The all-encompassing question that arose for me was, what do we do with this information and how do we implement change?

Depth in your response when dis/agreeing or acknowledging each post below. Depth in response, providing new information, AND analyzing post below in a way that extends meaningful discussions by integrating multiple posts, and offering alternative perspectives.

 

post 1:

1a. Coming from a working middle class area I would say that most of what I have seen read and heard is quite similar to the topics discussed in these videos. We as children definitely heard that the wealthier people had better healthcare than we did, and could afford whatever we needed, but I know for sure when my dad needed to have the cancerous spot cut out of his arm that it cost us an “arm and a leg” and my parents constantly fought about money and struggled to get by just to make sure we had whatever we needed. There are many plants in Louisiana and they obviously are all mostly in lower socioeconomic communities. Now that I am older and am around different more diverse groups of people I have noticed the overall better health in immigrants than in American born people, even down to people skin and the way they age, white people tend to age very poorly as far as wrinkles and such go but I have seen many many Hispanics age very well and I frequently hear the saying “black don’t crack” because Africans also tend to age better then whites here in America.

1b. Some of the differences I noticed were not necessarily differences but just things I had never heard, I do A LOT of birth related research but as a white American I have never stumbled upon or taken the initiative to search for facts about the prevalence of prematurity in black Americans. In general I find that entire topic to be very interesting.

2a. I think the videos definitely confirmed a lot of the ideas I held, personally I think that the government subtly controls a lot of things around us that they do not want us to realize such as the fact that chemical plants are placed near low income or “expendable” neighborhoods.

2b. I would not say the videos challenged much for me, if anything they opened up some interesting topics for me to do some further reading and researching but I tend to think I’m mostly open minded about many things therefore, not much truly challenges me.

3. I truly found it very surprising and disturbing how African American babies have such high prevalence for prematurity potentially based on stress. It is very sad to me that babies ever have to suffer because I just have a soft spot for babies but it is even worse that it may be because of something that should not even exist. It is so frustrating to me that we continue to pass down such cruelties to generations which is just leading to the repetition of a cycle such as the one you can see here. I am growing my third child now and as I sit here and think about it most of the babies in the NICU when I was there with my second were black. It is also sad because no matter how readily available or highly publicized this information were to become you just can not force people to change, there is no easy fix to the problem.

4. Watching the older white woman talk about how she eats one meal a day toward the end of the week so that she can make sure her boys have everything they need was very sad for me. As a mother I know that I would do ANYTHING for my children and can only imagine what it feels like to have to make those choices, I hope to never have to.

5a. I truly would like to know more about the research done on reasons for higher prematurity rates in African American babies.

5b. Many contributing factors were listed in regards to prevalence of prematurity in African Americans including racism. Some other factors are socioeconomic status, stress, and ethnic differences in stress related neuroendocrine, vascular, and immunological processes. This is interesting because it suggest that not only is stress a contributing factor but ways our bodies deal with stress may actually be completely different. The articles I found still say that not enough research has been conducted to develop a good conclusion. The CDC says a major factor in pre-term birth is lack of knowledge of what causes pre-term birth to be more prevalent but they do not seem to really develop much of an opinon.

 

post 2:

1a. Unnatural causation of inequalities in public health is similar in that it encompasses similar groups (i.e. lower socioeconomic classes, immigrants, people of color), that natural causes of equality do.

1b. The phenomena of unnatural causes differs from other modalities of inequities and disparities in that it is more subtle and insidious than; let’s say, an outbreak of influenza in a city.

2a. My ideations of inequalities in healthcare, whether this be accessibility, portability, affordability, or any other “ility”, has been confirmed by the process of unnatural causes.

2b. I would say that my preconceived volatility of unnatural causes has been challenged; in that, I did not anticipate unnatural causes had such a profound influence on inequalities and disparities.

3. Statistics speak profoundly, and while statistics themselves are not the whole picture, they do assist in providing a depiction of the general milieu.  In this case, the statistic portraying that per 1,000 births 10 infant mortalities exist for black females that have a college education comparatively to the 9 per 1,000 births of white females that did not complete high school, was extremely illuminative and disconcerting.

4. The section of the clip that resonated most with me was the dichotomy that was displayed between the affluent white male and people of color struggling for survival.  From my observations, many individuals still deem the United States a meritocracy, when in reality, it appears we live in a land of political sway, family establishments, and serendipity.  In essence, hard work coupled with determination does not necessarily equate to a higher standard of living.

5a. The all-encompassing question that arose for me was, what do we do with this information and how do we implement change?

5b.

A common thematic discussion to implement change is to simply implement information; that is, the media needs to publish information, and the manner of depicting social determinants of health needs to be addressed to the general public.  Indeed, medical doctor Howard Koh, an esteemed doctor in his field, indicated that the ideology of social determinants of health has become more of an academia discussion than a general one (Koh, 2011).  Also, when researchers published their findings in the American Journal of Public Health, their results portrayed that 69.6% of articles mentioned no solution to health inequalities and disparities (Annice et al., 2010).  Disseminating information that is comprehensible, educative, and easily accessible is a crucial step in ameliorating the issue of unnatural causes.

 

 
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what larger social changes in the institution of the family in later life do you see reflected in the history of your family?

Family relationships are among the most enduring that people experience during increasingly long lives. Our roles as sons and daughters, wives and husbands, parents, siblings, and grandparents (and beyond) link many of us to a strong network of others with whom we share history, tradition, and responsibilities.

For your initial post in this discussion, reflect on your role as a human service and public service leader and explain your thoughts on the following:

  1. As you reflect on your family structure, such as the number of siblings in various generations/historical periods and ages at marriage and death, what larger social changes in the institution of the family in later life do you see reflected in the history of your family?
  2. Thinking about younger adults today (in their 20s), what changes in the timing of household events, family norms, and individual behaviors are likely to differentiate their cohort experiences of family in later life from those of individuals in their 70s today?
  3. When families provide care for an ailing or frail older relative, what supports would you recommend as a human service and public service leader to promote family caregiving to shift the balance toward greater rewards?

Support your thoughts with current references from professional literature.

Response Guidelines

Read the post of your peers and respond to two. In each response, evaluate the extent to which your colleagues have provided additional information to your individual view of family in later life. Share how your experiences and family in later life are similar or different

 
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Describe how the experience affected you or the person you know. Then explain how you as a social worker might support younger clients facing adultism or elderly clients facing ageism as they work toward the goals they have set for themselves.

Assignment: Journal Entry – Adultism–Personal Experience and Professional Role

Consider these scenarios:
You are a social worker and just started working at a local mental health agency. Your client is several years older and he or she asks you how old you are.
In a meeting with a much younger client, the teenage girl looks at you and blurts out, “You are too old to understand anything about what I am dealing with.”
How might you react and respond in those two scenarios?
Judgments about someone’s capabilities due to how old they look are made every day. Both young and older people are disrespected due to bias around their perceived lack of abilities. Additionally, these prejudices are often internalized, impacting the way these individuals feel about themselves. This internalized oppression diminishes their sense of self-confidence and self-esteem and often equates to unnecessary self-defined limits. Youth are constantly in a position in which their actions are controlled and their voices are stifled. Similarly, the elderly are ignored, hidden away, and, at worst, abused. They are often targeted for maltreatment and marketing scams due to their perceived vulnerabilities. You will be asked to consider your own experiences with either of these issues and how as a social worker you might mitigate the marginalization of these groups.
Consider your own experiences with ageism and adultism. Did any topic or subtopic related to ageism or adultism you encountered this week surprise you?
Respond in your journal, explaining a specific example of ageism or adultism that might have occurred in your life or in the life of someone you know. Describe how the experience affected you or the person you know. Then explain how you as a social worker might support younger clients facing adultism or elderly clients facing ageism as they work toward the goals they have set for themselves.
 
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Which is the in-group, and what are the unifying values or the ascribed status that provides its solidarity? Explain in around 300 words.

Assignment 2: Oratorical Leaders and the Magic of Stereotypes

No one gets through life alone. To some extent, we are all products of our environments. We learn from our families, schools, and cultures. Every person has to face severe challenges and conquer obstacles. How we face our challenges depends on how we are shaped by others and our strength of character.

Certain individuals in our society have played powerful roles in the evolution of prevailing norms. While we learn our culture from agents of socialization, great leaders with lofty visions lead people and nations in the direction of emancipation, economic prosperity, and political freedom. Each of the following speeches tells the story of a struggle and its leader. Each speech echoes the aspirations of thousands of people as well as their desire to change their social situations.

The purpose of this assignment is to demonstrate the power of stereotypes as a shorthand communication tool. With great economy of words, each speaker uses stereotypes to frame the audience into an in-group of which he or she is the leader and the out-group on the opposing side.

Part 1: Read transcripts of famous speeches 

Access the following speeches located in the AUO Library:

  • King, M. (2004). ‘I have a dream’. New African, (435), 67-67.
    http://search.proquest.com.libproxy.edmc.edu/docview/230228033
  • Cullis-Suzuki, S. (1994). An appeal for future generations. Earth Island Journal, 9(3), 14-14.
    http://search.proquest.com.libproxy.edmc.edu/docview/213829553

Part 2: Research other famous speeches

Explore various resources to research other famous speeches related to stereotyping and prejudice. Some suggestions are below. You may be able to find these speeches in video, audio, or text format. Try using a variety of search methods including visiting your local library, using Netflix or your local video store, or searching on YouTube. (You might also try locating the videos for the two famous speeches listed in Part 1 of this assignment.)

  • Malcolm X: By Any Means Necessary
  • Mahatma Gandhi: Nonviolence speech from the film Gandhi
  • Gandhi’s definition on Satyagraha

Part 3: Write a Paper

For this assignment, select one of the above speakers/speech and prepare a 1200- to 1500-word paper that answers the following questions:

  • Why did you select this particular speaker? Explain in around 300 words.
  • Which is the in-group, and what are the unifying values or the ascribed status that provides its solidarity? Explain in around 300 words.
  • What stereotype—prejudice, subordination, or discrimination—is the in-group challenging? Provide specific examples and explain in around 300 words.
  • In your view, did members of the in-group conspire to subordinate the
    out-group, or was the in-group merely operating within the social structure of its time? Explain in around 300 words.
  • How have your attitudes toward prejudice, subordination, or discrimination been influenced by the agents of socialization, such as family, peer groups, schools, and the media? Explain in around 300 words.

Provide a minimum of 3 references and apply the correct APA standards in the formatting of text, citations, and references.

Name your file LastnameFirstInitial_M2_A2.doc and submit it to 
M2: Assignment 2 Dropbox
 by Week 2, Day 7.

Assignment 2 Grading Criteria
Maximum Points
Explained why you selected this particular speaker.
12
Identified the in-group, and discussed the unifying values or the ascribed status that provides its solidarity.
16
Identified and illustrated with examples the stereotype—prejudice, subordination, or discrimination—the in-group is challenging.
16
Analyzed whether the members of the in-group conspire to subordinate the out-group, or whether the out-group merely operating within the social structure of its time.
16
Discussed how your attitudes toward prejudice, subordination, or discrimination been influenced by the agents of socialization, such as family, peer groups, schools, and the media.
20
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
 
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