The Linkage of the American Colleges and Universities to the Propagation of Racism and Slavery

Introduction

            The relationship between the higher education, slavery and race has drawn interests to many historians who have generated interests to uncover wealth of information about how the early American universities and colleges are linked to the chattel slavery, colonization schemes, exploitation of the natives and the scientific racism.  Several institution of the higher learning that existed during the colonial era in America such as Harvard, Emory, University of Virginia and Maryland have been linked with slavery and racism which led to the exploitation of the natives. There is significant evidence that reveals that these institutions contributed in propagating of racism and slavery.  For instance, Craig Steven Wilder in his book, Ebony and Ivy: Race, Slavery and the Troubled History of America’s Universities clearly illustrates how the institutions of higher learning contributed in spreading issues of racism and slavery during the colonial and post colonial era in America.  For instance, the professors who were responsible for teaching in these institutions postulated theories that revealed that white people were more superior to the people of color.  In addition, the money that was generated by the slaves in the plantations as well as the profits returns realized from slave trade was also used to fund these institutions and to determine their locations.  In all these aspects, the American colleges and universities contributed in propagating the issues of racism in the country.  Wilder clearly illustrates that the institutions of higher learning contributed in refining as well as popularizing language of race and slavery by providing the intellectual cover for the political and social subjugation of people who were not whites. Despite the fact that Wilder uses sufficient evidence to support his claim, some people feel that he was subjective in the sense that he looked at the issue from one angle.  They argue that he could have balanced his opinion by focusing how the people of color benefited from these institutions. This paper aims at investigating if the American colleges and universities existed during colonial era contributed in propagating racism and slavery as well as exploitation of the non-whites.

            There is evidence that reveals that the early higher academic institutions such as colleges and universities in America were the beneficiaries of slave economy.  As a consequence, they furthered the system of inequalities by exercising the intellectual power and through production of knowledge. The professors who were teaching in these institutions postulated theories that revealed that the whites were more superior to the African American and this contributed in subjecting the latter to many problems[1].  For instance, the professors in these colleges postulated theories of the racial differences as well as scientific claims that revealed white supremacy and they contributed significantly in  the validation of the white supremacy  in the mid to the late 18^th century by promoting scientific colonization as well as racism. Moreover, they also facilitated in development of negative stereotypes about the that people of color were inferior to the whites and they therefore deserved to be treated indifferently.   The Harvard anatomist by the name professor Warren showed that in the physical development,   the black people are located at the bottom of the humanity in relation to cultural accomplishment as well as intellectual potential[2].  All these teachings contributed in widening the gap between the whites and the blacks in America as they provided convincing grounds to many that there were differences between whites and non-whites.   Furthermore, they also disseminated the ideas which popularized a language of race and at the same time provided the cover for political and social subjugation of the non-whites[3].  These theories supported the natural dominion of the whites as many professors teaching around this time empirically confirmed backwardness of the non-whites and the supremacy of the Europeans.  For instance, Thomas Jefferson, the founder of the University of Virginia drew nefarious racial distinction between the Caucasians and the African Americans[4].  There is reasonable ground therefore for one to believe that the institutions of higher learning contributed in the propagation of racism and slavery as well as exploitation of the black people as well as other minority groups as these teaching promulgated these teachings from generation to the other.

            The other interesting finding in the Wilder book is that the American colleges as well as universities were being funded by the returns that were realized from the plantations and these institutions therefore they supported slavery[5].  The slaves, who were mostly the African Americans and other minority groups provided cheap labor to these plantations. In the Antebellum South, the profit from cotton plantation was being used to fund the expansion of education infrastructure.  Colleges and universities supported slavery which was characterized by the exploitation of the black in order to be funded[6]. In fact, education was ranked third after church and state among the institutions that promoted civilization built on bondage[7]. In addition, the money from the slave trade was also used to finance the higher education institutions.  In mid 18^th century, the merchants that were involved in the slave trade, replaced the religious organizations which were initially the primary source of the fund for the colonial colleges. As a consequence, the universities and colleges cultivated the relationships with the West Indian slave owners who acted as the donors and trustees[8].  Furthermore, they also offered many scholarships to the white’s people who intended to further their education and they bankrolled the building campaigns., Wider also shows that the institutions of higher learning supported the relationship by inviting them to be the trustees of the institutions  and at the same time recruiting their sons to be their officials[9].  According to Feagin, Harvard (1636),  Yale (1701), William and Mary (1693) as well as New Jersey (1746) were the first colonial colleges  and they relied on the funding coming from the slave-holders[10].

            The institutions of higher learning also contributed in propagating the issues of slavery by sending their graduates to the Antebellum South to act as the teachers and clergies.   These graduates contributed in the promoting slavery and racism by putting by disseminating the information they learnt in the class that revealed that the whites were superior to the non- whites[11].  Being teachers, they could therefore easily pass the knowledge to the students thereby instilling them with the ideas that made them develop negative perceptions and stereotypes about the blacks and other non-whites.  The college of New Jersey and Harvard University were among the institutions of the higher learning that sent a large number of the graduates to the south to act as the tutors as well as clergy’s and this contributed in the establishment of the interregional allegiances which persisted through the Civil War[12].  The author reveals many graduates from the North travelled to the south to search the job opportunities as the plantations where slave-owners funded these institutions. Wilder also reveals that graduates armed with the theories of the racial differences and which were based on the scientific claims that the white people were superior[13].  These reasons reveal the importance of the social capital in the development of the early American education which in one way contributed to the marginalization of the African Americans through exploitation as slaves.

            The Europeans individuals were mostly the masters of the African American Slaves as well as other indigenous groups such as the Natives.  There is evidence that reveal that the Europeans founded the schools in order to exploit declining Indian as well as the rise of the African Slavery.  Wilder reveals that some campuses were decorated by the bones of Native Indians and they provided discussions of impending extinction of the Natives people. The slaves were also exploited to provide cheap labor in the construction of some of the of colleges and universities buildings.  For instance, the University of Carolina and parts of the Dartmouth University were built by the slaves who provided cheap labor.  Wilder reveals that the presence of the slaves in the education institutions acquainted the students with the uninitiated slavery and its methods and in many of the universities and colleges’, faculty staffs as well as administrative staffs were the whites[14].  The college trustees and the students were from the slaveholding families. The black people were only allocated the menial positions and they only worked as the servants and they were seen as the objects[15].  In this case, one can argue that the institutions of the higher learning in American can be linked with the rise of slavery and racism in the region.  The slaves provided the cheap labor in the construction of building blocks and they were not given an opportunity to study in these institutions. Feagins points out that the enslaved workers built the nations educational infrastructures despite the fact that most of their work was ignored in the mainstream media and books.  For instance, the labor of the black people directly or indirectly contributed played a significant role in construction of the early colonial universities and colleges which were developed to facilitate the legitimate expansion of the slave-centered economic system[16].

            Wilder also illustrated clearly how the trustees and presidents of colleges participated in the American Colonization Society.  These individuals contributed in the development of slavery by supporting it.  For instance, the president of the Connecticut’s colleges and the universities was the leader of one of American Colonization Society which was founded in the year 1817 in order to move the free black people out of United States[17].  In addition, these college officials also owned the slaves that provided labor to the schools by either cleaning the administration blocks or the student’s rooms.

            Despite the fact that Wilder has provided a clear picture of how the Universities and Colleges are closely linked to the slavery and racism in the colonial era, he is biased in the sense that he has only focused on side on how the people of color fallen a victim but not how they benefited.  As much as this institution contributed in marginalizing the minorities and degrading them by instilling ideas that made people to develop perceptions that the people of color were inferior, Wilder overlooks the fact that there were some from the minority groups who benefited from these institutions[18]. He could have balanced his opinion and look somehow objective by showing the people of color also benefited from these colleges and universities.  For instance, there are number of abolitionists who undergone through these institutions and they later contributed in the abolition of slavery in the country.  Wilder is therefore subjective as he has only looked the link between the slavery and racism and the colleges and the universities[19].

            As much as the institutions of the higher learning in America contributed in improving the lives of some people of color but Wilder never focused on these issues thereby making his stand on the issue be somehow subjective,   there is significant evidence that colleges and universities led to the increase of racism and slavery cases[20].   They contributed in the dissemination of  ideas that  made the natives and people of color to look inferior in order to disposes their native lands and be in a position to exploit them  for their own economic gains and prosperity.   The institutions of higher learning greatly contributed in increased cases of slavery and racism.

Conclusion

Wilder in his book has clearly provides a convincing evidence about the linkage of racism and the development of the early American colleges and universities.  These institutions contributed in the development of slavery by exploiting the black people as a source of labor and at the same time being funded by the funds that originated by from slavery.  Furthermore, most of the students were from slave holding families and they were being run the slaveholders who acted as the trustees and donors. Lastly, they also contributed in propagation of slavery by disseminating information that made the minorities to look inferior thereby getting opportunities to dispossess their resources. Early colleges and universities in America are therefore closely linked to development of slavery and racism.

Bibliography

Leffler, Phyllis K. "Ebony and Ivy: Race, Slavery, and the Troubled History of America's Universities." African American Review 47, no. 4 (Winter2014 2014): 585-587. Professional Development Collection

Davis, Thomas J. "Ebony and Ivy: Race, Slavery, and the Troubled History of America's Universities." Library Journal 138, no. 13 (August 2013): 108. Business Source Complete, EBSCOhost

Bush, Vanessa. "Ebony and Ivy: Race, Slavery, and the Troubled History of America's Universities." Booklist 109, no. 22 (August 2013): 11. Professional Development Collection, EBSCOhost

Wilder, Craig  Steven. Ebony & ivy: Race, slavery, and the troubled history of America's universities.2014.

Feagin, Joe R. How Blacks Built America: Labor, Culture, Freedom, and Democracy. Routledge, 2015.

Wolters, Raymond. "Tainted Fortunes." Academic Questions 27, no. 4 (December 2014): 490-493. Academic Search Premier, EBSCOhost

"EBONY AND IVY Race, Slavery, and the Troubled History of America's Universities." Kirkus Reviews 81, no. 15 (August 2013): 146. Academic Search Premier, EBSCOhost

Malone, Christopher. "Ebony and Ivy: Race, Slavery, and the Troubled History of America's Universities/The People's Martyr: Thomas Wilson Dorr and His 1842 Rhode Island Rebellion." Journal Of The Early Republic 34, no. 3 (Fall2014 2014): 512-517. Academic Search Premier, EBSCOhost

AYERS, EDWARD L. "Ebony and Ivy: Race, Slavery, and the Troubled History of America's Universities." Journal Of Southern History 81, no. 1 (February 2015): 178-179

Edward L. Ayers "Ebony and Ivy: Race, Slavery, and the Troubled History of America's Universities." Journal Of Southern History 81, no. 1 (February 2015):

Wolters, Raymond. "Tainted Fortunes." Academic Questions 27, no. 4 (December 2014): 490-493. Academic Search Premier, EBSCOhost (accessed September 16, 2016).

Raymond, Wolters. "Tainted Fortunes." Academic Questions 27, no. 4 (December 2014): 490

[1] Craig  Steven, Wilder. Ebony & ivy: Race, slavery, and the troubled history of America's universities.(2014), p. 3.

[2] Wilder, p. 2.

[3] Ibid, p. 3.

4 Phyllis K. [4] Leffler "Ebony and Ivy: Race, Slavery, and the Troubled History of America's Universities." African American Review 47, no. 4 (Winter2014 2014):587.

[5] Christopher, Malone. "Ebony and Ivy: Race, Slavery, and the Troubled History of America's Universities/The People's Martyr: Thomas Wilson Dorr and His 1842 Rhode Island Rebellion." Journal Of The Early Republic 34, no. 3 (Fall2014 2014): p. 514.

[6] IBID, p. 515.

[7] EBONY AND IVY Race, Slavery, and the Troubled History of America's Universities." Kirkus Reviews 81, no. 15 (August 2013): 146

[8] Raymond. "Tainted Fortunes." Academic Questions 27, no. 4 (December 2014): 492

[10] Joe R. Feagin .How Blacks Built America: Labor, Culture, Freedom, and Democracy. (Routledge, 2015.), p26.

[11]  Leffler, p. 587.

[12] Wilder, p. 2.

[13] Ibid. p.

[14] Feagins, p.4.

[15] Wilder, p. 3.

[16] Feagins, p. 26.

[17] Wilder, p.3.

[18] Malone, p.179.

[19] Edward L. Ayers "Ebony and Ivy: Race, Slavery, and the Troubled History of America's Universities." Journal Of Southern History 81, no. 1 (February 2015): p.179.

[20]

Introducing the interactive Model of Program Planning

            As a graduate student, I am now interested in contributing in the future of the adults by advancing their goals and their objectives.  Program goals form standards that determine the performance of the program.  For the goal and objective development, one had to first recognize them as they are the component of the program one plans to assess.  The goal is that the huge description of the permanent prospect of what your program should have. This acts as the main foundation in development of the program objectives.  The other component that I will focus on is the preparation and the management of budgets.  The company that I will engage in will have to ensure that they set up policies for the preparation and management of budgets.  A person will have to prepare their initial budget for them to start up their things as they plan for their future.  Effective management of businesses is gained through maintaining of clear program records and its processes before starting the budgeting process ((Caffarella & Daffron, 2013, pg 29). 

             The assumptions that I have to make as a graduate are helping in the use of technology.  I will help the program planners in the use of technology in all ways of program planning.  This will help the program participants in having new skills as they learn new knowledge.  Technology is not practical in each context, program planners are known with the options and when to use the technology (34). The other assumption is that I have to build relations. The effectiveness of building relationships through the process of program planning is known as the main part of the planning process.  Developing relations can be easy if the planners think in the same way (Caffarella & Daffron, 2013, pg 35).   

Reference

Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical guide.

Mission Advocate

In order to become an effective supporter of my university mission which entails the provision of a diverse community in relation to career professional by providing an opportunity for the students to transform themselves in a scholar-practitioners manner that will yield positive effects on the society will require not only physical commitment but also mental commitment that will create a chance of global advancement that will facilitate in solving the critical societal problem that will make the university  a distinctive place of learning (Nilson, 2007).

As a supporter who is determined to make it work, I should familiarize myself well with the whole mission and try to analyze what it entails (Nilson, 2007). With a clear understanding, I am more aware of the steps that I should take in making it happen. Teamwork is also important very important as it will help in undertaking the task that cannot be done, individual (Nilson, 2007). Having the same goals with the other supports will be essential as it will enhance success. Knowing the value of the mission is also important in realizing its goal as it will enhance quality and integrity that will help in realizing the mission. As a supporter, I consider stewardship important as it will assist me in being responsible and accountable for any action I do.

In conclusion, the current ways I am making to change the world is doing things different from what I used to. Being a true activist of the mission is one thing that I am doing which means that I can start an initiative with the supporters who we share the same vision rather than waiting for others to start. I am also making use of my most unique talent of speech by persuading people to do better in realizing the mission because we will all benefit.

Reference

Nilson, C. D. (2007). How to manage training: Facilitating workplace learning for high performance. New York: American Management Association.

College Environment

Prompt 2

Introduction

Strategic planning in college education is very important as it plays a significant role in creating conducive learning environment. In implementing strategic planning, the important thing is to focus on student development in order to create new environment. There are various external pressures which are changing the college environment and so there is need to implement new approaches and theories which will help the college to respond to the new changes. In strategic planning, useful models and guiding principles which will facilitate progress must be applied. Strategic planning in changing institution and culture is an important aspect but in order to have an effective planning it is important to focus on students’ development theories in implementing changes and approaches to analyze the conditional effect in co-curriculum setting.

 In setting strategic planning, it is important to focus on guiding principles which will help in applying theories in changing institution and culture. Considering students’ characteristics and understanding their backgrounds and personality will help to implement changes (Jones & Abes, 2013). First, considering race and ethnicity in creating conducive learning environment is an important aspect in analyzing the relationship between different racial groups (Schuh, Jones & Harper, 2011). In taking a nuanced approach, it is important to understand how students behave in certain environment and how they are impacted.  Secondly, in strategic planning, understanding environment will create the path of providing students with opportunities.  In environment perspective, the strategic approach will be based on providing living-learning programs, honors programs and other opportunities. Exploring the environment will help students in identity development as well as academic development (Schuh, Jones & Harper, 2011. Third, before moving in theory perspective it is important to follow the guiding principles like socioeconomic status.  These statuses have both negative and positive impact in that according to the research by Schuh, Jones & Harper (2011), students with low socio economic status tend to have slow school attendance compared with high class of socio status.

In institution context, conditional effects will help to effectively incorporate the theories into practice.  The reason as to why theories must be applied in strategic planning is because they help in making wise decisions based on lives and experiences and they make implicit connection (Dalin & Kitson, 2005). The key issue to focus on in making strategic planning is creating students affairs and institutional changes. In strategic planning, I would suggest that new planning should be set through applying involvement theory (Patton et al, 2016). The theory play a significant role in student development as it introduces the educational engagement by developing learning and leading and cognitive complexity. In planning, involvement focuses on both physical and psychological power which helps the student to achieve academic interest. In addition, the theory helps to focus on student behavior and analyzing behavior will create the path of implementing necessary changes (Jones & Abes, 2013).  Secondly, a new institutional environment can be created by applying transition theory in strategic planning. The theory focuses on individual self-perception and the relationship between individual and transition. Using this theory, it is important to concentrate on individuals’ daily life, role of transition, situation and the degree of control (Patton et al, 2016). Third, strategic planning must be connected with developmental ecology in order to comprehensive understand the student development in different contexts. This will give an insight on how to shape the new environment for optimal growth in diverse population. According to the research, the theory focuses on four components and the interaction they help to create an environment where students will achieve their goals. The components in development ecology involve process of student development, time of development, person and context (Forney et al, 2013).

Conclusion

In strategic planning, there are various approaches and theories which have to be applied to ensure that student live in good environment and that they achieve their educational goals.   Strategic planning involves incorporating all the important aspect which bring success, create a well-defined culture and student affairs. Thus, the theories and approaches help to understand how students develop, their experience, their socioeconomic and psychological status. These approaches play a significant role in identity development, cognitive and career development. 

Reference

Patton, L. D., Renn, K. A., Guido, F. M., Quaye, S. J., & Evans, N., & Forney, D. S., (2016). Student

development in college: Theory , research, and practice (3rd ed.). San Francisco, C A: Jossey-

Bass.

Schuh, J. H., Jones, S. R., & Harper, S. R. (Eds.). (2011). Student services: A handbook for the profession

(5th ed.). San Francisco, CA: Jossey-Bass.

Forney, D. S., Evans, N. J., Patton, L. D., Renn, K. A., & Guido, F. M. (2013). Student development in

college: Theory, research, and practice. San Francisco, Calif: Jossey-Bass.

Jones, S. R., & Abes, E. S. (2013). Identity development of college students: Advancing frameworks for

multiple dimensions of identity.

Dalin, P., & Kitson, K. (2005). School development: Theories and strategies : an international handbook.

London: Continuum.

Change Model & Implementation Plan 2

Roger's diffusion of innovation theory

Diffusion refers to a process whereby communication of an innovation is done through given channels over a given time among social system members. It is thus a communication that involves disbursement of messages viewed as being new ideas.  Innovation refers to an idea that is viewed by a person as being new. The features contained in that innovation according to the perception of the said social system members determine its implementation rate (Basavanthappa, 2008). Therefore, the implementation of an Early Sepsis alert system to a great extent depends on how the users or the members of the system will define its characteristics and how they perceive or respond to it. Changes are thus needed on the innovation, how the changes will be communicated in the context of sepsis and how the social system will apply it to achieve a common goal of problem solving.  The common goal in this scenario is early system that will be used to monitor the risk of inpatient developing sepsis and thus raise the alarm for early care and reduce the overall mortality risk (Shiramizo, Marra, Durão, Paes, Edmond, & Santos, 2011).

Innovation in diffusion should be able to indicate various features that will determine the rate at which it will be adopted or implemented which consist of compatibility, relative advantage, trial ability, complexity and how observe the innovation is to the social system members.  Relative advantage refers to the extent in which the system will be viewed as being better than preceding idea(Basavanthappa, 2008).   The rate of adoption of Early Sepsis Alert system will be determined by how the nurses of medical staff view it as being advantageous in detecting sepsis early enough(Shiramizo et al. 2011). . If theses members perceive the system as being better in detecting early sepsis, they will adopt it at fast rate thus speeding up the implementation process (Schnegelsberg, Mackenhauer, Pedersen, Nibro, & Kirkegaard, 2014).  Compatibility refers to the extent to which the innovation is viewed as being in line with values, adopters’ needs and the past experiences. If the alerts are developed using the best available evidence over an extended period so that it is consistent with the clinical values and the nurses needs its implementation process will be very easy (Basavanthappa, 2008). This is because the users of the systems will viewed as being better as compared to past system when changes had not been introduced. Complexity refers to the extent to which the innovation is seen to be difficult to comprehend and thus to use. The Early Sepsis Alert System will be implemented faster if the social system members feel that it can be understood easily after the introduction of new changes. This is true if the nursing staff do not need new skills that will help in understanding.  Trial ability refers to how experiments can be done using the system on a limited basis. In case the detection of sepsis can be done in implementation plan of the alert system, it means that the members of the system will adopt it quite easily (Basavanthappa, 2008). Therefore, if the sepsis alert system can be trialable, there is less uncertainty to the nurses who are considering its adoption.  The ability of the innovation to produce results that are greatly visible to the users determines the success of its implementation. The visibility of the alert system results trigger the discussion on its effectiveness and other people may consider adopting it after information about its innovation-evaluation is given.

Communication in diffusion involves sharing of information with others in order to mutually reach at an understanding (Basavanthappa, 2008). The sepsis alert system would be evaluated on the basis of relayed information on its effectiveness. The system would be subjected to evaluations’ comparison among the near-pears who have implemented the system. Time in diffusion involves decision making process on the innovation, a person’s or unit’s innovativeness and adoption rate.  The decision process a mental procedure where a person or unit forms an attitude about the alert system and then decides to implement or reject it. Innovativeness relates whether a person or unit adopt the system earlier than fellow social system members (Schnegelsberg, 2008). Adoption rate relates to the sepsis alert systems’ speed of implementation. The social system relates to members or interrelated units engaged in systems problem solving to achieve evident early sepsis detection.

Implementation plan

The system uses a computerized tool that includes continuous laboratory  values and whose aim is to identify impending sepsis that can be used together with an automated fashion that combines  medical record system that is electronic.  The implementation process is to be done in a public hospital near an academic medical facility. In the process, a single medicine war is to be used as a control ward while at least four others are to be intervention wards.  Some patients in the control ward are to be used as the non-intervention group. The intervention group will involve all patients in intervention wards with sepsis alert generated at real-time. 

Development will take about two months .The implementation of the project will involve two bundles of time that consist of 3 hours and 6 hours. Within the first three hours   after the alert, the nurses should obtain lactate levels of the blood in order to identify the possibility of hypo-perfusion connected to sepsis and then evaluate necessary interventions for resuscitation.  Antibiotics are to be administered within an hour of sepsis recognition or septic shock. The bundle of 6 hours will involve the transition of the patient to a superior level of care provision. The intention will be to attain lowest possible mortality rate and none if possible. 

The implementation process will involve inter- professional sepsis team that comprises of experienced practicing nurse and clinical nurses, laboratory representatives, physicians and representatives from safety and quality program.  It will also involve the medical-surgical ICU, staffs from the emergency department since these members often deal encounter sepsis. The nurses and physicians will work closely with other group members to determine the alert systems management. They will thus serves as discipline and unit-based resources that will be involved in mentoring the implementation process.

The system will involve the generation and collection of real- time data. The information will be generated using the a prediction tool fitted in the system that consist of common values obtained from the laboratory whose monitoring will be closely done among the hospitalized patients who will be selected by the team members due to heir relevance to sepsis. This relevance involves the shock index, the arterial pressure and other relevant data which will be transferred automatically transferred into the electronic record automatically.

The electronically availed data will then be identifies as positive, where by an alert will be raised. Therefore , the nurse have to respond quickly to the alert , carry out an assessment on the patient The nurses are then to enquire from the physician of the interventions needed and then administer the interventions required.  The initial outcome will be aimed at actively administering diagnostic and therapeutic interventions that will have been assessed within 14 hours.

Any challenges encountered will have to be solved by involving the nurses who were monitoring the implementation process. Expected challenges such as alert fatigues the nurses and other team members will have to offer their feedback on the systems function ability in order to check the manner in which alerts were detected. The feedback will also help in determining the safest timeframes for the alerts.  Furthermore, the sepsis clinical assessment and concerns on the assessment will need to be maintained to avoid relying on this system alone.  

The implementation cost for the alert system will have absorbed into the workflows in the daily routine so that no major direct cost is expected to be incurred. The cost will involve the salaries for the team involved in the process which is expected to get better as the electronic health record is being implemented together with ability for capturing vital elements of data. The benefits arising from the system in form of mortality rate reduction is worth the cost. To maintain the system communication among the staff will have to be improved and sustained and feedback presented individually. Any addition training required for better understanding of the system will be offered to nurses and appreciates those who have endeavored to offer solution for upgrade.

References

Shiramizo, S., Marra, A., Durão, M., Paes, Â., Edmond, M., & Pavão dos Santos, O. (2011).   Decreasing Mortality in Severe Sepsis and Septic Shock Patients by Implementing a    Sepsis Bundle in a Hospital Setting. Plos ONE, 6(11), e26790.   http://dx.doi.org/10.1371/journal.pone.0026790

Schnegelsberg, A., Mackenhauer, J., Pedersen, M., Nibro, H., & Kirkegaard, H. (2014).    Delayed admission to the ICU is associated with increased in-hospital mortality in      patients with community-acquired severe sepsis or shock. Critical Care, 18(Suppl 1), P241. http://dx.doi.org/10.1186/cc13431

Basavanthappa, (2008). Community health nursing. Place of publication not identified: Jaypee Bros. Medical P.

Appendixes

Data collection tool

Human resource list

1. Clinical nurse
2. Practicing nurse
3. Laboratory representatives
4. Quality program representatives
5. Physicians
6. Emergency department staff

Timeline

Journal of Agriculture Education (JAE)

http://www.jae-online.org/   

Vol. 57 No. 2, 2016

Research topic: the Benefits of FFA Membership as Part of Agricultural Education

The purpose of the study is to evaluate the benefits of FFA membership and whether FFA fulfills the basic human needs (Chelsea et al, 2016). FFA is an organization and it was established to engage young people in different agriculture activities and to promote their development. FFA organization play a great role in the life of youths as it provides them with opportunities for development. Young people are prepared in their career and they are provided with valuable resources which helps them in integrating in global agriculture.FFA members get agriculture education either in classrooms, through leadership education or experiential learning.  The education helps them to achieve their goals through interaction in various activities.  In this research topic, the main objective is to find out whether FFA members develop love, self-esteem and self-actualization (Chelsea et al, 2016). 

Method used

  The method used to conduct the research is quantitative and the people involved in the research are FFA members. 394 Students (both male and female) attended Tennessee camp in six weeks where they learned agriculture education (Chelsea et al, 2016). The participation in agriculture classes was optional and they were informed that survey was to be done.  All students were graduates from different high schools. They all came from different races and ethnicities and they had different length of membership. Survey questions were set based on work interaction, recognition, leadership among others. Since all students were members of FFA, the objectives of the survey questions were to evaluate whither students developed the three basic needs (Chelsea et al, 2016).

Findings, conclusion and recommendation

The results from the survey showed that 80% students had the feeling of love and  it was concluded that  they developed  their  career as well as  leadership roles  as a  result of being FFA  members and participating in different  activities (Chelsea et al, 2016).  In addition, it was confirmed that 96% students enjoyed life in high school and they interacted with students and made friendship and they all had a sense of belonging. Many students gained self-confidence and communication skills as a result of public speaking. The skills helped them to gain both leadership skills and career development. Due to integration in different activities, students gained self-esteem and they also learned new things. Finally, most students valued the importance of college education and the value of technical training (Chelsea et al, 2016).  

Generally, FFA helps members to develop self-esteem by providing them with sense of belonging.  In career development, students get opportunity to interact with others thereby developing their leadership skills and the involvement helps them to achieve their goals.  The finding have concluded that students feel at home while in FFA group and they establish their presence, the feel sense of belonging (Chelsea et al, 2016). In addition, the various opportunities help them to gain new knowledge and new friends through interaction.  Thus, FFA play role in students’ life and it helps to achieve their goals by gaining the basic needs.

To ensure that FFA members achieve the three basic needs, advisors should   allow the students to attend events in national level. This will help to analyze whether students can achieve their needs in both local and national levels. In addition, it is important for advisors to provide students with awards and scholarships and ensure that they have long term self-esteem (Chelsea et al, 2016).  This will strengthen them and also it is the best way to allow more students to become FFA members.

Reference

Chelsea, R., Carrie, S. E.,  Stripling, C., Cross, T., Sanok, D. E., & Brawner, S. (2016). The Benefits of

FFA membership as part of agricultural education. Journal of Agricultural Education, 57(2), 33-

45. doi: 10.5032/jae.2016.02033

Academic writing

Academic writing is basically the process of breaking down ideas that are founded on the analysis in order to increase one's understanding. This writing involves deductive interpretation that focuses on the main idea which is the thesis that is supported by example and detailed information of the complicated logic for easier understanding (Tran, 2013). It also includes the viewpoint of a third party as well as their possessive, accusative and dative forms that should be used. It also involves semi-formal voice that there is no expression of the normal speech which involves slang, tightening of verbs and nouns and colloquialism (Tran, 2013).

First and foremost academic writing has its characteristics one being the purpose. It is important to identify the purpose of the writing whether it is general which only displays a vivid explanation of the subject or is specific (Tran, 2013). This means that there are persuasion and argument meant for the reader to agree with writer’s opinion, explain something into details, describe or narration of a story. Academic writing can also be expository writing which means that there is an explanation of the topic by a way of answering the question such as what, how and why (Tran, 2013).

There is a structure of writing whereby introduction is the opening paragraph followed by the body that entails the logical support of the thesis in a chronological order (Tran, 2013). In addition to the writing, there is a conclusion that summarizes the whole writing in a paragraph. Finally, academic writing cannot be complete without the citation of sources of the quotation and the paraphrased world used. There are guidelines that are used when citing the source of the information such as the APA, MLA, Chicago, Harvard, and Turabian among others (Tran, 2013).

Reference

Tran, L. T. (2013). International Student Adaptation to Academic Writing in Higher Education. Newcastle upon Tyne: Cambridge Scholars Publishing.

Analyze "Liturgies"

Example 1

The Catholic Liturgy

            Their liturgy is based in the whole Christ, head and bogy.  They focus on the liturgy that the angels and the saints of the old agreement and the new convention.  The Catholic Church in the universe celebrates their liturgy in connection with the baptized people giving themselves as a spiritual surrender, the certain priests celebrating while serving the church members as they act in the Christ person.  This practice has become ritual in the Catholic Faith as they use symbols and signs which are connected to the word.  Based on these signs, they talk of themselves in that they need to be convoyed and confirmed by the words that are spoken. Held in connection, word and actions signifies the rite and its influence (Smith, 2009). 

            The main reason for the engagement in the ritual and the way it is done is because it helps the Catholic community to pray in their own and in many divergent ways.  The liturgy needs them to believe in it, celebrate it and live in the individual connection with the true God.  This connection with God is the prayer.  The significance of the liturgy and how it shapes our lives is that it is based on the cultural status and concentrates more on the Old Testament matters.  The liturgy is fully shown in the person and the Christ’s life as the signs and the symbols are derived from God’s creation such as water, fire bread and wine (Smith, 2009). 

Example 2

Liturgy of the Word

            This liturgy is from the readings of the scripture. This means that the Church feeds the God’s people with His Word.  The scripture is the written word of God which was written by people inspired of God.  The main point that shows liturgy of the word is reading the Gospel books.  The Gospel talk of the life, organization and talking of Christ as it gets some signs of respect and deliverance. The liturgy has been taken for granted as not many of the churches follow the principles of it. After the reading of the scripture, the high priest should preach the sermon as he focuses on the texts from the word or some other from the liturgy (Smith, 2009).

            The reason for engaging in the liturgy is that it helps us in having more proficient lives as we add our faith to Christ and develop in the holiness of Christ. The significance of the liturgy of the word is that its conclusion is the Worldly prayer or the prayer of faith.  The gathered church listening to the sermon intervenes with God on behalf of the congregation and the universe as they hand over their requirements to the loving God (Smith, 2009). 

Example 3

Marriage Liturgy

            In the marriage liturgy, the couple gains one love in the presence of God.  In the form of  liturgy, the church, through the high priests, proofs and celebrates the dedication to live together in love and before God.  Marriage liturgy has become ritual as marriage cannot exist without God.  God takes part in marriage through calling the husband and the wife to live faithfully and in harmony.  It also needs then to love each other with honor and pleasure which becomes a part of call to love everyone.  This lover allows them to mind about others. The main reason as to why the liturgy is practices as this is due to that the word of God teaches that marriage is a gift from God and it is a way of showing His grace.  It is a holy union whereby the man and the woman become one.  The significance of the liturgy is that as husband and wife give themselves in love basis in their whole life, they remain to be connected as the way Christ is united with the Church (Smith, 2009). 

Reference

Smith, J. K. A. (2009). Desiring the Kingdom: Worship, Worldview, and Cultural Formation. Grand Rapids: Baker Publishing Group.

Sociology in Education 6

1. In what ways has inclusion always been a fundamental characteristic of American schooling?

Inclusion in the American schools implies any student is accepted fully as part of the school community where the education setting is similar for the both disabled and non-disabled peers. The emphasis is the inclusion of students with disabilities by providing support service to the disabled child, ensuring the disabled child’s basic education rights and ensuring the education is free and appropriate. Enacted or reauthorized education laws work together ensure all children are able to access education (Spellings & Justesen, 2008).

2. What is meant by “no a priori policies can be adopted consigning pupils who have, have had or have been thought to have a certain type of disability to a certain type of program?

This statement means that no policies should be enacted to exclude pupils from the mainstream schools so as to be accorded a different education program on the basis of their supposed disability, present or future. Even if such a program is introduced, the pupils should retain the right to enrolment in mainstream school progam that is close to a special institution so that they can spend part or their entire career in mainstream program. This ensures that there is equality in the American school program(Andersen,Taylor & Logio, 2014).  

3. What is the “Response to intervention” model? Are there good reasons to implement such model?

The model is an approach used for early identification, and offers support to students with behavior and learning special needs. The model is usually a multi-tier strategy that starts with instructions that are high –quality and applies universal screening for the students in education classroom. The program allows for close monitoring of progress in order to assess performance level and learning rate for individual learners. Thus struggling learners are provided with interventions that are aimed at accelerating their learning rates. The program also enables making of education decisions on the duration and intensity of the interventions for each student (DeRuvo, 2010).

4. How does what the law requires differ from what collaboration suggest regarding the education of all children?

The law requires that all the children have the basic right of being provided with affordable education. The Education for All Handicapped Children Act offers support for localities and states in the protection of this right especially for the children with disabilities. The 1997 amendment on Individuals with Disabilities Act focuses on disabled children meeting the education standard applied to all the students. The issue is how these students are able to take part in the accountability systems. The applied collaboration focus on the trainers or special education staff to provide evaluation procedures that can relate to disabled children capability and address their needs differently. It calls for special educators to be adept in curriculum development and content knowledge about implementing objectives of accommodating disabled students in the mainstream classroom (DeRuvo, 2010).

5. Why did special education become a system-with-in-a-system?

The main reason for integration of the special education within the mainstream system is to help in identification of children that have special needs and assist in the effective means of meeting the needs. Both the systems play a vital role in catering for exceptional education needs of the children with disabilities. It helps the educators to create accommodative education opportunities for disabled children in the regular programs. Implementing this objective allows the special education system to be a supportive program in managing the needs for these children. The integration increases the capability of the entire system to respond in a more flexible manner to the behavioral changes in individual students and conditions in the school and entire society. Thus, children spend only the necessary time outside the mainstream education system to allow controlling o f the variables important for achieving the learning goals (DeRuvo, 2010).

6. Why was 1975 a watershed year for social policy regarding individuals with disabilities?

This was the year in which the Individuals with Disabilities Education Act was passed by the Congress. The act aimed at ensuring all children with disabilities are given the opportunity to access free and appropriate public education like the other non-disabled children (U.S. Department of Education, 2007). The law had a positive impact on many children with disabilities in all the states and the local communities across the United States. The act came up with a national mission of facilitating learning among these children. The law brought about changes aimed at improving the manner in which identification of children with disability was done , an evaluation of how the efforts would be successful  and providing a process that would offer protection for these children and their families (Andersen,Taylor & Logio, 2014). It was good news for the millions of children with disabilities who had been excluded from the regular system of education.

7. What does inclusion mean? What does it not mean? According to whom? Why are collaboration and flexibility significant in an inclusive classroom?

Inclusion refers to acceptance of diversity in human beings and welcoming every child or adult as equal parties in the educational community. It involves valuing the full participation of people with disability within the settings of mainstream system of education a process that requires the recognition and upholding of their rights. It means an approach that offers education that is rid of discriminatory practices, beliefs and attitudes and puts inclusive values to all children.  Inclusion does not mean tolerance of the children with disabilities but accepting them as individuals with brain capacity that can contribute positively to the society (Spellings & Justesen, 2008). It does not mean showing pity but embracing the differences as part of the culture that school community cannot exclude.  

Collaboration and flexibility are important aspects of inclusion for the special education teachers. It allows the teachers to create a co-teaching model where teamwork is enhanced. The general education teacher working in conjunction with special education teacher in providing instruction needed b by all the disable and non-disabled children. This means that the teachers will negotiate how space is to be used, evaluation sharing, planning of lessons and the grading system. Flexibility allows teachers to share the decision making in a classroom setting by using the principle of making compromise in order to enhance inclusion. It is also an important factor in the selection of the students who will part of the collaborative efforts, especially those with disabilities or risky behaviors (DeRuvo, 2010). This will make it possible to achieve a balanced classroom that allow for an inclusion environment.

8. Does the No Child Left Behind (NCLB) enhance accountability of public school? If so, how?

The law goes a long way in enhancing accountability among the management and teachers in public schools. This is because of its impact on what is taught to the students, the kind of testing done, teachers training and the manner in which funds are spent for education purpose (Klein, 2015).

9. What is the difference between social class and social status? How is student social status guaranteed?

Social class defines refers to the type of society divisions based on their relationships to ownership or control over others in terms of resources or distribution means. A social class would, thus, refer to group of individuals with same amount of wealth possession. Social status on the other hand refers to the position held by an individual or social organization. It comprises of the roles or abilities that determines ones opportunity in fulfilling their dreams. Students’ social status is guaranteed when they are provided with the right to affordable education which will let them fulfill their education and economic dreams (Ansalone, 2009).

10. What relationship do teacher expectation, social class and student achievement have?

Teachers’ expectation has been shown to have a significant influence on the academic achievement of the students. The expectations make the teacher to be more involved with the child performance so that those seen to be unlikely to succeed are given more attention and the performance progress is carefully tracked. If a teacher is content with a student’s attitude, she or he expect them to do well. Both cases lead to a child that is highly attentive and motivated. A student’s achievement is highly correlated with their social class. A higher social class means that the student can access more resources like private lessons and tutors. Students in lower classes live in non-conducive learning environments and thus low performance (Ansalone, 2009).

References

Spellings M., Justesen,T. (2008). Education and Inclusion in the United States: An overview. U.S Department of Education. Retrieved from: http://www.ibe.unesco.org/National_Reports/ICE_2008/usa_NR08.pdf

Andersen, M. L., Taylor, H. F., & Logio, K. A. (2014). Sociology: The essentials.

DeRuvo, S. L. (2010). The Essential Guide to RTI: An Integrated, Evidence-Based Approach. Hoboken: John Wiley & Sons. 62-69

U.S. Department of Education, (2007). Twenty-Five Years of Progress in Educating Children with Disabilities through IDEA. Retrieved from: http://www2.ed.gov/policy/speced/leg/idea/history.html

Ansalone, G. E. (2009). Exploring unequal achievement in the schools: The social construction of failure. Lanham, MD: Lexington Books.18-22

Admission essay

Diversity in educational community is important as it strengths the educational experience as a result of different beliefs and experiences. Students benefits from personal growth and live in a healthy society since they are encouraged to think critically and also to communicate effectively. For example in building  the medical school community together,  diversity  play a significant role as it strengthens  mutual respect and helps student to achieve their goals in high education (Pérez & Luquis, 2008). In the project of building an educational community, as an individual I would suggest the following issues to implement. First, I would suggest that since we are diverse students we should embrace diversity.We should understand that different perspectives from different cultures encourages development and provides new environments where students can learn new things. Embracing diversity as students will be the best way of creating unparalleled opportunities of learning interpersonal skills and communication which we will apply in the world economy. For example, I come from Slovenia and I can speak 3 languages. I would suggest that as diverse students we should understand different languages so that we can be aware of cultural differences and understand the cultural roots (Pérez & Luquis, 2008). Second, I would suggest that the medical school community should include a mentorship programs to engage diverse students in the community. There should be school policies for the purpose of promoting diversity. The administration should employ the best practices which will improve the learning environment.  For example, the   policy known as holistic review process should be applies to medical school as this policy is based on individual attributes and capabilities to promote diversity (Pérez & Luquis, 2008).  Each individual should be given an opportunity to make decision and to articulate his or her educational interest and experiences toward promoting diversity.  Other thing is that leaders in medical school should ensure an actionable value of diversity through supporting institutional initiatives to enrich education. Leader should also develop programs for diversity education in order to offer diverse students an opportunity to relate with other students to gain more knowledge (Pérez & Luquis, 2008).  

I was once in leadership position in school and as a leader, I ensured that students had to do the right thing and follow the ethical issues for them to achieve academic excellent.  It was my responsibility to influence the learning process through managing conflict among students, providing solutions to problems, diversity awareness and developing system support such as program management (Duignan, 2006). Since our school was a diverse institution, the most part I concentrated on was diversity so as to ensure that all students understand diversity, value difference and respect each other. I ensured that everyone fitted in diverse society even though it was a hard task to let student value different culture. At this point, I faced some challenges though they helped me to understand how to be a quality leader in order to cope with future challenges. As a leader, I could not lead effectively due to poor communication from different ethnicities. Diversity was not managed properly between the students since there was a higher level of misunderstanding.  Since students could not value different cultures, as a leader I was unable to motivate the diverse team in that some cultures could feel de-motivated.  This led to the fail of achieving the level of efficiency in multicultural teams (Duignan, 2006). Other challenge is that some students behaved in unethical way and as a leader I was held accountable. I had an inner commitment in order to deal with moral indifference but I was unable to eliminate the inequitable structures due to the insufficient understanding of the culture difference.  Despite the fact that I was competent and authentic, cultural difference hindered me in setting a vision since I could not share hopes and expectations with school community (Duignan, 2006).

Reference

Pérez, M. A., & Luquis, R. R. (2008). Cultural competence in health education and health promotion. San

Francisco, CA: Jossey-Bass.

Duignan, P. A. (2006). Educational leadership: Key challenges and ethical tensions. New York: Cambridge

University Press.

Krumboltz’s social learning theory

    According to the theory, learning can occur in different ways such as observing and direct proficiencies. There are four features involved in the career development of this theory that is the genetics and talents, the environment, learning proficiencies and task approach expertise. The theory suggests that the career choices are affected by a period of learning practices followed by attainment of the learning skills and finally one can be able to make decisions on the career as they have attained the skills relevant for the process. This theory is important and the choosing of this theory is relevant to any career (Patton et al 2014). This is because education is power and thus one has to first get the learning experiences that will help one to be successful in the career of choice.

    It is true that we all have different abilities that assist us in our careers while the environment in which we are living in help in the molding of our careers. This is because the environment that surrounds us offers us learning proficiencies that are so essential in the career development. For instance, being brought up in a business like an environment offers one an opportunity to learn on some of the important business skills (Patton et al 2014). This enhances them to be able to take relevant actions in the field of business as well as making the right career choice for the kind of business career that they want to be involved in.

    A job is a specific task that one carries out as part of the routine of one’s profession for an agreed payment. While a career is one that takes a long life process where one is able to attain continuous growth and development. According to the two videos, it is clear that a career is something that one does and it is driven by the passion one has on that occupation (Smith 2011). However, a job is a piece of work that one does without being driven by passion but rather by the payment that one earns from the job (Constanza 2011).

References

            Constanza G.(2011). Career Change. Retrieved from:

http://youtu.be/z0gSjfc3eos

                Patton, W., & McMahon, M. (2014). Career development and systems theory: Connecting theory and practice.

            Smith L. (2011). Why You Will Fail To Have a Great Career. Retrieved from:

http://on.ted.com/LSmith

Intersex can be said to be a situation where a person is born with conditions which do not show clearly is a male or a female, Intersex Society of North America (ISNA) has come up with a discussion to give a clear education about intersex and how to eliminate shame secrecy and any unwanted surgeries on genital (Bomalaski, 2005).

It’s very hard for people to know whether they are victims of intersex because it is very difficult to analyze what defines a male or a female and come up with a conclusion. For example, it said that some boys are born with small penis whereas girls born long clitoris which may be defined as a way of detecting the intersex but it does not show the clear picture of how small a penis should be for a normal male or what is the extent of a normal clitoris. It’s said that one birth in 100 births does not agree with standard male or female but a number of people receiving surgeries are said to be one or two in one thousand births ((ISNA), 2008).

Currently, ISNA is focusing on creating a free shame world and unwanted surgeries for both children with anatomy and some who have no standard for male or female. People who are said to be intersex do not need to go and find the evidence as the evidence is said to be in their bodies, for example female who have no ovaries or men without testes or women without clitoris or inner labia or people with multi genital operation during their childhood in their abdomen and genitals area sometimes are said to be fairly typical genitals as opposed to what they think they were born with intersex.

ISNA have made people aware of intersex and most Surgeons cannot come up with normal looking genitals even nowadays but it has improved as compared to a few years ago, if you have genitals looking like that of others then it’s said you were born with them.