309
People of Mexican
Heritage
Chapter 18
RICK ZOUCHA and CECILIA A. ZAMARRIPA
Overview, Inhabited Localities,
and Topography
OVERVIEW
People of Mexican heritage are a very diverse group geo-
graphically, historically, and culturally and are not easy to
describe. Although no specific set of characteristics can
fully describe people of Mexican heritage, some common-
alities distinguish them as an ethnic group, with many
regional variations that reflect subcultures in Mexico and
in the United States. A common term used to describe
Spanish-speaking populations in the United States,
including people of Mexican heritage, is Hispanic.
However, the term can be misleading and can encompass
many different people clustered together owing to a com-
mon heritage and lineage from Spain. Many Hispanic
people prefer to be identified by descriptors more specific
to their cultural heritage, such as Mexican, Mexican
American, Latin American, Spanish American, Chicano,
Latino, or Ladino. Therefore, when referring to Mexican
Americans, use that phrase instead of Hispanic or Latino
(Vázquez, 2001). As a broad ethnic group, people of
Mexican heritage often refer to themselves as la raza,
which means “the race.” The Spanish word for race has a
different meaning than the American interpretation of
race. The concept of la raza has brought people together
from separate worlds to make families and is about inclu-
sion (Vázquez, 2000).
HERITAGE AND RESIDENCE
Mexico, with a population of 107,449,525 (CIA, 2007), is
a blend of Spanish white and Indian, Native American,
Middle Eastern, and African. Mexican Americans are
descendants of Spanish and other European whites;
Aztec, Mayan, and other Central American Indians; and
Inca and other South American Indians as well as people
from Africa (Schmal & Madrer, 2007). Some individuals
can trace their heritage to North American Indian tribes
in the southwestern part of the United States.
Mexico City, one of the largest cities in the world, has
a population of over 20 million. Mexico is undergoing
rapid changes in business and health-care practices.
Undoubtedly, these changes have accelerated and will
continue to accelerate with the passage of the North
American Free Trade Agreement as people are more able
to move across the border to seek employment and edu-
cational opportunities.
Historically, people of Mexican heritage lived on the
land that is now known as the southwestern United
States for generations, long before the first white settlers
came to the territory. By 1853, approximately 80,000
Spanish-speaking settlers lived in the area lost by Mexico
during the Texas Rebellion, the Mexican War, and the
Gadsden Purchase. After the northern part of Mexico was
annexed to the United States, the settlers were not offi-
cially considered immigrants but were often viewed as
foreigners by incoming white Americans. By 1900,
Mexican Americans numbered approximately 200,000.
However, during the “Great Migration” between 1900
.
[email protected] / Hispanic Americans
SOCY 3020-E01 Race and Ethnicity in the U.S.
Fall 2018
Latinos/Hispanics in the U.S.
By the numbers:
Approximately 56.6 Million as of July 1, 2015. (about 18% of the U.S. population & constantly
growing.) (U.S. Census Bureau)
65% are of Mexican background, 9% Puerto Rican, 3.5% Cuban. The rest are grouped as ‘other’
including the Caribbean people, South Americans, and Central Americans (Pew Research Center).
Of the 15+ million of undocumented immigrants in the U.S. approximately 10 million are Hispanic
immigrants of which 7 million are of Mexican nationality (Pew Research Center).
More than half of the Latino/Hispanic American population resides in these three states: California,
Texas, and Florida.
“California had the largest Hispanic population of any state (15.2 million) in 2015. Texas had the largest
numeric increase within the Hispanic population since July 1, 2014. New Mexico had the highest
percentage of Hispanics at 48.0 percent” (U.S. Census Bureau).
Stewart County in southwest Georgia experienced the most growth in the Hispanic population since
2000, growing 1,754% over 13 years (Pew Research Center).
Latino vs. Hispanics
Latino vs. Hispanic: The Terminology Conflict
What is “Latino?” A Latino is someone from Latin America.
What is “Hispanic?” A Hispanic is an “Hispano parlante” which translates into a Spanish-speaking
individual.
Why both terms? Both terms are used interchangeably in order to try to include as many Latin Ethnic
groups as possible.
Which one is used over the other depends on different parts of the country. Usually, Latino is
predominantly used as a term in the East Coast and Hispanic is used in the West Coast, even though
either term is being applied interchangeably nowadays.
Why does the government prefers “Latino” over “Hispanic?” It simply correlates to the federal
government being on the East Coast and using the term “Latino.”
Pan-Latinoness
Mexico
Mexico is divided in 31 states.
Pop: 124 million.
Ranked 10th most populated country in the world behind Russia and followed by Japan.
Central America & The Caribbean
U.K., U.S., French, Dutch, and independent countries.
Seven Central American countries.
South America
Twelve countries.
One French Territory.
One British Territory
Five different languages spoken:
Spanish,
Portuguese in Brazil.
French in French Guyana,
Dutch in Suriname,
English in Guyana.
“Pan-Latinoness:” Myth or Reality?
The Pan-Latino approach is an example of a panethnicity factor in U.S. society.
As Schaefer (2002) explains, panethnicity “refers to the development of solidarity among ethnic
subgroups.
Non-Hispanics often give single label to the diverse group of native-born Latino Americans and
immigrants.
This labeling by the out-group is similar to the dominant group’s wa.
ReadingNote-taking AssignmentsFollow the guidelines for Cre.docxsedgar5
Reading/Note-taking Assignments
Follow the guidelines for Creating a Database in the Research Paper Guidelines document.
You will only be creating notes for one source in this assignment.
Go to Elac.edu
Select Library (on the right side of the page).
Select Find Articles from the menu on the left.
Select Databases from the menu on the left.
Choose a database, either JSTOR, Proquest, Academic One File, or Academic
Search Complete.
Type in your search terms that relate to your chosen topic, select an article, read
it, take notes and submit them in the following format.
Give me the MLA article citation.
Put the page number of where you got your information (notes), followed by the notes. If it is a direct quote, don't forget to use quotation marks.
Example:
Drucker, Donald. Chemical Additives and Declining Crop Densities in the
Western United States. Berkeley: UC Press, 2014. Print.
41 Drucker points out that the farmers do not want to revisit the dustbowl era, which severely limited Midwestern productive capacities.
46 “Money is not food, it is money. Still, the expenditure is often necessary to communicate a message, particularly in a political context.”
I usually put a box around the citation, but I couldn't do that in this Canvas function.
This Drucker article is just a sample. You'll probably have far more than just two notes.
Beyond La Frontera
THE HISTORY OF MEXICO—U.S. MIGRATION
edited by Mark Overmyer-Velázquez
Presentation by Alondra Espinoza,
Ho Wa Chung
Providing a comprehensive and up-to-date historical overview of Mexican migration to the U.S.
Summary
CHAPTER 1
The first recorded Mexican immigrants into the U.S. go way back in the year 1848 to 1900. Mexico wanted to get at par with the United States in the year 1821 as they were not so far from them, except that they were under the Spanish colonial rulers. The thoughts of Mexican elites to better their country came at the time when there was a demographic revolution, and many people traveled, and many people migrated on the oceans and within Europe leading to more above 50 million Europeans settling into the United States. The immigration made the Mexican elites more aware of and eager to involve in the Atlantic migrations.
Chp. 1
Inequality
Cheap labor. Extremely cheap labor in the United States, They keep pushing the Mexico immigrants to be cheap employee, cheap salary, lots of works, no choice.
Massive land displacements and high unemployment before the lower class
Wage Gap between the Mexico and the U.S (1880-1900)
Ex: Mexican Railroad workers in Arizona and Sonora ($1 a day in Arizona and $0.53 in Sonora pg. 25)
Chp.1
Power
Capitalism and the Transformation of Mexico’s Labor Markets
Mexico was an excellent destination given that it lacked the capital to take .
[email protected] / Hispanic Americans
SOCY 3020-E01 Race and Ethnicity in the U.S.
Fall 2018
Latinos/Hispanics in the U.S.
By the numbers:
Approximately 56.6 Million as of July 1, 2015. (about 18% of the U.S. population & constantly
growing.) (U.S. Census Bureau)
65% are of Mexican background, 9% Puerto Rican, 3.5% Cuban. The rest are grouped as ‘other’
including the Caribbean people, South Americans, and Central Americans (Pew Research Center).
Of the 15+ million of undocumented immigrants in the U.S. approximately 10 million are Hispanic
immigrants of which 7 million are of Mexican nationality (Pew Research Center).
More than half of the Latino/Hispanic American population resides in these three states: California,
Texas, and Florida.
“California had the largest Hispanic population of any state (15.2 million) in 2015. Texas had the largest
numeric increase within the Hispanic population since July 1, 2014. New Mexico had the highest
percentage of Hispanics at 48.0 percent” (U.S. Census Bureau).
Stewart County in southwest Georgia experienced the most growth in the Hispanic population since
2000, growing 1,754% over 13 years (Pew Research Center).
Latino vs. Hispanics
Latino vs. Hispanic: The Terminology Conflict
What is “Latino?” A Latino is someone from Latin America.
What is “Hispanic?” A Hispanic is an “Hispano parlante” which translates into a Spanish-speaking
individual.
Why both terms? Both terms are used interchangeably in order to try to include as many Latin Ethnic
groups as possible.
Which one is used over the other depends on different parts of the country. Usually, Latino is
predominantly used as a term in the East Coast and Hispanic is used in the West Coast, even though
either term is being applied interchangeably nowadays.
Why does the government prefers “Latino” over “Hispanic?” It simply correlates to the federal
government being on the East Coast and using the term “Latino.”
Pan-Latinoness
Mexico
Mexico is divided in 31 states.
Pop: 124 million.
Ranked 10th most populated country in the world behind Russia and followed by Japan.
Central America & The Caribbean
U.K., U.S., French, Dutch, and independent countries.
Seven Central American countries.
South America
Twelve countries.
One French Territory.
One British Territory
Five different languages spoken:
Spanish,
Portuguese in Brazil.
French in French Guyana,
Dutch in Suriname,
English in Guyana.
“Pan-Latinoness:” Myth or Reality?
The Pan-Latino approach is an example of a panethnicity factor in U.S. society.
As Schaefer (2002) explains, panethnicity “refers to the development of solidarity among ethnic
subgroups.
Non-Hispanics often give single label to the diverse group of native-born Latino Americans and
immigrants.
This labeling by the out-group is similar to the dominant group’s wa.
ReadingNote-taking AssignmentsFollow the guidelines for Cre.docxsedgar5
Reading/Note-taking Assignments
Follow the guidelines for Creating a Database in the Research Paper Guidelines document.
You will only be creating notes for one source in this assignment.
Go to Elac.edu
Select Library (on the right side of the page).
Select Find Articles from the menu on the left.
Select Databases from the menu on the left.
Choose a database, either JSTOR, Proquest, Academic One File, or Academic
Search Complete.
Type in your search terms that relate to your chosen topic, select an article, read
it, take notes and submit them in the following format.
Give me the MLA article citation.
Put the page number of where you got your information (notes), followed by the notes. If it is a direct quote, don't forget to use quotation marks.
Example:
Drucker, Donald. Chemical Additives and Declining Crop Densities in the
Western United States. Berkeley: UC Press, 2014. Print.
41 Drucker points out that the farmers do not want to revisit the dustbowl era, which severely limited Midwestern productive capacities.
46 “Money is not food, it is money. Still, the expenditure is often necessary to communicate a message, particularly in a political context.”
I usually put a box around the citation, but I couldn't do that in this Canvas function.
This Drucker article is just a sample. You'll probably have far more than just two notes.
Beyond La Frontera
THE HISTORY OF MEXICO—U.S. MIGRATION
edited by Mark Overmyer-Velázquez
Presentation by Alondra Espinoza,
Ho Wa Chung
Providing a comprehensive and up-to-date historical overview of Mexican migration to the U.S.
Summary
CHAPTER 1
The first recorded Mexican immigrants into the U.S. go way back in the year 1848 to 1900. Mexico wanted to get at par with the United States in the year 1821 as they were not so far from them, except that they were under the Spanish colonial rulers. The thoughts of Mexican elites to better their country came at the time when there was a demographic revolution, and many people traveled, and many people migrated on the oceans and within Europe leading to more above 50 million Europeans settling into the United States. The immigration made the Mexican elites more aware of and eager to involve in the Atlantic migrations.
Chp. 1
Inequality
Cheap labor. Extremely cheap labor in the United States, They keep pushing the Mexico immigrants to be cheap employee, cheap salary, lots of works, no choice.
Massive land displacements and high unemployment before the lower class
Wage Gap between the Mexico and the U.S (1880-1900)
Ex: Mexican Railroad workers in Arizona and Sonora ($1 a day in Arizona and $0.53 in Sonora pg. 25)
Chp.1
Power
Capitalism and the Transformation of Mexico’s Labor Markets
Mexico was an excellent destination given that it lacked the capital to take .
THIRD EDITION
PETER WINN
FOURTEEN
North of the Border
"Give me your tired, your poor, your huddled masses yearning to breathe
free," wrote Emma Lazarus in 1883. Inscribed on a bronze plaque at the
base of the Statue of Liberty at the entrance to New York Harbor, these
lines expressed the promise of "the land ofliberty" for generations of im-
migrants to the United States.
During the 1980s, more immigrants arrived in the United States than
in any other decade in history. Yet, unlike millions of their predecessors,
few of them were welcomed by Lady Liberty and few came from Europe.
Most were migrants from Latin America and the Caribbean who had
traveled north, not west, to reach the United States, and crossed borders,
not oceans, to arrive at its shores.
How this nation of immigrants deals with this new wave of immi-
grants from the south may well shape its domestic history and hemi-
spheric relations during the twenty-first century. It may also force the
United States of America to rethink what it means to be "American."
These new immigrants have made the United States the fifth largest
Spanish-speaking country in the world. Today, it has the hemisphere's
largest Puerto Rican city, second largest concentrations of Cubans, Sal-
vadorans, Haitians, and Jamaicans, and fourth largest Mexican metrop-
olis. People of Latin American origin have surpassed African-Americans
North of the Border I 585
as the nation's largest minority group. Their concentrations in such large
states as California, Florida, New York, and Texas-and in some of the
country's biggest cities-will increase their social and political impact
still further. By 202 5, they will be the largest race or ethnic group in Cali-
fornia, comprising 4 3 percent of the population of the largest state. Al-
ready more than half of Miami is of Latin American descent, and the
same is true for nearly 40 percent of Los Angeles and a quarter of Hous-
ton and New York. Increasingly, "Anglos"-a term that "Hispanics,"
people with Spanish American cultural roots, apply to all white English-
speaking North Americans-will have to come to terms with the fact that
they not only share the Americas with their Latin American and
Caribbean neighbors, but that they also share their own country with
growing communities of "Latinos," people of Latin American descent.
The 2000 census revealed that there were more than 3 5 million His-
panics living in the continental United States, a 58 percent increase over
1980 and a nine-fold rise over 1950. By 2005, there were over 40 million
Hispanics living on the mainland and their numbers were growing four
times as fast as the U.S. population as a whole, as a result of immigra-
tion-legal and illegal-as well as higher birth rates. If current trends
continue, there will be more than roo million Hispanic-Americans by
the year 2050, when they will comprise one-quarter of this country's
populatio ...
People of Spanish and Latino DescentTOPICS COVERED IN THIS CHAPT.docxdanhaley45372
People of Spanish and Latino Descent
TOPICS COVERED IN THIS CHAPTER
• The Spanish, Portuguese, Indians, Asians, and Africans
• Migratory Patterns From Mexico
• Demography
• Geography
• Social, Psychological, and Physical Health Issues
• Migration and Acculturation
• Cultural Orientation and Values
○ Latino Ethnic Identity Development
• Implications for Mental Health Professionals
• Case Study
• Summary
This chapter profiles Latinos, a racially and culturally diverse ethnic group. A brief look at history, cultural values, and demographic trends is included. A case study is provided for the integration of material in a therapeutic context.
The Spanish, Portuguese, Indians, Asians, and Africans
The Western world’s Latinos are la raza, which means, “the race” or “the people.” Places of origin among Latinos are diverse and varied: Puerto Ricans (Puertorriquenos), Cubans (Cubanos), Central Americans and South Americans, Latin Americans (which include Dominicans [Dominicanos]), and Mexican Americans (Mejicanos).
The federal government defines Hispanic or Latino as a person of Mexican, Puerto Rican, Cuban, South or Central American, or other Spanish culture or origin regardless of race (Ennis, Rios-Vargas, & Albert, 2011). Novas (1994) clarified that for many Latinos, Hispanic represents a bureaucratic and government census term.” According to Hochschild and Powell (2008), during the 19th century, people who, now in the 21st century are considered to be Latinos and Hispanics, were not regarded by the Census as distinct from whites. In 1930, however, change was evident with an emergent classification of Mexican American. The Census Bureau added “Mexican” to the available color or race choices. Census takers were told that Mexican laborers were somewhat difficult to classify but could be racially located by virtue of their geographic location. The Census director at the time stated, “In order to obtain separate figures for this racial group, it has been decided that all persons born in Mexico, or having parents born in Mexico, who are definitely not white, Negro, Indian, Chinese, or Japanese, should be returned as Mexican” (Hochschild & Powell, 2008).
Increases in the Mexican population, the 1924 Immigration Act, which denied permanent residency to nonwhites, the Great Depression, and racial segregation accompanied by violence were among the weighty factors influencing the discourse about racial classification at the time and led to the Census Bureau’s retreat from classifying the Mexican race. In 1936, the census director stated, “’Mexicans are Whites and must be classified as ‘White’” (Hochschild & Powell, 2008).
The term Latino or Latina, depending on gender, is widely used and refers to persons with Spanish ancestry. Many Latinos prefer to be called by their country of origin.
The racial diversity among Latinos is very old and connected to political movements, slavery, family, conquest, defeat, geographic movement, love, and war. The term Hispanic .
Lecture NotesImmigration and the United States Chapter 4 Imm.docxsmile790243
Lecture Notes
Immigration and the United States
Chapter 4
Immigration and the United States
� The history of the United States is the history of immigration.
� Immigration in the U.S. was at it�s highest during the 1880-1920 period.
� Xenophobia � The fear of strangers or foreigners.
� Nativism �beliefs and policies favoring native-born citizens over immigrants.
Catholics and Irish Immigrants
� Catholics in general and the Irish immigrants were the first Europeans to be ill-treated.
� Irish did not suffer their maltreatment in silence.
� To many whites, the Irish were worst than Blacks because the Blacks at least �knew their place.�
Chinese Immigrants
� Sinophobes � People who fear anything associated with China.
� White settlers found Chinese immigrants and their customs and religion difficult to understand.
� Railroad provided the greatest demand for Chinese labor in the 1860�s.
� In 1882 Congress enacted the Chinese Exclusion Act which outlawed Chinese immigration for 10 years.
The National Origin System
� Attempt at blocking the growing immigration from southern European countries such as from Italy and Greece.
� Gave preference to English speaking people from Western Europe.
The 1965 Immigration and Naturalization Act
� The goals of this act were to reunite families and protect the American labor market.
� It also listed the rules for becoming a citizen of the United States or Naturalization.
The Brain Drain
� The Brain Drain is the immigration to the United States of skilled workers, professionals, and technicians who are needed by their home countries.
� We protest immigration but we do not mind as long as it is someone making a valuable contribution to our society.
Population Growth
� In the 1990�s legal immigration accounted for one fourth of the nation�s growth.
� California is the most extreme case of projected growth. It is expected to grow from 32 million people in 1995 to more than 49 million people by 2025.
Illegal Immigration
� Illegal immigrants and their families come to this country in search of higher-paying jobs than their home countries can provide.
� Most immigrants work in jobs that many U.S. born citizens do not want.
� The majority of illegal immigrants in the U.S. come from Mexico.
� In 2002 there were more than 8 Million illegal immigrants in the U.S.
The Immigration Reform and Control Act of 1986
� Hiring of illegal immigrants became illegal and provided fines and prison sentences to employers who did not comply.
� Also made it illegal for employers to discriminate against legal immigrants because of their not being U.S. citizens.
Economic Impact of Immigration
� In some areas, heavy immigration can drain community resources.
� In some areas, immigration may be an economic burden and create unwanted competition for jobs.
� On a positive note, Immigrants can help revitalize the local economy in some instances.
California’s Proposition 187
� An attempt to reduce illegal immig ...
a 12 page paper on how individuals of color would be a more dominant.docxpriestmanmable
a 12 page paper on how individuals of color would be a more dominant number if they had more resources and discrimination of color was ceased. Must include those who discriminate against skin color and must include facts from sources that help individuals gain insight on the possibility of colored individuals thriving in society if same resourcesAnd equal opportunity was provided.
.
92 Academic Journal Article Critique Help with Journal Ar.docxpriestmanmable
92 Academic Journal Article Critique
Help with Journal Article Critique Assignment
Ensure the structure of the assignment will include the following:
Title Page
Introduction
Description of the Problem or Issue
Analysis
Discussion
Critique
Conclusion
References
.
A ) Society perspective90 year old female, Mrs. Ruth, from h.docxpriestmanmable
A ) Society perspective
90 year old female, Mrs. Ruth, from home with her daughter, is admitted to hospital after sustaining a hip fracture. She has a history of chronic obstructive pulmonary disease on home oxygen and moderate to severe aortic stenosis. (Obstruction of blood flow through part of the heart) She undergoes urgent hemiarthroplasty (hip surgery) with an uneventful operative course.
The patient and her family are of Jewish background. The patient’s daughter is her primary caregiver and has financial power-of-attorney, but it is not known whether she has formal power of attorney for personal care. Concerns have been raised to the ICU team about the possibility of elder abuse in the home by the patient’s daughter.
Unfortunately, on postoperative day 4, the patient develops delirium with respiratory failure secondary to hospital acquired pneumonia and pulmonary edema. (Fluid in the lungs) Her goals of care were not assessed pre-operatively. She is admitted to the ICU for non-invasive positive pressure ventilation for 48 hours, and then deteriorates and is intubated. After 48 hours of ventilation, it was determined that due to the severity of her underlying cardio-pulmonary status (COPD and aortic stenosis), ventilator weaning would be difficult and further ventilation would be futile.
The patient’s daughter is insistent on continuing all forms of life support, including mechanical ventilation and even extracorporeal membranous oxygenation (does the work of the lungs) if indicated. However, the Mrs Ruth’s delirium clears within the next 24 hours of intubation, and she is now competent, although still mechanically ventilated. She communicated to the ICU team that she preferred 1-way extubation (removal of the ventilator) and comfort care. This was communicated in writing to the ICU team, and was consistent over time with other care providers. The patient went as far to demand the extubation over the next hour, which was felt to be reasonable by the ICU team.
The patient’s daughter was informed of this decision, and stated that she could not come to the hospital for 2 hours, and in the meantime, that the patient must remain intubated.
At this point, the ICU team concurred with the patient’s wishes, and extubated her before her daughter was able to come to the hospital.
The daughter was angry at the team’s decision, and requested that the patient be re-intubated if she deteriorated. When the daughter arrived at the hospital, the patient and daughter were able to converse, and the patient then agreed to re-intubation if she deteriorated.
(1) What are the ethical issues emerging in this case? State why? (
KRISTINA)
(2) What decision model(s) would be ideal for application in this case? State your justification.
(Lacey Powell
)
(3) Who should make decisions in this situation? Should the ICU team have extubated the patient?
State if additional information was necessary for you to arrive at a better decision(s) in your case.
9 dissuasion question Bartol, C. R., & Bartol, A. M. (2017)..docxpriestmanmable
9 dissuasion question
Bartol, C. R., & Bartol, A. M. (2017). Criminal behavior: A psychological approach (11th ed.). Boston, MA: Pearson.
Chapter 12, “Sexual Assault” (pp. 348–375)
Chapter 13, “Sexual Abuse of Children and Youth” (pp. 376–402)
To prepare for this Discussion:
Review the Learning Resources.
Think about the following two statements:
Rape is seen as a pseudosexual act.
Rape is always and foremost an aggressive act.
Consider the two statements above regarding motivation of sexual assault. Is rape classified as a pseudosexual act to you, or is it more or less than that? Explain your stance. Do you see rape as an aggressive act by nature, or can it be considered otherwise in certain situations? Explain your reasoning for this.
Excellent - above expectations
Main Discussion Posting Content
Points Range:
21.6 (54%) - 24 (60%)
Discussion posting demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
19.2 (48%) - 21.57 (53.92%)
Discussion posting demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
16.8 (42%) - 19.17 (47.93%)
Discussion posting demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be
lacking
or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
Points Range:
0 (0%) - 16.77 (41.93%)
Discussion posting demonstrates
poor or no
understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Reply Post & Peer Interaction
Points Range:
7.2 (18%) - 8 (20%)
Student interacts
frequently
with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.
Points Range:
6.4 (16%) - 7.16 (17.9%)
Student interacts
moderately
with peers. The feedback postings and responses to questions are good, but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.
Points Range:
5.6 (14%) - 6.36 (15.9%)
Student interacts
minimally
with peers .
More Related Content
Similar to 309People of MexicanHeritageChapter 18RICK ZOUCH.docx
THIRD EDITION
PETER WINN
FOURTEEN
North of the Border
"Give me your tired, your poor, your huddled masses yearning to breathe
free," wrote Emma Lazarus in 1883. Inscribed on a bronze plaque at the
base of the Statue of Liberty at the entrance to New York Harbor, these
lines expressed the promise of "the land ofliberty" for generations of im-
migrants to the United States.
During the 1980s, more immigrants arrived in the United States than
in any other decade in history. Yet, unlike millions of their predecessors,
few of them were welcomed by Lady Liberty and few came from Europe.
Most were migrants from Latin America and the Caribbean who had
traveled north, not west, to reach the United States, and crossed borders,
not oceans, to arrive at its shores.
How this nation of immigrants deals with this new wave of immi-
grants from the south may well shape its domestic history and hemi-
spheric relations during the twenty-first century. It may also force the
United States of America to rethink what it means to be "American."
These new immigrants have made the United States the fifth largest
Spanish-speaking country in the world. Today, it has the hemisphere's
largest Puerto Rican city, second largest concentrations of Cubans, Sal-
vadorans, Haitians, and Jamaicans, and fourth largest Mexican metrop-
olis. People of Latin American origin have surpassed African-Americans
North of the Border I 585
as the nation's largest minority group. Their concentrations in such large
states as California, Florida, New York, and Texas-and in some of the
country's biggest cities-will increase their social and political impact
still further. By 202 5, they will be the largest race or ethnic group in Cali-
fornia, comprising 4 3 percent of the population of the largest state. Al-
ready more than half of Miami is of Latin American descent, and the
same is true for nearly 40 percent of Los Angeles and a quarter of Hous-
ton and New York. Increasingly, "Anglos"-a term that "Hispanics,"
people with Spanish American cultural roots, apply to all white English-
speaking North Americans-will have to come to terms with the fact that
they not only share the Americas with their Latin American and
Caribbean neighbors, but that they also share their own country with
growing communities of "Latinos," people of Latin American descent.
The 2000 census revealed that there were more than 3 5 million His-
panics living in the continental United States, a 58 percent increase over
1980 and a nine-fold rise over 1950. By 2005, there were over 40 million
Hispanics living on the mainland and their numbers were growing four
times as fast as the U.S. population as a whole, as a result of immigra-
tion-legal and illegal-as well as higher birth rates. If current trends
continue, there will be more than roo million Hispanic-Americans by
the year 2050, when they will comprise one-quarter of this country's
populatio ...
People of Spanish and Latino DescentTOPICS COVERED IN THIS CHAPT.docxdanhaley45372
People of Spanish and Latino Descent
TOPICS COVERED IN THIS CHAPTER
• The Spanish, Portuguese, Indians, Asians, and Africans
• Migratory Patterns From Mexico
• Demography
• Geography
• Social, Psychological, and Physical Health Issues
• Migration and Acculturation
• Cultural Orientation and Values
○ Latino Ethnic Identity Development
• Implications for Mental Health Professionals
• Case Study
• Summary
This chapter profiles Latinos, a racially and culturally diverse ethnic group. A brief look at history, cultural values, and demographic trends is included. A case study is provided for the integration of material in a therapeutic context.
The Spanish, Portuguese, Indians, Asians, and Africans
The Western world’s Latinos are la raza, which means, “the race” or “the people.” Places of origin among Latinos are diverse and varied: Puerto Ricans (Puertorriquenos), Cubans (Cubanos), Central Americans and South Americans, Latin Americans (which include Dominicans [Dominicanos]), and Mexican Americans (Mejicanos).
The federal government defines Hispanic or Latino as a person of Mexican, Puerto Rican, Cuban, South or Central American, or other Spanish culture or origin regardless of race (Ennis, Rios-Vargas, & Albert, 2011). Novas (1994) clarified that for many Latinos, Hispanic represents a bureaucratic and government census term.” According to Hochschild and Powell (2008), during the 19th century, people who, now in the 21st century are considered to be Latinos and Hispanics, were not regarded by the Census as distinct from whites. In 1930, however, change was evident with an emergent classification of Mexican American. The Census Bureau added “Mexican” to the available color or race choices. Census takers were told that Mexican laborers were somewhat difficult to classify but could be racially located by virtue of their geographic location. The Census director at the time stated, “In order to obtain separate figures for this racial group, it has been decided that all persons born in Mexico, or having parents born in Mexico, who are definitely not white, Negro, Indian, Chinese, or Japanese, should be returned as Mexican” (Hochschild & Powell, 2008).
Increases in the Mexican population, the 1924 Immigration Act, which denied permanent residency to nonwhites, the Great Depression, and racial segregation accompanied by violence were among the weighty factors influencing the discourse about racial classification at the time and led to the Census Bureau’s retreat from classifying the Mexican race. In 1936, the census director stated, “’Mexicans are Whites and must be classified as ‘White’” (Hochschild & Powell, 2008).
The term Latino or Latina, depending on gender, is widely used and refers to persons with Spanish ancestry. Many Latinos prefer to be called by their country of origin.
The racial diversity among Latinos is very old and connected to political movements, slavery, family, conquest, defeat, geographic movement, love, and war. The term Hispanic .
Lecture NotesImmigration and the United States Chapter 4 Imm.docxsmile790243
Lecture Notes
Immigration and the United States
Chapter 4
Immigration and the United States
� The history of the United States is the history of immigration.
� Immigration in the U.S. was at it�s highest during the 1880-1920 period.
� Xenophobia � The fear of strangers or foreigners.
� Nativism �beliefs and policies favoring native-born citizens over immigrants.
Catholics and Irish Immigrants
� Catholics in general and the Irish immigrants were the first Europeans to be ill-treated.
� Irish did not suffer their maltreatment in silence.
� To many whites, the Irish were worst than Blacks because the Blacks at least �knew their place.�
Chinese Immigrants
� Sinophobes � People who fear anything associated with China.
� White settlers found Chinese immigrants and their customs and religion difficult to understand.
� Railroad provided the greatest demand for Chinese labor in the 1860�s.
� In 1882 Congress enacted the Chinese Exclusion Act which outlawed Chinese immigration for 10 years.
The National Origin System
� Attempt at blocking the growing immigration from southern European countries such as from Italy and Greece.
� Gave preference to English speaking people from Western Europe.
The 1965 Immigration and Naturalization Act
� The goals of this act were to reunite families and protect the American labor market.
� It also listed the rules for becoming a citizen of the United States or Naturalization.
The Brain Drain
� The Brain Drain is the immigration to the United States of skilled workers, professionals, and technicians who are needed by their home countries.
� We protest immigration but we do not mind as long as it is someone making a valuable contribution to our society.
Population Growth
� In the 1990�s legal immigration accounted for one fourth of the nation�s growth.
� California is the most extreme case of projected growth. It is expected to grow from 32 million people in 1995 to more than 49 million people by 2025.
Illegal Immigration
� Illegal immigrants and their families come to this country in search of higher-paying jobs than their home countries can provide.
� Most immigrants work in jobs that many U.S. born citizens do not want.
� The majority of illegal immigrants in the U.S. come from Mexico.
� In 2002 there were more than 8 Million illegal immigrants in the U.S.
The Immigration Reform and Control Act of 1986
� Hiring of illegal immigrants became illegal and provided fines and prison sentences to employers who did not comply.
� Also made it illegal for employers to discriminate against legal immigrants because of their not being U.S. citizens.
Economic Impact of Immigration
� In some areas, heavy immigration can drain community resources.
� In some areas, immigration may be an economic burden and create unwanted competition for jobs.
� On a positive note, Immigrants can help revitalize the local economy in some instances.
California’s Proposition 187
� An attempt to reduce illegal immig ...
a 12 page paper on how individuals of color would be a more dominant.docxpriestmanmable
a 12 page paper on how individuals of color would be a more dominant number if they had more resources and discrimination of color was ceased. Must include those who discriminate against skin color and must include facts from sources that help individuals gain insight on the possibility of colored individuals thriving in society if same resourcesAnd equal opportunity was provided.
.
92 Academic Journal Article Critique Help with Journal Ar.docxpriestmanmable
92 Academic Journal Article Critique
Help with Journal Article Critique Assignment
Ensure the structure of the assignment will include the following:
Title Page
Introduction
Description of the Problem or Issue
Analysis
Discussion
Critique
Conclusion
References
.
A ) Society perspective90 year old female, Mrs. Ruth, from h.docxpriestmanmable
A ) Society perspective
90 year old female, Mrs. Ruth, from home with her daughter, is admitted to hospital after sustaining a hip fracture. She has a history of chronic obstructive pulmonary disease on home oxygen and moderate to severe aortic stenosis. (Obstruction of blood flow through part of the heart) She undergoes urgent hemiarthroplasty (hip surgery) with an uneventful operative course.
The patient and her family are of Jewish background. The patient’s daughter is her primary caregiver and has financial power-of-attorney, but it is not known whether she has formal power of attorney for personal care. Concerns have been raised to the ICU team about the possibility of elder abuse in the home by the patient’s daughter.
Unfortunately, on postoperative day 4, the patient develops delirium with respiratory failure secondary to hospital acquired pneumonia and pulmonary edema. (Fluid in the lungs) Her goals of care were not assessed pre-operatively. She is admitted to the ICU for non-invasive positive pressure ventilation for 48 hours, and then deteriorates and is intubated. After 48 hours of ventilation, it was determined that due to the severity of her underlying cardio-pulmonary status (COPD and aortic stenosis), ventilator weaning would be difficult and further ventilation would be futile.
The patient’s daughter is insistent on continuing all forms of life support, including mechanical ventilation and even extracorporeal membranous oxygenation (does the work of the lungs) if indicated. However, the Mrs Ruth’s delirium clears within the next 24 hours of intubation, and she is now competent, although still mechanically ventilated. She communicated to the ICU team that she preferred 1-way extubation (removal of the ventilator) and comfort care. This was communicated in writing to the ICU team, and was consistent over time with other care providers. The patient went as far to demand the extubation over the next hour, which was felt to be reasonable by the ICU team.
The patient’s daughter was informed of this decision, and stated that she could not come to the hospital for 2 hours, and in the meantime, that the patient must remain intubated.
At this point, the ICU team concurred with the patient’s wishes, and extubated her before her daughter was able to come to the hospital.
The daughter was angry at the team’s decision, and requested that the patient be re-intubated if she deteriorated. When the daughter arrived at the hospital, the patient and daughter were able to converse, and the patient then agreed to re-intubation if she deteriorated.
(1) What are the ethical issues emerging in this case? State why? (
KRISTINA)
(2) What decision model(s) would be ideal for application in this case? State your justification.
(Lacey Powell
)
(3) Who should make decisions in this situation? Should the ICU team have extubated the patient?
State if additional information was necessary for you to arrive at a better decision(s) in your case.
9 dissuasion question Bartol, C. R., & Bartol, A. M. (2017)..docxpriestmanmable
9 dissuasion question
Bartol, C. R., & Bartol, A. M. (2017). Criminal behavior: A psychological approach (11th ed.). Boston, MA: Pearson.
Chapter 12, “Sexual Assault” (pp. 348–375)
Chapter 13, “Sexual Abuse of Children and Youth” (pp. 376–402)
To prepare for this Discussion:
Review the Learning Resources.
Think about the following two statements:
Rape is seen as a pseudosexual act.
Rape is always and foremost an aggressive act.
Consider the two statements above regarding motivation of sexual assault. Is rape classified as a pseudosexual act to you, or is it more or less than that? Explain your stance. Do you see rape as an aggressive act by nature, or can it be considered otherwise in certain situations? Explain your reasoning for this.
Excellent - above expectations
Main Discussion Posting Content
Points Range:
21.6 (54%) - 24 (60%)
Discussion posting demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
19.2 (48%) - 21.57 (53.92%)
Discussion posting demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
16.8 (42%) - 19.17 (47.93%)
Discussion posting demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be
lacking
or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
Points Range:
0 (0%) - 16.77 (41.93%)
Discussion posting demonstrates
poor or no
understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Reply Post & Peer Interaction
Points Range:
7.2 (18%) - 8 (20%)
Student interacts
frequently
with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.
Points Range:
6.4 (16%) - 7.16 (17.9%)
Student interacts
moderately
with peers. The feedback postings and responses to questions are good, but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.
Points Range:
5.6 (14%) - 6.36 (15.9%)
Student interacts
minimally
with peers .
9 AssignmentAssignment Typologies of Sexual AssaultsT.docxpriestmanmable
9 Assignment
Assignment: Typologies of Sexual Assaults
There are many different types of sexual assaults and many different types of offenders. Although they are different, they can be classified in order to create a common language between the criminal justice field and the mental health field. This in turn will enable more accurate research, predict future offenses, and assist in the prosecution and rehabilitation of the offenders.
In this Assignment, you compare different typologies of sexual offenders to determine the differences in motivation, expression of aggression, and underlining personality structure. You also determine the best way to interview each typology of sexual offenders.
To prepare for this Assignment:
Review the Learning Resources.
Select two typologies of sexual offenders listed in the resources.
By Day 7
In a 3- to 5- page paper:
Compare the two typologies of sexual offenders you selected by explaining the following:
The motivational differences between the two typologies
The expression of aggression in the two typologies
The differences in the underlining personality structure of the two typologies
Excellent - above expectations
Points Range:
47.25 (63%) - 52.5 (70%)
Paper demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.
Points Range:
42 (56%) - 47.2 (62.93%)
Paper demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
Points Range:
36.75 (49%) - 41.95 (55.93%)
Paper demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Paper may be
lacking
in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
Points Range:
0 (0%) - 36.7 (48.93%)
Paper demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Writing
Points Range:
20.25 (27%) - 22.5 (30%)
Paper is
well
organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is
fully
consistent with graduate level writing style. Paper contains
multiple
, appropriate and exemplary sources expected/required for the assignment.
.
9 Augustine Confessions (selections) Augustine of Hi.docxpriestmanmable
9 Augustine
Confessions
(selections)
Augustine of Hippo wrote his Confessions between 397 -400 CE. In it he gives an
autobiographical account of his whole life up through his conversion to Christianity.
In Book 2, excerpted here, he thinks over the passions and temptations of his youth,
especially during a period where he had to come home from where he was studying
and return to living with his parents. His mother Monica was already Christian and
his father was considering it. They want him to be academically successful and
become a great orator.
From Augustine, Confessions. Translated by Caroline J-B Hammond. Loeb Classical
Library Harvard University Press 2014
(Links to an external site.)
.
1. (1) I wish to put on record the disgusting deeds in which I engaged, and
the corrupting effect of sensual experience on my soul, not because I love
them, but so that I may love you, my God. I do this because of my love for
your love, to the end that—as I recall my wicked, wicked ways in the
bitterness of recollection—you may grow even sweeter to me. For you are
a sweetness which does not deceive, a sweetness which brings happiness
and peace, pulling me back together from the disintegration in which I was
being shattered and torn apart, when I turned away from you who are unity
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
and dispersed into the multiplicity that is oblivion. For there was a time
during my adolescence when I burned to have my fill of hell. I ran wild and
reckless in all manner of shady liaisons, and my outward appearance
deteriorated, and I degenerated before your eyes as I went on pleasing
myself and desiring to appear pleasing in human sight.
2. (2) What was it that used to delight me, if not loving and being loved? But
there was no boundary maintained between one mind and another, and
reaching only as far as the clear confines of friendship. Instead the slime
of fleshly desire and the spurts of adolescence belched out their fumes,
and these clouded and obscured my heart, so that it was impossible to
distinguish the purity of love from the darkness of lust. Both of them
together seethed in me, dragging my immaturity over the heights of bodily
desire, and plunging me down into a whirlpool of sin. Your anger grew
strong against me, but I was unaware of it. I had been deafened by the
loud grinding of the chain of my mortality, the punishment for the pride of
my soul, and I went even further away from yo.
8.3 Intercultural Communication
Learning Objectives
1. Define intercultural communication.
2. List and summarize the six dialectics of intercultural communication.
3. Discuss how intercultural communication affects interpersonal relationships.
It is through intercultural communication that we come to create, understand, and transform culture and identity. Intercultural communication is communication between people with differing cultural identities. One reason we should study intercultural communication is to foster greater self-awareness (Martin & Nakayama, 2010). Our thought process regarding culture is often “other focused,” meaning that the culture of the other person or group is what stands out in our perception. However, the old adage “know thyself” is appropriate, as we become more aware of our own culture by better understanding other cultures and perspectives. Intercultural communication can allow us to step outside of our comfortable, usual frame of reference and see our culture through a different lens. Additionally, as we become more self-aware, we may also become more ethical communicators as we challenge our ethnocentrism, or our tendency to view our own culture as superior to other cultures.
As was noted earlier, difference matters, and studying intercultural communication can help us better negotiate our changing world. Changing economies and technologies intersect with culture in meaningful ways (Martin & Nakayama). As was noted earlier, technology has created for some a global village where vast distances are now much shorter due to new technology that make travel and communication more accessible and convenient (McLuhan, 1967). However, as the following “Getting Plugged In” box indicates, there is also a digital divide, which refers to the unequal access to technology and related skills that exists in much of the world. People in most fields will be more successful if they are prepared to work in a globalized world. Obviously, the global market sets up the need to have intercultural competence for employees who travel between locations of a multinational corporation. Perhaps less obvious may be the need for teachers to work with students who do not speak English as their first language and for police officers, lawyers, managers, and medical personnel to be able to work with people who have various cultural identities.
“Getting Plugged In”
The Digital Divide
Many people who are now college age struggle to imagine a time without cell phones and the Internet. As “digital natives” it is probably also surprising to realize the number of people who do not have access to certain technologies. The digital divide was a term that initially referred to gaps in access to computers. The term expanded to include access to the Internet since it exploded onto the technology scene and is now connected to virtually all computing (van Deursen & van Dijk, 2010). Approximately two billion people around the world now access the Internet regularl.
8413 906 AMLife in a Toxic Country - NYTimes.comPage 1 .docxpriestmanmable
8/4/13 9:06 AMLife in a Toxic Country - NYTimes.com
Page 1 of 4http://www.nytimes.com/2013/08/04/sunday-review/life-in-a-toxic-country.html?ref=world&pagewanted=all&pagewanted=print
August 3, 2013
Life in a Toxic Country
By EDWARD WONG
BEIJING — I RECENTLY found myself hauling a bag filled with 12 boxes of milk powder and a
cardboard container with two sets of air filters through San Francisco International Airport. I was
heading to my home in Beijing at the end of a work trip, bringing back what have become two of
the most sought-after items among parents here, and which were desperately needed in my own
household.
China is the world’s second largest economy, but the enormous costs of its growth are becoming
apparent. Residents of its boom cities and a growing number of rural regions question the safety of
the air they breathe, the water they drink and the food they eat. It is as if they were living in the
Chinese equivalent of the Chernobyl or Fukushima nuclear disaster areas.
Before this assignment, I spent three and a half years reporting in Iraq, where foreign
correspondents talked endlessly of the variety of ways in which one could die — car bombs,
firefights, being abducted and then beheaded. I survived those threats, only now to find myself
wondering: Is China doing irreparable harm to me and my family?
The environmental hazards here are legion, and the consequences might not manifest themselves
for years or even decades. The risks are magnified for young children. Expatriate workers
confronted with the decision of whether to live in Beijing weigh these factors, perhaps more than at
any time in recent decades. But for now, a correspondent’s job in China is still rewarding, and so I
am toughing it out a while longer. So is my wife, Tini, who has worked for more than a dozen years
as a journalist in Asia and has studied Chinese. That means we are subjecting our 9-month-old
daughter to the same risks that are striking fear into residents of cities across northern China, and
grappling with the guilt of doing so.
Like them, we take precautions. Here in Beijing, high-tech air purifiers are as coveted as luxury
sedans. Soon after I was posted to Beijing, in 2008, I set up a couple of European-made air
purifiers used by previous correspondents. In early April, I took out one of the filters for the first
time to check it: the layer of dust was as thick as moss on a forest floor. It nauseated me. I ordered
two new sets of filters to be picked up in San Francisco; those products are much cheaper in the
United States. My colleague Amy told me that during the Lunar New Year in February, a family
http://topics.nytimes.com/top/reference/timestopics/people/w/edward_wong/index.html
http://topics.nytimes.com/top/news/international/countriesandterritories/china/index.html?inline=nyt-geo
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8. A 2 x 2 Experimental Design - Quality and Economy (x1 and x2.docxpriestmanmable
8. A 2 x 2 Experimental Design: - Quality and Economy (x1 and x2 as independent variables)
Dr. Boonghee Yoo
[email protected]
RMI Distinguished Professor in Business and
Professor of Marketing & International Business
Make changes on the names, labels, and measure on the variable view.
Check the measure.
Have the same keys between “Name” and “Label.”
Run factor analysis for ys (dependent variables).
Select “Principal axis factoring” from “Extraction.”
The two-factor solution seems the best as (1) they are over one eigenvalue each and (2) the variance explained for is over 60%.
The new eigenvalues after the rotation.
The rotated factor matrix is clear.
But note that y3 and y1 are collapsed into one factor.
If not you should rerun factor analysis after removing the most problematic item one at a time.
Repeat this procedure until the rotated factor pattern has
(1) no cross-loading,
(2) no weak factor loading (< 0.5), and
(3) an adequate number of items (not more than 5 items per factor).
If a clear factor pattern is obtained, name the factors.
Attitude and purchase intention (y3 and y1)
Boycotting intention (y2)
Compute the reliability of the items of each factor
Make sure all responses were used.
Cronbach’s a (= Reliability a) must be greater than 0.70. Then, you can create the composite variable out of the member items.
Means and STDs must be similar among the items.
No a here should be greater than Cronbach’s a. If not, you should delete such item(s) to increase a.
Create the composite variable for each factor.
BI = mean (y2_1,y2_2,y2_3)
“PI” will be added to the data.
Go to the Variable View and change its “Name” and “Label.”
8. A 2 x 2 Experimental Design: - Quality and Economy (x1 and x2 as independent variables)
Dr. Boonghee Yoo
[email protected]
RMI Distinguished Professor in Business and
Professor of Marketing & International Business
BLOCK 1. Title and introductory paragraph.
Title and introductory paragraph
Plus, background questions
BLOCK 2 to 5. Show one of four treatments randomly.
x1(hi), x2 (hi)
x1 (hi), x2 (low)
x1 (low), x2 (hi)
x1 (low), x2 (low)
BLOCK 6. Questions.
Manipulation check questions (multi-item scales)
y1, y2, and y3 (multi-item scales)
Socio-demographic questions
Write “Thank you for participation.”
The questionnaire (6 blocks)
A 2x2 between-sample design: SQ (Service quality and ECON (Contribution to local economy)
Each of the four BLOCKs consist of:
The instruction: e.g., “Please read the following description of company ABC carefully.”
The scenario: An image file or written statement
(No questions inside the scenario blocks)
Qualtrics Survey Flow (6 blocks)
Manipulation check questions y1, y2, …, yn
Questions to verify that subjects were manipulated as intended. For example, if the stimulus is dollar-amount price, the manipulation check.
800 Words 42-year-old man presents to ED with 2-day history .docxpriestmanmable
800 Words
42-year-old man presents to ED with 2-day history of dysuria, low back pain, inability to fully empty his bladder, severe perineal pain along with fevers and chills. He says the pain is worse when he stands up and is somewhat relieved when he lies down. Vital signs T 104.0 F, pulse 138, respirations 24. PaO2 96% on room air. Digital rectal exam (DRE) reveals the prostate to be enlarged, extremely tender, swollen, and warm to touch.
In your Case Study Analysis related to the scenario provided, explain the following:
The factors that affect fertility (STDs).
Why inflammatory markers rise in STD/PID.
Why prostatitis and infection happen. Also explain the causes of systemic reaction.
Why a patient would need a splenectomy after a diagnosis of ITP.
Anemia and the different kinds of anemia (i.e., micro, and macrocytic).
.
8.1 What Is Corporate StrategyLO 8-1Define corporate strategy.docxpriestmanmable
8.1 What Is Corporate Strategy?
LO 8-1
Define corporate strategy and describe the three dimensions along which it is assessed.
Strategy formulation centers around the key questions of where and how to compete. Business strategy concerns the question of how to compete in a single product market. As discussed in Chapter 6, the two generic business strategies that firms can follow to pursue their quest for competitive advantage are to increase differentiation (while containing cost) or lower costs (while maintaining differentiation). If trade-offs can be reconciled, some firms might be able to pursue a blue ocean strategy by increasing differentiation and lowering costs. As firms grow, they are frequently expanding their business activities through seeking new markets both by offering new products and services and by competing in different geographies. Strategic leaders must formulate a corporate strategy to guide continued growth. To gain and sustain competitive advantage, therefore, any corporate strategy must align with and strengthen a firm’s business strategy, whether it is a differentiation, cost-leadership, or blue ocean strategy.
Corporate strategy comprises the decisions that leaders make and the goal-directed actions they take in the quest for competitive advantage in several industries and markets simultaneously.3 It provides answers to the key question of where to compete. Corporate strategy determines the boundaries of the firm along three dimensions: vertical integration along the industry value chain, diversification of products and services, and geographic scope (regional, national, or global markets). Strategic leaders must determine corporate strategy along the three dimensions:
1. Vertical integration: In what stages of the industry value chain should the company participate? The industry value chain describes the transformation of raw materials into finished goods and services along distinct vertical stages.
2. Diversification: What range of products and services should the company offer?
3. Geographic scope: Where should the company compete geographically in terms of regional, national, or international markets?
In most cases, underlying these three questions is an implicit desire for growth. The need for growth is sometimes taken so much for granted that not every manager understands all the reasons behind it. A clear understanding will help strategic leaders to pursue growth for the right reasons and make better decisions for the firm and its stakeholders.
WHY FIRMS NEED TO GROW
LO 8-2
Explain why firms need to grow, and evaluate different growth motives.
Several reasons explain why firms need to grow. These can be summarized as follows:
1. Increase profits.
2. Lower costs.
3. Increase market power.
4. Reduce risk.
5. Motivate management.
Let’s look at each reason in turn.
INCREASE PROFITS
Profitable growth allows businesses to provide a higher return for their shareholders, or owners, if privately held. For publicly trade.
8.0 RESEARCH METHODS These guidelines address postgr.docxpriestmanmable
8.0 RESEARCH METHODS
These guidelines address postgraduate students who have completed course
requirements and assumed to have sufficient background experience of high-level
engagement activities like recognizing, relating, applying, generating, reflecting and
theorizing issues. It is an ultimate period in our academic life when we feel confident
at embarking on independent research.
It cannot be overemphasized that we must enjoy the experience of research process
and not look at it as an academic chore.
To enable such a desired behaviour, these guidelines consider the research process
in terms of the skills and knowledge needed to develop independent and critical
styles of thinking in order to evaluate and use research as well as to conduct fresh
research.
The guidelines should be viewed as briefs which the Research Supervisors are expected
to exemplify based on their own experience as well as expertise.
8.1 Chapter 1 - Introduction
INTRODUCE the subject or problem to be studied. This might require the
identification of key managerial concerns, theories, laws and governmental rulings,
critical incidents or social changes, and current environmental issues, that make the
subject critical, relevant and worthy of managerial or research attention.
• To inform the Reader (stylistically - forthright, direct, and brief / concise),
• The first sentence should begin with `This Study was intended
to’….’ And immediately tell the Reader the nature of the study for the
reader's interest and desire to read on.
8.1.1 The Research Problem
What is the statement of the problem? The statement of the problem or problem
statement should follow logically from what has been set forth in the background of
the problem by defining the specific research need providing impetus for the
study, a need not met through previous research. Present a clear and precise
statement of the central question of research, formulated to address the need.
8.1.2 The Purpose of the Study
What is the purpose of the study? What are the RESEARCH QUESTION (S) of
the study? What are the specific objective (s) of the study? Define the specific
research objective (s) that would answer the research Question (s) of the study.
8.1.3 The Rationale of the Study:
1. Why in a general sense?
2. One or two brief references to previous research or theories critical in structuring
this study to support and understand the rationale.
3. The importance of the study for the reader to know, to fully appreciate the need
for the study - and its significance.
4. Own professional experience that stimulated the study or aroused interest in the
area of research.
5. The Need for the Study - will deal with valid questions or professional concerns
to provide data leading to an answer - reference to literature helpful and
appropriate.
8.1.4 The Significance of the Study:
1. Clearly .
95People of AppalachianHeritageChapter 5KATHLEEN.docxpriestmanmable
95
People of Appalachian
Heritage
Chapter 5
KATHLEEN W. HUTTLINGER and LARRY D. PURNELL
Overview, Inhabited Localities,
and Topography
OVERVIEW
Appalachia consists of that large geographic expanse in
the eastern United States that is associated with the
Appalachian mountain system, a 200,000-square-mile
region that extends from the northeastern United States
in southern New York to northern Mississippi. It includes
all of West Virginia and parts of Alabama, Georgia,
Kentucky, Maryland, Mississippi, New York, North
Carolina, Ohio, Pennsylvania, South Carolina, Tennessee,
and Virginia. This very rural area is characterized by a
rolling topography with very rugged ridges and hilltops,
some extending over 4000 feet high, with remote valleys
between them. The surrounding valleys are often 2000
feet or more in elevation and give one a sense of isolation,
peacefulness, and separateness from the lower and more
heavily traveled urban areas. This isolation and rough
topography have contributed to the development of
secluded communities in the hills and natural hollows or
narrow valleys where people, over time, have developed a
strong sense of independence and family cohesiveness.
These same isolated valleys and rugged mountains pre-
sent many transportation problems for those who do not
have access to cars or trucks. Very limited public trans-
portation is available only in the larger urbanized areas.
Even though the Appalachian region includes several
large cities, many people live in small settlements and in
inaccessible hollows or “hollers” (Huttlinger, Schaller-
Ayers, & Lawson, 2004a). The rugged location of many
communities in Appalachia results in a population that is
often isolated from the mainstream of health-care ser-
vices. In some areas of Appalachia, substandard secondary
and tertiary roads, as well as limited public bus, rail, and
airport facilities, prevent easy access to the area (Fig. 5–1).
Difficulty in accessing the area is partially responsible for
continued geographic and sociocultural isolation. The
rugged terrain can significantly delay ambulance response
time and is a deterrent to people who need health care
when their health condition is severe. This is one area in
which telehealth innovations can and often do provide
needed services.
Many of the approximately 24 million people who live
in Appalachia can trace their family roots back 150 or
more years, and it is common to find whole communities
comprising extended, related families. The cultural her-
itage of the region is rich and reflected in their distinctive
music, art, and literature. Even though family roots are
strong, many of the region’s younger residents have left
the area to pursue job opportunities in the larger urban
cities of the north. The remaining, older population
reflects a group that often has less than a high-school edu-
cation, is frequently unemployed, may be on welfare
and/or disability, and is regularly uninsured (20.4 per-
cent) (Virginia He.
8-10 slide Powerpoint The example company is Tesla.Instructions.docxpriestmanmable
8-10 slide Powerpoint The example company is Tesla.
Instructions
As the organization’s top leader, you are responsible for communicating the organization’s strategies in a way that makes the employees understand the role that they play in helping to achieve the organization’s strategies. Design a presentation that explains the following:
The company is Tesla
1. Your Organization's Mission and Vision
2. Your organization’s overall strategies and how they align with the Mission and Vision
3. At least five of your organization’ strategic SMART goals that align with the overall organizational strategy
4. At least three different departments’ specific roles in helping to achieve those strategic SMART goals
5. This can be a PowerPoint presentation with a voice-over or it can be a video presentation.
Length: 8 – 10 slides, not including title and reference slide.
Notes Length: 200-250 words for each slide.
References: Include a minimum of five scholarly resources.
I will do the voice over. I do not need a separate document of speaker notes as long as the PowerPoint has the requested 200-250 words for each slide
.
8Network Security April 2020FEATUREAre your IT staf.docxpriestmanmable
8
Network Security April 2020
FEATURE
Are your IT staff ready
for the pandemic-driven
insider threat? Phil Chapman
Obviously the threat to human life is
the top concern for everyone at this
moment. But businesses are also starting
to suffer as productivity slips globally
and the workforce itself is squeezed.
The UK Government’s March budget
did announce some measures, especially
for small and medium-size enterprises
(SMEs), that will make this period
slightly less painful for organisations.
However, as is apparent from the tank-
ing stock market (the FTSE 100 has
hit levels not seen since June 2012) the
economy and pretty much all businesses
in the country (unless you produce hand
sanitiser) are going to suffer. There is no
time like now for the UK to embrace
its mantra of ‘keep calm and carry on’
because that is what we must do if we’re
going to keep business flowing.
For the IT department at large there is
lots of urgent work to do to ensure that
the business is prepared to keep running
smoothly even if people are having to
work remotely. The task at hand for cyber
security professionals is arguably even
larger as Covid-19 is seeing cyber criminals
capitalising on the fact that the insider
threat is worse than ever, with more people
working remotely from personal devices
than many IT and cyber security teams
have likely ever prepared for.
This article will argue that the cyber
security workforce, which is already suf-
fering a digital skills crisis, may also be
lacking the adequate soft skills required
to effectively tackle the insider threat
that has been exacerbated by the pan-
demic. It will first examine the insider
threat, and why this has become so
much more insidious because of Covid-
19. It will then look into the essential
soft skills required to tackle this threat,
before examining how organisations can
effectively implement an apprentice-
ship strategy that generates professionals
with both hard and soft skills, includ-
ing advice from the CISO of globally
respected law firm Pinsent Masons, who
will provide insight into how he is mak-
ing his strategy work. It will conclude
that many of these issues could be solved
if the industry didn’t rely so heavily on
recruiting graduates and rather looked
towards hiring apprentices.
The insider threat
In the best of times, every cyber-pro-
fessional knows that the biggest threat
to an organisation’s IT infrastructure
is people, both malicious actors and
– much more often – employees and
partners making mistakes. The problem
is that people lack cyber knowledge and
so commit careless actions – for exam-
ple, forwarding sensitive information to
the wrong recipient over email or plug-
ging rogue USBs into their device (yes,
that still happens). Cyber criminals
capitalise on this ignorance by utilising
social engineering tactics ranging from
the painfully simple, like fake emails
from Amazon, to the very sophisticated,
such as.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
309People of MexicanHeritageChapter 18RICK ZOUCH.docx
1. 309
People of Mexican
Heritage
Chapter 18
RICK ZOUCHA and CECILIA A. ZAMARRIPA
Overview, Inhabited Localities,
and Topography
OVERVIEW
People of Mexican heritage are a very diverse group geo-
graphically, historically, and culturally and are not easy to
describe. Although no specific set of characteristics can
fully describe people of Mexican heritage, some common-
alities distinguish them as an ethnic group, with many
regional variations that reflect subcultures in Mexico and
in the United States. A common term used to describe
Spanish-speaking populations in the United States,
including people of Mexican heritage, is Hispanic.
However, the term can be misleading and can encompass
many different people clustered together owing to a com-
mon heritage and lineage from Spain. Many Hispanic
people prefer to be identified by descriptors more specific
to their cultural heritage, such as Mexican, Mexican
American, Latin American, Spanish American, Chicano,
Latino, or Ladino. Therefore, when referring to Mexican
Americans, use that phrase instead of Hispanic or Latino
(Vázquez, 2001). As a broad ethnic group, people of
Mexican heritage often refer to themselves as la raza,
2. which means “the race.” The Spanish word for race has a
different meaning than the American interpretation of
race. The concept of la raza has brought people together
from separate worlds to make families and is about inclu-
sion (Vázquez, 2000).
HERITAGE AND RESIDENCE
Mexico, with a population of 107,449,525 (CIA, 2007), is
a blend of Spanish white and Indian, Native American,
Middle Eastern, and African. Mexican Americans are
descendants of Spanish and other European whites;
Aztec, Mayan, and other Central American Indians; and
Inca and other South American Indians as well as people
from Africa (Schmal & Madrer, 2007). Some individuals
can trace their heritage to North American Indian tribes
in the southwestern part of the United States.
Mexico City, one of the largest cities in the world, has
a population of over 20 million. Mexico is undergoing
rapid changes in business and health-care practices.
Undoubtedly, these changes have accelerated and will
continue to accelerate with the passage of the North
American Free Trade Agreement as people are more able
to move across the border to seek employment and edu-
cational opportunities.
Historically, people of Mexican heritage lived on the
land that is now known as the southwestern United
States for generations, long before the first white settlers
came to the territory. By 1853, approximately 80,000
Spanish-speaking settlers lived in the area lost by Mexico
during the Texas Rebellion, the Mexican War, and the
Gadsden Purchase. After the northern part of Mexico was
annexed to the United States, the settlers were not offi-
4. Mexican Revolution to seek political, religious, and eco-
nomic freedoms (Congress, 2005). Following the
Mexican Revolution, strict limits were placed on the
Catholic Church, and until recently, clerics were not
allowed to wear their church garb in public. For many,
this restricted the expression of faith and was a minor
factor in their immigration north to the United States
(Meyer & Beezley, 2000). Since the “Great Migration,”
limited employment opportunities in Mexico, especially
in rural areas, has encouraged Mexicans to migrate to the
United States as sojourners or immigrants or with undoc-
umented status; the latter are often derogatorily referred
to as wetbacks (majodos) by the white and Mexican
American populations.
Of undocumented immigrants in the United States, an
estimated 6 million are from Mexico (Van Hook, Bean, &
Passel, 2005). Before the Immigration Reform and
Control Act of 1986, hundreds of thousands of Mexicans
crossed the border, found jobs, and settled in the United
States. Although the numbers have decreased since 1986,
border towns in Texas and California still experience large
influxes of Mexicans seeking improved employment and
educational opportunities. The tide of illegal immigration
to the United States has increased, as evidenced by the
apprehension of Mexicans attempting to enter the United
States annually, with estimates of 250,000 to 300,000 peo-
ple entering illegally (Passel, 2004).
Even though the economy of Mexico has grown, the
buying power of the peso has decreased and inflation
rates have increased faster than wages; thus, 43 percent of
the population continues to live in poverty (CIA, 2007).
Recent Mexican immigrants are more likely to live in
poverty, more pessimistic about their future, and less edu-
cated than previous immigrants. Many Mexicans are
5. among the very poor, with little hope of improving their
economic status. Between the years 1999 and 2000 in the
United States, the poverty rate for Hispanics was 22.6 per-
cent (U.S. Bureau of the Census, 2001).
EDUCATIONAL STATUS AND OCCUPATIONS
Many second- and third-generation Mexican Americans
have significant job skills and education. By contrast,
many, especially newer immigrants from rural areas,
have poor educational backgrounds and may place lit-
tle value on education because it is not needed to
obtain jobs in Mexico. Once in the United States, they
initially find work similar to that which they did in
their native land, including farming, ranching, mining,
oil production, construction, landscaping, and domes-
tic jobs in homes, restaurants, and hotels and motels.
Economic and educational opportunities in the United
States are attainable, which allows immigrants to pur-
sue the great American dream of a perceived better life
(Kemp, 2001). Many Mexicans and Mexican Americans
work as seasonal migrant workers, who may relocate
several times each year as they “follow the sun.”
Sometimes, their unwillingness or inability to learn
English is related to their intent to return to Mexico;
however, this may hinder their ability to obtain better
paying jobs (Fig. 18–1).
The mean educational level in Mexico is 5 years. Until
1992, Mexican children were required to attend school
through the sixth grade, but since the Mexican School
Reform Act of 1992, a ninth-grade education is required.
However, great strides have been made in educational
standards in Mexico, which now reports a 92 percent lit-
eracy rate among its population (CIA, 2007). A common
7. Communication
DOMINANT LANGUAGE AND DIALECTS
Mexico is one of the largest Spanish-speaking countries in
the world, with over 80 million speaking the language.
The dominant language of Mexicans and Mexican
Americans is Spanish. However, Mexico has 54 indige-
nous languages and more than 500 different dialects
(Spanish Language, 2007). Knowing the region from
which a Mexican American originates may help to iden-
tify the language or dialect the individual speaks. For
example, major indigenous languages besides Spanish
include Nahuatl and Otami, spoken in central Mexico;
Mayan, in the Yucatan peninsula; Maya-Quiche, in the
state of Chiapas; Zapotec and Mixtec, in the valley of
Oaxaca; Tarascan, in the state of Michoacan; and
Totonaco, in the state of Veracruz. Many of the Spanish
dialects spoken by Mexican Americans have similar word
meanings. However, the dialects of Spanish spoken by
other groups may not have the same meanings. Because
of the rural isolationist nature of many ethnic groups and
the influence of native Indian languages, the dialects are
so diverse in selected regions that it may be difficult to
understand the language, regardless of the degree of flu-
ency in Spanish.
Radio and television programs broadcasting in Spanish
in both the United States and Mexico have helped to
standardize Spanish. For the most part, public broadcast
communication is primarily derived from Castilian
Spanish. This standardization reduces the difficulties
experienced by subcultures with multiple dialects. When
speaking in a nonnative language, health-care providers
8. must select words that have relatively pure meanings in
the language and avoid the use of regional slang.
Contextual speech patterns among Mexican Americans
may include a high-pitched, loud voice and a rate that
seems extremely fast to the untrained ear. The language
uses apocopation, which accounts for this rapid
speech pattern. An apocopation occurs when one word
ends with a vowel and the next word begins with a
vowel. This creates a tendency to drop the vowel ending
of the first word and results in an abbreviated, rapid-
sounding form. For example, in the Spanish phrase for
How are you?, ¿Cómo está usted? may become
¿Comestusted?. The last word, usted, is frequently
dropped. Some may find this fast speech difficult to
understand. However, if one asks the individual to enun-
ciate slowly, the effect of the apocopation or truncation
is less pronounced.
To help bridge potential communication gaps, health-
care providers need to watch the client for cues, para-
phrase words with multiple meanings, use simple sen-
tences, repeat phrases for clarity, avoid the use of regional
idiomatic phrases and expressions, and ask the client to
repeat instructions to ensure accuracy. Approaching the
Mexican American client with respect and personalismo
(being friendlike) and directing questions to the domi-
nant member of a group (usually the man) may help to
facilitate more open communication. Zoucha and Husted
(2002) found that becoming personal with the client or
family is essential to building confidence and promoting
health. The concept of personalismo may be difficult for
some health-care professionals because they are socialized
to form rigid boundaries between the caregiver and the
client and family.
9. CULTURAL COMMUNICATION PATTERNS
Whereas some topics such as income, salary, or invest-
ments are taboo, Mexican Americans generally like to
express their inner beliefs, feelings, and emotions once
they get to know and trust a person. Meaningful conver-
sations are important, often become loud, and seem dis-
organized. To the outsider, the situation may seem stress-
ful or hostile, but this intense emotion means the
conversants are having a good time and enjoying each
other’s company. Within the context of personalismo and
respeto, respect, health-care providers can encourage
open communication and sharing and develop the
client’s sense of trust by inquiring about family members
before proceeding with the usual business. It is important
for health-care providers to engage in “small talk” before
addressing the actual health-care concern with the client
and family (Zoucha & Reeves, 1999).
Mexican Americans place great value on closeness and
togetherness, including when they are in an in-patient
facility. They frequently touch and embrace and like to
see relatives and significant others. Touch between men
and women, between men, and between women is accept-
able. To demonstrate respect, compassion, and under-
standing, health-care providers should greet the Mexican
American client with a handshake. Once rapport is estab-
lished, providers may further demonstrate approval and
respect through backslapping, smiling, and affirmatively
nodding the head. Given the diversity of dialects and the
nuances of language, culturally congruent use of humor
is difficult to accomplish and, therefore, should be
avoided unless health-care providers are absolutely sure
there is no chance of misinterpretation. Otherwise, inap-
propriate humor may jeopardize the therapeutic relation-
11. as relative rather than categorically imperative. Deadlines
and commitments are flexible, not firm. Punctuality is
generally relaxed, especially in social situations. This con-
cept of time is innate in the Spanish language. For exam-
ple, one cannot be late for an appointment; one can only
arrive late! In addition, a few immigrants from rural envi-
ronments in which adhering to a strict time clock is
unimportant may not own a clock or even be able to tell
time.
Because of their more relaxed concept of time,
Mexican Americans may arrive late for appointments,
although the current trend is toward greater punctuality.
Health-care facilities that use an appointment system for
clients may need to make special provisions to see clients
whenever they arrive. Health-care providers must care-
fully listen for clues when discussing appointments.
Disagreeing with health-care providers who set the
appointment may be viewed as rude or impolite.
Therefore, some Mexican Americans will not tell you
directly that they cannot make the appointment. In the
context of the discussion, they may say something like
“my husband goes to work at 8:00 a.m. and the children
are off to school, then I have to do the dishes . . . .” The
health-care professional should ask: “Is 8:30 a.m. on
Thursday okay for you?” The person might say yes but the
health-care professional must still intently listen to the
conversation and then possibly negotiate a new time for
the appointment. In the conversation, the client may give
clues that they will not arrive at the intended time,
because it is important to save face and avoid being rude
by saying they will not arrive on time.
FORMAT FOR NAMES
Names in most Spanish-speaking populations seem com-
12. plex to those unfamiliar with the culture. A typical name
is La Señorita Olga Gaborra de Rodriguez. Gaborra is the
name of her father, and Rodriguez is her mother’s sur-
name. When she marries a man with the surname
Guiterrez, she becomes La Señora (denotes a married
woman) Olga Guiterrez de Gaborra y Rodriguez. The word
de is used to express possession, and the father’s name,
which is considered more important than the mother’s,
comes first. However, this full name is rarely used except
on formal documents and for recording the name in the
family Bible. Out of respect, most Mexican Americans are
more formal when addressing nonfamily members. Thus,
the best way to address Olga is not by her first name but
rather as Señora Guiterrez. Titles such as Don and Doña for
older respected members of the community and family
are also common. If using English while communicating
with people older than the nurse or health-care provider,
use titles such as Mr., Ms., Miss, or Mrs., as a sign of
respect.
Health-care providers must understand the role of
older people when providing care to people of Mexican
heritage. To develop confidence and personalismo, an ele-
ment of formality must exist between health-care
providers and older people. Becoming overly familiar by
using physical touch or addressing them by first names
may not be appreciated early in a relationship (Kemp,
2001). As the health-care professional develops confi-
dence in the relationship, becoming familiar may be less
of a concern. However, using the first name of an older
client may never be appropriate (Zoucha & Husted, 2000).
Family Roles and Organization
HEAD OF HOUSEHOLD AND GENDER ROLES
13. The typical family dominance pattern in traditional
Mexican American families is patriarchal, with evidence
of slow change toward a more egalitarian pattern in
recent years (Grothaus, 1996). Change to a more egalitar-
ian decision-making pattern is primarily identified with
more educated and higher socioeconomic families.
Machismo in the Mexican culture sees men as having
strength, valor, and self-confidence, which is a valued
trait among many. Men are seen as wiser, braver, stronger,
and more knowledgeable regarding sexual matters. The
female takes responsibility for decisions within the home
and for maintaining the family’s health. Machismo assists
in sustaining and maintaining health not only for the
man but also with implications for the health and well-
being of the family (Sobralske, 2006).
PRESCRIPTIVE, RESTRICTIVE, AND TABOO
BEHAVIORS FOR CHILDREN AND ADOLESCENTS
Children are highly valued because they ensure the con-
tinuation of the family and cultural values (Locke, 1999).
They are closely protected and not encouraged to leave
home. Even compadres (godparents) are included in the
care of the young. Each child must have godparents in
case something interferes with the parents’ ability to ful-
fill their child-rearing responsibilities. Children are taught
at an early age to respect parents and older family mem-
bers, especially grandparents. Physical punishment is
often used as a way of maintaining discipline and is some-
times considered child abuse in the United States. Using
children as interpreters in the health-care setting is dis-
couraged owing to the restrictive nature of discussing
gender-specific health assessments.
FAMILY GOALS AND PRIORITIES
V I G N E T T E 1 8 . 1
15. children, especially after the doctor had discouraged them
from having any children after the complicated birth of their
first child. The family attends Mass together every Sunday
morning and then meets for breakfast chorizo at a local
restaurant frequented by many of their church’s other parish-
ioner families. Mr. Perez believes his health and the health of
his family are in the hands of God.
The Perez family lives in a modest four-bedroom ranch
home that they bought 22 years ago. The home is located in a
predominantly Mexican American neighborhood located in
La Loma section of town. Mr. and Mrs. Perez are active in the
church and neighborhood community. The Perez home is
usually occupied by many people and has always been the
gathering place for the family.
During his years of employment, Mr. Perez was the sole
provider for the family and now receives social security
checks and a pension. Mrs. Perez is also retired and receives
a small pension for a short work period as a teacher’s aide. Mr.
and Mrs. Perez count on their nurse daughter to guide them
and advise on their health care. Mr. Perez visits a curandero
for medicinal folk remedies. Mrs. Perez is the provider of spir-
itual, physical, and emotional care for the family. In addition,
their nurse daughter is always present during any major surg-
eries or procedures. Mrs. Perez and her daughter the nurse
will be caring for Mr. Perez during his procedure for a pace-
maker.
1. Explain the significance of family and kinship for the
Perez family.
2. Describe the importance of religion and God for the
Perez family.
3. Identify two stereotypes about Mexican Americans that
16. were dispelled in this case with the Perez family.
4. What is the role of Mrs. Perez in this family?
The concept of familism is an all-encompassing value
among Mexicans, for whom the traditional family is still
the foundation of society. Family takes precedence over
work and all other aspects of life. In many Mexican fami-
lies, it is often said “God first, then family.” The dominant
Western health-care culture stresses including the client
and family in the plan of care. Mexicans are strong propo-
nents of this family care concept, which includes the
extended family. By including all family members, health-
care providers can build greater trust and confidence and,
in turn, increase compliance with health-care regimens
and prescriptions (Wells, Cagle, & Bradley, 2006).
Blended communal families are almost the norm in
lower socioeconomic groups and in migrant-worker
camps. Single, divorced, and never-married male and
female children usually live with their parents or extended
families, regardless of economics. Extended kinship is
common through padrinos, godparents who may be close
friends are usually considered family members (Zoucha &
Zamarripa, 1997). Thus, the words brother, sister, aunt,
and uncle do not necessarily mean that they are related
by blood. For many men, having children is evidence of
their virility and a sign of machismo.
When grandparents and older parents are unable to live
on their own, they generally move in with their children.
The extended family structure and the Mexicans’ obliga-
tion to visit sick friends and relatives encourage large num-
bers to visit hospitalized family members and friends. This
practice may necessitate that health-care providers relax
17. strict visiting policies in health-care facilities.
Social status is highly valued among Mexican
Americans, and a person who holds an academic degree
or position with an impressive title commands great
respect and admiration from family, friends, and the com-
munity. Good manners, a family, and family lineage, as
indicated by extensive family names, also confer high sta-
tus for Mexicans.
ALTERNATIVE LIFESTYLES
Twenty-six percent of Mexican families in the United
States live in poverty, and many are headed by a single
female parent. This percentage is lower than that for
other minority groups in the United States (U.S. Bureau of
the Census, 2001). Because the Hispanic cultural norm is
for a pregnant woman to marry, Mexicans are more likely
to marry at a young age. Yet, common law marriages
(unidos) are frequently practiced and readily accepted,
with many couples living together their entire lives.
Although homosexual behavior occurs in every soci-
ety, The Williams Project reported that five states
(California, Texas, New York, Florida, and Illinios) have
the highest number of same-sex Latino couples, totaling
100,796, living together in the United States (Gates, Lau,
& Sears, 2006). Newspapers from Houston, Texas;
Washington, D.C.; and Chicago, Illinois, report on the
efforts of Hispanic lesbian and gay organizations in the
areas of HIV and AIDS (La SIDA in Spanish) and life part-
ner benefits. In Mexico, antihate groups raised serious
concerns about killings of homosexual men, causing
many to remain closeted (Redding, 1999). In Mexico,
machismo plays a large part in the phobic attitudes toward
gay behavior. Larger cities in the United States may have
19. American educational systems usually emphasize an ana-
lytical approach, practical applications, and a narrow, in-
depth specialization. Thus, additional training may be
needed for some Mexicans when they come to the United
States.
Because family is a first priority for most Mexicans,
activities that involve family members usually take prior-
ity over work issues. Putting up a tough business front
may be seen as a weakness in the Mexican culture.
Because of this separation of work from emotions in
American culture, most Mexican Americans tend to shun
confrontation for fear of losing face. Many are very sensi-
tive to differences of opinion, which are perceived as dis-
rupting harmony in the workplace. People of Mexican
heritage find it important to keep peace in relationships
in the workplace.
For many Mexicans, truth is tempered by diplomacy
and tact. When a service is promised for tomorrow, even
when they know the service will not be completed tomor-
row, it is promised to please, not to deceive. Thus, for
many Mexicans, truth is seen as a relative concept,
whereas for most European Americans, truth is an
absolute value and people are expected to give direct yes
and no answers. These conflicting perspectives about
truth can complicate treatment regimens and commit-
ment to the completion of work assignments. Intentions
must be clarified and, at …