History of Black Nurses Essay Example for Free

History of Black Nurses Essay Trained schools for students who wanted to pursue a career in nursing came about in the 1800s when Florence Nightingale advocated the idea. The only students that were accepted into these programs where white students, blacks were not allowed any education during this time. Blacks were not given equal rights as the white people, and were denied the right to have an education. There were many black young women who were very interested in nursing, and were dedicated to pursue their dream, and wouldnt stop trying until they were given equal rights and accepted into these nursing programs. Some black women would follow along with the black soldiers in the Civil War and provide care to these wounded soldiers, as well as provide food, and also teach them to read and right. The first school of nursing was formed after two black men in Chicago, Illinois won the support of their community, and made a hospital out of a small brick building. The black people also came together to form the National Association of Colored Graduate Nurses, an organization formed to protect the black nursing profession, and to stop discrimination towards them. History of Black Nurses During the early 1800s nursing was mainly caring for the sick by family members or slaves. Nurses provided care in homes, and when World War I and II came about, nurses were sent off to provide care to the wounded soldiers. There was not a trained system for nurses to learn and gain experience in the profession, so all of the care that the sick were provided was by untrained nurses. It wasn’t until Florence Nightingale recognized the idea of providing a trained, organized system for nurses to learn before they worked as a professional nurse. Many schools arose out of her idea, however white students were only accepted into these nursing schools, blacks were not accepted. Black people were not given equal rights as the whites, and were denied the right for education and were therefore, denied acceptance into these nursing programs. Mary Eliza Mahoney was born to Charles and Mary Jane Mahoney in 1845, in Boston, Massachusetts. She began to show an interest in nursing when she was a teenager, and worked at the New England Hospital for Women and Children as an unofficial nurse aid, a cook, janitor, and washerwoman. When she was thirty-three years old, she was accepted to a nursing program. as one of forty-two, being the only black student, (Hines, 2004). Although she had to deal with racial discrimination and long hours of lectures and patient care, she made it to the end of the program as one of four. In 1879, she graduated from the New England Hospital for Women and Children in Boston, making her the first black professional nurse in the United States. After Mary Mahoney graduated from nursing school, she worked mainly as a private duty nurse for the next thirty years. Her work became widespread as a private duty nurse. Her patient’s loved her calmness, and professionalism, and she began receiving requests from different states, (Haltey, 2010). After working for private duty for thirty years, Mahoney opened a director of an orphanage in Long Island, New York, and remained there for the next ten years. In 1908, she became a cofounder to the National Association of Colored Graduate Nurses, (Hines, 2004). Mary Mahoney became an inspiration to many black women wanting to pursue a career in nursing. She fought through discrimination, as well as the pressures of nursing school, and graduated with a nursing degree. She helped to open the door for the black population that wanted to become a professional nurse and put an end to the discrimination. Susie King Taylor was born a slave in 1848 on the Grest family farm in Georgia. When Susie was seven years old her owner, Mr. Grest, allowed her to move to Savannah with her Grandmother who had been previously freed by him, (MacLean, 2007). Susie was denied education because she was black , however, her Grandmother would not let this stop her from becoming educated. Susie was sent next door to the neighbor who taught her how to read and write for the next two years, and after she learned this, she was sent to a few other people to become educated. At 14 years old, Susie was taken by boat by Union Soldiers to St. Simon’s Island. Here she met her future husband, Edward King, an army sergeant. She worked with the First Regiment of South Carolina Volunteers, which was made up of slaves, who had been freed by the Union Army. Susie was asked to start a school for children on St. Simon’s Island, and she willingly agreed. Susie taught about forty children, and she also taught adults at night. (MacLean, 2007). In 1863, Susie traveled with her husband’s regiment. She became the first black nurse during the Civil War, and helped to care for wounded soldiers. During her off hours she taught the soldiers how to read and write, and also cooked and laundered for them. She wrote in her diary about the nursing shortages during the war, and was happy to provide nursing care to the sick soldiers. She continued to serve as a nurse until the war ended in 1865. (MacLean, 2007). When the war was over, her and her husband moved to Savannah, Georgie. In 1866 she opened a school for freed black children. Shortly after the school opened, and Susie gave birth to her son, her husband Edward King passed away. In the 1870s, Susie moved to Boston and remarried nine years later. She also joined and became president of the Women’s Relief Corps, which was an association for the Veterans of the Civil War. After being asked by the Women’s Relief Corps, as well as the Army, she agreed to write an autobiography about her experiences during the war. In 1902, Susie King Taylor published her autobiography, Reminiscneces of my Life in Camp: A Black Woman’s Civil War Memoirs, (MacLean, 2007). In 1902, Susie received a letter from the commanding officer in the First South Carolina volunteers stating, â€Å"I most sincerely regret that through a technicality you are barred from having your name placed on the roll of pensioners, as an Army nurse; for among all the number of heroic women whom the government is now rewarding, I know of no one more deserving than yourself,† (MacLean, 2007). Adah Thoms was born in 1870 in Richmond, Virginia. Before she pursued a nursing career, she attended school studying elocution and speech at Cooper Union. Shorty after, she attended the Women’s Infirmary and School of Therapeutic Massage and graduated in 1900. She was the only black woman of thirty students, (White, 2010). She also attended the Lincoln Hospital and Home School of Nursing. After graduating she became assistant superintendent of nurses at the Lincoln Hospital and Home School of Nursing for eighteen years. During her years there, she added another course to the nursing curriculum, public health, and made public health a recognized field of nursing, (White, 2010). Adah Thoms helped with Martha Franklin, and Mary Mahoney to organize the National Association for Colored Graduate Nurses, and was appointed as its first treasurer, and was later president of the organization for seven years. She was also very dedicated to ensuring equal opportunities for black nurses, and worked hard to try and achieve these rights. Thoms worked with the chairmen of the American Red Cross to convince the Surgeon General to allow black nurses to enroll in the Army Nurse Corps, (White, 2010). Black women would enlist to try and serve as nurses during World War I, however the Surgeon General refused to let any black nurses serve. Eighteen black women were eventually accepted to serve as nurses during WWI due to the nursing shortages, and were only allowed to provide care to black soldiers. (White, 2010). Thoms was recognized for her dedication to obtaining equal rights for black nurses. She added to the nursing curriculum, served in the NAGCN as treasurer and president, worked with the Red Cross to campaign for equal rights of black nurses, and opened the door for nurses to serve in the military. For her bravery and commitment, she was the first to receive the Mary Mahoney award when it was established in 1936, and was also inducted into the American Nursing Hall of Fame in 1976, (White, 2010) Mabel Keaton Staupers was born in 1890, in Barbados. In 1903 she moved with her family to the United States, and made a home in Harlem. She graduated from Freedman’s Hospital School of Nursing in Washington, DC in 1917, and began her nursing career as a private duty nurse. In 1920, she collaborated with Dr. Louis T. Wright, and Dr. James Wilson, to organize the Booker T. Washington Sanatorium, which was the first facility in Harlem where black doctors could treat black patients, (American Nurses Association, 2010). In 1922 she was assigned to create a survey for the Harlem area for the health needs of the community. With the results of this survey, the New York Tuberculosis and Health Association was organized, and Mabel Staupers was the first Executive Secretary, and kept this position for the next twelve years, (American Nurses Association, 2010). In 1934, Mabel was appointed as the first nurse executive of the NACGN. During this time she began a campaign for nurses to gain integration into the Armed Forces Nurses Corps, and by 1941 black nurses were allowed into the Army, but not with full integration, and the US navy continued to prevent black nurses from enrolling. Staupers gained the help of Eleanor Roosevelt, who was first lady at the time, and wrote a letter to Franklin D. Roosevelt to recognize black nurses. With support from the public, the Army and Navy both accepted black nurses by January, 1945, (American Nurses Association, 2010). Mabel Staupers is recognized for ending the discrimination of colored nurses, and allowing the colored nurses full integration into the Armed Forces Nurses Corps. She was appointed president of the NACGN in 1949, and the association voted itself out in 1951, and merged with the American Nurses Association after their goal of full professional integration had been met. In 1951, Staupers was given the award for the Spingarn Medal from the National Association for the Advancement of Colored People, and published an autobiography in 1961 called, No Time for Prejudice: A Story of the Integration of Negroes in Nursing in the United States, (American Nurses Association, 2010). The first school of nursing for blacks was formed in 1891 in Chicago Illinois, (Provident Hospital History, 2010). Emma Reynolds was a young black women trying to gain an education to pursue a career in nursing. She applied to nursing schools in Chicago, and had been denied by everyone, for the simple fact that she was a black woman. Her brother was Reverend Louis Reynolds, who felt that something should be done so that black women could be educated in nursing. He sought help from a respected black surgeon in Chicago, Dr. Daniel Hale Williams. The two of them gained support from their community, many blacks, and a few white citizens. They were given donations of supplies, equipment, and financial support. The Armour Meat Packing Company had secured a down payment on a three story brick house with twelve beds, that they turned into the first school of nursing for blacks, Provident Hospital, (Provident Hospital History, 2010). Many black nurses have made history as they were struggling for equal rights for their profession. During this struggle, the National Association of Colored Graduate Nurses was formed in 1908, (Massey, 1993). The founder of this association was Martha Franklin, with cofounders Mary Eliza Mahoney, and Adah Thoms. This association was founded to fight discrimination towards black people who wanted an education in nursing, as well as being a part of the American Nurses Association. The association fought long and hard for their rights as equals, and led campaigns across the United States. One of its biggest achievements was successfully fighting for full integration of black nurses into the Armed Forces Nurses Corps. After black nurses were allowed to serve in the US Army and Navy, they were also allowed full integration into the ANA. After this association gained their right to become educated in nursing, be a part of the nurses in the US Army and Navy, and join the ANA, they voted their selves out and merged with the American Nurses Association in 1951, (Massey, 1993). The black population in the 1800s were not given equal rights as the white population. They were denied many rights, and education was one of them. Many brave women struggled to fight to put an end to discrimination, and to be able to pursue a career in the field that they loved, nursing. It took a lot of hard work and dedication, however they made it happened. These women opened the doors for other black people who wanted to become a professional nurse, and because of them all minorities are now welcome into the field of nursing.

In a Grove :: essays research papers

Louis Andrei Zabala Litera2 10335625 07/11/05 In A Grove It is a story that provides the ultimate explanation of how two different people who are witnesses to a crime give completely different psychological recollections of the same event. The author reminds us that truth depends on the telling. Someone must step forward and tell that truth. I believe that no matter how many times you read "In A Grove," there's not enough information in the story to figure out the truth about what took place on the day of the samurai's death, but it's still fun to sort out what you think you know for sure, what seems highly probable, what seems highly improbable, and what doesn't fit into any of these three categories. But for me, "In A Grove" isn't about searching for some kind of absolute truth — it's about how differently people perceive the same external event. The best example in the story of what I mean by this is perhaps the sword fight between the bandit and the samurai. The bandit perceived it as a heroic duel between a pair of honorable, expert swordsmen while the woodsman saw two scared, clumsy men stumbling around with swords in their hands as each tried desperately to prevail over the other any way he could. When it's all said and done, you won't know who is telling the truth, who is lying and, mos t importantly, why. Yet the parable is more important, today, perhaps, as a lesson in how we construct the narratives upon which justice depends: What facts must we know to decide the truth? That question makes the author’s inquiry the concern of those who now seek justice in the GMA presidency, as well. And it doesn't matter one bit. The writer isn't interested in truth, lies or anything of the sort. He's interested in reality, and the reality of human truth is that no one will ever really know it.

Medical Marijuana Essay Essay

The issue on legalizing marijuana is a very controversial topic in the U.S. and all around the world. This is an issue for the fact that some people are being denied medical treatments just because marijuana has been illegal and misunderstood for so long. For as long as anyone can remember medical and legal marijuana has been seen in the negative side of the news and bad opinions by the general population. In recent years people, local governments, and state governments in the United States have been speaking out and is changing the way many people are viewing marijuana in this paper we will discuss the financial, medical, negative and positive effects of marijuana. Ways that you can fix this issue are contacting your local and state governments and expressing your opinions on this issue. First, look at the way America is viewing the legalization of marijuana. Marijuana now being fully legalized in Colorado and Washington, also with 23 states making it legal for medical purposes and 6 others decriminalizing the drug is now on a different path with legalization. â€Å"Owners of the 37 new dispensaries around the state reported first week retail sales to The Huffington Post that, when added together, were roughly $5 million.† (Frener, 2014). As you can see the financial revenue from just one state in its first week of opening is huge. All of this money can go back into school programs, equipment for classrooms, and other community related budgets. Colorado and Washington are hopeful that they will make up to 2.1 billion in revenue for the states. Uses for medical marijuana have been looked down upon until recent years. Many people follow what their parents think of the drug and that it is bad or they follow what their friends think. Scientists have been researching the positive medical effects of marijuana from tests and studies. â€Å"Medical marijuana has shown positive results for epilepsy treatment, especially for patients who have physical resistance, to traditional medications. A special strain cultivated for pediatric epileptic treatment, called ‘Charlotte’s Web’ has become widely popular, with parents flocking to Colorado to get a supply for their children.† (Shim, 2014). This just shows how important cannabis can be for people and their kids in Utah. The main chemical that affects the way we feel and the main medical ingredient tetrahydrocannabinol is effective in treating chronic pain, vomiting, nausea, anorexia, and other social psychological disorders. With all of this research being found over the years we can only assume that if  legalized who knows what we can find from continued research. There is also the more serious side of medical marijuana and that is the help it has towards serious illness and diseases that cannabis has already been known to help cure. All of this knowledge has been discovered has had with major diseases such as Parkinson’s disease, major depression, HIV/AIDS, hepatitis C, and many forms of cancer. Next, many studies have been done on how much worse cigarettes are for you then marijuana. Research has been shown that cigarettes have been proven to be a lot worse for your lungs then weed. You can benefit from mari juana in many ways smoking it is the worst but quickest way to get the effect. Some people use vaporizers so it won’t be as harmful on their throat and lungs. The healthiest ways to take in the medicine is in an edible or pill form. Another thing that makes smoking cigarettes a lot worse than smoking marijuana is the addictive effects of nicotine that marijuana doesn’t have. In the year 2012, someone was arrested for marijuana related crimes every 42 seconds. If you really think about it that’s almost one person a minute, or 60 people every hour and so on. Now look to the next year and our current year. Crime rates have plummeted in Colorado in late 2013 and in 2014 basically are non-existent. â€Å"While marijuana prosecutions against people over 21 declined, so did prosecutions against people under 21, for whom all marijuana possession remains illegal except for medical marijuana patients. Colorado Attorney General John Suthers said he thinks the drop in cases may be due to police not wanting to parse the complexities of the state’s marijuana law.† (Ingold, 2014) People in the United States pay around 8% tax revenue to keep prisoners in custody. Many of these people are only there f or a minor crime of selling or in possession of marijuana. If marijuana were to become legal, many of these people would have a better time finding a job, save America millions of dollars, and these peoples’ lives wouldn’t be ruined over a harmless drug. Medical Marijuana could be one of the main factors to get us out of this deep recession. The United States could make so much more money by legalizing marijuana, and applying higher taxes on the marijuana they sell. One thing you might see the government doing this with is cigarettes. You may not notice the inflation of how much the tax on cigarettes go up depending on how much of a dense population will have higher tax on cigarettes. This is mainly for profits to go back into the government. If  you do the research a pack of cigarettes costs about 40 cents to make that is two cents a cigarette, but if that is the case then why are cigarettes 5-12 dollars, because depending on where you are the taxes will go up. If you are somewhere like Virginia, where cigarettes are made, y ou can get a pack for five dollars. Then there are places like New York where it can be 10-15 dollars a pack. If The United States did the same thing with marijuana who knows how much this could raise revenue. But how would they package and sell marijuana? One way the government could sell this product would be to have pre rolled joints (rolled up marijuana cigarettes) in a pack, maybe not in a pack of 20 but something smaller. So it could be sold in a dispensary but also in smoke shops and gas stations in states where it is legal that is. One of the government’s main concerns for not legalizing is the how America will view the change in laws. Something we can see is the rise in support of this drug and how it is affecting the lives of many people in The United States and around the world. People will buy marijuana even if the taxes are ridiculous as long as it’s legal I don’t think people are going to have a problem with purchasing legal marijuana. Now for the negatives, many people that are for t he legalization of marijuana might also have the mindset that marijuana doesn’t have negative effects on the brain and body. THC (tetrahydrocannabinol) is activated in the brain using cannabinoid receptors, once the THC enters your brain it hits these receptors creating your â€Å"high†. The cannabinoid receptors affect the parts of the body that have to do with memory, pleasure, organized thought, senses, and time perception. Marijuana causes health risks in the heart and lungs depending on how you choose to consume the drug. â€Å"THC messes with brain areas called the cerebellum and basal ganglia, which regulate balance, posture, coordination, and reaction time. When these brain areas are disturbed, the user has a harder time walking and talking correctly, becoming quite clumsy. It also impacts their ability to drive† (Welsh,Spector, 2013). . The lungs also experience burning and stinging in the mouth and lungs when marijuana is smoked. Studies have also been done to see the effects of sleep, and they say that if you go to sleep high it can interrupt one of the 5 stages of sleep and make i t so you don’t get as much sleep. One thing that the government is worried about when legalizing marijuana is it can put a damper on the financial benefits of legalization of at home growing. If the drug is legalized what is to stop people from growing their own? Laziness, what percent of Americans grow and raise their own food so what makes them think they will grow their own weed? On the other hand growing this plant is not very hard. This will always raise more questions for the people. Will there be laws against growing your own? How will they regulate that? The government will always find a way to benefit from your happiness. In conclusion, marijuana is slowly creeping its way into our lives one way or another. If it is legalized for the financial benefits to help The United States get out of its recession, to financially help out communities by putting the revenue into our schools, parks, or general community improvement. Even if it is only legalized for one of its countless medical benefits from cancer, depression, anxiety, HIV/AIDS treatment, or to help someone get over an eating disorder. Now there is always the possibility that America won’t legalize for negative health reasons, or social shaming from other Americans. The amount of states getting bills, setting boundaries, making laws, and opening up, are phenomenal. Get ready, legalization could be closer than you think. References Armentano, P. (2014, January 7). Recent Research on Medical Marijuana. Retrieved March 18, 2014, from norml.org/component/zoo/category/recent-research-on-medical-marijuana Ferner , M. (2014, January 8). Colorado Recreational Marijuana Sales Exceed $5 Million In First Week. Retrieved March 24, 2014, from http://www.huffingtonpost.com/2014/01/08/marijuana-sales-colorado_n_4552371.html Ingold, J. (2014, 12). Marijuana case filings plummet in Colorado following legalization. Retrieved March 19, 2014, from http://www.denverpost.com/marijuana/ci_24894248/marijuana-case-filings-plumme t-colorado-following-legalization Nelson, S. (2013, September 16). Police Made One Marijuana Arrest Every 42 Seconds in 2012 – US News. Retrieved March 18, 2014, from http://www.usnews.com/news/articles/2013/09/16/police-made-one-marijuana-arrest-every-42-seconds-in-2012 Shim, E. (2014, March 14). A 22nd State Is About to Legalize Medical Marijuana – PolicyMic. Retrieved March 18, 2014, from http://www.policymic.com/articles/85291/a-22nd-state-is-about-to-legalize-medical-marijuana Welsh, J., & Spector, D. (2013, April 20). Physical And Mental Effects Of Marijuana – Business Insider. Retrieved March 19, 2014, from http://www.businessinsider.com/physical-and-mental-effects-of-marijuana-2013-4?op=1

The Oil Curse, By Michael Ross - 1433 Words

The discovery of oil in a low-income country is often met with both excitement and dread. Many theories circle around the idea of a â€Å"resource curse† that supposedly affects countries with large amounts of resources. The resource curse essentially dictates that a country with large amounts of resources is not as likely to thrive as a country with low levels of resources. The issue with this view is that it generalizes too much; there is just as much variance in the levels of economic success between resource-rich countries as there is between them and resource-scarce countries. This is why this newly found oil in this country does not necessarily need to be met with dread, as there is a chance for success. However, this newly found potential for wealth needs to be handled with extreme care. In the following memo I will outline what the resource curse is, why some countries are affected by it and others not, and finally I will outline how this country should handle its newl y found oil wealth. Michael Ross in his book The Oil Curse, analyzes in great detail the effects of oil on a country’s economic, political, and social environment. Ross argues that â€Å"resource curse† is not the appropriate terminology; â€Å"it is more accurately a mineral curse†, as countries are generally not affected by other types of resources. (Ross, p.1) In fact, oil and natural gas tend to be the most common villains of the resource curse. Humphreys, Sachs, and Stiglitz hypothesize that â€Å"countries withShow MoreRelatedThe Natural Resource Curse : How Wealth Can Make You Poor1416 Words   |  6 Pagesadvantage of abundant resources could turn out to be a fatal weakness. 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Bob And Nancy Cook s Role For A Child With A Traumatic...

Bob and Nancy Cook moved to Bellevue in 1980 from Sidney, Iowa. Bob was a school principal and his wife Nancy was an English teacher. But all that changed in 1988 when Bob took a leap of faith and left the public education sector to start a new program in Omaha called Quality Living, Inc. Several families in the Omaha area were dealing with the issues of how to care for a child with a traumatic brain injury and were looking for an alternative to the traditional nursing home. They heard about a facility in northwest Iowa called Village West and decided to visit. Upon their return they set out to create a similar environment here in Omaha. Today, Quality Living is a one of the nation’s premier post-hospital centers for brain and spinal cord injury rehabilitation by embracing the concept that great rehabilitation is more than just the science of physical recovery – it is the art of rebuilding a life Currently Quality Living Inc. (QLI) is building a family housing unit similar to the Ronald McDonald House model. Although Bob has passed the torch of leadership on he still serves as a consultant. This he says, allows him to stay connected to the program he loves. Bob chose to take an early retirement when his wife Nancy was diagnosed with Parkinson’s disease. He knew he would need something to fill his days and began looking for a hobby. While raising his family he was involved with work, church and volunteering so developing a personal hobby just wasn’t a priority. HeShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 Pagesbuilt-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul SingaporeRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesand permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturersRead MoreStrategic Human Resource Management View.Pdf Uploaded Successfully133347 Words   |  534 PagesPrentice-Hall, Inc. A Pearso n Education Company Upper Saddle River, New Jersey 07458 Compilation Copyright  © 2003 by Pearson Custom Publishing All rights reserved. This copyright covers material written expressly for this volume by the editor/s as well as the compilation itself. It does not cover the individual selections herein that first appeared elsewhere. ii Permission to reprint these has been obtained by Pearson Custom Publishing for this edition only. Further reproduction by anyRead MoreLibrary Management204752 Words   |  820 PagesCongress Subject Headings: Principles and Application, Fourth Edition Lois Mai Chan Developing Library and Information Center Collections, Fifth Edition G. Edward Evans and Margaret Zarnosky Saponaro Metadata and Its Impact on Libraries Sheila S. Intner, Susan S. Lazinger, and Jean Weihs Organizing Audiovisual and Electronic Resources for Access: A Cataloging Guide, Second Edition Ingrid Hsieh-Yee Introduction to Cataloging and Classification, Tenth Edition Arlene G. Taylor LIbRaRy and InfoRMaTIon

Essay on Microeconomics Assignment - 1160 Words

(A) Methamphetamine is a highly addictive drug, hence there is a high necessity associated with it, which would mean that for users of the drug, demand would be inelastic. P is a reputed necessity, because it is a good which isn’t essential for survival, but many users simply think they have to have it. Because those who use P generally have a strong addiction and dependence to P, an increase in price, caused by reduced supply from increased seizures of precursors used in the manufacture of the drug, such as pseudoephedrine, would most likely result in a less than proportional change in quantity demanded. Despite this, not all users of P are completely addicted, and a price increase would cause some users to reduce quantity demanded. It†¦show more content†¦as the price increases, there is a less than proportionate response to change to quantity demanded, and hence equilibrium quantity. (D) In reducing the quantity of pseudoephedrine coming into New Zealand, Customs and the Police are reducing the potential production of P. in effect, officials are increasing the scarcity of P in NZ, although this may seem positive, it may encourage producers of P to increase quantity supplied. This is because the recently increased scarcity causes producers to reduce supply, causing a leftwards shift of the supply curve, hence the equilibrium price increases (as shown on diagram 1). This is due to the inelastic nature of price for demand of P, as well as the elastic nature of price for supply of P. It is this price elasticity for supply of P that results in the producers of P increasing quantity supplied by a greater proportion than the change in price. The perverse incentive for producers of P in this case would be increased equilibrium price, which, according to the law of supply and the supply price elasticity associated with P, would cause producers to increase supply. (E) Demand side methods used to combat the use of trade of P in NZ would be more effective than supply-side methods. As shown in diagram 2, demand-side effects used by officials to control P result in greater decreases in the equilibrium quantity, than compared to diagram 1, where supply-side methods are used to control P. In thisShow MoreRelatedMicroeconomics Externalities, Market Power Assignment2661 Words   |  11 PagesIntroductory* Micro*economics 316-102 *Sem 1*,2010 Assignment 2: Genevieve Blanch QUESTION 1. Externalities in this situation exist where the Government, Country or Private Organisation decides to launch a new satellite causing costs and benefits to other members of society which do not impact on the G,C or PO. Such externalities include: NEGATIVE (Costs to other members of society) Hazard to the useful working satellites that surround Earth. 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Eth 125 Syllabus Course Free Essays

College of Humanities ETH/125 Version 6 Cultural Diversity Copyright  © 2010, 2009, 2007 by University of Phoenix. All rights reserved. Course Description This course is designed to educate students about issues of race and ethnicity by presenting historical and modern perspectives on diversity in the United States, and by providing tools necessary to promote a respectful and inclusive society. We will write a custom essay sample on Eth 125 Syllabus Course or any similar topic only for you Order Now Students will complete several activities that allow them to examine their own values in relation to the values of various other racial and ethnic communities. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢University policies: You must be logged into the student website to view this document. †¢Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schaefer, R, T. 2006). Racial and ethnic groups (10th ed. ). Upper Saddle River, NJ: Pearson Prentice Hall. Associate Level Writing Style Handbook, available online at https://ecampus. phoenix. edu/secure/aapd/CWE/pdfs/Associate_level_writing_style_handbook. pdf All electronic materials are available on the student website. Week One: Race and Ethnicity: Key Conce pts Details Due Points Objectives 1. Recognize key terms and sociological concepts related to race and ethnicity. 2. Describe subordinate group creation and consequences. Course Preparation Read the course description and objectives. Read the instructor’s biography and post your own. Reading Read Appendix A. Reading Read Ch. 1 of Racial and Ethnic Groups. CheckPoint Defining Race and Ethnicity Write a 200- to 300-word summary that answers the following questions: †¢What do the terms race and ethnicity mean to you? †¢Why are these concepts important to United States society? Tuesday 15 CheckPoint The Sociology of Race and Ethnicity Resource: Ch. 1 of Racial and Ethnic Groups Utilize Appendix B to match key terms with their correct descriptions. Post the completed Appendix B as an attachment. Thursday 15 Assignment Journal Entry of a Subordinate Group Member Resources: Ch. 1 of Racial and Ethnic Groups and the U. S. Census Bureau American Fact Finder website athttp://factfinder. census. gov Select one of the following subordinate groups from Ch. 1 of the text. Because the chapter does not list all subordinate groups, you may select any other group that has a documented history in the United States. †¢Subordinate Groups: Native Americans, African Americans, Chinese Americans, Japanese Americans, Arab Americans, Filipino Americans, Korean Americans, Vietnamese Americans, Asian Indians, Hawaiians, Irish Americans, Polish Americans, Norwegian Americans, Jewish Americans, Cuban Americans, Mexican Americans, and Puerto Ricans. Identify and describe which, if any, of the following creation and consequence situations the group has faced: †¢Creation: migration, annexation, or colonization †¢Consequences: extermination, expulsion, secession, segregation, fusion, or assimilation Write a fictional, first-person account of the creation and consequence situations of a subordinate group in the United States in the form of a 700- to 1,050-word journal entry. Describe, as if you were a member of that subordinate group, where the group originated, how it came to the United States, and one or two locations in the United States where members of your group live. Be creative in your fictional descriptions, and accurate with your facts. Research your text, the Internet, or the University Library for information about your chosen group. Of particular usefulness is the People section of the U. S. Census Bureau American Fact Finder website athttp://factfinder. census. gov Cite your sources consistent with APA guidelines. Post your journal entry as an attachment. Sunday 100 Week Two: Recognizing and Overcoming Prejudice Details Due Points Objectives 1. Recognize how people are impacted by stereotypes. 2. Prescribe methods for strengthening modern efforts to reduce prejudice. 3. Recognize difficulties in analyzing prejudice. Reading Read Ch. 2 of Racial and Ethnic Groups. Reading Read Ch. 3 of Racial and Ethnic Groups. Reading Read Ch. 4 of Racial and Ethnic Groups. Participation Participate in class discussion. 4 days/wk 10 Discussion Questions Respond to weekly discussion questions. Tue/Thur 10 CheckPoint Implicit Association Test Complete the Harvard-Hosted Implicit Association Test (IAT) using the following instructions. The test should take about 10 minutes to complete. †¢Navigate to the Project Implicit ® home page at https://implicit. harvard. edu/implicit/ and clickDemonstration. At the IAT home page, click on the Go to the Demonstration Tests link. †¢At the Measure Your Attitudes page, find and click on the I wish to proceed link. †¢You will be prompted to select a test. Take one of the following IAT tests: ?Race IAT ?Arab-Muslim IAT ?Native IAT ?Asian IAT ?Skin-tone IAT Post a 200- to 300-word summary that answers all of the follow ing questions: †¢What was the result of your IAT? Do you think that the test produced valid results in your case? †¢In your opinion, is it difficult to accurately measure prejudice? Why or why not? †¢Describe other measurements sociologists utilize to calculate prejudice. Friday 30 Week Three: Countering Discrimination, Immigration in the United States Details Due Points Objectives 1. Recognize sources of discrimination in your environment. 2. Describe your personal cultural background. 3. Associate being an immigrant to the United States with its inherent challenges. CheckPoint Modern Challenges in Immigration Resources: Ch. 4 of Racial and Ethnic Groups and the U. S. Citizenship and Immigration Services (USCIS) website atwww. uscis. gov Browse through the USCIS website, paying special attention to immigration forms, fees, fingerprinting, services, and benefits. Select an immigrant group from Ch. 4 of the text. Imagine yourself as a current member of your selected group, and consider the following question: Would I want to immigrate to the United States, and why? Think about what opinion you would have of the immigration process, including naturalization, the costs, fingerprinting, and so forth. Consider whether the process would seem easy or difficult for you as an immigrant. After you have thought about your answers, proceed to the next step of this CheckPoint. Post a 200- to 300-word summary that answers all of the following questions: Should United States government policy favor certain kinds of immigrants? †¢Should citizenship preference be given to the neediest applicants? The most talented? The most oppressed? The richest? †¢Should applications from certain countries be given priority? (Feltey, 2006, p. 11) Thursday 30 Assignment Ethnic Groups and Discrimination Resources: Racial and Ethnic Groups, the Internet, and the Univ ersity Library Select an ethnic group to which you belong. If you identify with more than one group, choose the group with which you most identify or about which you would like to learn more. Write a 700- to 1,050-word essay in which you answer the following questions: †¢Conduct research to determine if the group colonized or if it immigrated to the United States. Did the group face prejudice, segregation, racism, or any combination of the three? If so, how and why? Include your research findings in your essay. You may search through chapters of the text as part of your research. †¢Was this group affected by any of the following forms of discrimination, or did it participate in any of the following forms of discrimination? If so, describe: ?Dual labor market Environmental justice issues ?Affirmative action ?Redlining ?Double jeopardy ?Institutional discrimination ?Reverse discrimination ?Glass ceiling, glass walls, or glass escalator †¢Do you culturally identify more with the ethnic group you examined, with United States mainstream culture, or with both equally? Format your essay consistent with APA guidelines. Post your paper as an attachment. Sunday 100 W eek Four: African American Group Progress, Modern African American Dynamics Details Due Points Objectives 1. Describe the effects of slavery on modern America. . Associate African American leaders and groups with their successes of the Civil Rights and Black Power movements. 3. Weigh persisting social inequities endured by African Americans. Reading Read Ch. 7 of Racial and Ethnic Groups. Reading Read Ch. 8 of Racial and Ethnic Groups. Reading Read Ch. 11 of Racial and Ethnic Groups. Participation Participate in class discussion. 4 days/wk 10 Discussion Questions Respond to weekly discussion questions. Tue/Thur 10 CheckPoint Leaders and Legislation of the Civil Rights and Black Power Movements Research Ch. of the text and Appendix C to identify events and leaders of the Civil Rights and Black Power movements and their contributions to their respective causes. Complete both Parts I and II of Appendix C. Post the completed Appendix C as an attachment. Friday 30 Week Five: Muslim and A rab Americans Details Due Points Objectives 1. Describe the impact of Orientalism on Muslim and Arab Americans. 2. Identify causes of prejudice and discrimination against Muslim and Arab Americans. 3. Compare and contrast United States-centric views of Muslim and Arab Americans with United States-centric views of Christian Americans. CheckPoint Characteristics of Orientalism, Prejudice, and Discrimination Resource: Appendix D Post a 200- to 300-word response in which you complete the following: †¢Explain the difference between Muslims and Arabs. †¢According to research and news reports within the past 2 years, what are some of the changes the United States has made to policies concerning the treatment of Muslim and Arabic members of society? †¢List two to three characteristics of Orientalism. How may Orientalism and prejudice contribute to hate crimes against these groups? †¢What may individuals do to promote tolerance and reduce prejudice in their towns and cities? For ideas, visit the Teaching Tolerance website at http://www. tolerance. org, and the Southern Poverty Law Center website at http://www. splcenter. org. Thursday 30 Assignment United States-Centric Views Comparison Provide a copy of Appendix D to a friend or family member and ask that person to complete the table contained therein. In doing so, your chosen participant will consider what he or she thinks are the common United States-centric viewpoints on Muslim and Arab American and Christian American groups. Ask your participant to return their completed appendix at least 1 day before this assignment is due. Complete a duplicate copy of Appendix D, following the same directions as your participant. Write a 350- to 500-word summary in which you compare and contrast your participant’s answers with your own answers, and address the following questions: †¢How are your table answers similar? How are they different? †¢Do either tables list descriptors in the Both Groups category? Describe. †¢From either or both tables, name one or two descriptors that you think represent true facts about each group and one or two descriptors that you think are false. †¢How do you think an average American’s perceptions of each group are created? Post your summary and both completed copies of Appendix D as Microsoft ® Word attachments in your Assignments Section. Sunday 100 Week Six: Native American Cultures Details Due Points Objectives 1. Evaluate the overall effectiveness of Native American organizations in the advancement of their people’s needs. 2. Recognize how key policies shape the relationship between tribal Native Americans and the federal government. 3. Differentiate among causes of tribal poverty and prosperity. 4. Describe levels of Native American assimilation within mainstream society. Reading Read Ch. 6 of Racial and Ethnic Groups. Reading Read Ch. 9 of Racial and Ethnic Groups. Reading Read Ch. 10 of Racial and Ethnic Groups. Participation Participate in class discussion. 4 days/wk 10 Discussion Questions Respond to weekly discussion questions. Tue/Thur 10 CheckPoint Legislation Legacy Resources: National Congress of American Indians websitehttp://www. ncai. org and the Indian Country Today website athttp://www. indiancountry. com Post a 200- to 300-word summary of a current issue between Native Americans and the federal government. Identify the legislation that you think is linked to the issue, and explain why you think there is a connection. Consult the National Congress of American Indians website, the Indian Country Today newspaper, or another online source for examples of pertinent issues. Friday 30 Week Seven: Hispanic American Diversity Details Due Points Objectives 1. Describe cultural interests important to modern Hispanic Americans. 2. Give examples of diversity among Hispanic American groups. CheckPoint The Official Language Movement Resources: Racial and Ethnic Groups, the Internet, and the University Library Investigate the official language movement, which is an important Hispanic American cultural interest, described on pp. 243–244 of the text by researching bilingualism in education and politics in the United States. Find four to six credible websites or articles that support, oppose, or present information about bilingualism in education or politics. Most sources will focus exclusively on either topic of education or politics; therefore, try to find at least two sources per topic. Write one paragraph about each source, summarizing the main points presented. Provide APA-formatted reference citations. Submit all of your summaries in a 200- to 300-word post. Thursday 30 Assignment Hispanic American Diversity Resources: Racial and Ethnic Groups, the University Library, and the Internet Write a 1,050- to 1,400-word research paper in which you identify the linguistic, political, social, economic, religious, and familial conventions or statuses of four Hispanic groups living in the United States. Your paper must address Mexican Americans, Puerto Ricans, and two groups of your choice from Ch. 9 of the text. Dedicate an equal portion of your paper to each Hispanic group. Conclude your essay by summarizing major differences and commonalties apparent among the groups. Format your paper consistent with APA guidelines. Post your paper as an attachment. Sunday 100 Week Eight: Asian American Relations Details Due Points Objectives 1. Recognize the cultural makeup of Asian American and Asian Pacific Islander minority groups present in United States society. 2. Compare and contrast the cultural experiences of Chinese and Japanese Americans. Reading Read Ch. 12 of Racial and Ethnic Groups. Reading Read Ch. 13 of Racial and Ethnic Groups. Participation Participate in class discussion. 4 days/wk 10 Discussion Questions Respond to weekly discussion questions. Tue/Thur 10 CheckPoint Asian Americans According to the U. S. Census Bureau Complete the matrix in Appendix E using information from the Asian Pacific American Heritage Month press release located under the Materials tab on the student website. Post the completed Appendix E as an attachment. Friday 30 Week Nine: Core Concept Application Details Due Points Objectives 1. Describe the effects of the expansion of race and ethnicity on United States society. Capstone CheckPoint Write a 200- to 300-word summary that answers all of the following questions: †¢What information about race and ethnicity in the United States has helped you better understand or relate to specific minority groups? †¢Have you learned something new about your own cultural history? †¢Trends in immigration will continue to shape the face of the United States. What will this face look like in the year 2050? †¢How might the country best prepare for the changing race and ethnicity of its current and future citizens? Thurs. 30 Final Project Race and Your Community Resource: Appendix A. Write a 1,400- to 1,750-word autobiographical research paper that analyzes the influences of race as it relates to your community. In your paper, write your first-person account of how human interactions in your community have been racialized. For the community, you may consider relations within your neighborhood, local government, service groups, clubs, schools, workplace, or any environment of which you are a part. Answer the following questions and provide examples: †¢Do members of your community look like you? In what ways do they look the same or different? How do leaders within your community treat people who are like you? How do they treat people who are different? †¢How do other members of your community treat people who are like you? How do they treat people who are different? †¢Do your texts or work manuals contain information by or about people like you? †¢Do the local media represent people like you? If so, in what ways? †¢What are some similariti es and differences between you and the people who are in leadership positions in your community? Do you think minority group interests are represented within your community? If you could resolve any inequities within your community, what would you change? How and why? †¢Which main concepts from the text relate to race? Apply some of these concepts to your project. Include the following elements in your paper: †¢The thesis addresses racial issues in your local community. †¢The content is comprehensive and accurate. †¢The paper itself draws on your personal experiences with and opinions about cultural diversity in your community. †¢Three sources are used, and one source is a community member, leader, or representative from a local community organization. The paper is written in first-person point of view, with an autobiographical approach. †¢Text concepts are applied to your observations. †¢Assignment questions are answered. †¢The paper includes perspectives from supporting sources. †¢The conclusion is logical, flows from the body of the paper, and reviews the major points. †¢Paragraph transitions are present. †¢The tone is appropriate. †¢Sentences are well-constructed. †¢The paper, title page, and references follow APA guidelines. †¢Rules of grammar, usage, and punctuation are followed. †¢Spelling is correct. Post your completed research as an attachment. Sunday 250 Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices. How to cite Eth 125 Syllabus Course, Papers