Culture and Health-Free-Samples for Students-Myassignmenthelp.com

Question: Write a Culture and Health Reflective Assignment. Answer: During my study in nursing I was been very significant about my experience and awareness about the aboriginal peoples. Also, my personal outlooks have been affected significantly in the span of this semester. This unit played a pivotal role in enhancing my cognition and awareness on indigenous population of Australia, and their historical backgrounds. There also has been quite a change in my response towards this unit from how I initially expected it, and have repeatedly triggered my emotions. Learning about the plight of the children in these indigenous communities was really horrific and heart touching. This is the place where adoption becomes possibly the most important factor, I believe. In the past, the people from these indigenous or native communities were required to give up their customs and culture in order to amalgamate with the western culture and way of life, hoping that they would be able to acclimatize. In 1951 this was even adopted as an official government strategy. I was truly shocked to learn about the fate of those youngsters who were taken by social service workers. The children were made to live with white people as slaves and often would face sexual assault, instead of being put in better families providing emotional support. The families of these Aboriginal children would also be lied to with misinformation about the jobs their children are involved in, not knowing that the kids would end up being slaves to well to do Caucasian families. These made me realize that I have been consistently fed wrong information about the history of the country I belong to (Camer on et al., 2014). The frameworks used for the analysis of the culture are known as knowing framework. It has 4 components knowing how, knowing what, knowing why and knowing one. Indigenous Australian culture is both very rich and diverse, and the Australian Aborigines, having a history of more than 50,000 years are one of the oldest and the most established of the known tribes in existence. Their success of survival can be contributed to their ability to evolve to adjust to changes over time. Their legacy is kept alive by the transfer of knowledge, insights, exhibitions and customs to the young members of the community. The essential prosperity of the Aboriginal individuals is their territory, its condition that managed by the general population and culture, loaded with profound prosperity (Smith et al., 2015). Native individuals were seeker assembles who rummaged for uncultivated plant and wild creatures. The customary eating regimen was high in starches, proteins and supplements and low in fat and sugars. The present day Aboriginal eating routine are vigorously westernized and have a tendency to be high in fat and sugar yet low in starch, fibre and fats (Garcia et al., 2016). Acquiring the change in the state of wellbeing of indigenous peoples was considered a matter of reputation for the Australian government. Difference in the state of prosperity between the local and non local population was barred for a long time. The United Nations considered this as a source of strain on the Human Rights of these groups. The speculation of communal elements assist to see that prosperity of people and confirmation of awkwardness is done by different social parts, consistently. Additionally, human right laws makes it necessary for each benefit to be interconnected and affecting the scope of a particular law, and impacting the adaptability of few other laws. Therefore, because of the agreed importance, a discussion of human rights can help in identifying the potential consequences of prosperity in lieu of the undertakings and the course of action of the governing bodies in the local communities (Ramraj et al., 2016). Some applicable sources of disparity among the wellbeing of the indigenous and native Australians includes the non participation and the lack of similar openness towards improving the level of well being and the essential care, compared to the non- native population of Australia. It is seen that the Australian Native and Indigenous populace, are not open to the idea of attaining an equal chance to be similar to the non native population. Regarding the matter of strong family ties, amid my last situation, there was a native patient who was regularly gone by such expansive gatherings of individuals that it would overpower medical attendants who trusted it was ruining conveyance of care (Santoro Kennedy, 2016). While I valued their help and solidarity, I too felt like they were hindering consideration, until I later learnt from the patient that as a general rule, the general population going to were normally not close family but rather group individuals, out of social obligation. To enhance my nursing practice, I plan to recognize the indigenous Australians estimation of group ties, now that I have more knowledge on their group character. The rate of advancement was perceived as inadequate, in the past couple of decades, to diminish the awkward differences among the Australian local and the indigenous. As an example, an incorporation along whole deal estimations such as the future estimate. Although developmental measures were made in improve the prosperity status of the Australian Indigenous and local communities, they were never at par with the hasty capture in prosperity seen in the comprehensive population. The mortality risks due to cardiovascular diseases and dysfunctions have reduced by 30% since 1991 within the comprehensive group (Eades, 2015). Type II diabetes is right now perceived as a critical medical issue for Indigenous Australians everywhere and particularly for those living in remote ranges, with the occurrence being three times progressively that of non-Indigenous Australians. While type II diabetes is connected to hereditary vulnerability, its improvement is fixing to poor way of life decisions like unfortunate sustenance and physical disability (Parker Milroy, 2014). Detachment of solid substances, for example, products of the soil in remote ranges, adds to utilization of handled nourishments high in sugar, salt and fats, expanding odds of type II diabetes, heart maladies and weight. Additionally, administration and treatment of type II diabetes can be troublesome in remote ranges because of detachment of wellbeing administrations. To address this medical problem for Indigenous patients, I would construct compatibility by really exhibiting a comprehension of their social foundation, by enquiring their individual advantages on issues, for example, family contribution in basic leadership. I would likewise concoct methods of teaching them on solid ways of life and administration of the condition. The experience of indigenous and local people concerning divergence within the condition of prosperity seems to be connected to the vital issue of partition. In the past the indigenous and local communities of Australia did not get the same opportunities of being as healthy and fir as the non-indigenous population. This was mostly owing to the inability of involve the proper organizational standards and a lack of transparency of the organizations involved in improving their prosperity (Lowell et al., 2015). This resulted in incorrect course of action in regards to the establishment and fundamental care of prosperity within the indigenous and local population of Australia. These aberrations were considered both as inefficient and avoidable. This legacy was tended to absolution, and a basic test for these people to receive maximum benefit from their right to prosperity. On each significant pointer, the indigenous populace of Australia is known for encountering a few financial inconveniences. According to National Census of 2001, normal total pay of families of the Australian native and indigenous populace was distinguished as $ 364 weekly, which is 62 for each penny earned by non-native populace at $ 585 weekly. According to a similar statistics, the amount of joblessness among indigenous populace was 20 for every penny, which is three times higher than the amount for the non-native populace of Australia (Newman et al., 2015). Relationship was shown by different investigations between the monetary and social condition of people and their overall wellbeing. Without a doubt, neediness is generally identified with impoverished level of wellbeing. A lack of proficiency and instruction are profoundly related with the impoverished status of wellbeing, and it affects the extent of people to utilize the framework of wellbeing and its maintenance. Poor level of wage brings about the diminishment of access towards prescriptions and administrations of medicinal services. Once-over lodging and stuffed regions are exceedingly identified with destitution and bring about contributing towards transmittable ailments being spread over (Lemelin, Koster Youroukos, 2015). These looks into have likewise depicted that poorer people additionally confront issue of less monetary help alongside the absence of a few other shape to control fitting level of prosperity. This has brought about the commitment of an immense weight on the unfortunate worry where long introduction on requests of brain research in which the odds of governing the occasion can be seen as confined and its conceivable outcomes about getting any compensation are few. Endless anxiety can impact the safe framework, metabolic capacities and circulatory framework by various hormonal ways and is identified with various medical problems because of circulatory sicknesses, aggressive behaviour at home, emotional well-being issues and a few different types of brokenness with the group (Baydala, Ruttan Starkes, 2015). Native and Torres Strait Islander individuals' wellbeing drawback should be considered in the more extensive setting of social inconvenience, imbalance and prohibition, political underestimation and the verifiable streams of imperialism. With a specific end goal to discover procedures for wellbeing administrations for the Indigenous Australian need to assess recorded, social, social and political factors so as to comprehend the wellbeing disservice looked by Aboriginal people groups in contemporary society. This improves our insight into unequal wellbeing results amongst Aboriginal and non - Aboriginal individuals by concentrating on the effects of social structures and social fittingness of human services administrations (Hill et al., 2014). While the reporters of indigenous populace have been featuring the medical advantages identified with society and culture in regards to availability to properties and lands, numerous conceivable effects of wellbeing can add opportunities to incorporate enhanced training/workout and eating regimen. It can also likewise contribute to reconnect the Australian native and indigenous populace, with the conventional bases of economy. And aligned with such a reality, one can reason that by providing assistance to the conventional culture which incorporates administrative framework and standard law practices, will favour enhancing the status of soundness of people living inside the secluded territories. Introducing developments in the condition of health among these aboriginal communities has been treated as a long lasting matter for the government of Australia. The difference seen in the state of health between the non aboriginal and the aboriginal populations throughout Australia can be considered as unacceptable since a very long time. The inequalities experienced by these aboriginal and indigenous populations are mostly related to the basic and systematic issue of discrimination. In the past decades, the aboriginal and indigenous population neither received nor could enjoy equal opportunities of healthy living as much the non-indigenous populations did in Australia. Studies done by several researches also show a correlation between the health condition of the native aboriginal population with the social and economic status of the individuals. Evidently, poor health is related to poverty, and economic instability (Greenwood et al., 2015). Similarly, low literacy levels and educat ional standards are also very much related to the impoverished health status, and can negatively affect the ability of individuals accessing health related information and infrastructure. References Baydala, L., Ruttan, L., Starkes, J. (2015). Community-based participatory research with Aboriginal children and their communities: Research principles, practice and the social determinants of health.First Peoples Child Family Review,10(2), 82-94. Cameron, B. L., Plazas, M. D. P. C., Salas, A. S., Bearskin, R. L. B., Hungler, K. (2014). Understanding inequalities in access to health care services for Aboriginal people: a call for nursing action. Advances in Nursing Science, 37(3), E1-E16. Eades, S. (2015). Recent Research Addressing Health Inequalities among Australias Aboriginal and Torres Strait Islander peoples. International Journal of Epidemiology, 44(suppl 1), i33-i33. Francis, R., Bekera, B. (2014). A metric and frameworks for resilience analysis of engineered and infrastructure systems.Reliability Engineering System Safety,121, 90-103. Garcia, M. H., Rodriguez, L., Ballesta, T., Bellido, G., Medrano, C., Sevillano, I., ... De La Red, H. (2016). EV459Aboriginal and Torres Strait Islander. Not just a matter of cultural diversity. European Psychiatry, 33, S495. Greenwood, M., De Leeuw, S., Lindsay, N. M., Reading, C. (Eds.). (2015). Determinants of Indigenous Peoples' Health. Canadian Scholars Press. Hill, A., Nailon, D., Getenet, S., McCrea, N., Emery, S., Dyment, J., Davis, J. M. (2014). Exploring how adults who work with young children conceptualise sustainability and describe their practice initiatives. Australasian Journal of Early Childhood, 39(3), 14. Lemelin, R. H., Koster, R., Youroukos, N. (2015). Tangible and intangible indicators of successful aboriginal tourism initiatives: A case study of two successful aboriginal tourism lodges in Northern Canada.Tourism management,47, 318-328. Lowell, A., Kildea, S., Liddle, M., Cox, B., Paterson, B. (2015). Supporting aboriginal knowledge and practice in health care: lessons from a qualitative evaluation of the strong women, strong babies, strong culture program. BMC pregnancy and childbirth, 15(1), 19. Newman, L., Baum, F., Javanparast, S., O'Rourke, K., Carlon, L. (2015). Addressing social determinants of health inequities through settings: a rapid review.Health Promotion International,30(suppl_2), ii126-ii143. Parker, R., Milroy, H. (2014). Aboriginal and Torres Strait Islander mental health: an overview.Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice,2, 25-38. Ramraj, C., Shahidi, F. V., Darity, W., Kawachi, I., Zuberi, D., Siddiqi, A. (2016). Equally inequitable? A cross-national comparative study of racial health inequalities in the United States and Canada. Social Science Medicine, 161, 19-26. Santoro, N., Kennedy, A. (2016). How is cultural diversity positioned in teacher professional standards? an international analysis. Asia-Pacific Journal of Teacher Education, 44(3), 208-223. Smith, J. D., Springer, S., Togno, J., Martin, M., Murphy, B., Wolfe, C. (2015). Developing a cultural immersion approach to teaching Aboriginal and Torres Strait Islander health and culture.LIME Good Practice Case Studies Volume 3, 39.

The Struggle of School Right-Brain, Wrong-Brain free essay sample

My name is Gabe, and I have struggled in school since the very beginning when I started. I am writing this because I know there is a way to fix this issue, maybe not by the time I graduate, but there is a way. Right now our school system only teaches in a way that 30% of students can learn effectively. The other 70% of the classroom will compromise, struggle, or fail. Is that really how our education should work? I do not think so; I believe everyone should be taught in a way that they can understand. No one should fail due to something they have no control over. 40% of people are right-brained, meaning they learn in a visual and auditory way. Another 40% are left-brained, they tend to be more logical with their thinking and learn with words and facts. The remaining 20% use both sides of their brain equally, so they can accommodate for both learning strategies. We will write a custom essay sample on The Struggle of School: Right-Brain, Wrong-Brain or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page So what if I told you that the struggling 70% could learn and succeed with just a few ideas, would you listen? Go here to find out what brain type you are: http://similarminds.com/brain.html You start off in preschool where you learn social skills and manners, then you go on to kindergarten to expand on those while also adding on basic skills, and adjusting to a school routine. After that, you continue onto elementary school which teaches you core lessons and gets you into a working habit. After elementary school you go forward to middle school, by this time you are expanding on the main subjects while preparing you for high school. High school determines your future, you do well, you get into a good college, you do poorly, your future might not be so bright. During all this time you are going through school learning in a specific teaching method. Most of the time, the teaching method doesnt even fit your type of thinking. People, who are too far from this method, are on a path that only leads to failure. Sadly, I am talking about mostly those who think in the right-brain fashion. I happen to be one of those kids on this very path, the path that has a hard future made up of the unsuccessful. It’s not my fault either, I am a good kid. I am a Boy Scout, I am part of a Christian youth group called Younglife and I have never touched drugs or alcohol in my life. I never asked to have my type of thinking pattern, but I can’t change it either. The United States education system leans more toward a left-brained way of thinking, meaning there are a lot of essays, note taking and reading. These are all great things to learn and know for the future and in certain areas, but not every class is an English class. Sometimes there are other ways to go about a topic, maybe not all but definitely some. My way of thinking is very visual, I require videos, pictures, hands-on projects and auditory things to learn. For instance, in History class I am given a text book to read and take notes to learn the subject, but in History class the same topic could be shown in a video with a speaker and visuals to explain the exact same things that were in the book. I would get more out of the video just by watching it once, rather than if I read that same topic in the book ten times over again while taking notes. It’s just how my brain works, it doesnt make me stupid compared to the average left-brained thinker and it doesnt make me smarter. In English class, yes taking notes, writing essays and reading books are great, but that is because that is how English is taught. Which I realize that most right-brained kids don’t even want to read this and might not read this just because of the massive word content, but that is just how we think. With our education, I am taught in a way that isnt compatible with my brain. Think of it like phones, where you are trying to get an iPhone to charge using a Galaxy’s charger. You’ll find that it will not charge the phone no matter how many times you stick the charger in the plug. Maybe you can buy an extra part to go on top of the charger that will be able to plug into the phone, but by doing that you lost money and it isnt as efficient as it could be if you just had the right charger in the first place. Different phones need different chargers, just as different people need different education plans, not some replacement help to get us through school and not give us our full potential of learning. To add onto my learning method and how it doesnt work with our school education, I have many, many learning problems. I have enough to fill a book! Yet the worst part about it is, I could have more and not even know it. I was just diagnosed with ADHD this summer! That is RE ALLY late to learn I have a learning issue, a problem that I could have gotten help to allow me to be more successful with school. Have you ever wondered how those kinds of issues are found? Some issues are found early on in life but only if the kid shows major symptoms and a teacher might tell the parents to get the kid tested. Sometimes a parent might just go get the kid tested at a young age to be on the safe side. Which for me, I was lucky to have a parent who noticed early on I struggled in school. My mom had me tested for a couple learning problems, such as memory, dyslexia and ADHD. My tests showed I had an awful working memory, along with short term and long term. Though my brain problems masked my ADHD at that time, so it wasn’t found until recently when my therapist asked me some questions and then I was tested. Most people only learn of their learning problems later in life or never at all. That is just not right for people to find out later in life about a problem that if it got the help it needed, that person could very well have been a better student, got better grades and then been more successful in life. Since the end of my sophomore year, Ive been going to a place called Learning Rx. It is like a second school that works solely to find as many of my brain issues as they can and then start doing â€Å"games† to help my brain fix them. But, it’s not only for kids like me who have mental problems. Anyone can go, it is used to tune and strengthen minds of all ages. Senior citizens can use it to help Alzheimer’s from having such a strong effect. Kids use it to help them in school, and adults use it to keep their mind on its toes. They described the activities as physical therapy for the brain; you train it to make it better. I can’t really describe the type of brain exercise I do there and put them into words, but I’ll do my best. I don’t like to call the work I do there, games, only because they are crazy hard and take a lot of brain power. For me, because my memory is bad I have an exercise where my trainer holds out a card with a certain amou nt of numbers on different areas of the card. There are nine spots on the card for a number to be, three across and three down. There are four numbers on the card each number in a different spot on the card. Let’s say this card has a â€Å"1† in the top row, middle column. An â€Å"8† is in the top row, right column. Then a â€Å"4† is in the middle row, middle column, it’s in the center of the card. Finally, a â€Å"7† is in the bottom, right corner of the card. My trainer will tell me a direction or a pattern to say the numbers; we’ll say an â€Å"S† pattern. I only get to see the card for four seconds, she then flips it over and I have to say the numbers in order on beat of a second per answer. But before I even try to answer the card, my trainer will distract my mind with a question like, â€Å"What did you eat for breakfast?† I would answer and then answer the card. You say the word â€Å"blank† whenever ther e is a spot without a number. So this is what I’d say, â€Å"blank,† then I’d wait one second. â€Å"One,† wait one second to answer again. â€Å"Eight†¦ Blank†¦ Four†¦ Blank†¦ Blank†¦ Blank†¦ Seven.† As easy as that sounds, you’d be wrong to think so. As you get better you are given more numbers, less time to look at the card, and more difficult patterns. When I first went to Learning Rx, I looked around and saw the tests and thought they looked easy and I could do them. I was so, so very wrong. Im lucky to have parents that will spend the money to help train my brain to be better even with my learning problems. Which got me thinking, what if kids were trained like I am at Learning Rx in their early years of school? Their problems would be found, they would be trained to be better even with their problems and they would find out how their learning process works, whether they are left or right-brained or maybe even both. I am going to go back to the phone analogy, imagine a phone that wasn’t made quite right, or developed a glitch. You probably would get it fixed. That way the problem would no longer be an issue and it would work a lot more efficiently compared to before. People are the same way, if your kid had an issue you’d want to find a way around or to fix it and watch them succeed. It doesn’t make your kid any less of a human if they have problems, this may come as a shock, but everyone has problems whether physical, mental or emotional. My mom was telling me how some parents are in denial of their kids having a mental issue because they are afraid their kid will be â€Å"labeled† or teased. They don’t want to put their kid through classed like Special Ed because of this. I hate to break it to those parents, but your kid will be labeled regardless. They will be â€Å"that kid who struggles in school† and will most likely end up in places like study hall or academic workshop. In reality, those are the same exact classes as Special Ed, trust me, I know. I’ve been in Special Ed, Academic Workshop, and Study Hall and they all have a teacher who works to try and help your kid’s needs. You don’t even need mental issues on your student file to get put in those classes. So, their kid is already labeled and in those types of Special Ed classes, whether they accepted the problems or not. Now, as I said, we could fix all of these problems and teach kids in a way they can actually learn , whether left or right-brained, mental issues or no issues. Preschool could work the same, teach social skills and manners. Kindergarten however, while adding onto what preschool taught there would be brain exercises to find the problems and how the kid learns. Even into Elementary school, those same exercises would be carried on. Not only that, but schools could be taught in three sections. For right-brained thinkers, visual learners, a teacher with the same type of thinking would teach the class. The same would go for the left-brained kids, only in a left-brained fashion of teaching. Then, the third group, the both sided brain thinkers would learn in the specific way to help them learn. More kids would succeed, more kids would understand, and more kids would be better prepared for life. Now not all classes would ONLY be for right-brained kids or ONLY be for left-brained, like Art or P.E. and â€Å"elective† classes could be ones they all share. Kind of like how in schools kids have different homeroom teachers, so it’s not like your kids are being separated like it’s a bad thing. Kids already get separated whether it’s different homerooms, or learning levels. Some kinds are in a higher reading class, some are in a less fast pace one, all because that’s the class they need. Right now, I’m not even sure if I am going to make it to college, because I was never taught in a way that could help me. No school treated my needs to help me succeed. I did so badly in my freshmen year of high school, that when I got frustrated and couldnt learn the topics I began to skip class. I mean, why go to class if you’re going to fail no matter what? My sophomore year, I failed English class with a 32% final grade. When I was tested on my reading skills, I averaged in the top 7% percent of my age group. For thirteen years I was well below my age group average, but now I am way beyond it. I had to fix my reading problems on my own, so one day I picked up a book and just began to read, then another, and another, until I was reading almost a book ever two to three days! I obviously am good at reading, I am pretty good at writing, but without the teaching resources, I am going to struggle and maybe even fail.. That scares me, I want to get to college, and I want to get a degree in graphic art to become a video or computer game designer. I want to be successful, but I can’t get there without the help I need. When I went to school I grew up hearing the word stupid as a common word being described for me and how I work. â€Å"Gabe, you’re so stupid,† or, â€Å"Gabe you’re such an idiot.† Both things I heard and still do hear many, many times from other students. The sad part is that because I fail my classes and because I hear things like this, I actually begin to believe it. It wasn’t until just now, as I began to put my thoughts down on the page is where I realized they are wrong, I was wrong. I am NOT stupid! What is stupid, is me failing school because I think a little differently or learn in a way that people can’t help me. My mom would tell me I am smart every time I would get frustrated with school or began to fail another class. My mom would say things like, â€Å"I know you’re smart, if you just did the work you would do better.† Well, that was the motherly advice right? So of course I blew it off. Only now, I realize she wa s right, but the work was also an issue. If I didn’t understand the work in class, I most certainly wouldn’t understand it when I got home. So I blew off the work, failed another class. We are so worried about how the United States is falling behind in education, we are currently ranked 54th in education right now. I see commercials during presidential elections of how they are going to improve education by putting more money into it. Yes, money would help to change it, but maybe we could start fixing it by fixing the education system’s structure more, while we fund it. But, throwing money into an education system that is broken will not fix the issue; you are only making the problem look a little nicer or the problem a little more expensive. So why not give my ideas a try? Help put kids on the paths they deserve to walk on. People are worried that it will cost too much money to fix these issues and to get the resources kids need to learn. When there is never too much money to put into education. The more money we put in, the more we profit in the long run. More people would be successful in life, bringing more money back that can only improve schools more a nd more. It is a circle of benefit, kids learn better, they succeed and then profit to restart the cycle over again. So is this issue going to be fixed? I have no idea. Will people read this and try to stand with me? I have no clue. But if you do, I want you to realize that this is what our education needs. This is what those kids like me, those kids who struggle and need help to put them toward a future of success. I know I’ve said that many times, but I’m tired of failing, watching other kids failing. I am tired of hearing kids call other stupid for things that they can’t control. I am tired of watching kids not being given the tools to help get them to their full potential in life. Maybe you noticed these issues while you were in school, or are noticing it now while you are in school. How do these issues get noticed and fixed? In all honesty, I do not know, but I’m going to start by showing this to parents, posting this online and sending it as a lette r to my city council.

Billy Boston and Russian Caucasus Essay

Billy Boston and Russian Caucasus Essay Billy: Boston and Russian Caucasus Essay Police sealed off densely populated portions the Boston metro area early Friday after a violent night of chasing the Boston Marathon terror suspects left one of the men and a police officer dead. The city's subway, bus and Amtrak train systems have been shut down. Taxi service across the city was suspended. Every Boston area school is closed. Police shot one of the men dead after a wild car chase through Watertown in which authorities say they hurled explosives at pursuing officers. Several sources told CNN that the dead suspect has been identified as Tamerlan Tsarnaev, 26. The one still being sought is Dzhokhar Tsarnaev, age 19. He had bullet wounds and injuries from an explosion, according to officials. The second man apparently escaped on foot. the Russian Caucasus and had moved to Kazakhstan at a young age before coming to the United States several years ago. The man identified as Tamerlan Tsarnaev, the older brother, had studied at Bunker Hill Community College and wanted to become a engineer The man died at Beth Israel Hospital. They ordered one suspect out and commanded him to strip down completely naked before putting him in a patrol car, which did not leave the scene. The man was later released and is not a suspect in the case. The brothers that set off the explosions have signed their own death warrants. Within 48 hours the FBI was able to identify and locate them. They killed one brother and the other barley escaped on foot. FBI and local police

Parking Economics Essay Example | Topics and Well Written Essays - 500 words - 1

Parking Economics - Essay Example Each of the firms produces goods or services that do not have any unique characteristics when compared to the other firms. In perfect competition, each firm takes the price that is in the market. Not a single firm can set or determine the price of the goods, and they must take the equilibrium price. The output of each firm is usually a perfect substitute of the other firms’ output. The demand for the firm’s output is thus perfectly elastic. The market supply and demand, determine the market price that a firm must take. All firms can sell any quantity of goods at the market price. The marginal revenue is equal to the price. The demand curve for the products is horizontal ant the market price (Parkin 12). The demand that is associated with the products of a firm is perfectly elastic; because a sweetener for one firm is a perfect substitute for the sweetener of the other firm. The market demand can thus not be perfectly elastic since the sweetener is a substitute for other goods. In perfect competition, the goal of any firm is to maximize profits given the constraints that the firm will face. The firm must then decide on how to reduce production costs, what quantity of goods to produce and when the firm should enter or exit the market (Parkin 35). In a perfectly competitive firm, the output that maximizes the economic profit is chosen. The firm looks at the total revenue and the total cost curves to find the profit-maximizing output, the difference between the total revenue and the total cost is the economic profit. At the low output levels, a firm will incur an economic loss and with this the firm cannot recover the fixed costs. At the intermediate level, the firm makes some economic profit (Parkin 36). The firm can also use marginal analysis to determine the profit-maximizing output. Marginal revenue is constant, and the marginal cost increases as the output increases, with this, the

Criminal justice Mini study Research Paper Example | Topics and Well Written Essays - 500 words

Criminal justice Mini study - Research Paper Example The research problem in this context can be recognized as the conduct of graffiti by gangs in community such as in schools. Conceptually, graffiti refers to certain writings or drawings made on the walls of the communities asserting messages of threat. In various cities of the nations like in the case of New York, the police officers have been assigned to look after this issue. Thus, in this regard, graffiti in the community is the research problem to be identified (Maxfiled and Babbie 237-238). Reviewing the prior research. Prior research refers to the study of the current situation of the problem of graffiti with reference to the available data. This step of planning gives more attention on the selection of data collection method and also gives a clear view of the measures to be taken for solving the problem. Relating to this aspect, the notion of units of analysis specifies on the identification of the problem through the conduct of researches based upon primary along with secondary data (Maxfiled and Babbie 237-238). Research findings of content analysis of graffiti in community. Research findings will contain the implications of the problem i.e. conduct of graffiti in the community. This provides much attention on the goals and the rationales of the study conducted on graffiti in the community. The other aspect concerning the formation of content analysis require to be taken into concern is that the study must not be too limited towards manifest content and also not much extended towards latent analysis. Manifest analysis gives more importance to the goal of the study, whereas latent analysis focuses upon seeking independent evidences. With regards to the problem of graffiti, it can be affirmed that this problem must not only be identified, rather proper solutions to eradicate this must be found out and implemented (Maxfiled and Babbie 237-238). Planning of coding system for the study. This planning step focuses upon the establishment of

Discourse Analysis of Trumps North Korea Interactions

Discourse Analysis of Trumps North Korea Interactions The projection of power in United States-North Korea contemporary interactions Introduction Language has an essential role in the projection of political power (Foucault in Pitsoe and Letseka, 2012). Besides being an instrument for communication, it also serves as a tool for projecting power, (Bordieu, 1977), portraying certain image to the audience and turning the publics attention to particular matters (Behr, Iyengar and Cohen cited in Sirin and Villalobos, 2018). Also, language can be a tool for power to realize what it is known as the ‘holding of common sense’ (Jones and  Wareing, 1999, p. 34), so as to convey certain ideology to the extent of it being voluntarily considered by the public as part of shared system of principles, what Fairclough calls ‘the manufacture of consent’ (2001, p. 3). Already a controversial public figure, Donald Trump, since the very beginning of his mandate, has been known for his contentious discourse. His inaugural speech showed the first signs of the ‘rhetorical rift’ (Sirin and Villalobos, 2018) from his predecessor, whose positive rhetoric greatly differs from Trumps negative and sharp statements. Even though it is not rare seeing Trump explicitly addressing other countries in a discrediting way (Watkins and Phillip, 2018) and despite the fact that US-North Korean relations have been tense since the Cold War (IBP USA, 2005), new forms of communication, combined with the new US presidents fondness of public attention, among other factors, have generated a tug-of-war situation around such risky issues as international security. The aim of this essay, thus, is to analyse how power is being projected in US-North Korea interactions through discourse analysis. In terms of methodology, several texts will be studied. Speeches pronounced by US President Donald Trump and North Korean government statements have been chosen for this matter. Prior to our analysis, it is important to address the fact that North Korea public communication features a high level of censorship, scoring the last place in the Reporters without Borders â€Å"2017 World Press Freedom Index† (Reporters Without Borders, 2017). Regarding texts issued by the United States side, the sources consulted have official status (The White House and Donald Trumps official Twitter) but the Government of North Korea does not have an open-access official website in English. For this reason, the only primary source is the official newspaper of the Central Committee of the Workers Party of Korea: Rodong Sunmun. In terms of the procedure, the essay will be focused firstly on a general study of the elements of communication; secondly, it will consider grammar analysis; and thirdly, as pects related to the lexical level will be addressed. This way, the projection of power will be assessed through these elements following a Critical Discourse Analysis model, as according to Simpson and Mayr ‘it is the most comprehensive attempt to develop a theory of the interconnectedness of discourse, power, ideology and social structure’ (2010, p. 51). Discourse Analysis Elements of communication For this section, we will use, among others, the Jakobson criteria model presented in Barbara Johnstones book Discourse Analysis (Jakobson in Johnstone, 2002, p.220), which includes an ‘addresser’, an ‘addressee’ and ‘message’. In the first speech presented, Remarks by President Trump to the 72nd Session of the United Nations General Assembly (Trump, 2017) these components will play a very important role. The addresser is Donald Trump in the sense that he is the direct source. However, in the first line, he states that ‘it is a profound honor to stand here in my home city, as a representative of the American people, to address the people of the world.’ (Trump, 2017). This is the first sign of power projection: with this statement, Trump is implying that everything he will mention comes not only from him but is also endorsed by the people in his country. In other words, his message is not personal; it comes from the United States to the world and, indirectly, to North Korea. This is not the case with State of the Union Speech, as it is targeted at the United States in particular and not at an international organization as the United Nations. Thus, due to the different nature of both communications, both messages will have different repercussions in terms of projection of power as there is an increase in legitimacy by including addressees in the message (Johnstone, 2002, p.46). In the case of North Korea examples, we see that Kim Jong-Un himself is hardly ever the person who directly conveys the message but a government official. In the first example, the addresser is the North Korean Ministry of Foreign Affairs. Nonetheless, in the other selected text, he is the one to deliver the response to Trump’s speech in the Office of the United Nations, fact which could be considered as a way to project power itself, as he only speaks in very rare occasions (Smith, 2017) and this is one of them. Regarding the addressee, it is important to underline that there are some differences in terms of direct referencing. North Koreas discourse displays direct explicit references of the United States. In Trump speeches, however, this is highly dependent on the context where the discourse takes place. While speeches thought to be delivered in an international scenario, such as the one pronounced in the Office of the United Nations, feature a more serious rhetoric, it is not uncommon to find direct descriptions, like Rocket Man in communications coming directly from Trump in more informal contexts or channels of communication, such as Twitter. On the other hand, as stated before, North Korea lacks this individual dimension as statements hardly ever come from its leader himself. It terms of projection of power, this clearly states a difference: Donald Trump is a public figure, as the president of the United States but also, as an individual persona with his own opinions. Kim Jong-Un, on t he other hand, not only is not separated from his position (he does not have a private channel of communication) but does not appear in the public international scenario. This way, an image of unreachability is portrayed, as if he did not participate directly in this issue.  Ã‚   Finally, the channel of communication is also worth mentioning. Donald Trump is an avid Twitter user (36,900 tweets) (Trump, 2018b), which can be used not only as a way of communication but also as a way of portraying influence. The very same act of communicating by social media has a strong connotation in terms of projecting power. In the first place, due to its spontaneous nature, this tool enables to reach a high number of people (Sirin and Villalobos, 2008) in seconds. Most importantly, ‘joint discourse activitycreates and affirmed shared membership in a community of practice’ (Wenger in Johnstone, 2002, p.116). Twitter has its own textual conventions. Due to its capacity of reach the public and the brevity of the messages, language tends to be direct and informal. Even though political discourse is ‘highly stylized and predictable most of the time’ (Edelman in Lim, 2008, p. 4), it is highly noticeable how Trumps discourse through social media is nowhere near traditional presidential rhetoric and his remarks feature almost bantering language. We can see this in the well-known nuclear button tweet, where he states that his button ‘is bigger than the North Korean leaders’ (Trump, 2018b). It would be relevant to think that this is part of a political strategy in the sense that power can be projected by highly intellectual rhetoric but also by disregarding the formality aspect expected taking into account the type of interaction (Fairclough, 2001). In simpler words, informal language could be used to downplay North Korean threats. On the other hand, North Koreas official channel of communication is a perfect example of one of Faircloughs ideas. He supports that the access to discourse itself is as much of a good as economic wealth (Fairclough, 2001). If one were to access the Korea Central News Agency, it would be impossible to find much information, as access is highly restricted and the system does not allow to search for more than a couple of statements if subscription is not paid. Thus, the channel of communication is this case is a tool for projecting power by not providing information, being the exact opposite of Trumps case.   Grammar Agency in voices In the first place, we are going to analyse these texts in terms of grammar as ‘grammatical and semantic forms can be used as ideological instruments’ (Fowler et al. cited in Simpson and Mayr, 2010, p. 50). To start with, our study will focus on agency. Agency is expressed in grammar through the use of the passive or the active voice as this is a way to determine which participants are actors and which ones are the recipients of the action. One significant trait of the selected extracts from Trump is the lack of use of passive voice except for two cases which will be later addressed. We can see that in ‘Authority and authoritarian powers seek to collapse the values, the systems, and alliances that prevented conflict’ (Trump, 2018a), where the fact that North Korea (or authoritarian regimes) is trying to end with the current state of peace is stated indirectly. Also Trump is making an implicit reference, which can be used in political discourse as a way to ev ade responsibility (Simpson and Mayr, 2010, p.43). We find another example in this same text: ‘no regime has oppressed its own citizens more totally or brutally than the cruel dictatorship in North Korea’. Again, the regime is the main actor through the use of personalization and the use of active voice. There is a change of meaning between ‘citizens have been oppressed by the regime’ and ‘the regime has oppressed the citizens’ as the centre of the action has been shifted. However, it is significant to point out that the passive voice is used twice in the extract related to North Korea in the State of the Union speech (Trump, 2018a) and it is when Trump tells the story of a North Korean defector (‘he was tortured by North Korean authorities’ and ‘his father was caught trying to escape’). In this part of the speech, the centre of the action has shifted through the use of passive voice and it is not the North Korean regi me anymore but the defector. We can see how here the human factor is what is important, appealing to the more emotional aspect by making this defector the passive subject of the sentence. There are similar strategies in North Korean’s response. While the majority of sentences in the text are introduced by verbs in active voice, there are some cases where subjects have been changed into objects. We can see this in ‘the prevailing serious circumstances, in which the situation on the Korean peninsula has been rendered tense as never before’ (The New York Times, 2017). The agent is unknown, which can be, according to Johnstone, due to the fact that it is ‘unknown,  obvious  or  unimportant’ as well as a way of hiding  Ã¢â‚¬Ëœan  agent  who  is  known’ (2002, p. 46). However, although the attempt to conceal the agent could be argued, it is noticeable that the same verb (to render) has been used just a line below (‘Trump has rendered the world restless through threats and blackmail against all countries in the world’), this time in active voice, with a clear agent, establishing thus a direct link between the existing tension and the President’s actions. There is a similar case: ‘Should the Korean peninsula and the world be embroiled in the crucible of nuclear war because of the reckless nuclear war mania of the U.S.’ (Rodong News Team, 2017), where the use of the passive voice and the verb â€Å"embroil† suggest that this situation is almost circumstantial, as neither Korea nor the world would be taking part in this conflict and would find themselves in the middle of a war. Agency in pronouns As Fairclough mentions, pronouns in English can establish different relations (2001). In Trumps statements, it is worth noting that the first person of the plural form appears throughout the whole text (i.e. ‘our military will soon be the strongest’ or ‘the scourge of our planet’). The sentence ‘I intend to address some of the very serious threats before us today’, which belongs to the United Nations speech, is particularly revealing. With this statement, Trump is essentially conveying that North Korean threat is not only an attack to his country, but the addressees as well: this matter involves the world and not just one nation. However, it is also important to point out that the use of the pronoun â€Å"we†, especially as inclusive, can be used to ‘obscure responsibility and agency’ and a method to ‘share responsibilities’ (Simpson and Mayr, 2010, p. 44). In this case, taking into consideration that the address ee is the United Nations and that Donald Trump does not usually hide his intentions towards North Korea, it would be more appropriate to think that he is trying to convey a message of unity against this country, an attempt to engage the rest of nations, instead of aiming at concealing his opinions. In consequence, by using this pronoun, power has shifted, as now it would not be US against North Korea but North Korea against the United Nations. Unlike Trumps statement at the United Nations, Kim Jong-Un response contains just one inclusive pronoun. As it has been mentioned, it is very rare that the Korean leader himself delivers a speech personally. Nonetheless, he is the direct addresser in this response and he shows it by always using the pronoun I. This way, Kim Jong-Un’s statement is portrayed as a reaction to a personal attack. Trumps words were not only targeted at North Korea but his leader himself. Thus, the figure of the leader, already very prominent in this nation, is even more enhanced. Power, in this case, is portrayed by focusing the interaction solely on one (or two, with Trump) participants. Lexical aspects We have also regarded the analysis of vocabulary as something very relevant, as ‘choices about naming and wording deciding what to call something can constitute a claim about it’ (Johnstone, 2002, p. 46) In this regard, we will consider referencing and metaphors. In other words, we will focus in the way each participant refers to the other. It is usual to find implicit referencing to North Korea in Trump’s discourse and many times this is done using metaphors, which are well-known to the public such as the famous ‘fire and fury’ (NBC News, 2017). In the selected texts, we can find that Trump talks about authoritarian regimes as ‘the scourge of our planet’ (Trump, 2017) without mentioning directly North Korea. However, he mentions it a line below as a way of example. This strategy appears in Johnstone’s book Discourse Analysis under the name of â€Å"presupposition†, where the public is ‘delivering information implicitl y and leaving it to the hearer to deduce meaning and make assumptions’ (Johnstone, 2002, p.43). The same strategy is used the same text: ‘if the righteous many do not confront the wicked few, then evil will triumph’. In this case, he refers to these regimes (and, ultimately, North Korea) as â€Å"wicked† but, more importantly, he is implicitly referring with the word â€Å"righteous† not only to himself, as taking into account that this speech is pronounced at the United Nations, this serves as an appeal to engage for the rest of countries.    Lastly, in his speech for the State of the Union of 2018, several references are made through metaphors which are related to the idea of North Korea being a nation deprived from freedom. We can see that in the final part, where Trump tells the story of a North Korean defector, is a metaphor itself. This is becomes clear in the final sentence he states saying that Seong-hos tale is a ‘testament to the yearning of every human soul to live in freedom’. Regarding North Korea, Kim Jong-Un’s use of metaphors is also quite relevant. In the response speech (The New York Times, 2017), a constant metaphor exists in which the North Korean leader associates Trump with an animal, specifically, a dog. We can see that in the idiomatic sentence ‘a frightened dog barks louder’. This implicit reference becomes explicit at the end of the speech, (‘I will surely and definitely tame the mentally deranged U.S. dotard with fire’), through the use of the verb â€Å"to tame† which, according to the Oxford Dictionary online, means ‘make less powerful and easier to control’ but also ‘to domesticate (an animal)’. He also uses the expression ‘with fire’, retaking Trump’s statement (‘fire and fury’), which could be considered as a response. Also in this speech, we can see that, while he refers to himself as ‘a man representing the DPRK’, appealing to the â€Å"Democratic† in ‘Democratic Popular Korean Republic’ he calls Trump ‘the man holding the prerogative of the supreme command in the US’, appealing to the fact that he is the sole person holding the power. In terms of projection of power, metaphors are an essential part of political discourse as they can ‘change the addressee’s perspective on the referent or topic that is the target of the metaphor, by making the addressee look at it from a different conceptual domain or space’ (Steen, 2008, p.22) and ‘an important means of conceptualizing political issues and constructing world views’ (Charteris-Black, 2004, p. 48). In this case, we can state that they are a resource to engrain in public opinion a certain association so the audience can identify an idea with a concept belonging to their reality, which Simpson and Mayr refer to as â€Å"target domain† and â€Å"source domain† respectively (2010, p.43). Conclusions From our analysis we can conclude that power is being portrayed in the language of North Korea-US interactions in different ways: in the first place, by an increase of legitimacy on the part of Donald Trump by including the American people and the United Nations as addressers. Secondly, by making explicit references. We see a change in the language of Donald Trump in cases where the addressees differ. While in an international context, references are more implicit, we see an â€Å"explicitation† process when the speech is pronounced at a national event or come through a personal way channel of communication. Thirdly, by restricting access to information. Finding official statements made by Donald Trump is much easier than finding North Korean official sources. Information from this country, thus, would be reserved only to a few people. In this regard, the exposure to the public is also relevant. The North Korean leader does not appear usually in the media which, on the one hand, portrays an image of unreachability and, on the other, increases the importance of the occasions when he does. Fourthly, by the position of agency through the use of active and voice and pronouns. Shifting agency is useful when portraying to the audience who does what. Lastly, through the use of metaphors, also present on both sides. While Trump intends to lead the public to assumptions and evoke the emotional side of the story, Kim Jong-Un uses this resource for the portrayal of authority downplaying Trump’s and this, establishing an asymmetrical relation of power. As Simpson and Mayr state (2010, p.4) ‘language is influenced by ideology’. By analysing the elements studied in this essay, it can be said that ideology can also be affected by language. In the case of United States-North Korean interactions, where current events keep changing the international scenario and taking into account that ‘discourse is one of the principal activities through which ideology is circulated and reproduced’ (Foucault in Johnstone, 2002, p.45), it will be relevant to keep observing both countries’ discourse from the projection of power perspective.    Bibliography Bourdieu, P. (1977)  Outline  of  a  theory  of  practice. Cambridge: Cambridge  University  Press   Charteris-Black, J. (2004) Corpus Approaches to Critical Metaphor Analysis. Basingstoke and New York: Palgrave. Macmillan Fairclough, N. (2001)  Language  and  power. 2nd edition. London: Longman IBP USA (2005) Us Korea North Political and Economic Relations Handbook. Washington DC: International Business Publications. Johnstone,  B. (2002)  Discourse  Analysis.  Oxford:  Blackwell   Jones, J., S. Wareing (1999) Language and politics. In: Thomas, L. and S. Wareing. eds. Language, society and power. London and New York: Routledge, pp. 31-47. Lim, E.T. (2008)  The  anti-intellectual presidency. New York: Oxford University Press   NBC News (2017) Donald Trump: North Korea Will Be Met With Fire And Fury [online]. Available from: Youtube [accessed 3 February 2017] Pitsoe, V.   M.,  Letseka  (2012)  Foucault’s Discourse and Power: Implications for Classroom Management. Open Journal of Philosophy, 3(1), pp. 23-28 Reporters without Borders (2017) 2017 World Press Freedom Index. Reporters Without Borders [online], 26 April. Available from: https://rsf.org/en/ranking {accessed 1 February 2018] Rodong News Team, (2017) FM Spokesman on Planned Joint Aerial Drill by U.S. and S. Korea. Rodong Sinmun [online], 5 December. Available from: [accessed 31 January 2018] Semino, E. (2008): Metaphor in Discourse. Cambridge: Cambridge University Press. Simpson, P., A. Mayr (2010) Language and power: A resource book for students. London: Routledge Sirin, C. and Villalobos, J. (2018)  Rhetoric,  Public  Politics, and Security. In: Conley, R. ed.  Presidential  Leadership  and  National  Security:  The  Obama  Legacy  and Trump  Trajectory. New York: Routledge, pp. 19-42   Smith, M. (2017) Kim Jong-Un calls Trumps UN speech declaration of war and brands US president mentally deranged in rare speech. The Daily Mirror [online], 21 September. Available from: [accessed 3 February 2018] Steen, G.J. (2008) The paradox of metaphor: â€Å"Why we need a three-dimensional model for metaphor† in Metaphor & Symbol 23(4), 213-241. The New York Times (2017) Full Text of Kim Jong-un’s Response to President Trump. The New York Times [online], 22 September. Available from: [accessed 27 January 2018] Trump, D. (2018a) President Donald J. Trump’s State of the Union Address. Capitol Building, Washington, 31 January. 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Mitch Albom’s, The Five People You Meet in Heaven Essay -- The Five Pe

In Mitch Albom’s, The Five People You Meet in Heaven, the author centers the story around Eddie’s life, beginning with his death. â€Å"It might seem strange to start a story with an ending. But all endings are also beginnings. We just don’t know it at the time† (1, paragraph 1). The most important thing in this story that we must all understand is that although we may not know it, somehow our lives all have a common intersection. â€Å"No story sits by itself. Sometimes stories meet at corners and sometimes they cover one another completely, like stones beneath a river (16, paragraph 8). Eddie’s life ends tragically at Ruby Pier, the amusement park, where he has felt trapped for so many, long years, with what he thinks of as â€Å"a meaningless life†. When Eddie opens his eyes, he thinks that he is in heaven. He sees the sky changing many, beautiful colors as he is floating through the air. Eddie eventually lands in the place that he has come to think of as his own hell, Ruby Pier. He questions why he has been sent back here. He wonders if he had really been so bad of a person on earth that God would send him here to live for eternity. Once Eddie meets the side show â€Å"freak†, The Blue Man, he begins to understand why he has come here again. The Blue Man explains that Eddie will meet five people in heaven that will explain the meaning of his life. The Blue Man tells Eddie the story of a young boy, and how that young boy darted out into the road in front of a man, causing him to have a heart attack and crash. He realizes that the man was The Blue Man and the boy had been himself. The Blue Man tells Eddie that he must understand â€Å"That there are no random acts. That we are all connected. That you can no more separate one life from another than... ... to all the children that entered Ruby Pier. They all knew that they would be safe because they had someone watching over them, like an angel. Eddie had been the children’s angel. Everyone Eddie met in heaven taught him something about his life. They were all connected to him in different ways, whether it was someone close to him once, or a complete stranger. Somehow, all of their lives had crossed Eddie’s and helped make him the person that he had become. When you think about this lesson, you truly understand. One decision causes an effect, maybe on your life or maybe on someone else’s life. That effect will cause something else. It’s what I think of as a ripple effect. Everything happens for a reason, and all of the events that lead up to our â€Å"now† makes us who we are. Works Cited Albom, Mitch. The Five People You Meet in Heaven. New York: Hyperion. 2003.