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I am going to select Gastroesophageal Reflux Disease (GERD) …for my assignment.  Submit your disease topic from chapters 11-20 here. Check back to see that it has been approved. This assignment is worth 0 points. If a 0 appears in your My Grades I have checked your submission. You should then check to see that it has been approved. If a topic is not approved you should resubmit another topic. Check back to see that it is acceptable until I approve the topic. Examples of topics include: Any disease of the endocrine, circulatory, digestive, respiratory, urinary or reproductive systems. You can find diseases listed within each chapter. The presentation should include: A description of the disease including: Which system it effects the physiology of how it effects the system symptoms of the disease treatments for the disease how the disease is diagnosed the prognosis for recovery. statistics on who can get the disease, how common it is in the United States and the World other interesting facts about your disease such as famous people who have the disease or new research for the disease. Your presentation should include: at least 3 diagrams, charts, pictures or illustrations that will to enhance your presentation. a reference page with 4 references in APA style.
NURS 6051 Walden University How Technologies Fortify Nursing Informatics Question.

I’m working on a nursing writing question and need a sample draft to help me learn.

Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care EfficienciesIn the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency.To Prepare:Review the concepts of technology application as presented in the Resources.Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.The Assignment: (4-5 pages not including the title and reference page)In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:Describe the project you propose.Identify the stakeholders impacted by this project.Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.Identify the technologies required to implement this project and explain why.Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.Use APA format and include a title page and reference page.Use the Safe Assign Drafts to check your match percentage before submitting your work.
NURS 6051 Walden University How Technologies Fortify Nursing Informatics Question

Assignment 4: Part D: Your Marketing Plan – PowerPoint Presentation.

Assignment 4: Part D: Your Marketing Plan – Video Presentation Imagine that you are pitching your hypothetical service-based company’s
marketing plan to the Shark Tank Team for possible investment. Use a PowerPoint and create 10 slides in which your full Marking Plan from Assignments 1,2,and 3. Make sure to add talking points in the note section of the PowerPoint. Tips to prepare for your PowerPoint Presentation:Create note cardsPractice in front of a mirror and / or friendsReview materials thoroughlyBe persuasiveBe professionalBe creativeHave fun!Create a ten (10) PowerPoint slide presentation in which you:Present the major points of your marketing plan.Project your voice in order to clearly convey your ideas.Present in a professional manner.Use technology (e.g., i.e. audio quality, video quality, naming conventions) to convey ideas.Use voice inflection and proper grammar.The specific course learning outcomes associated with this assignment are:Analyze the marketing framework including the concepts of the 5Cs, STP, and 4Ps.Develop strategies to assess performance and achieve marketing goals.Create an effective marketing plan.Examine the marketing science of customer behavior and products in
the marketing exchange process and create dynamic strategies for
competing.Evaluate the basis for market segmentation and approaches to segmentation.Evaluate target customer segments and positioning products within these segments.Develop branding strategies for existing and new products.Develop pricing strategies and distribution channels for products.Analyze integrated marketing communications and its relationship to advertising strategy.Evaluate marketing research tools involved in the marketing process.Use technology and information resources to research issues in marketing management.
Assignment 4: Part D: Your Marketing Plan – PowerPoint Presentation

Explain and critically analyse stages of drawing development as described by Luquet and Piaget. Children’s drawings are studied and analysed to learn about the acquisition of drawing skills. The types of skills we can interpret from drawings include motor execution, planning strategies, spatio-geometric, part whole relations and artistic talent. There are several theories that can be discussed about the processes of drawings such as Perceptual theories (Willats, 1977, 1997) Gestaltists theories (Kellogg, 1970,. Arnheim, 1974). Cognitive development theories (Luquet and Piaget, 1927, 1956., Karmiloff- Smith (1990). The theories which will be discussed and is the most significant to this discussion are the cognitive development theories. Cognitive development is how a person perceives and how they think; this includes the way their behaviour is influenced by genetic and learned factors. Piaget (1927) believed that the knowledge consisted of schemas which are ‘basic units of knowledge used to organise past experiences and serve as a basis for understanding new ones’. The schemas are complementary associated with processes known as assimilation and accommodation. ‘Assimilation’ takes new information and incorporates it into the existing schema while ‘accommodation’ is when the schema accommodates and changes to co-exist with the new knowledge. The balances between these two processes are called the equilibrium. This theory includes four stages, the child develops through each of them and builds up new knowledge from previous stages, and they tend to occur at certain ages in a child’s life. These stages are called ‘sensorimotor’ (infancy), ‘pre-operational’ (toddlerhood – early childhood), ‘concrete operational stage’ (elementary – early adolescence) and ‘formal operational stage’ (adolescence – adulthood). A second theory of cognitive development is Stage theory which was adopted by Luquet (1927). Luquet argues that children’s drawings process through four stages of realism (Costall, 2001). The first stage ‘fortuitous realism’ is essentially scribbles. The second ‘failed realism’ is topics in the drawings that are recognised but several mistakes have occurred. The third ‘intellectual realism’ is where the child depicts the salient pictures of topics and the fourth ‘visual realism’ is that the child develops a desire to produce life like representations. The main aim of Luquet’s frame work featured analysing spontaneous drawings and not what children might draw in experimental studies. ‘Luquet argues that drawings produced under experimental settings often produce distortions of what children normally draw’ (Costall, 2001). In support of his theory Luquet observed children drawing over a period of many years and associated their pictures with current and past events in their lives. The first stage of drawing development which will be discussed is “scribbling” this stage first begins from the age of 12 months old. During this stage the children cannot produce recognisable drawings “they may look realistic by accident, without the child’s intentional attempt to create a realistic drawing (Luquet, 1927). This is because the children are simply enjoying kinsthetic activity and not attempting to portray the visual world (Lowenfield, 1985). After six months of “scribbling” children become more engrossed, they tend to take on more definite shapes, circling movement is first as it is more anatomical ( Edwards, 1985). Individual differences affect this stage of scribbling as each young child may draw different types of scribbles for different types of objects, this is also described when a drawing is said to be considered a scribble when the same form has been used when drawing other objects (Matthews, 1984). This is known as “fortuitous realism”. The criticism with ‘scribbling’ is it can take on many forms for example closed forms (imperfect circles), (Matthews, 1984) these forms make it hard to distinguish imperfect rectangles or representational drawings and as discussed previously they look realistic by accident. Supporting evidence from a study involving 917 participants ranging from the ages of two to forty-three years old were tested individually and asked to draw a picture of a cube which was in front of them. Participants drawings were put into four categories which were 1) scribbles, 2) single units 3) differentiated figures 4) integrated figures. Results showed that the stages that were differentiated theoretically began after certain ages and in a certain order. All children under the age of two years and six months produced only scribbles. The second stage is first representational shapes and forms. These are single units standing for the whole object. During this stage children aged two realise pictures depict objects (Kavanaugh and Harris, 1994) and children aged two to three find that meanings are imposed on to the pictures. Older children aged three to four begin to use lines to represent boundaries. Studies have shown that a single unit drawn to represent cubes may have different meanings. (Moore, 1986,.Willats, 1995). For example younger children (under the age of 8) draw a single square; they show that this represents the whole cube, whereas for older children the square refers to one face of the model. This stage can also be referred to as the pre-schematic stages were the first record of a child’s thinking process occurs. They begin to draw such things as people, yet in a simpler form of a circle and lines to represent the body parts, new forms of drawing become more complex at a later stage, children continually search for new concepts so symbols constantly change (Lowenfield, 1985). According to Edwards (1985) this stage is split into two parts “The stage of symbols” and “the picture that tells stories”. The stage of symbols occurs after weeks of scribbling children make the discovery of art and use symbols to represent real things in the environment such as circles. The pictures that tell stories stage, the child begins to tell stories and work out problems with the drawings they change basic forms needed to express meaning to help them cope with problems better (Edwards, 1985). Within this stage Luquet’s second and third realism occurs ‘failed realism’ this is elements are unrelated/unconnected and ‘intellectual realism’ were children draw what they know, instead of what they see. The support for this stage includes the study carried out Freeman and Janikoun (1972). In this study a picture of a cup was shown to children with the defining feature not visible, in this case this is the handle. A non- defining feature which is visible was a flower painted on the front of the cup. The findings in this study showed a developing trend, when drawing the picture of the cup the children stopped drawing the picture of the handle and started including the flower instead. This shift in intellectual realism to visual realism occurred between the ages of seven and eight years old. This study supports the finding that children tend to ‘draw what they know rather then what they see’ this appears to be true up until the age of eight to nine years old when the shift occurs. A further study carried out by Karmiloff – smith (1990) carried out a number of drawing experiments on children between the ages of five and nine years old. Experiments were aimed to give open ended challenges to alter their pictorial routines. Tasks included drawing a ‘man with something missing’, ‘a man who doesn’t exist’ and more specific tasks ‘a man with two heads’. Findings showed ‘older children made spontaneous innovations that were obtainable from younger children under specific instruction (Berti and Freeman, 1996). Younger children relied more on external models, carried out more advanced planning and had greater awareness of what they did. In conclusion it is argued that external models play an inspirational role within younger children when developing drawing skills. The third stage is referred to as differentiation of the objects into parts; this drawing should include more then one subpart at that stage. These are more realistic drawings and occur at the ages of five and six years of age, the drawings become more complex but still contain perceptual distortions. At the ages of six and seven more realism is included into the pictures, E.g. representation of 3d (Brain et al, 1993). We expect that the relationship between parts to be usually unrealistic, this is because the decomposition of a drawing precedes articulation and integration of differentiated drawings. (Pargue, 1992). If the faces of a cube are drawn as true (object centred) shapes rather then as foreshortened and distorted views and three or more faces are shown in the drawing then these faces cannot be made to join properly (Freeman, 1986, Willats, 1887) At this stage the child usually arrives at a schema, this represents the child’s active knowledge of subject and all their drawings are sat on a baseline. In contrasts to this stage by Lowenfield, Edwards has named this the landscape stage. The children progress to produce a set of symbols to produce a landscape picture using lines and symbols to separate the sky from the ground etc, using blue and green colours. This is ‘visual realism’ (object centred) occurs and is the integration of differentiated unit; this is when the relationship parts are not realistic when joined together. According to Lowenfield (1985) this stage occurs at the ages of eight to ten years old and is known as the ‘gang stage: the dawning realism’. At this stage in drawing development the child no longer finds that schematic generalisation no longer suffices to express reality. Children draw using more detail and start to draw overlapping objects; they become more anxious and critical of their work to conform to their peers (Lowenfield, 1985). Again Edwards has spilt this stage into to two separate parts, the ‘stage of complexity’ and ‘the stage of realism’. At the ‘stage of complexity’ children draw more detail to attempt to portray realism. While the ‘stage of realism’ consists of drawings that are drawn to look real, the children seek help to resolve conflict when the drawings do not come out “looking right”. (Edwards, 1985) Support for this stage visual and intellectual realism is carried out in the study of Clark (1927) the apple and the hat pin. The aim of this study was to test weather children did draw what they see. Piaget argued that the mental image is a dominant factor in intellectual realism in coping and drawing up until about seven to eight years of age (Freeman and Janikoun, 1927). In the study Clark (1897) showed children an apple with hat pin stuck in it. Children under the age of six years demanded that the total part of the pin was shown all the way through the apple and children above the age of eight were more given to the realistic representation. Rouma found that the same continuance on the part of the younger group portrayed what they knew to be there; he says that when he would stop them and ask them to look at the object they seemed to be annoyed and would only give it the required observation. There has been several criticisms about the roles of stages in drawing development, including the stage theory been seed as rigid and been has been left behind, however children still show evidence of sequential cumulative progression in drawing development. The evidence against this argument is the study of gifted children and autistic savants. The question is ‘do individuals with autism progress through drawing stages more rapidly? (Earnes

Learning Management System: Entering Assets Report (Assessment)

Table of Contents Uploading Assets User Experience Main Constraints Comparison Conclusion References LMS implementation is a complex process which requires competent planning and consistent maintenance in order to achieve success. Asset management through planning, uploading, documentation, and overcoming constraints is a vital criterion. LMS systems are unable to function unless proper steps are taken in its organization and development. This report will examine the process of organizing and uploading assets as well as the general user experience of utilizing an LMS system. Uploading Assets Prior to uploading assets into the LMS, it is important to organize them. It may be viable to create separate master folders to divide the assets in a manner which will be easy to find and publish. Each project should have a separate folder, with each one having subfolders for major learning assets such as online lectures, offline recordings, PowerPoint presentations, discussion threads, online quizzes, and others. A generic folder structure should be adequate for managing the file system. The CourseSites LMS offers a fluid design in creating a course which allows to set up administrative aspects such as course name, ID, and description. Students can then be invited to join the course through a link. On CourseSites, one can select to add a content package (SCORM) to the course by browsing the computer file system. Since all the project files have been organized beforehand, it is simple to find the necessary content and upload it to the LMS. It is then possible to select package information, availability, and grading based on instructor preferences for the course. Once the package is uploaded, the content becomes fully available for use and participation. eLearning LMS require consistent maintenance and updates in order to revise content as necessary. Therefore, it is important to monitor the LMS and plan updates, which can be done through quick fixes or major updates in planned intervals. Revisions can also be documented by acquiring feedback from users via a report bugs function or user forums. All revisions should be maintained in an update log, which can be made public for transparency and user communication. Keeping a close track of changes allows for better tracking of progress and diagnostics if there are any issues. Course agility can be enhanced by using a microlearning-based system which has authoring tools integrated into the LMS. This allows for frequent updates and use of smaller and more flexible lessons, which is becoming a part of the general microlearning trend currently, both in education and the workplace (Semingson, Crosslin,

Business Ethics in Fictitious Company Analysis

online dissertation writing This analysis will first include a brief introduction of a fictitious satellite imaging company, International Satellite Images (ISI), described in Case 3 of “Strategic Management and Business Policy,” and the role ISI plays in business ethics. Secondly, an analysis will be given as two separate scenarios that derive alternative outcomes. Lastly, a recommendation will be given based on the outcome I believe would be most beneficial for company. Introduction: ISI is in the process of developing a new imaging satellite capable of clear images within one meter. 150 percent of funding must be secured by ISI to complete the project. It will take $200 million to launch and build the satellite. Bankruptcy will be filed by the company if ISI is unable to secure funding during the launch process. Industry competition includes four nations: United States, France, Russia and Israel. The U.S. has the lead in technology regarding satellite image quality. The U.S. based companies are Lockart, Global Sciences and ISI. At ISI, Jim Willis is the Vice President of marketing and sales and Fred Ballard is the company’s President. The Issue: The new technology that ISI is developing consists of a thermal stabilizer for the satellite’s camera that a subcontractor is creating. The subcontractor claims that they are delayed-pushing ISI’s launch date out another 12 to 18 months. ISI’s competitors claim to be within the 6 month window of ISI’s initial published launch date. Each of the U.S. based companies revised their launch dates at least once if not twice. By doing so it changes the terms of the contract and creates further international contract negotiations leading to possible termination of contract. After learning this information, Fred Ballard believes the his customers already expect delays and disregards Jim Willis’ input on the matter extending the launch date. ISI became apprised of a Japanese company, named Higashi Trading Company (HTC), that has been in a 6 month negotiation with ISI regarding a $10 million per year contract. Willis believes that ISI’s prior knowledge of the launch delay due to the thermal stabilizer and not the actual spacecraft could damage the relationship with HTC and lose their contract. Because the satellite imagery industry is quickly growing, all participants have to keep their current clients to be able to take part. Companies in this industry also need venture capitalists to finance projects. The negotiations with HTC has created duress for Jim bringing him to the point of whether to act ethically or unethically-in favor of his company. Ethical Dilemma: 1. What are sources of the factors, which have created the ethical dilemma? There are several internal and external forces at work here. Internal forces include: Jim Willis’ boss, Frank Ballard, has given Jim a specific instruction not to disclose the information. the company code of conduct does not permit the disclosure of company proprietary information without prior approval. the financial health of the company could be jeopardized. Jim Willis’ personal financial well being could be jeopardized. External forces include: industry practice is to publicize optimistic completion dates that are rarely met. the financial industry that has profitability expectations which may be impossible to meet if realistic information is provided. 2. Is it ever appropriate to withhold negative information from the client? The answer is, it depends. Potential problems with production, delivery, and maintenance arise all the time. Most of these problems are solved without any customer impact. It is neither productive, nor reasonable to bring all of these problems to the customer’s attention. However, when a known problem has the likelihood of having a severe negative effect on a customer, it is the company’s responsibility to disclose this information. Numerous illustrations in the consumer arena are testaments to the effect of failure to disclose. Ford Pinto gas tanks and Firestone tires (Miller, 2000) had serious negative effects customer. Cases like Tylenol (Stevenson, 1986) suggest that early disclosure can actually improve customer perception and loyalty. 3. What should ISI do? As the epilog illustrates, the customer was savvy enough to provide safe guards against industry practice and the deal did not go through until much later than planned. While there is no information as to whether or not the same ordering delay would have happened if Jim Willis had disclosed the information in advance of the negotiations, it was clear that the level of trust between the parties was very low since the Japanese insisted upon completion guarantees. Therefore, it can be surmised that in this case, disclosure could have afforded the two parties the opportunity to work more closely together and in the end helped ISI to close the contract earlier, on better terms. Therefore, in this case, ISI should either have disclosed the negative information or delayed negotiations. Scenario 1: In the actual case, the date was not initially disclosed to the customer. However, the customer insisted that if the launch date was missed, the customer had the right to renegotiate the terms of the contract or void it all together. Further, the customer insisted that any ISI software purchased by the customer would be fully refundable if the satellite did not launch within six months of the launch date. Under these circumstances, ISI was forced to disclose that the launch date was in jeopardy. At that point, contract negotiations were suspended for more than a year. Other potential contracts were also put on hold. Although contracts were finally negotiated, it was not until after ISI went through bankruptcy and reorganization. Neither Jim Willis nor Fred Ballard was with ISI when the satellite finally launched. The actual launch took place five years after the original launch date. As Fred Ballard had predicted, all competitor launch dates were similarly delayed. Scenario 2: In 2004, the US government announced its intention to purchase commercial satellite imagery worth over $500,000,000. The contract would fund the production and launch of a new spacecraft. Imagery resolution would be less than .5 meters. The leading contender for the contact entered one-on-one negotiations with the US government. Negotiations broke off after the two sides failed to iron out financial terms and negotiate a “realistic” launch date. The satellite company had provided a launch date that they believed was realistic but which fell beyond the schedule the government agency requested. Industry experts knew the government agency’s launch date request was not realistic. ISI had just emerged from bankruptcy protection and had launched its first high-resolution satellite (which had sensor problems and was unable to deliver planned image quality). Even though ISI was the weakest contender for the contract, they were awarded the contract. They were awarded the contract primarily because they agreed “comply” to the government spy agencies required launch date. The question of ethics remains. One company truthful in its bid for the contract disclosed that it could not make the required launch date – they lost the contract. The other company agreed to the launch date requested in the contract even though it is extremely unlikely that they would be able to build and launch the satellite on time, and won the contract. Less than six months after the contract award the winning company purchased the other company. ISI’s satellite is believed to be behind schedule. Recommendations: Lying will breach their mutual trust, and also might increase risk of their goals during this contract i.e. hurried accomplishments. If ISI wanted profits over ethics, 20 years ago, that might have worked due to limited market competition. Nowadays, ISI has to consider that even though short term profits are gained, long term relationships also build even more profits. With a lie, this will destroy those opportunities for long term commitments and result in loss of potential future capital. ISI needs to focus long term, especially with their industry standards. Disclose the fact mentioning delay time, approaching a revised proposal with possible time duration and being more focused on the thermal stabilizer and other technical factors attained by subcontractors. References (Cox, 2008)Cox. (2008, June 17). Case study: Misleading satellite data contract. Retrieved February 13, 2017. (Ward, 2010) Ward, L. (2010, August 25). The Evolution Of The U.S. Commercial Remote Sensing Space Policy. (11). (Wheelen, 2015) Wheelen, T. (2015). Strategic Management and Business Policy (14th ed.). Pearson.

Training Industry Report

Training Industry Report. Paper details For its 2019 Training Industry Report, Training (2019) surveyed more than 240 U.S.-based corporations and educational institutions with 100 employees. Training delivery was one of the topics explored. Eighty percent of the survey respondents reported that they use online training methods such as virtual classrooms, webcasts, and video broadcasting; approximately 29% of all training hours were delivered by online or computer-based technologies (Training, 2019). Have you participated in any electronic training at work? If so, how well did the e-training comply with the Gagne’s Nine Step Training Design model (discussed in Week 5) and Adult Learning Theory (discussed in Week 4)? Based on what you have learned so far in the course, what could have improved your learning experience? Reference Training. (2019, November/December). 2019 training industry report. Retrieved from https://trainingmag.com/sites/default/files/2019_industry_report.pdf You can access the report through the UMUC library at this link: http://ezproxy.umgc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=trueTraining Industry Report

Eliminating Ethnic and Racial Stereotypes Essay

Racial stereotypes are a complex of the misimpression and the prejudice one group of people has against the other. As a rule, these ideas are ungrounded and, most importantly, offensive. Distorted ethnic and racial assumptions are mainly spread in the countries that have a varied population context (“Eliminating ethnic and racial stereotypes” par.1). The reasons for their appearance are frequently inexplicable while their liquidation is always problematic. Brent Staples, Zora Hurston, Richard Wright and Martin King know the discussed issue from within. That is why, all of them have their own knack in displaying the inconsistency and the irrationality of racial prejudices. Martin Luther King is widely known for his significant contribution to the protection of humans’ rights. In “Letter from Birmingham Jail”, his appeal to the society’s reason and sympathy is particularly powerful and impressive. King tries to dispel the racial stereotypes with the help of dialogue and persuasion. Throughout the entire letter, he frequently emphasizes the fact that he considers a discussion to be more efficient than a rebel or a protest. Nevertheless, he still notes that it is nonviolent psychological tension that creates a favorable environment for successful negotiations (King 78). To get his message across to the public, he skillfully uses several rhetoric devices. First of all, while illustrating the injustice employed towards the Afro-American class, King applies parallels with Christ and Socrates (King 83). The reference to the well-known and obvious issues is an efficient tool to make one’s ideas resonate with the majority’s views. Moreover, in his letter, King makes good use of the rhetorical questions (king 88). He does not want to enforce his views, but he seeks for true understanding and tolerating. King tries to make the society reflect upon the matter of the racial discrimination; he wants people to formulate an independent conclusion as he is sure this conclusion will coincide with his. Finally, being an insuperable orator, he uses influential stylistic devices that are likely to resonate with the public’s mind. King starts his letter claiming that “injustice anywhere is a threat to justice everywhere” (King 78). The statement leaves no doubt that this man can succeed in his fight against the prejudice. Whereas King’s appeal to the public is open and impassioned, Wright and Hurston choose another way to dispel the racial assumptions. In fact, what they do is a persuasion through a life story example. They both make a precise and vivid description of their experiences of racial injustice. Wright’s story is a simply put narration, telling the readers about the endless misfortunes of an Afro-American man. Unlike King, he does not put any rhetorical questions, nor does he try to impress the public with bright allusions or antithesis. However, the sincerity of Wright’s narration and the trueness of the depicted situations have an equally powerful effect on a reader’s mind. Wrights childhood recollections along with the descriptions of his hard working experience serve as a perfect evident of the existing racial stereotypes that need not be further proved. One is left to speculate upon the issue when reading Wright’s assumption that “the color of a Negro’s skin makes him easily recognizable, makes him suspect, converts him into a defenseless target” (Wright 10). Although Zora Hurston also uses an experience-based narration in order to eradicate racial stereotypes, her approach is slightly different. While Wright describes himself as part of a disadvantaged group, Hurston tries to emphasize her equality with the representatives of other races. The woman wants the public to get rid of their racial assumptions with the help of her own example. Even though she also describes several cases of her rights’ discrimination, she constantly points out that the injustice has not managed to turn her into a victim. She desires people to realize that she is the same as they are; therefore, the impairment of her rights should be considered similarly unacceptable as the impairment of theirs. Get your 100% original paper on any topic done in as little as 3 hours Learn More To illustrate the unnatural character of any racial prejudices Hurston says, “Sometimes, I feel discriminated against, but it does not make me angry. It merely astonishes me” (Hurston 15). Both Wright and Hurston sound highly persuasive as they provide a series of stark facts that concern and confuse the society evenly powerfully as the King’s demand for justice. Brent Staples stands apart in the row of civil libertarians. In his article “Black Man and Public Place”, he does not depict any examples of his rights’ mistreatment or the hard times he had to experience as an Afro-American. Instead, the man intends to put an emphasis on the psychological barrier the racial assumptions create for both the sides. He does not contradistinguish himself of the society but tries to tell people he is also a victim of the prejudice. Staples describes a constant tension he experiences due to the biased attitude. He illustrates several cases when people unwillingly take him as a source of danger and reveals the feelings he experiences in these situations. Staples is also the one who brings up the problem of racially-sex assumption he had to face. He speaks about numerous examples when women subconsciously fear to walk the same street with him. Nevertheless, he does not blame them for this precaution, as he explains, “Women are particularly vulnerable to street violence, and young black males are drastically overrepresented among the perpetrators of that violence” (Wyrick 614). Thus, Staples does not try to blame the public for their narrow-mindedness but wants to consolidate for efficient fighting against it. The journalist suggests that dispelling of the distorted racial assumptions is only possible on condition that it is performed on either side (Wyrick 615). Staples’s sincere wish to depict the ridiculousness of the racial prejudices is so appealing that one is likely to become more tolerant after reading his article. Staples, Hurston, Wright and King used different approaches to reach a single aim – to help the society realize the absurdness of the existing racial stereotypes. With the aid of these articles, one can see how baseless it is to judge people according to their ethnic belonging. It is, therefore, vital that people do their best in an effort of dispelling myths and widespread delusions. In order to do so, one has to be aware of the reason for their appearance (Mendoza-Denton par.7). As the described examples have shown, the principal cause of misbelieves’ formation is the ignorance of the environment different from the one the person is used to. The lack of knowledge results in making up assumptions that are frequently significantly different from the reality. Hence, the best way to dispose of the false image of certain people is to get to know them better, to understand their phycology and to tolerate with their views. Works Cited Eliminating ethnic and racial stereotypes 2015. Web. Hurston, Zora Neale. How It Feels to Be Colored Me, Carlisle, Massachusetts: Applewood Books, 2015. Print. King, Martin Luther. “Letter from Birmingham Jail.” The Atlantic Monthly 212.2 (1963): 78-88. Print. We will write a custom Essay on Eliminating Ethnic and Racial Stereotypes specifically for you! Get your first paper with 15% OFF Learn More Mendoza-Denton, Rodolfo 2011, Why are stereotypes so difficult to eradicate? Web. Wright, Richard. Uncle Tom’s Children, New York, New York: Harper Perennial, 1989. Print. Wyrick, Jean. Steps to Writing Well with Additional Readings, Boston, Massachusetts: Cengage Learning, 2013. Print.