Ways of Racial Categorizing Essay -- Racial Relations, Discrimination

What is discrimination? Discrimination is a combination of representation, stereotyping and ideology set by society to rank different groups of people. In an excerpt of â€Å"The Woman in the Window†, Ramona Lowe shows that there is a racial discrimination toward African-Americans in America. The story focuses on Mrs. Jackson, an African-American who lives in the north, and the struggles she faces at her work place. She was hired to cook in front of a restaurant window dressing as a stereotypical â€Å"Southern mammy† (Lowe 3) to attract customers. While cooking in front of the restaurant window, Mrs. Jackson was laughed at by a group of white kids who called her â€Å"Aunt Jemima and nigger† (Lowe 3). Clearly, Mrs. Jackson was mistreated because the society she lives in ranks her race, Black, lower than her bosses', which is white. Lowe’s short story, â€Å"The Woman in the Window†, demonstrates a racial discrimination against Blacks during the 194 0s by incorporating representation, stereotyping and ideology in the text. In order to illustrate the segregation of African-American, Lowe uses representation in her work. The characters in the story represent a social status based on race: the owners, Mr. Parsons and Kraft, represent the high-class and Mrs. Jackson represents the low-class. First, let’s discuss how Lowe shows the audience that Mr. Parsons and Kraft represent the high-class. For instance, the narrator frequently refers to Mr. Parsons and Kraft as â€Å"the proprietor† (Lowe 2) but always refers to Mrs. Jackson as herself. By using the word â€Å"proprietor† instead of their names, Lowe shows a separation between Mrs. Jackson and Mr. Parsons and Kraft. This use of word declares that the owners are a representation of high-class. They are different... ... So by using ideology, Lowe can reveal the racial discrimination against Blacks. After the establishment of the Jim Crow law, America faces the problem of African-American segregation. An excerpt from Ramona Lowe’s short story, â€Å"The Woman in the Window†, demonstrates a racial discrimination against Blacks during the 1940s by incorporating representation, stereotyping and ideology. First of all, the representation of the owners as high-class and Mrs. Jackson as low-class shows that representation can be use to demonstrate racial discrimination. Secondly, the owners’ assumption that Mrs. Jackson is from Georgia and that she needs money proves that stereotyping can be use to demonstrate racial discrimination. Lastly, the white children laughing and calling Mrs. Jackson â€Å"Aunt Jimima and nigger† is evidence that ideology can be use to demonstrate racial discrimination.

Tone and Imagery in The School Children Essay -- School Children Essay

Tone and Imagery in The School Children    Louise Gluck's   The School Children   may provide some shock for readers as it twists and turns through a school day marked by eerie abnormalities.   Gluck successfully uses visual imagery to convey a deeper meaning to a fourteen-line poem about children, teachers and parents.   These three groups come to life through the descriptive poem that allows readers to form their own conclusions.   Though Gluck’s meaning is never clearly stated, her use of tone and imagery create an extremely visual work with three dynamic sets of characters.    Gluck continuously presents the schoolchildren as simple, orderly creatures. She portrays them as heading to school with their book bags and later in the poem points out the orderly arrangement of their coats inside their classroom.   This orderliness helps readers perceive the children as wooden dolls or mindless beings that follow instruction.   Gluck writes,   How orderly they are- the nails on which the children hang their overcoats of blue or yellow woods (8-10).  Ã‚   These lines are divided in a manner that present an image of children hanging orderly on nails before the reader reaches the final line describing their clothing and show the powerful imagery created by Gluck.   It is important to note that the children are described as only having two different styles of coats- a yellow wool coat, perhaps for girls, and a blue wool coat, most likely for boys.   Gluck leaves readers imagining a flock of orderly children wearing similar clothing while sitting in their c lassroom.      Ã‚  Ã‚   Joining the schoolchildren inside the classroom are teachers, whom Gluck describes... ...f a June Cleaver figure who is sending a token of appreciation to her child s teacher.   Instead they are interpreted to be desperate creatures seeking for any sign of hope in an environment filled with gloom.      Ã‚  Ã‚   The descriptions of these three sets of characters through visual imagery provided an important element in Gluck s creation of   The School Children   which is part of her larger work, The House on Marshland that was drafted in 1971.   Throughvisual imagery she creates a combination of characters that help readers interpret the possible underlying meanings of the work.   Gluck successfully uses the schoolchildren, teachers and mothers as vehicles for the various interpretations of her work.   In the process, she creates dynamic characters that we are able to understand through symbolism and imagery.   

More Than A Feeling-Intuition And Insight :: essays research papers fc

More Than A Feeling By definition, intuition is the inherent ability to connect with one's inner self. It seems as if as time goes by, intuition is thought of less. This is likely due to the lack of education and understanding of this peculiar ability. Yet some people believe that everyone has intuition. Few people actually experience it. Many dismiss the fleeting hunches and gut-feeelings as coincidence. Those who do believe in the intuitive powers of the mind think it comes in many different forms. For example, a stressful situation may cause one to become frantic and worried. As if they "know" everything will work out, another person may handle that situation differently. That is what believers feel is a natural ability derived from instinct. In our Western society of cell phones and fax machines, many of us ignore our natural instinct. In fact, some have already had an intuitive experience. The experiences can be anything from a feeling that something will be good or bad, a feeling that we need to pay attention or that something is wrong with someone, or even deja vu. Most of the time, we ignore these intuition and we use our reasoning and logic instead. Although reasoning and logic are very good for solving our Smith 2 problems, our intuition may provide us with the answer to that problem more helpfully or accurately "Intuition is knowing without knowing why you know," says Laura Day. For some people, this is easier said than done. Intuition may be difficult to grasp for some due to lack of frequency but, many things can be done to improve the occurrence and quality of intuitions. For example, those people wishing to better their intuition perform relaxing activities. Those activities could include sitting by a body of water, staring at a relaxing fire, visualizing something relaxing or listening to a calming sound. This quiets the sound that constantly echo in the minds of humans. This is when we realize our intuitions. In his book "The Celestine Prophecy", James Redfield tells the story of a man who travel to the Peruvian rain forest in search of his friend Charlene. This man come to discover a group of people in search of what they call "The Nine Insights". On his journey, he meets many people who help him to get in touch with his intuitive side. The character was periodically put in a setting where he had difficulty figuring out a problem or getting out of trouble.

In the Country of Men Course Notes Essay

Thorough and insightful understanding of the ideas, characters and themes constructed and presented in the text. Complex discussion and critical analysis of the structures, features and conventions used to conduct meaning. Complex analysis of the ways in which social, historical and/or cultural values are embodied in the text. Construction of a sophisticated interpretation, which demonstrates an understand of ways in which the text is open to different interpretation by different readers. Considered selection of significant textual evidence and highly appropriate use of relevant metalanguage. Highly expressive, fluent and coherent writing. Hisham Matar Born NY 1970 Returned to Libya as a 3yo Father a diplomat Accused of opposition of Gadhafi’s revolution In 1979 family escaped to Egypt Father kidnapped by Egyptian security in Cairo and handed over in Libya Never heard of again – 2 letters in 1996. Matar biographical details Personal experiences provide a real link to the events of the novel Father of young Libyan captured by security forces and detained for his opposition to a regime which he claims oppresses freedom This novel is NOT a biography, rather a reflection of his own experiences, particularly his relationship with his mother. Matar’s messages uses his own experiences, or memory of these, to illustrate ideas about family and, to a lesser extent oppression. Where is Libya, North of Africa, surrounded by Egypt, Sudan, Chad, Algeria. Near Turkey and Iran. The Problems with Libya Libya was often occupied during its history – Phoenicians, Greeks, Romans all colonised Libya in ancient times – archaeological sites still there 7th century Arabs introduced Islam religion and culture early 20th century Italy colonised Libya after an agreement with British and French to carve up north Africa Italian influence still strong in Libya – evidence in text – Signor II Calzoni, Faraj reads and swears in Italian Post WWII Libya divided up between French and British Given independence by them in 1951 King Idris 1 ruled 1951 onwards Oil discoveries in 1959 made Libya a very strategically important and potentially wealthy country GADDAFI 1969 Muammar el Gaddafi (Qaddafi), a military officer, headed a military coup against the autocratic King Idris – popular uprising Gaddafi known as The Leader Of The Revolution or The Guide Erratic Ruler, became more and more autocratic himself Strange man Formed in the 1980s – Amazonian guards – personal bodyguards – all women Gaddafi claimed that they would be the perfect guards because Arab gunmen would not fire at women Many claimed that the guards were an example of his eccentric showmanship and that he enjoyed being surrounded by beautiful young women He always travelled surrounded by the Guard Women were very well trained in martial arts and were apparently hand picked by Gadhafi himself They had to take a vow of chastity After he was deposed, many claimed they had been raped by him Shades of 1984 Living in Libya, under Gadhafi Most industries and media were controlled by state Most aspects of peoples lives controlled Telephones tapped, sometimes tapper intrudes on conversations ITCOM Easily identified secret police roam the streets watching people ITCOM Extensive surveillance systems – 20-30% of people worked in surveillance for the Revolutionary committees which oversaw and infiltrated every part of Libyan Society. They are able to walk into people’s homes and look for evidence of ‘disloyalty’ ITCOM Press was silenced University students silenced Public excecutions of ‘enemies’ of state, often televised ITCOM People lived in fear of being accused of crimes against the revolution Gadhafi had dissidents living overseas assassinated. His power is evident not just in Libya but also in Egypt where the Matar family escape to, but Gadhafi’s supporters in Egypt capture the father and hand him over to Gadhafi’s regime. Libya was known as a pariah state for many years – one which acts in a brutal way against its own citizens Libya often shunned by other countries because of active promotion of, and sanctuary given to, terrorist groups. Big Brother Cult of personality built around Gadhafi (Recall 1984) Referred to himself as The Guide of Libya, rather than the leader. Called himself a socialist, an Arabist, an African and a Muslim at various times in his rule. He changed according to which way the political wind was blowing and his actions were always about maintaining power. Libya Mainly a Muslim nation. People called to daily prayers from loudspeakers in mosques. Drinking and eating of prok prohibited. Often women are required to cover up in public. Like all religions, followers range from strictly observant to those who are Muslim in name only. Suleiman’s mother drinks when father is away but doesn’t go out when she drinks because alcohol is prohibited (ITCOM) Alcohol is prohibited by both the Koran and the legal system. Arranged marriages (ITCOM) blood feuds, arguments common, particularly in underdeveloped areas What ideas are these covers trying to convey? Cover 3 bleak, dark, tree represents shelter mulberry tree, tree of knowledge. Storm clouds suggest bad luck is coming etc. again the contrast  looks very western Cover 4. Plain white and blue almost white and blue collar shirts, the smart and the dumb, the rich and the poor. and the boy being in the middle almost a shadow, not 100% there. Red the colour of anti revolutionary. How are the colour font and other visual aspects used to convey meaning here? The white colour reflects the hotness of Libya and the shadow of the boy reflect that he’s not entirely there, the colour use of red is anti revolutionary, symbolic of blood. Why do you think that the author chose the title IN THE COUNTRY OF MEN for this book? Muslim way of life, women are almost lesser important, symbolizes no freedom or mention of women at all, almost symbolizes the WWI as WWI was for men only and women didn’t fight at all. What questions are raised about concepts of country, manhood and humanity? The country of men means its really a man dominant country, there is no such thing as a woman almost. Very sexist society How does the title tie in with the themes of the novel and the position of the characters as they struggle in their environment? How does the author use contrasting imagery in the opening passage to set the tone of the book? How does the image of people seeking mercy from the heat reflect the broader condition of the characters? HOLIDAY HOMEWORK How is betrayal shown to be a strong force in the lives of the characters in the country of men? In the country of men suggests that people cannot avoid brutality in a country under a dictatorship. Discuss. What forms of imprisonment are depicted in the novel? How do the characters experience and react to a lack of freedom? Through the mothers alcohol, women are imprisoned by men, in the country of men, means no voice for women. What can we infer about the lives of women in Libya during the time period represented in the story? They are in a mans world with no control. Throughout the novel, Suleiman refers to his mothers alcoholism as her ‘illness’. How accurate is this observation? Do you feel it is a reflection of Suleiman’s naivety in youth or a kind of wisdom about her actual condition? In the Country of Men Themes Narrative voice The novel is written in first person narration, largely through the eyes of 9 year old Suleiman, but with comments at times from him as an adult. Much of it is internal monologue, one of the reasons that matar created Suleiman as an only child. As he had no one to talk to he internalises his experiences, hence making for a more reflective novel. The child-like commentary allows for readers to understand things that Suleiman does not: for example, Mama’s ‘medicine’ and her ‘illness’. Names Names and naming are important in the text. Interestingly, Suleiman’s name can be traced back to Suleiman the Magnificent, the emperor of the Ottoman Empire in the sixteenth century who expanded the empire significantly and instigated enormous social and cultural developments. He is also known as â€Å"Slooma† a family name which is appropriated by Sharief and ‘habibi’ by his mother which means â€Å"my darling† â€Å"beloved† or â€Å"baby† (Innocence) SETTING The setting of Lepcis Magma is used symbolically as a fallen civilization, an example of how every society will one day decay and die. The concerns of its people have long disappeared into time. MOTIFS The heath/summer is a motif running through the novel. At times it represents hell, as Suleiman tries to avoid hell by practising running over the bridge to paradise. Other times, its glare stupefies the people and pushes them indoors, leaving only the children to jostle each other outside. The long days of summer without school also allows for Suleiman to have the freedom where he observes the adults more than usual. The sea is also another motif, the beautiful blue ocean just at the end of the road. At times Suleiman swims in it looking to be cooled and cleansed from the dirty activities he faces day-to-day. He tries to take Kareem into it to seek some solace from his grief but Kareem resists. Interestingly, it is here where he almost drowns Bahoul the beggar, exerting his power and giving into the base urges that he sees in his society SYMBOLISM The symbolism of replacing the picture of Baba with an enormous picture of the Guide in the reception room, shows loyalty to the regime and the strains on family relationships. Also showing that they have nothing to hide to show loyalty. Shows their not related to what Baba did, and the guide is now their father and father of Libya. The games played by the boys, games such as ‘My land, Your Land’ where they try to take power by gaining more land, represents the political ‘games’ of the older men around them. The squabbles and fights are also a microcosm for  the violence in the country in which they are growing up. Much is made of the power of words in this novel. In an act of resistance to the dictatorship. Nasser is seen running through Martyrs’ square after Faraj, clutching a typewriter used for producing subversive pamphlets. In another scene, Najwa and Moosa burn all Faraj’s books to save him from incrimination; however, the image of books burning is redolent of violent regimes trying to rid themselves of intellectuals who might question them. Moosa is a poet and lover of language; he is also closely tied with dissident acts. Linked to this idea, is the power of storytelling. Ironically, Najwa condemns Scheherazade for being ‘a coward who accepted slavery over death’ pg15. She berates her for not standing up to her husband, for staying to look after her children, for being thankful for her life. The irony is that Najwa appears to be restricted as Scheherazade was and she also seems to fall in love with her husband over time. To Suleiman though she is a hero; that she managed to keep telling tales without giving in to fear amazes him. Also, he is a storyteller too, as is Mama. Loyalty and Betrayal: the novel addresses the issue of loyalty. How do the characters experience loyalty and betrayal? Discuss some examples. What do you think is the main cause of some of the betrayals that occur? In chapter 5, Moosa says â€Å"its our obligation to call injustice by its name pg53† Suleiman’s mother replies â€Å"go call it by its name in your country. Here it is either silence or exile, walk by the wall or leave. Go be a hero elsewhere.† What does she mean? Who is right? How do the different characters in the novel face injustice and what are the consequences? Point of view? How does the point of view of the story affect the way that we see the injustices represented in the story? How might this be different if the narrator were an adult? Hisham Matar has much in common with Suleiman. Both left Libya where they were children, although unlike Suleiman, Matar was  accompanied by his parents. In 1990, Matar’s father was kidnapped while living in exile in Cairo and was returned to Libya, where he was tortured and imprisoned. He has not heard from him since. How does knowing the similarities between the author and protagonist affect the way you think about the novel? Role of women Do the women in Suleiman’s life have any true power, and if so, from where is it derived? How has Suleiman’s opinion of his mother changed by the time he reaches the novels closing scenes? Insight into the text What is the effect of reading about this episode in history through a child’s point of view? What clarity does it bring? In what ways do a child’s impulses muddy the truth? When the students visit Lepcis Magna, Kareem states, â€Å"Children are useless in a war.† Do you think this is true? What might the authors point of view be? What profession does Suleiman ultimately choose? Why do you think the author decided to have Suleiman choose this profession? Pg 232 He chose the profession of medicine, being a pharmacist. It reflected the influence his mother had on him with her illness and helped him to understand what it really was. Gadhafi is the most important character in the novel, despite his absence. Do you agree? The novel examines the futility of resisting oppressive power. Discuss. How does Matar use both tension and narrative point of view to engage the reader? How is tradition shown to be a powerful force in the lives of the characters in In the Country of Men? How does Matar develop a sense of time and of place in his novel? Along with confusion, pain and despair, there is a strong message of hope in Matar’s novel. To what extent do you agree? Corruption is not only isolated to the Libyan dictatorship. To what extent do you agree? In the Country of Men suggests that life demands a choice between resistance and surrender.’ Discuss In the Country of Men demonstrates that it is a man’s actions that deï ¬ ne him.’ Discuss In In the Country of Men, Matar shows more sympathy for women than for men. ’Discuss. â€Å"Why does our country long for us so savagely?† Matar’s love of his country and his fears for it permeate his novel In the Country of Men. Discuss. How does Suleiman’s view of the world change during the course of the novel? ‘Despite the horror of the political regime, this is still a novel about the power of love.’ To what extent do you agree?

Classroom Incidents Essay

A classroom incident is an unexpected event that occurs in a classroom causing disturbance or presenting a safety risk. A classroom incident can affect a teacher, a student or all the members of the classroom. There are many critical incidents that have occurred between teachers and students or among students. A critical classroom incident either spoils the student-student relationship or the teacher-student relationship. Past classroom incidents can offer important lessons that can be utilized in adopting the right ways of managing similar incidents in the future (Levin & Nolan, 2010). Incident related to cheating Adam reported his classmate Moses to the class teacher because of his cheating habit. Moses often copied the work of his classmates. Adam also notified the teacher that Moses was cheating in exams. During exams, he would collaborate with other students to exchange exam papers. Moses denied all the allegations. He said that Adam was only afraid of competition. However, it was a fact that Moses cheated in class work and in exams. He was spending most of his time perfecting the art of cheating rather than reading. The teacher was mad at Moses and decided to investigate the problem. However, he was unable to catch Moses or any other student cheating. Ways in which things went well or badly. Many things went the wrong way during the critical cheating incident. The teacher was frustrated by the cheating allegations. His frustration was even more when he couldn’t unearth and stop the cheating. The teacher’s inability to catch Moses and his company could tempt other students to cheat too. Moreover, the fact that some individuals were cheating was a blow to the trust of the students on the school’s examination system. Nevertheless, the same incident had some positive aspects. It is evident that Moses and his group were driven by the urge to achieve better results. They went into cheating in order to have good grades just like the rest of the students. The teacher was also able to establish the cheating problem which needed an urgent solution. Lessons learned from the incident. The cheating problem occurred because the student involved had realized that he had a task to deliver. He had to be successful in school. The teacher’s inability to unearth the root of the cause or to catch the students red handed shows that a different approach should have been applied. Incase of uncertainty, it is wiser not to rush for a solution. Instead, take your time and come up with the best tactic. The teacher should have thought of the benefits and consequences of his solution before going to the ground. May be transforming the cheating behavior would be better than simply deciding to punish the offenders. It can be concluded that cheating is a common incident in many classrooms and that it should be handled with care to avoid the effects of the failure to curb it. Similarly, every other classroom problem should be handled with caution (Walters & Frei 2007). Incident related to Rudeness During an afternoon class, a teacher wanted to check the assignment of Brown, one of his students. Brown responded rudely to the teachers request using inappropriate language. The teacher was frustrated. The other students watched in dismay. Brown was known due to his bad behavior and attitude. He never appreciated the importance of his fellow students and teachers. He felt superior and had a big ego. He always kept showing off. He would disregard warnings from prefects and teachers. Ways in which things went well or badly. The incident was wrong. The teacher felt disrespected by a student. He was mad because of the way Brown responded. Brown’s actions were against the values of the teacher-student relationship. At least the teacher should have been treated with his deserved respect. The rest of the class felt unappreciated. At least, Brown should have shown his uncontrollable ego out of the classroom. The students were also disappointed by Brown’s attitude. They felt rejected and abused. This critical incident had interfered with the right values of the student-student relationship. However, the same incident still has a positive side. The differences between the students were established. Brown had a desire to establish his own status although he followed the wrong route. His ego could be used to show that he had a low-esteem. He hid behind his rudeness and pretence to retain a sense of respect from the rest of the students. Brown’s behavior had a positive message to the other students. Since he avoided the other students, he had no friend. A friend would have helped him with the assignment. Lessons learned from the incident. The student was an attention seeker. He exploded once he got the attention of the entire class. The teacher was wise enough not to react harshly. The situation could have been worse if the teacher had lost his tempers. The class could have been treated to a more dramatic scene. It is important to note that students come from different backgrounds. Different students also have different levels of self esteem. Teachers should try to know the kind of students they are dealing with in order to handle them accordingly. There is a need to engage the students in order to know their grievances. Had the students reported Brown’s behavior in advance, the incident could have been avoided. According to Dixie (2003), counseling is always applicable as a good method to discard bad morals. Brown could have been assisted through counseling. References Dixie, G. (2003). Managing your classroom. London [u. a. ]: Continuum. Levin, J. , & Nolan, J. F. (2010). Principles of classroom management: A professional decision-making model. Boston: Pearson. Walters, J. , & Frei, S. (2007). Managing classroom behavior and discipline. Huntington Beach, CA: Shell Education.

Electronic Medical Records Essay

When looking at Electronic Medical Records and how do we get our senior physicians to â€Å"buy in† for successful implementation of computer charting for the hospital there are several things to consider. First, most senior physicians are used to the paper patient charting system and are reluctant to convert to EMR because they feel it would take away from patient interaction and care. According to Griffith and White (2010) diagnostic excellence requires two kinds of knowledge which are rapid communication of patient’s current needs and an understanding of the clinically indicated responses. With this in mind EMR makes recording patient information faster and more complete, includes safeguards to improve accuracy, and it speeds up patient related information. In 2004 president George W. Bush, set an ambitious goal that by 2014 all citizens would have access to their electronic medical record. President Barack Obama reinforced that commitment with nearly twenty billion in stimulus money for hospitals who convert to electronic medical records and a rather recent legislation called the American Recovery and Reinvestment Act further underlined the initiative to move towards the electronic medical record. This legislation is aimed at creating more funding and a network of incentives for healthcare professionals and physicians who are ready to adopt EMR and abide by the concept of â€Å"meaningful use† of electronic medical records. The opportunity for improvement is to optimize the documentation of patient encounters, improve communication of information to physicians, improving access to patient medical information, reduction of errors, optimizing billing and improving reimbursement for services, forming a data repository for research and quality improvement, and reduction of paper costs within the HCO. It is important to resolve this problem of EMR use now because it will considerably increase patient outcomes and patient safety within the hospital. Currently departments within the hospital have difficult time communicating with one another in a timely manner. EMR will enable departments to communicate effectively and cut down on treatment time for patients. This will result in better continuity of care for patients from the outpatient to inpatient and back to outpatient care. HCOs must keep in mind there is a lot of federal pressure to have all patient’s access to their medical record thru EMR by 2014 and the penalties for not being in compliance are levied in reduced reimbursements of Medicare and Medicaid payments with financial penalties as well. The desired outcome from my MAP implementation is to have EMR fully operational within eighteen months and also have an inter workability with other healthcare systems for patients care. I also want to accomplish the ability for all interdisciplinary services to have the ability to communicate with one another and the health team to have access to medical records for patient care in order to cut costs of visits and provide overall better patient care within the HCO. There are several realistic constraints to consider in the implementation of EMR which are the costs of implementing which is normally between one and three million dollars, federal and state compliance issues, and infrastructure for servers supporting EMR. I also have to consider the constraint of time for the implementation process which is usually averages twelve to eighteen months for full system wide usage of EMR. There are several other constraints of EMR which are ensuring financial incentives for physicians, employee training, and sustainment training for updates and maintenance to EMR. The problem exists because senior physicians came thru medical school at a time where computers weren’t being used on a broad basis for patient care and they believe EMR will disrupt their traditional working style and require a greater constraint on them when dealing with EMR. The physicians also are concerned with the complexity and usability of EMR which will require them to allocate additional time and effort which would take away from patient care. There are several actions that are needed to achieve my MAP goal. First, I must have C suite leadership buy in for the implementation of EMR. Next, I must ensure the financial plan is approved for EMR system. I also must ensure to have the physical space for the system within the clinics and facilities of my HCO. I have to make sure a training plan is developed for my IT staff, physicians, nurses, and associates. I have to develop a plan for embedding IT staff within each clinic to provide assistance and troubleshoot any glitches within the EMR system. I must ensure my EMR system talks with the networks of other facilities to ensure the patient information flow is adequate for patient processing time and internal consulting. I also have to ensure protection for HIPPA and the safeguarding of patient information when it is sent to outside servers. Finally, I must ensure my EMR system is in compliance with all federal, state, and local requirements. When looking at the key actions steps and there sequencing the first step I would do is ensure I have C suite buy in for the implementation of EMR. Before I meet with them I would have my total implementation plan completed and ready to present to them and ensure that all key steps are covered. Next, I would ensure with the HCOs building manager that the necessary space is available for the EMR system and all spaces are compliant with fire barriers with in the hospital. The next key action step would be the implementation of the training plan on EMR for my IT personnel to ensure they are fully ready for the launch. I would also have to ensure the training plan for the physicians, nurses, and staff is fully implemented and resourced. This would lead me to ensure I have my IT staff embedded in each clinic for the first month to make sure the implementation goes smoothly as possible.

The Fifteenth Amendment

The Fifteenth Amendment (Amendment XV) to the United States Constitution prohibits the federal and state governments from denying a citizen the right to vote-based on that citizen's â€Å"race, color, or previous condition of servitude†. It was ratified on February 3, 1870, as the third and last of the Reconstruction Amendments.In the final years of the American Civil War and the Reconstruction Era that followed, Congress repeatedly debated the rights of the millions of black former slaves. By 1869, amendments had been passed to abolish slavery and provide citizenship and equal protection under the laws, but the narrow election of Ulysses S. Grant to the presidency in 1868 convinced a majority of Republicans that protecting the franchise of black voters was important for the party's future. After rejecting more sweeping versions of a suffrage amendment, Congress proposed a compromise amendment banning franchise restrictions on the basis of race, color, or previous servitude on February 26, 1869.The amendment survived a difficult ratification fight and was adopted on March 30, 1870.United States Supreme Court decisions in the late nineteenth century interpreted the amendment narrowly, and by 1910, most black voters in the South faced obstacles such as poll taxes and literacy tests, from which white voters were exempted by grandfather clauses. A system of whites-only primaries and violent reprisals by groups such as the Ku Klux Klan also suppressed black participation.In the twentieth century, the Court interpreted the amendment more broadly, striking down grandfather clauses in Guinn v. United States (1915) and dismantling the white primary system in the â€Å"Texas primary cases† (1927–1953).Along with later measures such as the Twenty-fourth Amendment, which forbade poll taxes in federal elections, and Harper v. Virginia State Board of Elections (1966), which forbade poll taxes in state elections, these decisions significantly increased bl ack participation in the American political system.