Personal&Professional Development Essay Example | Topics and Well Written Essays - 1000 words

Personal&Professional Development - Essay Example I should not wait for a prompt to do action. I should be able to initiate it especially if I want my team to do the same. Creating an action plan for both myself and for my team will clearly guide everyone of the expected outcomes and there is no excuse to just wait for the others and waste time. As a manager, I should be aware not only of my own learning style but that of my team members’ so we can figure out a way to work together better. Learning Style (Honey & Mumford 1986) Reflective Practice (Schon 1983) Stages of Reflection (Moon 1999) Interpersonal Interaction Managing Conflicts I come from a very peace-loving family. We get to resolve our personal issues quickly. However, stepping into the real world entails knowing how to adapt to various personalities and being able to manage the conflicts that may inevitably crop up. I am inconsistent in my competence in handling conflicts, and that depends on the gravity of the issue and the strength of the personalities and the p ositions of the people involved. A manager needs know how to establish and maintain harmonious relationships with diverse people and groups. He possesses high emotional intelligence, maturity and understanding of people coming from various backgrounds and temperaments. To quote Buckingham & Coffman (1999) again, â€Å"The key to excellent performance, of course, is finding the match between your talents and your role.† A manager should know how to blend the talents and personalities of his team. Mastering such combinations will result in excellent performance of the whole team. Styles of Managing Interpersonal Conflict (Ruble & Thomas 1976) First, break all the rules: What the world's greatest managers do differently. (Buckingham & Coffman, 1999) Strategies and techniques for self-development Reflective Thinking From my youth, I have come to value self-introspection. I always analyze the things I have done, have said and have felt and thought to be lessons for me to learn fro m. This greatly helps me in my next moves. Most of the time when I do reflect on my actions, I come up with the right outcomes. As for my weaknesses, I need to keep reflecting on my performance to know where I need improvement on. My self-evaluation will help me identify these weaknesses and turn them into strengths. I know I am continuously evolving, and self-actualization is my goal. I need to be able to encourage my team members to likewise be more reflective in their tasks as this leads to good planning and foresight necessary in accomplishing goals successfully. Reflective Practice (Schon 1983) Stages of Reflection (Moon 1999) Learning Cycle (Kolb 1984) Personal leadership approaches Empowerment I am known to be an encourager and people have told me I have the ability to bring out the best in them. This may be due to the positive disposition I have that I mostly focus on the goodness and the potentials of people instead of their flaws. I, myself would want to be led by someone who inspires me to be better and not to settle for mediocrity. I believe that a manager should be an enabler. He sees the potentials of the people under him and harnesses their strengths. People may manifest varying degrees of greatness. The manager sees

My Community Needs Assessment Assignment Example | Topics and Well Written Essays - 750 words

My Community Needs Assessment - Assignment Example The soils are very fertile with Black Belt and Delta areas being dominant. Mississippi’s terrain is flat with small differences in the state (Mississippi, 2011). There is a bountiful background of cotton farming in Mississippi commencing in early 1800’s. Venture in cotton propelled the economy of Mississippi to one of the affluent states in the union before the civil war and obligated the use of slaves. Mississippi joined confederacy as the second state at the time of civil war. The slaves were set free after the war flopping the cotton industry. Many communal customs that emerged prior to the war were enhanced by the state’s economy and isolation persisted into1950’s (Mississippi, 2011). Mississippi’s population estimate was 2,978,512 with majority being locals. Females occupy half the population and there is a mixture of whites and African Americans at sixty and thirty-seven percent respectively. Latino is less than 3percent. The little Chinese population is mainly in Delta (Mississippi, 2011). Mississippi is the poorest in America (Handley, 2011). The estimate of the Goss state product was about $98billion in 2010 with 45,191 people getting welfare and 277,690 children taking part in free lunch program (Mississippi, 2011). Figures of insolvency children rose from 16.4 to 33.7percent in the past 10 years with present poverty at over 21percent. Unemployment rate is more than 10percent with the inhabitants earning the least income of less than $30,000 annually. Nevertheless, the state has lowest living cost. The population is Christian with Protestants being the majority mainly Baptists and Methodists. The Roman Catholic is predominantly in the south. There are a few Jewish. Additionally, Buddhists and Muslims are present but in excessively small numbers (Mississippi, 2011). Mississippi is among the unhygienic states in America in ten years continuously (Associated press, 2011). Obesity is rampant with African American among the most obese at 42.6

Graduating School Essay Example | Topics and Well Written Essays - 250 words

Graduating School - Essay Example The latter are considered to be more value-laden than simple provisions in a code. This is important to remember. But different sources have different values. One source of professional values and ethics is a code of conduct. Another is the organic behaviour of those who work around you—this is a difficult source to define. This can be good and bad. If you work in a police station where people are corrupt, being ethically purse might help you if you rely on your corrupt boss to promote you. A third source is what you bring to the table, how you yourself have been raised. You contribute your own ethics and values to the group with which you work. Perhaps at the police station you can set a very high standard as a role model and encourage people to follow your example. In my life, I have thought long and hard about why we need ethics. Ethics bind people together. They let the cream rise to the top. In today's world ethical relativism dominates so it is important to have codes th at are carefully written down and that are exhaustive and detailed. What is ethical relativism? This is a position believes that no universal standard exists to assess the truth of the world around us. Relativists often see morals as applying only within certain cultures. These people would say that female genital mutilation is okay because it is a cultural practice and an important to a particular culture.

The Iraq War Research Paper Example | Topics and Well Written Essays - 750 words

The Iraq War - Research Paper Example The primary rationale of military intervention in Iraq as was articulated by the joint congress resolution stated that it was necessary to remove the regime of Saddam Hussein because it was developing and had previously used weapons of mass destruction (WWD), supporting and harboring terrorists and was committing serious human rights abuses (Gordon, 156). It was also argued that it was important to change rogue regimes in the Middle East to starve the support for militant Islamic extremists in the region. The U.S led invasion of Iraq however relied on the authority given by the UN Security Council Resolution that required the international community to employ all the necessary means of compelling the then Iraqi regime to comply with the international obligations. Despite the fact that the United Nations Inspectors did not find any prior evidence of WMD, the U.N resolution was nevertheless issues based on the argument by some inspectors that they could not verify the accuracy of the I raqi declarations regarding the weapons in its possession. Preparations for the military intervention in Iraq began as early as 2001 after President Bush highlighted the intention of the U.S government to change the regime of Saddam Hussein. ... 2003, the rhetoric by the Bush administration against the Iraqi regime increased culminating to the February 2003 presentation of evidence of Iraqi WMD program by Colin Powell to the UN Security Council (Gordon, 89). There was however significant dispute within the U.S military intelligence regarding the accuracy of the conclusions that Iraq had stockpiles of weapons of mass destruction. The senate went ahead and approved the joint resolution thereby giving the Bush administration the necessary legal basis to launch the U.S led invasion of Iraq. The resolution reiterated the need to replace Saddam Hussein’s government and promote democratic replacement. Opposition to the Iraqi invasion however increasingly grew after the joint resolution with critics questioning the legitimacy of the invasion and legality of the war. Protests against the Iraqi war were also witnessed in several parts of the United States. In October 2002, the former U.S president Bill Clinton criticized the pl anned war and warned about the potential dangers of such pre-emptive military actions. Dominique De Villepin, the former French Foreign Minister also argued that military intervention was the last solution and should not be carried out. Meanwhile a number of anti war protests were organized in many parts of the world denouncing the decision to wage war against Iraq. The first coalition military operation began in July 2002 when a team of members of CIA special activities division and the Joint Special Operations Command (JSOC) entered Iraq and began making preparations for the invasion by conventional allied forces. Their initial tasks included carrying out reconnaissance missions, identifying targets and persuading Iraqi commanders to surrender rather than opposing the invasion. On March 20,

The cooling off period Assignment Example | Topics and Well Written Essays - 750 words

The cooling off period - Assignment Example The subsequent paragraphs will explore and define each category into details with an aim of distinguishing them from one another, Mass murderers refer to individuals who kill four or more people in one location at a particular time. It could be a few minutes or last several days but the location remains the same. Most of this type of killers do end up committing suicide or are killed by the police. Mass murders are influenced by several factors. Mass killing can result when the killers choose a specific target which they think is causing them stress and therefore execute killings to satisfy their ego. It could also take another form where the killers attack targets that have no connection with them but belongs to groups the killer dislikes. It has also been observed that most mass killings are motivated by the existence of some hatred between assailants and their victims which is provoked by a specific event that sparks the killings. Spree murderers or killers on the other hand refer to those who kill two or more victims in more than one location in a fairly rapid succession. Spree killings tend to be rare and the spree killing teams consist of a submissive lover and a dominant leader. The occurrence of their murders in separate locations is considered a single event because it lacks a cooling off period. Mass and spree murderer are actually rare but it is believed that strict gun controls may help prevent some incidences of the would-be spree or mass killings. But this measure is unlikely to control serial killing. Serial killer or murderer refers to a person who has killed three or more persons, the murders have taken place in three or more separate locations at different times and has been involved or engaged in an emotional cooling off period between the murders. It is estimated that serial killing alone has contributed to 20% of the murders in the United States. Four subtypes of serial

Theories of learning Essay Example for Free

Theories of learning Essay This assignment will address andragogy – a theory of learning. To do this it will focus on the specific areas of andragogy and compare them to other theories of learning. The theory of andragogy has been around for nearly two centuries and the findings are particularly linked to the work of Malcolm Knowles. The judgements will be related to the experiences of students in higher education. The theory of adult learning is a â€Å"dynamic area of research and theory building. † (Merriam, 2008 p2). Malcolm Knowles explains that â€Å"andragogy assumes that the point at which an individual achieves a self concept of essential self-direction is the point at which he psychologically becomes adult. † (As cited by Atherton J. S, 2005 p1). Knowles (1970) sees andragogy as a contrast to pedagogy (the teaching of children) which he says is a â€Å"teacher dominated form of education, long regarded as appropriate for children’s learning, and [andragogy] a learner-centred one, now viewed as particularly relevant for non-traditional adult learners. † (Bartle, 2008 p1). Knowles explains andragogy to be the â€Å"art and science of helping adults learn† (as cited by Bartle, 2008 p1). He also argues that â€Å"adults were self-directed, problem solving learners whose life experience constituted a significant learning resource. Thus instead of the traditional hierarchical relationship between the teacher and pupil, the adult learner participates fully in his or her education, influencing the curriculum and determining learning objectives. †(Bartle, 2008 p1) Knowles’ assumptions are based around five key facts: 1. Self-concept: as a person matures his concept moves from one of being a dependant personality toward one of being a self-directed human being 2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning. 3. Readiness to learn. As a person matures his readiness to learn becomes orientated increasingly to the developmental tasks of his social roles. 4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject- centeredness to one of problem centredness. 5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12) (As cited by Smith M. K, 1996; 1999 p1) Each of these assumptions comes under considerable debate. His idea of self-concept implies that all adults move from dependant to self-directed learning and that they need to be responsible for their own decisions. Adults need to be treated as capable of self-direction (Smith M. K, 1996; 1999). Knowles believes that adults should participate in designing their own development tasks and the educator should help to focus on the goals and provide ideas, resources and feedback to guide towards progress (Knowles, 1970). The next point explains the belief that adults learn effectively through â€Å"experimental techniques of education such as discussions and problem solving† (as cited by Smith M. K, 1996; 1999 p3). Sometimes experimental learning in inappropriate, especially when large amounts of new information are necessary and the decision must be made as to what is being learnt before making judgements (Smith M K, 1969; 1999) It could be argued that different experiences could be bias and presumptuous. Knowles third assumption regarding readiness to learn emphasises the place at which the importance of study becomes clear to carry out a particular task. It could be interpreted as adults learn things that are useful rather than intriguing or interesting – do we not learn some things just for sheer pleasure? (Smith M.K, 1969; 1999). It has also been argued by Dewey (1993) that â€Å"literature on reflection (e. g. Boud et al 1985) would support the argument that age and amount of experience makes no educational difference† (cited by Smith M K, 1996;1999). If this is the case then Knowles assumptions on the difference between andragogy and pedagogy are queried. With regard to orientation to learning Knowles sees this as conditioned rather than natural learning (as cited by Smith M. K, 1996; 1999). He states that the educator should ensure the adults desire for growth and anticipated results are clear, personal and realistic. He also expresses that adults are goal orientated in their learning (Knowles 1970). In his final point Knowles (as cited by Bartle, 2008) suggests that as adults the motivation to learn becomes internal, enquiry based and directed by the learner. He also suggests that as adults the relationship between the educator and the learner is one of mutual responsibility where the educator is seen more as a guide or coach. The life experiences of the learner are respected by the educator who becomes â€Å"a colleague who contributes to the learner’s self-esteem and sense of accomplishment† (Knowles, cited by Bartle, 2008 p4). This creates a setting to help the adult realise their full potential and move towards fully independent learning. In comparison to angragogy the constructivist theory of learning, as suggested by Biggs (2003), focuses on the learners knowledge and their approach to learning, suggesting learning is not just about acquiring knowledge but â€Å"as we learn our conceptions of phenomena change and we see the world differently. The acquisition of information in itself does not bring about such a change, but the way we structure the information and think with it does. † (Biggs, 2003 p13) Angagogy relates to Higher Education students as it recognises the great amount of learning that takes place throughout life and in various non-academic settings with the adult learner taking control. Knowles suggests that â€Å"students should be empowered for self-education, determining course content and self evaluation† (Knowles as cited by Bartle, 2008 p4) and prominent adult educators maintain a student-centred classroom by encouraging a problem-solving curriculum inclusive of self-pacing, designed by students, and also offering the opportunity for risk taking. The educator continues to â€Å"raise student consciousness while acknowledging life experience, and building a democratic, flexible, and personally supportive climate. † (Bartle, 2008 p4). In this assignment I have looked at the main areas of andragogy – adult learners being self directed, ready to learn and intrinsically motivated. Andragogy has been compared to pedagogy and constructivism theories and the differences highlighted. The findings have been related to the experiences of students in higher education showing the educators role to remain meaningful but less instructive and the learners learning what they need to know in order to grow. Adult learning is an ever-expanding area of research and theory, challenging ideas and confronting the theories of learning. (1,050 words) Reference List Atherton, J (2005) Learning and teaching: Knowles’ andragogy; an angle on adult learning. [On-line] UK; available; file: //f:/Knowles’%20andragogy%20an%20angle%20on%20adult%20learning. mht Bartle, S (2008) Andragogy. EBSCO Research starters. EBSCO publishing Inc Biggs, J (2003) Teaching For Quality Learning at University. Second Edition. The Society for Research into Higher Education and Open University Press. Knowles, M (1970) Modern Practice of Adult Education. Chicago: Follet. Merriam, S (2008) Adult Learning Theory for the Twenty-First Century. From http://www. interscience. wiley. com Smith, M. K (1996; 1999) â€Å"Andragogy†, the encyclopedia of informed education. http://www. infed. org/lifelonglearning/b-andra. htm Bibliography Brockbank, A and McGill, I (1998) Facilitating Reflective Learning in Higher Education. Buckingham: SHRE/Open University Press. Mortimore, P (1999) Understanding Pedagogy and its Impact on Adult Learning. London:Chapman. Payne, E (2000) Developing Essential Study Skills. London; prentice Hall.

Compare The Immigration Policies In Two Countries History Essay

Compare The Immigration Policies In Two Countries History Essay Australia and America during the White Australia Policy period 1901 1973; Comparisons, Consequences the Future When comparing and contrasting the factors that shaped the immigration policies of the United States and Australia during the White Australia period of 1901-1973 it is apparent that there are some strong similarities in the policies, particularly in the areas of politics and economics. There are also defining differences in the contributing cultural factors with regard to the types of nationalism and identity that emerged within the two countries. Whilst both countries were immigrant nations, Australia has held on to its British heritage, whereas the United States had become a world power in its own right even before the British Empire fell. The vast size of the United States population has also played an immense role in its place in the global world of leading nations. Although the two nations are similar in geographical size, by 1901 the population of the United States was twenty times that of Australia (Aust. Beaureau of Statistics 2002 U.S. Bureau of the Census 1999). The enormi ty of the US made it less concerned than Australia about fears of attack, or being swamped by immigrants (Freeman Jupp, 1992, Preface). These factors have all contributed in some way to the diversity in the ethnicity of immigrants who settled in the respective nations. Similarly the reasons behind why they chose one country over another, were allowed into one country over another, or in the case of Australia, were coerced into migrating to a foreign nation by means of free passage, must be considered. The similarities and differences in the immigration policies of these two countries will be discussed and compared throughout this research essay with the aim to focus on how these factors have contributed to current migrant populations and immigration polices within a global context. The initial immigration policies of both Australia and the United States shared many common factors and some differences. In the United States the San Francisco Gold Rush began during 1848. Many Mexicans and South Americans migrated to the region at this time to labor as miners. Initially the levels of Chinese migration as gold diggers was relatively low; it was not until 1852 that the numbers began to rise and by 1860 California had a total Chinese population of approximately 35,000 (Markus, 1979, pg.1). The levels of Chinese people arriving became so high that accommodation sources were completely depleted and tents were pitched on the streets. From an economic perspective, fears began to rise that the mines were going to be fully overtaken by these migrants and the US miners began to retaliate, The War upon the Chinese began (Markus 1979, pg.4). Daily expulsions began to take place with US miners demolishing Chinese tents and claims and mining codes were introduced that prevented Chinese from mining in certain districts. The Chinese were physically chased from claims and mining districts and murders were reported but rarely, if at all, were followed up by officials with no apprehension or punishment of offenders (Markus 1979, pg.6-7). Similarly, in Australia, the discovery of Gold near Bathurst in 1851 was the initial instigator for mass migration changes. Prior to this, migrants had been primarily convicts from Britain and Ireland. During the Gold Rush migrants began pouring into Australia from wide and varied backgrounds. Between 1851 and 1861 over 600,000 people migrated to Australia (Migration Heritage Website, 2001). Whilst the vast majority were still from Britain and Ireland, immigrant levels from countries such as Europe, China, the United States, New Zealand and the South Pacific began to rise (Migration Heritage Website, 2001). One of the largest migration groups were the Chinese, who with time, were seen by the Australian population as a financial threat to society, just as they were in the United States. In both cases the number of Chinese migrants grew whilst gold yields slumped. However, unlike America , this economic concern introduced a change in culture in Australia , with racial aggression toward s the Chinese due to their differences in appearance, customs and culture. In a nation looking towards maintaining its British white Australia policy these clashes were a major reason for the implementation of the Immigration Restriction Act at the time of Federation in 1901. Therefore, for both Australia and the US, Asian immigration caused the introduction of exclusionary policies. The White Australia Policy of 1901 effectively banned Asian immigration to Australia for the next fifty years (Migration Heritage Website, 2001). Similarly, in the US the Chinese Exclusion Act passed by President Chester Arthur in 1882 prevented immigration of the Chinese for ten years. This act was later extended for another ten years and became permanent in 1902 (Harvard University Library website, 2006). Interestingly, although the US did not make the Chinese Exclusion Act permanent until 1902, Australian legislators used this act as a model when developing the Immigration Act of 1901 (White Australia Policy), after considering the problems they saw occurring in the US during the Gold Rush years (Markus 1979, Intro pg.xiv). In Australia, unlike the US, the main complaints against the Chinese were initially economic but rapidly became cultural and political. The economic concerns began with claims predominately relating to the idea that Chinese were taking the gold that rightfully belonged to the homeland. Whilst Australia had initially tolerated early Chinese immigration under the hope that they would provide cheap labor, boosting the economic working population and opening the Northern parts of Australia to settlement (Markus 1979, pg. 20), this early tolerance did not take long to fade. Miners and the Australian general population began to take offense not only to the working habits of the Chinese, their so called clanning which gave them the advantage of working in large numbers and monopolising diggings, but also to their mannerisms, customs, religion and colour (Markus 1979, pg. 21). Although these factors also played a role in the US reaction to Chinese immigrants, it was not quite so significant in the racial sense, as it was in Australia. Hence, Australia put into place its White Australia Policy, specifically aimed at excluding Asians, and later, non-desirable Europeans, whilst the US initially aimed their immigration policies predominantly at culling the amount of migrants from anywhere to their country. The Chinese Exclusion Act of 1902 preceded the US immigration restriction acts of the 1920s, which eventuated in the National Origins Act of 1929, capping the overall immigration allowance to the US at 150,000 and completely prohibiting Asian immigration (Harvard University Library website, 2006). World War I brought another change to the US immigration policies which had repercussions for Australia. In Australia when the First World War broke out in 1914, migration almost ceased altogether. Migrants from some countries previously thought of as acceptable were now classified as enemy aliens (Migration Heritage Website, 2001). Germans, Austro-Hungarians, Bulgarians and Turkish immigrants faced internment in Australia or general restrictions on their daily lives. Altogether, about 7000 people were interned in camps in New Sout Wales. This happened again during the Second World War with Germans, Italians, Japanese, Hungarians and Jewish refugees being interned. No preference was given on the basis of refugee status or political sympathies to the Jewish migrants. (Migration Heritage Website, 2001). In comparison, United States immigration between 1901 1973 can be categorized into three eras; The New Immigration 1890 1930, The Depression War 1930 1965 and Third World Immigratio ns 1965 onwards (Judd Freeman, 1992, pg 9). During the New Immigration unprecedented amounts of immigrants landed on American shores. Most of these were young and predominantly male, providing laborers to work within the industrial uprising (Judd Freeman, 1992, pg 9). However, after the First World War the United States wanted to limit the amount of the no longer acceptable Europeans, particularly Southern Europeans, migrating to their nation. In turn this caused increasing numbers of young Greek and Italian men to pay their way instead to Australia (as just discussed). This knock on effect resulted in Australia implementing strict quota restrictions on these men (Judd Freeman, 1992, pg. 4). These migrants were escaping religious, racial, and political persecution, or seeking relief from a lack of economic opportunity or famine (Eyewitness to History website, 2000). We can see here the correlation between the two countries and the consequences that the United States immigration r estrictions had on Australian policy makers, encouraging them to adopt racially discriminative immigration legislation. In Australia, Post World War II and on into the 1950s and 60s Europeans continued to be granted immigration status, with the focus being greatly based on the populate or perish idea and assimilation into Australian society and culture. Immigrants were expected to shed their existing cultural identities, including their native languages, to promote their rapid absorption into the host population (DFAT website, nd). Although Australia in theory needed and encouraged these migrants in order to increase the population through means of government work placement agreements, the conditions they were subject to on arrival were quite appalling. Most migrants arrived by ship, from where they were immediately taken to hostels for migrants that had been set up in rural areas. The conditions were often very primitive, with men and woman separated into single sex barracks, shared bathrooms and communal kitchens and dining rooms serving unfamiliar foods. The situation was not welcoming and there wa s an expectation that a migrant would need only four to six weeks in one of these hostels before being prepared to settle near their new (enforced) workplace. It was not until 1969 that family units opened at the Villawood migration centre in New South Wales (Migration Heritage Website, 2001). On the contrary in the US things were very different. As they had no need to populate their already vastly inhabited nation, migration policy was largely prohibitive. From the 1930s right through until 1965 when the Immigration Nationality Amendments Act was passed, immigration was on the decline in the US. As a result of this, coupled with the fact that existing migrants were ageing, specific assimilation policies were not implemented. The emphasis was very much on Americanization and the melting pot theory without an actual government act required (Judd Freeman, 1992, pg.8). With the passing of the Immigration Amendments Act this all changed. The Third World immigration period began, bringing with it a new wave of immigrants, differing from those who had arrived before. The new law set an overall limit on immigration from the eastern hemisphere countries and capped, for the first time, entries from the west. Family reunification was emphasized and refugee law was introduced (Free man Jupp, 1992, pg.9). This Immigration Amendments Act reflected the civil rights movement taking place in the US, along with a movement toward the establishment of good foreign relations with an economically rising Asia. As this new wave of migrants was hitting America, Australia also began to experience significant changes. It was recognized that immigrants could not be forced to become the New Australians(Freeman Jupp, 1992, p.184) when there were obvious, governmentally imposed, employment and social segregations for these new arrivals. Migrants were living, as a result of these segregations, in isolation and relative poverty(Freeman Jupp, 1992, p.184). Children were failing at school, only basic low paid employment was available for people with poor English speaking skills, and the local Australians avoided contact with these people who were supposed to be assimilating into their society. Between 1965 and 1972 an Integration Branch was implemented into the Department of Immigration (Freeman Jupp, 1992, p.186) which was a means to assist migrants in as many aspects of their new Australian life as possible. It was a first attempt to make life easier for them, with English language schooling, wel fare services, workplace teachings, etc. By 1972 the government had recognised that the migrant population in Australia formed a large part of society that deserved to be recognized and have their needs met. In 1973 Gough Whitlam abolished the White Australia Policy completely. In a comparison of both Australian and American immigration history, it can be seen that whilst some issues were relatively similar or related, as noted above, that these two countries are actually very different in terms of migration. Many correlations can be drawn globally between the two nations, such as being English speaking, settler societies, or countries of immigrants, but the reasons behind their migration trends in most instances is completely different. Whilst Australias early, and most significant immigration population initially came from Britain, based on ethnic ties with the home country and Australias need for population, Americas first immigrants were volunteer migrants heading to a new land for a better life. The similarities in the policies that both nations have adopted over time, is that they have caused a type of cultural pluralism (Ucarer Puchala, 1997, pg.341). In theory this means that all racial, religious and cultural groups are tolerated within one societ y. On the surface of both countries this is true. Blacks and whites work together, there are interracial marriages, everyone can vote and society does usually operate in a suitable manner. It is the problems under the surface of a long history of underlying racial tension that need to be addressed. These racial tensions essentially exist, not because of the immigration policies alone, but of how they were implemented into society for both locals and migrants. Emigration throughout history results from people around the world searching for human security, whether it is economic, social, political or cultural, the search continues (Ucarer Puchala, 1997, pg.342). A possible global solution for nations, such as Australia and the United States, who are trying to control and contain the flow of migration, would be to consider the adverse conditions that people are looking to escape and implement foreign policy to begin to change and assist with these problems. Although these types of pol icies would take a great deal of time to implement, it seems worth considering as a plausible and humanitarian option rather than simply working to establish policies that are aimed at keeping prospective migrants out as per the existing legislation in both countries.