The Chinese Cultural Revolution China - 1486 Words

The Chinese Cultural Revolution The history of China is a vast and extremely enriching topic. Stretching for thousands of years, Chinese culture has been able to grow and expand thanks to the help from others. Between the 13th and the 20th centuries especially, China has a multicultural and ethnical revolution. There is not just one thing that sets off this expansion, but multiple factors that will be discussed in detail through out this essay thanks to the Cambridge Illustrated Edition of China and The Travels of Marco Polo the Venetian. The Mongol invasion, Marco Polo, and the Qing Dynasty are all factors that lead to this cultural revolution. Chinggis (aka Ghengis) Khan is the most predominant name that comes to mind when Mongols are talked about, but it is his son (Ogodei) and his grandson (Khubilai) who are the reason the Chinese experience the multicultural and ethnical diversity during this time. Upon his death, Chinggis’s conquerings are divided into four territories with Ogodei, gaining control of Mongolia. He gains control of Northern China when â€Å"in 1234 he crushed the Jin† (Ebrey 170). This is a big step for the Mongols and by â€Å"1236 he had taken all but four of the 58 districts in Sichuan, previously held by the Song† (Ebrey 170). For any other nation with a big army this is not an impressive feat, but the Mongols are not like the other big armies of the time, since the Mongols themselves are no more than two million people. In fact they can base theirShow MoreRelatedTo What Extent Did The Chinese Cultural Revolution Impacted China s Economy From 1966-1970?2063 Words   |  9 PagesTo what extent did the Chinese Cultural Revolution impact the Chinese economy from 1966-1970? —————————————————— Word Count: 1984 excluding section headings Number of Pages: 17 Table of Contents Plan of Investigation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 Summary of Evidence†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Evaluation of Sources†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Analysis of Evidence.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.8 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..12SectionRead MoreModernization Of The Chinese Government And Democracy Essay1484 Words   |  6 PagesModernization of the Chinese Government and Democracy In the past 35 years, China has experienced significant transformation and modernization of its democracy and governance. This modernization process was brought by the death of Mao Zedong, the founding father of the People’s Republic of China and the Chairman of the country’s Communist Party since 1943. Prior to his death, Chairman Mao had started a Cultural Revolution in 1966 in attempts to revive socialism in the country and eliminate capitalisticRead MoreCauses Of The Chinese Cultural Revolution1198 Words   |  5 PagesRevolutions are prevalent events throughout human history, drastically refashioning and eradicating the fundamental ruling structures that prevail at the time. However, revolutionary Che Guevara stated in an interview with Liberation 1965, â€Å"A revolution is not an apple that falls when it is ripe. You have to make it fall†. Guevara relays the notion that there is no spontaneity regarding the causes of a revolution, but rather active eff orts based on strong incentives. An imperative example of Guevara’sRead MoreBenefits Of The Cultural Revolution884 Words   |  4 PagesThe Cultural Revolution had an enormous impact on the people of China From 1965 to 1968. The cultural Revolution is the name given to the Chinese Communist party’s attempt, under the leadership of Mao Zedong, to reassert its authority over the Chinese government. The main goal of the revolution was simple: the Chinese Communist party wanted to reform the Chinese people so that they believed and followed the communist ideology of absolute social equality. The group of people that the CCP, underRead MoreHow Art Can Be Used As An Expansive Instrument Essay1433 Words   |  6 Pagesculture and can influence people’s ideals and acts. Mao Zedong recognized this and in his attempts to turn China around culturally, he needed the arts and intellectuals on his side to influence the people of China. With this execution, he also spark ed the intellectuals and art that were not displaying Maoism as a threat, or in other words as the enemy. He enlightened the fresh, young minds of China and crossed out any form individuality and attempted to tie the bonds of the people and the governmentRead MoreMao Zedong : Chinese Cultural Revolution868 Words   |  4 Pages In 1966 Mao Zedong started the Chinese Cultural Revolution that would change the economic climate of China for generations to come. Mao’s goal for the Cultural Revolution was to create a clever organization of the masses that would in turn lead to increased productivity starting with the youth. Unfortunately this mobilization of the masses led to massive destruction as things spiraled out of control at a very fast rate due to Mao’s creation the Red Guard- an army of youths that would seek outRead MoreThe Impact of The Cultural Revolution on China from 1965-19681036 Words   |  5 PagesThe Cultural Revolution had a massive impact on China fr om 1965 to 1968. The Cultural Revolution is the name given to Mao’s attempt to reassert his beliefs in China. Mao had not been a very self-motivated leader from the late 1950’s on, and feared others in the party might be taking on a leading role that weakened his power within the party and the country. Basically, the Cultural Revolution was a failed attempt by Mao to re-impose his authority on the party and therefore, the country as well. NotRead MoreMaos Last Dancer1250 Words   |  5 PagesChina during the Cultural Revolution was a place where you were told what to do, and what to say. Today I will be speaking to you about Mao’s Last Dancer, the film adaption of the autobiography of Li Cunxin. To begin with, I will speak about the Cultural Revolution in China, where the story is set. Li’s story took place during the Great Proletarian Cultural Revolution of China, commonly known as the Cultural Revolution. This revolution took place from 1966 to 1976, lead by Mao Zedong, who wasRead MoreMao Zedong And The Mao Era Of China950 Words   |  4 PagesIn China after Chairman Mao, China had a period of post Maoism and was moving away from Chairman Mao to a more modernized China. Even though Mao Zedong had a hand in creating China and unifying, China in it is early years up to the Chinese Cultural revolution. His downturn or his bad Mao days were after the Cultural Revolution. In which many people in china suffered because of the Cultural Revolution and many parts of traditional Chinese culture was either erased or wiped out from History. Many peopleRead MoreEssay about Life for Teenagers in China During the Late 1960s1246 Words   |  5 PagesHave you ever wondered how life must have been for teenagers in China during the late 1960s? Most teenagers were inspired to fight in the Cultural Revolution. The Cultural Revolution was a movement in 1966. Mao Zedong motivated millions of chinese youths to challenge authority in order to depart from socialism. To further control the actions and ideas of the people in China, a group of youths called the â€Å"Red Guards† followed Mao’s beliefs and humiliated non-believers. These adolescents joined the

Chains On The Neck - 1179 Words

Oumaima Crary Professor Post English 1101 08 Oct. 2014 Chains: on the neck, on the wrists, on the ankles†¦ but also on the mind or on the heart. Chains have been and still are a way for humans to keep other humans from doing what they want. This kind of control can be used for various ends, like doing work or performing a task, and to keep doing it. This is what occurs in the historical situation known as slavery. In slavery, the person working or performing a task is doing so against his/her will or desire. He or she simply cannot choose to stop. Slavery doesn’t have to involve two or more subjects. It can involve one person, thanks to their complex human brain. One person can force themselves to keep doing something even though they may†¦show more content†¦However, that did not occur all the time (52). Due to prolonged family debt, some slaves could not break away. Ultimately, the slaves were under ownership of individuals, and they were required to complete the tasks the owner wished for (160-161). T here were different types of slaves, for example chattel slaves and serfs. Serfs were poor people who were obligated to farm the land of the lord that they worked for (964). Chattel slaves were considered to be personal property of an owner, their total being and future was at the whim of the owner (223). A serf could possibly have some influence on their well-being and future; a chattel slave could not. To Americans, the best known history of slavery is that of the slaves who lived and suffered in the southeastern United States, â€Å"the Old South†. Slaves were first used in continental America in the 1600’s. At one point thereafter, nearly every one of the thirteen colonies contained some slavery. In the southern region of the United States, the practice of slavery remained to keep the regional agricultural industries going. The practice of slavery in the United States, however ended with the Northern Union States winning the civil war. In today’s society, sl avery does still exists: sex slavery. According to The International Labor Organization (ILO), about 12.3 people are involuntarily working, forced to work as children, and are being sold as sex-slaves (Morrow 244). Families do indeed sell their

Nursing Is The Therapeutic Relationship - 1298 Words

According to the College of Nurses of Ontario (2009), â€Å"Nursing is the therapeutic relationship that enables the client to attain, maintain or regain optimal function by promoting the client’s health through assessing, providing care for and treating the client’s health conditions†(p.3). In nursing we learn how to help others by using a holistic approach. Depending on the health status of the patient, our role can be preventative, supportive, therapeutic, palliative or rehabilitative. The nurse’s role may be direct or indirect by means of education, management, administration or research (CNO, 2009). The body of nursing knowledge is fundamental of our nursing practice, which is organized and structured in various patterns. Carper (2012), identified four fundamental patterns of knowing in nursing, which includes empirics, esthetics, ethics and personal knowledge. White (2012), explored an additional knowing in nursing called sociopolitical knowing. In t his scholarly paper, I would like to explain the five ways of knowing in nursing with specific example from my own nursing practice. Empirics Empiric is the science of nursing which functions as the structural frame work of nursing practice. It helps to develop theories and models in nursing. It is the factual descriptions, predictions and explanations of phenomena in nursing. This type of knowledge can be obtained from nursing literatures, journals, text books and quantitative research. By using empirical knowledge the nurseShow MoreRelatedTherapeutic Relationship in Nursing1433 Words   |  6 Pageson the health outcomes of the patient, the nurse needs to build interpersonal connections with the patient to form a therapeutic relationship. The nurse also needs to be aware of the patient’s culture and practice in a culturally safe way when establishing this relationship. In this essay the main characteristics of both interpersonal connectedness and the therapeutic relationship will be described using relevant literature. It will then go on to describe culture and cultural differences and thenRead MoreTherapeutic Re lationship in Nursing1440 Words   |  6 Pageson the health outcomes of the patient, the nurse needs to build interpersonal connections with the patient to form a therapeutic relationship. The nurse also needs to be aware of the patient’s culture and practice in a culturally safe way when establishing this relationship. In this essay the main characteristics of both interpersonal connectedness and the therapeutic relationship will be described using relevant literature. It will then go on to describe culture and cultural differences and thenRead MoreImportance of a Therapeutic Relationship in Nursing1431 Words   |  6 PagesTherapeutic relationship is an essential part of nursing; it is the foundation of nursing (CNO, 2009). The National Competency Standard for Registered Nurses state that nurses are responsible for â€Å"establishing, sustaining and concluding professional relationship with individuals/groups.† Throughout this essay the importance of forming a the rapeutic relationships will be explained. The process of building a therapeutic relationship begins from prior to time of contact with a patient, the interpersonalRead MoreTherapeutic And Non Therapeutic Communication1108 Words   |  5 Pageseffects of therapeutic and non-therapeutic communications, in nurse-patient relationship, on patient’s conditions in hospital. The paper contains of explanation of each article followed by the relation to the PICOT statement. This paper will discuss the importance of therapeutic techniques, in contrast of non-therapeutic techniques, in health care setting by providing different resources and different rationales. It also will provide different types of techniques for both therapeutic and non-therapeuticRead MoreBenefits Of Being A Nurse Patient Communication996 Words   |  4 Pagesseparates the therapeutic and non-therapeutic communications for health care providers. The chosen articles are related to PICOT statement. Therapeutic comm unications can be applied for every single patient in hospital including patients with COPD. First of all, therapeutic communication is the â€Å"ability to use one’s personality consciously and in full awareness in an attempt to establish relatedness and to structure nursing intervention† (therapeutic communication in psychiatric nursing, 2014). NursesRead MoreReflection on Video Vignette Pregnant Stroke1011 Words   |  5 PagesIn this essay, I aim to elaborate on my knowledge and understanding of therapeutic communication prior to and after observing the video ‘Handover’ relating to ‘Pregnant stroke’; scenario-based videos. In particular, my focus is to relate the techniques utilized in the video for therapeutically communicating with the client with construction and enhancement of my personal skills of therapeutic communication, through analyzation and reflection. The video initiated as the paramedic staff informedRead MoreHildegard Peplaus Theory Essay1420 Words   |  6 Pagesby establishing a good relationship thru the magic key of communication. One of the most famous theorist in the history of nursing, recognized as the nurse of the century was Hildergard Peplau. Her Theory focused on the interpersonal relationship between the nurse, the patient and the patient’s family, and developing the nurse-patient relationship (Potter 2009). Peplau has had a major influence on nursing since she wrote the first comprehensive, theoretically informed nursing theory after FlorenceRead MoreQuestions On The Coat Of Arms Essay1307 Words   |  6 PagesArms our group designed includes what we think about nursing and the characteristics that a nurse should possess. From top to bottom, we have a clock that shows a patient recovering after receiving nursing care. The shield is the body and the core of our Coat of Arms, which is also our core value to ward nursing – what nursing means to us and what nurses should possess. Above the shield, we have a nursing cap which is a common symbol of nursing. In the shield, we have a stethoscope that is surroundedRead MoreThe Therapeutic Relationship Of The Nurse And Patient s, Recognises Professional Boundaries1537 Words   |  7 Pagesprovide the therapeutic relationship to the nurse and patient’s, recognises professional boundaries. The most important part of nursing is the nurse-patient relationship, which is essential to nursing practice, one of the most important in this relation is empathy, trust and respect for the dignity and potential of the individual/group. The concept of therapeutic relationship is particular interest to nursing as it has been identified as an important element in the nurse-patient relationship. There isRead MoreProfessional Boundaries As A Registered Nurse1651 Words   |  7 Pagesthe growing demand on registered nurses to improve patient centre d care has been a fundamental aspect of the nursing practice. Professional boundaries, behaviour and attitudes of the registered nurse towards patient centred care are vital to the progression of an effectual therapeutic nurse patient relationship. Professional boundary violations of ‘under and over’ involvement in the nursing practice can often affect the deprivation of a patient centred approach and a lack of respect and empathy for

The Effects of an Economic Recession - 910 Words

An economic recession is often thought of as a short term event. In reality, the effects of a recession do in fact have long lasting consequences; from decreased income rates, increases in unemployment, loss of investment and business opportunities, and much more. A job loss may force families into not being able to send their children to college. Even if these families are able to send their son or daughter to college, their experience may change during a recession. For universities to keep their doors open tuition must be increased and cuts must be made in multiple areas, such as cutting back classes, staffing, and whole departments (Irons). Real estate values fall dramatically during recessions. Being locked into a high rate mortgage for a home that is no longer worth the price these families are paying can cause major stress and depression. When a recession is considered to have ended the prices of homes will not return to their previous values instantly, it takes a vast amount o f time to see even a slight increase in property value after a recession. Every one of these examples can lead to economic scarring, which is long lasting devastation to the economy and individuals economic situations. Something as simple as a young child’s nutrition can impact cognitive development. When a child lacks basic nutrition requirements their grades, cognitive abilities, reading comprehension, and even salaries later in life will be lacking, and below the populations average. When aShow MoreRelatedEssay on Analysing the Recent Economic Recession and Its Effects1122 Words   |  5 Pagesalternation between economic downturns and economic upturns (Investopedia n.d.). A recession is an economic downturn and happens in every country and some recessions are worse than others and the output of GDP and employment are falling farther and faster. The great depression lasted from 1929-1933 and was a deep prolonged downturn in the business cycle before a recovery/expansion of the business cycle occurred and GDP and employment started to rise (Krugman Wells. 2012). The next recession lasted fromRead MoreEconomic Recession1290 Words   |  6 PagesEconomic Recession of 2007 William Mwangi Class title and section Professor’s name Due date of Assignment: 26th August 2011. William Mwangi Economic crisis Class Professor’s name 24th August, 2011. Economic Recession of 2007: What caused it and what were the after effects? Can we predict another major recession? Thesis Statement: Although the recession that dates back in 2007 is still long and deep and surely has shown some recovery, the potential that it will completelyRead MoreRelationship between Real GDP Growth and Transfer Payments Essay1101 Words   |  5 Pagesseen a consistent increase in transfer payments, regardless of the economic conditions faced by the nation. Some of this continual increase in transfer payments can be explained by demographics (Baby Boomers collecting Social Security), changes in the political climate (immigration amnesty in the 1980s) as well as the economic climate of the last decade (extended unemployment compensation). In this paper, we attempt to analyze the effect, if any, that transfer payments have had on real GDP growth inRead MoreThe Great Recession Fiscal Policy: Analyzing Problems and Solutions1429 Words   |  6 PagesGreat Recession of 2007 to 2009, the United States government implemented various fiscal policies in an effort to stimulate the e conomy. How the government responded as well as how those responses will affect the U.S. economy into the future are the focus of a proposed research study. In order to ensure an appropriate focus for the proposed research study, problems in existing literature must be evaluated. This paper is structured as follows. In order to better understand the Great Recession, theRead MoreRunning Head: Great Recession 1. Great Recession5. . .884 Words   |  4 PagesRunning head: GREAT RECESSION 1 GREAT RECESSION 5 Great Recession Name Institution Great Recession There are times when a nation undergoes economic hardship for a long or short period of time. The recession is the term used by economists to define this period, it is a time when the nation?s economic GDP is low for more than two quarters consecutively (Beckworth, 2012). Recession often results in plunges in the stock market, unemployment, housing market, and a decrease in the qualityRead MoreThe Beginning Of The Great Recession1392 Words   |  6 Pagesa. The Beginning of the Great Recession The definition of a recession is this: a significant decline in general economic activity, typically involving two consecutive quarters of decline in gross domestic product (GDP). In December of 2007, the American economy experienced an event of this nature—the Great Recession. This global financial crisis stemmed from what seemed like an isolated disturbance within the subprime US housing market but transformed into a catastrophic event. The GR officiallyRead MoreEffects Of Recession On The Employment Level1106 Words   |  5 Pages Recession is an economic phenomenon that comes in a cyclic fashion. Recessions generally occur due to an effect of adverse demand shock. Unemployment is one of the most prominent effects of recession. Due to the economic downturn, companies try to save money rather than investing it in a production process. On the other hand, the consumption power of the consumers also reduces by a significant level. These factors have a serious impact on the emp loyment level. After the recovery from the recessionRead MoreThe World s Economy Was Devastated1732 Words   |  7 Pages Assignment 4 GEOG200 Bradley Bache 3129292 Submitted September 10, 2015 In 1929, the western world’s economy was devastated. With the crash of the United States Wall Street, the realm drove into what is now known as the â€Å"Great Recession†. Its neighbour to the north, Canada also felt these affects as unemployment and poverty grew. After a decade of despair, the massive rise in government spending for the Second World War and the reductions in taxes, the economies returned to prosperRead MoreUnderstanding the Economic Recession in America Essay1165 Words   |  5 PagesThe economic recession of the late 2000s has been called the greatest economic downturn our country has faced since the Great Depression. American businesses and banks are failing, foreclosures are spreading like wildfire, and unemployment numbers have reached double digits. Under our current president, many are optimistic, but many others are fearful for the future. Economists have different speculations regarding the causes of the â€Å"Great Recession†. Some blame it on higher prices for necessitiesRead MoreThe Influence Of Two Contrasting Economic Environments On Business Activities Within A Selected Organisation1112 Words   |  5 Pages P5: Describe the influence of two contrasting economic environments on business activities within a selected organisation. Introduction In this document, I will be describing the influence of two contrasting economic environments on business activities within a selected organisation. I will be writing about supply and demand, unemployment, inflation, government policies and GDP. Step 1: Demand and Supply Demand Demand is when customers are willing to pay for a product or service at a reasonable

Understanding of Australian Healthcare System

Question: Discuss about theUnderstanding of Australian Healthcare System. Answer: Introduction: The World Health Organization describes a health system as 'all the activities whose primary purpose is to promote, restore and/or maintain health' (WHO, 2013). Further, a good health system 'delivers quality services to all people, when and where they need them'. The success of the healthcare system of a country is judged by whether it provides quality service, access for all, is affordable and equitable for the population it serves. The large amount of spending on healthcare by the US ($8387 per person per year) cannot be used as a measure of excellence. But it scores well on preventative measures that focus on reducing disease burden through prevention and early detection (How to compare health systems between countries, 2014)In Australia, the healthcare system offers highly subsidized and even free services for all. Other than robust finances healthcare system requires a highly trained workforce, and a policy framework based on needs and requirements of the people it provides ser vices to (/which-country-has-worlds-best-healthcare-system-this-is-the-nhs, 2016). The healthcare system provision in Australia consists of public and private service providers. It is accomplished by a network of providers that includes medical practitioners, nurses, pathology and testing services, clinics and hospitals. The publicly funded medical services are receive funds from the state and territory governments and function under the administration of the local, state and territory and the Australian governments. The private clinics and hospitals and pharmacies are funded and run by the private sector. A wide range of services are available to serve the medical needs of the Australian public, these include- preventive services, public health services, emergency healthcare, hospital-based treatment and care, palliative care and rehabilitation services. Primary healthcare services form the basis of the healthcare in Australia. Other programs that are provided by the government include- population health, community health and health infrastructure. Health services for the Aboriginals and Torres Strait Islanders are also provided. Regulation of the health services is done through legislation that governs the public hospital system. Sale of tobacco and alcohol products is regulated by governments. Ensuring the safety and quality of goods and appliances and medicines is a function of the Australian government. Quarantine arrangements and medical insurance provided by the private sector when required and a safe supply of blood and blood products are the responsibilities of the local and state/territory governments. Private hospitals are licensed and registered in order to facilitate monitoring by the authorities. The National Registration and Accreditation Scheme (NRAS) ensures that all practitioners are suitably qualified and if services are required, their mobility across the country is facilitated. The department of health ensures a responsive and flexible workforce for provision of healthcare services across all states and territories of Australia (Health Systems). Many countries have opted for co-payments. The level of out-of-pocket payments in Australia is at $731 per capita, which is higher than the OECD average. This puts the vulnerable sections of the population at risk, because they either avoid treatment and this has long-term negative fall-outs on their health or they cannot afford the expensive range of healthcare treatments at all. Even though the healthcare system is largely government funded in Australia, 20% of the time, patients have to make out-of-pocket payments. High rate of hospital admissions in Australia for the treatment of chronic conditions points to the rather low rates of prevention programs delivered through the primary healthcare system. In particular, two health issues that can be treated by better self-management of patients and primary care are asthma and chronic obstructive pulmonary disease. Lesser hospitalisations can then lead to reduced healthcare expenditure due to fewer hospitalisations. (/Health-at-a-Glance -2015-Key-Findings-AUSTRALIA.pdf, 2015). Health expenditure in Australia in 2012 was 9.1% of the GDP. In 2010-11, public sector spending on healthcare was 68%, 20.4% payments were made out-of-pocket, and 8.3% of healthcare expenses were covered by private insurance providers. 47% Australians were insured for treatment in private hospitals. These include affluent Australians and women between 20 and 30 years of age. Out-of-pocket payment is $731 in Australia against an OECD average of $590. About 18% Australians had to wait for more than four months for elective surgeries, according to the health policy survey of 2010. 16% Australians experienced an access barrier to healthcare due to high cost (Jeyaratnam Jackson-Webb, 2014). The Medicare services under the public health system offer free treatment by doctors, dentists and optometrists, and prescription pharmaceuticals. 85% of the healthcare burden in Australia is due to the non-communicable diseases, 10% of the healthcare resources were utilized in 2010 for treatment of injuries. On the contrary, just 5% of the disease burden was due to communicable diseases, neo-natal, nutritional disorders and maternal problems. Among the non-communicable diseases, 16% disease burden in 2010 was due to cancer, 16% due to musculoskeletal disorders, 14% due to cardiovascular disease and 13% due to mental disorders. The risk factors that contribute the most to disease burden in Australia are - dietary risks at 11%, obesity at 9% and smoking at 8%. The diseases that are on the rise due to these risk factors include- diabetes and cardiovascular diseases, cancer, uro-genital disorders and diseases of the endocrine system, examples are hypothyroidism and hyperthyroidism. Hypertension, lipid disorders, diabetes, depression and arthritis are the most common reasons why patients in Australia consult their general practitioners. According to the WHO, the global burden of disease has shifted to non-communicable diseases. While the developed countries have registered high rates of cancer, diabetes and cardiovascular diseases, the developing countries are also part of the pandemic that sweeps the world, due to lower food prices, sedentary life styles and poor nutrition. The expenditure incurred by healthcare systems is largely due to chronic diseases that can be prevented. 15% of the Australian population suffers from arthritis, 13% from lower back pain or slipped discs, 10% from hypertension and 10% each from asthma and depression. 360,000 Australians lived with cancer and 4.6% of the population is suffering from diabetes and its complications. 5% people living in Australia suffer from cardiovascular disease or have suffered a stroke. (/ill-health/). In Australia the per capita funding for the indigenous people was increased rather belatedly, by then the disease burden had grown to such an extent that it will take considerable time for the impact to be noticeable. In the U.S. the Indian Health Service provides the funding stream for the Indians, but it has shortcomings because funding is not hiked when there is inflation or salaries of healthcare staff increase. As the needs grow the funds appear to decline (financing/healthreport/IHNo33.pdf). Life expectancy for native Americans have increased by 39% from 51 years to 71 years from the year 1940 to 1995. But the disease burden due to chronic diseases has grown (Bramley, Hebert, Tuzzio, Chassin, 2005). Policy makers need to be inclusive while framing policy for improvement of health of the indigenous people and incorporate their values and beliefs for delivery of healthcare to be delivered with some success. The impact of colonisation and dispossession on the indigenous people's mental health has been immense. It is important to recognise their collective rights and sense of self-determination when implementing healthcare strategy for them (/sowip-press-package-en.pdf). Historically, the provision of health services for the indigenous populations has been rather poor. According to the Australian Department of Health the implementation plan for the Aboriginals and Torres Strait Islanders, a health plan has been under implementation from 2013-2023. It has several strategies for health improvement of the indigenous people that include- making an investment in health organisations controlled and run by the Aboriginal community. Reducing incidences of racism in the mainstream healthcare system so that the indigenous people can access health services without fear of being discriminated against. Increasing trained work force that is culturally sensitive to the requirements of the Aboriginals. Adoption of an inclusive approach to include the Aboriginal and Torres Islander peoples while planning, delivering healthcare services and the evaluation of services, so that the specific difficulties they face in accessing healthcare can be addressed. Adding numbers to the workforce that caters to their healthcare needs. (/national). Strengths of the Australian health care system include an increased emphasis on preventive medicine than before. About 440,000 Australians died due to causes that were preventable between 1997 and 2012. The adoption of preventive medicine to treat causes like heart disease, cancer and suicides has improved the ability of people to reverse symptoms and lead healthier lives through timely intervention (Ting, 2015). Most Australians who cannot afford expensive healthcare have the option of subsidized or even free consultations and pharmacies. But increased emphasis on chronic and preventable diseases in the Australian system of primary healthcare. The timely diagnosis and treatment of diabetes, obesity and lifestyle diseases is needed to reduce the disease burden. Another weakness of the Australian healthcare system is that it is becoming increasingly difficult for patients to understand and navigate. This is largely due to the fact that there is considerable control on funding by both- the federal and the state or territory governments. It will be easier for the various stakeholders if the federal governments steers and allows more spending to be done by the state or territory governments. Quality standards for healthcare should be extended to mental health and long term care services (https://www.oecd.org/australia/australia-s-health-system-is-too-complex-for-patients.htm). In the US prevention of chronic diseases is much better and the rates of cancer survivals are highest in the world. 90% of the population is covered by medical insurance. But obesity and mental health treatment does not receive enough attention. Co-payments have to be paid by patients and often the staggering costs of intensive testing, at times unnecessary, has to be borne by the patient. The medical profession is also influenced by increasing law suits. There are gaps in insurance that leave the patients to pay rather hefty bills if some area of their treatment is not covered by insurance. In its endeavour to improve the primary health care through preventing diseases so that the burden on healthcare services is reduced, Australia has started several programs that help to detect disease early. One such program is the Breastscreen Australia that sends invites to women between 50 and 74 years of age for a mammogram, every two years. The program aims to diagnose breast cancer in the early stages so that the disease burden can be reduced (/breast-screening-1). The highest incidence of melanoma in the world occurs in Australia. The SunSmart program was launched for prevention of this form of cancer. In the state of Victoria, about 40,000 cases of melanoma are diagnosed annually and in 2013, 460 people succumbed to the disease. Treatment is expensive and the burden on the healthcare system is staggering. Prevention includes teaching people how to balance the exposure to sunlight, so that adequate Vitamin D formation occurs but one remains protected from the cancer causing UV rays of sunlight. Protection includes wearing full sleeved clothing, applying sunscreen to exposed parts of the skin and wearing a hat. Methods of prevention and awareness camps are held at schools, offices, sporting clubs, childhood centres and several other locations. Since skin cancer is also highly preventable, the staggering amount of $500 million spent on its treatment can be brought down (Welcome to SunSmart). In conclusion, the delivery of healthcare is a complex process with several stakeholders. Each country has specific needs but there are several points to be learnt from one country to another. Australia has a healthcare system with robust finance and it largely dependent on federal and government funding. The US has a highly advanced healthcare system with a strong dependence on the insurance sector for funding. While Australia can learn from the US about how to implement preventive programs to reduce the disease burden; the US can think about ways to improve its healthcare delivery to the 10% of its population who are uninsured and cannot afford the high cost of treatment. References breast-screening-1. (n.d.). Retrieved from https://www.cancerscreening.gov.au: https://www.cancerscreening.gov.au/internet/screening/publishing.nsf/Content/breast-screening-1 Health-at-a-Glance-2015-Key-Findings-AUSTRALIA.pdf. (2015). Retrieved from https://www.oecd.org: https://www.oecd.org/australia/Health-at-a-Glance-2015-Key-Findings-AUSTRALIA.pdf ill-health/. (n.d.). Retrieved from https://www.aihw.gov.au: https://www.aihw.gov.au/australias-health/2014/ill-health/ index5.html. (n.d.). Retrieved from www.who.int: www.who.int/healthsystems/hss-glossary/en/index5.html policies-strategies/general/national. (n.d.). Retrieved from https://www.healthinfonet.ecu.edu.au: https://www.healthinfonet.ecu.edu.au/health-infrastructure/policies/policies-strategies/general/national sowip-press-package-en.pdf. (n.d.). Retrieved from https://www.un.org: https://www.un.org/esa/socdev/unpfii/documents/SOWIP/press%20package/sowip-press-package-en.pdf which-country-has-worlds-best-healthcare-system-this-is-the-nhs. (2016, February 9). Retrieved from https://www.theguardian.com: https://www.theguardian.com/society/2016/feb/09/which-country-has-worlds-best-healthcare-system-this-is-the-nhs Bramley, D., Hebert, P., Tuzzio, L., Chassin, M. (2005). Disparities in Indigenous Health: A Cross-Country Comparison Between New Zealand and the United States. American Journal of Public Health, 95(5): 844850. financing/healthreport/IHNo33.pdf. (n.d.). Retrieved from https://www.who.int/: https://www.who.int/healthsystems/topics/financing/healthreport/IHNo33.pdf health_systems/en/. (2013). Retrieved from https://www.who.int: https://www.who.int/gho/health_systems/en/ health-system/. (n.d.). Retrieved from https://www.aihw.gov.au: https://www.aihw.gov.au/australias-health/2014/health-system/ How to compare health-care systems (2014, June 29). /economist-explains-16. Retrieved from https://www.economist.com: https://www.economist.com/blogs/economist-explains/2014/06/economist-explains-16 https://www.oecd.org/australia/australia-s-health-system-is-too-complex-for-patients.htm. (n.d.). Retrieved from https://www.oecd.org/: https://www.oecd.org/australia/australia-s-health-system-is-too-complex-for-patients.htm Jeyaratnam, E., Jackson-Webb, F. (2014, September 1). /infographic-comparing-international-health-systems-30784. Retrieved from https://theconversation.com: https://theconversation.com/infographic-comparing-international-health-systems-30784 Ting, I. (2015, October 9). he-440000-australians-who-didnt-need-to-die-revealed-in-report-2015. Retrieved from https://www.smh.com.au: https://www.smh.com.au/national/health/the-440000-australians-who-didnt-need-to-die-revealed-in-report-2015 Welcome to SunSmart. (n.d.). Retrieved from https://www.sunsmart.com.au/: https://www.sunsmart.com.au/

Classroom Energizer free essay sample

The energize activities in this packet are warm-up games actors use to prepare for rehearsal and/or performance. They warm-up the actors tools (their body and voice) and create a sense of ensemble (teamwork) with fellow cast members. When used In the classroom, these actively have the same effect. The actively utilize the students five senses, motor skills, communication skills, create a sense of trust, and build an ensemble. They can also be used to teach or assess curriculum topics, Increase memory and focus energy. Have fun using these activities In the classroom!Clap the Circle Energize Activity where students learn to listen, respond and work together. Part l: Clap Together Have students stand in a circle with feet slightly apart and hand in front of them. Tell student that you are going to clap your hands, and they are to clap exactly the same time as you. Clap hands once. (Be sure to open your arms before clapping so students have a warning that the clap is coming. ) Students do the same. Repeat a few times. Name one of the students to be the leader. Repeat to the students: The object of this game is to clap together. Allow the student leader to clap a few times.Appoint another student leader, repeat the object of the game, and have them lead a few claps. Assessment: Ask the students, How was that? Allow for a few answers. Ask students, Were we together? Allow for a few answers. Discus: What did you have to do to be together? 3 Define Cue: a signal that It Is your turn; the last words or actions that come before another actors speech or entrance; a light, sound, physical or curtain signal. Part II: Pass It Turn to the student to your right and tell them you are going to clap your hands and that they are to clap exactly the same time as you. Be sure to open your arms before lapping so your partner has a warning that the clap Is coming this Is the cue. ) Clap and allow your partner to clap with you. Instruct your partner to now turn to their right and clap to with the next person. They must be together. Allow them to do so. Around the circle. When the clap gets all the way around the circle, pass it to your left and allow it to go all the way around the circle again. Again ask students, How was that? Allow for a few answers. Again ask students, Were we together? Allow for a few answers. Discus: What did you have to do to be together? Part Ill: ChoicesInstruct students that you are going to play the game again. This time when the clap comes to you, you have a choice, you can pass it along in the same direction, or clap again to the person who Just passed it to you, thus sending it back in the opposite direction. Tell students it is more important this time to give a clear and strong cue to whoever you are passing to. Again ask students, How was that? Allow for a few answers. Tell student this is the same as an actor on stage. They have a choice as to what to do once they receive their cue. The most important thing is to not drop the ball. Dont stop the game no tater what.Keep giving cues and passing to your partner. 4 Zip Zap Cop Energize where students learn to work together, connect with eye contact, utilize physical and verbal cues, and not drop the ball. Have students stand in a circle with feet together. Tell students the name of this next game is zip zap cop. Have them repeat the words zip, zap, cop. Inform them that the way they pass in the game is to lean in with one leg and point to a person across the circle. Eye contact is most important. Ask student to try this all together. Lean in with one leg and point to the person across the circle, connect with eye intact and say zip. That person does the same to another person across the circle and says zap. The next person passes with the same physical cue and says cop. The game continues by passing the word zip, zap, or cop across the circle. Inform student they are not allowed to pass to the person to the right or left of them. It must be passed across the circle. Play a few rounds. Assessment: How was it? Were the physical cues clear? Did each person connect with eye contact? The main thing the students need to know is not to stop or add any words besides zip, zap, or cop Dont drop the ball! Play a few more rounds and assess again.Options: When a student drops the ball or slows the pace down, they can be called out. If this option is used, make sure to clearly explain what the reasons would be for Zip, Zap, Cop Clap the Circle Combo Energize where students combine game rules and have to make a choice. Have students stand in a circle. Instruct students that they will be combining two games: Zip, Zap, Cop and Clap the Circle. The same rules apply from both games, however, when it is their turn each student has a choice, they can clap to the person to their right, clap to the person to the left, r zip across the circle.Physical cues and eye contact are most important for the combo game. After the clap has gone around the circle and a student want to go to Zip, Zap, Cop, they can always start with the zip. They do not have to keep track of where the zip, zap, cop left off previously. Inform students that this choice they have to make when it is their turn is the same for an actor on stage, who is always making choices. The important thing for an actor to do once they make the choice is clearly cue their fellow actors on stage so they can easily pick up the ball. Go Left, Go RightEnergize where student learn to pick up physical and vocal cues, make a choice, and pass the ball. Have students stand in a circle. Demonstrate: Turn your chin to the right and get eye contact with their person next to you and say, Go right. Instruct that person to do the same. Have student continue all around the circle. When it get back to you, turn your chin to the left and get eye contact with the person next to you and say, Go left. Instruct the person to do the same. Have students continue all around the circle. Assessment: Ask students, What did you have to do to make the pass go all around the circle?The important cues: eye contact, move the head, speak clearly. 6 Play again: Instruct student that when it comes to them, they have a choice, they can turn right and say, Go right, or they can turn left and say, Go left. Play a few rounds and assess. Zip, Zap, Cop Clap the Circle Go Right, Go Left Combo Energize where students combine game rules and have to make a choice. Have students stand in a circle. Instruct students that they will be combining three games: Zip, Zap, Cop and Clap the Circle and Go Right, Go Left. The same rules apply from all three games.When it is their turn each student has a hooch, they can clap to the person to their right, clap to the person to the left, or zip across the circle, or turn to the right and say Go right, or turn to the left and say Go left. Physical cues and eye contact are even more important now. 7 Who Changed the Movement? An energize where students learn to observe and communicate without words. Have Start a movement: for example: slap one leg, clap your hands, stomp one foot. Instruct students to do the same movement they see. Once all the students in the circle are doing the movement, ask for one student to change the movement.They are not allowed to say anything, Just do a different moment. Everyone else in the circle must observe the change in movement and perform it. Once everyone in the circle has changed to the new movement, instruct students that another student can change the movement as soon as they see that everyone in the circle is performing the change together. You can assist in students catching on by saying l see a change, as you perform the new movement when you see someone in the circle has changed it. Play a few rounds, then call stop. Assessment: Ask students, What did you have to do to play this game successfully?Answers: use their eyes, communicate without sounds, work together. Instruct students that the best movements are those that do not turn around. Ask them why. Play again: Allow student to add sound to the movement. 8 Pass the Prop Energize where students use their imagination and communicate through movement. Supplies: a prop (a paper cup, a scarf, a piece of rope, a book) Have Define prop as any movable item used on the set of a play or handled by an actor. Instruct students that the object of this game is to change the prop you are holding into something it is not. They must use it as if it is that object. There is no sound in this game. Hold the prop in your hands and demonstrate. For example: pretend it is a telephone, hold it to your ear and mouth words as if you are talking into it; pretend it is a shoe and you are slipping it on your foot; pretend it is a fork and use it to eat. Students are to call out what they think you have turned the object into. When they call out the correct answer, pass the prop to the student to the right. That student is to do the same. Tell students there are no repeaters allowed. If someone chooses the same object as you, you must come up with a different object to change the prop onto.Continue the game until everyone has had one turn. Assessment: Ask students, How was the game? What did they need to do in order to play successfully? Discus. Repeat the game again and have students add sound to the game. For example: if into it. Variation: The game can also be played without an actual object, so the students have to mime it. 9 When I Go to California Energize that strengthens memory and teaches tricks to memorizing. Have students stand in a circle. Start the game by saying, When I go to California m going to bring my and fill in the blank. For ex. : my suitcase, my dog, my swimsuit.Ask the student to your right to repeat what you said, then add what they will bring. For example: When I go to California, m going to bring my suitcase and my . Student will fill in the blank for what they will bring. The next student starts from the beginning by saying, When I go to California, m going to bring my They must repeat what you said, what the student to your right said, and then add what they will bring. Repeat the game around the circle. Assessment: Ask students if this was easy or hard. Ask them to explain. What did they do to remember what each person was going to bring to California? Discus.Challenge: The next time you play go around the circle more than one time to make it harder. The first time students must fill in the blank with only one word (a noun). 10 The second time they must fill in the blank with two words (an adjective and a noun). The third time around students must fill in the blank with more than two words (and adjective, a noun and why they will be bringing the object). For example: 1. When I go to California, m going to bring my sunglasses. 2. When I go to California, m going to bring my designer sunglasses. 3. When I go to California, m going to bring my signer sunglasses to keep the sun out of my eyes.Assessment: Ask students which was harder to remember, round one, round two or round three. Curriculum Variations: 1 . Have students use vocabulary from the word wall. 2. Have student use vocabulary from their present curriculum unit. 3. Change California to a curriculum related location, such as Mars, Hawaii, the rain forest, the Arctic. Instruct student they must bring an object that is needed in any of the specified location. Shake Down Physical Energize to shake out stress, distraction and help focus energy. Have students stand in a circle or Just by their desks. Instruct student to follow your lead: 1.Hold out your right hand and shake it and count from one to eight. 2. Hold out your shake it and count from one to eight. 4. Hold out your left leg and shake it and count from one to eight. Continue: 1. Hold out your right hand and shake it and count from one to seven. 2. Hold out your left hand and shake it and count from one to seven. 3. Hold out your right leg and shake it and count from one to seven. 4. Hold out your left leg and shake it and count from one to seven. Continue to shake and count decreasing by one count until you get down to one. 1 One, Two Energize that utilizes rhythm, timing and memory.Have students sit in a circle. Assign everyone a number: Start with yourself as number one, and have students gone around the circle counting up. Start the rhythm: 1. Slap both hands on your legs 2. Clap your hands 3. Snap your right hand 4. Snap your left hand 5. Repeat Once students have the rhythm, add the numbers: When you snap your right hand you say your number. When you snap you left hand you say someone elses number in the circle. The student with that number does the same thing: they say their number when they nap their right hand, and another students number when they snap their left hand.The important thing is to stay keep the rhythm consistent and keep the game going. Variations: Once students are comfortable with the rhythm and how the game passes around the circle, try any of the following variations: 1. Use student names instead of numbers. 2. Assign students with curriculum vocabulary words instead of numbers. 3. Assign students states and capitols instead of numbers. 4. Name a curriculum topic and have students come up with how to use it in the game. Have students vary the rhythm to accommodate their variations. Vocal Warm-ups Tongue Twister Energies where students warm-up their mouths (lips, tongue and teeth) and learn to pronounce all the letters in the words so they can speak clearly and be understood. It is also good as a memory game. Inform students when an actor is speaking on stage the audience want to be able to hear them and understand what they are saying. Actors will do vocal warm-ups to get and understood from the stage. Instruct student that when you point to yourself, it is your turn, and when you point to them they repeat what you say. Point to self and say, Whether the weather is cold. Point to student and have them repeat.Point to self and say, Whether the weather is hot. Point to self and say, Weal be together whatever the weather . Point to student and have them repeat. Point to self and say, Whether we like it or not. Repeat again slowly saying two lines at a time. Repeat as many times as needed until students remember the four line rhyme. Instruct students to pronounce every letter in all the words so the audience can understand them. 13 Add Rhythm: Instruct students to clap one time after the first line, one time after the second line, o clap after the thirds line, then two quick claps after the fourth line.Demonstrate. Have student repeat. One at a Time with Cues: Have students go one at a time around the circle, saying one line at a time. Instruct them that they must listen for their cue. The cue is the line before yours so that you know it is your turn and you know what line to say. For example: If the person before you says the line Whether the weather is cold, your line will be, Whether the weather is hot. It is important while you wait for your turn that you listen for you cue. Also instruct the students that they will be saying one line at a time, but they will all do the clapping together.They must also listen for their cue to clap. Go around the circle a few times. Additional Tongue Twisters Variations: Red Leather Red leather, yellow leather. Good blood, bad blood. Plumb Pickers Son I am the plumb pickers son, I pick peaches, not plumbs, But I will pick plumbs, Till the plumb picker comes. Weather Whether the weather is cold, (1 clap) Or whether the weather is hot, (1 clap) Weal be together whatever the weather, (so clap) Whether we like it or not. 2 quick claps) Betty Better bought a bat of bitter butter.If she puts it in her batter, it will make her batter bitter. So, Betty Better bought a bat of better butter. And when she put it in her batter, It did make her batter better. 14 One Red Hen One red hen Two ducks Three brown bears Four hopping hares Five no good robbers Six silly sisters sipping soda Seven sailors sailing the seven seas Eight enormous elephants eating apples Nine nasty nightingales nesting.