University of Vermont The House We Live in Reflection & Intent v Impact Worksheet

  • Post category:Nursing
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University of Vermont The House We Live in Reflection & Intent v Impact Worksheet

Nursing homework help

All Lives Matter: Intent vs. Impact Worksheet: Power and Privilege: Who’s in Change and Why Does it Matter? 1. Describe how Power and Privilege play a role in the scientific attempt to determine a biological difference between races. How did that play out regarding health equity? 2. Watch The $100 Race: (https://www.youtube.com/watch?v=4K5fbQ1-zps) a. What struck you from this video and why? b. What would be another phrase of privilege you would use in a crosswalk exercise like this? -Take 2 steps forward if… 3. Watch Power, Privilege, and Oppression (https://www.youtube.com/watch?v=LTDikx-maoM) a. What struck you from this video and why? b. Describe how Power and Privilege can be a barrier to social change. c. In what ways can Power and Privilege be help social change? 4. When people of color rally for social change, such as the Black Lives Matter movement, an often heard reply is “All Lives Matter”. The intent is that all lives should matter, which most people would agree with. What might be the impact, though, for people of color when their efforts to be heard are met with this phrase? 1. What struck you about this video? Describe a particular component as well as how and why it affected you. 2. Describe parts of this video that challenged your previous understanding about race and how your Social Location might have affected this. 3. Choose one thing you learned and how it might be applied in your daily life. 1. I remember having a conversation with my grandfather, who was born in 1910, about the neighborhood he raised my father in on the south side of Chicago. He and my grandmother bought a house there in the 1940s after he returned from fighting in the Navy during WWII, and happily lived there through the 1960s, when they retired. He described the neighborhood as safe, middle class, with good schools and lots of families. While telling this story, his demeanor slowly changed and when he was finishing the story he said, “the blacks moving in destroyed it.” I was shocked by his racist language and did not understand what could possibly have made him feel that way, and I was too young at the time to think to probe further into his feelings about it. Seeing this week’s video, I think I finally understand the historical context that made his idyllic post-war neighborhood so enjoyable and safe (i.e. white) and why he might have felt the way he did about African Americans moving into the neighborhood. Learning that black families were denied access to government loans for housing in the post-war era explained how white suburbia developed, why so many housing projects exist and are concentrated in cities, why schools are still segregated (though not legally so) and poorly funded in many areas, and why the net worth of white families far outweighs the net worth of black families. The fact that the government denied loan opportunities to blacks for housing is at the root of some of these disparities and injustices was what affected me the most about the video. I think one of the interviewees said it best when he stated that we as a country missed out on a great opportunity for equality during the post-war era. Another part of the video that brought to light parts of history that were previously unknown to me was the government stripping Asians of their U.S. citizenship and the denial of citizenship based on race or national origin. This not only affected the individual families but also American perception of Asian, Indian, and other non-European people for decades to come. This systematic government intervention to give white people more rights, more opportunities, more validity, property, financial equity, and education makes me wonder if our “government of the people, by the people, for the people” as President Lincoln stated, will ever truly be for all the people. Knowing more about these government sanctioned programs and their limitations based on race makes me pay much closer attention to the bills that congress proposes and the people I select for office, so that government can reflect my values and ethical concerns. 2. 1. One thing that struck me about this video is that Americans believed so much in their “white supremacy” that they even applied it to other races that immigrated to the United States. When the influx of Southeastern Europeans and Asians came to America, there was a blend of cultures and coincidentally, a new social hierarchy was formed. It surprises me how even within white Americans, there was a social construct that limited abilities of certain people. It is even crazier to believe that this continued into history that was not even a hundred years ago. 2. I never realized that so many Americans were not actually able to gain citizenship due to the color of their skin and overall physiological appearance. This is a challenge to my previous understanding of Power and Privilege. You would want to believe that the 4th generation descendants of immigrants would be able to obtain American citizenship, but this was not always the case. This exemplifies the power and privilege that white American, particularly men, had. 3. One thing that I learned was that African Americans, even well into the 20th century, were denied the right to buy their own land or house. To white businessmen, having blacks buy houses in a certain area would automatically bring down the value of the surrounding neighborhood. t is absurd to believe that this occurred so recently in our history, but also can be a testament to the progress that we have made socially in just a short period of time.

  Excellent Good Fair Poor
Main Posting 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

 

Supported by at least three current, credible sources.

 

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

 

At least 75% of post has exceptional depth and breadth.

 

Supported by at least three credible sources.

 

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

 

One or two criteria are not addressed or are superficially addressed.

 

Is somewhat lacking reflection and critical analysis and synthesis.

 

Somewhat represents knowledge gained from the course readings for the module.

 

Post is cited with two credible sources.

 

Written somewhat concisely; may contain more than two spelling or grammatical errors.

 

Contains some APA formatting errors.

0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

 

Lacks depth or superficially addresses criteria.

 

Lacks reflection and critical analysis and synthesis.

 

Does not represent knowledge gained from the course readings for the module.

 

Contains only one or no credible sources.

 

Not written clearly or concisely.

 

Contains more than two spelling or grammatical errors.

 

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness 10 (10%) – 10 (10%)

Posts main post by day 3.

0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not post by day 3.

First Response 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

13 (13%) – 14 (14%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.

Second Response 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

12 (12%) – 13 (13%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.

Participation 5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days.

Total Points: 100