Describes the history of health care reform that ended with the ACA and updates relating to the ACA since it was passed. You will find this content covered mainly in the book, but I would suggest doing more research using google scholar/Pubmed. Feel free to watch as many YouTube videos or read as much content as possible to clearly understand what the Affordable Care Act is all about. (25 percent points)
Draws conclusions in your own words– why the Affordable Care Act was enacted and what challenges led to it. (25 percent points). (If you are interested in reading the actual Affordable Care Act, the law can be found here https://www.govinfo.gov/content/pkg/PLAW-111publ148/pdf/PLAW-111publ148.pdf
Pick any one provision of the ACA – Individual mandate, Medicaid expansion, etc. (Here is the list of provisions https://www.kff.org/health-costs/issue-brief/summary-of-coverage-provisions-in-the-patient/ you may also refer to other websites if you wish to). Describe what that provision is. (25 percent points)
Address the role of the Supreme Court. Describe why the Supreme Court got involved and the final Supreme Court ruling. Also describe why Congress voted on whether to repeal the ACA in January, 2016. (25 percent points)
In the conclusion of your essay, provide a brief recommendation on what needs to be done to improve the ACA.
cent years there has been a more noticeable difference between the rates of students from white working-class backgrounds and East Asian households going on to higher education. As this topic has become more prevalent, it has become clearer that this issue is mostly caused by differences in these cultures and the way pupils are raised. For example, although the lack of social mobility within Britain have a strong effect on white working-class by making them feel as though they can’t achieve, it has less of an impact on students from East Asian families as they’re largely influenced by their ‘culture of aspiration’. This topic is a highly important one, as in modern society education is usually a crucial and deciding factor in an individual’s prospects, especially those relating to jobs. The job prospects of the individual then link into the annual income of a person which can spiral on to effect things such as living situations and health. This also affects wider society, as a large amount of essential job roles (such as doctors, teachers etc) requiring a qualification from higher education. This topic is viewed as so important that countless programmes (e.g. schemes like MAP) and government policies are being made to improve the issue. The overall aim of this work is to review what the differences between white working-class and East Asian cultures are and how they affect a student’s access to higher education. Firstly, a key difference between the two cultures is the different levels of cultural capital. The concept of cultural capital was created by Bourdieu, who defined embodied capital as “long-lasting dispositions of the mind and body.” (Bourdieu, 1983, p.242). This means the traits of a person that have been learned as early as childhood (during primary socialisation) via actions and behaviours of a parent. The reason there is a difference in cultural capital is due to the views of these cultures. East Asian cultures (especially Japan and China) generally have high aspirations and believe determination will pay off, and that working hard in education is compulsory to get a well-paid job and a better life quality. This largely contrasts with the culture of the white working-class, who commonly believe that their future aspects are dictated by the entrenched class system and are unable to move up the social ladder. This supports Buchmann’s (2002) idea that the types of parental investment (via embodied and objectified capital) would change depending on the countries culture and educational system. (cited from Yamamoto and Brinton, 2010, p.68). For example, rigorous entrance examinations for every level of schooling, followed by regular testing once within the school continues to be the central feature of Japanese education. (Yamamoto and Brinton, 2010, p.4). This means that it’s common for Japanese (and other East Asian) families to enrol their children into ‘shadow education’ that includes extracurricular exam preparations and tutoring as explained by Stevenson and Baker (1999, pp. 1639-57). A recent poll of over 2,500 secondary school children revealed that over half of Asian pupils have had a tutor, compared to just a quarter of white children. (The Telegraph 2017). However, it is worth noting that families who are in the top fifth of the income range in the UK are four times more likely to get a private tutor (Guardian 2015). This means that although some white students are receiving tutoring, it is mostly the white upper classes that can benefit from the increased help, resulting in the working-class getting lower levels of capital. This is not the case for East Asian families (especially Chinese) as they are shown to do consistently well no matter the class. In su>GET ANSWER