Race, Class and Gender in the United States

Race, Class and Gender in the United States The post is a combination of two assighnments 1 Health information systems 2 Race, Class and Gender in the United States Asighnment 1 Health information systems Order Description A research on understanding of how issues related to health information systems and other resources, such as financials, staffing, and materials, could influence the implementation of your proposed change. In addition, you reflect on the effectiveness of your practicum experiences for fostering your professional development. What challenges are you encountering or would you anticipate at this point? If necessary, what can be done to improve the situation? To prepare: Reflect on the learning objectives and activities you developed for your practicum experience during Week 1. Also, consider the leadership competencies introduced in Weeks 2 and 3. What new skills or insights have you gained thus far in your practicum experience? How do you think this is impacting your leadership development and the planning of your proposed change? What adjustments might need to be made to your leadership presence within the practicum environment—or your plan for change? What additional supports would you find most beneficial right now? To complete: What new skills or insights have you gained through your practicum experiences? How is this impacting your leadership development and planning related to your proposed change? What additional supports would be beneficial? Asighnment 2 Race, Class and Gender in the United States study by Paula S. Rothenberg - Introduction: The Social Construction of Difference: Race, Class, Gender, and Sexuality, Paula Rothenberg, pp. 5 What White Parents (Like Me) Should Not Tell Children Imagine a Country, 2012, Holly Sklar, pp. 329 Domination and Subordination, Jean Baker Miller, pp. 91 Defining Racism: "Can We Talk?", Beverly Daniel Tatum, pp. 125 Constructing Race, Creating White Privilege, Pem Davidson Buck, pp. 21 White Privilege: Unpacking the Invisible Knapsack, Peggy McIntosh, pp. 176 Unequal Childhoods: Class, Race, and Family Life, Annette Lareau, pp. 163 Class in America: 2012, Gregory Mantsios, pp. 144 Cause of Death: Inequality, Alejandro Reuss, pp. 393 Still Separate, Still Unequal: America's Educational Apartheid, Jonathan Kozol, pp. 570 The Making of the American 99% and the Collapse of the Middle Class, Barbara Ehrenreich and John Ehrenreich, pp. 344 Wealth Inequality Has Widened Along Racial, Ethnic Lines Kochhar and Fry, pp. 340 Part II: Introduction: Rothenberg, pp. 99 Defining Racism: Can We Talk, Beverly Daniel Tatum, 105 Constructing Race, Creating White Privilege: Pem Davidson Buck, p. 21 White Privilege: Unpacking the Invisible Knapsack, Peggy McIntosh, p. 176 A Class Divided: http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc/view.html Ronald Reagan and the "Welfare Queen": https://www.npr.org/sections/codeswitch/2013/12/20/255819681/the-truth-behind-the-lies-of-the-original-welfare-queen READINGS: A Class Divided (46: 00) Frontline The Jim Crow Museum of Racist Memorabilia: "Using Objects of Intolerance to Teach Tolerance and Promote Social Justice The New Jim Crow Alexander, pp. 258 Without Sanctuary Photographs and Postcards of Lynching in America Scroll through menu at the link above. NOTE: these are highly sensitive images via photo/video. The Black Codes, W.E.B. Du Bois, pp. 503 Dred Scott v. Sandford, 1857, pp. 495 Brown v. Board of Education of Topeka, 1954, pp. 523 Brown v. Board of Education In Pursuit of Freedom and Equality Traveling Exhibit Videos: The Global POV project who is dependent with Ananya Roy Directions: * Format: * Your response should be 3, double-spaced in Times New Roman font only, standard pages using APA format for font and citations (no abstract or cover page needed). * Be sure to craft a tightly-written thesis statement to focus your essay. * For full credit, make sure to have proper punctuation, spelling, and grammar, and to properly apply in-text APA format (paper formatting and APA in-text citations) when integrating the book readings, web readings, and web videos into your essay. * See Course Tools/Useful Links for writing assistance. * DO NOT QUOTE. USE YOUR OWN WORDS. * Content * Do not use outside sources to answer these questions. Again, bring only the weeks one and two book readings, web readings, and web videos into your essay. * Well-supported papers will incorporate a wide range of course materials. * Be sure to fully answer all parts of the question(s) being asked. * Avoid merely summarizing the information from our course materials in your paper. Instead, provide analysis of how the SOC 350 material specifically supports your response to the exam question. Choose ONE of the following two midterm exam questions: Question: What role does class and race play in U.S. society? How do these categories inform our understanding of upward mobility, advancement, and social acceptance? Be sure to draw upon both web and written materials to support your thesis statement.