The Past, Present Future of Mäori Smokers

The Past, Present Future of Mà ¤ori Smokers Introduction Tobacco with the scientific name of Nicotiana tabacum is a plant known to originate on South America during prehistoric times and spread northward to North America. Long before Columbus discovered America 5000 years ago it was believed that the Native Americans already adapted, domesticated and refined the use of tobacco. Europeans and Spanish explorers spread tobacco to Europe and then to Asia including here in New Zealand, since then â€Å"tobacco is the fastest spreading plant in human history† (Herrick, C., Herrick, C., Mitchel, M. 2010). Native Americans first use this by shamans (medicine men) in sacred ceremonies by drying the leaves and smoking it in pipes. Tobacco have played an important role in the history, it is an important bartering product during the precolonial times and was one of the cause in the spread of slavery and the means to win the war for the independence of America. Now a days, many people all over the world use tobacco as a recreation despite the ma ny negative known effects from its use. People smoke tobacco because of its psychoactive effects which in turn relieve anxiety or a means of relaxation from stress and pressure, it stimulate the mind to be more active and sometimes cause hallucination; while most of the time people specifically the younger generations start to smoke to look mature, be like their friends and to experiment. By the time the younger generation becomes an adult, they become addicted and becomes their habit they cannot get away from in the long run. Tobacco smoking known to cause serious preventable diseases that could lead to death such as cancers of different kinds, heart diseases and stroke. This study will describe how did the Mà ¤ori people encounter tobacco smoking, the smoking trends of Mà ¤ori and lastly discuss the ways the government acts to these trends. The Beginning â€Å"Kai paipa† or literally mean eating pipe and â€Å"momi paipa† also means sucking pipe, this are the terms the early Mà ¤ori use to associate smoking but Mà ¤ori did not know tobacco smoking until 1700s when Europeans arrived in New Zealand. The first time they saw James Cook smoking a tobacco, the chief threw water over his head to see if his head was burning since smoke comes out of his mouth. He then told to the Mà ¤ori with him that if the water will put the fire out then he is human, if not then he is a demon and should be killed. After the water will run down his head, the wipe out the fire in the pipe, then it was decided that James Cook was indeed a human. Since then, tobacco was widely used as a standard trade item by 1800s. It was use a payment for Mà ¤ori (including children) for services and or as a form of gift in exchange of land and resources. By then Mà ¤ori of all gender and age become fond of tobacco smoking. Current Trends Currently there are 45.4 percent of Adult Mà ¤ori identified as smokers, this is more than two times the smoking rate of non- Mà ¤ori. 800 Mà ¤ori dies every year because of different smoking-related diseases which puts tobacco smoking as a leading cause of preventable death among Mà ¤ori in New Zealand (Ministry of Health 2009). Mà ¤ori adults have two times (women) and one and a half (men) the rate of smoking in total population. About 30 percent of Mà ¤ori women smoke during their pregnancy in New Zealand (Glover, M. et al. (2007). The number great numbers of Mà ¤ori smokers resulted to $260 million in tobacco taxes each year. Smoking during pregnancy can result to different kinds of complication to the unborn child. This complications are: Sudden infant syndrome (SIDS), premature labour and birth defects like spina bifida, cleft palate, clubfoot, congenital heart diseases and much more. Mà ¤ori begins to smoke at an average age of 14.6 years, but experimentation and initiation of smoking tobacco begins at the age of 10.7 years. On the other hand their non- Mà ¤ori counterparts initiates smoking at the age of 11.8 years old, much older than Mà ¤ori. (Paynter, J. 2008) in general, it is reported the youth got their tobacco by purchasing it themselves or from their friends and family. The rise of Mà ¤ori smokers in New Zealand subsequently also increase the number of Mà ¤ori that are exposed to second hand smoke. A report shows a 23 percent of Mà ¤ori are exposed to second hand smoke inside their homes while 10.9 percent for non- Mà ¤ori. 30.1 percent of Mà ¤ori exposed inside the car compared to 12.6 percent for their non- Mà ¤ori counterpart (New Zealand Tobacco Use Survey 2006). The current trends suggest that the overall population in New Zealand, basing on ethnicity, the Mà ¤ori are much more inclined to smoking compared to other ethnicity. The current trend on Mà ¤ori smoking rates also resulted in a 22 percent of Mà ¤ori deaths that relates to smoking compared to non- Mà ¤ori which only have 20 percent of death rate (Peto, R. 2006). The Help The principle of the treaty of Waitangi says that the crown has a duty to actively protect the Mà ¤ori interest, the word â€Å"Mà ¤ori interest† includes the health and safety. The needs of both Mà ¤ori and the wider community must be met. Health must be available to all and treat everyone â€Å"equally†. On health promotion and health programs, Mà ¤ori should get involve in the planning, delivery and monitoring in partnership with the governing body and non-government organizations for it to be successful. The Ministry of health of New Zealand set 3 objectives basing on the current trends of smoking. These are: to reduce smoking initiation, to increase quitting and lastly to reduce exposure to second-hand smoke. Different programs and promotions were establish to attain these objectives. Some of this programs/projects are: (Ministry of Health 2014) National Quit Month Is provided by ASH New Zealand (Action on Smoking and Health), this project is a national campaign with the aim to create sixty-five thousand quit attempts with the help of different networks of professionals, media, commercial or business partners and other organizations. WERO (Group stop smoking competition) Auckland UniServices are providing this project. In the project, different ethnic groups in New Zealand, including Mà ¤ori and Pacific peoples compete for the most number of smoke quitters. This is with the help of different smoking cessation provider and coach. The project hopes to initiate mass quitting, because this groups are competitive in nature. Campaign to enhance smoking cessation interventions in general practice – This project focuses on the primary care sector. This is project utilizes different kinds of media like video to present information on tobacco smoking and the ways to prevent or stop this addiction. Incentives for Pregnant women to Stop Smoking – due to an increase number of smoking pregnant women, this project will focus on the younger generation. This project will teach and guide them through intensive support and incentives like vouchers given to successful participants. Supporting Smokefree Intersectorally – Provided by Counties Manukau DHB, this projects supports smoking cessation non-government agencies or organizations in the places with greatest need primarily in the place of Counties Manukau. Quit Bus – A mobile bus which travels to different regions, especially to areas that is hard to reach. This bus will provide support with the people who wish to stop smoking. Shifting the Culture in Mental Heal Services This project aims to improve the mind-set of the current acceptance level and the encouragement of smoking. This includes the research and development of guidelines and takes it into action in the primary site. Smoke free Movement – This project provided by Massey University focuses on youth to create a smoke free movement. This includes different competitions like designing of smoke free applications or software, video blogs and video documentaries about smoking. Back to the Future: Preserving our People through Performance – This project is provided by National Heart Foundation – Tala Pasifica. This project uses the conventional methods know to different cultures or traditional methods of communication. These are though entertainment, storytelling, humour and dance. Modern ways of spreading information are fully utilize like Facebook and online blogging. Taking NRT Direct to Smokers – University of Otago is the provider of this project. This project focuses on giving smokers an opportunity to try Medsafe-approved nicotine replacement. Used as a therapy to stop smoking. This will give the smokers motivation and inspiration to quit tobacco smoking. References Broughton, J. (1996). Puffing up a storm:‘Kapai tetorori!’Dunedin: Ngai Tahu Maori Health Research Unit, Dept. of Preventive and Social Medicine, University of Otago. Herrick, C., Herrick, C., Mitchell, M. (2010). 100 Questions Answers About How to Quit Smoking (pp 2-4). Sudbury, Massachusetts. Jones and Bartlett Publishers. Lange, R. (1999)May the people live: a history of Maori health development 1900–1920. Auckland: Auckland University Press. Barnett, R. Pearce, J. Moon, G. (2004). Does socialinequality matter? Changing ethnic socio-economic disparities and Maori smoking in New Zealand, 1981-1996 Broughton, J. (1996). Puffing Up a Storm; Volume I –â€Å"Kapai te torori!† Dunedin: University of Otago Ministry of Health. 2009. Tobacco Trends 2008: A brief update of tobacco use in New Zealand. Wellington. Ministry of Health. Blakely T, Fawcett J, Hunt D, Wilson N. (2006). What is the contribution of smoking and socioeconomic position to ethnic inequalities in mortality in New Zealand? Lancet2006; 368: p. 44-52. Peto, R., Lopez, A.D., Boreham, J., Thun, M. Deaths From Smoking, Mortality From Smoking In Developed Countries 1950-2000 (2nd edition, revised June 2006) Glover M et al. (2007) Cessation support for pregnantwomen who smoke: A survey of New Zealand general practitioners and midwives. Auckland: University of Auckland Paynter, J. (2008). National Year 10 ASH Snapshot Survey, 1999-2008: Trends in tobacco use by students aged 14-15 years. New Zealand Tobacco Use Survey 2006, Wellington:Ministry of Health. Ministry of Health. 2014. Smokefree New Zealand 2025 Innovation Funding – Successful Projects. Wellington. Ministry of Health. â€Å"

English is a second language Essay

For many poets, English is a second language. Many poets feel trapped between two cultures. Choose 3 poems we have studied which show this. The collection of three poems I have chosen to use give an in-depth incite into the fears and feelings that an outsider goes through after settling in to a new country. The cultural differences between the poet’s home countries and their new home country become very clear and this major life change is mainly what fuels their discontent. All three of the poems give the impression that the poet is unattached and that they feel as if they are not a member of any nation. All these problems are shown in the three poems and by the end of each poem the reader almost feels as if they have some role to play in this person feeling so alone. The first of the three poems is called, â€Å"Search for my tongue,† and it is about the poet searching herself for her mother tongue. The poem starts with a sense of bereavement as the poet mourns the loss of her mother tongue. The first few lines give the sense that the poet is proud of her roots and that her mother tongue is one of the only things left that attaches her to her home country. Her feelings towards her roots are strong and in the last few lines of the play we see how deep her roots go. The poem describes how her new language has starved her old one and how she strives to be able to speak as fluently as before. She seems to almost feel hate towards the new language that has starved her much loved mother tongue. She uses blunt sensual expressions to describe her emotional turmoil which shows how much her mother tongue means to her. â€Å"Mother tongue would rot. Rot and die in your mouth, until you had to spit it out. † The whole mood of the poem changes during the line, â€Å"I thought I spit out but over night while I dream, it grows back,† The but is pivotal in this line as it swings the mood of the poem around completely. The return of the mother tongue is signified by the six lines of translated Arab compete with phonetic expressions for the reader’s benefit. After this section of Arab text the poem suddenly springs into life. The sudden reappearance of the mother tongue is described using spring imagery. This may be used to signify the blossoming of her mother tongue after being dormant through the dark ‘winter’. This new soft and gentile description of her feelings is a lot different from the dark, harsh description that was existent at the start of the poem. This shows that when she has her mother tongue at her disposal she feels more relaxed and a lot happier with her new surroundings. The mother tongue gives her a feeling of a greater identity and a little bit of her past culture may help soften her evident homesickness. â€Å"Half Caste,† is a poem which takes on the term ‘Half Cast’ and the feelings that go through the mind of an half cast person. There is a great feeling of entrapment as the reader reads this poem as the poet comes across as being slightly aggressive and he uses the word, ‘You’ which automatically accuses the reader not a selected minority. This direct approach shows that this person is angry at the entire nation and that their frustration is down to the British people labelling people ‘half caste’. He uses phonetic language throughout the poem and that it’s like he’s teasing people who think he’s â€Å"only† half-caste. He uses comedy but at the same time he is teasing the reader as he is making people think again about how half caste doesn’t mean half minded. At the start of the poem he says, â€Å"Excuse me standing on one leg, im half caste,† This quote is written to be slightly ironic as throughout the rest of the poem he questions the discrimination against half-caste people. It also seems to be the poets English ‘half’ as in the next paragraph the text changes and it becomes clear that this is his Caribbean ‘half’. The way in which this poem is written shows the personality split that the poet must feel. Sometimes he may feel proud to be English and another day he may be ashamed to be Caribbean and vice versa. Throughout the poem the phrase, â€Å"explain yuself,† is repeated many times and it shows that he is disgraced by the actions of the reader and that he wants some reason to why he is subject to being tossed into a separate group to the average Englishman. He shows that a commonly used word like ‘Half Caste’ can be hurtful to someone of a mixed race. The poet is similar to the poet in the first poem because they both feel detached from their backgrounds and they both have come from different countries. â€Å"Search for my tongue,† and ,†Half Caste,† both deal with different problems when migrating to a new country. â€Å"Search for my tongue,† deals with the torment of losing touch with your past language and culture. † Half Caste,† deals with the discrimination against foreigners which is mostly spoken by people who don’t believe they have said anything wrong. This unawareness to the hurt such a widely excepted phrase like ‘Half Caste’ can cause someone needs to be improved and â€Å"Half Caste,† highlights this. The third poem, â€Å"Presents from my aunts in Pakistan. † is similar to the other two as the poet feel alienated from her past home and her present home. The quote, â€Å"I was alien in the living room. † The poet’s unease opening her presents shows that she feels she doesn’t belong to that culture anymore. The fact that she is half English makes her feel that she isn’t Pakistani enough to be able to were these clothes. The fact that she is half cast makes her feel detached from both her current and her past cultures. She is stuck in the middle of two worlds, much like John Agard in the poem, â€Å"Half cast†. As the poem goes on the poet searches her memory for any hints towards her past. Her memories of Pakistan to her are properly one of the most important things she has as they confirm her identity. Her Aunts gifts bring out a reaction in her friend which shows the large cultural differences between the two countries. The quote, â€Å"Didn’t impress the school friend who sat on my bed, asked to see my weekend clothes,† shows that to the English friend her Pakistani clothes were boring and she asked to see her casual wear instead of admiring the dazzling colour. In Pakistan these clothes would be rated very highly amongst teenagers and this huge difference in opinions give her a option, to be a English girl or a Pakistani girl. This indecision shows how she is stuck between two cultures. The poem says that she â€Å"longs† for denim and corduroy indicating her English side, but she also wants her parent’s Pakistani camel skin lamp. When the lamp is switched on, it shows a wonderful array of colours, but when it’s off it becomes dull. Maybe this represents the colourfulness of the Pakistani culture in comparison with the colourless English culture. In conclusion these three poems give the reader a different view of people who are half-caste or who have emigrated to a different country. They show the torment of not being fully attached to a certain culture and also the strain of adapting to a new language and a new culture. The poets of these three poems help the reader consider issues that they would have never thought about before for example the offence of being called ‘Half-Caste’.

The Absolute Best Approach You Should Be Using for Good Essay Samples Why I Want to Go to College

The Absolute Best Approach You Should Be Using for Good Essay Samples Why I Want to Go to College Good Essay Samples Why I Want to Go to College: No Longer a Mystery Custom writing means a significant company with high standards. So as to pass the very first obstacle, which is getting a fantastic job has become the most important. In case you have any questions, you can get in touch with our friendly support team night and day and get immediate assistance. Because it's a critical question. The Basics of Good Essay Samples Why I Want to Go to College The rules for writing a superb essay are the same. All terrific personal essays contain this crucial element. Get your creative juices flowing by brainstorming all the potential ideas you can imagine to handle your college essay question. These connections is going to be the skeleton of your essay. Playing Assassin's Creed is a superior thing. Bridget's essay is quite strong, but there continue to be a couple little things that could be made better. Stephen's essay is quite effective. When you're finished writing, you want to make sure your essay still adheres to the prompt. For instance, a why us essay might chat about how very interesting XYZ interdisciplinary project is and the way it fits nicely with your senior project. The essay is a fantastic tool, since it permits you to tell your own story in your words. Your essay should be unique to you. Also, utilize all the scratch paper you require. The goal is to flesh out all your possible ideas so when you start writing, you know and understand where you're going with the topic. The coat hanger comes out of a dumpster. Vital Pieces of Good Essay Samples Why I Want to Go to College It isn't important to us, whether you're too busy on the job concentrating on a passion undertaking, or simply tired of a seemingly infinite stream of assignments. All you could need to have is very good writing abilities. There are two major benefits of getting involved into freelance writing. Take a look at the course offerings . A desire for good grades can be damaging to actual learning. Be clear on the way the curriculum works. Practicality is far better than grades. As a consequence, such students start looking for the best essay help to make certain that their project is going to be produced at the maximal level in accord with all academic standards. Understanding Good Essay Samples Why I Want to Go to College Colleges wish to know you are an excellent fit for their school and have a true comprehension of it. Read on to learn more about how to do a good job demonstrating what they really want to know. After that, think about what they might want to know about their prospective students. Yale (and the remainder of the Ivy League) and MIT (and nearly all of the other Ivy-Type colleges) don't offer scholarships. If you wish to be admitted to nursing school, you are going to have to compose a why I wish to be a nurse essay. This academic paper might have to convince the admissions committee that you're a very good fit for their school. The essay should include specific information regarding Oberlin College. Besides highlighting elements of a school that are attractive to you, this essay also gives a venue to further explain what makes you tick and why this specific college is the perfect milieu to cultivate your specific passions. Schools are not solely seeking to accept the very best, the brightest, and most interesting, but also to locate the students who are the very best matches. High school is truly important to me and is something which I want to keep on doing. Don't bash different schools. To get to know teachers that let me through high school is actually likely to be challenging to leave behind. It will be exceedingly difficult to leave all my buddies and teachers behind. Today, it's more difficult to find a job if you don't go to college. Well there's fantastic news for you.

Residential schools - 1468 Words

Abstract This research explores how the residential schools established in the 19th century affected the Native population and the Canadian government. This has been done by examining primary sources such as digital archives, books, statistics and reports. Upon examination of these events, it becomes clear that residential schools had a long term negative impact on the Aboriginal communities and created a negative image to the Canadian government. Despite the government’s goals of assimilating the Native population, that nation was able to survive and will keep passing on their beliefs to the future generations. Table of contents Introduction†¦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‚¬ ¦.3 The impact of poor†¦show more content†¦Survivors remember having needles pushed into their tongue if they were caught speaking their language. These abuses, along with the poor hygiene, overcrowding and inadequate food and health care, resulted in an outrageously high death toll. In 1907, a study by the government medical inspector P.H Bryce reported that 24 pour cent of the kids died ar the schools and 47 to 75 pour cent of those who were discharged from the schools died months within returning home (http://indigenousfoundations.arts.ubc.ca). The impact The negative impact of the residential schools on the Native communities still remains to this day. Even the people who did not attend those schools still share the same millstones as their ancestors. These include domestic violence due to personal trauma and the loss of Aboriginal language, culture and traditions. Some of those who have attended the schools suffer from post-traumatic stress syndrome and the effects make it challenging to take part in social, family and professional environments. Many of the children grew up without experiencing a nurturing family life and without the acquaintance and skills to raise their own families. Also, the sense of worthlessness that was implanted in the students resulted to self-abuse. The extremely low self-esteem contributed to a high rate of substance use, alcoholism and suicide. The damage caused by the residential schools has caused intergenerationalShow MoreRelatedThe School Of Residential Schools1262 Words   |  6 Pagesthroughout th e stories and testimonies of the students of residential schools. First off, this text does have components that relate to me personally in regards to the ideals put forth by the staff at residential schools and attempt to convert the students to Christianity. I have been raised in a Christian home and brought up under Christian ways of acting and thinking in my everyday life. 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Initially theRead MoreResidential Schools in Canada Essay1065 Words   |  5 PagesSociology Dr.C.Barry McClinchey Residential Schools in Canada Before the nineteenth century, the Aboriginal people had their own way of teaching the children in their community, through organic education. In addition to providing knowledge and skills, organic education kept their culture alive (Ravelli amp; Webber, 2013: pg. 237). This is because the Aboriginal children would also be taught about their culture and its customs. But the Europeans thought, â€Å"Canada’s First Nation peoples were inRead MoreResidential Schools Were Government Endorsed Schools For Aboriginal Children1749 Words   |  7 PagesResidential schools were government endorsed schools for Aboriginal children. When children were sent to the residential schools, they were taken away from their parents and placed into a strange, unsupportive environment where the standing parental figures were often abusive towards them. 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