Research Paper on SEO Business

Research Paper on SEO Business Today, we live in the era of online business. The introduction of the World Wide Web was the sole factor, which made everything in the world closer to you. Now every person can reach everything he/she wants just by logging in to the web, while staying at home. The number of online stores is increasing each second. This has facilitated the competition between firms working in the same fields. The business world is witnessing novel ideas for the development of business every day. The most modern option for the development of business is search engine optimization or the SEO. Your place and reputation on the web has a great influence on the company’s success. People have significantly changed their lifestyles in the past decades. It brought about the corresponding changes in the society as well. Consumerism became highly important, as now people are looking for high quality products at a reasonable price. A lot of web-sites on the Internet made it possible for them to compare the cost of each commodity and to choose the best one for the lowest possible price. This is the situation which has opened up the entry for the process of SEO. Every site, involved in some sort of business, will design their website in such a way as to optimize their chances to gain top positions in search systems.

Factors Affecting The Classroom Environment Essay

This essay will set out to identify and discuss factors, which contribute to poor engagement in classrooms, drawing from the work of Wallace (2014). Galbraith (1990) (see Sogurno, 2015) perceives motivation as a concept that helps us to understand human behaviour and performance and as an unstable construct that cannot be directly measured or validated through the physical or natural sciences. Viewing motivation within the Further Education (FE) sector McMillan and Forsyth (1991 pg.39) define motivation as â€Å"purposeful engagement in classroom tasks and study, to master concepts and skills†. Identifying and maintaining motivation is a factor both students and professionals should work collaboratively to identify. This essay suggests ways and offers contribution to the on going development of attention retaining strategies within the classroom environment. Recent research investigating student motivation and behaviour identified both low levels of motivation and high levels of disengagement amongst students on vocational courses; Fuller and Macfadyen (2012) suggest that this finding has become increasingly apparent over the past two decades. There are many factors, which can be seen through research to directly link to students low motivation and disengagement such as poverty; food and clothing, influence from home and choices of going to college. Wallace (2014) noted that students attitudes to the vocational courses they were studying was a factor of low motivation, it wasShow MoreRelatedBehavior of the Student1605 Words   |  7 Pagesthese are just a few of the many excuses we will use to retreat with if possible back to our own little space we call our comfort zone, where we are in control again of our non-treating environment. Student misbehavior is one of the most troubling phenomena in education today. Student conduct problems in the classroom not only interfere with teaching and learning but are also thought to be a leading contributor to teacher stress and a precursor to later school dropout. Many districts and schools areRead MoreThe Integration Fo A Motivational Strategy Affects Students s Learning888 Words   |  4 PagesTeachers have so many issues related to students’ learning in the classroom and they want to find solutions by researching new ideas and strategies to help these students succeed. In addition, educators are doing research in finding ways on how to implement different approaches to help meet the need of all students. The literature review of this research study will emphasize valuable information to the refine question† To what extent will the integration fo a motivational strategy affects students’sRead MoreTeacher Turnover Is A Problem That Can Only Be Solved By Keeping Teachers947 Words   |  4 Pagesreplace. The article, â€Å"Factors Affecting the Retention of Secondary Family and Consumer Science Teachers,† explains the results of a study in Kansas that looked at specific factors affecting the retention of Family and Consumer Science teachers. A major finding was that support from administration and student respect were important to teachers. FACS teachers also said they wanted to improve student performance and student engagement and incorporate new ideas into their classrooms. It was important toRead MoreEffective Classroom Management Is The Number One Factor843 Words   |  4 PagesClassroom management is the number one factor in student learning throughout the school system. How well a teacher organizes the space, time, and materials used for student learning, is the best determinant for how well a student will do in a given classroom (Wong Wong, 2009). However, effective classroom management will include the discipl ine factor as well and how well they can handle bad behavior even though the goal is to create a positive learning environment Sternberg Williams 2002 (asRead MoreDebriefing Simulation As A Reflective Tool1034 Words   |  5 Pagesachieve their goal in reflective debriefing. Factors Affecting the Application of Reflection in Nursing Education Although, reflection was a useful strategy in nursing education, some classes succeed and some classes fail. It depends on many factors that comprise individual factors, interpersonal factors, and environmental factors. Individual factors Both educators and learner’ attributes have an effect on success and failure in reflective classrooms. First, lack of confidence and excess anxietyRead MoreLanguage Can Be Described As A Means Of Communication In1723 Words   |  7 Pages The way language and literacy are taught in a classroom cast vastly differ due to the social and cultural factors influencing it. The essay is broken into 3 segments; the first is to explain the topic statement by Grugeon and Gardner, the second is to determine what are the socio and cultural implications affecting language and literacy, and third is to define why is it important to understand those implications the effect they have in a classroom setting. In order to understand what grugeon andRead MoreHow the Environment Affects Students’ Learning Essay1281 Words   |  6 PagesHow the Environment Affects Students’ Learning By: Jessica Robinson REED 504: Processes and Acquisition of Reading Skills Professor Curbeam-Newby Recently there has been more thought put into how vital a students’ environment is as it relates to their academic success. Both community environment and physical learning environment in schools have a great deal of influence on how the students learn, handle certain situations, perceive things, and overall just how their brain processesRead MoreHow the environment plays a role in learning1009 Words   |  5 Pagesï » ¿ How the Environment Plays a Role in Learning Learning is an important skill that is essential for everyone to succeed in life which includes school, work and our community. Learning allows people to obtain basic knowledge, develop skills and new experiences. Whether the environment that we are in is stressful, combative or stress free, everything in it is important to the ability and capacity for which learning takes place. How does the environment play a role in the way people learnRead MoreA Heated Classroom Discussion : Affirmative Action Example Essay1522 Words   |  7 PagesResponding to a Heated Classroom Discussion: Affirmative Action Example The case involves a heated classroom discussion where a teacher, Jeffery Moran opens a discussion on Affirmative Action in the class and the students like Rikki Johnson connected the topic to racism and gender discrimination. Soon the discussion lost its essence and hot moments were created in the class due to radical opinions of the students on the topic. CASE ANALYSIS Question1. What are the situational characteristics relevantRead MoreClassroom Managment from a Teacher ´s Point of View Essay examples566 Words   |  3 Pagesregards to running a high school classroom as smoothly as possible. My foremost belief lies within the importance of embracing the diversity of my classroom. Another essential notion of mine is the magnitude of deadlines. One last thought I wish to discuss in this paper is the importance of respect amongst everyone in a classroom. I understand that the aforementioned tenets will be worthless I if I do not devise ways in which to make them a reality in my own classroom. nbsp;nbsp;nbsp;nbsp;nbsp;Diversity

Stopping the Repetition of the Past Musings of Antebellum America Free Essays

Stopping the Repetition of the Past: Musings of Antebellum America Author Henry James has said that â€Å"it takes a great deal of history to produce a little literature. † For over one hundred years slavery had crippled the African American people and aided the white man; however, when the Emancipation Proclamation was put into effect it would become a slow catalyst of change that would take over a century for the Civil Rights Movement to be at its pinnacle. Racial limits would be pushed, lasting tension would arise. We will write a custom essay sample on Stopping the Repetition of the Past: Musings of Antebellum America or any similar topic only for you Order Now A great American novel of this time should depict the questionable change in racial demographics of the United States. Set before African American freedom, Adventures of Huckleberry Finn, written by Mark Twain has been incessantly praised by authors and critics of all levels for pushing boundaries. It needs to be placed â€Å"in the context first of other American novels and then of world literature† (Smiley 1). Much like the American way of leaving the old country behind and immigrating to the United States, the novel’s loveable, young country boy of a narrator, Huckleberry Finn, pulls in readers of all kinds and feels the loneliness of being on his own travelling in the south, save for his runaway slave friend Jim. Along their adventures up and down the Mississippi River to free Jim, the reader follows Huck’s moral development, which is built up during different episodes in the story, but ultimately undone in the end. Although the â€Å"roundabout† nature of the end of the novel and Huck’s moral regression has rendered distaste, Adventures of Huckleberry Finn deserves its place in the literary canon of American literature for its variable structure, good-natured narrator, and reflections of Antebellum America. In essence, the ending of Huckleberry Finn is its pitfall. Hemingway claims that if you read the novel, that â€Å"you must stop when Nigger Jim is stolen from the boys. That is the real end. † One must go to where Huck tells Tom of stealing Jim out of slavery, where it is evident that Tom withholds the knowledge that he knows that Jim has already been freed. â€Å"What! Why Jim is – † he begins to say, but then stops talking before he reveals the facts (Twain 235). Tom Sawyer is â€Å"too fanciful, too extravagant,† making it clear that he is ultimately the ending’s drawback (Marx 10). It is clear that Tom Sawyer has begun planning his â€Å"adventure† almost immediately after finding out Jim was captured, and he takes advantage of his â€Å"best friend† Huck. According to James Pearl â€Å"the long and drawn out trick that Tom Sawyer plays on Jim makes the reader doubt if any real development has taken place† (2). After everything Huck does for Jim and the scrupulous opinions he forms, Tom comes back into the picture and pulls him back to his childish shenanigans. Huck allows his â€Å"so called friend† to take control of him, and the â€Å"follower† in him comes back out. He lets Tom boss him around and does all that he can to please him: â€Å"‘Oh, shucks, Huck Finn, if I was as ignorant as you I’d keep still – that’s what I’d do’† (Twain 248). Tom acts as another father figure to Huck: an additional lousy, bully like character. The natural growth of Huck and Jim’s friendship, the â€Å"pursuit of freedom and Huck’s gradual recognition of the slave’s humaneness – [are] rendered useless by the entrance of Tom Sawyer and his machinations to ‘free Jim’† (Peaches 15). Not only is Tom Sawyer unrealistic, but he is also charismatic and a natural leader, unfortunately in this case. At first, Huck questions Tom’s way of doing things â€Å"‘Confound it, it’s foolish, Tom,’† but later he becomes â€Å"Tom’s helpless accomplice, submissive and gullible† (Twain 250, Marx 12). Even Jim, â€Å"he couldn’t see no sense in the most of it, but he allowed we was white folks and knowed better than him† (Twain 256). â€Å"Huck is the passive observer,† who does not tell Tom what he is planning is wrong, and Jim is â€Å"the submissive sufferer of them, who does not fight back (Eliot 3). Tom adds unneeded agitation to a well written, historically reflecting novel. At the very end when Tom wakes up, he is asked why he would want to set a freed slave free and responds â€Å"‘Why, I wanted the adventure of it; and I’d ‘a’ waded neck-deep in blood to-goodness alive,’† behaving as an immature imp (Twain 292). After all that Tom and Huck put Jim through, some sort of reaction from Jim and a well-deserved outburst from Huck are expected; however, the actual response is quite the antithesis of what is expected. Huck still puts the menace on a pedestal, believing that â€Å"Tom Sawyer had done and took all that trouble and bother to set a free nigger free† (292). Jim does not even question Tom’s motives. When freed, Jim receives forty dollars from Tom, and the newly freed man claims in excitement â€Å"‘Dah, how, Huck, what I tell you†¦I tole you I ben rich wunst, en gwineter be rich ag’in, en it’s come true’† (294). While most of Adventures of Huckleberry Finn is not convincing, the ending surpasses the realm of improbability into ridiculousness. Leo Marx declares â€Å"the most obvious thing wrong with the ending, then, is the flimsy contrivance by which Clemens frees Jim,† which goes to say that although the ending is very humorous, it is quite agitating (9). This novel is a â€Å"masterpiece because it brings Western humor to perfection and yet transcends the narrow limit of it conventions. But the ending does not† (Marx 11). No matter how stirring the conclusion of the book is, there is still an insightful segment. During the â€Å"attempted† freeing of Jim, â€Å"Each shackle, chain, and discomfort applied by the boys to Jim makes Twain’s point that freeing a ‘free’ black man in the postbellum is protracted and difficult† (Godden, Mccay 11). Even after the Civil War ends and the Emancipation Proclamation is still in place, the actual â€Å"freedom† of African American men and women is not in attained. These oppressed people still live under the reign of a struggling, racially suppressive nation. A century after this period â€Å"freedom† is fought for again, yet won day by day. Just when the reader believes that some hope has arisen, Huck lights out for the territory just like he lights out from every other situation. Aunt Sally is â€Å"going to adopt [him] and sivilize [him] and [he] can’t stand it,† and that’s the end (Twain 296). No more to leave the reader thinking about how the narrator has developed immensely or how much struggle he has gone through, James Pearl has to â€Å"ask whether Huckleberry Finn goes in a line, or a circle† (1). Almost as soon as the reader opens the novel, which Hemingway has noted that â€Å"There was nothing before†¦There has been nothing good since,† an explanatory written by Mark Twain is seen. It is written that â€Å"In this book a number of dialects are used, to wit: the Missouri negro dialect; the extremest form of the backwoods South-Western dialect,† as well as the use of many more speech patterns that have â€Å"not been done in a hap-hazard fashion, or by guess-work: but pains-takingly, and with the trustworthy guidance and support of personal familiarity† (Twain Explanatory). Right off the bat Twain establishes respectable ethos or credibility, which lays the framework of language in the novel. As its characters speak throughout the book, it is easy to differentiate between the varying dialects that are used. Jim is a prime example of Twain’s â€Å"pains-takingly† written dialect, â€Å"I tuck out en shin down de hill en ’spec to steal a skift ’long de sho’ some’ers ’bove de town, but dey wuz people a-stirren’ yit, so I hid†¦Ã¢â‚¬  (55). To the modern day reader this is difficult language to become adept to reading, but it is quote easy to see that it is exquisitely written. â€Å"Twain creates the impression of the American folk culture through his use of dialect and phonetic spelling, which mimics speech, rather than writing† (Pearl 1). Even though many of the adventures are improbable, the credibility of the characters in them are made more convincing by mimicking this â€Å"native tongue† The use of the word â€Å"nigger† in the novel creates a sense of fury in countless Americans. Henry Peaches mentions Fiedler when stating that the racial-slur â€Å"has the odious distinction of signifying all ‘the shame, the frustration, the rage, the fear’ that has been so much a part of the history of race relations in the United States† (Peaches 12). However, Peaches and Fiedler do not put into account the culture in which Huckleberry was raised. Twain â€Å"uses language to show that access to culture and education defines character† (Pearl 1). Huck was raised in the South during the 1800s, before the emancipation of slaves, so naturally he and many others in the novel would use the word without an afterthought. All of the negative racial undertones used by Huck are not simply the thoughts of a young boy, they are reflections of Twain. This is expressed during the King Solomon chapter, where Huck claims that Jim â€Å"had an uncommon level head, for a nigger† (Twain 86). As chapter fourteen unfolds, the question of equality of the American people comes into play. â€Å"The debate about the Americanness of Huckleberry Finn reveals the larger struggle to define American identity† (Pearl 1). This book came at a time after the slaves in the United States were freed, but it is based before that. It was a time when Americans needed to contemplate their country’s history, and define for themselves the difference between right and wrong. When Jim cannot seem to understand why French men and American men do not speak the same language, Twain is inferring that all men should be equal, merely because they are men. Whenever the mix of the Ohio River and the Mississippi River is mentioned, there is a sense of pressure and divided pride. Those who live on the Mississippi River feel their Southern pride, â€Å"The Child of Calamity†¦said there was nutritiousness in the mud, and a man that drunk Mississippi water could grow corn in his stomach if he wanted to† (Twain 101). Although this quote seems very silly, it brings to light the foolish, yet very real northern and southern rivalry Northerners and Southerners had differing opinions about slavery and human rights, â€Å"they talked about how Ohio water didn’t like to mix with Mississippi water† (101). Richard Godden and Mary Mccay point out that â€Å"Twain locates this conversation very specifically†¦ [that] the intersection is political as well as geographical† (10). Later on in chapter twenty-two Huck goes to another town where a lynch mob goes after Sherburn. Sherburn may have just shot a harmless drunkard, but his speech is eloquent. What comes out of the communicative man is an expression from Twain based upon Southern antics â€Å"‘Why, a man’s safe in the hands of ten thousand of your kind – as long as it’s daylight and you’re not behind him†¦Why don’t your juries hang murderers†¦you’re afraid to back down – afraid you’ll be found out for what you are – cowards’† (Twain 162). Twain makes clear once more the way he feels about the south. This town, much like the south had â€Å"to be moving back, and back, and back,† it was still caught in its old ways, unjust and antiquated (156). Even Huck speaks to this â€Å"because the people that’s always the most anxious for to hang a nigger that hain’t done just right is always the very ones that ain’t the most anxious to pay for him when they’ve got their satisfaction out of him,† meaning that those who take advantage of others are raved up to use them but do not want to make an effort to pay the repurcusions of it (288). When Huck speaks â€Å"there is no exaggeration of grammar or spelling or speech, there is no sentence or phrase to destroy the illusion that these are Huck’s own words† (Eliot 3). The use of a child narrator in this scene is key. Humans have a predisposed inclination to care for young children, and these jaded, insightful words that come from Huck evoke a deeper sense in the reader. Coming from a child, these words have a stronger sense of meaning. The language and sentence structure that Twain uses for his characters goes hand in hand with the often abnormal juxtaposition he often forms. One night his pap â€Å"was all tired out†¦[he] said he would rest a minute and then kill me† (Twain 41). This subtly included sentence adds immense effect The predominant use of simple sentence syntax which â€Å"allow(s) him to handle the surfaces of the world as they come at him, or to watch and record others doing likewise† (Godden, Mccay 12). There is neither judgment nor alarm in his tone. When Twain constructs sentences in this way it catches the reader off guard and creates a realization of the cruelty of the world that Huck has become so adjusted to. Choosing right from wrong seems impossible when the person that taught him to delineate right from wrong was a morally clouded father. This is exemplified again during the Grangerford episode when Huck starts out describing Colonel Grangerford, â€Å"He was kind as he could be†¦Everybody loved to have him around too; he was sunshine most always†¦Ã¢â‚¬  and then continues with the unexpected fact that â€Å"the old gentleman owned a lot of farms, and over a hundred niggers† (Twain 125, 126). This is ironic due to the contrast between Huck’s romanticized view of the lovely Colonel Grangerford and the reader’s understanding that the man inhumanely owns over a hundred beings. Huck has a basic, yet growing understanding of how slavery is cruel, but not enough to equate slave owners as unjust people. Then when the Grangerfords and the Shepherdsons go to church with their guns â€Å"and kept them between their knees or stood them handy against the wall,† Huck includes then that â€Å"It was pretty ornery preaching – all about brotherly love,† as if the situation was not ironic nor strange in any way (129). The juxtaposition included in this statement as well as the irony exemplifies Twain’s opinion of the ridiculousness of age old vendettas and family rivalries in the South. After everything they leave church with a â€Å"powerful lot to say about faith and the good works,† which exacerbates the foolishness of the feud, they speak of faith, but try to kill of their enemies every chance they get (129). Twain’s opinions are not kept out of his book, but are hidden in some cases. They have created such a lasting legacy for Adventures of Huckleberry Finn. The author’s opinions and a wide variety of characters enable the reader to have a wider viewpoint of the people in this period of history. Following the Sherburn incident, Huck goes to the circus. He does not transition whatsoever, â€Å"I could a staid (at Sherburn’s), if I’d a wanted to, but I didn’t want to. I went to the circus, and loafed around†¦Ã¢â‚¬  (162). This sudden change happens a few times throughout the novel to help illustrate the extent of Huck’s age and lack of capability to process life altering situations, such as the death of his dear friend Buck, which symbolizes the death of the boy’s childhood. He immediately goes back to the raft, â€Å"We said there warn’t no home like a raft,† and continues back on his adventures with Jim (134). This action â€Å"leaves room for endless variation and adventures, with the endless variation of America’s inhabitants† (Pearl 1). The reader is never really sure what to expect next in the novel, which leaves room for prediction. The seemingly random episodes are expertly crafted to show Huck’s moral development. America at the time is a big melting pot of different cultures, which come into play with shaping the narrator. Beginning in the first few pages of the novel, the reader gets their first taste of Huck as a narrator. He is goodhearted, and does not judge, which makes him an unbiased storyteller. Beginning with speaking about the author, Mark Twain, Huck says that â€Å"he told the truth, mainly. There was things which he stretched, but mainly he told the truth† (Twain 13). Even when referring to his father who abuses him he does not see the wickedness in him, â€Å"but by and by pap got too handy with his hick’ry and I couldn’t stand it. I was all over welts† (37). By being an impartial narrator he allows â€Å"the reader to make his own moral reflections†¦He is the impassive observer: he does not interfere†¦he does not judge† (Eliot 2). T. S. Eliot is spot on when he says this. By being an â€Å"impassive observer†, the reader then takes Huck’s later moral development more seriously. During the Grangerford episode he learned that unique Emmeline Grangerford made poetry about people who had died and felt bad because no one wanted to make poetry about her once she died â€Å"so [he] tried to sweat out a verse or two [himself],† just because he felt that bad for a girl he had never met (Twain 124). This type of mature sincerity is uncommon among preadolescent boys. The development of Huck’s conscience comes a bit later in the novel, however the start of his moral growth begins before this. As soon as Huck and Jim meet again on the island Huck breaks norms of the time, and he chooses not to turn Jim in. â€Å"‘I said I wouldn’t [tell], and I’ll stick to it. Honest injun I will,† and he even claims that he does not care if â€Å"People call [him] a low down Abilitionist† (55). Although this scene is early in the novel it essentially sets the scene for the rest of the Huck’s progress, excluding the ending. Huck’s immediate reaction to help his newfound friend, whom he would be â€Å"incomplete without,† before he becomes well acquainted with him â€Å"is an unforgettable moment in the American experience,† and proves his heart is in the right place (Eliot 3, Marx). When he plays a mean, childish trick on Jim, who was once his slave, he apologizes â€Å"It was fifteen minutes before I could work myself up to go and humble myself to a nigger,† and even when he apologized he â€Å"warn’t ever sorry for it afterwards† (Twain 95). T. S. Eliot claims that â€Å"the pathos and dignity of a boy, when reminded so humbly and humiliatingly, that his position in the world is not that of other boys, entitled from time to time a practical joke; but that he must bear, and bear alone, the responsibility of a man† (4). Huck must reason for himself right versus wrong, and act as an adult, even though the role models he has had in his life have consisted o f an alcoholic father and foster parents who try to â€Å"sivilize† him (13). This is where he realizes that he needs to do right from there on forward. He would not â€Å"do him no more mean tricks and [he] wouldn’t done that one if [he’d] a knowed it would make him feel that way† (95). â€Å"Huck learns that Jim has real feelings, recognizes humanity, and vows not to play any more tricks on him,† which is Huck’s first big step in moral development (Pearl 2). However, after this big step, when Jim and he came close to Cairo, Huck becomes nervous. He realizes what he is doing is â€Å"wrong† in society’s terms. It made him feel â€Å"all over trembly and feverish,† this is his conscience playing a role in his life decisions for once. Sacvan Bercovitch believes â€Å"Huck’s desire to fit in is underscored by his inability to do so†¦He believes in racism, class hierarchy, Southern aristocracy†¦,† which is completely inaccurate (14). Huck tries to believe in these things because society has forced him to believe in them, but he is questioning what he has been taught The situation â€Å"got to troubling [him] so [he] couldn’t rest,† then he â€Å"got to feeling so mean and so miserable [he] wished he was dead† (Twain 110). He â€Å"couldn’t get that out of [his] conscience, no how nor way† (110). Stealing â€Å"that poor old-woman[‘s]† slave â€Å"scorched [him] more and more† (110). Huck â€Å"has vision† for the first time in his life that society may not be right and decides that he would do whatever â€Å"come[s] handiest at the time,† and not what is necessarily â€Å"right† (Eliot 2, Twain 113). When contemplating turning his friend in, he â€Å"got to thinking over [their] trip down the river,† and that while they were floating along they talked and sang and laughed (222). This leads to Huck’s decision that he will â€Å"go to hell† if that is what it takes (223). Leo Marx believes that â€Å"this is the climactic moment in the ripening of his self-knowledge. By stating he will go to Hell, Huck â€Å"has surrendered to the notion of a principle of right and wrong (Cox 190). His friend Jim is his father figure and â€Å"the power of Jim’s personality erodes the prejudices that Huck’s culture has instilled† (Peaches 14). When Henry Peaches states that Huck’s â€Å"attitudes extend no fu rther than his love for Jim,† it is not necessarily true (13). Huck does love Jim, he has become â€Å"a surrogate father to Huck,† and he immediately agrees to help Jim as soon as he finds out on the island that Jim is a runaway (Peaches 16). He also claims that â€Å"there is no tangible reason to assume that the regard Huck acquires for Jim during his odyssey down the river is generalized to encompass all blacks† (Peaches 12, 13). Peaches is correct that there is no â€Å"tangible† evidence, but just because Huck saves Jim as opposed to some other runaway slave does not make his motives any less genuine. While the ending of Adventures of Huckleberry Finn arguably is its drawback, the capricious structure and language, delightful narrator, and observations of prewar United States unquestionably give the novel its place in the literary canon of American literature. Once it is accepted that the last twelve chapters of the book are disappointing, it is easy to see the merit in the rest of the piece. Depicting the feelings of southern citizens and African Americans before the Civil War, it gives a glimpse into the past of a torn country. The legacy of Adventures of Huckleberry Finn will last for many years to come because of the profound impact that is had upon both America and other nations. Mark Twain’s writing has exposed the wrongdoing of slavery to the American people. By writing the novel after the Civil War, he has forced the country to look back in shame on the disturbing act of slavery and to fight for the cause of equality. It will live on because it is a book for everyone. Subtly including dark images with satire offers many interpretations, therefore giving a book that younger children can read and not see more than a story, and mature readers can look at with a deeper understanding. By looking into the past, one can help stop the repetition of heinous acts in the future. How to cite Stopping the Repetition of the Past: Musings of Antebellum America, Papers

Adolescence and Social Determinants Method †Free Samples to Students

Question: Discuss about the Adolescence and Social Determinants Method. Answer: Introduction: The impact of various influential determinants of health and the impacts that this influential determinants can facilitate on the status of public health has been investigated quite a few times by the researchers. The common verdict out of the extensive research that has been carried out indicated at the alarming nature of the determinants being able to alter both the health status and health outcomes. Hence a variety of models have been developed in an attempt to characterize or standardize the impact of the different range of determinants on health and health in general. One of the most relevant, applicable and abundantly used health determinant analysis model determinants of health model management, developed by the Dahlgren and Whitehead in the year of 1981 (Montano Kasprzyk, 2015). This model utilizes the broad concepts of different social or socio-ecological determinants and the most appreciative factor with this model is the fact that it discusses or evaluates the impact of each group of influential determinants in layers of effect. The authors have attempted to link the theory of social ecology with the concept of health, and attempts to analyse and evaluate the relationship of an individual, his health and the environment. There are four layers of determinants with their individual impact is analysed. The first layer is personal behaviour, the second layer is social and community influences, the third is structural factors and the last layer is general socio-economic, environmental and cultural influences (DiClemente, Salazar Crosby, 2013). As mentioned above, there can be a number of different factors can contribute to the health of different individuals. However the extent of the influence or even the pattern of influence depends heavily on the lifestyle, socio-economic status and living conditions of the individual concerned. Although, these influential components can be easily characterized or evaluated with the help of health determinant models. The determinants model of health can be one of the most applicable models of health to assess or analyse the impact of different social or socio-ecological determinants on the health conditions of any individual. The model by Dahlgren and whitehead uses a very broad concept of determinants which can be very easily applied to any particular situation; hence I would use this model to reflect upon my own health influences. However in my case the only layers of determinants applicable are layer three and four. In case of layer three, the structural element of my life comprises of sectors like living and working conditions, as I am an aspiring heath care professionals the exposure to health abnormalities can have a significant impact on my health and along with that the living conditions of mine has also a significant impact with the fact that I live in a highly congested and polluted area. The general socio-economic factor also applies to my situation as I belong to a particular ethnic background and with limited financial resources. Hence, the health care services accessible are also limited for my native background, and the lack of adequate cultural safety also limits my health acre experience (Babitsch, Gohl von Lengerke, 2012). Health behaviours can be defined as the set of traditional beliefs or principles that are applied in order for health promotion or prevention of any disease. There can be a various range of health behaviours and the health behaviours of an individual is generally influenced by the cultural and religious background or personal lifestyle choices. In regards to my own native ethnic background the health behaviours that I exhibit are also heavily influenced by my cultural beliefs and traditions. The health behaviour that I would like to mention here is the lack of or low level of physical activity that is very common and conspicuous for native Australian communities. According to the recent statistics shared almost 18% of the aboriginal individuals exhibit non-existent levels of physical activity. There are various factors that contribute to this particular health behaviour, first and foremost the lack of financial stability limit the time available to contribute to physical fitness sess ions and activities. Along with that, most of the aboriginal communities engage in handicrafts and handmade object manufacturing as earning options and therefore, with the most of the day spent in it the time for physical activity is limited. The lack of health literacy and knowledge regarding the need for physical activity to avoid certain health conditions also contribute to this particular health behaviour management (Braveman Gottlieb, 2014). A behaviour change theory can easily be applied to this scenario is order to overcome this health behaviour and change it for the better. It has to be understood that a health behaviours is associated with socio-economic conditions, lifestyle and health literacy or in some cases the traditional beliefs and understanding. The theory of reasoned action can be implied to this scenario, this theory attempts to link the change in behaviour with making the person responsible for the behaviour understand the consequences of their behaviour. Similarly, in this case, the lack of health literacy and understanding of consequences of the health behaviours have contributed to the establishment of this particular health behaviour. Health education and empowerment sessions employed can help in meeting the gaps in literacy and incorporating reasonable judgement in the natives that will propel them towards changing their behaviour for the better (Sallis, Owen Fisher, 2015). The obesity prevention program in place in the Australia takes into consideration the unequal distribution of obesity related health problem in the socio-economic minority groups like the aboriginals. The health promotional strategy to combat obesity related issues attempts to explore the key contributing factors behind the prevalent health behaviour contributing to the rise in obesity and target those to reduce obesity and promote healthy living in the minority groups (gov.au., 2017). The actions taken to improve health and reduce obesity include making the participants aware of the consequences of obesity and take logical decisions that will improve their health status and reduce bodyweight affectively; these actions will include dietary changes, physical exercise regime and frequent clinical assessment. Now according to theory of reasoned action, a behavioural change theory, knowledge incorporates reasonable decision making in the individuals. The aboriginals and their vastly lack ing health literacy and scientific reason regarding health promotional and preventative activities have contributed to the rise in obesity largely, incorporating knowledge and reason to the strategy in accordance with theory o reasoned action targets the health behaviour change efficiently (Dolatian et al., 2013). The Ottawa charter can be described as the health promotional framework introduced by WHO globally as an international agreement. There are five separate areas of action for the Ottawa charter that target each of the health promotional needs of the world. Among the 5 action areas, strengthening community actions relates to this scenario as it targets each of the minority groups and their health abnormalities associated with obesity. The second action that relates is Re-orienting health care services toward prevention of illness and promotion of health as prevention of obesity and promotional strategy for improving good health practices that can reduce obesity is implemented in the program (gov.au., 2017). References: Babitsch, B., Gohl, D., von Lengerke, T. (2012). Re-revisiting Andersens Behavioral Model of Health Services Use: a systematic review of studies from 19982011.GMS Psycho-Social-Medicine,9. Braveman, P., Gottlieb, L. (2014). The social determinants of health: it's time to consider the causes of the causes.Public Health Reports,129(1_suppl2), 19-31. DiClemente, R. J., Salazar, L. F., Crosby, R. A. (2013).Health behavior theory for public health. Jones Bartlett Publishers. Dolatian, M., Mirabzadeh, A., Forouzan, A. S., Sajjadi, H., Majd, H. A., Moafi, F. (2013). Preterm delivery and psychosocial determinants of health based on World Health Organization model in Iran: a narrative review.Global journal of health science,5(1), 52. health.gov.au (2017). Obesity prevention strategy. Retrieved 26 October 2017, from https://www.health.gov.au/internet/preventativehealth/publishing.nsf/Content/E233F8695823F16CCA2574DD00818E64/$File/obesity-3.pdf Montano, D. E., Kasprzyk, D. (2015). Theory of reasoned action, theory of planned behavior, and the integrated behavioral model.Health behavior: Theory, research and practice management. Sallis, J. F., Owen, N., Fisher, E. (2015). Ecological models of health behavior.Health behavior: theory, research, and practice. 5th ed. San Francisco: Jossey-Bass, 43-64. Viner, R. M., Ozer, E. M., Denny, S., Marmot, M., Resnick, M., Fatusi, A., Currie, C. (2012). Adolescence and the social determinants of health.The Lancet,379(9826), 1641-1652.