Public Speaking Anxiety for ESL Students

Public Speaking Anxiety for ESL Students Findings The purpose of this research is to determine the primary factors of public speaking anxiety and speaking English as a second language amongst students from LG221 and LG241. Besides that, to check upon the gender differences between these students when it comes to public speaking anxiety, whether gender differences have an impact towards the level of public speaking anxiety. Last but not least to find out the relationship between students’ public speaking anxiety as well as fears for negative evaluation by their peers and educators. Upon completion of both the questionnaires, the data was tabulated and analyzed by calculating the mean values in order to obtain needed information. In addition to finding the connection between students’ public speaking anxiety together with their fears for negative evaluation, Karl Pearson’s correlation method is used. Result Figure 4.0 illustrate the demographic data of this research. Samples for this research consist of students of Bachelor of Applied Language Studies (Hons.) Malay Language for Professional Communication, also known as LG221 and LG241 of MARA University of Technology (UiTM), Shah Alam. Participants are at the ranging of 20 to 24 years old. The total numbers of participants are 50 students consisting of 27 male and 23 female. Figure 4.0 Factors of Public Speaking Anxiety (PSA) To determine the underlying factors behind both male and female students public speaking anxiety, factor analysis was accomplished on the of the 34 item in the PRPSA questionnaires. All 34 items are then characterized onto six different factors that are related to making public speaking. These six factors are as followed: Positive speaking perceptions. Emotional effects of speech anxiety. Physical effects of speech anxiety. Lack of preparation. Feeling vulnerable. Perfectionist. Out of 34 items in PRPSA, 12 items are put into the first factor which was labelled positive speaking perception (Factor 1). Items loading on this factor pertained to the positive feeling a person has during the preparation and actual speech presentation. Students with this kind of attitude tend to have little or no problem when giving a speech. Besides that, six items are put into the second factor which was labelled emotional effect of speech anxiety (Factor 2). Items loading on this factor pertained to the supposed emotional consequences a person feels during the preparation of the speech, as well as when asked to give a speech. The third factor is labelled physical effects of speech anxiety (Factor 3) with six items loaded into it that pertained to the supposed physical consequences a person feels during the preparation of the speech. The fourth factor is labelled lack of preparation (Factor 4) and is loaded with three items from PRPSA. These three items pertained to the perceived consequences of insufficient speech preparation. Meanwhile, the fifth factor is labelled vulnerability (Factor 5) with four items put into it. Items loading on this factor pertained to the perceived feeling of helplessness during the preparation of the speech. Lastly, the sixth factor is labelled perfectionist (Factor 6) with three items from the PRPSA that pertained to the supposed consequences of being perfectionist. The mean value of each items scored by both male and female students as well as the total mean value were calculated to check upon the real reason to the occurrence of public speaking anxiety amongst students as well as to distinguish the differences in public speaking anxiety between the two gender as shown in Table 4.0. Table 4.0 Within these six factors of the PRPSA that has been characterized, the factor Emotional effects of speech anxiety scored the highest with a mean of 3.52. Although the result is moderate, it still shows that most students tend to have public speaking anxiety because they have a sense of nervousness together with uneasiness when giving a speech and this can negatively affect students’ speech by making them seem unsure about what they are saying. The next factor resulting in students’ public speaking anxiety is Perfectionist with a mean of 3.13. Students who are considered themselves perfectionists tend to have a tendency to set standards that are so high that they either cannot be met, or are only met with great difficulty. Perfectionists tend to believe that anything short of perfection is horrible, and that even minor imperfections will lead to catastrophe. This is followed by the third factor which is Vulnerability. Factor vulnerability scored a mean of 3.13. This factor shows that students think about an upcoming encounter negatively and may intensify feelings of anticipatory anxiety associated with the encounter. Besides that, speakers’ will also have depressive thoughts about their speech and this may contribute to public speaking anxiety before, during, and after a speech performance which lead to them believing they will not succeed when giving a speech. Factor Lack of preparation is found to be factor number four with a mean of 2.93. The level of preparation determines the level of students’ success in giving speeches. Most students hardly prepare enough for their speeches. This is often because they do not start their preparation early as to why they resort to a last minute approach, which then lead to them feeling unprepared and unready for a speech. The final factor that leads to students having public speaking anxiety is Physical effects of speech anxiety with a mean of 2.89. Speech anxiety can overwhelm the senses, the thoughts, as well as the body. Some of the common symptoms of speech anxiety include shaking, sweating, butterflies in the stomach, dry mouth, rapid heartbeat, and squeaky voice. The first factor which is Positive perceptions towards speech anxiety is not an underlying factor to students’ public speaking anxiety. This factor is actually the opposite of it. Positive perceptions towards speech anxiety factor scored a mean of 3.34. This proves that students’ public speaking anxiety is not that serious. However these students need improvement as it is hinted that students are still not that keen towards the importance of English speech proficiencies. More importantly, it is known that the students still felt uncomfortable and unsure of their own potentials and that that they are still not capable of handling themselves during speeches. Gender Differences in Public Speaking Anxiety On the other hand, to determine whether there is a difference in public speaking anxiety between male and female student, the mean value for PRPSA of each gender is distinguished. Results are as shown in Table 4.1. Table 4.1 The above table revealed that although both male and female students fell in the moderate level of PRPSA, female students tend to have a higher public speaking anxiety level as their mean value is bigger as compared to the male students. On Figure 4.1, it can be seen on which aspects students, whether male or female, face their difficulties when giving a speech. This figure is based on the factors that have been deducted from PRPSA. Figure 4.1 Despite the female students monopolizing all factors, there are some items from PRPSA that the male students scored higher mean values as compared to the female students. Examples of these items include; Statement 13: â€Å"I am in constant fear of forgetting what I prepared to say.† From the statement above, 28 out of 50 students agreed to it with 16 of them being male students. It can be concluded that male students experienced more anxiety compared to male respondents in terms of forgetting to say things they know even though the result is quite similar. Statement 30: â€Å"During an important speech I experience a feeling of helplessness building up inside me.† On the hand, 17 out of 50 students agreed to statement above with 10 of them being males students while the other 7 are female students. In this statement, it can be said that the male students can still be nervous and more anxious compared to the female students. For the gender differences in public speaking anxiety, it can be indicated that both male and female students are equally anxious when involve in giving speeches although the male students show less significant anxiety as compared to the female students. Correlation between Public Speaking Anxiety and Fear of Negative Feedback In order to determine the correlation between two variables and they are students’ public speaking anxiety together with their fears of negative feedback, Karl Pearson’s Correlation Coefficient method is being used. Karl Pearson’s Correlation Coefficient In statistics, the Pearson product-moment correlation coefficient (r) is a common measure of the correlation between two variables X and Y. When measured in a population the Pearson Product Moment correlation is designated by the Greek letter rho (Ï ). Whilst computed in a sample, it is designated by the letter r and is sometimes called Pearsons r. Pearsons correlation reflects the degree of linear relationship between two variables. It ranges from +1 to -1. A correlation of +1 means that there is a perfect positive linear relationship between variables whereas a correlation of -1 means that there is a perfect negative linear relationship between variables. A correlation of 0 means there is no linear relationship between the two variables. Correlations are rarely if ever 0, 1, or -1. The result of the correlation could indicate whether correlations are negative or positive. Mathematical Formula: The quantity r, called the linear correlation coefficient, measures the strength and the direction of a linear relationship between two variables. The linear correlation coefficient is sometimes referred to as the Pearson product moment correlation coefficient in honour of its developer Karl Pearson. The mathematical formula for computing r is: n = number of pairs of scores ∑xy = sum of the product of paired scores ∑x = sum of the x scores ∑y = sum of the y scores ∑x ² = sum of squared x scores ∑y ² = sum of squared y scores The strength and significance of the coefficient. The following general categories indicate a quick way of interpreting a calculated r value: Results for the relationship between public speaking anxiety and fear of negative feedback were displayed in a graphical representation Figure 4.2. From the table 4.2, it can be seen that the result showed a weak correlation between the students’ public speaking anxiety and their fear of negative evaluation as it only scored 0.256. This proves that the relationship between two variables is weak and not very significant. Table 4.2 Figure 4.2 The mean value for fear of negative evaluation score was 51.5. This demonstrates that the average for fear of negative evaluation level is in moderate level. However, out of 50 students that answered the questionnaire, 9 students fell on the high level for fear of negative evaluation, 27 students are on the moderate level while the remaining 14 students have low level for fear of negative evaluation as illustrated in Figure 4.3. Figure 4.3 The students average anxiety level also fell on the moderate level that is at mean value 106.02. From the 50 students that answered the questionnaire, none of the students fell in highly active category. Meanwhile, 94% of the students are in the moderate category while the remaining 6% are in the low category. This can be illustrated as shown in Figure 4.4. Figure 4.4

Presonal Writing: My First Impression Of My Teacher Miss Vicki :: essays research papers

Presonal Writing: My First Impression of My Teacher Miss Vicki   Ã‚  Ã‚  Ã‚  Ã‚  My first impression of Miss Vicki was a highly authorative figure towering over me. Her voice boomed and the earth shook whenever she marched. She seemed like such an unapproachable and distant person. That was in the first year of High School. She was my Literature teacher then.   Ã‚  Ã‚  Ã‚  Ã‚  During my first year in school, she struck terror in my heart. And everyone else's of course. The mere mention of her name made the most unruly classes silent. The birds stopped screeching. Even the earth felt still. The omniscent presence of rumours stating that she didn't like Junior High students was not much of a help.   Ã‚  Ã‚  Ã‚  Ã‚  Nevertheless, the 2 years of Junior High passed by rather quickly. Soon, I was promoted to Senior High class. I had worked hard and gotten the subject combination that I wished for. Together with a bunch of old friends, I soon settled down in class comfortably.   Ã‚  Ã‚  Ã‚  Ã‚  As fate would have it, she was fortunate enough to be my form teacher that year. I almost choked in alarm when I heard the news. This time round, however, I resolved not to cower in terror whenever she was near. I decided to face the fact that we were going to meet each other for the next 365 days. Instead of trying too hard to lick her boots, I tried my best to be my natural self in front of her.   Ã‚  Ã‚  Ã‚  Ã‚  Still, I could not shake off the ice-cold image that she possessed in my heart. True, her corney jokes sometimes sent me into frolicking laughter, yet at other times these jokes simply fell flat the moment she uttered them. My lovely class, however was always ready to laugh at the right time and place of her amusing stories. Afterall, we would not want to run the risk of her temper erupting in front of us like Mount Saint Helens spewing molten rock and

Effective Communication Skills in Nursing Essay

1. Explain the principles of confidentiality in the health care environment. The principles of confidentiality are to maintain the patient’s privacy and confidentiality that all information about the treatment, the patient’s current medical conditions, prognosis and all other areas of the patient’s personal information be kept confidential. This means that it is legally and ethically wrong to disclose their information to a third party unless the nurse has gained consent from the patient to do so, the only time a nurse will disclose the patients information is if it falls within her professional duties and only discussed with other health care professionals (Koutoukidis, Stainton & Hughson 2013, p. 29). The privacy and confidentiality are governed by the code of conduct and the code of ethics the nurse must work within these codes and their scope of practice, a breach in the patient’s confidentiality can lead to legal proceedings against the nurse (Nursing and Midwifery Board of Australia, 2014). 2. What are the types of small groups and work teams that nurses are likely to be involved in? There are different groups or work team that nurses can be involved within the health care environment and will consist of two or more people, an example of the types of group could include, Infection control committee that promotes awareness of areas in infection control an example of this is the compliance in hand washing or using alcohol rub before and after procedures in the workplace and communicating the correct procedures in workshops and education sessions (infection control today 2014). Nurses can also be involved in research teams and communication may come in the form of surveys or interviews to conduct studies on the ways a nurse learns, this could be studies on the way patient care is provided or how nurses manage situations, so the best evidence based practices can be implemented in the nursing profession (Lewis, Dirksen, Heitkemper, Bucher and Camera 2013,p.12). Educational groups are also an area that nurse can work in an example of this is a Diabetic educator, were they teach people suffering with diabetes management strategies and risks of the illness, and health promotion to prevent the onset of this illness (Australian Diabetes Educators Association 2014) 3.what are dynamics and what are the attributes that aid groups in working effectively? The definition of Group dynamics is the way that a group of people interact when grouped together (the free dictionary 2014), the benefits and attributes of group dynamics is the way communication and interaction are received and working as part of a team for a common goal, communication between a group should be are clear and concise, being an effective listener to all parties involved in the group, understanding that your opinion may differ to others, respect for yourself and others, to support each other and structure, all of these will help in team building and effective communication between nurses so that effective communication is achieved (Koutoukidis, Stainton & Hughson 2013, pp 98-100). 4. Describe the communication strategy that could be implemented when establishing a therapeutic relationship with the following types of clients. When an Enrolled nurse is establishing a therapeutic relationship with patients the Enrolled nurse may need use a variety of different communication strategies to meet the patients’ health care needs, there are different techniques that the enrolled nurse will need to use to effectively communicate this includes showing the patient respect for their values and beliefs even if they go against what the nurses beliefs are, having a non-bias attitude, listening to the request of the patient, maintaining eye contact, and having a positive attitude can help a patient feel at ease (Koutoukidis, Stainton & Hughson 2013, pp 108-122). Cultural differences When the Enrolled Nurse has a patient from a different cultural in their  care, the nurse must be culturally sensitive and have a non-bias approach. For effective communication the nurse will need to respect the patient’s beliefs and values and communicate at a level that the patient and the family can understand this also may require the nurse to have an interpreter available if English is a second language ((Koutoukidis, Stainton & Hughson 2013, pp 114-115). ). Religious practices Religious beliefs are very similar to cultural beliefs, the nurse must have a non-bias approach and respect the patient’s beliefs and values. The nurse will need to ask questions to find out any special requirements and make any special arrangements available for the patient communication may be verbally or non verbally ((Koutoukidis, Stainton & Hughson 2013, pp 114-118). Language barriers When the Enrolled nurse is dealing with language barriers in the health care setting the nurse may be able to communicate with the patient through a family member, interpreter service or arrange to have visual aids that will be able to guide the patient ((Koutoukidis, Stainton & Hughson 2013, p.108). Physical disabilities When you are dealing with a patient with a physical disabilitie there is a variety of different materials available to help communicate with the patient this could include advising the patient of who you are and what you are their to help them with, using a normal tone in your voice, hearing aids and making sure there in working order, sign language, having pen and paper available, and talking books are some of the aids that can help with communicating, ((Koutoukidis, Stainton & Hughson 2013, pp 118 -120). Intellectual disabilities/emotional disorders When communicating with a patient that has an intellectual disabilitie or an emotional disorder it is important for the nurse to use the appriote communication, the nurse may need to slow down when explaining a process,  using words that the patient can understand, listening to what the patients is communicating and showing empathy and understanding (Koutoukidis, Stainton & Hughson 2013, pp 108 -120). 5. Health care records are legal documents. What are the requirements of documentation in the health care environment? The legal requirements of documentation in the health care setting that all events in in the correct order of which they happened and be dated and timed using the twenty four hour clock, that all paper work correctly displays the patients full name, date of birth and gender, That all documentation is legible, only the facts are recorded e.g.; only what you personally see, hear, touch or smell, That the signature and name of the nurse is on the paperwork, any mistakes on the paper work you are required to draw a line through the entry and initial it, Only put in the care that you have done is documented unless in an emergency situation, only use authorised abreviations, if there are any gaps are to be filled with a signal line to stop information being added at a later date (Koutoukidis, Stainton & Hughson 2013, pp 272-274). 6. Discuss the meaning of a nurse’s duty of care. A nurses duty of care refers to using moral and ethical judgement when providing care for a patient without compromising their own moral values and the moral values of the patient, this means to me that you treat people the way you wish to be treated. The nurse has a duty to provide the best possible care and to act in a moral, ethical and professional manner to maintain the patients dignity and respect the wishes of the patient even if this conflicts with your own moral judgement (Crisp and Taylor 2010, pp 334-339) 7. Briefly explain five (5) potential constraints to effective communication? An Enrolled nurse working in the health care environment needs to be an effective communicator to patients and other health care professional to  build a good therapeutic relationships, some barriers that can effect the communication process are talking to a patient but not actively listening to what the patient has to say, abruptly changing the subject, being defensive and acting in a defensive manner, becoming distracted or daydreaming not paying attention to what the patient is saying and asking them to repeat themselves, giving the patient false reassurance when the patient asks a question that makes the nurse feel uncomfortable, and offering an opinion on what they think the patient should do (Koutoukidis, Stainton & Hughson 2013, pp 113-114) 8. What is e-Health and what are the advantages of e-Health? E-Health is a secure summary of an individual’s personal health information that is available online. the advantages of having an e-Health account is that the individual has personal control over who can access their private information and what information the individual wishes to have recorded, having an e-health account allows the individual, their Doctor and Health care providers share information and allows the individual to have an active involvement in the treatment and insures that the approve care is provided (Australian Government Health Department 2014) 9. Explain the meaning of informed consent and give an example of informed consent in the health setting. Informed Consent is providing the patient with the most current up to date facts and any associated risks for the prescribed treatment or procedure that is required to meet the health care requirements for the patient, this ensures that the patient can base their decision on all the information that they have been provided with. The nurse must ensure that the patient has understood this information and that the consent of the patient must be voluntary and coercion free. (Crisp and Taylor 2010,p.345) An example of informed consent is informing a patient that requires chemotherapy that all the evidence based facts on the benefits and side effects of the prescribe treatment, The patient will then need to sign a legal consent form prior to the commencement of treatment (Crisp and Taylor 2010,p.345). 10. Define open disclosure and briefly explain the key principles of open disclosure. The definition of open disclosure is â€Å"an open discussion with the patient on adverse events to the patient while receiving health care† (Australian commission on safety on quality in the healthcare 2010). When openly disclosing information to a patient and their family the nurse must act in a professional manner and provide the patient with the facts of the adverse event even before all the information is available, an apology which should include â€Å"I am or we are sorry† (Australian commission on safety on quality in the healthcare 2010) for the what has happened, give the patient and family an opportunity to relate their experience, discuss the potential ramifications of the event, explain what is being done to prevent a recurrence, and understanding that open disclosure is a discussion between the patient and the health care facility and this will take time and numerous meetings over a period of time (Australian commission on safety on quality in the healthca re 2010). 11. Clinical handover can pose a high risk scenario for the client’s safety. There are dangers of discontinuity of care, adverse events and legal claims of malpractice. Describe the SBAR framework for handover. The SBAR framework for handover can be done by the bedside of the patient or by phone when transferring care to a different healthcare facility, The SBAR framework for handovers ensures that an organised and efficient process of communicating the patients private and confidential information to other health care professionals, This process includes Identifying yourself and the patient, The current situation of the patients current medical condition, the background information on what has happened and any know medical conditions and medication that can help aid in the patients treatment, the nurses assessment of the patient including current observations or complaints the patients may have, and recommendations that the nurse has that will assist the patients conditions or recapping all the patients details to ensure that the correct information has been handed over  (Koutoukidis, Stainton & Hughson 2013, pp 122- 123). 12. Describe the role of the Australian Health Practitioners Regulatory Agency (AHPRA). The Australian Health Practitioners Agency in Australia has offices in each state and works with the fourteen national boards that are in charge for regulating the heath care profession and public protection (Australian Health Practitioners Regulatory Agency 2014). The primary role of AHPRA is to provide the public with registered health practitioner information, oversees the registration and renewal of nurses and students, investigates complaints of professional conduct issues, a health practitioner’s performance with the exception of New South Wales and Queensland. Provides support in developing the registration standards, codes and guidelines, guides and advises the Ministerial Council in relation to the National Registration and Accreditation Scheme (Australian Health Practitioners Regulatory Agency 2014). 13. Briefly describe two (2) nursing Codes and two (2) nursing Guidelines relevant to professional practice for the Enrolled Nurse? The Code of Ethics for the Enrolled nurse is a set of self-imposed rules that ensures the decision, beliefs and the nurses action towards others is at the highest standard. The Enrolled Nurse will work with integrity a high moral standard that ensures the patient will receive the appropriate care whilst tin their care (Nursing and Midwifery Board of Australia 2014). The Code of Professional Conduct ensures that the Enrolled Nurse work in a compitant and professional manner, The enrolled nurse will show respect to the patient, their culture and the patients values and beliefs, keep their the personal information private and confidential, and provide accurate information on the patients health care needs (Nursing and Midwifery Board of Australia 2014). Professional Boundaries guidelines The professional boundaries guidelines for the Enrolled Nurse outlines the importance of establishing a therapeutic relationship with the patient that only occurs to meets the patients healthcare need, and ensures that the Enrolled nurse acts in a professional manner, It is unprofessional for the Enrolled Nurse to enter into a personal relationship with the patient while in their care to except gifts, services or for financial gain (Nursing and Midwifery Board of Australia 2014). The competency Standards for the enrolled nurse also outline areas that the Enrolled nurse must be competent in to perform their duties in a competent and professional manner and abide the legislations for the nursing profession, this ensures that the nurse will work within their scope of practice (Nursing and Midwifery Board of Australia 2014). 14. What are the functions of performance appraisal and development in the workplace? Promote learning reflect learning The function of the performance appraisal in the health care environment is to a evaluate the performance of the Enrolled Nurse working practices, this helps the Enrolled nurse and their manager to identify areas of improvement, areas where the healthcare facilities goals are being met, recognising areas of professional or personal development and promoting learning and continuous development in areas that will benefit the Enrolled nurse (Queensland Government of Health 2014) 15. Using the examples given below as your guide, research the following medical terms. Provide a definition for each and where possible, break the word down into the meanings of the prefix, words root and suffix. 16.Read the following case study and document the events that occurred. Be objective and keep to the facts, you are documenting as you would in the clients progress notes following an incident. Use the focus charting system outlines in Koutoukidis, Stainton and Hughson 2013. Reference list 1. Koutoukidis, Stainton & Hughson 2013, p. 29). Nursing and Midwifery board of Australia viewed 23.6.14 code of conduct 12 Australian Health Practitioners Regulatory Agency 2014, viewed 25.6.14 â€Å"about† 2infection control today 2014 viewed 26.6.14†hand washing commitees† 4 Queensland Government Health 28.6.14 Cultural Communication 2014http://www.health.qld.gov.au/multicultural/health_workers/CCC-clinical.pdf Queensland Government Health 28.6.14 Cultural requirements http://www.health.qld.gov.au/multicultural/support_tools/islamgde2ed.pdf 5 (Koutoukidis, Stainton & Hughson 2013, pp 108-120). 10 http://www.safetyandquality.gov.au/wp-content/uploads/2013/03/Australian-Open-Disclosure-Framework-Feb-2014.pdf 2010 15 (http://www.globalrph.com/medterm4b.htm 8 australian government health department 2014 viewed 28.6.14 â€Å"about e-health† < http://www.ehealth.gov.au/internet/ehealth/publishing.nsf/content/home> 11. Koutoukidis, Stainton & Hughson 2013, pp 272-274). 9 (Crisp and Taylor 2010,p.345). 13 NMBA viewed 29.6.14 â€Å"professional boundries† < http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Codes-Guidelines.aspx#practiceguide> 14 Queensland Government of Health 2014 viewed 30.6.14 â€Å"performance and development appraisal† < http://www.health.qld.gov.au/nmsdf/html/pad.asp> 6 Crisp and Taylor 2010, pp 334-339) 7 Koutoukidis, Stainton & Hughson 2013, pp 113-114

Equality Between Indigenous And Non Indigenous Australians

Australia has achieved to a certain extent equality between Indigenous and non-indigenous Australians. While many Aboriginal civil rights have been won, Work still needs to be done to achieve equality between Indigenous and non-Indigenous people. Equality has been achieved for Indigenous Australians from the following events; The right to vote 1962, The 1967 Referendum, Acknowledgement of the stolen Generation 1920s – 1970s, Apology 2008, and Closing the Gap 2008. Due to our varied history, the date 26th January has a different meaning. For some it is a celebration of the landing of the first fleet at Sydney Cove (1788). To others it is marked by the civic celebrations of the Order of Australia and Australian of the Year. However this†¦show more content†¦The first phase of the Post-World War II Aboriginal rights movement was focused on the political and civil rights of Australia’s Indigenous people. Because of this, issues of the law, citizenship, voting rights and the role of the federal government were important. (The right to vote 1962) The British system was that when they conquered a country, the previously existing law of that country would remain in force. Places which were peacefully settled would have British law applied to them. The British said that New South Wales had been peacefully settled, and that therefore indigenous law would be displaced by British law – although it is unlikely that the first white settlers acknowledged that there was a system of Indigenous law anyway. The new Commonwealth of Australia came into existence on 1 January 1901. Service in the armed forces by Aborigines and Torres Strait Islanders during World War Two was a powerful argument in favor of their right to vote. Many people felt ‘if they were good enough to fight and die for their country, they are good enough to vote in its elections’. In 1949 there was a compromise – the Commonwealth Parliament granted the right to vote in federal elections to Indigenous people who had completed military service or who already had the right to vote in their state (Commonwealth Electoral Act 1949). In March 1962 the Commonwealth Electoral Act was amended to provide that Indigenous people could enroll to