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Evaluating Use of Literature and Problem Statement

Evaluating Use of Literature and Problem Statement.

Post a critique of the research study in which you:Evaluate the authors’ use of literature using the Use of Literature Checklist as a guideEvaluate the research problem using the Problem Statement Checklist as a guideExplain what it means for a research study to be justified and grounded in the literature; then, explain what it means for a problem to be original using the Litmus Test as a guideBe sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
Evaluating Use of Literature and Problem Statement

N 4455 The University of Texas at Arlington Nursing Analysis Paper.

Name:Date:Overview: Organizational Analysis – Your ExperienceThe major assignment for this course is analysis of your organization. During the span of this course, you have been shadowing a nurse leader, observing and reflecting on skills, behaviors, and strategies that the leader exhibits. You have also been assessing and reflecting on your own leadership and management styles and skills. Now you will gather those thoughts in a more formal retrospective of your experience in the course. You may notice that the rubric for the previous assignment is similar to the rubric for this assignment. Keep in mind that the previous assignment you were presenting an analysis of the leader/manager that you shadowed and with this assignment you are presenting an analysis of the overall experience (which does include the time spent with your leader/manager).Objectives• Explain how organizations function.• Compare and contrast characteristics of leadership and management.• Apply trends, issues, theories, and evidence as guidelines for management decisions.• Evaluate effectiveness of communications patterns using specific management situations. Please create a new word document with title page, body of paper, and references according to 6th ed APA to submit your work. Essential elements of scholarly writing:• Ensure correct grammar and spelling• Assignment should be submitted as an APA Paper, including title page and references.• Title page is required for this Assignment and the UTACON version is expected format.• 1-inch margins. • Please provide all references used to support your opinions and clarify positions in the paper. The reference list begins on a separate page from the content. • Headings are expected and must be connected to the assignment criteria following APA style. An introduction is expected providing a brief look at what is planned within the body of the paper. However, no heading is used over the introduction in APA format. A Summary is used and should have a heading over it. • For all other style questions refer to the American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.) Washington, DC: Author. RubricUse this rubric to guide your work on the Week 5Organizational Analysis – Your Experience.TasksTargetAcceptableUnacceptableUse correct grammar, punctuation, and American Psychological Association (APA) format in writing professional papers.(max 10 points)(9-10 points)APA format and style are correct and clear. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature citations are correct. (0-2 errors)(5-8 points)APA format and style are mostly correct. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature citations are correct. (3-5 errors)(0-4 points)APA format and style are minimally correct. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature are cited but contain mistakes. (>5)Observations(max 30 points)(21-30 points)Observations of and comments about the Nurse Manager’s effectiveness or ineffectiveness when handling conflict. If no conflict observed, detailed example of past conflict observed and how the manager handled it and detailed discussion of effectiveness or ineffectiveness (2 examples)(11-20 points)General observations of and comments about the Nurse Manager’s effectiveness or ineffectiveness when handling conflict.If no conflict observed, general example of past conflict observed and how the manager handled it and general discussion of effectiveness or ineffectiveness (1 example)(0-10 points)Minimal Observations of and comments about the Nurse Manager’s effectiveness or ineffectiveness when handling conflict.If no conflict observed, minimal discussion of past conflict observed and how the manager handled it and minimal discussion of effectiveness or ineffectiveness (0example)Rationale (research, examples, specific outcomes) for connections to specific stylesGeneral rationale for some connectionsLittle or no rationale for statements providedReflections(max 30 points)(21-30 points)Clear description of your initial impression of the Nurse Manager and how your impression of the manager’s role has changed(11-20 points)General description of your initial impression of the Nurse Manager and how your impression of the manager’s role has changed(0-10 points)Vague or missing description of your initial impression of the Nurse Manager and how your impression of the manager’s role has changedClear identification of your leadership style with references cited. General identification of your own leadership style with references cited.Vague or missingidentification of your own leadership style.At least two specific examples of manager’s leadership skills and how your manger’s leadership style compliments, or competes against, the overall effectiveness of the organization.At least one example of manager’s leadership skills and how your manger’s leadership style compliments, or competes against, the overall effectiveness of the organization.Poorly-worded or missing example of leadership skills or no critique of effectiveness Professional Development(max 30 points)(21-30 points)Specific statements of why you would or would not want the position (11-20 points)N/A(0-10 points)Unclear or missing statements of why you would or would not want the position Detailed description of skills you would need and whether or not you have them now, and evidence to support your assessmentList of skills you would need and whether or notyou have them now Inaccurate, incomplete, or missing skills required for this positionSpecific, viable types of professional development that would help you develop needed skillsGeneral activities needed to develop needed skillsNo activities or strategies to develop needed skillsObservations What types of conflict did you observe? Was your leader/manager effective or ineffective in handling the conflict(s)? Give 2 specific examples of how your leader/manager’s leadership style influenced their method to handle the conflict.If you didn’t observe any conflict, describe a common conflict that occurred in your workplace. How did your manager handle the conflict and was it effective or ineffective? Give 2 specific examples of how your leader/manager’s leadership style influenced their method to handle the conflict. ReflectionsBriefly summarize what your initial impression would be of the Nurse Manager and how your impression of the Nurse Manager’s role has changed during this shadowing experience.Briefly describe your own leadership style and whether or not you feel that this style would complement the organization. Summarize how your manager’s leadership skills and style either complements or competes against the effectiveness of the organization.Professional DevelopmentWould you like this position? Why or why not? What skills would you need to develop and how would you acquire them if you were interested in this position? What types of professional development would help you develop these skills?©2020 University of Texas at ArlingtonPage 1of 4
N 4455 The University of Texas at Arlington Nursing Analysis Paper

Rasmussen Is Investment in High Speed Rail Socially Profitable Research Paper.

I’m working on a Writing report and need a sample draft to help me study.

Unit 7 Assessment Research Paper FinaDue Sunday by 11:59pm Points 120 Submitting a text entry box or a file uploadInstructionsDevelop: Research PaperEvaluation Title: Research Paper Final DraftThe completed paper will be formatted in APA and include:A title page in APA formatAn abstract in APA format8-10 pages of researched content.Introduction that includes: statement of the problem, definition of terms, claim statement, significance of the study, thesisBody of the paper that includes: background for the research, presentation and analysis of the data, discussion of the research and dataConclusion statement: analytical summary, thesis reworded, recommendationsA Reference Page(s) in APA formatProvide in-text citations in APA formatPlease submit both the rough draft and the final draft for the research paper along with the completed literature review. Clearly label each paper when you save them as rough draft, final draft, and literature review.Estimated time to complete: 6 hoursRubricEN304 Unit 7 Assessment Research Paper FinalEN304 Unit 7 Assessment Research Paper FinalCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeTopic5.0 pts5Identifies a creative, focused, and manageable topic clearly addressing important points.4.0 pts4Identifies a manageable topic that addresses important points.3.0 pts3Identifies a focused topic that addresses important points.2.0 pts2Identifies a topic that while doable, is too narrowly focused.1.0 pts1Identifies a topic that is far too general and wide-ranging as to be doable.0.0 pts0Does not clearly identify a topic or identifies a topic that is not relevant to the assignment.5.0 ptsThis criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or ViewsEN304-CO320.0 pts5Uses in-depth information from relevant sources representing multiple points of views (3 or more) or research aspects (3 or more).18.0 pts4Describes in-depth information from relevant sources representing at least two points of view or research aspects.16.0 pts3Explains information from relevant sources representing at least two points of view or research aspects.14.0 pts2Relates information from relevant and irrelevant sources. No clear point of view(s) of approach(s) are identified.12.0 pts1Tells information from irrelevant sources representing a single point of view or does not identify points of view or approaches0.0 pts0Information is irrelevant to the topic. No clear point of view/approaches.20.0 ptsThis criterion is linked to a Learning OutcomeContentEN304-CO220.0 pts5Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.18.0 pts4Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed16.0 pts3Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.14.0 pts2Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.12.0 pts1Demonstrates the ability to explain contextual facts but does not provide a defined statement.0.0 pts0There is no evidence of a defined statement.20.0 ptsThis criterion is linked to a Learning OutcomeAnalysis20.0 pts5Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus.18.0 pts4Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus.16.0 pts3Organizes and describes evidence according to patterns, differences, or similarities related to focus.14.0 pts2Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities.12.0 pts1Describes evidence, but it is not organized and/ or is unrelated to focus.0.0 pts0Lists evidence, but it is not organized and/ or is unrelated to focus.20.0 ptsThis criterion is linked to a Learning OutcomeConclusion10.0 pts5Assembles a conclusion that is a logical interpretation from findings.9.0 pts4Constructs a conclusion that is logical from inquiry findings.8.0 pts3Identifies a conclusion specifically from and responds specifically to the findings.6.0 pts2Produces a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings.2.0 pts1States an ambiguous or unsupportable conclusion from findings.0.0 pts0States an illogical conclusion from findings.10.0 ptsThis criterion is linked to a Learning OutcomeLimitations and Implications10.0 pts5Insightfully discusses in detail relevant and supported limitations and implications.8.0 pts4Examines relevant and supported limitations and implications.6.0 pts3Discusses relevant and supported limitations and implications.4.0 pts2Presents relevant and supported limitations and implications.2.0 pts1Presents limitations and implications, but they are unsupported.0.0 pts0Presents limitations and implications, but they are irrelevant.10.0 ptsThis criterion is linked to a Learning OutcomeWriting20.0 pts5The paper exhibits a excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.18.0 pts4The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics, or spelling with minor grammatical errors that impair the flow of communication.16.0 pts3The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.14.0 pts2The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.12.0 pts1The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.0.0 pts0The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.20.0 ptsThis criterion is linked to a Learning OutcomeAPAPRICE-I15.0 pts5The required APA elements are all included with correct formatting, including in-text citations and references.14.0 pts4The required APA elements are all included with minor formatting errors, including in-text citations and references.12.0 pts3The required APA elements are all included with multiple formatting errors, including in-text citations and references.11.0 pts2The required APA elements are not all included. AND/OR there are major formatting errors, including in-text citations and references.9.0 pts1Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references.0.0 pts0There is little to no evidence of APA formatting. AND/OR there are no in-text citations AND/OR references.15.0 ptsTotal Points: 120.0PreviousNext
Rasmussen Is Investment in High Speed Rail Socially Profitable Research Paper

Colorado Christian University Facebook Investment Stock Journal

Colorado Christian University Facebook Investment Stock Journal.

Scenario: You are
investing, or buying, the stock because you believe the company will make money
and pay you a dividend in cash. Each share of stock that you buy entitles you
to any dividend declared and a vote at the annual stockholders’ meeting.The stock
also allows you the ability to earn your money back by selling the stock. Of
course, investing in stocks is risky and there is the possibility that the
stock you buy will be worth less when you want your money back. The company is
not obligated to give you any of your money back. You will only get your money
back if another investor wants to buy your stock.Capital
markets and the ability to raise funds for corporate uses are essential to the
U.S. economic system. For this assignment, imagine that you have $25,000
to invest in U.S. companies. You are buying used stock. The company got the
money when it issued the stock originally. You will be buying it from an
existing owner.: QuestonsSelect
three companies that are publicly traded and stock prices like new york stock
exchangeDescribe
how you will divide $ 25,000 across the three accountsprovide
a reason for picking each companyIdentify
the number of shares you are buying, and the price of the shares you are buying
for each companyUse
at least two quality references, with academic resources
Colorado Christian University Facebook Investment Stock Journal

Minority Student Clubs Discussion

professional essay writers Minority Student Clubs Discussion.

This essay was written by a student in a class equivalent to this one. How well do you think she did? Do you think your writing is as sophisticated as hers? If not, that may mean she got an earlier start than you did, but not that she is a naturally better writer. What’s one thing she does you could be better at? How will you go about getting better at that skill (I will help you if you’re serious, as will the writing center)?What is her “they say”?How does defining terms help her argument?How does she use counter arguments?Does this seem a serious & fair paper? Does her use of the word “I” damage that in any way (your teacher doesn’t think so, but he doesn’t require that you agree)? LINK: https://freshwriting.nd.edu/volumes/2016/essays/mi…
Minority Student Clubs Discussion

Why Some Revolutions Fail

Why Some Revolutions Fail. Many revolutions occurred around the world in the past hundreds years, mainly in the developing world, and some of them succeed, while others failed. In this essay, the aim is to examine the why is that some have succeeded while others failed. Before proceeding to the examination of the question, it is necessary to define the term ‘revolution’ and how to define a revolution as success or failure. In this essay, I understand revolution as “any and all instances in which a state or political regime is overthrown and thereby transformed by a popular movement in an irregular, extra-constitutional, and/or violent fashion.” [1] And base on this definition, a successful revolution is one that can overthrow the existing regime. Interestingly, this definition provides some insight to the question, as revolution involves popular movement, therefore not surprisingly; the popularity of the mobilisation of the masses is one factor to consider for the question. Revolutions are never solely a result of economic injustice or even exploitation; they are a response to a brutal, oppressive government. This is the principle of this essay. I will argue that certain political factors, namely the exclusionary nature of the existing regime and the formation of the revolutionary coalition and its popularity, helps to make revolutions more likely to succeed. The first factor I will discuss is the formation of the revolutionary coalitions and its popularity. Quite often, revolution begins with a particular sector of the society, and then others join in to form a coalition, united by common objective. In the third world, where revolutions are usually responses to imperialism, nationalism served as a very useful political tool. The role of peasants is very central in uprisings. However my argument is that to succeed in a revolution, there must be a coalition. Ideally it will comprise different ethnic or social classes. One key group that can be significantly decisive to the outcome is the professional revolutionary organisation. This is the urban intellectuals or the middle class. The argument here is not that a particular group is more important than others; each group plays an important role in organising the revolution movement in their own way. However, for the revolution movement to be a successful one, it is necessary for these groups to work together. Indeed, successful revolution movement in Vietnam and Nicaragua, the coalition by the revolution had the peasants and middle class, “but also of landless and migrant laborers, rural artisans, rich peasants, and even landlord.” [2] It is the supports form different sectors of the society that will increase the chance of success. The ability for the revolutionary coalition to be as inclusive as possible has a role in determining the likelihood of success. A revolution fails because like the regime it is trying to overthrow, the revolutionary force also fails to address to the grievances of different social groups. To be able to organise a coalition with wide ranging groups can avoid this weakness. The next question regarding the formation of revolution coalition is why different groups join together. A coalition that has internal tension and rivalry is not going to last long, let alone making the revolution more likely to success. The answer, drawing from observations based on successful revolutions, is that revolutionary coalition will employ different discourses, like religious and nationalist. Under these discourses, the coalition can legitimate the resistant movement to the regime and also grouping different social classes. The Marxist ideology, the notion of class struggle will not been particularly beneficial as a discourse. The coalition needs to attract as many, diverse classes as possible, and by emphasising class struggle will defeat the point. Therefore ironically, revolutionary coalition led by Marxists group had been more successful when they had put less emphasises on class struggle. The most common discourse, also the most powerful discourse is nationalism. It has proven to be more inclusive, has a more appealing effect on different social classes. So far, I have identified nationalism as a popular and powerful discourse for revolutionary movements to gain momentum and thrive for success. However, the revolution cannot simply be an ideological one. A popular revolutionary coalition need to deliver something physical, delivering collective goods had proven to be the key. This is especially the case for economically less developed countries, where the existing regime has rarely provided anything for its population. The argument is that the coalition strengthened support by providing collective goods, generating progress and eventually overthrows the existing regime. The coalition maintains supports by its actions, which helps to develop its own loyal client network. This is especially relevant to the question, failed attempt of revolutions, are the ones that fail to turn action into words. A successful revolutionary coalition is one that can gather social groups, groups that are originally excluded by the existing regime. So if the coalition can incorporate a broader level of social groups, it will make the revolution more likely to success. To determine how broad the level of social groups that are available to incorporate, this correlated to the second factor I consider to be important, the exclusionary nature of the existing regime. The argument is that the more exclusive the regime, meaning the less social groups it chose to incorporate with, the more potential the coalition can incorporate and mobilise with. Revolution itself is a reactionary product and is not breed in a political vacuum. The political context which revolution movements operate in is determined by the nature of the existing regime. Needless to say, revolution is usually against an authoritarian regime. And it is the closed or exclusionary one where if a revolution took place, it is more likely to succeed. On the contrary, a more inclusionary authoritarian regime is difficult to overthrow. Despite the lack of civil rights and public participation in public affairs, these inclusionary authoritarian regimes maintain in power through patronage, they incorporated with social groups that they deemed their supports are important, where they will give benefits to these groups in return for their loyalty. This narrows the political spaces for the revolutionary coalition can take place, hence diminish the probability of a successful revolution. An exclusionary regime are advantageous for the revolutionary coalition, the coalition will be more likely to have a broader combination of social groups. This is because of a number of reasons. Firstly, groups that are excluded by the regime, when there is economic discontent as a result, will be politicised. Trade Unions are one example, whereby excluded by the regime, their functions will be severely limited. The politicisation of trade unions is inevitable because they must gain political power within the political structure in order to function properly. This applies to other lower class groups and their relevant organisation. The second reason is concerned with the lack of political legitimacy of the exclusionary regime. This lack of political legitimacy is a common challenge faced by any type of authoritarian regime, any kind of discontent in regards to social, political or economic issues will combined into questioning the legitimacy of the existing regime. The illegitimate nature of the regime will solidified the legitimacy of the revolutionary movement. And lastly, because of this exclusionary nature of the regime, it cannot incorporate necessary social groups into its political structure, which would have enabled the regime to dilute the formation of the revolutionary coalition and prevent any revolutions. It should be noted that so far I have discussed how an exclusionary regime is unable to provide channel for participations of social groups, however there is a possibility of an exclusionary regime, perhaps under wise leadership, decided to adapt into a more inclusionary approach to handle the threat of revolution. Therefore, I would argue that not only exclusionary nature of regime is necessary for a revolution to succeed; the regime also has to be incapable of reform, it is inflexible. An inflexible, exclusionary regime is usually one of the following two types, a colonial government of direct ruled by the imperial power or a dictator ruled regime. The inflexible nature of this two type will makes this type of regime an ideal type for revolutionary coalition to succeed. The common between these two types is its relation with foreign power. The relation between a colonial government and foreign power is self-evident; a dictator, if being seen as the best option for stability in a chaotic region or a reliable anti-communist alliance during the cold war period, will usually find backing from abroad. This foreign power backing fuels the popularity and legitimacy of nationalist discourse employed by the revolutionary coalition to unite different social groups. As mention before, nationalism appeals across different level of social groups and the association of the regime with foreign power will provide a more powerful, clear image of a common enemy. Hence, foreign backings contribute to uniting revolutionary coalition. Foreign backing is also one of the reasons why these exclusionary regimes are particularly inflexible. Dictator acted as stability force in the region, may enjoy financial rewards for their effort, however, it also means they render their autonomy on certain domestic issues. Any attempts for the dictator to widen participations can back fire with discontent from abroad. The foreign interest in the regime is for it to maintain stable, any changes in the political structure, even with good intentions, invite uncertainty to stability. The possibilities of revolutions are not of concerns for the foreign power, and when revolutionary coalition can incorporate local elites and middle class, groups that are ideal for establishing liberal democracy, foreign power will withdraw their support for the dictator. In the case of direct colonial government, it will also generate momentum for the revolutionary coalition’s nationalist discourse. The interest of colonialists to hold position in senior level administrative role and profitable business sectors will fuse frustration of the elite and middle class, as a consequence, these groups will join the revolutionary coalition. And it will not consider widening participation of these domestic social groups, as that will weaken the power of the foreign power, contradict to the purpose of direct ruled. The conclusion is an association between the regime and foreign powers will provide a common enemy, a negative coalition can be formed against this common enemy. And as previously argue, a revolutionary coalition with broad support across the society is more likely to succeed, the image of foreign power helps the coalition to broaden its support. The existing regime becomes a symbol of antinational, standing on the opposite end of the nationalism discourse the revolutionary coalition is advancing. Foreign backing, associating with the existing regime makes the revolution more likely to succeed. Foreign backing on the revolutionary coalition will also have a positive effect on the outcome of the revolution. The argument is brought forward by Robert Dix, where he used the revolution in Cuba and Nicaragua as example: “The anti-regime coalition included key international actors that served as sources of refuge, training, and material and diplomatic support for the revolutionaries….Thus Castro’s forces were able to assemble and train in Mexico, and received various kinds of assistance from the governments of Venezuela and Costa Rica….The United States cut off military aid to Batista in April 1958…. The Nicaraguan revolutionaries received aid from several of that country’s Central American and Caribbean neighbors….Other Latin American revolutionaries have been sorely lacking in this regard….None were able to obtain either the level of international legitimacy or the degree of tangible assistance gained by their counterparts in Cuba or Nicaragua.” [3] Dix examples of Cuba and Nicaragua showed how foreign states can affect the outcome, actively engage in the case of the Venezuela and Costa Rica, by providing assistance to Castro, or passively in the case of United States, by withdrawing support from the existing regime. However, I would add that such foreign backing, especially the “active” kind can easily back fire. The revolutionary coalition under the name of nationalism would seem contradicting once its dependence on this foreign assistance exceeds a certain point. Indeed, this certain point is matter of degree and it is not possible to draw a line in practice. This point I am trying to illustrate is that foreign backing on revolutionary coalition can be a reason why revolution succeed, however at the same time, it can be a reason why revolution fail. Leon Trotsky once wrote that “the mere existence of privations is not enough to cause an insurrection; if it were, the masses would be always in revolt.” [4] In this essay, I have demonstrated how Trotsky’s word is still relevant. I have argued that it is the political factors that have a crucial impact of the determining the outcome of revolution. The two factors I consider to be important are the success of forming a revolutionary coalition, where it encompasses a broad level of different social groups and the existing political context, which is determine by the existing regime and the more exclusive and inflexible ones are particularly vulnerable to revolution. The argument I advanced is that the political relationship between the existing regime, various sections within the society and foreign states, provide insight in why revolution is more likely to succeed under particular circumstance. The formation of revolutionary coalition is closely linked to this political relationship, and I have examined how successful coalition had worked under this circumstance. It should be noted that these factors do not guarantee the success; however the lack or absent of these factors will make failure as an inevitable outcome. Bibliography [1] Jeff Goodwin, No other way out : states and revolutionary movements, 1945-1991, (Cambridge: 2001) [2] Theda Skocpol, Social revolutions in the modern world, (Cambridge: 1994) [3] Robert Dix, “Why revolution succeedWhy Some Revolutions Fail

Fontbonne University Antiracism Discussion

Fontbonne University Antiracism Discussion.

First, watch the first 6:30 minutes of this video to gain a better understanding of what it means to live beyond being “not racist” to working towards antiracism. The Difference Between Being “Not Racist” and AntiracistKendi, Ibram X. (June 2020). Retrieved from:https://www.youtube.com/watch?v=KCxbl5QgFZw&t=381s (Links to an external site.)Now, review the Racism Scale at:https://stuartcenter.org/resource/racism-scale (Links to an external site.)Now that you have reviewed the scale, reflect and be honest with yourself. Where do you see yourself on the scale at this point in your diversity and inclusion learning journey?Address following questions:In your own words, what do you think (if any) the difference is between being “not racist” and antiracism?Where do you see yourself on the racism scale? Why do you see yourself there? (There is no right or wrong answer for this.)As a current (or future) public health professional, what do you see as your role in promoting diversity and inclusion?In your current roles (personally, professionally, academically, etc.), what is one thing you can do now to promote and champion diverse and inclusive environments?Access the template here: Assignment 7.1 Template.docx
Fontbonne University Antiracism Discussion

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