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Provides a highly distinctive critique of a global issue where shared responsibility for the common good is not being realized; excellent clarity, coherence and research.

Provides a distinctive critique of a global issue where shared responsibility for the common good is not being realized; very good clarity, coherence and research.

Provides a creditable critique of a global issue where shared responsibility for the common good is not being realized; good clarity, coherence and research

Provides a satisfactory critique of a global issue where shared responsibility for the common good is not being realized; adequate clarity and coherence and some research.

Fails to provide a satisfactory critique of a global issue where shared responsibility for the common good is not being realized

Provides a highly distinctive understanding of advocacy and its relationship to community engagement, in the context of principles of CST, especially the Common Good and human dignity, and the student’s own professional community, in order to realize shared responsibility for the common good; excellent clarity, coherence and research.

Provides a distinctive understanding of advocacy and its relationship to community engagement, in the context of principles of CST, especially the Common Good and human dignity, and the student’s own professional community, in order to realize shared responsibility for the common good; very good clarity, coherence and research.

Provides a creditable understanding of advocacy and its relationship to community engagement, in the context of principles of CST, especially the Common Good and human dignity, and the student’s own professional community, in order to realize shared responsibility for the common good; good clarity, coherence and research.

Provides a satisfactory understanding of advocacy and its relationship to community engagement, in the context of principles of CST, especially the Common Good and human dignity, and the student’s own professional community, in order to realize shared responsibility for the common good; adequate clarity and coherence overall and some research.

Fails to provide a satisfactory understanding of advocacy and its relationship to community engagement, in the context of principles of CST, especially the Common Good and human dignity, and the student’s own professional community, in order to realize shared responsibility for the common good.
 

Health and Education Issues Faced by Indigenous Communities

The global issue selected in this assessment is the health and education issue that mainly occurs in the indigenous communities. Therefore due to this problem sometimes proper treatment is not provided to these indigenous people. Differences between the infant mortality of both non-indigenous and indigenous populations has been identified that simply reflects the structural inequalities between both groups on a global level (Briggs et al., 2016). Apart from this both health and statistical data collection also creates a challenge in addressing proper health disparities of indigenous people within the regions and also across the world. Data collected from health as well as demographic surveys have evaluated that the right to health of indigenous youth and women are failed mainly because of improper education. In other words, due to the lack of proper education the indigenous male community are unable to provide immunization coverage as well as the prevalence of illness that simply associates with higher mortality rates for their children.

Besides this, the public health issues such as alcohol consumption, depression, substance abuse and suicide case in between this indigenous communities have increased, and thus proper effort should be taken for improving their health conditions. Lack of education does not allow them to take proper protection against sexually transmitted disease such as AIDS or HIV and hence it increases their health problem in current days (Record et al., 2015). Another challenges face by these indigenous communities is mainly related to their mental health that causes higher rates of disability due to accidents as well as injuries in comparison to the non-indigenous populations. These social disparities and inequalities are interrelated with each other and give negative impacts on the health of these group of people. Hence, due to this racism, colonization, ethnic and cultural margination, the tension between western and traditional values increases the greater risk of these indigenous people that boost up their health problems and sometimes they witness higher depression level.                     

Cultural safety training (CST), provides cultural safety that reflects upon the needs and feelings of thoughts and positive action. The participants of CST are facilitated with the information and the opportunity to interact with the aboriginal Australian. It is believed that CST engages and encourages the aboriginal people in the way that is culturally safe. Both locally as well as globally the indigenous communities suffer from more impoverished health conditions, and this occurs due to their lack of educational approach. Hence due to absent of educational approach, the indigenous people are unable to describe their health conditions in front of the health experts. In other words, indigenous adolescents and youth face problem in realizing their right to health approach that includes reproductive as well as sexual health and rights and also the mental health because of lack in proper education. It is necessary for health practitioners to change and improve the rule and policies of the standardized health care system so that the indigenous communities can easily understand the health effects.  

Impact of Lack of Education on Indigenous Health

It is noticed that due to educational absence approach a gap has occurred in the equity between both the indigenous and non-indigenous peoples. Hence, the indigenous people failed in accessing the family planning services as well as they were unable to give proper delivery care for a pregnant indigenous woman too (Fitzpatrick et al., 2015). Apart from this lack of education creates distance in proper commutation with the non-indigenous people, the indigenous communities feel themselves as the curse of the society that often increases their fear to do their proper health care treatment. Thus, in order to diminish this problem, United Nations Scientific, Educational and Cultural Organization (UNESCO) have to take the responsibilities of educating every individual of indigenous communities irrespective of race, gender and caste (Durkalec, Furgal, Skinner & Sheldon, 2015). It is seen that the indigenous populations are proliferating all over the world and the childbirth rate of these communities has increased a lot in comparing to the people of non-indigenous communities (Clifford, McCalman, Bainbridge & Tsey, 2015). It mainly occurs because the language of indigenous community is quite different from the non-indigenous people’s language so new education institution should be constructed according to their language. Hence it will help these communities’ people and each individual to understand the health content so that they do not face any problem in future.

Also, it is seen that lack of resources as well as lack of information understandings also sometimes causes various challenges for this indigenous communities, and in some cases, incorrect information also led them to suicide (Day, Nakata, Nakata & Martin, 2015).Therefore, for reducing this issue, it is the crucial responsibility of the government to construct various schools and education centers, by providing proper funding’s to these educational institutions. Apart from this, the government need to request some trustees of the country to give them proper funding's so that they can become construction centers easily for these indigenous communities (Anderson et al., 2016). Therefore, by this approach, the education level between these peoples of indigenous communities will increases and they will not face any problem in future. Besides this, the indigenous people do not possess the equal right regarding health-related approach with that of the non-indigenous people.

This socioeconomic disadvantage creates various issues to these indigenous communities in concerning to their environmental and behavioral risk factors. Thus for reducing this content proper measures of education should be provided to this indigenous people so that they can easily support good health conditions as compared to the non-indigenous populations. The proper healthcare infrastructure includes effective sewerage system, safe drinking water, healthy housing, and rubbish collection service. Therefore, it can also be said that proper education provide best health care opportunity and allows them to enjoy equal access to maintain their primary health care approach (Funston, & Herring, 2016). It is seen that mainly the young ones, children as well as the women faces a variety of challenges in doing their proper treatment through specialized experts or healthcare professionals. Proper education will thereby help the indigenous people to maintain a control in their childbirth as well as they will be able to protect themselves from all sorts of challenges and thus health equality is easily maintained between the indigenous and non-indigenous peoples of the world.

Importance of Cultural Safety Training (CST) for Equity in Health Services

It is seen that due to the growing population, indigenous people suffer from a various health-related problem not only due to lack of food but also from improper treatment of each individual (Helmer, Senior, Davison, & Vodic, 2015). The inequality in health status between both the indigenous and non-indigenous people can be decrease if proper education is provided to them which help them to interact easily with the health care professionals without any hesitation. By this approach the indigenous people will be treated equally in concerning to the non-indigenous group of people. The discrimination between this both approach of indigenous and non-indigenous people will thus decreases if proper education level is provided to each and every individual of indigenous people (Cerón et al., 2016). Proper education will easily help them to describe their health-related problem in front of the healthcare professionals which thereby help them to overcome their challenges in the future. It is also necessary for the government to take responsibility of these indigenous people and they should make a rule which describes that every indigenous people can take part in every function. In order to do this, the government should make indigenous languages to be incorporated in national interest so that the indigenous people can compete with other people both locally and globally. 

References

Anderson, I., Robson, B., Connolly, M., Al-Yaman, F., Bjertness, E., King, A., ... & Pesantes, M. A. (2016). Indigenous and tribal peoples' health (The Lancet–Lowitja Institute Global Collaboration): a population study. The Lancet, 388(10040), 131-157.

Briggs, A. M., Cross, M. J., Hoy, D. G., Sànchez-Riera, L., Blyth, F. M., Woolf, A. D., & March, L. (2016). Musculoskeletal health conditions represent a global threat to healthy aging: a report for the 2015 World Health Organization world report on ageing and health. The Gerontologist, 56(Suppl_2), S243-S255.

Cerón, A., Ruano, A. L., Sánchez, S., Chew, A. S., Díaz, D., Hernández, A., & Flores, W. (2016). Abuse and discrimination towards indigenous people in public health care facilities: experiences from rural Guatemala. International journal for equity in health, 15(1), 77.

Clifford, A., McCalman, J., Bainbridge, R., & Tsey, K. (2015). Interventions to improve cultural competency in health care for Indigenous peoples of Australia, New Zealand, Canada and the USA: a systematic review. International Journal for Quality in Health Care, 27(2), 89-98.

Day, A., Nakata, V., Nakata, M., & Martin, G. (2015). Indigenous students' persistence in higher education in Australia: contextualising models of change from psychology to understand and aid students' practices at a cultural interface. Higher Education Research & Development, 34(3), 501-512.

Durkalec, A., Furgal, C., Skinner, M. W., & Sheldon, T. (2015). Climate change influences on environment as a determinant of Indigenous health: Relationships to place, sea ice, and health in an Inuit community. Social science & medicine, 136, 17-26.

Fitzpatrick, J. P., Latimer, J., Carter, M., Oscar, J., Ferreira, M. L., Carmichael Olson, H., ... & Hawkes, G. (2015). Prevalence of fetal alcohol syndrome in a population?based sample of children living in remote Australia: The L ililwan Project. Journal of paediatrics and child health, 51(4), 450-457.

Funston, L., & Herring, S. (2016). When will the stolen generations end?: A qualitative critical exploration of contemporary'child protection'practices in Aboriginal and Torres Strait Islander communities. Sexual Abuse in Australia and New Zealand, 7(1), 51.

Helmer, J., Senior, K., Davison, B., & Vodic, A. (2015). Improving sexual health for young people: making sexuality education a priority. Sex Education, 15(2), 158-171.

Record, N. B., Onion, D. K., Prior, R. E., Dixon, D. C., Record, S. S., Fowler, F. L., ... & Pearson, T. A. (2015). Community-wide cardiovascular disease prevention programs and health outcomes in a rural county, 1970-2010. Jama, 313(2), 147-155.

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