This research utilizes a quantitative research approach attempting to administer a self-developed questionnaire to respondents from underrepresented populations. It enables quantitative comparison of responses on issues concerning health care institutions disparities.
Demographic Questions
The survey will include demographic questions to capture essential characteristics of participants, including:
Age
Race
Ethnicity
Gender
Research Questions and Hypotheses
Research Question: What are the key determinants of healthcare access disparities in underserved communities, and how can these disparities be effectively mitigated?
Hypothesis (H1): The patient population in the underrepresented areas will perceive more challenges to healthcare compared to healthier populations in more privileged neighborhoods.
Null Hypothesis (H0): Patients of underserved areas and those in well-resourced areas will not have a considerably dissimilar experience reporting barriers to accessing healthcare.
Research Question: How do patients perceive their healthcare providers?
Hypothesis (H1): Health care consumers with positive attitudes towards their healthcare providers will be compliant to preventive care measures.
Null Hypothesis (H0): Patient perceptions of healthcare providers will have no correlation with their participation in preventive care.
Research Question: How is communication between healthcare providers fragmented?
Hypothesis (H1): Lack of coordination in the kind of communication that is embraced by the health care practitioners, is a serious disservice to the clients.
Null Hypothesis (H0): Healthcare providers’ poor communication does not impact the satisfaction of the patients.
Data Collection
Participants will be emailed an invitation to complete the survey instrument that will be distributed through on Survey Monkey. The participants will be identified through the community related groups, healthcare facilities and through social networks. In recruitment, attention shall be made to persons from the targeted underrepresented populations.
Eligibility Criteria:
Participants must be adults aged 18 and older.
Participants must reside in underserved communities.
Participants should not be classified as part of a vulnerable population.
Approximately 100 individuals will be contacted to complete the survey voluntarily. Informed consent will be obtained from all participants, ensuring they understand the study’s purpose and their rights.
Data Analysis
All collected data will be put into a master excel sheet for analysis and organization. The main analysis of the secondary questionnaires will therefore be chi-square tests to find the relationships between demographic variables and other questions specifically those to do with healthcare accessibility and satisfaction.
Please read the passage text listed for you here and respond to reflection questions that follow along with the instructor’s comments.
*BEGIN PASSAGE *
Intentional Learning Communities are professional learning communities thatare rigorous, collaborative, focused on learning, and built upon shared norms andvalues. They are groups of educators who meet regularly with the goal of improvingteaching and learning and are characterized by (1) skilled facilitation and (2) theuse of protocols to guide adult learning. In summary, they need to be intentional(School Reform Initiative, 2019).
IMPLEMENTATION SPOTLIGHTBY KARI THIEREREngaging in challenging conversations takes time, a culture of trust that allows for risk-taking, an intentional agenda, and skilled facilitation. These four elements combine to grow the capacity of educators to learn from and with one another; and develop an equity lens that pushes them to have a fierce commitment to serving each and every student. Only after creating these communities is the foundation laid for meaningful development of universally designed learning experiences
Dedicating Time to Intentional Learning CommunitiesThere is never enough time in the day for us to do all that we need to do, so peer collaboration time has to be beneficial both for individual growth as well as to inform instructional practice.Developing community and doing intentional work around educational equity takes time.1.) In most schools, the structures for such conversations are already in place–that is, the weekly team meetings that go by a variety of names, such as common planning time, data teams, or PLCS. With Intentional Learning Communities, we apply an equity lens to every endeavor. We need to use the time we have to probe matters of great urgency. Advocate to help facilitate the session so you and your colleagues can begin to have difficult conversations.
2.) Once you have identified time for Intentional Learning Communities to meet, do not allow it to be interrupted by the menagerie of disruptions that affect schools. Protect time to think about your practice rather than talking about lunch duty or the upcoming field trips. Those other conversations are important too, but what often happens is that the immediate gets our attention, and we neglect the long-term conversations that lead to improved instruction and equity. The deeper conversations get pushed to the occasional professional development day or before/after the school year: Regular, ongoing collaboration time is essential for schools to take up issues of social justice and equity that will improve school success for all students.
Time often gets blamed as an excuse to avoid challenging conversations. If the school is committed to serving all students, then that commitment needs to be demonstrated through the way we use the time we already have. We make time for what is important.
Intentional Culture BuildingIn order to increase engagement in UDL, we have to minimize threats and distractions. For some practitioners, conversations about race, class, and educational equity can cause anxiety, fear, and guilt. Developing a culture of trust is imperative for us to feel safe enough to take risks and know that we will be supported. This does not mean creating a space where people do not feel discomfort; on the contrary, discomfort is an important part of this equity-based work.
Setting AgreementsMany of you are likely familiar with the concept of norms or agreements. However, in equity work, these agreements need to go deeper. Agreements are important for groups to define so they know how they will be working together. They help to create the conditions for risk. taking, building trust, and mutual accountability for the improvement of instructional practice and individual learning. Within social justice and equity work, these agreements need to be thoughtfully developed and analyzed. Gorski (2019) writes, “Too often, ground rules that are put in place, whether by an educator/ facilitator or by participants, privilege the already-privileged groups in a dialogical experience. For example, in a dialogue about race, white participants will often support ground rules meant to keep anger out of the discussion- ground rules focused keeping them comfortable. When we consider who is protected by ground rules like ‘do not express anger,’ it becomes apparent that, intentionally or not, they protect the participants representing privileged groups.” When developing agreements, it is important to be open and honest about what each person needs in order to make the space work for them and their learning. Agreements are also living and must be revisited regularly. As a group grows, what they need shifts, and the agreements should grow and shift with the individuals of the learning community. There are some great examples of agreements that have been developed by equity-based facilitators.
Planning Your WorkOnce your learning community has discussed how to work together allocating time, shared understanding of why, and agreements to begin to build the culture – then it is time to plan the learning of the group. Intentional planning is necessary so that people are pushed into their risk zones, while avoiding places that are too comfortable or too dangerous. The work the learning community engages in must be thoughtfully scaffolded to keep people at their growing edge. It is helpful to think of this scaffold in terms of risk- starting with lower-risk learning and moving the group into more challenging and risky spaces. Protocols that structure conversations are instrumental to helping groups engage and stay in challenging conversations. As group members are beginning to work with one another, protocols serve as a system to hold the group, as participants begin to develop the skills, knowledge, and dispositions of surfacing and challenging assumptions and biases.
Opening MovesOpening moves are activities and practices that include learning with and from one another and beginning to build a community. Opening moves are designed to help individuals and groups learn more about themselves as individuals and as educators and start to uncover their own assumptions, biases, and beliefs. In this phase, protocols help provide the structure for engaging in honest conversations that allow reflection on individual practices and beliefs and help guide and focus such conversations through active listening and questioning skills. A few protocols (all freely available on the SRI website) that are helpful in this stage of community building include:
1.) Micro Labs. A protocol designed to build active listening skills within a group while also allowing group members to learn more about one another and their practice. It involves participants working in triads, with each participant answering a specific sequence of questions There is no discussion, just listening. Questions can be related to a person’s educational journey. experience with equity conversations, understanding of pedagogy, and So forth The questions allow a group to grow together by deeply listening to one another.
2.) Paseo/Circles of Identity. This protocol helps groups to begin to examine issues of identity, diversity, beliefs and values. The protocol asks participants to think about the different elements of their own identity, allowing participants to reflect on their own, while also learning to listen and talk with others about identity.
Each of these protocols works to help participants know each other as individuals, not just in their role at the school/organization, but who they are and how they show up in the world. Identity is a key component of engaging in conversations about race and social justice. It is important for educators to explore their own racial identity, so they can think deeply about the implications of their identity on their teaching practice.
Going DeeperAs participants in your learning community begin to know each other, the group will be able to go deeper into issues of race and equity. In this phase of group development, protocols can help support the group to have conversations about race and equity in a variety of ways.1.) Use text protocols to make meaning of articles or books the group reads together. Texts that focus on issues of race, white fragility, and implicit bias are all helpful to develop an equity lens and begin to support the group’s conversations. As group members have built community, they will be able to have more meaningful conversations about the texts they read, focusing on the implications on teaching and learning for the students they serve.
2.) Look at data through an equity lens. As groups begin to develop skill at having conversations about race and equity, the next step is to analyze data through an equity lens. Who are the students who are not being served by our school? How do the policies and practices we enact privilege some students, while potentially oppressing others? How do the units of study we provide represent the cultural diversity of the students we serve and the world we live in? Data becomes more than the quantitative numbers that are gathered from standardized tests and broadens to include evidence about attendance and discipline, as well as looking deeply at student work.
Skilled FacilitationIntentional Learning Communities do not just happen, they take time and care. Growingyour capacity and the capacity of your colleagues to engage in these types of communities means helping to grow the facilitation skills of your team. Protocols alone cannot hold a group completely and help them go as deeply as they need to go. A facilitator with experience in protocols and an understanding of adult learning theory can help both support and grow groups to develop the capacity to engage and stay in conversations, Growing capacity is necessary for the long-term viability of an intentional learning community and for the larger organization. As your learning community practices collaboration and reflective dialogue, with anemphasis on race and equity, you will grow your capacity to continue to go deeper. Ultimately, the goal is to help you and your colleagues know yourselves and each other well, begin to know your students, and to use this newly developed equity lens to create a teaching and learning environment that is designed to support the success of all students. These practices move beyond the traditional learning communities and into the Intentional Learning Communities that will ultimately shift practice.
*END PASSAGE *
Begin instructor’s notes and commentary for the assignment:
If we, as educators, are truly committed to educational equity, then we have to learn how to engage in challenging conversations about race. These conversations cannot only be theoretical but must also dig deep into how race and bias impact our teaching and learning practices. It isn’t enough to say, “We are committed to equity,” and then go about business as usual without interrogating our practices and our systems.
This has become a frequent notion – by words – diversity, equity, equality, inclusion – as if the inclusion of the words or the creation of a statement solves the problem.
It does not. Equity work is active. It is doing and inspiring others to do the same. It is modeling the very behavior you wish to see in your teachers – and your students. The text mentions the creation of Intentional Learning Communities. These are communities committed to Universal Design for Learning, but that also allows us to become comfortable with discomfort and topics that are not always easy to talk about. These are the most necessary conversations of all.
Referring to the above passage text, create an Intentional Learning Community that you feel needs to happen within the school you plan to teach at, (grades 6-12, respectively: middle and high schools). How would you go about building your community? What activities would you include to build trust and to aid in the creation of a supportive environment? What would your ground rules be? How would you approach those resistant to these communities? After giving a brief narrative response to the above questions – please answer the reflection questions below and include those answers within the same document.
REFLECTION QUESTIONS:
• Leaning into discomfort can be challenging but it is such an important part of growth and learning. How can examining and sharing your own beliefs and biases help to create a space for more equitable systems and policies?
• How can protocols such as Micro Labs and Circles of Identity help your Intentional Learning Community facilitate difficult conversations and growth? And why is it important to go beyond these protocols to have deeper, more meaningful conversations?
• Think about your school or district. Who do you think are the students who are not being served? Do you think there are certain policies and practices that privilege some students, while potentially oppressing others? Write down your answers and examine them after you analyze data to see where your inclinations may not be in line with the data.
• What makes fostering collaboration and community within an Intentional Learning Community a critical strategy to provide multiple means of engagement?
• How can minimizing threats and distractions lead to increased engagement when having difficult conversations with our colleagues about social justice?
• How is expert teaching linked to expert learning?
• After reviewing the key considerations for an Intentional Learning Community, do you believe that you have this type of professional learning community in your school? Why or why not? In your position, how could you help to build it?
This week we focused on Social Responsibility & Ethics. Research a well-known company (examples Starbucks, Ben & Jerry’s, TOMs, GE, etc.) and explain their commitment to social responsibility and ethics. Be sure to address their policies, actions and how each impacts the chosen company and their effect on communities and the world. Be sure to use references and citations from research (facts, stats, numbers) to prove your paper.
The requirements below must be met for your paper to be accepted and graded:
· Write between 500 – 750 words (approximately 2 – 3 pages) using Microsoft Word.
· Attempt APA style.
· Use font size 12 and 1” margins.
· Include cover page and reference page.
· At least 60% of your paper must be original content/writing.
· No more than 40% of your content/information may come from references.
· Use at least two references from outside the course material, preferably from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the two reference requirement.
· Reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) must be identified in the paper and listed on a reference page.
Reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) must come from sources such as, scholarly journals found in EBSCOhost, online newspapers such as The Wall Street Journal, government websites, etc. Sources such as Wikis, Yahoo Answers, eHow, etc. are not acceptable
DQ 1: Explain how servant leadership can improve communities and society. Why is leadership courage important to realize these changes? Explain how the insights and themes of “The Conscious Capitalist Credo,” located in the topic Resource “Conscious Capitalism Philosophy”, can inform your efforts. Strengthen your claims with supporting citations.
DQ 2: What could lead to Greenleaf’s theology of institutions becoming a viable model for making societal change? What stands in the way of this idea being achievable? Explain how you can integrate Christian principles as a foundation for leading change (using Galatians 5:22-23 or 2 Peter 1:5-9). Strengthen your claims with supporting citations.
There are so many different natural resources around the globe, and each of them holds significance to the community in which it is extracted and to the resource users. It is time to explore some of the regions of the world that depend on resource extraction and the implications these resources have on the area.
Step 1:
To begin, you will choose two different communities around the globe, each with a different natural resource extraction taking place in the region. You will drop a pin on a Google Map to distinguish this area. I will need the map submitted as well.
Step 2:
For each of your two pin drop locations you will provide the following information:
Name of location. Name and description of resource being extracted in the region (include photos). How humans are using this natural resource. History of the resource extraction in the area. What trends/patterns can be seen? What have been the implications of the resource extraction on the social/cultural, political, environmental and economic aspects of the region? Include a minimum of one image of the area You must provide a proper Works Cited sheet or I will not mark the assignment.
This can be done in a chart format, point form, slide show – whichever is easiest for you to do. (20 marks
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You must reference using one of the three formats and following your major’s designated style: MLA, APA, CS, Kate L. Turabian’s Manual, and the Chicago Manual of Style (CMS). YOU MUST CITE YOUR SOURCES!
Remember that this is a formal essay so your essay will need to include an introduction paragraph (with a thesis statement), body paragraph(s), and the conclusion paragraph.
Essay:
Throughout the course we have examined that the African American communities have changed drastically as more Americans have become aware of the injustices faced by millions of people of color. Analyzing African American history, examine the historical processes that led to Black Lives Matters
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Consider the following topics. In many U.S. communities, low-income populations use the emergency room instead of going to a physician or mid-level provider’s office. They often do not pay the bill for their service, which shifts the cost of their care to other, paying patients at the hospital. This practice drives up the cost of health care, but what else can hospitals do? They have to have a certain amount of income to keep their doors open. Is this fair? What if these sick people remain untreated and infect others? Is this just? Do they deserve care so that they don’t infect others? We talk about a culture of poverty in this country. What does this mean to you? What about those people who seem to bilk or misuse the health care system? Do they deserve care? If so, who should pay for it? Shouldn’t everyone be forced to carry health insurance so that everyone has a pay source? Can we expect people to pull themselves up by their bootstraps?
To prepare for this Discussion, you will need to consider the following questions:
What does social justice mean to you? Is social justice the same as socialized medicine or even communism?
The notion of social justice is fairness so that everyone can achieve a certain level of health and wellness. After all, the Constitution guarantees everyone the right to pursue happiness. Is the health care system fair?
If you could wave a magic wand and fix the health care system, what is the first thing you would notice indicating that it had changed? Or, in your opinion, do you think it needs to be changed at all?
Post your response to this Discussion.
Support your response with references from the professional nursing literature.
Notes Initial Post: This should be a 3-paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually ≤ 5 years old).
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Several people participate in online communities to be entertained, to play, or to relax (Armstrong and Hagel, 1996, Dholakia, Bagozzi, and Pearo, 2004, Ridings and Gefen, 2004). Entertainment value can be derived from fun and relaxation trough playing games or interacting with others (Dholakia, Bagozzi, and Pearo 2004). Many people get fun through encountering and solving online challenges or contests (McKenna and Bargh 1999). In addition, specific and challenging goals may provide an online community entertainment value (Beenen et al. 2004). Providing entertainment within a company-initiated online brand
community is therefore expected to affect the perceived value of the online brand community. Providing sufficient entertainment value with an online brand community of a food brand of Foodprints, including photos, videos, contests or games, might attract members.
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A ‘harvest handout’ on the University of Wisconsin-Madison campus facilitated by F.H. King Students for Sustainable Agriculture. Image courtesy of Cooper Hamilton.
United States, 2020.
This article originally appeared in The Daily Cardinal on February 4, 2021.
You’re at the local grocery store when you realize that the only fruits and vegetables available are on a small display shelf.
There’s just a few apples, oranges and tomatoes, all of which are overpriced and already overripe. The rest of the shelves are
filled with processed foods. You sigh, grab the packages that look the healthiest and make your way to the checkout line.
The city of Madison is home to one of the strongest farm-to-table movements in the country. However, even before COVID-
19, while some had access to locally grown foods, many residents struggled to put healthy food on their table. A lack of fresh
produce is a common reality in some Madison neighborhoods, particularly in neighborhoods with lower socioeconomic
statuses.
According to the USDA, there are seven areas labeled “food deserts” in Madison, although that is a term that some people in
the food justice community find stigmatizing of the neighborhood, and prefer to use the term “food apartheid.” This means
that a third of the people living in these areas are more than a mile away from a grocery store or healthy food retail outlet.
Most of them are located on the South side of the city. The absence of fresh food retail space or affordable options in these
areas makes it that much more difficult for people to access nutritious foods.
Sarah Karlson is the Farm and Education manager at Badger Rock, one of Madison’s community organizations that works to
fill the gap in providing fresh produce to its surrounding residents and families. Located on the south side of Madison,
Badger Rock is home to a Neighborhood Center, an urban production and education farm, a community garden and Badger
Rock Middle School. Karlson is a huge advocate for food sovereignty, which is defined by the USDA as “the right of peoples
to healthy and culturally appropriate food produced through ecologically sound and sustainable methods, and their right to
define their own food and agriculture systems.”
Before Badger Rock, the neighborhood lacked a location for community gathering and green spaces. To help with increased
food insecurity from COVID-19, Badger Rock started a food pantry where they distribute what they grow as well as food
donated by the Community Action Coalition and Second Harvest pantries.
Karlson describes Badger Rock as a “POC-forward space,” with 80% of its student population coming from the surrounding
neighborhood. Its program is a part of Rooted, a non-profit organization that works to create healthier neighborhoods in
Madison.
“The root of everything we do is relationship-building,” Karlson said. “And the tools that we use to do that are food.”
Similarly, on the UW-Madison campus, F.H. King promotes sustainable agriculture and has gained a focus on food justice in
the past few years. The student-led organization runs a garden plot at the Eagle Heights Garden where they use
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Collaboration is a working model that applies to all levels of everyday life. Collaborative communities are becoming obvious in the business world due to the introduction of service-oriented architectures. The architectures enable companies to leave behind tightly coupled systems and accept loosely coupled systems with components furnished by partners. Do you believe collaborative communities are advantageous to a company’s business model? Why? Reinforce your answer by providing examples.
Submission Details:
Post your response to theDiscussion Areabythe due date assigned.
Respond to at least two posts by the end of the week.
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