General Review of Algorithms Presented for Image Segmentation

Image segmentation commonly known as partitioning of an image is one of the intrinsic parts of any image processing technique. In this image pre processing step, the digital image of choice is segregated into sets of pixels on the basis of some predefined and preselected measures or standards. There have been presented many algorithms for segmenting a digital image. This paper presents a general review of algorithms that have been presented for the purpose of image segmentation. Segmenting or dividing a digital image into region of interests or meaningful structures in general plays a momentous role in quite a few image processing tasks. Image analysis, image visualization, object representation are some of them. The prime objective of segmenting a digital image is to change its representation so that it looks more expressive for image analysis. During the course of action in image segmentation, each and every pixel of the image segmentation is assigned a label or value. The pixels that share the same value also share homogeneous traits. The examples can include color, texture, intensity or some other features. Image segmentation can be defined as the technique to divide the an image f (x, y) into a non empty subset f1, f2, ...., fn which is continuous and disconnected. This step contributes in feature extraction. There are quite a few applications where image segmentation plays a pivotal role. These applications vary from image filtering, face recognition, medical imagingShow MoreRelatedEvolutionary Computing Based Approach For Unsupervised Image Clustering Using Elitist Ga1474 Words   |  6 PagesAbstract— Genetic Algorithm (GA) is a stochastic randomized blind search and optimization technique based on evolutionary computing that has already been proved to be robust and effective from its outcome in solving problems from variety of application domains. Clustering is a vital technique to extract meaningful and hidden information from the datasets. 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Clinical Reasoning Combining Research and Knowledge to Enhance Client Care Free Essays

Making sound and client-centered clinical decisions in an area that demands accountability and evidence-based practice requires not only scientific knowledge, but also a deep knowledge of the practice of one’s profession and of what it means to be human in the world of combined strength and vulnerability that is health care. Every clinician must understand the importance of applying best research evidence to client care, the essence of evidence–based practice, to improve the overall quality of healthcare. Research continues to find that using evidence-based guidelines in practice, informed through research evidence, improves patients’ outcomes (Dykes et al, 2005). We will write a custom essay sample on Clinical Reasoning: Combining Research and Knowledge to Enhance Client Care or any similar topic only for you Order Now The literature is replete with definitions of evidence-based practice. Simply stated, evidence-based practice is the process of applying research to practice. Originating from the medical field in 1991, the term evidence-based medicine was established to ensure that medical research was systematically evaluated in a manner that could â€Å"inform medicine and save lives and that is superior to simply looking at the results of individual clinical trials† (Wampold Bhati, 2004). An evidence-based practice is considered any practice that has been established as effective through scientific research according to a set of explicit criteria (Drake, et al, 2001). The term evidence-based practice is also used to describe a way of practicing, or an approach to practice. For example, evidence-based medicine has been described as â€Å"the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients† (Sackett, Rosenberg, Gray, et al, 1996). Evidence-based medicine is further described as the â€Å"integration of best research evidence with clinical expertise and patient values† (Sackett, Straus, Richardson, Rosenberg, Haynes, 2000). Rather than a relationship based on asymmetrical information and authority, in evidence-based practice the relationship is characterized by a sharing of information and of decision-making. The clinician does not decide what is best for the client, but rather the clinician provides the client with up-to-date information about what the best-evidence is regarding the client’s situation, what options are available, and likely outcomes. With this information communicated in culturally and linguistically appropriate ways clients are supported to make decisions for themselves whenever and to the extent possible. According to Burns and Grove evidence-based practice is nothing more than a problem-solving approach to the care that we deliver that takes into consideration the best evidence from research studies in combination with clinical expertise and the patient’s preferences and values (Burns Grove, 2004). Pierce described in â€Å"Evidence-Based Practice in Rehabilitation Nursing† that â€Å"making patient-care decisions with current information and one’s clinical expertise enhances the ability to provide the best practice†. The author added that â€Å"evidence-based practice is a process that begins with knowing what clinical questions to ask, how to find the best evidence, and how to clinically appraise the evidence for validity and applicability to the particular care situation†. Then, the best evidence must be applied by a clinician with expertise in considering the patient’s unique values and needs. As stated by Law MacDermit, â€Å"evidence for practice is not only about using research evidence, but using it in partnership with excellent clinical reasoning and paying close attention to the client’s stated goals, needs, and values†(Law MacDermit, 2008). Although the terms best practices and evidence-based practice are often used interchangeably, these terms have different meanings. Evidence-based practice can be a best practice, but a best practice is not necessarily evidence-based; best practices are simply ideas and strategies that work, such as programs, services, or interventions that produce positive client outcomes or reduce costs (Ling, 2000). In order to bring research and knowledge into someone’s practice, it’s necessary to think critically. Becoming a critical thinker is a prerequisite of becoming an evidence-based clinician. But what is critical thinking? Critical thinking involves the application of knowledge and experience to identify patient problems and to direct clinical judgments and actions that result in positive patient outcomes. Critical reflection requires that the thinker examine the underlying assumptions and radically question or doubt the validity of arguments, assertions, and even facts of the case. Critical reflective skills are also essential for clinicians; however, these skills are not sufficient for the clinician who must decide how to act in particular situations and avoid patient injury (Wheatley DN, 1999). Critical reasoning is a process whereby knowledge and experience are applied in considering multiple possibilities to achieve the desired goals (Noll et al, 2001) while considering the patient’s situation (Fowler, 1997). According to Simmons it’s a process where both inductive and deductive cognitive skills are used (Simmons et al, 2003). Each client’s problem is unique, a product of many factors, including the client’s physical health, lifestyle, culture, relationship with family and friends, living environment, and experiences. Thus, a health care professional does not always have a clear picture of the client’s needs when first meeting a client. Because no two clients have identical problems, a clinician is always challenged to observe each client closely, search for and examine ideas and inferences about client problems, consider scientific principles relating to the problems, recognize the problems and develop an approach to client’s care. When clinicians make healthcare decisions for a population or group of clients using research evidence, this can be described as evidence-based healthcare practice. Another prerequisite to becoming an evidence-based clinician is to be a reflective professional. Reflection is an important aspect of critical thinking. As described by Miller Babcock reflection is â€Å"the process of purposefully thinking back or recalling a situation to discover its purpose or meaning. With reflection, a clinician seeks to understand the relationships between theoretical concepts and real-life situations. The importance of reflecting on what you are doing, as part of the learning process, has been emphasised by many researchers. The concept of reflective practice was introduced by Donald Schon in his book named â€Å"The Reflective Practitioner† edited in 1983, however, the concepts underlying reflective practice are much older. John Dewey was among the first to write about Reflective Practice with his exploration of experience, interaction and reflection (Dewey, 1933). Schon described the concept as a critical process in refining one’s artistry or craft in a specific discipline. The author recommended reflective practice as a way for beginners in a discipline to recognize consonance between their own individual practices and those of successful practitioners. He also stated that reflective practice â€Å"involves thoughtfully considering one’s own experiences in applying knowledge to practice while being coached by professionals in the discipline† (Schon, 1996). As it was earlier said, there are a few steps toward evidence-based practice and rehabilitation. The first and the most important step in evidence-based practice is to determine a well-designed question that not only affects quality care but is of interest to the rehabilitation clinician and is encountered in practice on a regular basis. A useful ramework for formulating an appropriate clinical question is suggested by Sackett colleagues. (Sackett, 2000). They proposed that a good clinical question should have at least three and sometimes four components: Patient or Problem; Intervention; Comparison (not mandatory); Outcome of interest. This has been referred to as the PICO (Patient /Problem, Intervention, Comparison, Outcome) or PIO (Patient / Problem, Intervention , Outcome) approach. The question usually comes from diverse sources. As stated by Pierce, â€Å"the most common source is the rehabilitation practice itself†. Once the question in searching of evidence was formulated, the next and probably the most important step is to find the relevant evidence in the literature that will help in answering the question. It can be difficult to distinguish relevant from irrelevant information and to decide which source contains the most credible information and research data. Using research findings in practice improves care. Research utilization occurs at three levels—instrumental, conceptual, and symbolic: 1. Instrumental utilization is the direct, explicit application of knowledge gained from research to change practice (Gills Jackson, 2002). 2. Conceptual utilization refers to the use of findings to enhance one’s understanding of a problem or issue in nursing (Gills Jackson, 2002). 3. Symbolic utilization is the use of evidence to change minds of other people, usually decision makers (Profetto-McGrath, Hesketh, Lang, Estabrooks, 2003). According to Hameedullah Khalid, â€Å"all evidence must be appraised in the following areas: validity, importance and applicability to the clinical scenario† (Hameedullah Khalid, 2008). Performing the previous steps will result in the appearance of a concrete piece of evidence which should be valid and important for the question in consideration. Now is the time to combine the clinical expertise and experience with the evidence generated to improve the outcome of specific client scenarios. It is also important to remember client’s values and circumstances while making such decisions. The evidence regarding both efficacy and risks should be fully discussed with the client in order to allow them to make an informed decision. This approach allows the formation of a decision in consultation with the client in the presence of good evidence and is consistent with the fundamental principle of evidence-based practice i. e. ntegration of good evidence with clinical expertise and patient values (Hameedullah Khalid, 2008). Whether the intervention was appropriate and resulted in good clinical outcome for a certain group of clients, in a particular clinician’s hands, will only be answered by careful prospective outcome research. As Strauss and Sackett have suggested, we need to ask whether we are formulating answerable que stions, finding good evidence quickly, effectively appraising the evidence, and integrating clinical expertise and patient’s values with the evidence in a way that leads to a rational, acceptable management strategy (Straus Sackett, 1998). Although the importance of research-based practice was identified decades ago and has gradually been adopted by rehabilitation professions, there are a number of challenges for clinicians who are attempting to be use research to aid in clinical decision-making. According to Bohannon and Leveau most challenges can be grouped under one of three areas: research methods, clinicians’ skill, and administrative factors (Bohannon Leveau, 1998). The research procedures of randomly assigning patients to an experimental or control group, using standardized outcomes measures that may not have real-world relevance, and the difficulty of blinding investigators and clients to the research procedures all make research results difficult to be implemented, interpreted and utilized clinically (Ritchie, 2001). Evidence-based practice requires clinicians to read current research literature, understand research methodology, and incorporate best evidence into practice as appropriate. As Sumison noted in one of his studies, it may be difficult to use in client-centered practice. The research literature may be difficult to access and relevant information is often not compiled in one place (Sumison, 1997). Interpreting and implementing research evidence also requires clinical skill, judgement, and experience. Deciding what constitutes evidence that justifies a change in practice can be challenging and the opportunity for bias exists at every stage of the process as Pomeroy observed in one of his articles from 2003 (Pomeroy, 2003). There are many other factors that present challenges to clinicians who are attempting to use evidence to guide their practice. Time constraints are almost universally identified as a primary limiting factor. Schreiber and Stern stated that â€Å"clinicians refer to pressures of today’s health care environment and administrators’ emphasis on productivity as factors that directly inhibit their ability to seek out, gather, read, and integrate cientific information relevant to daily practice† (Schreiber and Stern, 2005). The concept of evidence-based practice is of great importance for rehabilitation and physiotherapy to allow for increased insight for all involved including patients, clinicians, third-party payers, and government and health care organizations, into the clinical decision-making processes. The purpose of promoting this paradigm is optimum quality of care with conservation of professional autonomy. How to cite Clinical Reasoning: Combining Research and Knowledge to Enhance Client Care, Essays

Resilience Aboriginal Communities In Crisis -Myassignmenthelp.Com

Question: Discuss About The Resilience Aboriginal Communities In Crisis? Answer: Introducation: Cultural and historical events greatly influences health migration and incorporating components of new culture came into origin of a particular culture. The culture and history on health is vast affecting perceptions of illness, health, death and beliefs about disease causes helping healthcare professionals to design and tailor diagnosis, and health promotion approaches (Anderson Kowal, 2012). Ethnicity and racial differences present a complex structure of health differences predisposing them to risk factors in every dimension. These differences are clear as ethnic or racial groups are rooted in complex interlocked factors of socio-economic status. Risk factors include behavioural risk factors that predispose cultural groups to chronic disease and subjected to abusive behaviours related to it like substance abuse or violent behaviour (Spector, 2012). Healthcare behaviour also contribute to risk as health seeking behaviour, avoidance or utilization of healthcare, doctor-patient relat ionship and compliance to medical regimens also give rise to varying health differences. For example, Aboriginals and Torres Strait Islander and Chinese families in Australia are subjected to certain risk factors due to current and historical events in Australia with differences in health outcomes that will be discussed in the following essay. Moreover, the essay will highlight the influence of service care provision and healthcare policies on health outcomes of these two cultural groups. Aboriginals and Torres Strait Islanders (ATSI) is the original Australian people that are unrivalled in the whole world occupying traditional lands through the mainland country. TSI on the other hand occupies 270 islands running in between Papua New Guinea and Australia. There are cultural and ethical differences within ATSI societies having own traditions and language being original custodians of Australia (Garling et al. 2013). On a contrary, Chinese Australians are the second largest immigrants source in Australia after India. During the Australian Gold Rushes period, Chinese came to Australia shaping and influencing Australian policy for years (Pang, Alfrey Varea, 2016). Racism is one of the main driving factors that affected Australian Federation. This immigration depicts that there was bimodal distribution of Chinese in Australia where some tended to face language difficulties and experienced high unemployment rate. In stark contrast, Few Chinese came as business or profession al migrants who brought great wealth and skills with them. On a contrary, Colonization and assimilation of government into mainstream Western society has an impact on every aspect of ATSI life including traditional roles, health, socio-economic conditions, health equity, access to services and culture (Tousignant Sioui, 2013). The policies and procedures post- colonization by government assimilation had contribute to the Aboriginal people marginalization from the mainstream society having a disruptive and profound impact on their health, access to healthcare services, socio-economic welfare and culture around the world. This resulted in reduction of Australian Aboriginal population by 90% between 1788 and 1900 (Haskins Lowrie, 2014). The above comparison shows that being the original people in Australia, ASTI faced discrimination and marginalization post-colonization practiced even today. However, Chinese Australians being immigrants left a mark on the Australian history changing the phase of present Australian society. After the British settlement, there was appearance of European diseases being the immediate consequence of British colonization like smallpox, chicken pox, measles and influenza (Greenwood de Leeuw, 2012). These are infectious disease spread quickly among the Aboriginal communities on a large scale. Moreover, the nomadic life of Aboriginals was disrupted as they were driven away from their lands resulting in reduction of access to water resources and land (Tuck Yang, 2012). By 1980s, all Aboriginal lands were taken away by white settlers and already weakened by appearance of new diseases; it reduced the chances for ATSI survival. The stolen lands and civilization also contributed to their present health conditions as compared to non-indigenous population in Australia (Land, 2015). This is evident in the fact that as per Aboriginals cultural beliefs, physical environment in the local area had been created by actions of spiritual ancestors and losing them had pervasive risks to their health and wellbeing. Although, colonization affected ASTI, unlike Chinese Australians actively fought against racism and prejudice and various famous activists like Lowe Kong Meng and Loius Ah Mouy highlighted various social and economical issues faced by them (van Holst Pellekaan, 2013). They fought against the policy that restricted migration of non-Europeans to Australia and finally links were strengthened. Despite of the fact Chinese Australians faced socio-economic disadvantage and diverse origin; they are successful in retaining many of their original cultural and social beliefs that had not been weakened in Australia (Ang, 2014). The health issues among ASTI took place post-colonization; however the scenario for the Chinese Australians is quite different. At the time of immigration, Chinese Australians were quite healthy and superior to Aboriginals health due to strict health requirements during migration. However, with time and increased length of stay, health advantage of Chinese Australians aligned with Aboriginals facing racism and discrimination. This predisposed Chinese in Australia to greater ill health with increased rates of chronic conditions and inefficient self-management practices. Discrimination against Chinese Australians is alarming as compared to Aboriginals who are viewed as visible minority and permanently marginalized due to recent trends in politics of Australia (Markus, 2013). Chinese working hours, language is different that increase their frustration and sense of isolation. This contributed to their mental health problems and emotional disturbances affecting their health and wellbeing. According to a report, Chinese Australians face high shocking rates of discrimination as compared to ASTI as much as 90% by uni versity students (Booth, Leigh Varganova, 2012). It is quite reasonable to say that Chinese faced racial discrimination post-immigration indicating mental health issues as top national priority in Australia. There is present experienced disadvantage as a result of past dispossession and dislocation impacting their health in every form. Apart from health, Aboriginals also face worst housing, occupational, lowest educational, economic, legal and social status or any sort of identifiable sections in the Australian society. The effect of colonization was saddening as they were subjected to racism and discrimination, shrunken traditional lands by European empires. Racism tended to neglect the Aboriginals presence or acknowledge their contribution and impact on Australian society and culture (Herring et al., 2013). This had a serious impact on their health increasing the risk of mental health problems, illnesses and subjected to substance abuse. Mental health problems due to discrimination and disruptive behaviour by healthcare professionals towards Aboriginals and TSI make them hospitalized for behavioural and psychological disorders or any self-harming behaviour (Parker Milroy, 2014). Socia l factors like self-esteem, racism and family violence affect their emotional and social wellbeing increasing the risk for behavioural or emotional difficulties. The assimilation of ATSI into the mainstream facilities in the society can help to mitigate racism and marginalization of this cultural group. Chinese Australians face high rates of cardiovascular diseases where unhealthy diet and lack of physical exercise are the biggest risk factors highlighting an important heath issue (Chen et al., 2012). In the current scenario, Chinese Australians lack seeking of services for mental health needs and welfare provision lacks in the scenario and left unvoiced in the mainstream society. Health care policies and service provisions have also contributed to negative health outcomes for ATSI and Chinese Australians differing on few aspects. ATSI faces cultural barriers that contribute to inequality in healthcare services as they are culturally, politically and socially disadvantaged (Durey, Thompson Wood, 2012). In spite of consistent efforts, policy makers and healthcare professionals are unable to bridge the gap in providing the, fair and equitable services to ATSI. These barriers act as longstanding and challenging issue for Australian government that need immediate consideration. Ethnic or racial disparities act as a challenge for healthcare professionals in providing equitable healthcare services to this cultural group due to distinct culture of ATSI. This cultural group experience bullying, intimidation, fear and lack of cultural sensitivity that greatly affect their psychological and physical health being vulnerable to mental health issues (Ferdinand, Paradies Kelaher, 2013). This affects their equity of access and structural injustices acting as barriers resulting in stigma, discrimination and stereotyping experienced by ATSI. On a contrary, Chinese Australians have migrated to Australia and they are not culturally dominant are at greater risk for poor health outcomes. Language and access to healthcare services are some of the major barriers that results in inequality in healthcare (Chalmers et al., 2014). As Chinese Australians are migrants, it is quite obvious that they would face cultural and language barriers limiting their access to healthcare services. There is strong relationship between literacy levels and limited access suggesting need for improved knowledge of accessible materials and healthcare system for migrant community like Chinese Australians. This situation greatly depicts that this community is homogenous in attitudes, values and beliefs representing a range of cultural perspectives and consequences that they face due to undefined cultural views (Artuso et al., 2013). Chinese culture created a backdrop where their identity forges and requires careful healthcare planning and delivery. Aboriginal and Torres Strait Islander Act 2005 states that ASTI needs to be included into the mainstream Australian society strengthening social inclusion. This results in poor health outcomes as a result of poor health assessments, GP management plans, allied and team care management. There is less vaccination and access to management of chronic diseases for ATSI results in communicable diseases like hepatitis, tuberculosis, AIDS, infestations and skin infections (Aspin et al., 2012). National Health Survey was trying to address their challenges since decades, however due to low availability of ethnic Chinese doctors expertise in Traditional Chinese Medicine (TCM). This is the reason that there is scare research regarding utilization of health services by Chinese Australians. They use less public health services and hospitals due to lack of general Chinese practitioners in the healthcare settings preferring Chinese speaking practitioners. There is lack of cultural sensitivity in healthcare services with barriers like low use of prevention services like breast screening and pap smears and insufficient interpreter services. There is also lack of knowledge about role and existence of ethnic health practitioners that is supported by racial discrimination against Chinese Australians. Due to low communication, low mental health literacy, stigma, service constraints and stigma, there is low utilization of healthcare services by ATSI (Guven Islam, 2015). Chinese Australians contributing to their ill health and poor health outcomes. This clearly depicts that due to economic uncertainty, poor political leadership weakening the parts of Racial Discrimination Act. This gives rise to a powerful assertion cutting through legalistic debate in section 18C of the Act that it is highly illegal to intimidate or offend people based on race, national or ethnic origin or colour (Ford, 2013). This is creating a picture in the country that it is quite reasonable to become a racist weakening the Anti-Discrimination Act and damaging the entire legislation. This high unacceptable level of discrimination and inequality have identified young Chinese Australians to seek drugs or alcohol and predispose them to high risk of mental health issues like depression, frustration or stress. The above difference between the two cultural groups depicts that being the original population of Australia, ATSI are marginalized and disadvantaged as compared to non-indigenous population. They face high discrimination and racism in their own country due to cultural insensitivity towards fulfilling their cultural needs. There is discrimination against ATSI post-colonization as they are away from mainstream society services although being the original population of Australia. On a contrary, it is quite obvious that Chinese Australians are immigrants and face challenges in accessing healthcare services due to language barrier and lack of Chinese practitioners. There is lack of ethno-specific services that prevent this particular cultural group from seeking and accessing mental health services and welfare provision fulfilling their needs. From the above discussion, it can be concluded that historical and current events greatly impact health of cultural groups in Australia. Culture and social factors greatly affect health and perceptions about seeking treatment and diagnosis. Racial differences give rise to health disparities in the healthcare system where ATSI and Chinese Australians experience inequalities in healthcare. Due to colonization and stolen lands, ATSI were marginalized and disadvantaged being deprived of mainstream healthcare services. This had a serious impact on their health increasing the risk of mental health problems, illnesses and subjected to substance abuse. Chinese Australians are immigrants who came to Australia during Gold Rush period and face racial discrimination at alarming rates. This had led to the low access of healthcare services by these cultural groups due to language barrier and lack of cultural sensitivity. There is need for ethno-specific services for these cultural groups to promot e social inclusion into mainstream Australian society. References Anderson, H., Kowal, E. (2012). Culture, history, and health in an Australian Aboriginal community: The case of Utopia.Medical anthropology,31(5), 438-457. Ang, I. (2014). Beyond Chinese groupism: Chinese Australians between assimilation, multiculturalism and diaspora.Ethnic and Racial Studies,37(7), 1184-1196. Artuso, S., Cargo, M., Brown, A., Daniel, M. (2013). Factors influencing health care utilisation among Aboriginal cardiac patients in central Australia: a qualitative study.BMC Health Services Research,13(1), 83. Aspin, C., Brown, N., Jowsey, T., Yen, L., Leeder, S. (2012). Strategic approaches to enhanced health service delivery for Aboriginal and Torres Strait Islander people with chronic illness: a qualitative study.BMC health services research,12(1), 143. Booth, A. L., Leigh, A., Varganova, E. (2012). Does ethnic discrimination vary across minority groups? Evidence from a field experiment.Oxford Bulletin of Economics and Statistics,74(4), 547-573. Chalmers, K. J., Bond, K. S., Jorm, A. F., Kelly, C. M., Kitchener, B. A., Williams-Tchen, A. J. (2014). Providing culturally appropriate mental health first aid to an Aboriginal or Torres Strait Islander adolescent: development of expert consensus guidelines.International journal of mental health systems,8(1), 6. Chen, K. J., Hui, K. K., Lee, M. S., Xu, H. (2012). The potential benefit of complementary/alternative medicine in cardiovascular diseases.Evidence-Based Complementary and Alternative Medicine,2012. Durey, A., Thompson, S. C., Wood, M. (2012). Time to bring down the twin towers in poor Aboriginal hospital care: addressing institutional racism and misunderstandings in communication.Internal medicine journal,42(1), 17-22. Ferdinand, A., Paradies, Y., Kelaher, M. (2013).Mental health impacts of racial discrimination in Victorian Aboriginal communities. Lowitja Institute. Ford, M. (2013). Achievement gaps in Australia: What NAPLAN reveals about education inequality in Australia.Race Ethnicity and Education,16(1), 80-102. Garling, S., Hunt, J., Smith, D., Sanders, W. (2013).Contested governance: culture, power and institutions in Indigenous Australia(p. 351). ANU Press. Greenwood, M. L., de Leeuw, S. N. (2012). Social determinants of health and the future well-being of Aboriginal children in Canada.Paediatrics child health,17(7), 381-384. Guven, C., Islam, A. (2015). Age at migration, language proficiency, and socioeconomic outcomes: evidence from Australia.Demography,52(2), 513-542. Haskins, V. K., Lowrie, C. (Eds.). (2014).Colonization and Domestic Service: Historical and Contemporary Perspectives(Vol. 14). Routledge. Herring, S., Spangaro, J., Lauw, M., McNamara, L. (2013). The intersection of trauma, racism, and cultural competence in effective work with aboriginal people: Waiting for trust.Australian Social Work,66(1), 104-117. Land, C. (2015).Decolonizing solidarity: Dilemmas and directions for supporters of indigenous struggles. Zed Books Ltd.. Markus, A. (2013). Australian governments and the concept of race: an historical perspective.Sydney Studies in Society and Culture,4. Pang, B., Alfrey, L., Varea, V. (2016). Young Chinese Australians' subjectivities of healthand (un) healthy bodies.Sport, Education and Society,21(7), 1091-1108. Parker, R., Milroy, H. (2014). Aboriginal and Torres Strait Islander mental health: an overview.Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice,2, 25-38. Spector, R. E. (2012).Cultural diversity in health and illness. Pearson Higher Ed. Tousignant, M., Sioui, N. (2013). Resilience and Aboriginal communities in crisis: Theory and interventions.International Journal of Indigenous Health,5(1), 43-61. Tuck, E., Yang, K. W. (2012). Decolonization is not a metaphor.Decolonization: Indigeneity, education society,1(1). van Holst Pellekaan, S. (2013). Genetic evidence for the colonization of Australia.Quaternary International,285, 44-56.

Ophelia The Mouse Essays - Characters In Hamlet,

Ophelia The Mouse Rob Strieker 10/25/99 Eng 111 Dr. Floyd Collins Ophelia the Mouse Playing with someones feelings is a very serious matter. Ophelia is innocent of any wrongdoing, and in return she is used as a tool so people can get what they want. Her father and Hamlet used her as a tool, which led her to madness and her loving brother was not there to save her. Ophelia was a good woman who was treated as a child and had no independence. Laertes(Ophelias brother) loves her with all of his heart. He is always worried with her well being and whatever choices she may decide on. He tells Ophelia to be cautious of Hamlets love and words to her. Laertes tells her that Hamlet seeks not her but what she can offer. Laertes also points out that Hamlet is evil and that she should fear him instead of loving him. Laertes and Ophelia had a special bond between them and he never used her for his self-gain. He showed a lot of compassion towards her but where was he at the time of her death? Laertes should have taken care of Ophelia when she went crazy: he should not of let her run off knowing how ill she was. If Laertes was so concerned with her well being when she was in love with Hamlet then why didnt Laertes show concern with her life and protect her during her weak point of her life? I do believe that Laertes truly loved Ophelia and would do anything for her but at the time of her madness he was too concerned with the death of h is father to pay attention to Ophelia. Polonius acts toward Ophelia with dispise and disgust. Polonius uses her as a tool to become closer and get on Claudius good side. Polonius cares nothing for Ophelia: she is considered as a pawn in a chess game only to protect the king, Polonius. He treats her like a child that knows nothing and can do nothing. He also tells her that Hamlet wants only her chastity and all of his love letters mean nothing. Polonius tells her to stay away from Hamlet only to drive him crazy for her: Polonius also tells Ophelia that she should not give into Hamlet, she should not negotiate with him but only demand a greater price for her love. Polonius is already using Ophelia as a tool to get what he wants which is power and also be a step closer to the king: Polonius wants his bloodline to be royal. Ophelia is confused now and defends Hamlet in front of her father, for which she is called a fool and told that she knows nothing. Polonius is always cold toward Ophelia: for example, when she is confused about what she should think about Hamlet her father says, Marry, I will teach you. Polonius did not care how Ophelia felt and he always hurt her feelings. Polonius embarrassed her many times, for example when he read Hamlets love letters to Ophelia out loud to the King and Queen. I dont think Polonius ever really cared for Ophelia and saw her not as a daughter but as a mere tool for gaining what he wanted. Hamlet also used Ophelia as a tool but unlike Polonius and like Laertes he loved her. Hamlet would write love letters expressing how he felt and what she reminded him of. Hamlet loved her very much but his love for her, during the time he was finding out who killed his father, diminished quickly. When Polonius and the King plotted to test Hamlets love for Ophelia, Hamlet caught on to the treachery which Ophelia was involved in and Hamlet went off on her, telling that he never loved her and that all women were deceitful. Hamlet also used her as a tool to his own benefit when he was provoking the king and queen by making fun of how long his father was dead, a mere two hours, which Ophelia corrected when she said two months. Hamlet confused Ophelia by telling that he never loved her and then coming back during the play acting like everything was just perfect. This gave Ophelia mixed emotions;