Types of Video Games free essay sample

Types of Video Games People think that video games are all the same, but in reality video games world is very huge and has many types and varieties of games. Same as movies, video games are developing to match people’s need and desire to be part of another experience to try out. As a result, video gaming companies are delivering a variety of video games types. Among all the types of video games, three are dominating, which are Role-play, Adventure, and Horror. The most common type is Role-play games. This type of games is considered to be the most famous type because of its online community and limitless customization. These games enable you to interact with different people around the world â€Å"The world you explore is populated with people from all walks of life, and they may have something to say when you approach. † (Final Fantasy XIII-12,2012). Role-play games target people for the age of seven and over ,and it depend on the game content. We will write a custom essay sample on Types of Video Games or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Role-play types of games are really exciting to play and most gamers would never miss their chances to try them as soon as they come out. Another type of video games is adventure â€Å"a video game in which the player assumes the role of protagonist in an interactive story driven by exploration and puzzle-solving instead of physical challenge† (Outline of video games). Nowadays, this type of video games is increasing in term of popularity because the majority of the top ten games in the world in the last five years are under this category. To empathies this; the way of play in adventure games is changing and have no limit, it can be a fight game, a war game, and a treasure hunt game. The age rating for this category is from the age of three and over. The adventure type of games is addictive and trains the gamer mind. The final type of the three main video games types is horror games. Horror games are quite popular with gamers for its atmosphere. For instance, such games like Silent Hill, puts gamers in situations where they have to face their fears by themselves. Game play of horror games is different from one game to another. For example, there are games that require from gamers a quick action response time, other games require solving puzzles. As usual, horror games are almost for 18+ only because of its horrible and gory scenes. Video games industry is growing and targeting everybody. Also selection of types for video games is enormous to choose from, and those three types of video games are considered to be the best types these days. In the end, I think that Role-play games are the best because of their online community, excitement, fascinating stories and wide selection of functions. Works Cited Final Fantasy XIII-2. 1st ed. 1. El Segundo: Sqaure Enix, 2012. 14. Print. â€Å"Outline of video games. † Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. , 6 May. 2013. Web. 17 May. 2013

Napoleons Conflict With Russia Essays - Russia, Free Essays

Napoleons Conflict With Russia Essays - Russia, Free Essays Napoleon's Conflict with Russia Napoleon was one of the greatest military leaders of all time. By 1812 Napoleon had expanded the territory of France all over Europe including Spain, Italy, Holland, and Switzerland. The countries that Napoleon did not directly control, he was usually allied with. The turning point of Napoleon's career also came in 1812 when war broke out between France and Russia because of Alexander I's refusal to enforce the continental. Even the French nation could not provide all the manpower and supplies needed to carry out the Emperor's grandiose plan for subduing Russia. Throughout 1811, he worked to mobilize the entire continent against Russia. He not only levied the vassal kingdoms in Spain, Italy, and Germany but also summoned Austria and Prussia to furnish their share of men and goods. Altogether, Napoleon could count on nearly 700,000 men of 20 nationalities of whom more than 600,000 crossed the border. Grown far beyond its original intended size, the army was difficult to assemble and hard to feed. Between Tilsit and Moscow, there lay over 600 miles of hostile barren countryside. Because of lack of supplies and the difficulty to feed the large army, Napoleon's plan was simple: bring about a battle, defeat the Russian army, and dictate a settlement. Apparently neither he nor his soldiers, who cheerfully began crossing the Nieman River, thought beyond the immediate goal. Already 300 miles into Russia, Napoleon had not yet found a way to exploit his advantage. In the Emperor's programming the resources necessary to achieve his objective, he had anticipated fighting a battle within a month after crossing the Nieman. Toward the end of that month Napoleon began to realize that events were disproving the validity of his estimates. Dying horses littered the roads and the advanced guard found little forage as Russians everywhere abandoned their homes. Napoleon knew that he needed to fight. At Smolensk, he set up for a battle and waited but the Russians, afraid of a trap steadily withdrew their troops from Smolensk and continued to retreat deeper into Russia. The only major battle in the Russian campaign proved that something was definitely lacking in Napoleon's judgment. Borodino was a battle of legendary proportions. Before the battle Napoleon proclaimed, "Soldiers, here is the battle you have so long desired!" However, the fight was inconclusive. At its end, Napoleon found himself the possessor, not of a victory, but of a barren hillside and an increasingly compelling commitment to advance further into the east. Well into the battle, the French had almost cracked the left side of the Russian Army. Several French generals had requested that Napoleon would commit the guard infantry into battle. This would create the final blow and insure the Russian defeat. After 14 hours of intense combat, the fighting died out at nightfall, and Mikhail Illarionovich Kutusov, the Russian general, gratefully began to retreat his troops. The guard infantry had remained unused. After the Battle of Borodino, in which losses on both sides totaled ! over 70,000 men, Napoleon had 100,000 effectives remaining, while Kutusov probably had no more than 55,000. Both sides claimed a victory, whereas actually, both sides had lost. While the Russian army filed disconsolately toward Moscow, the Emperor of the French rationalized his indecision at Borodino by contenting himself with the capture of the city. On September 14, Napoleon rode into Moscow at the head of a fraction of the Empire's military strength. Meanwhile, Napoleon's opponent had made a decision that was to shape the remainder of the campaign. Kutusov made up his mind not to fight another battle in defense of Moscow. Kutusov ordered the city's population out into the countryside, released all inmates from the city jails, and destroyed the city firefighting equipment. Napoleon and his army of 100,000 arrived only to find a handful of the original inhabitants and several hundred criminals and lunatics freely roaming and plundering the streets. That night, fires sprang up all over the city. Fire swept through the city for several days and by morning it was apparent that most of the city had been consumed by the flames. Left with no choice, Napoleon sent peace proposals to Alexander, but Alexander refused to even

MMPI-A (Minnesota Multiphasic Personality Inventory - Adolescent) Essay

MMPI-A (Minnesota Multiphasic Personality Inventory - Adolescent) - Essay Example that used obsolete language or seemed awkward, ambiguous, or sexist were rewritten to improve face validity and to decrease perceived offensiveness (Butcher et al.,1992, n.p.). The test item pool was shortened, including 20 items which performed the same or better psychometrically as the original version (Williams, Ben-Porath, & Hevern, 1994). The result was an instrument containing 567 True or False items, and includes the same 13 scales of the MMPI and MMPI-2, as well as a few additional validity and content scales. Sample items include, â€Å"My teachers have it in for me,† â€Å"My feelings are not easily hurt,† and â€Å"My parents often object to the kind of people I go around with† The items are spread over a variety of scales measuring different aspects of adolescent behavior and potential problem areas including family issues, eating disorders and chemical dependency. At the psychologists’ discretion, the clinical scales and three of the validity scales can be scored from the first 350 items. Its norms are adolescent-specific. The MMPI-A is used by schools, clinical and counseling psychologists to help support the diagnosis and treatment planning of problematic adolescents in a variety of settings. It helps identify the root causes of potential problems at its onset. Aside from providing crucial information easily understood by parents, teachers and others in the adolescent’s support network, it likewise guides professionals in making appropriate referrals. Clinicians administering the MMPI-A with 12-13 year olds who have sixth grade reading level and seems to be mature enough for the test should do it with caution especially in the interpretation of the results. Likewise, the clinician should be discerning when dealing with 18 year old respondents, as they are qualified for both the MMPI-2 and the MMPI-A versions. A suggested guideline would be to use the MMPI-A instrument with 18-year-olds who are still in high school and the MMPI-2 instrument

Enterprise and Entrepreneurial Management Assignment - 2

Enterprise and Entrepreneurial Management - Assignment Example The business planning process consists of different interdependent elements; each element geared for the ‘creation of a successful entrepreneurial venture.’ Since precious time is allocated for the completion of each element, it is necessary to evaluate their value in terms of successfully creating a business venture. Thus, the first part of this paper will provide a critique of each of the business planning process’ elements to determine and validate its inherent value. Elements: The Introduction Idea Generation. The first step of every business venture spawns from two personal views: the perceived market needs or wants and the manner by which these two can be met. The latter is commonly characterized by the prime planner’s personal capability, hobby, or any activity that has the potential economic value as a product or service commodity. These two views are the product of the prime planner’s idea generation and serve as the supporting backbone of t he whole business plan. The next set of ideas will then root from these two views. This being the case, it is essential to keep the main ideas valid, consistent and applicable to all other components to assure a sturdy framework for the whole business plan. Strategic Objectives. These are the types of objectives that are safeguarded by a unifying strategy (Robert, 1998). These objectives, which were set by the planner to secure both market and post its position as a reputable provider of services or products, have to be realistically realized; thus, the use of strategies. However, objectives are ever-changing and are periodically divided by the short-term and long-term goals. Objectives may come in the form of profit, equipment or service upgrades, advancement in market position against competitors, and other visions of business progress. Market Analysis and Research. Apart from building the foundations of the business plan through ideas and objectives, it is essential that relevant information about the market environment is incorporated. This element, amongst all the other, has the most potential of adding realistic facts and procures necessary strategies. The result of this research and analysis may specifically point the current and the target position of the business in terms of its industry. By realizing this position, the planner will have an inclination of what destination the business should take and importantly, how to get there. Understanding the Competition. Knowledge of the market environment introduces the presence of the business competitors. This element focuses on acknowledging the threats and opportunities these competitors present and serve to be part of the factors in designing the marketing strategies (Harvard Business School Press, 2010). In business, ignorance of the business’ competitors can be one of the most costly errors. Competition can be in several forms such as a strategic location (upon close proximity with clients), indu stry position, product or service bundle, et cetera. Financial Projections. Most helpful in delegating potential business investments are the financial information which consisted of cash flow, profit and loss forecast, and balance sheet projections. These proforma of figures immediately relate to potential financial returns - the investors’ gain (or loss) in joining a business venture (Parker, 2006). The investors also eye on the financial forecasts of cash flow as well as the profit and loss since these two

Education Essays Special Education Need Pupils

Education Essays Special Education Need Pupils Do Individual Education plans help or hinder the full inclusion of special education need pupils in mainstream schools? Individual Education Plans (IEPs) are required under current DfES guidance for all special education needs (SEN) pupils in the UK. Nearly two million British pupils are estimated to have some sort of special education need, approximately seventeen per cent of all pupils (Russell 2003, DfES 2005). These special educational needs include a wide range of difficulties, such as a physical disability, a hearing or visual impairment, a serious medical condition of some type, and/or behavioural, emotional, communication, and/or social problems (DfES 2005). Government guidance since the publication of the Warnock Report in 1978 has more and more encouraged the inclusion of SEN pupils in mainstream schools, and all but three percent are taught there (Potts 1995, DfES 2005). This concept of inclusion is part of a broader human rights movement that views segregation in general as morally wrong (Avramidis et al 2000). From this standpoint, inclusion is not simply about making sure the SEN child is taught effectively. Rather, it is about the quality of his or her educational experience as a whole, how he or she is assisted in learning at full potential and full participation in the life of the school (DfES 2005). As such, the IEP system should contribute to the full inclusion and participation of SEN pupils in the schools they attend. However, whilst IEPs do provide some help for those with special education needs, they are not the most beneficial means to full inclusion in the mainstream schools. First, IEPs should allow everyone in a school to be informed of the existence and nature of a childs special education needs. This is particularly important if the need is not visually evident. For example, many children with learning disabilities may not be identified for several years of schooling. Often this will be blamed on some other condition, such as laziness on the part of the child or problems at home, until the education need is finally identified (Chuiang, Liao and Tai 2005). In this instance, the child is repeatedly placed in learning experiences where he is unable to succeed. The child then loses motivation and falls behind in development of basic skills in they are related to his disability. Students who fall behind and experience learning difficulties are often unable to participate fully in class and become disenfranchised with their school communities and in some cases with their peer in general (Jones 2004). IEPs allow the childs special education need to be communicated throughout his learning community, accommodations to be made, and the child to remain engaged with his peer group and academic work. IEPs also provide consistent guidance for everyone responsible for the childs learning. Prior to the use of IEPs, SEN children were often identified discovered anew each year, with teachers working through how to address childrens needs over and over again rather than information being passed on from the previous years teachers (Jones 2004). Similarly, not all staff in the school that interacted with a SEN child were aware of the childs situation, preventing his needs from being met (Jones 2004). Parents and children were also not as involved prior to the use of IEPs, in which they are now guaranteed input (Jones 2004). IEPs document both the childs specific needs and provide a means of involving many of the stakeholders in the childs educational experience. The IEP system, however, is not the best way to address special education needs. For one thing, the system isolates and provides services for pupils with one type of learning problems whilst not addressing the needs of pupils whose problems are more environmental. Issues such as health problems that interfere with school but are not a serious medical condition, poor attendance, speech and language difficulties, problems at home, and emotional or behavioural difficulties outside the SEN guidelines are not addressed by IEPs (Callias 2001). This not only can cause a delay in identification of SEN children, as other contributing factors are considered, but also makes no provision for pupils suffering from issues such as above which compromise their learning experience (Callias 2001). IEPs can therefore be viewed as a hindrance to full inclusion. As long as the IEP system is in place, there is less likelihood that government guidance or individual LEAs or schools will move to a whole-school strategy for all pupils (Lingard 2001). IEPs provide a framework for addressing the needs of SEN pupils, but do so on an individual basis for each pupil. If whole-school strategies were in place, IEPs could be much less detailed, or possibly eliminated (Lingard 2001). For example, the current system requires Special Educational Needs Coordinators (SENCOs) at each school to spend a great amount of time writing and administering IEPs, which nearly all report could be more effectively spent on direct pupil interaction (Lingard 2001). Most SENCOs felt the pupils and the school as a whole would benefit from a system where the planning and other work associated with IEPS was shared amongst all the teachers and staff responsible for the pupils learning (Lingard 2001). Where whole-scho ol policies and schemes of work are used effectively in order to differentiate the teaching of the subjects of the curriculum, there should be no need to duplicate targets in over-elaborate IEPs (Byers 2001, 159). The IEP system can be viewed, therefore, as a hindrance to full inclusion because it prevents schools from moving to a whole-school strategy for addressing SEN pupils learning needs. Within the current IEP system, there are three additional hindrances to full inclusion. A lack of input from all stakeholders in the forming of the IEP contributes to their ineffectiveness. Too often, the SENCO completes the entire IEP creation before input from parents and child are considered (Lindgard 2001). As this overworked educator rarely can gather all the pertinent information needed, IEPs are often lacking critical data. Even though government and educational authorities are required by the Children Act 2000 to consider the child holistically, many parents are unsure as to what information would be useful and therefore provide little input (Goldthorpe 2004). Similarly, many teachers view the IEP as the SENCOs responsibility and neglect to provide detailed data (Pearson 2000). This is sometimes compounded by lack of support by some teachers for inclusion of SEN pupils in mainstream schools (Pearson 2000). This lack of input from all stakeholders can lead to an IEP that is no t supported by those who actually interact with the child, and therefore limits their effectiveness in promoting full inclusion. In addition, IEPs are not effective in goal setting. Ofsted (1999) found that although schools now have IEPs in place, their effectiveness varies. For example, IEPs present long-term goals, typically a school term or year in duration. SEN children respond better to short-term goals, like to read a chapter of a book in two weeks. As IEPs stretch out measurement of progress to the next review, they consequently become less useful in practice and less meaningful for SEN children, who are often unable to conceptualise or recognise their attainment and progress (Lingard 2001). Behavioural goals, for instance, are more effective on many IEPs than learning goals, because the behavioural goals tend to be highly specific, allowing children to understand exactly what they need to do to achieve these goals (Lingard 2001). Finally and most importantly, IEPs hinder full inclusion because they concentrate on childrens deficiencies. The other children in school are viewed in their entirety, good and poor (Kurtzig 1986). The SEN child sees his classmates considered by school staff on the basis of many possible strengths, such as athletic, artistic, and social, in addition to academic. Yet the IEP focuses the attention the SEN child receives on his difficulties. The IEP by nature considers only areas where the child is lacking (Kurtzig 1986). Schools should create in the same great detail what the student does well, and how he or she can continue to excel (Kurtizig 1986, 447). This presents two detractions to the SEN childs full inclusion in the mainstream school. First, it causes the child himself to view himself as different and segregated from his classmates without special education needs. This causes the child to not experience full inclusion, and often leads to the child self-segregating or feeling it necessary to hide his learning difficulties from peers (Russell 2003). Second, it causes the school to separate the child, as the SEN child now has a specific document that causes teachers and others responsible for his educational experiences to view him as different or separate from his classmates (Russell 2003). Both these effects of the IEP lead to separation and segregation, the very opposite of full participation in the life of the school (DfES 2005). REFERENCES Avramidis, E., Bayliss, P., Burden, R. 2000. A Survey into Mainstream Teachers Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority. Educational Psychology, Jun2000, 20(2): 191-211. Bowers, T. and Wilkinson, D. 1998. The SEN Code of Practice: is it user-friendly? British Journal of Special Education, September 1998, 25(3):119-125. Byers, R. 2001. Editorial. British Journal of Special Education, Dec2001, 28(4): 158-159. Callias, M. 2001. Current and Proposed Special Educational Legislation. Child Psychology and Psychiatry Review, 6(1):24-30. Chuiang, A., Liao, W., Tai, W. 2005. An investigation of individual and contextual factors influencing training variables. Social Behavior and Personality, Vol. 33, No. 2, pp. 159-174. DfES 2001. Special Educational Needs Code of Practice. DfES Publications Centre. DfES 2002. Special Educational Needs (SEN): A guide for parents and carers. DfES Publications Centre. DfES 2004. Removing Barriers to Achievement: The Governments Strategy for SEN. DfES Publications Centre. DfES 2005. Every Child Matters. DfES Publications Centre. Available at http://www.everychildmatters.gov.uk, accessed 22 December 2005. Goldthorpe, L. 2004. Every child matters: a legal perspective. Child Abuse Review, 13:115-136. Jones, S.A. 2004. Attitudes, inclusion and widening participation: a model of interactive teaching and leadership. Westminster Studies in Education, Oct2004, 27(2):157-173. Kurtizig, J. 1986. IEPs: Only Half the Picture. Journal of Learning Disabilities, Aug/Sep86, 19(7): 447. Lingard, T. 2001. Does the Code of Practice help secondary school SENCos to improve learning? British Journal of Special Education, Dec2001, 28(4): 187-190. Ofsted 1999. The SEN Code of Practice: Three Years On. London: Ofsted. Pearson, S. 2000. The relationship between school culture and IEPs. British Journal of Special Education, Sep2000, 27(3): 145-149. Potts, P. 1995. Whats the use of history? Understanding educational provision for disabled students and those who experience difficulties in learning. British Journal of Educational Studies, December 1995, 43(4):398-411. Russell, P. 2003. Access and Achievement or Social Exclusion? Are the Governments Policies Working for Disabled Children and Their Families? Children and Society, 17:215-225.

The Essence of Tragedy in The Book of Job and Oedipus Rex :: comparison compare contrast essays

The Essence of Tragedy in The Book of Job and Oedipus Rex    In the search for the essence of the tragedy, The Book of Job and Oedipus Rex are central. Each new tragic protagonist is in some degree a lesser Job or Oedipus, and each new work owes an indispensable element to the Counselors and to the Greek idea of the chorus. The Book of Job, especially the Poet's treatment of the suffering and searching Job, is behind Shakespeare and Milton, Melville, Dostoevski, and Kafka. Its mark is on all tragedy of alienation, from Marlowe's Faustus to Camus' Stranger, in which there is a sense of separation from a once known, normative, and loved deity or cosmic order or principle of conduct. In emphasizing dilemma, choice, wretchedness of soul, and guilt, it spiritualized the Promethean theme of Aeschylus and made it more acceptable to the Christianized imagination. In working into one dramatic context so great a range of mood---from pessimism and despair to bitterness, defiance, and exalted insight---it is father to all tragedy where the stress is on the inner dynamics of man's response to destiny. Oedipus stresses not so much man's guilt or forsakeness as his ineluctable lot, the stark realities which are and always will be. The Greek tradition is less nostalgic and less visionary---the difference being in emphasis, not in kind. There is little pining for a lost Golden Age, or yearning for utopia, redemption, or heavenly restitution. But if it stresses man's fate, it does not deny him freedom. Dramatic action, of course, posits freedom; without it no tragedy could be written. In Aeschylus' Prometheus Kratos (or Power) says, "None is free but Zeus," but the whole play proves him wrong. Even the Chorus of helpless Sea Nymphs, in siding with Prometheus in the end, defy the bidding of the gods. Aeschylus' Orestes was told by Apollo to murder his mother, but he was not compelled to. The spirit with which he acquiesced in his destiny ( a theme which Greek tragedy stresses as Job does not) is of a free man who, though fated, could have withdrawn and not acted at all. Even Euripides, who of all the Greek Tragedians had the direst view of the gods' compulsiveness in man's affairs, shows his Medea and Hippolytus as proud and decisive human beings. And, as Cedric Whitman says about the fate of Oedipus, the prophecy merely predicted Oedipus' future, it did not determine it.

Illegal Immigration to Australia Essay

MORE than 11 illegal immigrants are arrested in Victoria every week and the numbers are expected to continue to rise. In the past financial year 612 people were arrested – up from 429 the year before. Few of the illegal workers were likely to be asylum seekers who arrived by boat, with 517 arrested after overstaying their visa. A further 95 were on the run following their visa being cancelled. The figure was revealed last month as the Department of Immigration and Citizenship prepared to deport 13 illegal farm workers located in northwestern Victoria. Nine men and four women, all Malaysian nationals, had been employed on farms as pruners. They were caught in a 48-hour operation chasing illegal workers in the Mallee. The detainees were transferred to Melbourne’s Maribyrnong Immigration Detention Centre and nine to the Adelaide Immigration Transit Accommodation facility, pending their removal from Australia. All had overstayed their visas and were living here unlawfully, according to the department. Two other foreign nationals were given warnings, including a Malaysian national who was in Australia on a student visa but had not been studying. The employer faces fines of $13,200 and two years’ imprisonment per illegal worker. In Australia there are an estimated 19,540 people who have overstayed their visa – an increase of 4430 from the 2009-10 financial year. In response to the growing numbers of people overstaying their visas, last month the Federal Government announced a crackdown. Immigration Minister Chris Bowen promoted the dob-in line and encouraged anyone with information about illegal workers, visa over stayers or visa fraud to call 1800 009 623 Accessing the law Migrants coming to Australia face various difficulties when accessing the law. Such dilemmas are brought about by various factors including the inability to communicate due to language restrictions and lower standards of income levels limiting access to appropriate facilities. Furthermore, the lack of knowledge of the Australian legal system and their own rights further restricts their ability to access a fair and just outcome. Due to these multiple factors an evident divide is apparent between the ability of inherent Australians and migrants in accessing the Australian legal system A major reason migrants are unable to access the law is because of the distinctive language barrier. Statistics as recorded in 2006 indicate that  74% of migrants cannot speak English well or cannot speak English at all (abs.gov.au). This has had a major impact on their ability to access the law. As they are illiterate in the English language they are unable to interoperate any possible help. This places them at a disadvantage as it is fundamental to know English when coming across the law. As shown in the case more than 11 illegal immigrants are arrested each week, meaning that most are unable to speak English, each of these illegal immigrants need legal representation to appear in court, as the majority of these immigrants cannot speak English they will need an interpreter. This makes it more difficult on the immigrant as they are not communicating directly with the judge, thus their opinion may be ‘lost in translation’. Due to their inability to communicate, their knowledge of the Australian legal system is further restricted as simple tasks such as reading, writing and communicating in English cannot occur. Due to such issues migrants may be unaware of information and assistance programs available to them, and so they are incapable of accessing the legal syst em in such a way where their needs and wants are met. This is made evident through recent statistics that indicate 49% of migrants have come to Australia with post school qualifications, leaving the other 51% without a proper education. (abs.gov.au) However, this statistic can be ambiguous as illegal immigrants are not accounted for. Every legal system around the world is different, most migrants who come to Australia are unaware of their rights and do not understand what the law is asking of them. As shown in the case, 517 immigrants were arrested, this further justifies their lack of knowledge as they may have been un aware of when they were scheduled to depart from Australia. Migrants who flee to Australia come with little money or no money at all. This creates a barrier when trying to access the law as money is what places the migrant at an advantage. As most these migrants did not receive a proper education their level of skills may be limited and so obtaining work is another challenge. The income levels of migrants are likely to have only just been sufficient for their daily needs, whereas those who have achieved higher levels of education are exposed to a wider range of job opportunities allowing them to obtain better access to legal representation. Exemplified  in the case 612 people were arrested, due to their low socio economic status legal aid is provided during court. Legal aid can be ineffective in some aspects as some are not as experienced and can be placed at a disadvantage when up against those who can afford barristers and QC’s. Communication can also be a barrier due to the lack of understanding and the immigrant unable to speak E nglish. Accessing the law Every person in this world has rights, rights to access the law in a fair, just an equal way. However, there are various groups in Australia who face difficulties in accessing the law, in particular migrants. There are many outstanding factors which contribute to this problem; language barriers, discrimination, low income and lack of recognition of cultural differences, each play a major role in how migrants are faced with difficulties when trying to access the law. The purpose of this report is to show awareness and educate the people on how the Australian legal system can help migrants facing issues regarding accessing the law. Effectiveness of the legal system Over time, the legal system has become aware of the unsettled issues in society regarding various groups who are put at a disadvantage in retrieving equal access to the law. One major issue which most groups face (in particular migrants) is regarding the language barrier. As many of these groups are from ethnic backgrounds, the ability to interoperate legal documents and understand their rights as a migrant is very difficult. As the government has taken this into consideration, the adult migrant English program was created. Migrants are able to have equal access in learning the English language by either sitting a class, taking tutoring lessons, doing the class online or by a distance learning program. However the end result of this program was not effective as in 1993, the funds to this program were cut, and the classes were limited. This affects many of the migrants as their only way of learning English in Australia has been terminated, therefore they are faced at a disadvantage when accessing the law. In 1992, a report called multiculturalism and the law was released it stated there was a need for interoperates, this relates to the migrants who are unable to speak English. With the representation of the interpreter the migrant will be able to express themselves and then in return not only will migrants  understand what the legal system is asking of them, they will also be able to acknowledge their rights and responsibilities. Statistics show that 20.1% of NWS residents speak another language than English at home.(abs.gov.au) Therefore, there are capable people of performing this job. Although it is virtually impossible to enforce and control discrimination, there are acts which help assist in discontinuing the use of discrimination to people , especially the indigenous Australians. A recent program called ‘close the gap’ was created to basically close the gap between the Australians and the indigenous Australians meaning both are the same and both share the same rights and responsibilities. Studies show that indigenous earn around $460 a week whereas the average non indigenous earns around $740 a week (http://www.abs.gov.au) Mean Equivalised Gross Household Income, As shown in the above graph non indigenous earn more than an average indigenous person. As part of the close the gap program, the government has implemented housing commission (2011), where a person with a low income (indigenous) are able to live in a house and only pay a small amount of money to maintain the house and the rest is funded by the government. This is very effective as it gives those indigenous who are struggling a place to live and therefore, they do not have to seek refuge in a shelter or temporary housing. Shelters may have limited space and therefore there may not be enough room at all times. In 1995, the racial discrimination act was re written along with the introduction of the racial hatred act 1995. This act forbids any form of offensive behaviour based on racial hatred. This act states it Is illegal to offend anyone in public about their race, colour, ethnic or national origin. This is a very effective act as it forbids any type of discrimination; this will put a stop to many disputes about groups especially the indigenous Australians and migrants who believe to be discriminated against. Conclusion In conclusion, all groups in society will face a barrier or obstacle in accessing the law, mainly regarding the main factors of language barrier, lack of recognition and low income. Although these groups are disadvantaged the government has implemented many acts which assist these differences, some are effective and some are ineffective compared to others. Overall, it  is important to promote an environment where all groups in society are equal and able to achieve equal access to the law no matter who the group is. Bibliography White, Alex, A.w. â€Å"Illegal Immigrant Arrests Are on the Rise across Victoria.† NewsComAu. Herald Sun, 7 Sept. 2012. Web. 8 Mar. 2013. Law and Justice Foundation. EdDesk, 9 Aug. 2010. Web. 12 Mar. 2013.