The New York Times series, How Race is Lived in America, explores the lived experience of race through individual and collective stories of social life in the U.S. Read the story Best of Friends, Worlds Apart (http://www.nytimes.com/library/national/race/060500ojito-cuba.html), about two young Cuban men who migrate to the United States. Read this story to complete this writing assignment.

Can you explain how Omi and Winant’s definition of race as “a concept that signifies and symbolizes social conflicts and interests by referring to different types of human bodies” can help us to understand their social identities? From this story, what kinds of racial projects can you identify that are involved in constructing race in Cuba? In the U.S.?

no page limit as long as the question is answered throughly there is no word count limit

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Your friend Alex calls you excitedly to tell you he is going to be on the Expanse Variety show, hosted by Minister Springer. You tell him this cannot ever be a good thing and that you have a bad feeling about this. As you suspected, once when he comes out on the stage, there sits one of his former girlfriends, Julie Mao, and a 3 year-old daughter (Mei), and four guys he has never met before. Minister

Springer provides the results from the DNA testing laboratory. Alex and all four other men, Julie and Mei had each been tested for five different STR loci (locus names are in the top row). The numbers in each column are the numbers of repeats for each person tested. Is Alex the Dad? If not, can any of the others be dad, and if so, which one(s)? To get the full points you need to explain precisely why each potential deadbeat dad is excluded. So which Dads are off the hook and why? Who has to pony up for young Mei’s child support?

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Description

Nursing Educator Scenario As the nurse educator (NE) providing training to the county health care providers (physicians, APRNs, RNs, LPNs, health aids, teachers, social workers, and other ancillary staff), you are charged by the Chief Nursing Officer to develop a lesson plan that would provide the necessary knowledge for these individuals to function in their role of screening, assessment, diagnosis, treatment, and referral of these trafficked victims. As the NE, you must be aware of the needs of the health care personnel and difficulties in addressing this sensitive topic. Utilizing the ASSURE model, you will formulate the plan to be role-specific, evidenced-based, and to address the collaboration of the team in meeting the mission of the clinic. A formal process should be created to ensure that information is shared among the team and with external entities. An evaluation plan must be included to ensure that the team is functioning and that client outcomes are being appropriately addressed

What is the central narrative or story of the artifact? What is the argument? Who appear to be the key players and victims in the conspiracy? Is a specific motive for the conspiracy identified? Does the artifact explain how or why the conspiracy has been kept secret? • What evidence is presented in favor of the conspiracy? Is the evidence credible? Where does it come from? Are experts identified and cited? Can you identify their credentials? Does the artifact cite specific documents, data, or other material to support its claims? Are their gaps in the evidence or missing pieces? Are any counterarguments presented? • How would you describe the rhetorical style of the artifact? What techniques are used to build credibility and persuade the audience? To whom might the artifact appeal and why? Does the artifact adopt the rhetoric of scientific inquiry? Does it adopt a “paranoid” or apocalyptic style? Does it adopt a polarized perspective between good and evil? • What is the underlying theory of power or politics presented in the artifact? Are there aspects of this theory that are logical or accurate? How might we situate this conspiracy theory within past or present political and social conflicts/tensions? What role does human agency play in the conspiracy? Is a specific course of action recommended? • Does the artifact draw on other conspiracy theories (true, false, or unknown)? Can you identify any related conspiracy theories, whether the artifact mentions them or not? How does the artifact fit in with other conspiracy theories you’re familiar with? • What evidence is available to refute or disprove the conspiracy theory? What aspects of the conspiracy theory are illogical or unsupported? • Overall, how does the artifact demonstrate the hallmarks or key characteristics of conspiracy theory, based on our readings and class discussion? What specific examples from our readings can you point to that would help us understand or contextualize the artifact?