Multicultural Education

This article is a response to a journal entry of a young person view on Multicultural Education in America. This article will have some similarly views and also different view on the education of your young people that is shared with the person who wrote the journal entry. Multicultural Education Only in America can someone have a strong opinion about how we should all be like in there eyes, even when we talk the same, dress the same and live in American but that is as far as it goes. Multicultural Education is unique in many ways and this type of education help build bridges that help young people excel in school and beyond. I agree that we do live in the same country, speak the language, eat the food, and do the entire thing Americans do. I also agree with is statement on the responsibility to teach to the best of there abilities to help students, as educators that it is our job to help student achieve success in school so they can be productive citizens. My assumption of this article is that the students has only seen one part of America and does not see that there are many different cultural and race that make education unique and that this make our students special. I disagree with many of the statement in the journal entry is that he is not concern with cultural or diversity. Every school around the country is divisive and each student is unique in their own special way, each student has different learning style and come from different ethic background. Cultural and Diversity One of the most important concept in teaching that the child come first not matter what cultural or diverse background they come from. As educators we ust focus our attention to the needs of the student because it they are not going to our school we as educators will not have the luxury of paying our bills, feeding our families and do the things we want to do. The focus of education need to reflect the needs of every student and cultural is another part of which this student is and by learning more about who they are we as educators will learn new ways to become effective teachers by listening to their needs. Every child is different and unique, they come many different cu ltural and different background and they each need special attention to how they learn. The diversity in education is also important because students learn better from teachers with similar language background and can relate to them in a special way. For example I can use my native language to explain a concept to my struggling students and make a connection using tools or strategies to help them understand the context. There are many example of how diversity the classroom breeds successes among students, and studies have shown that students learn well in small groups when they share their culture with one another. The important of preserving the cultural in education is very prevalent on the Navajo Nation, we have many different ways we are sharing our cultural with our native students through books, CDs, and many other ways that we share and teach them about the past and present ways of life. It is important to share your cultural with other people just so that they can learn from your people and create an understanding among people and how they live. This help reduces many misconception about different cultural and this help build a bridge of understanding between two people. Another good example of sharing our cultural at the beginning of each school year all new Anglo or African American teacher comes to our school district they experience a one week crash course on what life is like on the Navajo Reservation by having the spend several days and nights with a family in the remote desert of Arizona. They experience life with out electricity, running water and technology as well as share the experience of herding sheep or cattle, butching a sheep or farming crops. This experience for the young teacher is to show them what life is like for our young Navajo students. In Tucson, Arizona there is an elementary school does something similar with their teachers by allowing the new teachers to meet the families of their students at there home and spend sometime getting to know each other. This is helpful because the teacher become part of the family and the students relate better to the teacher, and the student is successful in with there education. There are many other example of how diversity and cultural is used in education to help student become successful in school. Cultural and diversity are interchangeable aspect of education and both complement one another, and can’t have one without the other one. Cultural aspect of education shape our mind and thinking beyond what is being taught at school and diversity is making the connection to who you are as a person drawing from experience and background. The importance of both cultural and diversity is to keep the past alive through stories and books, but to keep traditional alive for people come from different backgrounds and help build a bridge of understanding between two different people and this help the teachers to understand their students. In education the main focus is the students not matter what cultural or diverse background they come from we as educators should do our best to educate them, because they will be our future leaders of this great country called America.

To What Extent do Western Concepts of Ill-Health Limit Policies and Projects Aimed at Improving the Health of Those in the Developing World

Executive Summary Current health policies on malnutrition and HIV infection are focused in achieving the Millennium Development Goals (MDGs) of the United Nations. Specifically, these goals include reduction of malnutrition incidence since 1990 by 50% and reversal in the trend of HIV epidemic by 2015. This essay aims to critically analyse these two policies in achieving their respective aims and objectives and the factors that contribute to the success of these policies. A brief discussion on the Western concepts of ill-health and how these relate to the concepts of ill-health in developing countries is also made. Results of the analysis show that engaging communities and allowing them to take ownership of strategies to prevent malnutrition is effective in reducing incidence of malnutrition. The Scaling Up Nutrition (SUN) campaign illustrates how developing countries could positively respond to healthcare policies introduced by developed countries. However, not all developing countries are nearing or have achieved the 50% reduction in malnutrition incidence. Lack of community involvement has been shown to affect the progress of the SUN campaign. The same principle of community-based interventions is also used on the policy for HIV infection. Success rate for HIV policy is high with millions of affected individuals accessing healthcare services compared to only 400,000 in 2004. This would show that policies to increase treatment have succeeded. However, prevention of HIV infection remains challenging. Analysis would show that engaging in risky sexual behaviour is a critical factor in developing HIV infection in Sub-Saharan Africa. Changing the behaviour of a target population is established to be difficult. While community-based interventions and participation have contributed to the success of these policies, analysis would reveal that there is a need to increase the technical competencies of the stakeholders in the communities. This would ensure sustainability of programmes long after external aid has stopped. The differences in the concepts of ill-health also appear to influence the success of policies in developing nations. It is also argued that achieving all the aims and objectives of the policies might not necessarily solve the problem of malnutrition and HIV infection. Both conditions have multiple underlying causes and addressing all these would take considerable time and effort. In conclusion, policies have made great strides in improving nutrition of children and mothers and decreasing the incidence of HIV infection. Concerted effort from various stakeholders is still needed to make changes sustainable. Introduction The main aim of this brief is to critically analyse the policies, ‘Reducing Hunger and Malnutrition in Developing Countries’ (Department for International Development, 2013) and the global policy on HIV/AIDS Epidemic (KFF, 2013). Both healthcare policies are designed to improve the health and well-being of mothers and young children and those suffering from HIV/AIDS in developing countries. The first part describes these two policies while the second part discusses the Western concepts of ill health and how these limit policies and projects aimed at developing countries. The third part provides a theoretical assessment of the policies. A discussion on the underlying assumptions and views of healthcare in terms of belief structures and philosophy will be included. The fourth part presents the practical problems with implementation. Finally, a conclusion will summarise the main points raised in this essay. Recommendations will also be made at the end of this brief. Policies on Malnutrition and HIV/AIDS The ‘Reducing Hunger and Malnutrition in Developing Countries’ (Department for International Development, 2013) aims to help individuals gain access to nutritious diet, ensure that food is distributed fairly across the world and mitigate environmental risks and damages that could influence food production. In line with the Millennium Development Goals (MDGs), the policy has set out several objectives that should be achieved by 2015. This includes reducing malnutrition since 1990 by 50%. Meanwhile, the ‘Global HIV/AIDS Epidemic’ policy (KFF, 2013) aims to stop and reverse the spread of HIV/AIDS. This is consistent with the United Nation’s MDGs that by 2015, the HIV/AID epidemic will be controlled and incidence will decline. It is estimated that a total of 18.9 billion USD have funded HIV/AIDs preventive and treatment programmes in 2012 (KFF/UNAIDS, 2013). Although there is a global decrease in the trend of this epidemic, incidence of HIV/AIDS is still high in middle and low-income countries (UNAIDS, 2013). Most of those suffering from this health condition do not have access to healthcare services, treatment and management (UNAIDS, 2013). Importantly women and young girls are more susceptible of the infection compared to men (British HIV Association, 2012). Of the 35 million individuals believed to be suffering from the condition, 3.3 million of these are children (UNAIDS, 2013). Majority (71%) of persons living with HIV/AIDS reside in Sub-Saharan Africa (Health Protection Agency, 2012). The objectives of this policy include decreasing HIV prevalence amongst the young population aged 15-24 years; increase condom use especially in high-risk sex; increase the proportion of young people with correct knowledge on HIV/AIDs infection; and increase the proportion of individuals with advanced stages of the disease gain access to antiretroviral medications. Western Concept of Ill-Health Western concepts of ill-health could limit the policies on malnutrition and HIV/AIDS when introduced in developing nations. First, definitions of ‘ill-health’ could vary between Western and developing countries. There is variation in how ill-health is perceived even amongst professional, academic and the public (Wikman et al., 2005). Ill-health is also viewed differently across disciplines. For instance, the medical model of health has been accepted for several years in Western healthcare in the past (Wikman et al., 2005). This model states that ill-health is caused by pathogenic microorganisms or underlying pathologies (Dutta, 2008). However, even this concept has changed within healthcare systems. Today, many healthcare professionals have recognised that ill-health is not only caused by pathogenic organisms but social determinants of health such as poor nutrition, unemployment or stress could all influence ill-health (Dutta, 2008). Wikman et al. (2005) acknowledges tha t ill-health could be understood by using a multi-perspective approach. Concepts of ill-health are also considered as historically and culturally specific (Blas and Kurup, 2010). This means that ill-health varies across culture and time. For instance, in Western culture, obesity is considered as ill-health (Blas and Kurup, 2010). In other countries, obesity is viewed as socially acceptable since this is a sign of wealth. In Western culture, findings of scientific publications are used to underpin health policies against HIV (Bogart et al., 2011). Use of condoms to protect against HIV infection is viewed as acceptable. In some African countries, use of condoms is seen to reduce one’s masculinity (Willis, 2003; MacPhail and Campbell, 2001). Importantly, anal sex in some of these countries is practised to avoid pregnancy or viewed as a cleansing method against the virus for HIV/AIDS (Bogart and Bird, 2003). Hence, these differences in the concept of ill-health could influence the uptake of global health policies in developing nations. To illustrate t his argument, the policies on malnutrition and HIV/AIDS will be critiqued. A discussion how western concepts of ill health influence the uptake of these policies in the developing countries would also be done. Analysis and Discussion Attention on acute and chronic malnutrition is unprecedented in recent years (Shoham et al., 2013). The involvement of the UK, through its policy for malnutrition and hunger, with other countries in the scaling up nutrition (SUN) campaign has brought significant changes on the lives of children who are malnourished. The policy on malnutrition is underpinned by the philosophy on health equity and social determinants of health (Ezzati et al., 2003). Western concepts of ill-health focus on the social determinants of ill-health as a factor in promoting malnutrition in developing countries. For example, unemployment of parents, low levels of education, early years, poverty, homelessness are some social determinants of health strongly suggested to promote malnutrition amongst children (Marmot and Wilkinson, 2005). Uptake of policies for malnutrition in developing countries might be limited if these determinants are not properly addressed. Farmer (2003) explains that cultural beliefs on foo d, poor knowledge on the nutritional value of food and food production practices have long contributed to malnutrition in many countries. Policies on malnutrition might no be effective if these do not address the root causes of malnutrition, which are poverty, poor knowledge on food nutrition and poor farming practices (Farmer, 2003). Power structure also plays a role in how policies are implemented. Farmer (2003) stresses that unless the poor are empowered and their rights protected would true development occur. In recent years, there have been improvements in the lives of the poor, specifically on nutrition status. Marmot and Wilkinson (2005) emphasise that presence of poverty and unemployment could all influence health. However, there is evidence that in some developing countries, malnutrition policies have gained success. An analysis would show that involvement of the community plays a crucial role in ensuring success of these policies. For example, Shoham et al. (2013) report that the community based management of acute malnutrition (CMAM) approach contributed to its success in some 65 developing countries across the world. Communities are mobilised and they gain ownership of the programme. Individuals help in detecting uncomplicated severe acute malnutrition (SAM) and refer children to established out-patient centres. Complicated cases are referred as in-patients in the health sector staff. While the UNICEF (Nabarro, 2013) reported that 10% of the 20 million suspected cases of SAM have been treated through the scaling up nutrition campaign, other target countries have not kept up with the campaign. Policies that have gained acceptance in developing countries are those that empower communities to take actions for their own health. Empowering women through education has been shown to lead to more positive changes in the health of children ages 5 years old and below (Farmer, 2003). Policies that increase the educational levels of women were shown to reduce erroneous perceptions on the causes of malnutrition (Wikman et al., 2005). Shoham et al. (2013) observe that failure to implement the CMAM approach and educating women on malnutrition limits the success of malnutrition policies in communities. A number of studies (Bhutta, 2013; Black et al., 2013; Pinstrup-Andersen, 2013; Nabarro, 2013; Loevinsohn and Harding, 2005) have shown the effectiveness of engaging communities and empowering them to improve the nutritional status of women and children. While factors such as engaging communities and allowing them to take ownership of programmes have been shown to promote uptake of policies, there are still factors that limit policy uptake. These include failure to address the social determinants of health such as poverty, low levels of education, poor support of the children during early life years and unemployment (Loevinsohn and Harding, 2005). It has been shown that when these factors are present, malnutrition is also high (Pinstrup-Andersen, 2013). There is also a need to understand the perceptions of women and children on food and nutrition to better understand why malnutrition continue to exist in a number of developing countries. Meanwhile, the policy on HIV/AIDS also promote health by engaging communities in implementing projects aimed at preventing HIV transmission (KFF, 2013; British HIV Infection, 2012; Department for International Development, 2013). To date, HIV infection epidemic has stabilised and the number of individuals receiving treatment has increased to 9.7 million in 2012 (UNAIDS, 2013). In contrast, only 400,000 individuals with advanced HIV infection receive treatment in 2004. A closer analysis of the cause of HIV infection would still point to risky behaviours of those engaging in unprotected sex and injecting drug users as factors that promote HIV infection (KFF/UNAIDS, 2013). This is a cause of concern since there is still the prevailing cultural belief in a number of African countries that use of condom is unmanly (Willis, 2003; MacPhail and Campbell, 2001). Connolly et al. (2004) argue that changing behaviour of the target population is most difficult. Consequences of HIV infection extend to unborn children of mother infected with HIV (UNAIDS, 2013). To date, there have been various interventions to prevent HIV infection. These include behaviour changes, increase in HIV screening, male circumcision, use of condoms, harm reduction amongst in injecting drug users and blood supply safety (UNAIDS, 2013). Amongst these strategies, changing behaviour remains to be an important intervention that could prevent further spread of the virus. Experts suggest that risky sexual behaviour could only be changed through the use of different health models. For example, the health belief model could be used to inform the target population on the risk of HIV (Health Protection Agency, 2012). In addition, facilitators to behaviour change, such as decreasing stigma on HIV infection, increasing access to healthcare services could help individuals adopt less r isky sexual behaviour (Greeff et al., 2008). Patients with HIV often perceive stigma from their own healthcare workers (Kohi et al., 2006; Holzemer and Uys, 2004). This could impact not only the quality of care received by those with HIV infection but might also limit them from gaining further medical treatment. On the other hand, reducing malnutrition by 50% since 1990 has not been achieved in most countries yet (UNICEF, 2014). This is important since the United Nations aims to achieve this target by next year. Food production is continuously affected by stronger typhoons and turbulent weather patterns (KFF, 2013). Droughts appear to be longer, affecting agriculture and livestock production (KFF, 2013). Specifically, the UNICEF (2014) acknowledges that the most vulnerable groups to increasing weather disturbance brought by climate change are the poor people. This is especially challenging in the light of the MDGs since decreases in food production in developing countries could further have an impact on the nutritional status of the women and children (Bryce et al., 2008; Taylor et al., 2013). Climate change has important implications on policies for malnutrition. Even if community-based initiatives are strongly in place and individuals have learned to produce their own food, changes in weat her patterns could impact agriculture activities. The UNICEF (2014) has highlighted this issue and using current experiences, community rehabilitation after a typhoon or drought would mean increased challenges in addressing malnutrition amongst the poorest of the poor. Even if all objective are achieved, there is no full guarantee that malnutrition will be completely eradicated in developing nations. To date, there are best practices (SUN, 2013) showing that community involvement and partnership with government and non-government organisations could arrest severe acute and chronic malnutrition. A number of developing countries, especially in the Sub-Saharan Africa are still struggling with malnutrition despite external aid. The same observation is also made in this region on HIV infection where the poorest amongst the poor remain to be most vulnerable to the infection (SUN, 2013). Hence, it would be necessary to investigate the real cause of malnutrition and HIV infection in developing countries. There are multiple underlying causes of malnutrition and all interact to increase the risk of children for malnutrition. First, poverty has been highlighted earlier in this essay as an important factor for development of malnutrition (Horton and Lo, 2013). This essay also argues that maternal level of education is a significant factor in the nutrition of children (Black et al., 2013). The World Health Organization (2011) acknowledges that children born to mothers with at least a high school education enjoy better health compared to children with mothers who have lower educational levels. This observation is consistent across literature (UNICEF, 2014; Black et al, 2013) and illustrates the importance of increasing the education level of mothers. In Sub-Saharan countries that often experience conflicts, malnutrition is often caused by displacement of families and children from their homes and livelihood to evacuation centres with minimal food support (UNICEF, 2014). Apart from conflicts, recent effects of climate change have also changed the way developed countries respond to problems of food security (Taylor et al., 2013). As shown in the UK policy for hunger and malnutrition, funds are also directed to innovations and research on how to respond to environmental damages caused by climate change (UNICEF, 2014). It should be noted that changes in weather patterns, flooding and drought could have a great impact on food security and sustainability (Department for International Development, 2013). In comparison with the policy on HIV infection, the policy on hunger and malnutrition would have a greater impact on the health of the nation. It has been shown that improving nutrition during the first 1000 days of a child’s life could lead to better health outcomes, higher educational attainment and productivity later in adult life (Bhutta, 2013). Malnutrition during a child’s first two years of life could have irreversible effects on the child’s health (Bhutta, 2013). This could lead to stunting, cognitive impairment, early death and if the child reaches adulthood, difficulty in finding a job (Nabarro, 2013). The number of children and mothers suffering from malnutrition is also higher compared to individuals suffering from HIV infection. However, HIV infection could also have an impact on maternal and child health since infected mothers could transmit the virus to their unborn child (KFF, 2013). Women with HIV also suffer more stigma compared to their male co unterparts (Sandelowski et al., 2004). Recommendations and Conclusion In conclusion, the two policies discussed in this brief reveal strategies in preventing and treating malnutrition and HIV infection. Responses of developing countries to these strategies differ. Countries where communities are involved in the implementation of strategies are generally more successful in addressing these health problems. This would show that community involvement play a crucial role in the uptake of Western policies in developing countries. However, the lack of success in some countries might be attributed to the differences in the concept of ill-health between affluent and developing countries, socio-economic context of poor countries and difficulty in changing one’s health behaviour. Finally, this essay suggests that a more holistic approach should be taken in addressing the social determinants of health to ensure that children have access to nutritious food and HIV infection is prevented. References Bhutta, Z. (2013). ‘Early nutrition and adult outcomes: pieces of the puzzle [Online]. The Lancet, 382(9891), pp. 486-487. Black, R., Alderman, H., Bhutta, S., Gillespie, S., Haddad, L., Horton, S., Lartey, S., Mannar, V., Ruel, M., Victoria, C., Walker, S. & Webb, P. (2013). ‘Maternal and child nutrition: building momentum for impact’. The Lancet, 382(9890), pp. 372-375. Blas, E. & Kurup, A. (2010). Equity, social determinants and public health programmes. Switzerland: World Health Organization. Bogart, L., Skinner, D., Weinhardt, L., Glasman, L., Sitzler, C., Toefy, Y. & Kalichman, S. (2011) ‘HIV misconceptions associated with condom use among black South Africans: an exploratory study’, African Journal of AIDS Research, 10(2), pp. 181-187. Bogart, L. & Bird, S. (2003) ‘Exploring the relationship of conspiracy beliefs about HIV/AIDS to sexual behaviours and attitudes among Afrian-American adults’, Journal of the National Medical Association, 95(11), pp. 1057-1065. British HIV Association (2012) Standards of care for people living with HIV in 2012, London: British HIV Association. Bryce, J., Coitinho, D., Darnton-Hill, I., Pelletier, D. & Pinstrup-Andersen, P. (2008). ‘Maternal and child undernutrition: effective action at national level’. The Lancet, 371(9611), pp. 510-526. Connolly, C., Colvin, M., Shishana, O. & Stoker, D. (2004) ‘Epidemiology of HIV in South Africa- results of a national, community-based survey’, South African Medical Journal, 94(9), pp. 776-781. Department for International Development (2013). Policy: Reducing Hunger and malnutrition in developing countries, London: UK Legislation [Online]. Available at: https://www.gov.uk/government/policies/reducing-hunger-and-malnutrition-in-developing-countries (Accessed: 25th March, 2014). Dutta, M. (2008) Communicating health: A culture-centred approach, London: Polity Press. Ezzati, M., Vander, H., Rodgers, A., Lopez, A., Mathers, C. & Murray, C. (2003) ‘The comparative risk collaborating group. Estimates of global and regional potential health gains from reducing multiple major risk factors’, Lancet, 362, pp. 271-280. Farmer, P. (2003) Pathologies of Power: Health, Human Rights, and the new war on the poor, Berkeley and Long Angeles: University of California Press. Greeff, M., Uys, L., Holzemer, W., Makoae, L., Dlamini, P., Kohi, T., Chirwa, M., Naidoo, J. & Phetlhu, R. (2008) ‘Experiences of HIV/AIDS Stigma of persons living with HIV/AIDS and nurses involved in their care from five African countries’, African Journal of Nursing and Midwifery, 10(1), pp. 78-108. Health Protection Agency (2012) HIV in the United Kingdom: 2012 Report. London: Health Protection Services, Colindale. Holzemer, W. & Uys, L. (2004) ‘Managing AIDS stigma’, Journal of Social Aspects of HIV/AIDS, 1(3), pp. 165-174. Horton, R. & Lo, S. (2013). ‘Nutrition: a quintessential sustainable development goal’, The Lancet, 382(9890), pp. 371-372. KFF/UNAIDS (2013). Financing the response to AIDS in low- and middle-income countries: International Assistance from Donor Governments in 2012. Washington: KFF/UNAIDS. KFF (2013). The Global HIV/AIDS Epidemic [Online]. Available at: http://kff.org/global-health-policy/fact-sheet/the-global-hivaids-epidemic/#footnote-KFFUNAIDS (Accessed: 25th March, 2014). Kohi, T., Makoae, L., Chirwa, M., Hozemer, W., Phetlhu, D., Uys, L., Naidoo, J., Dlamini, P. & Greeff, M. (2006) ‘HIV and AIDS violates human rights in five African countries’, Nursing Ethics, 13(4), pp. 404-415. Loevinsohn, B. & Harding, A. (2005). ‘Buying resultsContracting for health service delivery in developing countries’. Lancet, 366(9486), pp. 676-681. MacPhail, C. & Campbell, C. (2001) ‘I think condoms are good but, aai, I hate those things’, Social Science & Medicine, 52(11), pp. 1613-1627. Marmot, M. & Wilkinson, R. (2005). Social Determinants of Health. Oxford: Oxford University Press. Nabarro, D. (2013). ‘Global child and maternal nutrition- the SUN rises’. The Lancet, 382(9893), pp. 666-667. Pinstrup-Andersen, P. (2013). ‘Nutrition-sensitive food systems: from rhetoric to action’. The Lancet, 382(9890), pp. 375-376. Sandelowski, ., Lambe, C., Barroso, J. (2004) ‘Stigma in HIV-positive women’, Journal of Nursing Scholarship, 36(2), pp. 122-128. Shoham, J., Dolan, C. & Vostelow, L. ENN (2013). The management of acute malnutrition at scale: A review of donor and government financing arrangements. Summary Report [Online]. Available at: http://scalingupnutrition.org/ (Accessed: 24th March, 2014). SUN (2013). Scaling up nutrition in practice: Effectively enjoying multiple stakeholders [Online]. Available at: http://scalingupnutrition.org/ (Accessed: 24th March, 2014). Taylor, A., Dangour, A. & Reddy, K. (2013). ‘Only collective action will end undernutrition’. The Lancet, 382(9891), pp. 490-491. UNAIDS (2013). Report on the Global AIDS Epidemic 2013. Washington: UNAIDS. UNICEF (2014). The State of the World’s Children 2014 In Numbers: Every child counts [Online]. Available at: http://www.unicef.org/sowc/ (Accessed: 25th March, 2014). Wikman, A., Marklund, S. & Alexanderson, K. (2005) ‘Illness, disease, and sickness absence: an empirical test of differences between concepts of ill health’, Journal of Epidemiology & Community Health, 59, pp. 450-454. Willis, J. (2003) ‘Condoms are for whitefellas: barriers to Pitjzntjztjzrz men’s use of safe sex technologies’, Culture, Health & Sexuality: An international Journal for Research, Intervention and Care’, 5(3), pp. 203-217. World Health Organization (2011). Global Health Observatory (GHO): Underweight in Children [Online]. Available at: http://www.who.int/gho/mdg/poverty_hunger/underweight_text/en/ (Accessed: 25th March, 2014).

Modern Teaching Teaching Considerations Essay - 1858 Words

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Ec 301 midterm - 1167 Words

1. (7 points) How are presidential election outcomes related to the performance of the economy? The re-election of the incumbent has been synonymous with low inflation and low un-employment. There has been only a few occasions where the results did not follow this norm 2. (7 points) Discuss the difference between Microeconomics and Macroeconomics. Microeconomics deals with the individual parts in the economy and how they relate to each other. Macroeconomics deals with the totals of these parts in our economy 3. (10 points) Use the concepts of gross and net investment to distinguish between an economy that has a rising stock of capital and one that has a falling stock of capital. â€Å"In 1933 net private domestic investment was†¦show more content†¦So .8 x tax cut = $5 billion or tax cut = $6.25 billion. Part of the tax reduction ($1.25 billion) is saved, not spent. One combination: a $1 billion increase in government spending and a $5 billion tax cut. 10. (7 points) What are government’s fiscal policy options for ending severe demand-pull inflation? Use the aggregate demand-aggregate supply model to show the impact of these policies on the price level. Which of these fiscal policy options do you think might be favored by a person who wants to preserve the size of government? A person who thinks the public sector is too large? Options are to reduce government spending, increase taxes, or some combination of both. If the price level is flexible downward, it will fall to meet supply. In reality government policy is concern with inflation not with lowering prices. Conservatives would call for cuts in government spending since this would reduce the size of government. A â€Å"liberal† would call for a tax hike to continue to fund government spending 11. (10 points) Explain why relatively flat as opposite relatively steep labor demand curves are more consistent with the empirical observation that there are relatively minor changes in the real wage rate over the course of the business cycle. If the labor demand curve was steep there would have to be a large change in the real wage rate in comparison to the nominal wage rate. This would also beShow MoreRelatedEc 301 Midterm Essay2033 Words   |  9 PagesMidterm Intermediate Macroeconomics 1. How are presidential election outcomes related to the performance of the economy? Presidential elections and the economy have a very close relationship and they go together hand and hand. Usually when the economy is good and opinion of the government is positive, the incumbent or the party of the last president wins the election. People tend the lean towards why change a good thing. A couple of theories exist in the relationship of the economy and presidents

The U.S. Contained Communism in Vietnam - 1552 Words

In 1949, Mao Zedong led the Peoples Revolution, which established a Communist State in China. Communism has now been introduced to Asia. In this period, after World War II, Communism was a popular ideology being introduced throughout the world. Vietnam was one of the many countries under the threat of Communism. At this time, Vietnam was a French Colony. As time went on tension started to come between the French and the Vietnamese people. As tension increased so did the fighting between the French and The Vietnamese. Finally in 1954, The French decided that they could no longer withstand the revolts of the Vietnamese. The Vietnamese were now free of French rule. However, many problems still remained in Vietnam. After the war there was a†¦show more content†¦br brDwight Eisenhower, the President of the United States after Truman, wanted to support the South Vietnamese. At a news conference, Eisenhower stated, You have a row of dominoes set up, you knock over the first one, and what will happen to the last one is a certainty that it will go over very quickly. Eisenhower believed that if the United States didnt step to the aid of the South Vietnamese, they would fall to the Communist aggressions, as would the rest of Southeast Asia. President Eisenhower and his staff then started to set up a plan for the support of Vietnam. Eisenhowers secretary of State, John Dulles, was determined that the Americans could build up South Vietnam as a Barrier to Ho Chi Minh (Ho Chi Minh was the leader of the communist party in North Vietnam) and his Communist followers. br brThe Vietnam conflict changed when John F. Kennedy took the Presidential oath of office in 1961. Kennedy had long been interested in Vietnam. As a senator, he had visited the country in 1951. Like Truman and Eisenhower, Kennedy felt the United States needed to contain the spread of Communism. Kennedy wanted to take more military action against Communist rebels. When Kennedy took office there were only 900 American military advisors in Vietnam. Diems Army of the Republic of Vietnam (known as ARVN) numbered 200,000 men, opposing a Viet Cong guerrilla force of only 17,000 men. The ARVN seemed unable to stamp out the Viet Cong (Communist rebels).Show MoreRelatedThe Vietnam War Was The War Essay1611 Words   |  7 PagesDuring the1950s North Vietnam was controlled by the Viet Cong (a National Liberation Front.) The Viet Cong were bullying South Vietnam, trying to make them a communist. Most of society will not stand up for the weaker person in a bully situation. The United States is not most of society; they believe you mess with someone your own size. Many people have different views on the Vietnam War: was the war necessary, was the war worth all the sacrifices of American troops lives, what was the United StatesRead MoreThe Vietnam War Was The Biggest Failure Of The 20th Century1628 Words   |  7 PagesThe Vietnam War The Vietnam War is one of the most controversial wars the United States participated in. Communism in the 20th century, was a huge threat to the U.S. It become a priority of the U.S. to stop the spread of Communism. In the late 1940s, the French struggled to control its colonies in Indochina - Vietnam, Cambodia, and Laos (history.state.gov). The U.S. saw that the French were struggling in south Vietnam so they decided to come and help France. They tried to support France and theRead MoreMarxism-Leninism in Vietnam Essay684 Words   |  3 PagesMarxism-Leninism in Vietnam In the region of Vietnam there had been many uprisings. All of these uprisings were for one reason, freedom. The Vietnamese were willing to accept Communism in return for what they had been fighting for over 2000 years: self rule. In 1950 the United States, owing a debt of gratitude towards France, sent several advisors to aid French control in Vietnam. Over the next decade and a half, the United States would send an entire Army and Navy to aid the French in maintainingRead MoreThe Cuban Missile Crisis1149 Words   |  5 Pagestheir power towards the America’s. while in Vietnam they always had trouble keeping independence and now communism is splitting the North and South and causing a civil war. Both the Cuban Missile Crisis and the Vietnam War illustrate the United States attempt to combat communism. The Cuban Missile Crisis in the prevention of a nuclear war. Whereas the Vietnam War ultimately curtailed the spread of communism. (CMC) During the Cuban Missile Crisis, the U.S was trying to prevent a nuclear war, andRead MoreThe Vietnam War Of The Cold War1419 Words   |  6 PagesThe Vietnam war started as a U.S. strategy of authority in times of the cold war, which was directed to prevent the advancement of communism in the world. The War had begun in 1954, after the rise of power with Ho Chi Minh and his communist Viet Minh party in North Vietnam, and continued against the backdrop of an intense Cold War against the United States and the Soviet Union. More than 3 million people were killed, including 58,000 Americans. In 1975, communist forces took control of SaigonRead MoreVietnam : The Most Unpopular War1061 Words   |  5 PagesAmerican history, Vietnam, was also the most unpopular war. It resulted in nearly 60,000 American deaths (www.digitalhistory.uh.com). Even today, many Americans still ask whether the American effort in Vietnam was a sin, blunder, a necessary war, or whether it is a noble caus e, or an idealistic, if failed, effort to protect the South Vietnamese from totalitarian government (www.digitalhistory.uh.com). The reason the United States got involved was to prevent the spread of communism. For centuries theRead MoreHow Do Foreign Affairs During Vietnam Justify Public Or Private Tactical Behavior?1633 Words   |  7 Pagesquestion: To what degree is torture valuable? How do foreign affairs in Vietnam justify public or private tactical behavior. T.S. Eliot: â€Å"There is no such thing as a Lost Cause, because there is no such thing as a Gained Cause.† Growth and power come paired with conflict and danger. The United States must use interrogation to ensure the safety of its citizens. A history of torture to get information is prominent between many nations, however the use of such interrogation is often kept private fromRead MoreThe Cold War Between The United States And The Soviet Union1268 Words   |  6 Pagesstrictly limit the spread of communism through containment, an idea formulated by US diplomat George Kennan, which became the basis of Harry Truman’s foreign policy. The containment policy was a response to a series of moves by the Soviet Union to enlarge communist influence in Eastern Europe, China, Korea, Africa, and Vietnam. The president’s initial step toward containment came in response to a British request to support both Turkey and Greece against the spread of communism. By requesting Con gressRead MoreWhat Was The Cold War?1726 Words   |  7 Pagesbelieve that the Cold War took place after the Vietnam War and ended a couple of years later and that nothing happened during that time frame except for maybe a few threats. The belief is also that only the United States and the Soviet Union were involved in the conflict. As stated in the introduction, this common belief is wrong. Historical facts prove that the Cold War was not a war where no fighting was involved. It did not take place right after the Vietnam War and ending a few years later. Nor didRead MoreVietnam And The Vietnam War1649 Words   |  7 PagesThe Vietnam War was probably one the most infamous war in the history of the United States. Vietnam was divided into North and South Vietnam as a result of the Indochina War. North Vietnam belonged to the Communists and its allies after World War II and South Vietnam belonged to the anti-Communist supporters and their allies (the U.S was one of South Vietnam’s allies). It all started as an effort by America to keep South Vietnam away from Communism. Americans feared that if South Vietnam adapted

Pepsi Refresh Analysis free essay sample

A Thirst for Change For decades, PepsiCo beverages have had success in capturing much market share of the soft drink industry through fascinating advertising campaigns. Their campaigns revolved around the idea that Pepsi was a drink for the young and young at heart. The advertisements were filled with optimism and aimed to bring people together in some way. At the turn of the twenty-first century, Pepsi was challenged with the fact that people were simply drinking less soda to switch to healthier options. In response to the issue, Pepsi began to expand its product portfolio by including healthier alternatives to the sugar-filled soft drink. Although it was a good attempt to conform to the more health-conscious world, this new focus hindered the attention that was given to their money-making products. Pepsi knew they had to appeal to their audience as more than just a soft drink brand. The problem was how do to so. We will write a custom essay sample on Pepsi Refresh Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They began to follow the sentiments of the country and focus on making a change for the better of society. First they launched the Refresh Everything campaign, which gave Pepsi a voice and then the Pepsi Refresh Project, which put that voice to action. The project, which aimed to increase brand equity, earned them an award at the International Advertising Awards but failed to increase sales or market share. Even though the project was successful it was not selling product, which in the end was the main goal. The Pepsi Refresh Project took advantage of one of the company’s best strengths, brand awareness. People knew about Pepsi and were interested in what they were doing to better the society around them. Pepsi saw this new project as an opportunity to establish a point of difference from their biggest competitor, Coca-Cola. They believed that the new socially conscious America was a threat to their industry and had to combat the issue by giving in and helping out. Through social-media and traditional promotion as well as various public relations, Pepsi was able to generate 3. 24 billion media impressions, estimated to be worth $66 million in earned media value, with the Pepsi Refresh Project. Because much of their promotion was done through social networking, Pepsi added 3 million Facebook fans and 53,000 Twitter followers. They also advertised via commercials on NBC, ABC, Fox, MTV, Spike, and ESPN and had print ads in People and Parade magazines. For public relations, they encouraged celebrities to participate in the program and offered grants to help their cause. Even with all of the success in participation of the program, the numbers that really mattered were not increasing. Pepsi sales dropped 4. 8% while market share also decreased. Ultimately, Pepsi believed that long-term brand equity was gained but was unsure whether to continue the project. They could not go another year spending the same amount of money on the Pepsi Refresh Project without their sales increasing. In my opinion, Pepsi broadened the way people think about them as a company and for that, the project was a success. I do not think that continuing this project would be beneficial and they should lend their focus to creating a campaign that drives sales now that they have an even stronger brand equity and awareness.

Ultimate Guide to Write a Perfect Annotated Bibliography

Do you know nothing about the annotated bibliography? Do you have no idea at all what are its requirements and basic structure? Do you want to know how to write an annotated bibliography? Dive in and learn how to craft a perfect annotated bibliography. Quick Links 1. What is an Annotated Bibliography? 1.1 Abstract Vs. Annotation 2. Purpose of Annotated Bibliography 3. Types of Annotated Bibliographies 3.1 Example of an Informative or Descriptive Bibliography 3.2 Example of Critical or Analytical Bibliography 4. How to Write an Annotated Bibliography? 4.1 Pick the Sources 4.2 Review the Elements 4.3 Write the Citation 4.4 Write the Annotation 5. Annotated Bibliography Format 6. MLA Annotated Bibliography Example 7. Annotated Bibliography Example APA 8. Chicago Style Annotated Bibliography 9. Significance of Research in Annotated Bibliography 9.1 Get Professional Help 1. What is an Annotated Bibliography? First things first. You need to know what is an annotated bibliography. It is a list of citations to documents, articles, and books. Every citation is followed by a descriptive and brief paragraph, the annotation (comprising 150-200 words). Annotated bibliography is an organized list of sources. The basic purpose is to offer sufficient information to keep the reader interested in the original work. In simple terms, it describes whether the topic is useful or not and if yes, then why? Never confuse an annotation as a brief summary of a book, an article, or other web sources. It must be kept as simple as you can. 1.1 Abstract Vs. Annotation An abstract is a purely descriptive summary found at the beginning of a book. You can also find in a scholarly journal articles, web source or in periodic indexes. Annotations are also descriptive, but they are critical too. Also, they include; the description of the authority, the author's point of view and clarity of expression. 2. Purpose of Annotated Bibliography It does not have a single purpose. You need to explore the following points to develop an understanding. Offers a literature review on a particular topic Helps to make a thesis on subjects Provides examples of various sources of information Highlights the items that keep other researchers interested Reflects the research performed on a specific topic Students need to be careful about including all these points in their annotated bibliography, in order to earn a perfect grade. If you miss any point, you will not be able to depict a complete understanding of the source. This is a major requirement in this case. 3. Types of Annotated Bibliography There are two primary types: Informative or descriptive Critical or analytical 3.1 Example of An Informative or Descriptive Bibliography The conclusion and the main arguments of the author are discussed in the informative type. It can be considered as an abstract. Also, it highlights why the source is important for researching a particular question or topic. Here is an example of an annotated bibliography: For Example: Breeding evil. (2006, September 8). The Times, 375(8496), Retrieved from www.thetimes.com The editorial from the Times highlights the controversy of video games and the impact they have on the people and users. The author describes the skepticism of the mass media, which has gone back to the pastimes of the ancient Greeks. The significance of the article is extraordinary in exploring the controversial dimensions surrounding video games from a wide standpoint. It is published to target the general audience. 3.2 Example of Critical or Analytical Bibliography A critical or analytical annotation serves various purposes. It not only summarizes the piece, but it also analyzes the material. The strength of the article is examined. Besides, the weakness is also mentioned to express the key flaws in the conclusion presented by the author. Majorly, critical, or analytical bibliographies are used in a research paper or project. It is necessary to understand the art of making a critical analysis of the material. For Example: Breeding evil. (2006, September 8). The Times, 375(8496), Retrieved from www.thetimes.com The editorial from the Times discusses the controversial debate of video games and their effect on the people. The article indicates that a wide range of gaming critics are over 4, and it is the issue of age. Games cannot be blamed under any circumstances. While the article briefly summarizes studies conducted in the dimensions of gaming and violence, it never analyzes the in-depth aspects. The article is not enough to reflect both sides of the story. If the researchers want to make a critical analysis, other research must be studied that has been conducted in the field. The bottom line is that the author says opposition of video games is generally because of the generation gap. Remember, the example is specifically related to critical or analytical bibliography. Pay keen attention to the last sentence of the passage. The research of the author is criticized here. 4. How to Write an Annotated Bibliography? Now you are all set to write your own piece of the annotated bibliography. Read the following guidelines to learn how to write an annotated bibliography. Trust me; you won't regret it. 4.1 Pick the Sources Before you write an annotated bibliography, it is a must to choose the credible sources. Here is where research skills come in handy. Identify records to the material which may be utilized in your topic. You must choose scholarly articles which are older no more than the last 5 years. 4.2 Review the elements After choosing the sources, review the elements. Always choose the items which offer a wide range of perspectives on the topic. Article abstracts are the key to this process.4.3 Write the Citation First, write a complete citation and then follow it with the annotation. Citation should be the entry of your annotated bibliography. So, write the citation on the top. Follow the correct format of the respective citation i.e. apa mla, harvard, chicago or any other . Moreover, you do not need to add a separate reference list, references or works cited page. Just add in-text citations in your annotated bibliography. 4.4 Write the Annotation Right after the citation, create an annotation. Remember! The ideal and informative annotated bibliography consists of 150-200 words. The following items are part of creating an annotated bibliography: The aim of the work A summary of the content The audience targeted by the author Relevance to the primary topic Any unique or special features relevant to the material The weaknesses, biases, or strength in the material. Annotated Bibliographies can be arranged in order or alphabetically. Know that the preference of the instructor is what you need to consider. 5. Annotated Bibliography Format Do you want to know how to do an annotated bibliography? The instructor, in most cases, directs to use the specific type of annotated bibliography. Yes, there are different types. Follow the guidelines carefully if you are asked to submit an essay with bibliography at the end. Always keep an eye out to set your annotated bibliography format right. Here are some common formats which your teacher will probably prefer to include in your instructions. MLA Style APA Style Chicago Style If you want to get complete knowledge of these formats, learn more by reviewing these annotated bibliography examples. Remember, the following two features remain the same in each type of annotated bibliography: Author's name must be on the left. The remaining text must be indented. 6. MLA Annotated Bibliography Example It takes practice and seasoned guidance to master annotated bibliographies With different formats, it becomes further difficult to produce powerful annotated bibliographies. Read the following mla annotated bibliography example to have an understanding of the MLA formatted annotated bibliographies. Lammot, Anne.Bird by Bird: Some Instructions on Life and Writing. Anchor Books, 1995. The most productive thing about Lamott's work is the reflection into the life of the writer. With victories and success, the doubts and failures of the writer are also discussed. The anecdotal mode of writing and giving several examples from personal writing career further guides the novice writers to excel. For the new writers, it is a powerful guide to become a pro writer. The writing style, educational and lightweight, has proven to be easily understood by students. The above example of mla annotated bibliography beams light on most appropriate way of writing annotated bibliography mla. Summarizing, viewing, and evaluation of the work are the three types expressed in above mla format sample. 7. Annotated Bibliography Example APA Ehrenreich, B., (2002).Nickel and Dimed: On (not) getting by in America. New York: Henry The book by Ehrenreich reflects a nonfiction piece which includes her research. The goal of the research was simple. She examined if it was possible to live on minimum wages in the United States of America (USA). To prove the point, Ehrenreich highlighted the experiences as a maid working for cleaning services and a Walmart sales employee. She acknowledges that her research has generated results, but the possibilities are limited. Nevertheless, the book offers a potential image of the rising cost of living in America and is based on seasoned research. The above annotated bibliography example apa includes texts in apa format. It is an example of apa annotated bibliography. In the first half, the book is summarized. The second half assesses the work and research of the author. This is how annotated bibliography apa is done. 8. Chicago Style Annotated Bibliography Davidson, Hilda Ellis.Role of the Northern Goddess. London: Routledge, 1999. Davidson's work is intended at presenting the diverse roles of the Northern European pagan goddesses in daily life. The diverse roles discussed by the author are hunting, agriculture, and several household arts. A single paragraph is enough in the chicago style annotated bibliography example. Read again, and you will notice that it is a detailed summary of the book and methods used by the author. Annotated Bibliography Sample If you have any difficulty understanding the concept, here is the sample annotated bibliography. It comprises all the necessary examples and everything important regarding annotated bibliography. Annotated Bibliography Sample (PDF) 9. Significance of Research in Annotated Bibliography Perform extensive research if you are analyzing the work of a credible author or source. As research is what differentiates quality and ordinary annotated bibliography. You simply cannot ignore the significance of research in annotated bibliography. 9.1 Get Professional Help Do you still think writing an annotated bibliography is a hard nut to crack? We can understand as it is not everyone's cup of tea to craft a perfect bibliography. Worry not! We've got you covered. Allow the experienced professionals at 5StarEssays to handle the trouble of writing critical annotated bibliographies. You can satisfy yourself by asking them for their sample annotations as well. To cut the line short, annotated bibliography often proves to be a headache for the students. Do not be one of them. The writers never compromise on quality. Gear up to reach the proficient writers and resolve the mystery of annotated bibliographies.