Australian Wills, Estates, and Probate Records

Wills and probate records can often be a gold mine when researching Australian ancestors. Wills generally list surviving heirs by name, providing confirmation of family relationships. Probate records which document the handling of the estate through the court, whether the deceased died testate (with a will) or intestate (without a will), may help identify where family members were living at the time, including those residing in other Australian states, or even back in Great Britain. For more information on the valuable genealogical clues estate records can provide, see Probing into Probate Records. There is no central archive of wills in Australia. Instead, wills and probate registers are maintained by each Australian state, generally through the probate registry or probate office of the Supreme Court. Some states have transferred their early wills and probates, or provided copies, to the State Archives or Public Record Office. Many Australian probate records have also been filmed by the Family History Library, but some of these films are not permitted to be circulated to Family History Centers. How to Locate Australian Wills Probate Records AUSTRALIAN CAPITAL TERRITORYRecords begin in 1911Indexes to wills and probate records in the Australian Capital Territory have not been published, and the records are not available online. ACT Supreme Court Registry4 Knowles PlaceCanberra ACT 2601 NEW SOUTH WALESRecords begin in 1800The Supreme Court NSW Probate Division has published an index to probates granted in NSW between 1800 and 1985, available in the NSW State Records Authority reading room and many major libraries (not available online). An index to early wills not included in the regular probate series is available online. Probate packets and wills from 1817 through 1965 have been transferred from the Supreme Court to the State Records Authority of New South Wales. Many of these probate packets are indexed online in Archives Investigator, including Series 1 (1817–1873), Series 2 (1873–1876), Series 3 (1876–c.1890) and a portion of Series 4 (1928–1954). Select Simple Search and then type in the name of your ancestor (or even just a surname), plus the term death to find indexed wills and probates, including the information youll need to retrieve a copy of the full probate packet. Learn more in the NSW Archives briefs Probate Packets and Deceased Estate Files, 1880–1958. State RecordsWestern Sydney Records Centre143 OConnell StreetKingswood NSW 2747 Access to wills and probate records from 1966 to the present require an application  to the Probate Division of the Supreme Court of New South Wales. Supreme Court of New South WalesProbate DivisionG.P.O. Box 3Sydney NSW 2000 NORTHERN TERRITORYRecords begin in 1911Indexes to Northern Territory wills and probates have been created and published on microfiche. The Family History Library has a partial set, but they are not open for circulation to Family History Centers (viewable in Salt Lake City only). Alternatively, send a SASE to the Northern Territory Registrar of Probates with details on the descendant, and they will send a return letter regarding the availability of the record and fees to obtain a copy. Registrar of ProbatesSupreme Court of the Northern TerritoryLaw Courts BuildingMitchell StreetDarwin, Northern Territory 0800 QUEENSLANDRecords begin in 1857Queensland has more will and probate records online than any other Australian state or territory, courtesy of the Queensland State Archives. Detailed information is available in their Brief Guide 19: Will Intestacy Records. Index to Wills, 1857-1940  - An online index to wills compiled from original Supreme Court files from all districts, including a few wills for people who died outside Queensland.Equity Index 1857-1899  - An online index to original Supreme Court Equity files that include the names of all people connected with a case.Instruments of Renunciation 1915-1983 - Lodged by executors who were no longer willing to administer a will, these records include many details on the deceased and estate.Trustees Files Index 1889-1929 - Files related to trusts set up under the terms of a will. Queensland State Archives435 Compton Road, RuncornBrisbane, Queensland 4113 More recent probates in Queensland are administered by and available through Queensland district court registrars. An index to the most recent probates from all districts can be searched online. Queensland eCourts Party Search – An online index to Queensland Supreme and District Court files from as early as 1992 (Brisbane) to the present. Supreme Court of Queensland, Southern DistrictGeorge StreetBrisbane, Queensland 4000 Supreme Court of Queensland, Central DistrictEast StreetRockhampton, Queensland 4700 Supreme Court of Queensland, Northern DistrictWalker StreetTownsville, Queensland 4810 SOUTH AUSTRALIARecords begin in 1832The Probate Registry Office holds wills and related documents for South Australia from 1844. Adelaide Proformat offers a fee-based probate record access service. Probate Registry OfficeSupreme Court of South Australia1 Gouger StreetAdelaide, SA 5000 TASMANIARecords begin in 1824The Archives Office of Tasmania holds most older records relating to the administration of probate in Tasmania; their Brief Guide 12: Probate includes details on all available records. The Archives Office also has an online index with digitized copies of wills (AD960) and letters of administration (AD961) up to 1989 available for online viewing. Index to Wills Letters of Administration from 1824-1989 (Tasmania) (includes digitized records) Probate RegistrySupreme Court of TasmaniaSalamanca PlaceHobart, Tasmania 7000 VICTORIARecords begin in 1841Wills and probate records created in Victoria between 1841 and 1925 have been indexed and digitized and made available online free of charge. Records of wills and probate records up to 1992 will eventually be included in this online index. Probate records after 1925 and up through about the last decade or so can be ordered through the Public Record Office of Victoria. Public Record Office Victoria99 Shiel StreetNorth Melbourne VIC 3051 Index to Wills, Probate and Administration Records 1841-1925 (Victoria) (includes digitized records) Generally, wills and probate records created within the past 7 to 10 years can be accessed through the Probate Office of the Supreme Court of Victoria. Registrar of ProbatesSupreme Court of VictoriaLevel 2: 436 Lonsdale StreetMelbourne VIC 3000 WESTERN AUSTRALIARecords from 1832Probate records and wills in Western Australia are not generally available online. See Information Sheet: Grants of Probate (Wills) and Letters of Administration from the State Records Office of Western Australia for further information. The State Records Office holds two indexes to wills and letters of administration: 1832-1939 and 1900-1993. Files up to 1947 are available at State Records Office on microfilm for viewing. State Records OfficeAlexander Library BuildingJames Street West EntrancePerth Cultural CentrePerth WA 6000 Most Supreme Court records in Western Australia, including probates, are covered by a 75 year restricted access period to protect the privacy of persons mentioned in the records. Written permission from the Supreme Court is needed before viewing. Probate Office14th Floor, 111 Georges StreetPerth WA 6000

Affordable Care Act The New Health Reform Law - 957 Words

The Affordable Care Act is the new health reform law that was signed into action on March 23, 2010. The Affordable Care Act attempts to reform the healthcare system by providing Americans with affordable health insurance. It helps put individuals, businesses, and families in control of their own healthcare. By the sound of it, it really looks like this is something that will positively impact the lives of Americans, and make it easier for individuals to obtain health insurance. Unfortunately, what many Americans are unaware of is that there are so many underlying issues that make the Affordable Care Act not so affordable. Issues such as penalties and taxes that certainly rack up the cost on individuals, businesses and even hospitals that make it difficult for people and businesses to be in â€Å"control† of their health care. The individual mandate is a â€Å"requirement stating that individuals have to obtain basic health insurance under the Affordable Care Act or pay a taxà ¢â‚¬ . The fee for not having health insurance increases drastically every single year. For example, if an individual went without health insurance in 2014, the cost was $95 per adult and $47.50 per child (up to $285 per family) or 1% of their household income above the tax return filing threshold for your filing status- whichever is greater. If an individual went without health insurance in 2015, the cost was $325 per adult and $162.50 per child ($975 per family) or 2% of their household income above the taxShow MoreRelatedHealthcare Crisis And Affordable Care Act1317 Words   |  6 PagesHealthcare Crisis Affordable Care Act During the 2008 presidential election, the issue of health care reform became a pressing issue, mainly among the Democrats. Supporters quoted that nearly 46 million Americans were uninsured while 25 million did not have sufficient health coverage. 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Report On Factors Affecting Students Choice Of Holmes Institute

Question: Describe about the Report On Factors Affecting Students Choice Of Holmes Institute. Answer: According to (Kellaghan Stufflebeam 2013), Educational evaluation encompasses a wide array of activities, including student Assessment, measurement, testing, program evaluation, school personnel evaluation, School accreditation, and curriculum evaluation. Basically these are some of the considerations that people will have in their choice of schools depending on where they can best achieve them. In this paper therefore, I will explore those factors that the sampled students consider before joining Holmes Institute. The Institute has various entry requirements that differ based on the country. Methodology Methodology refer to ways of obtaining, organizing and analyzing data (Polit Beck 2014) This section consists of the methodologies that were used in the research. It attempts to illustrate the research methods adopted for gathering of information as well as in the interpretation of research data. The section also attempts to bring out the Demographic and psychographic characteristics of the sample students. It section contains the population of study, sample, methods used to collect data. Population (Woodbridge 2014) defines population as the total number of units from which data can Be collected. The study targeted international students from the institute drawn from different countries such as Korea, Pakistan, India Indonesia, Japan, and Thailand. Hong Kong ,China, Taiwan, Singapore and Bangladesh who are pursuing courses such as Diploma in Management, Bachelor of Business, Bachelor of Professional Accounting, Bachelor of Fashion and Business, Master of Business administration, Master of professional Accounting and General English programs. These were males and females between the ages of 18 and 24, pursuing certificate programs, diploma and bachelors programs. The population also consisted of people of different attitudes and lifestyles. Sample A sample is a proportion of a population (Polit Beck 2014).Sampling is a process of selecting a number of individuals or options from a population such that the selected group contains elements representative of the characteristics found in the entire group (Wang 2014).A sample of 60 students from the institute was used. The sample was restricted to only International students pursuing different courses in the Institute. Out of the 60 students sampled, 30 were males while the remaining were females. The sample was also a representative of all the education levels in the institute from certificate to masters programs.15 out of the 60 were working and studying at the same time. Sampling design A research design as a blueprint for conducting a study with maximum control over factors that may interfere with the validity of the findings (Burns Grove 2011). The focus of the study was on decisions informing choice of Homes Institute by students pursuing different courses there. Simple random technique was used in getting the sample while questionnaires were used to gather information from the students selected randomly. The population was divided into strata of students from different nationalities studying in the school. Of consideration was also the nature of lifestyle lived by the student. This brought together both high, medium and low level student groups within the institute. Data collection techniques Primary data collection techniques used were. Interviews Information was also sought through interviews whereby respondents and the interviewer engaged in a direct face to face communication for the purposes of obtaining information within the school this method was chosen because it would allow us to seek clarifications from the respondents. It would also be the best method for assessing students attitudes and perceptions regarding the issue under investigation. Both genders were involved in the interviews. These also targeted people in different levels of study but majority of those interviewed were studying bachelors and diploma programs. One challenge that we encountered was the refusal by some students to be interviewed. This was solved by assuring them that the information given would be used for a noble course Questionnaires. Questionnaires were also used to collect data .These were distributed to the selected sample. There was a total of 60 questionnaires which were all filled and returned by the respondents. This was 100% response. We used unrestricted form of questionnaires to enable the respondents to give satisfactory answers because the enabled in-depth answers. Each country with a student in the school was presented in the questionnaires. This also applied to the levels of education where by each of the three levels had 20 questionnaires which were evenly distributed among the two genders. This method was used because it required less time to get the responses. It also ensured that all the questions asked were uniform, so the responses could be assessed uniformly. Secondary data collection tools. Secondary data was also used for this research. This refers to research that was conducted by other individuals before and which was not meant for this particular research. Secondary sources were particularly desirable because we wanted to find out what had been said before regarding the institution as well as other peoples opinions and views concerning it. Tools used include: Newspapers Magazines Journals Internet Results and Findings This section presents findings and results emanating from the responses by the respondents these were the results and findings that emanated from the research. The section identifies and analyzes the consumer decisions that were used by the students in choosing Holmes over other institutes offering higher education. A number of deliberations were considered as we found out in our research. Need recognition Consumer decision making processes begins with need identification. The respondents first of all identified that they had felt the need to acquire higher education .45 out of the total respondents said that the need was as a result of internal stimuli while the remaining identified a social need to be their driving force. Search for Information This is meant at identifying the available solutions to the problem. The students then embarked on information search in a bid to find out how the possible solutions that were at their disposal as far as far as the need to acquire education was concerned. They considered both information that was in their own memories, the internet as well as friends and relatives. Evaluation of alternatives. After they had all the information at their disposal they had to evaluate all alternatives that were presented to them so that they could settle on the alternative that best solved their identified need that is knowledge deficit. They evaluated all the identified institutions on their individual attributes Purchase decision A purchase decision is arrived at after a consumer has evaluated all the available alternatives. In this case after the respondents had analyzed all the alternatives they chose to purchase the services of Holmes Institute a private Institution because it presented the most appropriate solutions to their needs. Attending a private university is seen as highly desirable with a significant payoff at the end, depending on field of study (Ciriaci 2011). Their choice of Holmes over other Institutes was impacted by several factors .As identified by the respondents these were the factors. Academic Programs The institute offers a wide range of academic programs aimed at meeting the needs of a wide range of students. These range from general English programs, diploma courses such Diploma in management, bachelors courses such as Bachelor of fashion and accounting and masters programs. This is therefore one of the factors that informed the choice of this institute by some students at the expense of other institutes because they felt that their needs could be addressed better in the institute. Affordability Cost is another important factor that people put into consideration as they seek to acquire education in institutes of learning .This will enable them to join institutes whose costs are relatively fair for them and which they can easily afford. According to majority of the respondents they joined the institute because its cost is relatively cheaper as compared to acquiring education in other institutes. As far as cost is concerned also, many of them also felt that the general cost of life in Melbourne was lower as compared to other places. Academic Rating This is another factor that is likely to influence students choice of an institute of higher learning. (Ciriaci Muscio 2011) argue that good universities may act as a magnet for good brains. It was found out that preference of the institute by some students was based on its rich academic history. Those of this opinion felt that the academic rating of the institute had been improving significantly over the years since when it was founded in 1963 so they wanted to be part of this academic excellence. Safety Safe working and studying environments have been attributed to productivity, (Baharun; Awang Padlee 2011) indicated that women view safety as an important determinant factor of choice while men place more importance on scheduling and sporting activities. It was also found out that many of the female students sampled had chosen the institute because of its safe environment both internal and external, unlike their male counterparts. Safety was important to them because they could be able to focus on their studies fully without any fear as it would have been the case if they were in place where safety was not guaranteed. Qualified staff It was also found out that another attributing factor informed consumers decision was the fact that they had known that the school had highly qualified staff who would have satisfied their thirst for knowledge easily without them having to struggle very much. These members of staff are both from Australia and oversees countries. Excellence in teaching is also viewed as a strong determinant of choice (Kellaghan Stufflebeam 2013) Facilities The school also boasts of a number of facilities .It was also found out that these were critical in the decision made by the students to join the institute because such facilities were not available in other institutes. The Institute has a number of campuses such as, Gold Coast. Hong Kong, Cairns, Sydney, Brisbane and the pioneer Melbourne campus. The Institute also has modern technology at the disposal of students to enhance their learning. Its campuses can also be accessed easily within the towns in which they are located. Small Classes Generally the size of class matters as far as delivery and gaining of knowledge. While a big class might be troublesome to manage a small class becomes appropriate for both the lecturer and students. At the Institute the size of classes is quite small .This enables the students to engage sufficiently with other students and their lecturer. Tutorials also consist of small numbers of students to enable all the students to be attended to. According to our findings this was therefore one of the reasons that informed choice of the institute over others. However this feeling was predominant among the Females. Institutions that provided smaller class sizes were preferred by females but not males, (Drewes Michael 2006) Students welfare Unless in other institutes where students welfare might not be highly considered, in the institute welfare for all the students is a priority .The Institute avails and provides services to all the students equally so that all grow academically and socially. This was also a consideration factor according to the research. Accommodation Facilities According to (Velliaris Coleman-George 2016) Students often prefer different types of accommodation options which are all available at the institute of interest. These include serviced apartments, hostels, home stay and hostels. It was found out that a variety of accommodation options was also an attracting factor for the students. Recommendations Since it is crystal clear that International Students have several factors that they put into considerations before joining institutes of higher learning in other countries, there are recommendations that I would advise education providers to consider if they consider recruiting international students in their schools. First and foremost they should guarantee quality of their programs because these are what are likely to attract students .Additionally they should also consider having in place affordable rates since high costs are likely to stare potential students. They should also ensure that they source and employ the most qualified staff out there in the market so that this is reflected in the overall performance of their schools enhancing their reputations hence they will be able to attract new clients. Finally students welfare should be prioritized. This means that they should provide all the necessary services to the students without biasness for the comfort of all students so that besides retaining them they can also attract other students. If they can adhere to these recommendations their chances of being able to attract International students will be high. References: Kellaghan, T., Stufflebeam, D. L. (2013). International Handbook of Educational Evaluation. Dordrecht, Springer Netherlands. https://dx.doi.org/10.1007/978-94-010-0309-4. Burns, N., Grove, S. K., Gray, J. (2011). Understanding nursing research building an evidence-based practice. Maryland Heights, MO, Elsevier/Saunders. https://search.ebscohost.com/login.aspx?direct=truescope=sitedb=nlebkdb=nlabkAN=1167270. Ciriaci, D. and Muscio, A., 2010. Does university choice drive graduates employability?. Drewes, T. and Michael, C., 2006. How do students choose a university?: an analysis of applications to universities in Ontario, Canada. Research in Higher Education, 47(7), pp.781-800. Velliaris, D. M., Coleman-George, D. (2016). Handbook of research on study abroad programs and outbound mobility. https://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-5225-0169-5. Baharun, R., Awang, Z. and Padlee, S.F., 2011. International students' choice criteria for selection of higher learning in Malaysian private universities. African journal of Business management, 5(12), p.4704. Agrey, L. and Lampadan, N., 2014. Determinant factors contributing to student choice in selecting a university. Journal of Education and Human Development, 3(2), pp.391-404. International Conference OF Modern Computer SCIENCE AND APPLICATIONS, DU, Z. (2013). Proceedings of the 2012 International Conference of Modern Computer Science and Applications. Berlin, Springer. https://public.eblib.com/choice/publicfullrecord.aspx?p=1082638. Bahbout, N., 2016. A Pilot Program to Promote Higher Education: Summer Support Workshop. Eidimtas, A. and Juceviciene, P., 2014. Factors influencing school-leavers decision to enrol in higher education. Procedia-Social and Behavioral Sciences, 116, pp.3983-3988. Biggs, J. B., Tang, C. (2011). Teaching for quality learning at university: what the student does. Maidenhead, Open University Press [u.a.]. Cole, R. W. (2008). Educating everybody's children: diverse teaching strategies for diverse learners. Alexandria, VA, Association for Supervision and Curriculum Development. https://www.ECU.eblib.com.au/EBLWeb/patron/?target=patronextendedid=P_350251_0. Postiglione, G. A., Mak, G. C. L. (2007). Asian higher education: an international handbook and reference guide. Westport, Conn, Greenwood Press. Wang, V. C. X. (2014). Handbook of research on education and technology in a changing society. https://search.ebscohost.com/login.aspx?direct=truescope=sitedb=nlebkdb=nlabkAN=752919. Wisdom, S., Leavitt, L. (2015). Handbook of research on advancing critical thinking in higher education. https://search.ebscohost.com/login.aspx?direct=truescope=sitedb=nlebkdb=nlabkAN=1030162. Cheng, Y. C., Cheung, A. C. K., NG, S. W. (2016). Internationalization of Higher Education The Case of Hong Kong. https://proxy.lib.uiowa.edu/login?url=https://dx.doi.org/10.1007/978-981-287-667-6. Polit, D. F., Beck, C. T. (2014). Essentials of nursing research: appraising evidence for nursing practice. Philadelphia, Wolters Kluwer Health /Lippincott Williams Wilkins. Woodbridge, N., 2014. The EDNA model for doing research in practical theology: a biblical approach. Volume 17 March 2014, p.89.

The Day I Left Vietnam Essays - DraftCarson Hill, DraftZoro 4 Eva

The Day I Left Vietnam annon KienCuong Nguyen I still remember that day; it was July 4, 1994. My family including my parents, my three younger sisters, and I were going to leave Vietnam to come to the United States. We had permission from the United States government to come over to the United States because my father used to work for the United States Army during the Vietnam war. I woke up about eight o'clock in the morning. After breakfast, I dressed up and walked around to say good-bye to my neighborhood. Some of my neighbors wished me a good life and a better education, some told me keep in touch with them. Then I went back to my house. It was full of relatives and friends. They came to visit us for the last time and some of them would go with us to the airport. My girlfriend was inside; she was waiting for me. I met her one year ago and we fell in love after six months. When she knew I would leave, she cried a lot. I took her to the balcony where we had our privacy. We sat down and then she silently cried on my shoulders. I knew she loved me very much and did not want to let me go. She looked at me with tears and asked, Will you come back? I do not remember how many times she asked me this question. And I always replied with the answer, Yes, I will. I told her, After I finish school in America, I will come back. Then we went out to have lunch at a restaurant near my house. When we came back, everybody was ready to leave because my Dad wanted to get there early in case we had to do some paperwork. Most of people took a bus with my parents and my sisters; some had to leave because they had to take care of their businesses. The airport was near my house so I decided to take a bicycle ride with my girlfriend. We got to the airport about 2:30 p.m. There were so many people, some of them were our family some were friends and relatives of other families who had the same flight with my family. I started to say good-bye to my uncle, my aunt, my cousins, and my friends. I had four close friends who had been with me from elementary to college. We took some pictures and hugged each other the last time. It was time to get into the plane. My Dad called me. Hurry, son. I quickly gave my girlfriend the last kiss, then ran into the checking room without turning back. Then I realized my eyes were full of tears. I did not want to let anybody see me crying so I quickly cleaned my face. The plane took off fifteen minutes later. From the plane I looked down to see the land the last time. All the memories came to my mind and once again my eye was full of tears. When I stepped down to the Atlanta airport, I realized that I really left my heart.