempted to create transformational and transactional leadership through, land rights and self-governance legislation(Whittington, Goodwin, Woford, 1998). This has not been successful because there are still traces of military attacks on the indigenous protests(IWGIA, 2017). Indias forceful displacement of the indigenous from their ancestral lands calls for a new approach to administration and leadership. The displacement of close to 400 Adivasi families for coal mining is an example of millions of Indias indige nous who faced forceful displaced in order to give way to industrial projects. (Levy, 2004). Indias missing leadership gap involves the neglect of indigenous groups who form a significant part of the population. The country needs a scientific method of leadership that reduces chaos and facilitates for the success of transformational leadership plans(Overman, 1996). Such leadership prevents the violation of the rights of the minority groups who need to coexist within their natural environment. Aotearoa New Zealand The Indigenous people of Aotearoa New Zealand form 15% of the population. The Maori people whose population is over 4 million faces inequalities in many ways(Sim Marriott, 2014). Challenges faced include accessing quality education and health care. As a result, there is a reduction in life expectancy, which threatens the existence of the minority group. The involvement of non-government bodies in the human rights has pushed for developments such as the reduction of the inequality gap between the Maori and non-Maori. The indigenous people have a distinct culture, which gives them an identity. The UN Declaration of Human Rights points out that all people have equal rights(OHCR, 2017). It acknowledges the importance of culture and history in defining the population. The provision prevents their exploitation and oppression by other nations. It also serves as a guide for nations on policies and collective rights of the indigenous groups. Besides issues on culture, most indigenous groups lack identity, language and employment opportunities(Clarke, 2009). These inequalities explains the massive differences between the indigenous and non-indigenous in terms of economic, education, skill, employment and living standards. An example is the rights of women, which is also a UN right in all parts of the world(Cook, 2012). As a result the there is a social gap between the two groups. The educated community has an edge in employment opportunities and social benefits. Colonialism has a major effect on the Indigenous communities around the world. The settlement of explorers in the indigenous lands came with side effects. Kilkoly-Proffit (2012) acknowledges the historical challenges of global leadership. Although some was positive, the displacement of these communities also had cultural distortions. In the case of the Maori, changes in the ecosystem changed the population displacing some Maoris permanently. Similar to the Maori, India has 8.4 million indigenous people forming 8.3% of the population. These represent mixed tribes from Indias Adivalis (indigenous) such as the Inuit, Metis, Santal, and Gaibhanda(Sim Marriott, 2014). They remain alienated from important activities like, economic activities, voting, social identity and governance. The enfranchised communities have to play to the tune of the majority. In New Zealand, the forced assimilation led to the separation of children from their parents in New Zealand but India, slavery effects the communities at large. The destruction of the population led to the initiation of legislations and treaties to change the displacements. Assimilation has not helped in some cases because of lost culture, traditions and their language. The transformation of culture comes from association and exposure to platforms like education. In India, the discrimination of women in leadership and important roles is evident. Indigenous communities are the most affected. Contemporary leadership is nondiscriminatory and women should participate in leadership (Leberman Harris, 2011). Currently, New Zealand rates of unemployment continues to widen among the Maori especially among the youth(Sim Marriott, 2014). Changes in the territory and forced migration are some factors faced by these groups. Indias largest indigenous population the Andamans, Gonds and Santals live in poor conditions because of marginalization. Its government shows reluctance in the adoption of international laws and process leading to violation of the indigenous community rights(Khanna Bijoy, 2010). In New Zealands history, the Maori settled in the region as early as but changes such as urbanization can barely account for their existence. Most of the blame goes to colonialist policies, which threatened their extinction. Other historical factors include wars and resource management agreements that displaced them at minimal compensations(Refworld, 2017). Such displacement distort the population as well as dwelling places, historical evidence, language and ethnic groups. Young people who grow up find it hard to trace their roots and the frustration leads to low self-image, delinquent behavior and loss of cultural norms. S ocial disconnection leads to loss of cultural identity. The advent of technology made things worse as more young people look to the global culture for values and social connection. This is a world of celebrity heroic leaders (Cohen, 2013). Current trends in indigenous groups indicates that there are common changes. External factors like globalization, which influence alienation(Fernandes, 2013). Native languages slowly diminish to give way to a global culture that most people can use for social and professional association(De Swaan, 2013). Globally, culture change influenced by assimilation, and colonialism affects indigenous people. In the case of New Zealand, assimilation was the purported tool of change for the merger between natives and non-natives. New dwellers in an indigenous land believe that the modern culture such as education is transformational and value addition. However, the local community such as Indias forest dwellers believes the western culture is negative and erodes their values. Social change stimulants like the TV, popular culture and social media form part of this new culture. However, the international instruments have the responsibility of ensuring positive change in the social and political sp heres of the indigenous (Khanna Bijoy, 2010). Infrastructural development is inevitable and it paves the way for communication, transport and other projects. This is evident in both India and New Zealand indigenous lands. As national and regional development trickles down to the communities, it affects the indigenous. The clearance of more land in preparation for the construction of roads, amenities and other infrastructural units continues environmental effects begin to sink in(Corbera Schroeder, 2011). This leads to change in the traditional environment of the indigenous communities. The indigenous communities are part of the vulnerable in the global environment. As the environment continues, they also change to adapt the new norm. The institution of global agencies like UNESCO targets their protection from extinction(Smith, 2013). The emergence of technology and innovation has led to its adoption among the indigenous. In India, the new trend has replaced traditional modes of livelihood such as farming and artisanship(Rathi, 2015). Changes in traditional knowledge is evident across industries. As the community explores its benefits, it leads to new way of life. Evidence on the high rate of adoption shows improvements among women and youth. Technology improves mobility in the rural areas for a much more enlightened community. However, a community-centered approach to education facilitates for equal distribution and accountability in education(Zepke, 2007). Exposure to the world thoughts and imagination opens up doors of economic opportunities through e-commerce and learning. These changes also include the use of mobile telephone communication. Organizations working with the Indian and New Zealand governments in ensuring food security include the use of improved technology for agriculture and conservation(Kareiva Lalasz, 2012). The UN efforts towards this community is to ensure sustainability especially in rural areas where there is violations of land rights. Upgrading their level of education and information empowers them towards championing their rights in the midst of oppression. Socio Cultural Factors Indigenous communities own most of the world resource rich areas like forests, which are rich in natural resources. Human developments continue to affect their existence through explorations and economic activities. Industries set up in forests belong to multinational organizations yet the compensation of the people takes fails. Outcry over the displacement of indigenous groups in India and New Zealand cites loss of important heritage elements (Clarke, 2009: Khanna Bijoy, 2010). These groups wallow in poverty and have no access to education, which is an empowerment tool. Lack of access to quality education compromises chances of self-governance hence the indigenous have no voice. In work places, the Maori complain of discrimination as most of them work in unsafe and poor working environments.(Sim Marriott, 2014). The poor living standards reflect in poor housing and living conditions(OHCR, 2017). Education system in New Zealand shows evidence of these inequalities and racism among the Maori indigenous communities(Becares, Cormack, Harris, 2013). Failure to empower the indigenous communities means that they cannot contribute effectively to the development of their own community. Attempts by the government to bring about equalization highlights improvements in life expectancy, child welfare and education(Smith, 2013). However, there is need for improvements in the work environment, cultural identity and local language development. UNESCO continues to support the preservation of culture through knowledge and the development of scientific knowledge in the community. Despite improvements in global regions, inequalities among the indigenous persists. The UN report on indigenous people reveals that there are over 5000 indigenous communities totaling to 300 million people(United Nations General Assembly, 2014). Most of these live in poverty, alienation and discrimination which means they are disadvantaged. Cooperating with the indigenous in development projects provides long term and short-term solutions against the incarceration in India and discrimination in New Zealand(Zepke, 2007). This includes integrating their cultural aspects in leadership and social activities to encourage acceptance by other groups. NGO and Government Support Leadership context involves synchronizing the team of followers to play the same tune(Fitzpatrick, 2012). Performance is an important aspect of this. Part of the problems arises from income challenges, which prevent access to basic health, and stimulates further inequalities. Life expectancy rates in these groups is also relatively low(Ungar, 2011). Donor support from organizations such as child welfare confirm statistics of high child mortality. The strange cultural context effected by colonialism in assimilation was a distortion of appropriate social environment. Effects on the community includes psychosocial impacts. The increased development of delinquent behavior among the youth shows desperation. In India, he tussle between the indigenous and the government invokes issues of environmental protection, human rights and land issues. The violation of community rights deprives the community and it leads to underdevelopment in the group. Contemporary leadership issues continue to affect the Aborigines throughout the globe. Some of the issues facing them have historical background attached to them(Trevor-Roberts Ashtanasy, 2003). These have adverse effects on the communities including psychological issues like depression and trauma caused by cultural alienation. Its effects include addictions and alcoholism, which is common among the youth. Non-governmental organizations have been instrumental, in providing solutions such as counselling and psychosocial support. Positive changes through community-based approaches have come up with solutions to try to solve some of t problems. Community participation is one of the best ways to govern the indigenous. It allows them to contribute and become part of the solution. NGO and government partnerships provide support, professional training and centers for the Aborigines in New Zealand. In India, there is evidence of a multilevel and multidimensional approach to solving indigeno us problems(Finnan, 2016). Social, cultural and political problems require both government, community and non-governmental support. In cases where the indigenous community is adamant to seek westernized governance or education sensitization or community education becomes a solution. NGOs have nonpartisan policies and practices. Indigenous communities can easily trust donor communities than the government in some policies. Therefore, the government needs to form partnerships with these organizations for successful implementation. Conclusion Leadership in the global environment is about people. It involves providing solutions to the society especially in places where success seems elusive. The discrimination against the indigenous communities is one of the rampant issues that the world is facing. These are problems with deep-rooted causes. Research reveals the impact of colonialism and globalization factors on these groups. Political and economic factors continue to shape the outcome of these groups. Despite the effects of the contemporary system, there are causes from historical injustices. A closer look at the problems faced by the indigenous groups in India shows commonalities and differences with the New Zealand cases. Agreement by the United Nations has not warranted much because of the legality of the laid out framework in India and New Zealand. The differences in leadership approach towards the protection of these communities depends on the leadership styles (Levy, 2004). Lack of cooperation from government system s like in India is a challenge to successful implementations. Indications of discrimination in development plans and policies is evident in New Zeand. As a result, the gap between the indigenous and non-Aborigines persists. In an attempt to make things right, different organizations have taken the center stage with proposals on how to synchronize the gap. However, complications arise because of the destruction of generations; cultural identity and language are irreplaceable. The Aborigine community in some parts of the world face extinction because of these. Complex situations call for multifaceted approaches. The Indian and New Zealand governments continue to benefit from partnership programs with interest groups in order to change the plight of the indigenous. This has costs and donor communities have come out in support of such initiatives. From the discussion, the community participation of the locals bears much fruit. Bibliography Becares, L., Cormack, D., Harris, R. (2013). Ethnic density and area depreivation; Neigbourhood effects on Maori health and racial discrimination in Aotearoa/ New Zealand. Social Science Medicine, 88, 76-82. Chhokar, J., Brodbeck, F., House, R. (2013). Culture and leadership across the world. The GLOBE book of indepth studies of 25 societies. Routledge. Clarke, G. A. (2009). An essay on leadership, especially thjrough South Africa and New Zealand cultural lenses. International Journal of leadership in Education, 12(2), 209-216. Cohen, W. A. (2013). Peter Drucker wants you to be a heroic leader-Now. Organizational Dynamics, 42, 70-80. Retrieved September 6, 2017, from file:///C:/Users/BAT/Downloads/1599664_968231528_Cohen2013PeterDruckerWantsyout.pdf Cook, R. J. (2012). Human rights of women: Nation and international perspectives. University of Pennsylvania Press. Corbera, e., Schroeder, H. (2011). Governing and implementing REDD+ . Environmental Science Policy, 89-99. De Swaan, A. (2013). Words of the world: The global language system. John Wiley Sons. John Wiley Sons. Fernandes, W. (2013). Tribal or Indigenus? The Indian Dilemma. The Commonwealth Journal of INternational Affairs(4), 381-389. Finnan, C. (2016, October 12). Residential schoolong brings opportunity to India's poorest indigeneous children. Sapiens. Retrieved September 13, 2017, from https://www.sapiens.org/culture/india-indigenous-education/ Fitzpatrick, S. (2012). What it takes to captain the mighty All Blacks-and lessons for leadership. Business strategy Review, 3, 68-71. IWGIA. (2017, February 15). Land rights protests met with militarised response and brutality. International Work Group for Indegenous Affairs. Retrieved September 6, 2017, from https://www.iwgia.org/news/search-news?news_id=1439 Kareiva, P. M., Lalasz, R. (2012). Conservation in Anthropocene. Breakthrough Journal, 2. Khanna, S., Bijoy, C. (2010, January). India and the rights of the indigineous people: constitutional,legislative and administrative provisions concerning indigeneous and tribal people in India and their relation to international law on indigeneous people. Research Gate. Retrieved September 13, 2017, from https://www.researchgate.net/publication/281625880_INDIA_AND_THE_RIGHTS_OF_INDIGENOUS_PEOPLES_Constitutional_Legislative_and_Administrative_Provisions_Concerning_Indigenous_and_Tribal_Peoples_in_India_and_their_Relation_to_International_Law_on_Indigen Kilkoly-Proffit, M. (2012). Socialisaation of daughters in women-led family businesses. University of Auckland Business Review, 16(1), 6-15. Leberman, S., Harris, C. (2011). Leadership development for women in New Zealand . Advances in Developing Human Resources, 28-44. Levy, L. (2004). The call for leadership. University of Auckland Business Review, 6(1), 2-4. Oakley, J., Gemmill, G. (1992). Human Relations. Leadership: An alienating social myth, 113. Retrieved September 6, 2017, from file:///C:/Users/BAT/Downloads/1599665_1260886673_Gemmill1992Leadershipanalienat.pdf OHCR. (2017). United Nations Human Rights. Retrieved from Universal Periodic Review: https://www.ohchr.org/EN/HRBodies/UPR/Pages/UPRMain.aspx Overman, S. (1996, September/October). The new sciences of administration: Chaos and Quantum Theory. Public Administration Review, 56(5). Retrieved September 6, 2017, from file:///C:/Users/BAT/Downloads/1599668_485482520_Overman1996TheNewSciencesofAdm%20(1).pdf Puranam, E. (2016, July 7). The mine that dispalced India's indigeneous people. Aljazeera. 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The Monopoly Essays - Imperfect Competition, Market Structure

The Monopoly a) Using Australian examples describe the characteristics of the two of the following forms: Monopoly Oligopoly The main characteristics of an oligopoly are: ? The market is dominated by only a few companies, which are relatively large. ? The production of identical products which are similar. ? There are significant barriers to entry. ? The interdependence of production decisions within the market. An Oligopoly market exists in which a small number of firms dominate the supply to an entire market. Each firm producers a very similar product. In Australia the oligopoly is the major market form. It is because Australia is so small market located far from overseas markets and this thus requires producers to be larger, so they are more competitive. There are hundreds of examples of oligopolistic industries, e.g. cars (Holden), breakfast cereals (Kellogs) This market form does not only depend on the larger producers, but the recognition of their interdependence, the action of one producer will affect the actions of others and each oligopoly firm watches their rivals closely. Oligopolies compete fiercely for market share, therefore the competition for existing or new consumes is intense, as each producers products are very similar. As a result oligopolists have little influence over price. For example Shells petrol is very similar to Mobil petrol, therefore these two companies watch each other closely. Oligopoly firms attempt to make their products different in the eyes of consumers. This can be achieved in many different ways. Firstly by providing quality improvements in goods or services such as electrical sound equipment, secondly by different packaging or wrapping, thirdly by bonus offers or prizes on purchase, for example Just Jeans offering free sunglasses. The more product differentiation among oligopoly firms, there is a more chance of each firm has being independent from its rivals when setting price or output. It is hard for new firms with a small market share to enter the oligopoly market and produce enough to make the product cheap for consumers to buy. The small amount of large firms can often produce large amounts of quantity to provide for all consumers to purchase. It is difficult for new firms to win market shares form existing producers, particularly if those firms have large advertising budgets, licenses, design patents or restrict access to raw materials on one way or another. Oligopoly is a market structure, which is especially vulnerable to restrictive trade practices. The main characteristics of a pure monopoly are: ? Only one seller within the market. ? The goods produced have no close substitutes. ? There are extreme barriers to entry. ? Complete control over price. A monopoly is an industry in which there is one supplier of a good or service that has no close substitute and in which there is a barrier preventing new firms to enter. The supply of water and gas are local monopolies, while Australia Post, B.H.P and C.S.R. are examples of national monopolies. As there is only on supplier, the firms can chose where on the demand curve the industry will operate. They can either determine the price or the quantity traded. Either they can sell less at a higher price or sell more at a lower price; therefore their decision is based on maximizing their total profits. The key feature of a monopoly is the existence of barriers preventing the entry of new firms. It is once the firm has entry the market system that is losses the advantage of monopoly control. Some barriers to entry may include; control over vital raw materials, tariff protection from importers, protective government legislation, temporarily low price to force out competition and large research and development budgets to help monopolists maintain their technological advantages over potential rivals. As there is no existence of competition, advertising is mainly focused on public relations or sponsorship of major sports events. b) How effectively do the two markets forms that you described in part a meet the criteria for a successful market? A market system exists when producers and consumers interact with one another. For a successful market system to exist the following criteria needs to be meet: does the market? Deliver lower prices, provide greater choice, encourage improvements in the quality of the goods and services traded, encourage the implementation of new