Bibliografias temáticas / African american medical students – fiction

Literatura científica selecionada sobre o tema "African american medical students – fiction"

Autor: Grafiati

Publicado: 25 de julho de 2024

Última modificação: 26 de julho de 2024

Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos

Selecione um tipo de fonte:

Consulte a lista de atuais artigos, livros, teses, anais de congressos e outras fontes científicas relevantes para o tema "African american medical students – fiction".

Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.

Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.

Artigos de revistas sobre o assunto "African american medical students – fiction"

Cutter, Martha J. "When Black Lives Really Do Matter: Subverting Medical Racism through African-Diasporic Healing Rituals in Toni Morrison’s Fiction". MELUS 46, n.º 4 (1 de dezembro de 2021): 208–34. http://dx.doi.org/10.1093/melus/mlac001.

Texto completo da fonte

Resumo:

Abstract Toni Morrison spent much of her career detailing the unpredictability of African American existence within a racist society, with a special focus on patriarchal violence and medical apartheid against women’s bodies. Yet Morrison also limns out alternative modes of healing within a Black metacultural framework that moves between Nigeria, Brazil, and Egypt. As we move forward from the COVID-19 crisis, research has suggested that training more African American doctors, nurses, and physician assistants might curtail medical racism. Morrison’s fiction looks to a more basic level in which love of the bodies of African American people is at the center of healing. This article therefore discusses medical racism and applies Morrison’s lessons to the COVID-19 moment that her writing trenchantly foreshadows. It focuses on three healers who elide the medical establishment to embody a metacultural ethics of healing: Baby Suggs (in Beloved [1987]), Consolata Sosa (in Paradise [1997]), and Ethel Fordham (in Home [2012]). Morrison fuses an African-diasporic framework with embodied new knowledge that allows individuals to gain insight and agency in a white-dominant medical world that still refuses to endorse the idea that Black people’s bodies and psyches really do matter. An examination of these healers’ practices therefore sheds light on the COVID-19 moment by suggesting ways that African American people can stay “woke” and have agency when encountering and navigating traditional health care systems, which even today view the bodies of African Americans as fodder for medical experiments, immune to disease, and not in need of ethical and humane medical care.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Klein, Benjamin R., Mareshah N. Sowah e Allan D. Levi. "The role of limited access to students from more diverse nonfeeder medical schools in creating diversity inequities in neurosurgical residency". Neurosurgical Focus 55, n.º 5 (novembro de 2023): E13. http://dx.doi.org/10.3171/2023.8.focus23458.

Texto completo da fonte

Resumo:

OBJECTIVE Improving racial/ethnic diversity in neurosurgery is a long-standing issue that needs to be addressed. The positive correlation between medical students with home neurosurgery programs and successful matriculation into neurosurgical residency is well documented. In this article, the authors explored the relationship between decreased racial/ethnic diversity in neurosurgery residency programs and racial/ethnic diversity in feeder medical schools. METHODS The authors conducted a standardized review of the literature to evaluate potential causes for decreased racial/ethnic diversity within neurosurgery. Additionally, they calculated the average enrollment of Black/African American medical students at the top 5 neurosurgery feeder medical schools (determined by Antar et al. following the 2014–2020 match cycles) during the 2021–2022 school year and compared that with the enrollment at US allopathic medical schools with the highest enrollment of Black/African American students. They also compared these two groups in terms of how many students they sent into neurosurgery residency programs from 2014 to 2020. For each of these comparisons, the authors conducted a two-sample t-test to evaluate correlation between these two variables. RESULTS There was significantly lower average enrollment of Black/African American students at the top 5 feeder medical programs into neurosurgery residency (80.6 ± 8.32) compared with the top 5 medical schools with Black/African American enrollment in the 2021–2022 school year (279 ± 122.00, p < 0.05). The authors also found a significant increase in the number of students entering neurosurgery residency programs between the top 5 feeder medical programs into neurosurgery residency (30.8 ± 6.06) and the top 5 medical programs for Black/African American enrollment (6 ± 6.16, p < 0.0001). CONCLUSIONS In this paper, the authors examined, through a Black/African American lens, the role of racial/ethnic diversity in medical schools that historically send many students to neurosurgery residency. This study sought to provide insight into this problem and examine how Black/African American students from nonfeeder medical schools are disproportionately affected. The authors’ findings suggest that the lack of Black/African American representation in neurosurgery is strongly correlated with the diversity efforts of medical schools. Lastly, the authors highlight the University of Miami’s Summer Research Scholarship in Neurosurgery for Medical Students and other programs as potential solutions to combat the lack of racial/ethnic diversity in neurosurgery.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Roberts, S. E., J. A. Shea, M. Sellers, P. D. Butler e R. R. Kelz. "Pursing a career in academic surgery among African American medical students". American Journal of Surgery 219, n.º 4 (abril de 2020): 598–603. http://dx.doi.org/10.1016/j.amjsurg.2019.08.009.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Webb, Carmen T., Fredericka E. Waugh e James D. Herbert. "Relationship between Locus of Control and Performance on the National Board of Medical Examiners, Part I, among Black Medical Students". Psychological Reports 72, n.º 3_suppl (junho de 1993): 1171–77. http://dx.doi.org/10.2466/pr0.1993.72.3c.1171.

Texto completo da fonte

Resumo:

Several investigators have recently suggested that nonacademic factors may be particularly important in the performance of minority medical students. This study examined the relationship between the personality variable of locus of control and black medical students' performance on the National Board of Medical Examiners I. Subjects included 50 third- and fourth-year medical students of African-American, Caribbean, and African backgrounds from 4 medical schools. An internal locus of control was correlated with test performance, whereas the more traditional index of the Medical College Admissions Test was not. Implications of these results for the preparation, admission, and training of black medical students are discussed.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Zhu, Zhongwei, e Chi Zhang. "The Gaze of the Other in Beloved: Intertextuality, Inequality, and Inspection". Journal of Critical Studies in Language and Literature 5, n.º 2 (29 de fevereiro de 2024): 32–42. http://dx.doi.org/10.46809/jcsll.v5i2.257.

Texto completo da fonte

Resumo:

Centering on the resurrection of a female African American baby, Toni Morrison’s Beloved displays the ineluctable impossibility of the blacks’ identity construction and simultaneously renders her own idea about their suffering in practice. For the inevitability and her ideology, both are illustrated through gazes, which take place among the characters and elucidate her own consciousness. Based on Jean-Paul Sartre’s and Michel Foucault’s gaze theories, not only the complicated gazes within the fiction are explicated to illuminate their socially classified torment in the hierarchical marginalization, but those outside the context are also intertextually associated and deployed to raise more moral care in the mainstream western culture. Though concurrently intertwined, the former overwhelms the latter, inducing the dilemma in which African Americans are trapped on the fringe of the society and adding up to the tragical narrative where Morrison bespeaks the lingering impacts of slavery and the necessity of their own blackness.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Chhoa, John, John Jawiche, Priya A. Uppal, Thilaka Arunachalam, Mytien Nguyen, Branden Eggan, Hyacinth Mason e Jacqueline Busingye. "Race and Gender in Ophthalmology: A National Analysis of Medical Students with Intention to Pursue the Field". Journal of Academic Ophthalmology 15, n.º 01 (janeiro de 2023): e24-e35. http://dx.doi.org/10.1055/s-0043-1760834.

Texto completo da fonte

Resumo:

Abstract Purpose The field of ophthalmology must become more reflective of the increasingly diverse U.S. population. This study characterizes students intending to pursue ophthalmology and practice in an underserved area versus other surgical and nonsurgical fields. Subjects Deidentified responses from 92,080 U.S. MD students who matriculated in the academic years beginning from 2007 to 2011 were obtained from the Association of American Medical Colleges (AAMC) Graduation Questionnaires. Methods Study participants were those who fully completed the AAMC Graduation Questionnaire. Chi-squared and multivariate logistical regressions were used for analyses. Results Ophthalmology intending graduates (OIG; n = 1,177) compared with other surgical intending graduates (n = 7,955) were more likely to be female (adjusted odds ratio [aOR]: 1.46; 95% confidence interval [CI]: 1.28–1.66), Asian (1.71 [1.46–2.01]), and have conducted a research project with a faculty member (1.58 [1.26–1.98]). OIG compared with nonsurgery intending graduates (n = 35,865) were more likely to have completed a research project with a faculty member (4.78 [3.86–5.92]), to be Asian (1.4 [1.21–1.62]), and have received scholarships (1.18 [1.04–1.34]). OIG were less likely to be female (0.64 [0.57–0.73]) and Black/African American (0.5 [0.33–0.74]). Among OIG, Black/African American students and multiracial students were more likely than non-Hispanic (NH) White students to report intention to practice in underserved areas (IPUA; 14.29 [1.82–111.88] and 2.5 [1.06–5.92]), respectively. OIG with global health experience were more likely to report IPUA (1.64 [1.2–2.25]). Conclusion Females and underrepresented in medicine (URM), respectively, were more likely to be nonsurgery intending graduates than OIG, which, if not addressed, may lead to a persistent underrepresentation of these groups in the field. In addition, URM students, including African American students, were more likely to report IPUA, which further emphasizes the importance of more URM students entering the field to address these growing gaps in medical care. Finally, we recommend increased mentorship to help address these disparities.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Campano, Gerald, María Paula Ghiso e Lenny Sánchez. "“Nobody Knows the . . . Amount of a Person”: Elementary Students Critiquing Dehumanization through Organic Critical Literacies". Research in the Teaching of English 48, n.º 1 (1 de agosto de 2013): 98–125. http://dx.doi.org/10.58680/rte201324161.

Texto completo da fonte

Resumo:

This article draws on a four-year practitioner research study of a university partnership with an all-boys public elementary school to analyze students’ socially situated literacy practices thatoccurred on the margins of a curriculum driven by high-stakes testing. We bring together critical literacy (Freire, 2007; Janks, 2010; Luke, 2000), realist theory (Alcoff, 2006; Mohanty, 1997;Moya, 2001), and Gramsci’s (1971) conception of the organic intellectual to provide a layered framework for understanding how students at our research site mobilized their cultural identitiesfor critical ends, what we define as “organic critical literacies.” Through illustrative examples of third- and fourth-grade African American boys’ interactions with fiction and nonfiction texts,we examine how students critiqued common ideologies that devalued them, their school, and their city, and enacted more humanizing visions. The elementary students whose work we featurewere realizing their capacities as emerging organic intellectuals, translating their singular critical insights and observations into a broader dialogue that had more universal resonance. Weconclude by discussing the educational, epistemological, and ethical implications of our study.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Robinson, Mellanie. "Climbing Lincoln’s Steps - The African American Journey Written by Suzanne Slade and Illustrated by Colin Bootman". Social Studies Research and Practice 8, n.º 3 (1 de novembro de 2013): 159–68. http://dx.doi.org/10.1108/ssrp-03-2013-b0013.

Texto completo da fonte

Resumo:

Using Climbing Lincoln’s Steps- The African American Journey by Suzanne Slade and illustrated by Colin Bootman gives teachers the opportunity to implement a research based lesson plan that integrates reading and the arts into Social Studies. Elementary students are exposed to the accomplishments of Abraham Lincoln and African American men and women from the past and present. Student knowledge is enhanced through the implementation of an author introduction, individual research, and the observation of historical videos and use of a website about Civil Rights icons. Students are assessed on their knowledge of a chosen historical figure by participating in a museum theatrical presentation. A comprehension quiz on the Slade text serves as a formal assessment for this lesson. The collaboration of students, teachers, and parents makes this lesson a rewarding learning experience.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Gray, Erika Swarts. "The Importance of Visibility: Students' and Teachers' Criteria for Selecting African American Literature". Reading Teacher 62, n.º 6 (março de 2009): 472–81. http://dx.doi.org/10.1598/rt.62.6.2.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Griffin, Farah Jasmine. "“Race,” Writing, and Difference: A Meditation". PMLA/Publications of the Modern Language Association of America 123, n.º 5 (outubro de 2008): 1516–21. http://dx.doi.org/10.1632/pmla.2008.123.5.1516.

Texto completo da fonte

Resumo:

“Race,” Writing, and Difference first appeared in 1986. That Fall, I entered graduate school at Yale University; I still associate the book with those intellectually heady times. Henry Louis Gates, Jr., left the university before my arrival, but his influence was still felt, and we graduate students followed his every move. We also read and debated the essays of his volume with great excitement. The collection legitimated our intellectual concerns and delineated a set of questions that we would pursue throughout our graduate school careers. The volume set the bar high and helped prepare us for the task ahead. These were the days when we anticipated and greeted the appearance of works by Gates, Houston Baker, Jr., Hortense Spillers, Sylvia Wynter, and Cornel West with almost as much excitement that years earlier accompanied the release of recordings by Stevie Wonder and Earth, Wind, and Fire. Many of us came to Jacques Derrida, Michel Foucault, Jacques Lacan, and Paul de Man through these brilliant theorists of African American literature and culture. Those were intellectually exciting times: the period also produced Black Literature and Literary Theory; the painful exchange between Gates, Baker, and Joyce Ann Joyce on the pages of New Literary History; Hazel Carby's Reconstructing Womanhood, and Spillers's “Mama's Baby, Papa's Maybe: An American Grammar Book.” Furthermore, through his books Black Literature and Literary Theory, Figures in Black, and The Signifying Monkey, Gates not only provided a theoretical framework for the study of African American literature, he also set forth an intellectual agenda that he would institutionalize in a number of projects, especially The Norton Anthology of African American Literature and the Department of African and African American Studies at Harvard. In fact, Gates's PBS series African American Lives might be seen as part of this larger project as well in that it demonstrates the fiction of race through scientific evidence without denying its power to determine the lived experience of those identified as black in the United States. Despite the appearance of texts such as Richard J. Herrnstein and Charles Murray's The Bell Curve (and other arguments for the biological basis of race that rear their heads every so often), few people would disagree with the fundamental premise of “Race,” Writing, and Difference: that race was not fixed or naturalized but instead socially and historically constructed and institutionalized.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Mais fontes

Teses / dissertações sobre o assunto "African american medical students – fiction"

Herrmann, Tracy. "The Success of African American Medical Imaging Students: A Transformative Study of Student Engagement". University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1530798796852067.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Brown, Terrence Andrew. "A phenomenlogical single case study of African American medical students in a predominately White college of osteopathic medicine /". View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220612.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Ross-Stroud, Catherine Trites Roberta Seelinger. "Non-existent existences race, class, gender, and age in adolescent fiction; or Those whispering Black girls /". Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106763.

Texto completo da fonte

Resumo:

Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 12, 2005. Dissertation Committee: Roberta Seelinger Trites (chair), Karen Coats, Janice Neuleib. Includes bibliographical references (leaves 217-236) and abstract. Also available in print.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Martin, Chris Elizabeth. "Disproportionality of African American students in special education: the influence of aversive racism on referrals". Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1361.

Texto completo da fonte

Resumo:

This study examined whether the disproportionality of African American children referred to special education is influenced by the level of implicit racial bias among teachers, using the aversive racism theory. Data were collected from teachers of kindergarten through sixth grade in the Iowa City Community School District through email recruitment. Using a factorial survey design, teachers evaluated five vignettes, each with five questions mirroring the referral process to special education, an implicit and explicit racial bias measure, and demographics. Of the 307 teachers emailed, only 21 completed the full survey. The small sample size hindered the analysis due to violations of two of the major assumptions of linear regression: normality and constant variance. Due to these violations, only limited interpretations can be concluded from the linear models. A logistic regression was also completed on the referral for special education dependent variable and yielded the following significant results: The teachers who scored high on the explicit racism measure were more likely to refer a child to a special education assessment and other results revealed associations between certain characteristics and behaviors of the children and their likelihood of referral. The majority of teachers in the sample (67%) scored high in implicit racial bias but none of the models indicates a relationship between the child's race and referral to special education. The study suggests there is some connection between implicit racial bias and referrals to special education but not due to race. However, the complexity of relationships among these and other factors in both interpersonal relationships and classroom dynamics makes it necessary to further investigate this question and potentially remedy the problem of disproportionality in special education.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Adewuyi, Enock Kolawole. "African American Eighth Grade Students' Attitudes Toward HIV/AIDS in the District of Columbia". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1396.

Texto completo da fonte

Resumo:

The group most affected by HIV/AIDS, according to the Centers for Disease Control and Prevention (CDC), is African Americans. The purpose of this study was to explore the knowledge of HIV/AIDS held by African American children as a first step towards developing prevention strategies for these youths. In order to bridge the knowledge-behavior gap, this study sought to investigate the attitude towards HIV/AIDS of African American 8th grade students. The study involved secondary data from the 2012 District of Columbia (DC) Middle School Youth Risk Behavior Survey, obtained from the District of Columbia Office of Superintendent of Education (OSSE). Guided by the theory of reasoned action and social cognitive theory, descriptive survey data were analyzed using descriptive statistics, frequencies, Chi-square, and independent sample t test. Results of the study indicated that the students, especially the male students, were still engaging in behaviors that may expose them to HIV despite exposure to HIV/AIDS preventive programs in school. A Chi-square test indicated that the proportion of students who have had sexual intercourse were similar for students exposed to HIV education and those not exposed to such education, suggesting no association between attending an education program on HIV/AIDS and sexual intercourse. This study supports social change by guiding education administrators and policy makers in the formulation of science-based, age-appropriate, and culturally-relevant HIV prevention policies for DC public schools.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Strong, Linda Lee. "Phenomenological analysis of faculty perceptions towards teaching of nursing students of color /". Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11976779.

Texto completo da fonte

Resumo:

Thesis (Ed.D.)-- Teachers College, Columbia University, 1996.
Includes tables. Typescript; issued also on microfilm. Sponsor: Marie O'Toole. Dissertation Committee: Raechele Pope. Includes bibliographical references (leaves 179-192).

Estilos ABNT, Harvard, Vancouver, APA, etc.

Livros sobre o assunto "African american medical students – fiction"

Hopkins, Pauline E. Of one blood, or The hidden self. New York: Washington Square Press, 2004.

Encontre o texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Buffa, Dudley W. The legacy. New York: Warner Books, 2002.

Encontre o texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Buffa, Dudley W. The legacy. New York: Warner Books, 2003.

Encontre o texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Buffa, Dudley W. The legacy. Waterville, Me: Thorndike Press, 2002.

Encontre o texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Buffa, Dudley W. The legacy. New York: Warner Books, 2002.

Encontre o texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Aswúanúi, ÅAlúaÅ. Chicago: A novel. New York: Harper, 2007.

Encontre o texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Aswúanúi, ÅAlúaÅ. Chicago. New York: HarperCollins, 2008.

Encontre o texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Aswānī, ʻAlāʼ. Chicago. Arles [France]: Actes Sud, 2007.

Encontre o texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Aswānī, ʻAlāʼ. Chicago. London: Harper Perennial, 2009.

Encontre o texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Aswānī, ʻAlāʼ. Chicago. Cairo, Egypt: The American University in Cairo Press, 2010.

Encontre o texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Mais fontes

Capítulos de livros sobre o assunto "African american medical students – fiction"

Harris, Tina M., Anna M. Dudney Deeb e Alysen Wade. "Dear White People". In Racialized Media, 283–306. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479811076.003.0016.

Texto completo da fonte

Resumo:

The film Dear White People takes place at the fictional primarily white institution Winchester University. The cast of Caucasian American, African American, and biracial students reflect the increasing racial tensions plaguing colleges and universities throughout the United States. Incidents such as the racist chants of Ohio University’s Sigma Alpha Epsilon fraternity members and the assault of Martese Johnson at the University of Virginia are blatant exemplars of the pervasive nature of institutionalized racism that is present in higher education yet remains rarely discussed. This chapter involves a critique of student reaction papers to the film and its efforts to promote awareness and understanding of race in the context of higher education. Colleges and universities are environments where students are encouraged to deliberate more critically about abstract thoughts and ideas, which oftentimes is assumed to result in a more liberal and open-minded way of thinking. Unfortunately, the myth that increased education naturally translates into acceptance of racial, ethnic, and cultural difference is a fallacy for many people.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Rambsy, Kenton. "Conclusion". In The Geographies of African American Short Fiction, 128–36. University Press of Mississippi, 2022. http://dx.doi.org/10.14325/mississippi/9781496838728.003.0007.

Texto completo da fonte

Resumo:

The conclusion first highlights the value of utilizing data in classes on African American and American literature. The uses of data motivated students and the author to engage short fiction in new and exciting ways based on what they discovered. Identifying and quantifying interrelated factors about dozens of stories prompted us to consider the importance of numerical information derived from literary art. Second, the conclusion reaffirms the significance of cultural geo-tagging as a method for exploring African American short fiction. An approach that focuses on geographic settings and the positionality of characters presents us with special opportunities for considering vital elements that make short stories such captivating compositions.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Day Frank, Morgan. "Really, Really Secret Societies". In Schools of Fiction, 205–35. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780192867506.003.0007.

Texto completo da fonte

Resumo:

Abstract Chapter 6 examines the secret society in the black institutional imaginary after Reconstruction. Secret societies became the subject of much speculation in African American discourse for the same reason they did in the culture at large—because they promised to explain the existence of social inequality and perhaps transform the institutions responsible for reproducing it. Some black writers during this period insisted that secrecy was an unacceptable feature of modern institutions and in doing so demystified the racism embedded in the middle class’s meritocratic worldview. Other black writers embraced secrecy as a revolutionary organizational principle. The uptake of these works in the educational system after the protest movements of the sixties and seventies has enabled the school to more plausibly present itself as a multicultural institution capable of credentialing a diverse population of middle-class students; yet, as we’ll see, the school system has taken up this renovated ideological program just as formal education has itself become dispensable as a mechanism of social control.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Palamar, Joseph J., Monica J. Barratt, Leigh Coney e Silvia S. Martins. "Synthetic Cannabinoid Use Among High School Seniors". In Medical Risks of Marijuana, 24–32. American Academy of Pediatrics, 2017. http://dx.doi.org/10.1542/9781610022767-synthetic_cannabinoid.

Texto completo da fonte

Resumo:

OBJECTIVES In this study, we examined the prevalence and correlates of current synthetic cannabinoid (SC) use among high school seniors in the United States. METHODS Monitoring the Future, an annual nationally representative survey of high school seniors, began querying current (30-day) SC use in 2014. Data were examined from the 2 most recent cohorts (2014–2015; N = 7805). Prevalence of self-reported use was examined and differences in demographics and recency and frequency of other drug use was compared between current marijuana-only users and current SC (plus marijuana) users using χ2 and generalized linear model using Poisson. RESULTS We found that 2.9% of students reported current SC use; 1.4% of students (49.7% of users) reported using SCs on ≥3 days in the past month. SC users were more likely to report more recent (and often more frequent) use of lysergic acid diethylamide, cocaine, heroin, and/or nonmedical use of opioids compared with marijuana-only users. Compared with current marijuana-only users, SC users were more likely to report lower parent education (P < .05) and current use of a higher number of illegal drugs other than marijuana (Ps < .001). Students using SCs ≥10 times in the past month were more likely to be boys, frequent marijuana users (Ps < .01), African American, and users of multiple other illegal drugs (Ps < .001). CONCLUSIONS SC use is typically part of a repertoire of polydrug use, and polydrug use is less prevalent among marijuana-only users. Current SC users are at risk for poisoning from use of the newest generation of SCs and from concurrent drug use.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Peebles Tavera, Stephanie. "Conclusion—Medical Theater: The Birth of Anti-Lynching Plays and Reproductive Justice". In (P)rescription Narratives, 178–96. Edinburgh University Press, 2022. http://dx.doi.org/10.3366/edinburgh/9781474493192.003.0006.

Texto completo da fonte

Resumo:

The conclusion explores how the practice of (p)rescription experienced a narratological shift during the early twentieth century, moving from the genre of prose fiction to the genre of the anti-lynching drama in the wake of Anthony Comstock’s death, Margaret Sanger’s birth control campaign, and the end of censorship under federal Comstock law. Black women writers like Angelina Weld Grimké enter the conversation to expose how shame engineered under eugenic birth control politics – rather than censorship law – continue to create the conditions of mental illness among Black women through the trauma of reproductive loss. Scholars have long-identified Grimké as the mother of African American drama and founder of the genre of anti-lynching drama. They have also long considered how Grimké’s play, Rachel (1916), and short stories, “The Closing Door” (1919) and “Goldie” (1920), directly engage in birth control discourse with Sanger and her supporters. This conclusion further considers how Grimké engages the medical imagination in her anti-lynching dramas Rachel and Mara (c. 1920) as a way of expanding the concept of medical theater into the theater of lynching, as well as broadening conversations about Black women’s health into the sphere of reproductive justice rather than simply birth control.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Key, Kent. "Addressing the Under-Representation of African American Public Health Researchers: The Flint Youth Public Health Academy". In Leading Community Based Changes in the Culture of Health in the US - Experiences in Developing the Team and Impacting the Community. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98459.

Texto completo da fonte

Resumo:

In order to meet the health needs of a culturally diverse population, the United States public health workforce must become ethnically diversified to provide culturally competent care. The underrepresentation of minority, specifically African American public health professionals may be a contributing factor to the high rates of preventable health disparities in the African American community. Studies have shown that racial/ethnic communities bear the highest disparities across multiple health outcomes. African Americans, when compared with European Americans, suffer the greatest rates of health disparities, thus providing the justification to increase minority public health professionals. In addition, studies suggest that minorities are more likely to seek medical and health services from individuals of the same ethnicity. This will assist in decreasing language and comprehension barriers and increase the cultural competence of the health providers who serve populations from their ethnic/cultural origin. This chapter will highlight a 2014 study designed to explore and identify motivators for African Americans to choose public health as a career. African American public health professionals and graduate students were engaged to discuss their career and educational trajectories and motivators for career choice. Using qualitative research methods, this study was guided by the following research question: what are the motivating factors to engage African Americans into careers in public health? The study was approved by the Walden University Institutional Review Board and was conducted in 2014. The results of this study have served as the blueprint for the creation of the Flint Public Health Youth Academy (FPHYA). Coincidently the 2014 study was wrapping up at the genesis of the Flint Water Crisis (FWC). The FWC impacted residents of all ages in Flint. Specifically, the youth of Flint were exposed to lead (a neuro-toxin) and other contaminants through the water system which impacted them physically and cognitively. National media outlets disseminated headlines across the world that Flint youth would have behavioral (aggression) issues and struggle academically as a result of their exposure to lead. The FPHYA was designed to provide positive messages to and about Flint youth. It is an introduction to careers in public health, medicine, and research for Flint Youth. It creates a space for Flint youth to work through their lived experience of the FWC while learning the important role public health and research plays in recovering from an environmental public health crisis. More importantly, it is a pathway to public health careers providing didactic sessions, local mentors and internships.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Berkley-Patton, Jannette, Carole Bowe Thompson, Katherine G. Ervie, Miranda Huffman e Nia R. Johnson. "Using a Community-Based Collaborative Care Model as a Platform for Successful Interprofessional Education". In Research Anthology on Service Learning and Community Engagement Teaching Practices, 354–73. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3877-0.ch020.

Texto completo da fonte

Resumo:

Diabetes is a growing public health epidemic in the U.S. African Americans are particularly at-risk for diabetes with rates twice as high as whites. Health professionals are recommended to encourage their at-risk patients to participate in evidence-based lifestyle change programs, such as CDC's National Diabetes Prevention Program (DPP) and support their weight loss efforts. This chapter describes feasibility/outcomes of a community-based collaborative care model used to implement a weekly-group DPP facilitated by interprofessional teams of medical school students with three African American churches (N=72 participants; 93% overweight/obese). At 12-weeks, 30% of participants had lost at least 5 lbs.; among those attending at least nine sessions, 55% achieved at least 3% weight loss. Findings suggest interprofessional student teams can feasibly partner with churches to deliver the DPP and achieve weight-loss outcomes associated with reducing diabetes risk. Future research is needed to determine scalability/costs of using community-based collaborative care student models to address diabetes.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Berkley-Patton, Jannette, Carole Bowe Thompson, Katherine G. Ervie, Miranda Huffman e Nia R. Johnson. "Using a Community-Based Collaborative Care Model as a Platform for Successful Interprofessional Education". In Building a Patient-Centered Interprofessional Education Program, 157–82. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3066-5.ch009.

Texto completo da fonte

Resumo:

Estilos ABNT, Harvard, Vancouver, APA, etc.

Summers, Martin. "“An Example for the Rest of the Nation”". In Madness in the City of Magnificent Intentions, 217–46. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190852641.003.0009.

Texto completo da fonte

Resumo:

This chapter covers the various challenges to Saint Elizabeths’ segregationist culture made by both black Washingtonians and the federal government over the first half of the twentieth century. It begins by exploring the staff’s inability to effect an absolute racial segregation in the wards, which was the result of the hospital’s constantly being in a state of overcapacity. The chapter also looks at the changing demographics of the patient population following World War II, when the army and navy stopped sending its mentally ill service members to Saint Elizabeths. It then turns to an examination of local community members’ and the federal government’s challenges to discrimination against black medical students, mistreatment of African American patients in the 1920s and 1930s, and exclusionary and segregationist employment policies. This chapter covers the desegregation of the hospital staff, from attendants and nurses in the 1930s and 1940s to physicians in the 1950s.

Estilos ABNT, Harvard, Vancouver, APA, etc.

Oferecemos descontos em todos os planos premium para autores cujas obras estão incluídas em seleções literárias temáticas. Contate-nos para obter um código promocional único!