Health Status Of Gypsy Travellers Social Work Essay

Health Status Of Gypsy Travellers Social Work Essay A policy proposal written for an international agency detailing ways to improve the health and well being of the residents of a real community. The purpose of this Policy Proposal is to highlight, and bring to public attention, the inequalities in health status between Gypsy Traveller populations and non-Gypsy Traveller populations and to propose ways in which these inequalities can be addressed, tackled and reduced. To produce a valid, constructive proposal I will consider the health service priorities and health improvement targets, as well as experiences, beliefs and attitudes towards health of Gypsy Travellers. I will be using the generic term Gypsy Traveller to encompass the four separate groups; English Gypsies, Welsh Gypsies, Scottish Gypsy Travellers and Irish Travellers. Although each of these groups has a separate ethnic identity, evident from the different languages spoken by each group, they also share many aspects of a common cultural identity as traditional Travellers or Romani people. For the purposes of this study I will not be including New Age Travellers, as they have opted to take on this alternative lifestyle and are not of the same culture. There have been a few studies that find Gypsy Travellers (who are described variously as Gypsies, Travellers and Romanies, as well as other terms throughout these relatively small investigations) have an inferior health status to non-Gypsy Traveller communities. However, there is very limited, dependable evidence and data that proves this. At the moment health policy is focussing on trying to reduce the inequalities in health, in particular aiming at groups that are socially excluded. The department of health published a policy document in 1999 titled; Reducing Health Inequalities: an Action Report, claiming that one of the key aims of the Governments health strategy for England is to improve the health of the worst off in society and to narrow the health gap (Department of Health. 1999: 2). However, this proposal did not include any mention of the health, or health needs of Gypsy Travellers. This could be seen as an example of the extent to which Gypsy travellers are socially excluded. Gypsy Travellers are a socially excluded, ethnic group and, according to the small scale research already undertaken, require specific health needs that have not been met, or even recognised by the Health department. An investigative study that was undertaken in 2004 by Parry G et al, titled The Health Status of Gypsies and Travellers in England: A report of Department of Health Inequalities in Health Research Initiative Project 121/7500. The findings from this study confirm the concerns stated by authors of the reports that focus on the health of Gypsy Travellers. Parry G et als project backs up the smaller scale reports findings, and shows that there is a requirement for concern and action in this field. The report indicates that the health problems seem to be more serious among the highly nomadic persons within the Gypsy Traveller community (Parry G et al. 2004) Their report informs us that the results found for the health of the Gypsy Travellers that were being studied (study population) is significantly poorer than the results that were obtained from people of the same age and sex but from different ethnicities and social groups (UK general population). We are informed that the study group were between twice, and five times worse off than the general UK population, which cannot just be put down to the correlations with age, education and smoking. There was also some evidence that the people that required the health service the most were the ones using it the least; this is an inverse relationship (Parry G et al. 2004). Other results and findings from this report included every respondent mentioning that accommodation was a major factor. Not only is it the actual living conditions that are crucial to well being, but the fact that the ability to decide the type of accommodation they have, and whether or not they wish to continue a traditional travelling way of life is incredibly important and crucial to their sense of independence. Many of the respondents spoke about their lack of choice and the intolerable conditions they are in; another exemplification of the negative view the non-Gypsy Traveller has. (Parry G et al. 2004) Parry et als report noted that Gypsy Travellers find it hard to access healthcare, something which Feder touches upon in the 1989 Traveller gypsies and primary care in the Journal of the Royal College of General Practitioner. Feder tells us that gypsy Travellers often have trouble registering with a GP because the GP practices often reject them (Feder. 1989). Even when the Gypsy Travellers are able to register with a GP there is often communication difficulties between the health worker and Gypsy Traveller with experiences of, and also defensive expectation of, racism and prejudice (Parry et al. 2004). If improvements are to be made in Gypsy Traveller health, there needs to be a clearer idea of who is responsible for their health, i.e. is it all down to the Gypsy Traveller themselves to sort out health care or should it be the health authorities making sure any Gypsy Travellers that live within their region are accounted for and supplied with full healthcare options. My belief as to why there are such clear healthcare issues within the Gypsy Traveller community is that the healthcare officials have very little guidance when it comes to treating Gypsy Travellers, as well as the priority of the health of Gypsy Travellers being relatively low. These issues all need to be looked in to and resolved. Having said that however, for these issues to be overcome the overall problem of the Gypsy Travellers invisibility needs to be addressed first. However, including a category for Gypsies and Travellers on ethnic monitoring forms is not something that can just be added on. It should be done in consultation with the Gypsy Traveller communities and requires careful staff training. From the studies that have been mentioned above we can see that the health needs of Gypsy Traveller communities are currently not being met. The plans and provisions that are in place at the moment are not effectively tackling the problem and need to be analysed and updated. Methods need to be put in place that would improve both access to healthcare by Gypsy Travellers, as well as the service the Gypsy Traveller receives. There are some options we can look at that will greatly aid the cause. The idea of setting up a partnership with the Gypsy Traveller communities in the delivery of healthcare has been looked at before. An example of a partnership model was developed in the form of a pilot primary health care project in 1994 in Ireland. Traveller women were given training to develop their skills in providing community based health services to their own community in partnership with public health nurse co-ordinators (Parry et al. 2004). Partnership models also imply that Gypsy Travellers be actively consulted and involved in local health planning and service development. There are examples of this working well in Cambridge, Newark and Leeds where Gypsy Travellers are working in community development and in close partnership with health workers. Another way in which the Gypsy Traveller voice will be heard is to periodically invite Gypsy Travellers to participate in any forums that exist for Black and other Ethnic Minorities. This would mean that their needs are constantly out for the public to be aware of and eventually this would decrease the negativity that is witnessed towards Gypsy Travellers, and reduce any barriers the Gypsy Travellers may have come across in accessing public healthcare. Improving the cultural awareness of healthcare staff is a priority but with the very little evidence to support the effectiveness of cultural awareness training that is currently provided, this change should be evaluated in terms of its effectiveness at changing the negative attitudes that are at the centre of a lot of the discrimination. The Traveller Health Strategy 2003-05 of the Republic of Ireland is an example of inter-departmental coordination in regards to the gypsy traveller health. A similar inter-departmental Task Force in England would command wide support. It was clear from my research that dedicated health visitors for Travellers were highly valued and played an important role in being able to supply access to other health services. Targeted service provision has long been a practice for a range of groups, and should be practice for Gypsy Traveller groups as well. A compelling point was made in one of my research articles; if all doctors and health staff were trained to respect people then there would be less need for dedicated services and some participants were quite emphatic that there should be no specialist provision that Gypsy Travellers should be treated with the same respect and care as others in the population.

Reality in Jean Genet’s ‘the Balcony’ Essay

Jean Genet’s Le Balcon (or The Balcony) is an absurdist play in which the main structure is the â€Å"philosophical battle between illusion and reality† (Savona 1983: 76) and this essay will investigate some of the levels of reality within an absurdist and existentialist context in Genet’s play. The play itself â€Å"offers a spectacularly theatrical exploration of the relationship between fantasy and reality† (Patterson 2005: 32) whilst also seeking â€Å"to negate reality itself† (Innes 2001: 438). Whilst also attempting to transform reality into a fantasy world in which its characters can escape the dismay of daily life, it is â€Å"also designed to be a moving play which†¦ keeps the audience aware that it is a play† they are watching and not allowing them to get lost in the world of illusion, fantasy and desire that the characters are trapped in (Reck 1962: 23). This echoes a technique used as part of Brecht’s Verfremdungseffekt, and by keeping the spectator at a critical distance, they become observers and thus can learn something about their own lives and the world in which they live. The play is set in Madame Irma’s Maison d’illusions (or house of illusions) which to the spectator is clearly a brothel, but not a brothel in the conventional sense. In the brothel, men of everyday walks of life (for example a plumber) act out sexual fantasies with the women that work there. Their sexual fantasies are by no means conventional either, for example the ‘clients’ of the brothel take on the personas of powerful men, namely a bishop, an executioner, a judge and a general. From the exposition of the play, it is unclear that the bishop isn’t actually a bishop as the costume, dialogue and action of the bishop are completely authentic aside from the fact that the powerful characters â€Å"tower over all the other actors as well as the audience† (McMahon 1963: 110). This is visually unrealistic and takes the spectator away from realism right from the onset, yet somehow draws them into this world of illusion. The sexual acts were intended by Genet to contain meaning and not to be realistic. They are merely projections, a series of images of man trapped in a hall of mirrors, not attempting to convey naturalism in the slightest (McMahon 1963: 176) and the characters’ â€Å"performance becomes reflections of reflections† (Innes 2001: 438). As Esslin states in his The Theatre of the Absurd, â€Å"there are no characters in the conventional sense†¦merely the images of basic urges and impulses† (Esslin 2001: 22). Image is of key importance in the play; it is everything â€Å"for the deeper one moves into images the less danger there will be of reality’s coming back to question the veracity of the images† (McMahon 1963: 162). One of the key themes of the play is the escape from reality, and as T. S Eliot wrote â€Å"human kind cannot bear much reality† (1964: 69), one of the fundamental messages Genet is trying to portray in his play. There is a strong sense of the actor merging with the character in The Balcony (Savona 1983: 86), or the character merging with the fantasy characters they attempt to portray in the brothel, or characters they so long to be, even for just an hour or so. This inauthentic relationship between reality and fantasy reflects human nature and life itself – we have all at some point aspired, or even wished that we could be someone else, someone with power or respect. However as McMahon suggests â€Å"there is no aspiration within the motivation of these people to be bishop, judge or general; the limit of their ambitions knows its range, and the cutting off point†¦is the thin line between pretence and reality† (1963: 160). The play takes a turn when the clients of the brothel are forced to take on the characters they are pretending to be for real. It is at this point that the illusion is destroyed and the men of everyday life no longer want the roles they are playing. For them, the roles are now too realistic and there is no escape from them – the relationship between reality and fantasy has become authentic. When the characters are acting out their roles in the real world, they are no longer comforted by their imagination; they are faced with the harsh reality of life, the one thing that they have sought to escape in the first place. This is reinforced by the fact the characters are reluctant to assist the chief of police and be â€Å"dragged from their dream world into the harshness and dangers of reality† (Thody 1970: 186-187). The revolution outside can be seen as a symbol of real life. â€Å"Were it not for the revolution, the various characters could continue to play their games in the enclosed a-historical atmosphere provided for them†¦but the revolution is there, and threatens at any moment to destroy their world of illusion completely† (Thody 1970: 179). During the play, various sounds of gunfire can be heard in the background of the scenes – A threat from the real world outside reminding the characters they have tried to escape life and whilst this may be successful for the hour they are in the brothel, real life is still going out outside. â€Å"Machine gun fire attempts to undermine the magic of illusion created and reflects Brecht’s distancing effect† (Savona 1983: 89). Once again Genet forces the spectator to remember that they are watching a play, but also when we all hide behind the facade of life, or try and escape reality, the real world is still very much at large in the background and we can’t ignore this! â€Å"The theme of illusion reaches its climax at the very end of the action, when Madame Irma comes to the front of the stage to remind the audience that they have, after all, only been watching a play† (Thody 1970: 185). The spectator is suddenly brought back to ‘the real word’ having witnessed actors playing characters, characters playing characters, characters playing people. The audience has taken the journey through Madam Irma’s ‘house of illusions’, and has been presented with a theatrical projection of humanity through many planes of reality. She tells the audience â€Å"you must now go home, where everything – you can be quite sure – will be falser than here†¦You must now go† (Genet 1966: 96). She has highlighted that as humans we have a tendency to hide behind the facade of life, to go along with what we are told and what we see, thus taking life for granted. We then think back to the characters in the play and realise how they are merely projections of ourselves. â€Å"Genet proclaims the illusion of reality and the reality of illusion† (Nelson 1963: 61). For the spectator and the characters â€Å"reality has become indiscernible from illusion† (Nelson 1963: 65) and the audience must ask themselves where does reality end and pretence begins. BIBLIOGRAPHY Eliot, T. S. , Murder in the Cathedral (Fort Washington PA: Harvest Books, 1964) Esslin, Martin, The Theatre of the Absurd, 3rd Edition (London: Metheun, 2001). Genet, Jean, The Balcony (New York: Grove Press, 1966) Innes, Christopher, ‘Theatre After Two World Wars’, in The Oxford Illustrated History of the Theatre, ed. by John Russell Brown (Oxford: Oxford University Press, 2001), pp. 380-444. Macquarrie, John, Existentialism (Baltimore: Pelican Books, 1972) McMahon, Joseph H. , The Imagination of Jean Genet (New Haven: Yale University Press, 1963) Nelson, Banjamin, ‘The Balcony and Parisian Existentialism’, The Tulane Drama Review, 7:3 (1963), 60-79. Oswald, Laura, Jean Genet and the Semiotics of Performance (Bloomington and Indianapolis: Indiana University Press, 1989) Patterson, Michael, The Oxford Dictionary of Plays (Oxford: Oxford University Press, 2005) Reck, Rima Drell, ‘Appearance and Reality in Genet’s Le Balcon’, The New Dramatists, 29:1 (1962), 20-25. Savona, Jeannette L. , Jean Genet (London and Basingstoke: The Macmillan Press, 1983) Styan, J. L. , The English Stage (Cambridge: Cambridge University Press, 1996) Thody, Philip, Jean Genet: A Study of His Novels and Plays (New York: Stein and Day, 1970).

Literature Review Format Essay

This packet details the steps necessary to produce a literature review that may be required for work in various disciplines, including English, history and psychology. This packet is not intended to replace instructor guidelines and should not be used in that manner. The packet’s intended use is as a supplement to classroom instruction on assembling a literature review. Therefore, it contains only general information that must be tailored to fit specific guidelines as required by your discipline and by your instructor. This packet is subdivided into six sections: I. General Information States what a literature review is and what purpose it serves. II. Process Gives step-by-step instructions on how to get started on your literature review. III. Organization Explains the two most common ways of arranging information in a literature review. IV. Format Provides descriptions for two of the most common formats used in a literature review, the item to item comparison and contrast (Format A) and the criteria to criteria comparison and contrast (Format B). V. Checklist Allows appraisal of your completed literature review to assure that it follows all necessary guidelines. VI. Resources Lists helpful resources used to compile this packet so that you may obtain further information. General Information Definition Literature reviews can have two roles: In their first role, they function as a stand-alone paper. At other times they will actually be part of a larger research thesis. In this handout, literature reviews will be referred to in the stand-alone sense. As a stand-alone paper, literature reviews are multi-layered and are more formal and detailed than book reviews. As the author of a literature review, you must become familiar with a large amount of research on a specific topic. You will then develop your own thesis about the topic related to this research. After this, you will classify and critically analyze research on the topic by making a comparison between several different studies and by emphasizing how these studies and their comparison relate to your own thesis. In effect, a literature review is a paper that compiles, outlines and evaluates previously established research and relates it to your own thesis. It provides a context for readers as if they Email at tutor@uhv. edu University West, room 129 (361) 570-4288 were researching the topic on their own. Just from reading your paper, readers should be able to gain insight into the amount and quality of research on the topic. Your thesis and the literature reviewed serve several important functions within the paper: †¢ Your thesis creates a foundation for the literature review because it helps narrow the topic by providing a sense of direction; however, you will have to conduct some initial research and reading before deciding on an appropriate thesis. Your personal thesis may be a statement addressing some of the following situations: â€Å"why your research needs to be carried out, how you came to choose certain methodologies or theories to work with, how your work adds to the research already carried out† (Brightwell, G. and Shaw, J. , 1997-98), or it may present some other logical perspective. †¢ Reviewed literature is organized in a logical manner that best suits the topic of the review and the hypothesis of the literature (see Organization and Format). The selected method of organization and style of format should draw attention to similarities and differences among the reviewed literature; these similarities and differences are based on specific criteria you revealed in the literature review’s introduction. According to Brightwell and Shaw (1997-98), your goal in the body of the review â€Å". . . should be to evaluate and show relationships between the work already done (Is Researcher Y’s theory more convincing than Researcher X’s? Did Researcher X build on the work of Researcher Y?) and between this work and your own [thesis]. † Additional information on these topics can be found in the Organization and Format sections of this packet. Therefore, carefully planned organization is an essential part of any literature review. Purpose Although literature reviews may vary according to discipline, their overall goal is similar. A literature review serves as a compilation of the most significant sources on a subject and relates the findings of each of these sources in a rational manner while supporting the literature review author’s own thesis. A literature review establishes which sources are most relevant to its author’s point and which sources are most credible to the discipline at hand. In a literature review, the results of previous research are summarized, organized and evaluated. Discipline-Specificity A literature review’s organization, format, level of detail and citation style may vary according to discipline because different disciplines have different audiences. Examples here pertain to the natural sciences, social sciences and humanities. †¢ Natural and social sciences The author of a literature review in the natural or social sciences must pay close attention to measurements, study populations and technical aspects of experimental findings. Typically, a portion of the natural or social sciences literature review is set aside for reviewing sources on the primary topic. Then, a comparative analysis or discussion section is used to analyze the similarities and differences among the sources, tying them in with the literature review author’s original thesis. †¢ Humanities The author of a literature review in the humanities usually does not set aside a special section for reviewing the sources; instead, citations may be found randomly throughout the paper. The literature being reviewed is arranged according to paragraphs based on the author’s points, which in turn, support the author’s thesis. The paper itself may not be called a literature review at all. It is more likely to be called a critical analysis. Remember that the best bet for determining what type of literature review is appropriate for your course is checking with the instructor prior to beginning research. Email at tutor@uhv.edu University West, room 129 (361) 570-4288 REVIEW 1. What is the purpose of a literature review? What is the connection between the author’s thesis and the literature being reviewed? 2. What discipline will your literature review be classified in? Process 1. Find several articles that deal with your research topic. Sometimes it is helpful to review the bibliography of one of the first scholarly sources that you encounter and compare it to the bibliographies of other sources on the topic. If the same source is listed within several of these bibliographies, it is probably a fundamental, credible source that will aid you in your review. 2. Before you begin reviewing literature, realize that you are looking to accomplish two things: A. Defining your research problem/thesis (examples: finding a flaw in research, continuing previous research, etc . . . ) B. Reading and evaluating significant works that are relevant to your research problem. You will be conducting Steps A and B simultaneously because the two form a circular pattern. As you read related sources (Step B), you define your problem, and as you define your problem (Step A) you will more easily be able to decide what material is relevant enough to be worthy of reading (Step B). 3. Once you begin reviewing, make an entry with complete bibliographical information and comments for each work that you are going to include in the review. 4. Compare the articles by evaluating the similarities and differences among them. This will be the initial stage in the formulation of your thesis. 5. Form a thesis that is clearly written and can be logically supported by the literature you will include in your review. 6. View the articles briefly again and jot down any notes that seem to relate to your thesis. 7. Decide which organizational pattern and format are best for the topic of your review. 8. Construct an appropriate outline for the literature review. 9. Write an introduction that introduces the topic, reveals your thesis statement, and arranges key issues. 10. Organize and write the body of your paper according to the appropriate format: topical or chronological. 11. Write a conclusion that reconciles similarities and differences on the topic and reemphasizes the criteria used to arrive at this conclusion. 12. Complete the final draft of the literature review. Email at tutor@uhv. edu University West, room 129 (361) 570-4288 13. Check over the final draft for grammar and punctuation errors. 14. Use the checklist provided here to make sure that all parts of the literature review are addressed and focused. Establishing a Critical Response for a Literature Review You may find this section helpful at Steps 3, 4 and 5 of the process. When reviewing your sources, explore the following areas to help develop your critical response: What is the purpose of the research or work? What research or literary methods are used? How do the major concepts operate? In a research study, how accurate are the measurements? In a literary work, is the author’s position objective or biased? What are the different interpretations of the results of the study or of the literary work itself? REVIEW 1. What do you consider to be the most crucial step(s) in the process of your literature review? Why? Justify your response(s). Organization A literature review can be arranged either topically or chronologically. Topical organization occurs in reviews where previous research being evaluated is divided into segments with each one representing a part of some larger issue. In a topical review, the author begins by describing the characteristics of research shared by several studies and then moves on to analyze their similarities and differences. For more information, see the example below. Example The organization of a literature review begins in the introduction. For example, in the introduction of a literature review about the effect of seating arrangements on peer tutoring communication, you would first introduce the topic and what your literature review will attempt to assess: †¦Writing centers can set the table for collaborative tutoring sessions through a careful consideration of spatial arrangement . . . Then state what angle is going to be explored: †¦These studies will be used to support the author’s claims that spatial arrangement is instrumental in encouraging collaborative environments in the writing center†¦ Then, arrange key issues that will be addressed in this review by answering questions that you have personally developed and are tailored to fit your topic. In the introduction, give the audience a clear picture of how you will organize your paper: Email at tutor@uhv. edu University West, room 129. (361) 570-4288 In the following, I1 first review some relevant research concerning spatial arrangement and then discuss some recommended and alternate seating arrangements to encourage a collaborative environment in the writing center. Finally, I include some other considerations. In the body of this literature review, you would organize the information topically around each point (or question) that you asked yourself: -Research Review -Recommended Spatial Arrangement -Alternative Spatial Arrangement -Other Considerations. Then, write a conclusion that explains the significance of your findings: †¦While the seating arrangements outlined above are generally a good ‘setting’ for peer tutoring sessions, we should remember that each tutoring session is unique. Not all students will be comfortable with a side-by-side spatial arrangement at a round table. Tutors should be perceptive of and receptive to students who may have other spatial needs†¦ Chronological organization occurs when a review is organized in time order and is most often used when a historical context is needed for discussing a topic from its beginning to its current state; chronological organization is  especially helpful when discussing inactive periods and shifts in perspective on a given topic. Example The organization of a literature review begins in the introduction. For example, in the introduction of a literature review entitled Development of Social Science Research on Attitudes Towards Gender in America, you would first introduce the topic and what your review hopes to assess: †¦This literature review will assess the development of research designed to uncover gender attitudes in America during the latter part of the 20th Century†¦ Then state what angle is going to be explored: .. As research progressed throughout the 20th century, the methods that social scientists use for measuring these attitudes developed and changed as well†¦ Then, chronologically arrange issues that will be addressed in this review: Gender stereotypes still exist today, and varying attitudes can be traced over the past fifty years. Survey instruments used to gather data on these varying attitudes have also changed drastically over the course of time. In the body of this literature review, you would organize the information chronologically, adressing each point (or question) that is being asked for a particular time period: -Stereotypes and Survey Instruments of the 1950’s -Stereotypes and Survey Instruments of the 1960’s -Stereotypes and Survey Instruments of the 1970’s -Stereotypes and Survey Instruments of the 1980’s -Stereotypes and Survey Instruments of the 1990’s -Current Advancements Always clear the use of I with your instructor. An alternative to this would be the use of third person wording, such as â€Å"This paper reviews some relevant research concerning spatial arrangement and then discusses some recommended and alternate seating arrangements to encourage a collaborative environment in the writing center. † 1 Email at tutor@uhv. edu University West, room 129 (361) 570-4288 Then, write a conclusion that explains the significance of your findings: Although the survey instruments used in the 1950’s and 1960’s developed an obvious bias when surveying Americans regarding gender attitudes, the 1970’s brought about great change. Today social scientists are more careful than ever about testing the quality of a survey instrument before using it on the general public. Format There are also two suggested formats for composing your literature review. Format A is used when comparing several studies that have similar hypothesis but different findings. Each piece of research is summarized individually. Format A is good for reviews with a small number of entries; however, this format may confuse the audience when used with a large number of reviews because descriptions of so many studies may get in the way of the analysis. Keep in mind that each piece of research usually will not receive equal attention in the review. Format A Outline I. Introduction consists of four parts that are usually discussed in one paragraph. a. Identify the general topic being discussed. b. Mention trends published about the topic. c. State thesis establishing the reason for writing the literature review. d. Explain criteria by giving a description of each of the criteria used in evaluating the literature review and rationalizing its organization II. Literature reviewed section is divided up according to study. a. First study is summarized and discussed. b. Second study is summarized and discussed. c. Third study is summarized and discussed. III. Comparative analysis acknowledges the similarities and differences between studies. a. Similarities (if any) among the studies are evaluated and discussed. b. Differences (if any) among the studies are evaluated and discussed. IV. Conclusion/Summary effectively wraps up the review. a. Summarize points of comparison or contrast among the works based on Section III of your review. b. Provide insight of relationship between the topic of the review and a larger area of study such as a specific discipline or profession Format B. organizes the literature review according to similarities and differences among research rather than by literature studied. In a review organized according to Format B, little background information on the literature being reviewed is given outright. Instead, it is worked into the body paragraphs of the sections on similarities and differences. The conclusion then uses these two sections (similarities and differences) to tie in points of comparison and contrast between the works. Format B better suits papers that are topically organized. Format B is outlined below. Email at tutor@uhv. edu University West, room 129 (361) 570-4288 Format B Outline I. Introduction consists of four parts usually discussed in one paragraph. a. Identify the general topic being discussed. b. Mention trends published about the topic. c. State thesis establishing the reason for writing the literature review. d. Explain criteria by giving a description of each of the criteria used in evaluating the literature review and rationalizing its organization II. Similiarities within the research are discussed. a. First similarity among research is discussed. b. Second similarity among research is discussed. c. Third similiarity among research is discussed. III. Differences in the research are discussed. a. First difference between research is discussed b. Second difference between research is discussed c. Third difference between research is discussed IV. Conclusion/Summary a. Summarize points of comparison or contrast between the works. b. Provide insight into relationship between the topic of the literature and a larger area of study such as a specific discipline or profession. The most important thing to remember when organizing a literature review is that it is not a list summarizing one work after another. The review should be organized into sections according to theme that are set apart by subject-related headings. REVIEW 1. Which format have you chosen for your literature review? Why? A Literature Review Checklist: Did I . . . . . . ? ? Establish a valid thesis based on the examined research ? State this thesis clearly in my introduction ? Define unfamiliar terms ? Incorporate background information to define the problem ? Begin each entry in the review with a complete bibliographical reference ? List and describe the hypothesis/thesis in each work reviewed Email at tutor@uhv. edu University West, room 129 (361) 570-4288 ? Describe the outcome of the work or the research ? Develop and incorporate my own comments, including response to the research, similarities and differences among literature reviewed, and reservations regarding author’s methods or conclusions ? Avoid overquoting ? Check for grammar and punctuation errors ? Correctly cite all references in uniform documentation style Resources Brightwell, G. and Shaw, J. (1997-98). Writing up research. Retrieved August 20, 2002 from Languages and Educational Development at the Asian Institute of Technology’s Web page at http://www. languages. ait. ac. th/EL21OPEN. HTM Central Queensland University Library. (2000). The literature review. Retrieved July 22, 2003 from http://www. library. cqu. edu. au/litreviewpages/ Cuba, L. (2002). A short guide to writing about social science. New York: Addison-Wesley Publishers. Leibensperger, S. (2003). Setting the table: Encouraging collaborative environments with spatial arrangement in the writing center. Unpublished literature review. Northern Arizona University. (1999). Electronic textbook – A blast from the past: Your literature review. Retrieved May 30, 2002 from http://jan. ucc. nau. edu/~mid/edr720/class/literature/blast/reading21-1. html Taylor, D. , & Procter, M. (2001). The literature review: A few tips on conducting it. Retrieved June 17, 2002 from http://www. utoronto. ca/writing/litrev. html Trinder, L. (2002). Appendix. The literature review. Retrieved August 27, 2003 http://www. uea. ac. uk/~w071/teaching/ppf/Appendix%20Lit%20Review. pdf The University of Wisconsin-Madison Writing Center. (2001). Academic writing: Reviews of literature. Retrieved May 30, 2002 from http://www. wisc. edu/writing/Handbook/ReviewofLiterature. html *In traditional APA style, this section would be entitled â€Å"References† and would be listed on a separate page double-spaced. Due to space constraints in this packet, it has been formatted differently. Copyright 2003 by the Academic Center and the University of Houston-Victoria. Created 2003 by Candice Chovanec-Melzow. Email at tutor@uhv. edu University West, room 129 (361) 570-4288.

USS Pueblo Incident During the Cold War

The USS Pueblo Incident was diplomatic crisis that took place in 1968. Operating in international waters off the coast of North Korea, USS Pueblo was a signals intelligence ship conducting a mission when it was attacked by North Korean patrol boats on January 23, 1968. Forced to surrender, Pueblo was taken to North Korea and its crew imprisoned. Diplomatic talks ensued over the next eleven months to secure the release of the crew. While this was accomplished, the vessel remains in North Korea to this day. Background Constructed by the Kewaunee Shipbuilding and Engineering Company of Wisconsin during World War II, FP-344 was commissioned April 7, 1945. Serving as a freight and supply vessel for the US Army, it was crewed by the US Coast Guard. In 1966, the vessel was transferred to the US Navy and re-named USS Pueblo in reference to the city in Colorado. Redesignated AKL-44, Pueblo initially served a light cargo vessel. Shortly thereafter, it was withdrawn from service and converted to a signals intelligence ship. Given the hull number AGER-2 (Auxiliary General Environmental Research), Pueblo was intended to operate as part of a joint US Navy-National Security Agency program. US Army Cargo Vessel FP-344 fitting out at the Kewaunee Shipbuilding Engineering Corp. shipyard, Kewaunee, Wisconsin (USA), circa July 1944. US Naval History and Heritage Command Mission Ordered to Japan, Pueblo arrived at Yokosuka under the command of Commander Lloyd M. Bucher. On January 5, 1968, Bucher shifted his vessel south to Sasebo. With the Vietnam War raging to the south, he received orders to pass through the Tsushima Strait and conduct a signals intelligence mission off the coast of North Korea. While in the Sea of Japan, Pueblo was also to assess Soviet naval activity. Putting to sea on January 11, Pueblo passed through the straits and endeavored to avoid detection. This included maintaining radio silence. Though North Korea claimed a fifty-mile limit for its territorial waters, this was not recognized internationally and Pueblo was directed to operate outside the standard twelve-mile limit. Initial Encounters As an added element of safety, Bucher directed his subordinates to maintain Pueblo thirteen miles off the coast. On the evening of January 20, while stationed off Mayang-do, Pueblo was sighted by a North Korean SO-1-class sub chaser. Passing in the twilight at range of around 4,000 yards, the vessel showed no outward interest in the American ship. Departing the area, Bucher sailed south toward Wonsan. Arriving on the morning of January 22, Pueblo commenced operations. Around noon, two North Korean trawlers approached Pueblo. Identified as Rice Paddy 1 and Rice Paddy 2, they were similar in design to Soviet Lentra-class intelligence trawlers. While no signals were exchanged, Bucher understood that his vessel was being observed and ordered a message sent to Rear Admiral Frank Johnson, Commander Naval Forces Japan, stating that his vessel had been discovered. Due to transmission and atmospheric conditions, this was not sent until the next day. Throughout the trawlers visual inspection, Pueblo flew the international flag for hydrographic operations. Around 4:00 PM, the trawlers left the area. That night, Pueblos radar showed eighteen vessels operating in its vicinity. Despite a flare launched around 1:45 AM, none of the North Korean ships attempted to close on Pueblo. As a result, Bucher signaled Johnson that he no longer considered his ship under surveillance and would resume radio silence. As the morning of January 23 progressed, Bucher became annoyed that Pueblo had drifted approximately twenty-five miles off the coast during the night and directed that ship resume its station at thirteen miles. Confrontation Reaching the desired position, Pueblo resumed operations. Just before noon, a SO-1-class sub chaser was spotted closing at high speed. Bucher ordered the hydrographic flag hoisted and directed his oceanographers to commence work on deck. The ships position in international waters was also verified by radar. Nearing to 1,000 yards, the sub chaser demanded to know Pueblos nationality. Responding, Bucher directed the American flag to be hoisted. Clearly unfooled by the oceanographic work, the sub chaser circled Pueblo and signaled heave to or I will open fire. At this time, three P4 torpedo boats were spotted approaching the confrontation. As the situation developed, the ships were overflown by two North Korean MiG-21 Fishbed fighters. Confirming its position as being located nearly sixteen miles from the coast, Pueblo responded to the sub chasers challenge with I am in International Waters. The torpedo boats soon took up stations around Pueblo. Not wanting to escalate the situation, Bucher did not order general quarters and instead attempted to depart the area. He also signaled Japan to apprise his superiors of the situation. Seeing one of the P4s approaching with a contingent of armed men, Bucher accelerated and maneuvered to prevent them from boarding. Around this time, a fourth P4 arrived on the scene. Though Bucher desired to steer for open sea, the North Korean vessels attempted to force him south towards land. Commander Lloyd M. Bucher of USS Pueblo (AGER-2) receives the Purple Heart medal for injuries he received while he was a prisoner of the North Koreans, in ceremonies held in 1969, shortly after he and his crew were released. US Naval History and Heritage Command Attack Capture As the P4s circled close to the ship, the sub chaser began closing at high speed. Recognizing an incoming attack, Bucher steered to present as small a target as possible. As the sub chaser opened fire with its 57 mm gun, the P4s began spraying Pueblo with machine gun fire. Aiming for the ships superstructure, the North Koreans attempted to disable Pueblo rather than sink it. Ordering modified general quarters (no crew on deck), Bucher initiated the process for destroying the classified material aboard. The signals intelligence crew soon found that the incinerator and shredders were insufficient for material at hand. As a result, some material was thrown overboard, while equipment was destroyed with sledgehammers and axes. Having moved into the protection of the pilot house, Bucher was inaccurately informed that the destruction was proceeding well. In constant contact with the Naval Support Group in Japan, Pueblo informed it of the situation. Though the carrier USS Enterprise (CV-65) was operating approximately 500 miles to the south, its patrolling F-4 Phantom IIs were not equipped for air-to-ground operations. As a result, it would be over ninety minutes until aircraft could arrive. Though Pueblo was equipped with several .50 cal. machine guns, they were in exposed positions and the crew was largely untrained in their use. Closing, the sub chaser began pummeling Pueblo at close range. With little choice, Bucher halted his vessel. Seeing this, the sub chaser signaled Follow me, I have a pilot aboard. Complying, Pueblo turned and began following while destruction of the classified material continued. Going below and seeing the amount still to be destroyed, Bucher ordered all stop to buy some time. Seeing Pueblo drift to a stop, the sub chaser turned and opened fire. Hitting the ship twice, one round mortally wounded Fireman Duane Hodges. In response, Bucher resumed following at one-third speed. Nearing the twelve-mile limit, the North Koreans closed and boarded Pueblo. Quickly gathering the ships crew, they placed them on deck blindfolded. Taking control of the ship, they steered for Wonsan and arrived around 7:00 PM. The loss of Pueblo was first capture of US Navy vessel on the high seas since the War of 1812 and saw the North Koreans seize a large amount of classified material. Removed from Pueblo, the ships crew was transported by bus and train to Pyongyang. Response Moved between prisoner camps, the crew of Pueblo were starved and tortured by their captors. In an effort to force Bucher to confess to spying, the North Koreans subjected him to a mock firing squad. Only when threatened with the execution of his men did Bucher consent to write and sign a confession. Other Pueblo officers were compelled to make similar statements under the same threat. In Washington, leaders varied in their calls for action. While some argued for an immediate military response, others took a more moderate line and called for talks with the North Koreans. Further complicating the situation was the beginning of the Battle of Khe Sanh in Vietnam as well as the Tet Offensive at the end of the month. Concerned that military action would put the crew at risk, President Lyndon B. Johnson began a diplomatic campaign to free the men. Crewmen of USS Pueblo (AGER-2) leave a US Army bus at the United Nations Advance Camp, following their release by the North Korean government at the Korean Demilitarized Zone on December 23, 1968. US Naval History and Heritage Command In addition to taking the case to the United Nations, the Johnson Administration opened direct talks with North Korea in early February. Meeting in Panmunjom, the North Koreans presented Pueblos logs as proof it had repeatedly violated their territory. Clearly falsified, these showed one position as being thirty-two miles inland and another indicating that the ship had traveled at a speed of 2,500 knots. In an effort to secure the release of Bucher and his crew, the United States ultimately agreed to apologize for violating North Korean territory, admit that the ship was spying, and assure the North Koreans it would not spy in the future. On December 23, Pueblos crew was freed and crossed the Bridge of No Return into South Korea. Immediately following their safe return, the United States fully retracted its statement of apology, admission, and assurance. Though still in possession of the North Koreans, Pueblo remains a commissioned warship of the US Navy. Held at Wonsan until 1999, it was ultimately moved to Pyongyang.