Walden University Week 1 United States Census Discussion Humanities Assignment Help

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Walden University Week 1 United States Census Discussion Humanities Assignment Help. Walden University Week 1 United States Census Discussion Humanities Assignment Help.

Learning Resources

Required Readings

Review the Course Preview and read the Course Introduction

Rosenblum, K. E., & Travis T. C. (2016). The meaning of difference: American constructions of race and ethnicity, sex and gender, social class, sexuality, and disability (7th ed.). New York, NY: McGraw-Hill.

  • Section I, “Framework Essay”
  • Section I, Reading 1, “‘Race’ and the Construction of Human Identity”
  • Section I, Reading 4, “Real Indians: Identity and the Survival of Native America”
  • Section I, Reading 7, “Whiteness as an ‘Unmarked’ Cultural Category”
  • Section I, Reading 3, “The Evolution of Identity”

Select one of the following articles to review for your Application this week. (You do not need to read them all.)

Adeleke, O. A., Bamidele, R., & Omokeji, R. (2014). Indigenous capitalist class, social stratification, and life chances in contemporary Nigeria society. Public Policy and Administration Research, 4(7), 11–15. Retrieved from http://www.iiste.org/Journals/index.php/PPAR/artic…

Birkelund, G. E., & Lemel, Y. (2013). Lifestyles and social stratification: An explorative study of France and Norway. Retrieved from https://halshs.archives-ouvertes.fr/halshs-0087045…

BBC. (2016). What is India’s caste system? Retrieved from http://www.bbc.com/news/world-asia-india-35650616

Mukherjee, R. (2000). Caste in itself, caste and class, or caste in class. Journal of World-Systems Research, 6(2). doi:10.5195/jwsr.2000.229. Retrieved from http://jwsr.pitt.edu/ojs/index.php/jwsr/article/vi…

Rankin, B., Ergin, M., & Göksen, F. (2014). A cultural map of Turkey. Cultural Sociology, 8(2), 159–179. doi:10.1177/1749975513494878

Discussion Spark – United States Census

The U.S. Census is a population survey designed to count the number of people residing in the United States (citizen and non-citizen alike), along with various types of demographic data about them, such as age, sex, race, and homeownership rates. The purpose of the Census is to apportion seats in the House of Representatives. (Increases or decreases in state populations result in gaining or losing seats in the House.) It is also used to plan public works projects and plan for emergency relief, disease control, and labor initiatives.
Before you explore this week’s topics of racial and ethnic identity construction and social class, consider how racial and ethnic data is collected in the United States through the Census. Does the Census capture the data accurately and fairly? Is it even important to collect data about race and ethnicity? After you complete this week, you are encouraged to revisit your Spark answer to see if your thoughts and beliefs have evolved regarding this issue.
To prepare for this Spark:

  • Examine the U.S. Census form and locate the questions that pertain to race and ethnicity.

By Day 2

Post your thoughts about the way the United States collects information about race and ethnicity on the Census form. In addition, what would you keep the same about the way race and ethnicity information is collected? What would you change?

Note: Spark Discussions are intended to generate ideas and spark thoughts before you review the week’s Learning Resources or begin your Application. For this reason, your responses may be briefer than a regular Discussion post and are due on Day 2 (unlike regular Discussion posts which are due on Day 3). A response post is not required to your Spark p
ost

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  • Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.
  • Students must mention question number clearly in their answer.
  • Late submission will NOT be accepted.
  • Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
  • All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).
  • Submissions without this cover page will NOT be accepted.
  • 300 -500 words
  • references are important

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Walden University Week 1 Personal Experience of Privilege and Stigma Discussion Humanities Assignment Help

Learning Resources

Required Readings

Rosenblum, K. E., & Travis T. C. (2016). The meaning of difference: American constructions of race and ethnicity, sex and gender, social class, sexuality, and disability (7th ed.). New York, NY: McGraw-Hill.

  • Section I, “Framework Essay”
  • Section II, “Framework Essay”
  • Section II, Reading 22, “Latinos in the U.S. Race Structure”
  • Section II, Reading 23, “Everybody’s Ethnic Enigma”

Required Media

NPR Staff. (2014). Growing up “white,” transracial adoptee learned to be black [Audio podcast]. Retrieved from http://www.npr.org/2014/01/26/266434175/growing-up…
Click the blue play button to listen to this podcast.

Growing Up “White,” Transracial Adoptee Learned to Be Black Transcript (HTML)

Discussion: Personal Experience of Privilege and Stigma

Society frames some racial and ethnic groups in a more positive light than others, thus affording preferential treatment to the members of those groups. The term privilege is used to refer to this preferential treatment. Privilege is the advantage given to some statuses. Wellesley College professor Peggy McIntosh first created the term in 1988, while teaching courses in women’s studies. In the “Framework Essay” for Section II in your course text, the author describes McIntosh’s personal account of her observations. She learned that men often are granted advantages, such as higher compensation at work, because of their gender. By extending the analysis to race, she discovered that people often assume that white people are not poor or violent and do not engage in criminal behavior.
While privilege results in preferential treatment, stigma results in negative treatment. In many ways, privilege and stigma are considered to be opposite. A stigma is an attribute for which someone is considered bad, unworthy, or discredited. For example, a black person is more likely than a white person to be under surveillance while shopping. In McIntosh’s account, blacks were also viewed as lazy. Asian Americans were seen as shy and yielding.
To prepare for this Discussion:

  • Review the “Framework Essay” in Section I, the “Framework Essay” in Section II, and Reading 22 in the course text. Pay particular attention to the examples of privilege and stigma.
  • Think about a situation in which someone experienced positive treatment due to privilege related to perceived racial or ethnic identity. The person that you select should be someone who is famous or infamous, such as an athlete, a politician, an actor, a musician, an historical figure, or someone who has been highlighted in the media.
  • Think about a situation in which someone experienced negative treatment due to stigma related to perceived racial or ethnic identity. Just as in the previous situation, this person should also be someone who is famous or infamous.
  • Consider how the positive treatment due to privilege and the negative treatment due to stigma would differ.

With these thoughts in mind:

By Day 3

Post a description of a situation in which your chosen person experienced positive treatment due to privilege related to perceived racial or ethnic identity. Explain why the individual was given this privileged treatment. Then, describe a situation in which your chosen person experienced negative treatment due to stigma related to perceived racial or ethnic identity. Explain why the individual was stigmatized. Finally, compare and contrast how the treatment differed in the situation representing privilege versus the situation representing stigma.
Be sure to support your postings and responses with specific references to the Learning Resources.

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Walden University Week 1 United States Census Discussion Humanities Assignment Help

Main Discussion: United States Census

Defining your racial and ethnic identities has to do with how you classify race and identity and how others categorize them as well. Race refers to the conception that people can be categorized into groups based on skin color, hair texture, and facial features. Japanese is an example of a racial group. Ethnicity refers to a group of people who share a sense of connectedness based on national origin, language, or religion. Irish-Catholic is an example of an ethnic group. The term culture also appears in discussions about race and ethnicity. Culture refers to shared attitudes and behaviors, such as customs. People of the same race and ethnicity often share culture as well, and you may notice some overlap between culture, race, and ethnicity.

There are different approaches used to define racial and ethnic identities. Your text emphasizes an approach called constructionism. Constructionists argue that definitions of race and ethnicity cannot be separated from social processes, such as political, legal, economic, and other outside influences. They believe that these outside influences “construct” definitions of race and ethnicity, and definitions change as social processes change. For example, black children in the 1950s may have felt they were not as valued, not as competent, and not as “good” as white children because social processes at the time supported these ideas. Political and economic influences favored white children over black children. Social processes in the current era reject favoring white children over black children. Constructionism has both benefits and limitations when you consider your own racial and ethnic identities.

To prepare for this Discussion:

  • Review the “Framework Essay” as well as the assigned pages in Readings 1, 4, and 7 from Section I of the course text, The Meaning of Difference. Pay particular attention to the concept of constructionism as it relates to race and ethnicity.
  • Think about how you define your own racial and ethnic identities.
  • Consider how the constructionist approach has influenced your racial and ethnic identities.
  • Reflect on the benefits and limitations of the constructionist approach as it relates to your racial and ethnic identities.

With these thoughts in mind:

By Day 3

Post a brief description of your racial and ethnic identities; that is, how do you define your race and ethnicity? After reading about the constructionist model, explain how it influences your racial and ethnic identities. In your explanation, include specific references that are personal to your racial and ethnic identity. Finally, briefly explain what you see are the benefits and limitations of a constructionist approach to one’s identity.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

By Day 5

Respond to at least one of your colleagues’ postings in one or more of the following ways:

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Quality Improvement Spring 2021

Name____________________________________________________________

In essay format answer the following questions about the research article you have selected. Please make complete sentences.

  1. Write the correct citation for the article using APA format.
  2. State the research question, as described in the article.
  3. What is the purpose of the study?
  4. Give two examples of how the literature review explains the problem being researched.
  5. What is the gap in the literature that the author addresses in the research being presented in this study?
  6. What is the study design?
  7. Describe the methodology used in the study.
  8. How were the participants selected for the study? Describe the process used.
  9. Define the independent variables of this study.
  10. Define the dependent variables for the study.
  11. Describe the theoretical framework used for the study.
  12. What were the key findings for the study? Discuss at least two.
  13. What were the limitations of the study?
  14. Explain why you would apply the findings from this study in your nursing practice or why you would not apply to your practice.
  15. What would you like to know more about the information presented in the study?

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Walden University Indian Social Classes Journal Paper Humanities Assignment Help

Assignment: Journal – Social Class

In the Discussion, you addressed how constructionism influences your racial and ethnic identities. The concept of social class is also based on or influenced by constructionism. Social class categorizes people according to their level of importance in society. According to the constructionist approach, social processes, such as political, legal, economic, and other outside influences converge to categorize you as one class or another. Since outside influences change over time, designations of social class may change over time as well. For example, when labor unions were more prevalent in middle of the 20th century, individuals who worked in manufacturing jobs were more likely to belong to the middle class. As labor unions and wages decline, workers may be more likely to belong to the working class.

When you think of social class, you may think of wealth or power. These attributes do influence social class and will be addressed further in Week 3. Characteristics of race, such as skin color, also can influence social class. In some cultures, people may be assigned to a social class based on their skin, hair, or eye color. For example, in a culture in which white people are considered to be in a higher social class than dark people, the class of people in between may be based on the darkness of their skin, with light-skinned black people seen as belonging to a higher class compared to dark-skinned black people. In a Native American society, a dark-haired person may be considered to be in a higher social class than a light-haired person. Dark hair matches expectations of appearance for members of a particular tribe. Categorizing individuals by social class can lead to conflicts in defining racial and ethnic identities in that these constructs are not concrete.

For this Journal, you explore an historical example of how social class evolved.

To prepare for this Journal:

  • Review Readings 1, 4, and 7 in the course text, The Meaning of Difference. Pay particular attention to social class and the biological definitions of race and ethnicity.
  • Select one of the articles from this week’s Learning Resources about social class in another country. Consider how social class has changed over time in the country discussed in your selected article.

The Journal (3–4 pages):

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  • Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.
  • Students must mention question number clearly in their answer.
  • Late submission will NOT be accepted.
  • Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
  • All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).
  • Submissions without this cover page will NOT be accepted.
  • 300 -500 words
  • references are important

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Walden University Double Consciousness and Avoiding Stigma Paper Humanities Assignment Help

Assignment: Double Consciousness and Avoiding Stigma

Double consciousness, covering, and passing are all ways in which people respond to stigma. Double consciousness refers to when you view yourself through the eyes of a critical observer. For example, Arthur Ashe, a professional tennis player in the 1960s and 1970s, experienced double consciousness when he saw his daughter playing with a white doll. He saw himself both as a father who wanted his daughter to enjoy herself and as a black father who was concerned about the perception the black community might have if they were to view his daughter’s behavior in public. He was aware or conscious of two selves: his inner self, which was not critiqued by the outside world, and the self that represented the stigma of being black during this time in history. He was faced with an identity conflict. Should he allow his daughter’s behavior and identify with his inner self, or should he ask her to change her behavior and avoid the discomfort of his potentially stigmatized self? Our text explains that people can avoid stigma in two ways: covering or passing. Families who are involved in transracial adoptions often feel the effects of double consciousness and are confronted with a dilemma similar to the one faced by Arthur Ashe.

To prepare for this Assignment:

  • Review the “Framework Essay” in Section II and Readings 22 and 23 in the course text. Pay particular attention to the concepts of covering, double consciousness, and stigma.
  • Review the podcast, Growing Up “White,” Transracial Adoptee Learned to Be Black. Gather your thoughts regarding the pros and cons of transracial adoption.
  • Reflect on how families involved in transracial adoptions relate to the concept of double consciousness.
  • Contemplate the advantages and disadvantages of covering and passing as a means of handling stigma related to race or identity.
  • Consider how race and ethnicity covering and passing can be used to both cause and resolve individual identity conflicts.

The Assignment (3–4 pages):

  • Describe the concerns held by both adoptive parents and adopted children in transracial families.
  • What other concerns would you add that were not discussed and why?
  • Explain how the concerns you discussed in the first two questions relate to the concept of double consciousness.
  • Discuss the advantages and disadvantages of race and ethnicity covering and passing.
  • Address how covering and passing can be used to both cause and resolve identity conflicts for both transracial adoptees and in general.

Support your Assignment with specific references to all resources used in its preparation.

Learning Resources

Required Readings

Rosenblum, K. E., & Travis T. C. (2016). The meaning of difference: American constructions of race and ethnicity, sex and gender, social class, sexuality, and disability (7th ed.). New York, NY: McGraw-Hill.

  • Section I, “Framework Essay”
  • Section II, “Framework Essay”
  • Section II, Reading 22, “Latinos in the U.S. Race Structure”
  • Section II, Reading 23, “Everybody’s Ethnic Enigma”

Required Media

NPR Staff. (2014). Growing up “white,” transracial adoptee learned to be black [Audio podcast]. Retrieved from http://www.npr.org/2014/01/26/266434175/growing-up…
Click the blue play button to listen to this podcast.

Growing Up “White,” Transracial Adoptee Learned to Be Black Transcript (HTML)


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  • Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.
  • Students must mention question number clearly in their answer.
  • Late submission will NOT be accepted.
  • Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
  • All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).
  • Submissions without this cover page will NOT be accepted.
  • 300 -500 words
  • references are important

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MRU Pregnancy With Abnormal Alpha Protein Levels Active Labor Susan Wong Case Study Health Medical Assignment Help

Instructions: Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to provide citations/references for your answers in APA format.

Deadline: Due by Sunday at 23:59 p.m.

CASE STUDY: Active Labor: Susan Wong

Mrs. Wong, a first-time mother, is admitted to the birthing suite in early labor after spontaneous rupture of membranes at home. She is at 38 weeks of gestation with a history of abnormal alpha-fetoprotein levels at 16 weeks of pregnancy.

She was scheduled for ultrasonography to visualize the fetus to rule out an open spinal defect or Down syndrome, but never followed through. Mrs. Wong and her husband disagreed about what to do (keep or terminate the pregnancy) if the ultrasonography indicated a spinal problem, so they felt they did not want this information.

Reflective Questions

1. As the nurse, what priority data would you collect from this couple to help define relevant interventions to meet their needs?

2. How can you help this couple if they experience a negative outcome in the birthing suite? What are your personal views on terminating or continuing a pregnancy with a risk of a potential anomaly? What factors may influence your views?

3. With the influence of the recent Human Genome Project and the possibility of predicting open spinal defects earlier in pregnancy, how will maternity care change in the future?

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Walden University Week 1 United States Census Discussion Humanities Assignment Help

Walden University Week 1 United States Census Discussion Humanities Assignment Help