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Grand Canyon University ?Health Reforms Discussion

Grand Canyon University ?Health Reforms Discussion.

WRITE A response EITHER AGREEING/ DISAGREEING FOR FUTHER ELABORATING ON THE SUBJECT POSTED BY CLASSMATE.PLEASE:- minimum of 150 words or more- strong academic writing / APA style 7th ed (please use in-text citing and References with hyplerlink)- must be scholarly articles only no older than 5 years or website that is gov/ org. no blogs- please be original writing ( will check for plagiarism ).PLEASE, SEE BELOW CLASSMATE DISCUSSION ANSWER AND WRITE A response EITHER AGREEING/ DISAGREEING FOR FUTHER ELABORATING ON THE SUBJECT POSTED BY CLASSMATE.Previous health reform efforts failed because of the difficulty it represents (Teitelbaum & Wilensky, 2017). Health reform often refers to changes that seek to reduce the number of insured individuals and families. It can also address other factors such as medical errors, patient rights, and confronting the rise in insurance. However, the main factors as to why it is so challenging to achieve health reform are culture, the U.S political system, interest groups, and path dependency. The culture in the U.S lacks any consensus about health reform, delaying attempts in creating universal coverage. Also, Americans oppose government solutions to welfare problems, health reforms that rely on government-run programs, and public funding through tax increases. The U.S. political system is responsible for the social welfare programs, and it varies from state to state. However, the federal government continues to have advantages in using resources over the states, and our country prefers to support a Medicaid program than the federal-run program. Interest groups represent the members’ interests in policy decisions; they gain the ear and influence of politicians who vote on issues important to the interest group. Regarding health reform, interest groups have often been against it, mostly when representing employers and businesses. Finally, path dependency describes the particular way of doing things and how they become the norm, thus making it difficult to change its path (Teitelbaum & Wilensky, 2017).As discussed earlier, because of the U.S culture, there were many attempts in proposing, let alone passing universal coverage. The effort at national health reform succeeded because the Democrats have pushed for universal coverage for decades. Republicans, on the other hand, wanted to focus on lowering taxes and government spending as well as pushing for health care accountability in the hands of the states, not the federal government (Levitt, 2021).Social factors that contributed to the Affordable Care Act’s passage include family structure (Campbell & Shore-Sheppard, 2020). Before the ACA was implemented, marriage was a way to gain health insurance from the spouses’ employer, primarily if their employer did not provide or sponsor insurance. Another social factor contributing to ACA is the impact on vulnerable populations because, before ACA, many were uninsured, populations with low-income, low-education, and minority groups. A political effect would impact individual-level behavior and attitudes (Campbell & Shore-Sheppard, 2020). This refers to those who: benefit from the law’s provisions, pay for new benefits, embrace the expansion, or resent. Economically speaking, the financial and labor-market impacts contributed to ACA not only because of society’s interest in ensuring access to health insurance but also the risks of health shock can be reduced but not eliminated (Campbell & Shore-Sheppard, 2020).The Affordable Care Act was established in 2010 with three primary goals in mind: to make health insurance affordable to more people, expand the Medicaid program, and support innovative medical care delivery methods designed to lower the costs of health care generally ( These elements have been applauded for providing insurance to households with incomes between 100% and 400% of the federal poverty level. I think one distinct element that can be improved is to provide insurance to middle-class families. Growing up, my parents have always predicted that there would be no middle-class, only low-class and high-class in the future. My sister goes to the University of Arizona, and in one of her classes, they discussed how the middle class is slowly disappearing. So, I think it is important to provide insurance for “disappearing” classes because they are not making enough income or make too much income to even qualify for ACA, should they need that extra coverage.ReferencesCampbell, A. L., & Shore-Sheppard, L. (2020). The social, political, and economic effects of the affordable care act: Introduction to the issue. RSF: The Russell Sage Foundation Journal of the Social Sciences, 6(2), 1–40. Affordable Care Act (ACA) – Glossary.,insurance%20available%20to%20more%20people.&text=Support%20innovative%20medical%20care%20delivery,costs%20of%20health%20care%20generally.Levitt, L. (2021). The Language of Health Care Reform. JAMA, 325(3), 215-216., J. B., & Wilensky, S. E. (2017). Essentials of health policy and law. Jones & Bartlett Learning.
Grand Canyon University ?Health Reforms Discussion

Examination of the Cardiovascular System. The child should be undressed appropriately to the waist. In the older child, the examination easily performed with the patient sitting over the edge of the bed or even on a chair. Preferably, examine the younger child on the parent’s lap. Removing a toddler from his parents is less likely to yield good clinical signs and more likely to yield a screaming child. For examination of femoral pulses, the child should be in the supine position. Warm your hands by rubbing them against each other. STEPS OF THE TASK You should use the middle three fingers of your dominant hand to palpate the pulses against the underlying bone. The finger tips are used for palpation as they have maximum sensitivity. While palpating, the artery is stabilized by the proximal and distal fingers and the thrust of the pulse is felt by the middle finger. Partial occlusion of the artery by the distal finger improves the thrust of the pulse wave on the middle finger. Palpate all the pulses listed below first on the right and then on the left side. Always compare the respective pulses on both sides except the carotids. In case of carotids, palpitating both sides can induce cerebral ischemia and can cause the patient to faint. Carotid (don’t palpate both sides simultaneously) – Palpated at the level of thyroid cartilage along the medial border of the sternomastoid muscle either with finger tips or thumb (left thumb for the right side and vice versa) Brachial – Palpated with the elbow flexed along the medial aspect of the lower end of the arm Radial – felt at the lower end of the radius on the anterior aspect of the wrist, medial to the styloid process with the patient’s forearm slightly pronated and wrist semiflexed Femoral (DO NOT FORGET FEMORALS) – felt in the middle of the groin with the leg slightly flexed and abducted and foot externally rotated. Dorsalis pedis – can be felt on the dorsum of the foot lateral to the extensor hallucis tendon in the middle third of the foot Posterior tibial – felt posterior to the medial malleolus and anterior to the Achilles tendon. For assessing the pulse rate, use brachial pulse in an infant or toddler and radial pulse in older children While counting the pulse rate, count for 15 seconds and multiply by 4. But tell the examiner that ideally, you would like to count for one minute. However, if the pulse is irregular, then count for one full minute and also count the heart rate by auscultation. Rhythm – while looking for the rhythm, one looks for the gap between the pulse waves and comment on their regularity. Volume This is a highly subjective sign. It describes the thrust (expansion) of the pulse wave and reflects the pulse pressure. If high volume, always check for collapsing nature. (Hold the right forearm of the patient by your hand in such a way as the radial artery is under the head of the metacarpals of our hand. Lift the patient’s entire upper limb vertically by 90ï‚°and feel for the sudden and exaggerated rise and fall of the pulsations of radial artery.) Character – This describes the form of the wave and various types are decided by the rise, peak and waning of the wave. It is best appreciated in carotids. Radio femoral delay (femoral pulse appears following a time delay after radial – suggests coarctation of aorta) POST- TASK Make sure you don’t leave the child exposed. Thank the child/ parent for co operation if no further examination is planned VIGNETTE Characteristics of pulse should be described as follows Rate Rhythm Volume Character Symmetry Radio-femoral delay Rate Comment on rate as normal, tachycardia or bradycardia based on age specific heart. In general, for children over 3 years of age pulse rate >100 beats per minute is tachycardia and pulse rate < 50 beats per minute is bradycardia Tachycardia has poor specificity and always make sure child is not anxious/ febrile before attributing significance Bradycardia in a child is usually point to underlying pathology once exercise (athletes), drug intake (Digoxin, beta blockers) is ruled out. Rhythm Reported as regular, Regularly irregular and Irregularly irregular Regular – there is a normal variation of heart rate on breathing – sinus arrhythmia. It is present in most children. Regularly Irregular: abnormal beats occur at regular intervals – pulsus bigeminus, coupled extrasystoles (digoxin toxicity), Wenckebach Phenomenon Irregularly Irregular – no specific gaps between the waves – Extrasystoles are common in normal children and disappear with exercise. Atrial fibrillation is another common condition which causes an irregularly irregular pulse. Comment on the pulse deficit i.e. the difference between heart rate and pulse rate Volume High volume – anemia, carbon dioxide retention or thyrotoxicosis Low volume pulse is seen in low cardiac output states. Character Slow rising and plateau (pulsus parvus et tardus) – severe aortic stenosis Collapsing pulse e.g. aortic incompetence Pulsus Paradoxus- pulse is weaker or disappears on inspiration e.g. Constrictive pericarditis, tamponade, status asthmaticus Jerky pulse – normal volume, rapidly rising and ill sustained.-suggestive of hypertrophic obstructive cardiomyopathy Pulsus bisferiens – two peaks felt during systole, seen in the presence of moderate artic stenosis and severe aortic regurgitation Pulsus alternans – Pulse wave with alternate small and large waves – seen in severe left ventricular failure and arrhythmias Symmetry Unequal or absent pulses may be suggestive of previous surgery e.g. Blalock-Taussig shunt, repaired coarctation, cervical rib or absent radial pulse OSCE CHECKLIST PRIOR TO THE TASK Hand washing or using alcohol rub Asks the name and age of the child, if already not told by the examiner Explains the purpose of his/ her visit and what he/ she is going to do Positions the patient appropriately TASK Uses the middle three fingers of the dominant hand to palpate the pulses Palpates all the pulses first on one side and then on the other side Compares pulses bilaterally Does not palpate the carotids simultaneously Counts the pulse rate at least for 15 seconds If pulse is irregular, then counts for one full minute and also counts heart rate Looks for Radio femoral delay While describing the pulse, comments on rate, rhythm, character, volume, symmetry and radio-femoral delay POST- TASK Makes sure that the child is not left exposed Thanks the child / parent for co operation Task: MANUAL Measurement of blood pressure PRIOR TO THE TASK Mercury sphygmomanometer should be used as aneroid sphygmomanometer loses accuracy on repeated usage. Choose the appropriate size cuff – the cuff bladder should cover at least 2/3 of the length of the arm and 3/4 of the circumference . Cuff size should always be documented. Make sure that the child is calm and not crying or agitated Child can be either seated or in the supine position Any clothing over the arm should be removed THE TASK The convention is to measure BP in the right arm in a calm but awake subject. If conditions differ from this they should be documented with the reading. The elbow should be supported and flexed and should be at the level of the heart. The cuff is wrapped around the upper arm with the bladder centered over the middle of the arm. Approximate estimation of the systolic blood pressure is done initially by inflating the cuff fully and then deflating slowly and smoothly while palpating the radial pulse. Systolic blood pressure is noted at the point when the radial pulse returns. Following this, the blood pressure is recorded by auscultatory method which is the more accurate measure. The diaphragm of the stethoscope is placed over the brachial artery along the medial aspect of the lower end of the arm below the edge of the cuff. The cuff should be inflated to 30 mm above the palpatory systolic blood pressure and then deflated slowly and smoothly at the rate of 2-3 mmHg per second. Systolic blood pressure is recorded at the point when clear, repetitive tapping sounds are just heard. Diastolic blood pressure is recorded when the sounds disappear. In some children, instead of disappearing, the sounds muffle first before disappearing. In this case, the value at which the sounds muffle should be recorded as the diastolic pressure if the difference between the point of muffling and disappearance of the sounds is greater than 10 mmHg. POST- TASK Make sure you do not leave the child exposed. Thank the child/ parent for co operation if no further examination is planned While interpreting the readings, the state of the child should be taken into account. Values should be compared to normal values with reference to the age/height and sex of child. VIGNETTE In infants, instead of radial, brachial pulse should be palpated. Sometimes, auscultation can be difficult in infants in which case systolic pressure by palpation should be documented. If measuring a lower limb pressure, the same cuff can be applied to the lower leg and a foot pulse palpated. It is advisable to measure the blood pressure in both upper and lower limbs. When coarctation is suspected, it is imperative that blood pressure is recorded in both arms and one leg. The same should be done is cases of hypertension and in those who have had shunt surgeries as in Blalock Shunt. While recording blood pressure in the lower limb, a larger appropriate size cuff should be used and auscultation is done over the popliteal artery. The sounds which are heard while auscultating are called as Korotkoff’s sounds and has five phases. Phase 1 is the first heard clear, tapping sound, phase 2 is intermittent murmur like sound, phase 3 is the loud tapping sound, phase 4 is the muffling of sounds and phase 5 is disappearance of the sounds. Occasionally, the sound might disappear after the Korotkoff sound phase 1 before reappearing later. This ‘auscultatory gap’ can lead to either underestimation of the systolic blood pressure (if prior estimation of blood pressure by palpation is not done) or overestimation of diastolic blood pressure is the auscultation is not continued till the end. In atrial fibrillation, phase 4 of Korotkoff sound should be used for recoding diastolic blood pressure. Pulsus paradoxus is best appreciated while recording blood pressure by auscultation and is identified by recording the value at which the tapping sounds are heard only during expiration and the value at which the sounds are heard both during inspiration and expiration. When the difference between the two values is greater than 10 mmHg, pulsus paradoxus is said to be present. Pulse pressure is the difference between systolic blood pressure and diastolic blood pressure. A weak pulse is associated with narrow pulse pressure and is seen in cardiac failure, shock, aortic stenosis and constrictive pericarditis. Pulse pressure is wide in aortic regurgitation, hyperthyroidism, anemia and febrile states. OSCE CHECKLIST PRIOR TO THE TASK Washes hands or uses alcohol rub Explains the purpose of his/ her visit and what he/ she is going to do Positions the patient appropriately Chooses mercury sphygmomanometer Chooses the appropriate size cuff Removes any clothing over the arm TASK Supports the elbow and keeps it at the level of the heart. Wraps the cuff around upper arm with the bladder centered over the middle of arm Estimates systolic blood pressure by palpatory method Uses brachial pulse in infants for palpatory method Estimates systolic blood pressure by auscultatory method Uses diaphragm of the stethoscope for auscultation POST- TASK Makes sure that the child is not left exposed Thanks the child / parent for co operation Records blood pressure as estimated by palpatory and auscultatory method including the site and the position of the child Interprets the blood pressure Task: Evaluation of jugular venous pulse PRIOR TO THE TASK The room should be adequately lit for the assessment of jugular venous pulse The patient should be in semi-reclining position with the trunk at 45ï‚° to the bed. The head and the back should be well supported with a pillow under the head. The head should be positioned in the midline THE TASK Stand on the right side of the patient and assess the jugular venous pulse. The torch should be shined from the left in an oblique direction and the jugular pulsation is observed Jugular venous pulse is located just lateral to the clavicular head of the sternomastoid muscle. Pulsations of the jugular veins should be differentiated from the carotid pulsations as discussed below. The jugular venous pressure is assessed by measuring the vertical distance between the top of the jugular venous pulsations and the sternal angle (angle of Louis). In cases where the top of the jugular pulsations is not visible at 45ï‚°, increasing the reclining angle up to 90ï‚° can make the top of the pulsations obvious. The assessment is done when the child is breathing quietly Look for hepato-jugular reflex. This performed by exerting firm and sustained pressure on the right upper quadrant of the abdomen and looking for an elevation in the jugular venous pressure by 2-3 cm. POST- TASK Make sure you do not leave the child exposed. Thank the child/ parent for co operation if no further examination is planned VIGNETTE Assessment of jugular venous pressure is rarely important in the younger child. It is also difficult to obtain an accurate reading because of the short neck in children It can be generally measured easily if the child is greater than 10 years Jugular Venous Pulsation Carotid Pulsation Pulse lateral to sternomastoid Pulse medial to sternomastoid Better seen Better felt Multiple waves seen Single wave Abdominal pressure makes the pulsations prominent Abdominal pressure has no effect Valsalva maneuver makes the pulsations prominent Valsalva maneuver has no effect Can be obliterated with pressure Cannot be obliterated with pressure The right jugular vein is in a straight line with the right atrium and is more likely to show the pressure effects than the left jugular vein which has more tortuous course and is more likely to kinked. This can lead to false elevation of the jugular pressure. In patients with highly elevated JVP, the pulsation may be seen only below the angle of jaw. In such cases, increasing the reclining angle to 60ï‚° or more makes the pulsations more obvious. Turning the head slightly towards the contralateral side can make the pulsations prominent, if the pulsations are not obvious. JVP consists of a, c and v waves and x and y descent. ‘a’ wave is due to right atrial contraction, ‘c’ wave is due to bulging of the tricuspid valve and ‘v’ wave is due to atrial filing. ‘x’ descent is due to atrial relaxation and ‘y’ descent results from ventricular filling and tricuspid valve opening. The sternal angle (angle of Louis) is taken as the reference point as it roughly corresponds to the middle of the right atrium. JVP is elevated in congestive cardiac failure, fluid overload, constrictive pericarditis, pericardial tamponade, tricuspid stenosis and tricuspid regurgitation. Non-pulsatile elevation of JVP is seen in superior vena cava obstruction. ‘a’ wave are absent in atrial fibrillation. Large ‘a’ waves: are caused either by hypertrophied right atrium in response to decreased right ventricular compliance as in pulmonary hypertension and pulmonary stenosis or contraction of atrium against resistance as in tricuspid stenosis. Cannon ‘a’ waves are giant ‘a’ waves seen in early systole and is caused by contraction of the atrium against a closed tricuspid valve. It is usually seen in complete heart block and ectopics. Large ‘v’ waves are seen in tricuspid insufficiency. Sharp ‘x’ and Sharp ‘y’ descents are seen in constrictive pericarditis and restrictive cardiomyopathy. OSCE CHECKLIST PRIOR TO THE TASK Washes hands or uses alcohol rub Explains what he/ she is going to do Makes sure that the room is adequately lit Positions the patient in semi-reclining position with the trunk at 45ï‚° to the bed Supports the head with pillow to ensure relaxation of the neck Positions the head in midline TASK Stands on the right side of the patient and assesses the right jugular venous pulse. Locates the jugular pulse correctly If the jugular pulse is not obvious, then makes it obvious by turning the head slightly to the left and shines the torch from left obliquely if necessary Measures the jugular venous pressure correctly Looks for hepato-jugular reflex. POST- TASK Makes sure that the child is not left exposed Thanks the child / parent for co operation Lists the differences between carotid pulse and jugular pulse Task: general inspection of the body with reference to cardiovascular system PRIOR TO THE TASK Introduce yourself to the child and carer and ask for permission to examine For inspection, the room should be well lit. Ensure that the lights are turned on and the windows are open The child should be undressed appropriately to the waist. In older child, the examination is easiest to perform while they sit over the edge of the bed or even on a chair Examine the younger child on the parent’s lap. STEPS OF THE TASK LOOK – GENERAL General well being – Well/ Ill looking child Interest in the surroundings – Sick child will not be interested Size of the child – thinExamination of the Cardiovascular System
Onondaga Community College Difference Between a Robbery and a Burglary Discussion.

One of
the most misunderstood street crime concepts is the difference between a
robbery and a burglary. 911 centers commonly receive panicked calls from
home owners stating “I’ve been robbed!!” when the victim returns home
to find their residence ransacked. Our legislatures have differentiated
between these two crimes and their corresponding punishments for some
obvious reasons. Discuss the difference between these two crimes.
Give an example of one or the other from a real life experience (you
or someone you know) or at least use a recently publicized case.Each essay must be a minimum of 300 words, properly researched and referenced
Onondaga Community College Difference Between a Robbery and a Burglary Discussion

Unit 2 soc.. I don’t understand this Sociology question and need help to study.

In this paper complete all the required activities and answer the reflection questions. This assignment will help extend your understanding of the unit topics and concepts to applications in everyday life. Please respond to all of the questions in paragraph form with the question numbers labeled. You should incorporate concepts from the readings into your answers and cite the readings as needed. The paper should be 2-3 pages and submitted via Canvas by Sunday 11:59 pm CT.
Question 1
Watch the clip linked below that retells an account of an experience in a grocery store.

How is privilege present within this story?
How does this one personal experience connect to the larger history of oppression in the US?
How does this clip portray ways to harness privilege to promote social change?
What do you think about the effectiveness of this strategy? Cracking the Codes: Joy DeGruy- A Trip to the Grocery Store (Links to an external site.)

Question 2
Personal Reflection on Social Class: Answer the following questions about your class identity and reflect on how your identity is located within systems of privilege and oppression. Share to your comfort level and reflect on your experience as one example of understanding the connection between biography and history.

What is your social class position?
How have you learned about your class position?
How do you express your social class (ex: dress, communication, accessories, music, etc)?
What advantages and/or disadvantages, if any, do you experience based upon your social class?
Do you know of any stereotypes about your social class? If so, list them.
How does your class position intersect with other identities?

After reading the article about indigenous women and sexual violence, answer the following questions. How does the article exemplify the importance of historical context in defining and understanding social problems? Identify examples from the reading.

Unit 2 soc.

Case Study on Dubai Health Authority

Paper details Point out Dubai Health Authority strengths, weaknesses, opportunities, and threats along with analyzing the overall performance of the authority in the past, what challenges it faced during the pandemic of COVID-19 (ex: lack of doctors and hospital beds), what actions have been taken (ex: virtual doctor for every citizen and the opening of Dubai’s largest hospital called COVID-19 clinic), and good recommendations for future to be more efficient and improve its performance when providing services.

The writing manual, an example of a case study, and the grading rubric. Kindly follow the guideline and grading rubric to achieve a grade of A, and enhance the paper with a lot of details, solutions, and recommendations for the long-term.

Answer the questions.

professional essay writers Answer the questions.. Paper details Watch the Elvis Presley clip of his performance on the Milton Berle show. Why is this such a provocative performance? What does Elvis represent to both the fans and naysayers here? Can you name any other artists today or in the recent past who generate equal controversy on such a level? Why do you think this remains such an issue in music today? Answer the questions.

UCF The Case against The US Immigration The Camarota Article Discussion

UCF The Case against The US Immigration The Camarota Article Discussion.

Camarota Article:Follow the steps below to complete this assignment. 1.Read the following article: (Links to an external site.)2.Answer the questions on this handout. Answers should be in complete sentences, contain thorough but concise ideas, demonstrate your understanding of the article/your critical thinking, and be no fewer than 3 sentences for each answer. Article:Follow the steps below for this assignment. Answer each of the questions in #2 in complete sentences. Your answer should consist of at least 5 sentences. 1. Read the following article. (Links to an external site.)2. What is Kristof’s main argument? How does it support this argument? Is it convincing? Why or why not? How does it differ from Beck’s argument?Roy Beck :Follow the steps below for this assignment. Your answers should be in complete sentences and consist of no fewer than two sentences each. 1 ) In his video, Beck claims that the United States has taken in an average of 1 million legal immigrants since 1990. Verify this claim with this website (See Table 1): (Links to an external site.)He also claims that we take immigrants from “desperately poor countries/regions”. Verify his claim here: (Links to an external site.)And here (Choose the year 2015 and click on Table 3): (Links to an external site.)Explore his claims about the World Bank’s data on poverty here: (Links to an external site.)2) Then, answer these two questions: Are his claims true? Why are these reliable websites?3) Read the following NYT article. How does Beck respond to critics who call his ideas xenophobic? (Links to an external site.)4) How do you think Beck would respond to this article? Does this article support or refute his ideas? Why?
UCF The Case against The US Immigration The Camarota Article Discussion

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Read other students’ posts and respond to at least three of them. In addition to any other comments you may have, respond to the following:Respond to the points they made from their journal entry. Respond to the article they posted about Native American culture.Respond to the post with an interesting comment and probing question. Word count min of 75 words 1) Journal Entry 5 These few pages were very surprising because Lipsha finds out about his parents from Lulu. “People talked, but those two went together and fell in love” (Erdrich 301) Lulu is telling the story to Lipsha about how June had an affair with Gerry, one of Lulu’s sons, then along came Lipsha. June’s husband, Gordi, couldn’t bear her giving birth to another man’s child, so she went to Marie, having a soft spot for June, asked her if she would take in Lipsha as one of her own children. “I either gain a grandson or lose a young man who didn’t like me in the first place” (Erdrich 303). Lulu told Lipsha because she wanted him to know that she was part of his family knowing that everyone is keeping this secret, but she has nothing to lose since June and Gordi are no longer living. It fits in with the novel because we can see that June is Lulu’s daughter from her second marriage. That is how Lipsha is related to Lulu because when she looks at his features they have the same nose. The reason why this was significant is because each Indian that had an affair they would go to the person they trusted the most asking them to take in their children as one of their own. They do this so they can still take care of them, but from a far not letting anyone know they have a bastard child. This is frowned upon in a Catholic marriage because those two people belong to one another as partners, while other religions have multiple husbands/wives. The writing influences readers by keeping them in suspense of the drama going through each family member. Although there was drama amongst the families, they always found a way to help out one another. It makes readers want to finish the book to see how the family members that are still standing turned out.Work CitedErdrich, Louise, “Love Medicine,” Harper Perennial, New York, 2009 Print.Native American Culture One website that I found explains the culture of Native Americans. A cultural diversity between Native American groups have different race, ethnicity, language, nationality, or religion. In the novel we see a lot of that going on the reservation. Lulu has many kids from different men from Native Culture and other cultures. Native American culture can be lost due to conflicts. If they had a war going on and the other group invaded the territory the last culture is lost. As readers can see Lulu’s children lost their Indian culture by being diverse. This is a little bit of culture that readers see going on in this reading.2) For this journal entry, I chose to analyze the importance and the role of Lulu throughout the two chapters of assigned reading we are analyzing. Lulu is looked at particularly in a negative fashion at the beginning of this section, as the town looks at her as a “whore” and a liar because of her many children and the romantic relationships from which they came. However, the more we are told about Lulu’s despicable past, the more we question if there were any ulterior motives for her actions; In fact, we found how intelligent and meticulous Lulu is. Lulu is described as a “cat, loving no one, only purring to get what she wanted” (272). When Lulu gets the chance to defend herself and share her side of the accounts she’s being persecuted over, we see that she wasn’t a whore but like instead she says she’s “going to tell you about the men. There were times I let them in for being part of the world. I believed that angels in the body make us foreign to ourselves when touching” (272). This poetic statement made by Lulu displays her comprehension that her actions used to be senseless and that just because men wanted to have her she would let them. However it wasn’t because of the sex, but rather it was because for those moments she was able to forget about her worries and feel cared about and loved, which helped her overcome struggles in her life. This reflects a lot of traditional native American culture, as her family means everything to her, and as Luana Ross explained in her dissertation called Native American Cultures: Family life, Kinship, and Gender, “Native American societies are based on the concept of interdependence. Interdependence means that all things in the universe are dependent on one another. The idea is that everything in the universe works together to achieve a balance in oneself, the community, and the universe” (R.L.). Lulu loves to interact with others and displays these traditional Native American values, such as that by loving and connecting with people, the universe will be balanced and achieve piece. This, in my opinion, is Lulu’s purpose in the novel – to provide love to act as a medicine and heal people’s afflictions.3) Literary Journal #5In the section titled The Tomahawk Factory in Louise Erdrich’s novel titled Love Medicine, she has Lyman Lamartine narrate the section in first person. I find it very interesting how this section of the novel focuses heavily on the history of the tribe and how tribal history is preserved and remains over the years. This sparked my interest because in the section Lyman is able to open up a place which sells artifacts belonging to the Chippewa tribe. At first he had no desire to be connected to the tribe in this way. However after he was able to experience a point where he was able to see buffalo, he was able to stir up a deep down connection to his tribe and a sense of belonging. At first he viewed tribal artifacts in a way where he wanted to “Carve off the hide. Chop the carcass into chunks. Dry it. Freeze it. Tan the skin with the beast’s dull brains and live inside it as a shelter.” Later on, this view changes and he gains an appreciation for the history.Erdrich includes this section into her novel to elaborate on the theme of having a sense of pride and connection to ones heritage and culture. I believe that this theme has influenced me to start appreciating my culture to a deeper extend. At the same time I also gain a deeper appreciation of other cultures. Erdrich shows the struggles that many Native Americans experience and it allows me to gain more understanding on how way their culture operates and the struggles that they face. (Links to an external site.)Links to an external site.
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