Tobacco – Cash Crop or Sacred Smoke

Tobacco – Cash Crop or Sacred Smoke

Tobacco use is the single most preventable cause of disease, disability, and death in the United States. (Centers for Disease Control and Prevention, 2011) However, tobacco use can be greatly distinguished by how it is used; either for its addictive properties or, for its use in spiritual prayer and offering. Western mainstream culture has glamourized the use of tobacco and it was often associated with romance, relaxation and adventure. (Tobacco. Alcohol, Tobacco and Illicit Drugs, 2008). There is another aspect of the use of tobacco – the spiritual aspect which encompasses people’s beliefs, identity and spirituality.

Before the arrival of Europeans in America, Native Americans were growing and harvesting tobacco to be smoked in pipes. Europeans exploring America learned of this practice and took tobacco seeds back to Europe where tobacco was grown and used as a medicine to help people relax.  (Tobacco. West's Encyclopedia of American Law, 2005) It wasn’t until the early seventeenth century that commercial production of tobacco began in the colony of Virginia where it became an important crop. Between 2000 and 2010, world cigarette production increased by twelve percent. Today, cigarette companies produce nearly six trillion cigarettes per year. (The Tobacco Atlas, 2012)

Each year, an estimated 443,000 people die prematurely from smoking or exposure to secondhand smoke, and another 8.6 million live with a serious illness caused by smoking. Despite these risks, approximately 46.6 million U.S. adults smoke cigarettes.  (Centers for Disease Control and Prevention, 2011). However, the tobacco commonly used today is not the same as the sacred tobacco used for Native American prayer, ceremonies and spiritual offerings. According to the Lakota elders, commercial tobacco use is described as casual, unspiritual, and destructive to health and culture, while “cansasa” (traditional tobacco) is used to promote spirituality, interconnectedness, humility, hope, and respect. Additionally, the tribal elders linked strong positive messages connected to traditional tobacco use (i.e.: spirituality, respect, health and wellness, humility, thoughtfulness) and suggested strong negative messages linked to addictive commercial tobacco (i.e. crime, loss of control and self-esteem, lack of respect to self and others, sickness and death). (R. Margalit, 2013)

The historical Native American ties with the sacred tobacco leaves are deeply rooted in their cultural beliefs. In the Hopi culture, every important ceremony is started with the sacred ritual of smoking naturally harvested Hopi tobacco. A man belonging to the Tobacco clan fills a clay pipe with dried tobacco leaves and then the pipe is lit by a man from the Fire Clan. The men ingest the smoke and fill it with pure thoughts of good things for all mankind. The smoke is not inhaled; it is only kept in the mouth to be filled thoughts and prayers coming from the heart. The smoke is then released into the air, reaching high into the heavens. It is symbolic in the way the Tobacco plant was once rooted deep into Mother Earth and how the cloud of smoke carries the thoughts and prayers up to the Great Creator. This ritual however, is very different from smoking cigarettes, cigars and other forms of commercialized tobacco containing harmful chemicals.

Commercial tobacco products such as cigarettes, cigars, and various forms of smokeless tobacco are packed with so many deadly chemicals and recently they have been marketed towards America’s youth. With their seductive “Joe Camel” advertisements (now retired) and other similar youth-oriented marketing approaches, they made smoking highly attractive to today’s youth. (McKenzie James F., 2008) These advertisements seem to be working because the National surveillance systems report that tobacco use is more prevalent among American Indian/Alaska Natives than any other population, and is notably higher than the national average. (R. Margalit, 2013) One possible reason tobacco use is more prevalent among the Native American communities could be that individuals are using commercial tobacco in the context of tradition where the distinction between commercial tobacco and traditional tobacco becomes vague.

In conclusion, the use of commercial tobacco or traditional tobacco is greatly influenced by the user’s purpose. Despite the health risks associated with commercial tobacco, approximately 21 percent of the U.S. population smoke cigarettes. Traditional use of tobacco has deep ties within the Native American/Alaskan Native communities, however modern conveniences of commercial tobacco is one possible reason why tobacco use is most prevalent among American Indian/Alaskan Natives. Finally, even though there are clear differences, the distinction between commercial tobacco and traditional tobacco is becoming vague because individuals using commercial tobacco may still be doing so in the context of tradition, and as a result, commercial tobacco products may be substituted for traditional tobacco and now permeated with its meaning. (R. Margalit, 2013)

 

 

 

Works Cited

Tobacco. West's Encyclopedia of American Law. (2005). Retrieved April 17, 2013, from Encyclopedia.com: http://www.encyclopedia.com/doc/1G2-3437704397.html

Tobacco. Alcohol, Tobacco and Illicit Drugs. (2008). Retrieved April 17, 2013, from Encyclopedia.com: http://www.encyclopedia.com/doc/1G2-3049100009.html

Centers for Disease Control and Prevention. (2011, February 22). Retrieved April 15, 2013, from Chronic Disease Prevention and Health Promotion: http://www.cdc.gov/chronicdisease/resources/publications/AAG/osh.htm

The Tobacco Atlas. (2012). Retrieved April 17, 2013, from The Tobacco Atlas : http://www.tobaccoatlas.org/industry

McKenzie James F., P. R. (2008). An Introduction to Community Health. Sudbury, MA: Jones and Barlett.

R. Margalit, S. W.-G. (2013). Lakota Elders’ Views on Traditional Versus Commercial/Addictive Tobacco Use; Oral History Depicting a Fundamental Distinction. Journal of Community Health, 13-15.

 

 

 

Cultural and Linguistic Competence in Health Care

Cultural and Linguistic Competence in Health Care

According to our text, the strength and greatness of America lies in the diversity of its people and their cultures (McKenzie F. James, 2008). However, in order for health professionals to work effectively in cross-cultural situations, cultural and linguistic competence must first be understood. Understanding historical factors that impact the health of minority populations and cultural differences within minority groups are only a couple of important factors to consider when planning and implementing effective community health programs and services. As public health educators it is vitally important to understand culturally acceptable behaviors while serving the needs of individuals and promoting community health.

Cultural and linguistic competence refers to a set of congruent behaviors, attitudes and policies. 'Culture' refers to integrated patterns of human behavior that include the language, thoughts, communications, actions, customs, beliefs, values, and institutions of racial, ethnic, religious, or social groups. 'Competence' implies having the capacity to function effectively as an individual and an organization within the context of the cultural beliefs, behaviors, and needs presented by consumers and their communities (OMH US Department of Health and Human Services Office of Minority Health, 2005).

While the goals of improved health outcomes; efficiency, and satisfaction remain the same for all patients, we must consider that for minority patients the need for culturally appropriate services must also be in place in order to meet these goals. This could create a tough task for any undertaking when considering the diverse cultures in the United States. The main challenge would be to educate all our health providers. As we all know change can be a challenge for any organization especially ones that provide health services to an exclusive clientele.

With the shift of our nation’s racial and ethnic demographics - serving the needs of our minority population is a topic of concern among many health care providers, patients, educators, and accreditation and credentialing agencies (McKenzie F. James, 2008). A news article titled, “Non-Hispanic whites will become a minority in the United States by 2050” (Garcia, 2008) summarized data from a research study by the Pew Research Center which concluded that Non-Hispanic whites would account for 47 percent of the total in 2050. The data from this news article not only supports the reason why it is ever so important for health care professionals to be culturally and linguistically competent but it also requires that policy makers create change to the current health care policies regarding cultural and linguistic competence.

            In a society as culturally diverse as the United States, community health educators need to be able to communicate with different communities and understand how culture influences health behaviors (Loustaunau, 2000). For example, American Indians may view a traditional healer as curing the individual, because the healer focuses on the whole person; western physicians may be seen as useful only for relieving symptoms, since they focus on specific problems. Another example is how American Indian individuals are reluctant to dwell on death or bad things, which may encourage them to come true; instead, there is pragmatic acceptance of "what is" while western medicine encourages the emphasis on preparation for problems by taking preventive steps (Michielutte R., 1994).

            Health care providers and educators must take steps towards becoming more culturally sensitive and linguistically competent if they are to remain effect during the times of change. By understanding health care policies and completing training courses that introduce issues of cultural and linguistic competence they are becoming more effective and better prepared to meet the challenges of one of the many issues surrounding health care in the United States.

In conclusion, culture is a vital factor in how community health professionals deliver services and how community members respond to community health programs and preventative interventions (McKenzie F. James, 2008). By creating a diverse health care workforce knowledgeable of individual cultural beliefs, values and language we are creating a workforce better prepared to meet the needs of our nation’s diverse population. Finally, we should all appreciate and recognize our own cultural characteristics that strengthen the fabric of who we are as a proud human race.

 

Works Cited

OMH US Department of Health and Human Services Office of Minority Health. (2005, October 19). Retrieved March 25, 2013, from US Department of Health and Human Services Office of Minority Health Website: http://minorityhealth.hhs.gov/templates/browse.aspx?lvl=2&lvlID=11

Garcia, A. (2008, February 12). Reuters. Retrieved March 25, 2013, from Reuters Web site: http://www.reuters.com/article/2008/02/12/us-usa-population-immigration-idUSN1110177520080212

Jordan J. Cohen, B. A. (2002). The Case For Diversity In The Health Care Workforce. Health Affairs, 3-14.

Loustaunau, M. (2000). Becoming Culturally Sensative: Preparing for Service as a Health Educator in a Multicultural World. In S. Smith, Community Health Prospectives (pp. 99-37). Madison: Coursewise.

McKenzie F. James, P. R. (2008). An Introduction to Community Health. Sudbury: Jones and Barlett Publishers, LLC.

Michielutte R., S. P. (1994). Cultural Issues in the Development of Cancer Control Programs for American Indian Populations. Journal of Health Care for the Poor and Underserved, 8-10.

Healthy Body = Healthy Education

A Healthy Body Yields a Healthy Education: School Health Programs

With obesity rates reaching epidemic proportions in the United States, one would wonder if this problem stems from the education (or lack thereof) in our school systems. With our nation’s massive educational budget cuts and the mounting controversy surrounding school health curriculum, many of the school’s mandated programs such as physical education, nutritional services and health services are being cut from our school’s health program. Could the problems surrounding these controversies have a direct link to the health of our school age children?

The term obese and obesity refers to an abnormal or excessive fat accumulation that presents a risk to a person’s health (World Health Organization, 2013). Experts have determined that the Body Mass Index (BMI) is the most practical tool to use and screen for overweight and obesity. The BMI is a number calculated from a person’s weight and height used to screen for weight categories that may lead to health problems (Centers for Disease Control and Prevention, 2011). According to the 2011 National Youth Risk Behavior Survey, among U.S. high school students; 13% were obese (students who were > 95th percentile for body mass index, based on sex- and age-specific reference data from the 2000 CDC growth charts), 69% did not attend PE classes daily when they were in school, and 11% drank a can, bottle, or glass of soda or pop three or more times per day during the 7 days before the survey (The Obesity Epidemic and United States Students, 2011).

What this survey indicates is that due to unhealthy dietary behaviors and physical inactivity in our schools, the health of our children is in jeopardy. The rising rates for obesity among children are a growing concern for parents, teachers and public health professionals. The Coordinated School Health Program (CSHP) is an organized set of policies, procedures, and activities designed to protect, promote, and improve the health and well-being of students and staff, thus improving the student’s ability to learn. It includes, but is not limited to comprehensive school education; school health services; a healthy school environment; school counseling; psychological and social services; physical education; school nutrition services; family and community involvement in school health; and school-site health promotion for staff (McKenzie, 2008). The CSHP encapsulates many elements on improving a student’s ability to learn but how ever great the potential for a “coordinated” school health program… it still must be supported by the state, local policy makers and school administration.

In order to create an atmosphere that will allow students to grasp and implement the concept of being healthy it is essential that the school administration intervene. It is important that the district hire employees that are properly educated and have a willingness to be role models for their students when it comes to appropriate health behaviors. It is their leadership that dictates the quality of the education that our children receive.  Employing properly educated and trained personnel should be a priority but too often we see school nurses being under qualified for their positions. We also hear stories about health educators lacking the motivation to teach the principles of a healthy body. People in these positions often lack the training and expertise to provide a quality education to students. Budget cuts to school programs such as physical education (PE) must be reconsidered and prioritized—it is a considered primary prevention method under public health and if that is where the PE program falls then maybe our health educations should be paid in dual roles – as a public health educator and as a PE teacher.

Nutrition in our schools is another topic that is always surrounded by controversy. Our nation’s First Lady, Michelle Obama, takes this issue to heart by stressing the importance of adopting healthy behaviors, such as, physical activity. Another issue school-aged children face is the lack of fruits and vegetables in their diet. Most rely on their school cafeteria meals to receive required daily intakes, which is why it should be not be an option to subsidize our meal programs. Schools often offer two meals per day but do not include nutritional education; this is one of key educational roles that could change the outcome of the obesity rates, physical inactivity and nutritional education.

In conclusion, there are many factors that determine the state of our school health program. However, it is imperative that local policy makers; health educators; and school administration back and support the true nature of the underlying principles of a “coordinated” school health program. These principles include a vast area of expertise needed in our school system. As a “public health agent” I see the cost as being great but the payoff in the end will not only benefit our children’s education but ultimately, our children’s health.

 

Works Cited

Centers for Disease Control and Prevention. (2011, September 13). Retrieved February 19, 2013, from Centers for Disease Control: http://www.cdc.gov/healthyweight/assessing/bmi/

The Obesity Epidemic and United States Students. (2011). Retrieved February 19, 2013, from Center for Disease Control: http://www.cdc.gov/HealthyYouth/yrbs/pdf/us_obesity_combo.pdf

World Health Organization. (2013). Retrieved February 19, 2013, from WHO.INT: http://www.who.int/topics/obesity/en/

McKenzie, P. K. (2008). An Introduction to Community Health. Sudbury: Jones and Bartlett.

 

 

American Indian Health Care in the US

American Indian Health Care Service in the United States

The Indian Health Service (IHS) is one of many organizations that shape the health of our communities. The Indian Health Service is a federally funded agency that is responsible for providing health services to American Indians and Alaskan Natives (Indian Health Service, 2006). The overarching goal of the Indian Health Service is one that encapsulates what the World Health Organization (WHO) defines as health and even goes a little further to include spiritual health. According to the WHO, health is defined as “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity” (World Health Organization, 2006) and similarly, the goal of IHS is “to raise the physical, mental, social and spiritual health of Americans and Alaskan Natives” (Indian Health Service, 2006).

Access to Health Care

Although, health care services are provided free of charge to Alaskan Natives and American Indians in the United States, access to these services are not always accessible to American Indians and Alaskan Natives (AI/AN) living in remote and desolated areas. Generally speaking, most AI/AN’s live on ancestral homelands and many times IHS facilities are not located in these small local communities.  

The Indian Health Service is largely broken down into 12 regions throughout the United States (McKenzie F. James, 2008). There are currently 33 IHS hospitals, 59 health centers and 50 health stations located throughout the US. Recently, there has been an increase of Urban Indian health projects to supplement the low number of IHS facilities (Castor ML, 2006). Additionally, health referral systems are now in place to assist AI/AN’s living in urban areas without access to IHS facilities.

Quality of Care

IHS offers free health, medical, and dental care to AI/AN’s but not always will you find the kind of quality and training demanded by paying customers. Many times doctors, nurses, and physicians working in these places are only there for short periods of time and do not spend enough time at their working locations to develop the kind of cultural respect and understanding of their patients needs.

The quality of care is largely dependent on money set aside for the medical services offered. The IHS has an annual budget of 3.8 billion dollars however the high need for specialized medical care and services throughout IHS is usually not met by the limited medical dollars set aside by the federal government. Furthermore, the amount of money set aside for Indian Health Services has not kept up with the rate of inflation which ultimately decreases the amount of medical care dollars per capita for AI/AN’s (Zuckerman S, 2004).

Conclusion

Access to adequate health care for American Indians and Alaskan Natives is pressing issue today and with its growing population, the need to for quality health care is vitally important. Many benefits AI/ANs’ receive are only relative to their access to health facilities and largely dependent on the United States federal budget set aside for its Native American population. Granted some AI/ANs’ can afford health insurance, addressing the issues of quality health care and access to health care are two main issues that AI/ANs’ face in the Health Care arena.

 

 

 

 

 

 

 

Works Cited

Indian Health Service. (2006). Retrieved January 23, 2013, from Indian Health Service Fact Sheet: http://www.ihs.gove/PublicInfo/PublicAffairs/Welcome_Info/ThisFacts.asp

World Health Organization. (2006). Retrieved January 23, 2013, from World Health Organization: http:/www.who.int/about/en/

Castor ML, S. M. (2006). A nationwide population-based study identifying health disparities between American Indians/Alaska Natives and the general populations living in select urban counties. Am J Public Health, 50-62.

McKenzie F. James, P. R. (2008). An Introduction to Community Health. Sudbury: Jones and Barlett Publishers, LLC.

Zuckerman S, H. J.-B. (2004). Health service access, use, and insurance coverage among American Indians/Alaska Natives and Whites: what role does the Indian Health Service play? Am J Public Health, 48-54.

SSgt Gary V.Leslie, USAF

Staff Sergeant Gary V. Leslie, USAF

Separated Active Duty: 04 October 2008

Staff Sergeant Gary V. Leslie served in the United States Air Force as an Enlisted Maintenance Production Manager (2R171). As a maintenance production manager, he plans, schedules and organizes use and maintenance of: aircraft, engines, munitions, missiles, space systems, aerospace ground equipment (AGE), and associated support systems. Documents and maintains aircraft, engines, missiles, munitions, AGE, and associated support systems records. Maintains generation flow plans for units required to meet emergency war order and wartime tasking. Analyzes maintenance information and requirements and develops visual presentations.

I’m going to try to sum up my 10 years in the USAF in a paragraph or so. There has been some awesome times and some very low times but through it all I’ve always had my support system in my family back home, and my family the Air Force afforded me to opportunity to meet. I’ve been very fortunate and blessed to have met so many wonderful people in my time in the Air Force. I have been many places I thought I would never get to see. As a young man coming from the Hopi “Rez” I knew I wanted to get out of the everyday Rez-Life and do something that I would look back on and say to myself “I’ve accomplished something”. I also wanted to make my parents & family proud. I think I’ve done so thus far. But this is not the end of my journey; this is just a small transition into something bigger for me. I appreciate all your support, mentoring, laughs, and good times.

ASSIGNMENTS

1. 07 October – 14 November 1998, 737th Training Group, at Lackland Air Force Base in San Antonio, Texas

2. 16 November – 22 January 1999, 82nd Training Wing, at Sheppard Air Force Base in Wichita Falls, Texas

3. 25 January – 13 February 1999, Recruiters Assistance Duty in Flagstaff, Arizona

4. 15 February 1999 – 06 May 2004, 92nd Air Refueling Wing, at Fairchild Air Force Base in Spokane, Washington

5. 27 August – 13 October 2000, 9th Air Expeditionary Wing at Ahmed Al Jaber Air Base, Kuwait

6. 04 – 09 June 2000, 65th Air Base Wing at Lajes Field, Azores, Portugal *

7. 22 May – 28 June 2001, 763rd Air Expeditionary Wing, at Al Dhafra Air Base in the United Arab Emirates

8. 05 January – 12 February 2004, Airman Leadership School, at Fairchild Air Force Base in Spokane, Washington

9. 06 May 2004 – 17 May 2005, 51st Fighter Wing, at Osan Air Base in South Korea

10. 21 June 2005 – 15 June 2007, 31st Fighter Wing, at Aviano Air Base in Northern Italy

11. 01 – 15 October 2005, Senior Badge Level School 737th Training Group, at Lackland Air Force Base in San Antonio, Texas

12. 15 June 12007 – 04 October 2008, 325^th Fighter Wing, at Tyndall Air Force Base in Panama City, Florida

MAJOR AWARDS AND DECORATIONS

Air Force Commendation Medal   

AF Outstanding Unit Award   

AF Good Conduct Medal   

National Defense Service Medal  

Global War On Terrorism Expeditionary Medal  

Global War on Terrorism Service Medal  

Korean Defense Service Medal  

AF Longevity Service  

USAF NCO PME Graduate Ribbon  

AF Training Ribbon  

OTHER ACHIEVEMENTS

Airman of the quarter 1999

Airman of the quarter 2000

Airman of the quarter 2002

Airman of the quarter 2005

Maintenance Staff Professional 2007

EFFECTIVE DATES OF PROMOTION

Airman Basic, 07 October 1998

Airman, 07 April 1999

Airman First Class, 07 February 2000

Senior Airman, 07 October 2001

Staff Sergeant, 01 October 2004

AIRCRAFT I’VE WORKED WITH:

-          KC-135 Stratotanker provides the core aerial refueling capability for the United States Air Force and has excelled in this role for more than 50 years

-          The KC-10 Extender is an Air Mobility Command advanced tanker and cargo aircraft designed to provide increased global mobility for U.S. armed forces

-          U-2 High Altitude Reconnaissance Aircraft Dragon Lady Spy Plane U-2 provides high-altitude, all-weather surveillance and reconnaissance, day or night, in direct support of U.S. and allied forces

-          F-16 Fighting Falcon is a compact, multi-role fighter aircraft. It is highly maneuverable and has proven itself in air-to-air combat and air-to-surface

-          F-15 Eagle is an all-weather, extremely maneuverable, tactical fighter designed to gain and maintain air superiority in aerial combat

-          F-22 Raptor is a fighter aircraft that uses stealth technology

QUOTES FROM MY SUPERIORS (10 YEARS WORTH)

Professional and highly motivated; pace setter for peers and well respected by superiors

Energetic individual! Articulate and positive representation of professionalism

Impressive performance, initiative and dedication; always ready for the toughest tasks

Top performing airman displaying unrivaled initiative and attention to detail

Fitness leader; emulated by many airman and NCO’s for his rigorous physical activities

Skilled and dedicated performer, excellent leadership abilities; continue to challenge

Outstanding scheduler; his insight, talent and maturity have proven an invaluable resource

Committed mentor and role model; member of base Honor Guard and airman against drunk driving

Proven excellence; recognized by all members of the squadron

Advocate of cultural awareness; heavily involved and key player of the Native American Heritage Council

Ambassador in blue; distinguished member of base Honor Guard team; dedicated 184 hours of service in support of

Over 60 retirement ceremonies and over 40 funerals for fallen comrades; exemplary role model to everyone

Mission success is his hallmark! Not afraid of hard work—volunteers to shoulder additional responsibilities

Well-rounded NCO! As READY augmentee, directly enhanced the 51 FW’s mission “Ready to Fight Tonight!”

Never stops giving! Assisted in playground repairs and general clean up at Shin Myung Korean Orphanage

No-nonsense professional and dedicated NCO—possesses outstanding leadership skills and drive to succeed

Self-starter; continually seeks to broaden professionalism and experience; recent promotion truly deserved!

Team leader; only American on Pordenone basketball league—goodwill diplomat; better community image

Devoted off-duty time for sq sports...325 FW Intramural Base Basketball Champions 08'...sq pride bolstered

Exceptional leadership skills...key to sqdn winning the 2007 AF Mx Effectiveness Award…TSgt is a must!

Superb Mx scheduler...selected as 325 MXG Staff Professional for 1st Quarter FY08...promote above peers!

United States Air Force Core Values

- Integrity First

- Service Before Self

- Excellence in All We Do

Tucson Snow "Nuva ep Looyum-teyo"

Snow fall in Tucson February 20, 2013

Weekend in Phoenix

This past weekend we spent our time relaxing with family at the Heard Show in Downtown Phx. Here a couple pics from the events...
My sister and mike were there selling their art work and promoting his new website: gourdjewels.com - check it out
My and my beautiful hunnybons ;-)
We ate at Bill Johnson's Big Apple but the lights were out on some of the letters so it just read: Bill Johnson's BIG PP, "Let's eat!" We had a fun time with that. For forty-five minutes we sat there impatiently saying it "Bill Johnson's Big PP"... Hahaha Charlene got tired of it lol But we didn't. Anyway we all ate good and we found out they are under new management and will be changing things up so if your in phx note the changes because it may a not so good turn for the worst for this prestigious franchise.