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ADVERTISING & SOCIETY REVIEW E-ISSN 1154-7311 CONTENTS Reflecting On Ethnic Imagery In Gcse History Essay Help

ADVERTISING & SOCIETY REVIEW

E-ISSN 1154-7311

CONTENTS

 

Reflecting on Ethnic Imagery in the Landscape of Commerce, 1945-1975

 

Fath Davis Ruffins

Ruffins, Fath Davis. 1998. Reflecting on ethnic imagery in the landscape of commerce, 1945-1975. In Getting and Spending: European and American Consumer Societies in the Twentieth Century, ed. by Susan Strasser, Charles McGovern, and Matthias Judt. Cambridge: Cambridge University Press, 379-406. Reprinted with the permission of Cambridge University Press. Illustrations reprinted permission of the Archives Center, National Museum of American History, Smithsonian Institution.

 

 

 

I

 

1

Between 1945 and 1975, Americans turned their nation into a global powerhouse of production and consumption, and their government bound together foreign policy success, consumerism, and domestic tranquillity in new and explicit ways. During World War II, the Office of War Information – in posters, billboards, pamphlets, and radio programs – had clearly linked the wartime sacrifices to the coming prosperity of the postwar years. The long-term effects of the G.I. Bills supporting veteran’s education, home ownership, and business aspirations trickled down even to Afro-Americans Mexican Americans. 1 By the early 1960s, many working-class Americans could own television sets, washing machines, and perhaps a Chevy or a Ford. During the Eisenhower presidency, growing consumerism at home was explicitly tied to the fight against communism abroad. At a joint trade fair in Moscow in 1959,Vice President Richard M. Nixon predicted to Soviet Premier Nikita Khrushchev that America would win the fight against communism with its refrigerators, toasters, and cars. 2Prosperity and world hegemony were integrally connected in the postwar world.

 

2

Yet the same nation that was shown proceeding toward consumerist heaven in countless television commercials, Hollywood movies, and print advertisements was also riven by profound internal conflict, especially over questions of race and ethnicity. It was only the threat of a massive march on Washington that forced President Franklin D. Roosevelt to issue Executive Order 8802, which established the Fair Employment Practices Commission (FEPQ to investigate charges of discrimination in hiring by government and business. In 1948 the threat of a close presidential election forced President Harry S. Truman to issue Executive Order 9981 to desegregate the armed forces. The National Association for the Advancement of Colored People (NAACP) had agitated for just such actions for over a generation, and after World War II, its work began to pay off. From the late 1940s through the late 1950s, under Chief Justice Earl Warren, the Supreme Court issued a series of decisions that decreed desegregation in party primaries, public transportation, accommodations, and eventually education, most famously in the 1954 landmark decision Brown v. The Board of Education of Topeka, Kansas, which mandated desegregation in American public schools “with all deliberate speed.” In 1955 the Afro-American community of Montgomery, Alabama, began its justly famous and successful bus boycott, which catapulted both Rosa Parks and the Reverend Dr. Martin Luther King Jr., then a young man, to national attention. This bus boycott is widely seen today as the symbolic beginning of the modern civil rights movement that was to change American society dramatically over the next ten years.

 

3

With a wave of demonstrations, boycotts, and other forms of “direct action,” issues of race and equality hit the top of the domestic national agenda. In 1957, a conservative president, Dwight D. Eisenhower, was forced to send federal troops to Little Rock, Arkansas, to protect nine Afro-American children entering a previously whites-only high school. In 1963, the symbolic high water mark of the civil rights movement occurred during the March on Washington: a peaceful demonstration by 250,000 people on the Mall in support of the civil rights bill before Congress. As a result of this demonstration and Martin Luther King Jr.’s famous “I Have a Dream” speech, the Congress in 1964, passed the Civil Rights Act, which outlawed discrimination. In 1965 the Congress passed the Voting Rights Act, which guaranteed all Americans the right to vote. These bills were signed into law by President Lyndon B. Johnson. Such concerns about the civil rights of Afro-Americans had not taken such a progressive tone on the national stage since the era of Reconstruction (1865-77). Indeed, many people during the early and mid-1960s labeled these years “The Second Reconstruction.” 3 One recent history of the period is Taylor Branch’s Parting the Waters: America in the King Years (1988), reflecting the profound significance of these accomplishments for American society in the early Cold War era.

 

4

Yet there has been little investigation of the relationship between these serious domestic concerns regarding race and the simultaneous development of the United States as the preeminent consumerist society. One way to begin such an analysis is to ask: What difference did it make in the development of American consumerist practices and products that the United States was a heterogeneous society? How did American racial and ethnic beliefs and practices figure in producing, selling, and consuming goods after World War II? In what ways did the profound social dislocations around race and ethnicity during these years appear in the visualizations of American life embodied in advertising, public relations, and other forms of selling? This chapter is no more than an outline – a series of reflections – about the crucial intersections of growing consumerism and the emerging, conflicted consciousness of race and ethnicity that distinguished the first thirty years of the Cold War era.

II

 

5

Commercial imagery depicting distinctively American ideas about race and has a very long history. When colonial Virginians labeled their of tobacco with pictures of Indian chieftains or enslaved Africans working the fields, they were indicating the authenticity of their product as the “New World” – then producing the finest tobacco available. When antebellum printers published runaway ads and slave-sale announcements by the thousands, they depicted some of the key aspects of slavery as f buying and selling people as property. Thus, commercial imagery illustrating the complexities of race in America has a history virtually coextensive with the notion of “America” itself.

 

6

On first mention of the words “ethnic imagery,” many people think immediately of stereotypes. Certainly, commercial imagery before 1930 was rife with many images that would today be labeled stereotypical. Beginning in the 1830s, blackface minstrelsy imbued song, story, and the stage with a panoply of black characters: Jim Crow – the chicken-stealing country bumpkin; Zip Coon – the ridiculous citified dandy; De judge – a pompous ass given to malapropisms. These characters became staples of American humor itself, eventually appearing in silent films and the talkies.

 

7

Aunt Jemima is one of the best known and enduring trademarked images in the United States. Aunt Jemima was a fictitious character devised for selling a new kind of four-flour pancake mix in the 1890s. Introduced to a national market at the Columbian Exposition in 1893, Aunt Jemima and her superlight, easy-to-make pancake mix were an immediate hit. The woman hired to portray Aunt Jemima in person at the fair, Nancy Green, was reputed to have served more than 2 million pancakes to visitors. The company renamed itself after the character and the product itself bore her name. Over the years, this very successful company was purchased by ever larger corporations and today is part of Quaker Oats. The exact visualization of Aunt Jemima has changed drastically over the last hundred years. She began as an enormously fat, dark black woman with huge cheeks, nose, and super-white eyes whose face took up nearly the entire box. Today the, same red and white box exists, but Aunt Jemima is in an oval cameo set in a corner of the top. She no longer wears a kerchief and looks like a medium brown-skinned woman with glossy hair who could be a suburban grandmother.

 

8

The history of Aunt Jemima as a character is far too complex to detail here. Scores of scholarly articles and thousands of newspaper pieces have been written about her. 4 Aunt Jemima is quite simply an icon in American culture, although her meaning is deeply contested. As a visual type, Aunt Jemima was the best known of a whole genre of “Mammy” figures. Appearing widely in advertising during the 1880s, the Mammy character became a staple of song, legend, stage, and screen. Eventually, to evoke the “0ld South” of “moonlight and magnolias” required a Mammy figure. In the archetypal film of this subject, Gone With the Wind (1939), Hattie McDaniels portrayed such a powerful Mammy figure that she became the first (and many years the only) Afro-American woman to win an Academy Award.

 

 

Scholars are just beginning to plumb the meaning of these Mammy characters in white society, but already we can ascertain that the Mammy figure, appearing on greeting cards and in numerous sentimental forms, was one version of “the good mother” – uncritical, nuturing, warm, and embracing.

 

9

By the 1910s, some southerners began to call for a memorial to honor the Mammy figure. These efforts appeared all across the South and are collectively known as the Black Mammy Memorial movement, which resulted in the formation of an institute chartered for twenty years in Athens, Georgia. In 1923, the Daughters of the Confederacy proposed that a bronze memorial to honor the Mammy of the Old South be placed somewhere on the grounds of the Capitol building in Washington, D.C. Numerous Afro-Americans protested and effectively quashed the petition in the House of Representatives, although several congressional committees seriously considered the idea. Such sentiments underscored the deep vein of positive white sentiment that images of “the Mammy” tapped. The marketers of Aunt Jemima drew on prevailing notions about Afro-American women and comfort to their intended market of white consumers.

 

10

Because these images visually fixed Afro-American identity at a distinct low social, cultural, and economic level, many Afro-Americans had considerably more negative feelings about Aunt Jemima. In the late 1910s, the NAACP began to protest the use of this image. Before 1910, the fictitious Aunt Jemima was given a full-scale personal history by the Quaker Oats Company that showed her as a loyal slave, happy to serve her heroic Confederate masters, even after freedom came. Early Afro-American criticism of the image concentrated not only on the visual portrayal but also on this demeaning history. Yet fictitious story remained powerful to many non-Afro-Americans and was retold in many screen versions starting in the 1930s. By the 1950s, many Afro-Americans were calling Aunt Jemima an out-and-out stereotype. Black visual artists lampooned the character; feminist playwrights and poets satirized the image. By the 1970s, Aunt Jemima all by herself served as a handy symbol for the racial stereotyping of all Black Americans by racist white media.

 

11

Yet Aunt Jemima remains a brand name with recognition ratings consistently above 95 percent on many American marketing surveys. Such numbers suggest just why Quaker Oats has kept her on the box, despite many protests over the years. Even though most Americans today may feel degrees of discomfort with Aunt Jemima, enough positive regard exists that the company continues to update her image, but never to eliminate it. In 1995, television viewers were treated to a totally modernized advertisement in the form of the famous soul singer Gladys Knight, who was shown enjoying pancakes with her grandchildren in a model American kitchen. Quaker Oats had consulted Dr. Dorothy Height, longtime head of the esteemed National Council of Negro Women, before this marketing campaign. The company strategically placed significant stories in key Afro-American publications such asEssence magazine as part of a well-orchestrated public relations effort. What is remarkable is the durability of this image. Aunt Jemima symbolized good eating and great pancakes to nineteenth-century Americans, and, though visually different, her image continues to function similarly for Americans today, even as many Afro-Americans have come to be included among and directly recognized as consumers. Such visually subtle shifts have occurred in only a small number of “stereotypical” images inherited from the last century. They make Aunt Jemima an especially enduring cultural symbol.

 

12

Not every broad ethnic image had the visual recognition and power of an Aunt Jemima. American trade cards, advertising posters, print ads, sheet music, and even greeting cards were filled with broad jokes about drunken Paddy the Irishman who was always looking for a fight and a pint, thieving Spaniards as pirates, cheating Jews selling less for more, and savage Indian killing settlers. Some of these stereotypes were more benign, such as Scotsmen who were always pinching a penny ever tighter, or Dutch children who were hyperclean, or Germans who were rotund and red-faced and holding beer steins. Many distinctive American ethnic groups were represented in specific and pejorative commercial images, especially before 1920. Yet stereotyping – though pervasive – was not the entire story of ethnic visualization.

 

13

Over the last century, in creating plausible scenarios for the use of particular products, many American companies depicted ethnic, racial, class distinctions as a matter of course. For example, in Figure 18.1, two women and two children are seen standing in a kitchen – a typical late nineteenth-century trade card advertising a cleanser.

 

 

 

14

Figure 18.1. Trade card, circa 1870-80. Warshaw Collection of Business Americana, Archives Center, National Museum of American History, Smithsonian Institution, Washington, D.C. Used with permission.

 

15

The wide-faced blowzy “Bridget the Irish maid” is clearly the servant, and an Anglo-American woman is unquestionably the mistress of the household. The maid is demonstrating the effectiveness of the cleanser by showing the reflection of her round face in the bottom of the frying pan. Images such these gave visual life to contemporary intersections of class, ethnicity, and gender, even in the selling of low-cost domestic consumables. Although these representations depicted ethnicity, it was not the subject of the image. Rather, the overt text involved “expert” testimony as to the effectiveness of a particular product – a housemaid who had used many cleansers must know which one was the best! Rather, ethnicity appeared only because the category “Bridget the Irish maid” was a distinctive classification of the time. Far more American representations of ethnicity presented this kind of subtle story than the overt, more stereotypical elements, especially in the case of European immigrants who evolved into American ethnic groups.

 

16

American commercial imagery also depicted how to live in a heterogeneous society. Especially during the 1890s, American producers began to picture the “races of the world” united in their consumption of American products. Thousands of images were created for world fairs, particularly the Columbian Exposition of 1893-4 in Chicago, Illinois. Figure 18.2 shows one version of the “nations of the world” around Uncle Sam, the premier emblem of America, who is shown demonstrating the Enterprise meat grinder.

 

 

 

17

Figure 18.2 Trade Card, the World’s Fair of 1893. Warshaw Collection of Business Americana, Archives Center, National Museum of American History, Smithsonian Institution, Washington, D.C. Used with permission.

 

18

All the world could be united in their expression of consumer choice. In fact, a number of “races” in this image could not at that time become literal citizens of the United States. Neither the “Chinaman” with his long queue nor the “Indian” in his savage garb could be an American citizen in the 1890s, but these political realities were elided in the depiction of their virtual equality as consumers.

 

19

More problematic were American visualizations of the blending and borrowing that naturally occur in a multiethnic society. “Interracial” relationships began symbolically with figures such as Pocahontas in Jamestown in the early 1610s. For complex reasons that are beyond the scope of this essay to detail, the United States developed a segregated society in which racial groups were seen as rigid, either/or monoliths. One drop of “Negro blood”, was believed to make a person black through and through. Unlike in the rest of the Americas, United States laws and practices denied the varied skin colors, facial features, hair textures, and other elements that revealed the sexual realities of interethnic contact. Blackface minstrelsy was literally a denial of the physiological differences among Afro-Americans. Black entertainers struggled for many years to tear away this mask of sameness. However, the depiction of some other American blended peoples was more subtle, both visually and conceptually.

 

20

In British North America, the original version of this archetypal story was that of Pocahontas. A child when the English first arrived in what, became Jamestown, Virginia, Pocahontas eventually married an Englishman, John Rolfe, and went to England, where she bore several children and then died young (as did many women of that time). The fact of her marriage (and by implication the arrival of their children) was often shown symbolically to be the birth of “America.” Ironically, Pocahontas’s story had become the myth of a new American face since by the late eighteenth century, in this narrative, English pioneers had absorbed – literally – the royalty of the original peoples and had produced the American race whose manifest destiny it was to conquer the continent. Such themes had and continue to have tremendous power as a key patriotic fixture in the visual representation of the American mythos. Numerous posters for world’s fairs, especially those in the West, celebrated this notion of the joining of Europeans and Indians. In the United States, the sexual implications of this metaphor were underplayed in comparison to those in imagery from Mexican or Brazilian sources of the same era. “Interracial” romantic and sexual bonding was deeply troubling as a narrative and yet embedded in American practice. 5

 

21

Like Aunt Jemima, Pocahontas became an American narrative with tremendous staying power. 1995, the Disney company released its most recent version of the Pocahontas story with a full-scale production, including a hit song performed by the first Black Miss America, Vanessa Williams, and a full range of toys, clothes, games, and collectibles for children from McDonald’s. Now available on video, this animated film shows a luscious womanly Pocahontas falling in love with a brawny, blond, blue-eyed Englishman named Captain John Smith, the essential “founder” of this first British colony in the Americas.

 

22

Over the course of the twentieth century, other symbols have been advanced that metaphorized positive, liberal notions of a multiethnic America. By the turn of the century, “melting pot” had emerged as the most widely used metaphor. Werner Sollers has now documented that the term “melting pot” first became widely used as a result of a 1908 play by Israel Zangwill depicting the complications involved in Jewish-Catholic marriage. 6 The children of immigrant parents, a young Jewish man and a young Irish Catholic woman, fall in love and marry. Their fathers are horrified, but a partial rapproachment occurs in a touching Christmas moment. This image reflects a new version of a narrative about “blending.” In The Melting Pot, Zangwill showed the marriage of two children of a much more recent immigration – not the founding fathers and Indian maidens of the Pocahontas story. Sollers has argued tha the myth of immigration has replaced the original colonial myth as the metanarrative of contemporary American nationalism. The shift from the blended metaphors of Pocahontas and the blond John in Jamestown to the children of Ellis Island has happened largely since World War II.

III

 

23

Perhaps the greatest shift in the metanarrative of the United States reflects the transformation that immigration made in American life with the emergence of a network of immigrant suppliers for many new sets of American consumers. Immigration introduced new products, new consumers, and international marketing networks for the importers of foodstuffs, beverages, candies, liquors, clothes, religious objects, and music of all kinds. All of these products were dispensed by distinct purveyors. By the turn of the century, Jewish and Arab peddlers crisscrossed not only cities but also the American countryside; Italian wine makers found markets in Minnesota; and Italian olive-oil importers were in every major American city. Not only were kosher Jewish bakers selling bagels, gefilte fish, and other foods to Orthodox communities, but nonreligious Jewish delicatessen owners were marketing all kinds of new cheeses, cured meats and fish to both individual consumers and restaurants. The terms “Jewish deli” and “Jewish rye bread” appeared as names of businesses or types of foods in many parts of theUnited States. Making foods from the “Old Country” that could be consumed by native-born Americans made those immigrants seem more acceptable, more consumable, more assimilable, even as overt discrimination continued against immigrant groups.

 

24

Many Chinese families and single men were engaged in restaurant and other food related businesses, such as noodle factories and sauce making companies. But such activities were deeply shaped by the Chinese Exclusion Acts of the 1880s, which created “bachelor societies.” Certain types of food, such as “chow mein” and “chop suey,” were alleged to have been created solely for the white market in Chinatowns, an early destination for tourism in large cities. Some images were created to sell products that had originated in specific ethnic experiences, defined by religious practices, national origins, and language – such as kosher merchants selling to European Orthodox Jews. Other images were created to develop a wide market outside the immediate communities, as with the Chinese restaurant business.

 

25

The tremendous growth of distinctive ethnic communities in cities and suburbs across America greatly widened the array of commercial imagery by opening up new markets for small- and then large-scale entrepreneurs. Much historical attention has been focused on understanding the advertising and marketing strategies of large-scale American businesses and discerning the ways in which their corporate agendas have shaped the development of new markets, new cultural practices, and new national images. But on a local and regional scale, American businesses (often with an explicitly ethnic character) also produced images and products for new markets. These new businesses arrayed themselves along a cultural spectrum from “keeping all the old ways” to purveying the newest, shiniest, most “assimmilated” American object, but to an ethnically defined neighborhood clientele. The visions they created of their consumers and for their new products help construct the now archetypal “old neighborhoods” in many American cities and imaginations. 7

 

26

In this process of building ethnic businesses – defined either through product, the ownership of the business, and/or the clientele served – ethic imagery began to be constructed as the “authentic” imagery of America. During the 1930s, many ethnic businesses marketed themselves as different from and in contrast to the homogenized, “white bread” imagery of large scale food manufacturers like Kraft or Campbell Soups. Small-scale businesses such as Chef Boyardee canned soups and stews (started by the Boiardi family) or Unanue and Sons (which later became Goya Foods, Inc.) so their customers a taste of the “Old Country.”

 

27

By the 1950s, many of the smaller, family-owned businesses had been sold by their original owners to such major American corporations as General Foods, General Mills, Pepsi-Cola, and Kraft. In many cases, however, these corporate producers still emphasized aspects of the ethnic origins of the products. For example, a 1964 television ad for Betty Crocker Rice Milanese shows a woman walking home from the market through old-time cobbled streets, listening to a man play a cello. 8 Children are playing with a soccer ball; at this time soccer was coded as an immigrant game. We see a thin, model-like brunette walking up the ivy-covered, stone stairs to her home, which is clearly somewhere in Europe. The voice-over says: “In Italy, women still shop and cook in the old-fashioned way.” You see a close-up of the woman wearing a blue-black dress with white pearls and a pearl bracelet. She takes all of the ingredients needed for the dish out of her shopping, basket – tomatoes, rice, onions, green peppers, spices, and cheese. The voice-over says, “Betty Crocker – it’s all in the box! Even the Parmesan! And it is as good as if you made it the old Italian way!” Here ethnicity is used to authenticate the product being sold. The Old World setting and ways of cooking produced great results, but the modern American homemaker needed a quicker method. The Betty Crocker product was sold as a solution to that dilemma, while maintaining authenticity of taste. 9

 

28

Warren Belasco and Harvey Levenstein have written of the shifts in American food patterns over the course of the twentieth century. From the Edwardian era to the Kennedy presidency (1961-3), elaborate formal dinners were based on either or both English common customs and French haute cuisine. But in 1996, the quintessential American cuisine is now principally made up of foods that originated in particular ethnic communities. 10 Bagels, pizza, doughnuts, fried chicken, gumbo, and egg rolls – now staples even of fast food restaurants – all have a distinctive ethnic origin. In the 1980s, numerous theme-oriented franchised restaurants opened, such as Bennigans or T. G . I. Fridays, which offered enormous menus made up of various ethnic foods, sold within the visual context of a late nineteenth-century Irish saloon. The advertising for these food products, no matter how commercially processed, purveyed some sense of that ethnic origin. The irony of the setting, food choices, and franchised environment is probably lost on many contemporary Americans, who may not be old enough remember the “Old Neighborhood” anyway. Especially in food products, but in other consumer categories as well, ethnicity began to be a metaphor for authenticity in the 1930s and remains a powerful subtext even sixty years later.

IV

 

29

The visual rhetoric created for World War II and the peace that followed produced a sea change in American commercial imagery in many ways and on many subjects, but especially in relation to ethnicity. The Office of War Information and a number of corporations portrayed the war effort through posters, bond rallies, sheet music, and postcards. The war created unusual alliances, as attested to by a piece of sheet music, “Favorite Songs of the Red Army and Navy,” all done up in red, white, and blue, with a foreword by Paul Robeson (1898-1976). 11

 

30

During World War II, Robeson may well have been the most famous living African American in the world. He was an actor, a concert artist, and an activist for human rights on the world stage. Robeson was famous for appearing in many countries and performing in concerts in which he sang Negro spirituals, European “classical” concert songs, and usually some folk songs in the language of the country in which he was appearing. He was a true internationalist and unquestionably associated with Communist circles. For the first time, during World War II, multiethnic groups of American “fighting men” appeared on American posters and even in the movies. Even radical integrationists such as Paul Robeson could speak on Buy Bond platforms for the American war effort as well as support the working people of the world, even in the Soviet Union. All this was in stark contrast to the official images of World War I, which featured tall, straight, blond-haired,, blue-eyed mothers and sons in Christian pietistic positions of sacrifice and noble images of martial fortitude. Fighting a propaganda war against the Third Reich forced the American government and some major corporations to represent an America that looked different from the Nazi imagery. This 1930s imagery bore a remarkable and uncomfortable similarity to American images from World War I.

 

31

The numerous paperback covers of Norman Mailer’s classic World War II novel The Naked and the Dead featured a multiethnic platoon, much like those in the postwar films in which Frank Sinatra starred. During World War II, Bill Mauldin’s famous G.I. cartoons, stateside comic strips, and even postwar films showed men who looked awfully ethnic by comparison to World War I images of Yankees. In themselves, these official visualizations of identifiably ethnic individuals as Americans were completely new. Yet the changes in images of Afro-Americans were even more striking.

 

32

World War II was the first time that an African American was portrayed as an American hero by the United States government. The heavyweight boxing champion Joe Louis was featured in a number of generic government-sponsored war-effort and “buy bond” posters. Known as “the Brown Bomber” and shown in a variety of poses, including one with a rifle and bayonet, Joe Louis embodied the proud Afro-American veteran, whose real experience in the segregated armed forces was quite different from that of the posters. Having first lost to the German boxer Max Schmeling, Louis triumphed in a comeback victory in 1938. Louis’s win underscored the social significance and symbolic meaning of boxing as a sport in the 1930s and 1940s, as it made him a perfect symbol of a rejuvenated America. In this modern age of consumerism, not only were businesses marketing products ,but the government also needed to sell images, ideologies, and the vision of a renewal of American life.

 

33

Eventually, Dorie Miller, an Afro-American navy mess-man, who was one of the few Americans to fire any shots at Pearl Harbor, was also used in government propaganda. Such images were token steps, but they were especially significant to Afro-American men and women of this ear. The Office of War Information produced two war films in order to gain Afro-American support for the war. On its release, initially only to the armed forces, Negro Soldiers became an instant hit. Recut after the war and released stateside, this film exposed hundreds of thousands of Americans to the stories of Afro-American men who had fought in every American war. (The Civil War was tactfully left out.) 12 After 1945, and especially after 1960, the “mainstream” advertising world looked very different and the highly segmented, but national, “minority” markets had exploded in ways unimaginable earlier.

 

34

In short, commercial representations of ethnicity changed after World War II in three significant ways: First, “middle-class” minority market segments emerged, often through new advertising venues like nationally available ethnic magazines. Second, old stereotypes were protested by newly energized political activity on the part of previously unnoticed “minority” communities. Third, expressions of ethnic diversity surfaced in print and on television to help America visualize a desegregated society.

 

35

During the 1940s, integration was a dangerous, rebellious, marginalized activity, seen as part of a Bohemian or “Beat” life-style. In the 1950s, when the Highlander Folk School in North Carolina began to sponsor interracial s and Gandhian discussion groups, they received death threats and harrassment from local authorities. But by 1969, companies such as Coca-Cola began to depict a desegregated America as an expression of social cohesion and wholeness in the face of the disorders of the Vietnam era. By the late1960s, even the government of the United States started to rely on such imagery to sell an increasingly unpopular war to prospective American soldiers and their families. All of these changes occurred within the first thirty years after World War II ended. Although there was not another world war during this time, the United States was engaged in small “hot wars” all over the globe in its effort to fight communism on every front. Imagery emerged from governmental and business sources that would have been unthinkable only a decade earlier.

 

36

The first thirty years of the Cold War were also the “golden era” of Black magazines. Whereas Afro-American newspapers had existed since the 1820s, national newsmagazines were quite new, as Afro-American entrepreneurs in the decade after World War II invested in glossy publications patterned on Life and Look. Ironically, these mainstream magazines were faltering and losing their markets to television throughout the 1950s an 1960s. The most successful of the Black publishing entrepreneurs was John Johnson, who in 1945 established Johnson Publications in Chicago. Since its founding, Johnson Publications has printed dozens of magazines an books and has even supported some television and film productions, such “Tony Brown’s Journal.” Johnson himself has become the patriarch of Afro-American media. But Afro-American life had yet to be portrayed in significant way on television. The gossip about Afro-American Hollywood celebrities, politicians, and ministers could not be found in the pages of most local, historically white newspapers. The homes of the ever-wide groups of Afro-American professionals and their children were not yet featured in mainstream publications.

 

37

Two key publications were the core of Johnson’s publishing success: Ebony and Jet. These are two distinct yet related magazines. Although each has changed its format over the last few decades, Ebony was meant to (and continues to be) a full-service news, information, and entertainment periodical. Feature stories every year included articles about the camp of historically black colleges and universities: their homecomings, their sororities and fraternities, their presidents, and their building programs. Major articles focused on Afro-American film, television, and music personalities. Virtually everyone was portrayed in as positive a light as possible and extensive photo treatments featured the commodities and accoutrements of celebrity life-styles. The Johnsons themselves became featured and prominent Afro-American guests in the Kennedy and Johnson White Houses. Johnson Publishing became such an empire that some employees developed their own followings, such as the gossip columnist Gerri Majors and the famed photographer of the civil rights movement Moneeta Sleet Jr. Johnson’s wife founded the Ebony Fashion Fair in the early 1960s to provide a luxurious setting for Afro-American designers and models to showcase their talents, which were often overlooked by the profoundly racist fashion world of the time. For the last thirty years, the Ebony Fashion Fair has also identified a network of black women around the country willing to pay for haute cuisine, designer jewelry, and expensive cosmetics.

 

38

Johnson was brilliant at pointing to a market major advertisers had not yet seen: the black middle class. By identifying Afro-Americans with disposable incomes nationwide, Johnson shrewdly perceived that he could fund his publication by going to major advertisers such as Pepsi-Cola, Xerox, General Motors, and American Telephone and Telegraph to suggest that they could spend millions of dollars in advertising. Millions of dollars were needed to keep a four-color glossy magazine in print, and Johnson succeeded with Ebony by effectively courting a black audience with his subject matter and reliably delivering a new key group of consumers to his advertisers. By comparison, Jet was (and is) a small-scale gossip publication. Apparently, subscriptions and over-the-counter sales support the magazine, asJet contains very little advertising. 13 In this publication, Johnson effectively appealed to his ethnic core clientele. An important marketing tool for Jet was the presence in every issue of a centerfold of a shapely Afro-American woman wearing a bathing suit. Johnson has often said that this device increased the sale of Jet eightfold. Consequently, he has never removed this element, despite criticism at times from various quarters of black community. For a magazine the size of a large note card, but slick with black-and-white photos and a color cover, Jet packed a big punch. This was the place to read about the dirt on black celebrities that would not appear in Ebony until it had first appeared in court. According to a 1996 Yankelovich survey, Ebony and Jet remain the two primary sources of news information for Afro-Americans, followed in close order by other, younger Afro-American publications such as Essence and Emerge, a testament to the staying power of these niche publications. 14

 

39

Ebony, Jet, and other publications pointed to new avenues for advertising and marketing. In the 1950s, for the first time, Afro-American-oriented and -owned advertising agencies appeared, such as those founded by Ed McBain and Barbara Proctor in Chicago. In the late 1960s, Byron Lewis founded Uniworld and Frank Mingo, and Carolyn Jones founded Mingo-Jones in New York. 15 These publications and advertising agencies aided in the growing segmentation of American marketing by directly identifying and selling to a national clientele with a key level of disposable income. Johnson paved the way for a large number of Afro-American publications and identified , means of reaching a key market segment for major American advertisers, just as teenagers and working women were newly discovered markets in the 1950s, the Afro-American middle class began to be explored as a market niche.

 

40

Following the pathway paved by Johnson, a number of successful magazines that emerged in the 1970s were directed to even more specific segments of the Black market. Ed Lewis founded Essence, a magazine for young Black women, in 1970 with the financial help of Playboy, Inc. Earl Graves Sr., a former FBI agent, established Black Enterprise, a magazine devoted to Black people in business and to Black entrepreneurs in 1974 with significant support from the Kennedy clan. Both magazines were launched as (and remain) glossy, four-color publications with national car, major appliance, travel, credit card, and other advertising – especially for cigarettes liquor, for which they have been sharply criticized. They are available at most stores in or near predominantly Afro-American neighborhoods. All are available by subscription as well, and their circulation figures indicate subscriber loyalty.

 

41

The images in the advertising and illustrations in these publications have long been the subject of controversy within Afro-American communities In later decades, the magazines founded in the 1940s and 1950s were criticized for promoting a kind of class hierarchy based on skin color. Some people believed these magazines gave more attention to entertainers and professionals with lighter skin and more aquiline or European features, Others believed that darker-skinned people were photographed so as appear lighter, or that their skin tone was deliberately lightened by photographic techniques. Such criticisms reached an intellectual peak with the, publication of Black Bourgeoisie (1957) by the noted Howard University sociologist E. Franklin Frazier. An entire literature in journalism and communications schools has grown up around the analysis of such images. Although Black magazines served their communities by making Black news front page, they portrayed a narrow vision of ideal attractiveness with class implications. The continuing controversy about skin color highlights how difficult it can be to interpret the meaning of images ethnic communities generate about themselves.

 

42

In addition to the discovery of new markets (for example, Pepsi-Cola advertised in the pages of Ebony), major corporations were forced to realize new political and economic constituencies had emerged. As with Afro-American veterans’ families, Hispanic veterans and their families in Texas and along the borders of the American Southwest benefited to some degree from the G.I. programs of World War II and the Korean War. Immigration from Mexico and other parts of Latin America had surged after the closing of eastern and southern European immigration in the 1920s. Although usually encouraged to become migrant workers rather than settled immigrants, Mexican in-migrants and Mexican Americans became far more economically visible in the years after 1955.

 

43

The growing consumerist political power of Mexican Americans was first demonstrated on a national scale by the boycott surrounding the Frito Bandito campaign in 1968-71. By the late 1960s, Fritos had existed for a generation. Elmer Dolin bought the recipe for Fritos in 1933 from an unnamed Mexican American in San Antonio, Texas, a center of Mexican business at the time. In the apocryphal story Elmer Dolin visited a small Mexican restaurant in San Antonio, where presumably he first tasted corn tortillas, perhaps in strips on a soup. He had an “ah-hah” experience and began to think about how to produce a corn chip commercially. (Perhaps he grew up in Texas and had the “eureka” moment when he decided to start a business) After several attempts, “Fritos” were born.

 

44

Similar to pizza, hot dogs, and other fast food staples, Fritos were based on some interpretation of an ethnicized food product. However, by reshaping the corn tortilla to make it a chip and by giving it a distinctive name and packaging, the Frito Company wholly owned this product and could and license it. Fritos, likeVelveeta and other processed food products, characterized the largest segment of the branded post-World War II years. 1961, two years after Dolin’s death, the Frito Company merged H.W. Lay & Company. Herman Lay ran a larger salted snack foods one that marketed and sold potato chips and similar products. Within business circles, Lay was famous for his “store-door” distribution system and the care with which he trained his men to arrange displays in supermarkets and other shops. His marketing genius, combined with this fully trademarkable product, had great success in the 1950s. “Munch a Bunch of Fritos” was one of the company’s slogans for much of this time. The company also ran memorable television ad campaigns featuring the old vaudeville actor Bert Lahr, famous as the Cowardly Lion in the film Wizard of Oz (1939). In 1965, Pepsi-Cola purchased Frito-Lay to form PepsiCo.

 

45

PepsiCo decided to reintroduce Fritos with a jazzy new campaign. Fritos had an interesting marketing history in that ads for it would clearly increase sales of that product alone and not generally rise and fall with the sale of other salted snack foods. Fritos’ very clear product niche was attractive to Pepsi-Cola, which was growing and diversifying into a megacorporation.

 

46

In 1968, Frito-Lay began to use the “Frito Bandito” in television, and print advertising. Initially, Mexican banditos had appeared in Anglo-American literature, beginning with dime novels in the 1850s that elevated, the border war in Texas (1846-8) to heroic status. “Remember the Alamo!” is only the most famous slogan to appear from the patriotic sacralizations; of the Mexican-American War. Mexican banditos reemerged in both silent and talking Hollywood films, especially after the Mexican Revolution of 1910. By the early 1960s, banditos were a small staple of cartoons, children’s programs, and occasional television ads. For example, in 1964, General, Motors produced a television ad to promote its new sports car, the Buick Wildcat. We see a lone cowboy with sideburns in denim jeans and jacket driving the Wildcat through the open desert. The voice-over begins: “What does it take to be a Buick? It takes a car as wild and wonderful as Buick”. Wildcat 1964.” Along with the cowboy we see three Mexican banditos, equipped with huge hats, pistolleros wrapped around their chests, and long rifles appearing to the side of the car. They point their guns. Speaking in an intentionally unintelligible Spanish, they force the car to stop and motion for the cowboy to get out. They brandish their rifles but then are completely distracted by the gizmos, the sliding windows, the adjustable mirror, and other accoutrements, so that the unarmed cowboy is able to climb back into the car. He drives off with flair, rolling up his convertible hood as he goes. The voice-over states: “When you go the way of the Wildcat – It’s the wildest! And above all, It’s a Buick!” 16 General Motors ran that advertisement for at least a year without any noticeable resistance.

 

47

Presumably, Frito-Lay thought that they had a safe mascot when they introduced the Frito Bandito in 1968. The commercials were animated, an important distancing mechanism that was commonly used in television commercials in the early and mid-1960s. The Bandito stole people’s corn chips and caused everyone who tasted Fritos to grow a long pencil-thin mustache, like his own. Wearing a sombrero and shooting his six-guns, the

 

48

Frito Bandito spoke with a heavy accent and robbed to get Fritos. Produced by Foote, Cone, and Belding, the concept was expanded into print in 1969. Perhaps the high point of this campaign was reached around the time the successful moon landing of 1969. In a new commercial, the astronauts landed on the moon only to discover the Frito Bandito there as a parking attendant. Of course, to park their moon vehicle, the astronauts needed to give him Fritos, which they happened to have handy.

 

49

Initially, this image met with little protest. But by 1969, a group of Hollywood figures, including Ricardo Montalban, had formed the Mexican American Anti- Defamation Committee, the organization of which was patterned on the Jewish Anti-Defamation League, the NAACP, and other integrationist organizations. Spearheaded by DJs at Los Angeles radio station KNBC, protests began and a nationwide boycott was threatened. 17

 

50

However, as with Aunt Jemima, the Frito Bandito had extraordinarily name recognition and PepsiCo released information stating its polls proved most Mexican Americans were not offended by the ads. Yet by 1971,PepsiCo’s subsidiary Frito-Lay backed down. It retired the Frito Bandito, despite dramatically increased sales. The Frito Bandito controversy proved the growing ability of previously ignored ethnic communities to flex their economic muscle, following the example of the boycotts of segregated stores and businesses during the civil rights movement. Such successful protest campaigns made more and more major companies sensitive to the problem of ethnic stereotyping in ways that had been unthinkable few years before.

 

51

Food was not the only big product category to have a strong ethnic component. In the years following World War II, many different kinds of American music leapt onto the record charts. Rock and roll, rhythm and blues (later called soul music), and gospel music surged out of Afro-American communities. Mambo, rumba, and salsa music poured from Cuban-American, Mexican-American, and other Latino neighborhoods. In the mid-1960s, a craze for “bubble gum music” from Brazil swept the nation, epitomized by the Latin jazz group Sergio Mendez and Brasil ’66 and the Antonio Carlos Jobim song “The Girl from Ipanema” (1963). This song alone continues to evoke an absolutely specific moment in the popular musical experience of older members of the Vietnam generation.

 

52

Perhaps the richest, most complex source of illustrations of ethnicity were jazz album covers, which changed dramatically after World War II. In the 1930s, most album covers were rather simple designs, influenced by various “modernist,” internationalist design aesthetics. A jazz album cover often purely typological, with the name of the artist or group highlighted and contrasting bands of color placed in a pattern of geometric shapes. After the war, in part because of changes in printing technologies, black and white photographs (and eventually color) could be reproduced effectively at lower cost. Record albums and sheet music covers began to sport photographic images, and designers were no longer limited to drawn or stenciled formats.

 

53

These jazz record covers showed a complex and radically integrated world in a still widely segregated American society. Black men and white women, black women and white men were curled together on the covers of these albums. More overt expressions of adult sexuality – such as sensuous evening clothes or the suggestive positioning of a fur wrap on an empty chair – could be pictured. Even more radically, white women could be shown on these covers enraptured by the jazz music they heard. Photographs of unsmiling jazz musicians began to grace the covers of albums by labels such as Blue Note and Verve, in conscious contrast to the eye-popping, widely smiling publicity pictures of the kings of the swing era, such as Louis Armstrong, Count Basie, and even Duke Ellington. Charlie Parker, Miles Davis, John Coltrane, Dexter Gordon, Sonny Rollins, and others wanted to deemphasize entertainment and elevate seriousness of purpose. Jazz was serious music and only the strong of heart need apply for membership in the clubhouse of jazz. These notions perhaps reached their height when Lester Bowie, noted trumpet player for the Art Ensemble of Chicago, began to appear on stage in the 1970s wearing a white lab coat. What could be more serious than science?

 

54

As an entertainment format, jazz changed dramatically during the 1940s and 1950s. The kings of the swing era were still playing. However, younger musicians were revolutionizing the sounds of certain instruments such as the saxophone and widening the parameters of composition and interpretation. But these same musicians were also associated with a bluesy netherworld of drugs, drink, interracial sex, and “unstable” opinions. This world of the “hipster” was celebrated by the Beat writers, such as Jack Kerouac and Allen Ginsberg, and epitomized by the tragic-comic talent Lenny Bruce. In a book that can now be called a classic of American ethnic literature, Norman Mailer published “The White Negro” in Dissentin 1957, elaborating on his and other white men’s efforts to become even a little bit as cool as the hippest black cats. The dustcovers for this work and for those of Leroi Jones (later Amiri Baraka), James Baldwin, Lorraine Hansberry, and other black writers reflected changing sensibilities about the images of Americans.

 

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These new images were used to promote records and books that gave vision to an alternative, even countercultural America. Not all jazz images related to black people. For example, this was also the era of Frank Sinatra’s greatest fame. He was clearly promoted as an Italian American and “tough guy,” whose alleged Mafia connections added to his “dangerous” quality as a superstar of American music. The Blue Note record company routinely used the blue motif on virtually all its album covers. Although the specific tone of blue changes with the artist and the setting, the album covers literally visualized the pensive, melancholy, contemplative, and erotic aspect of “the blues” and blues-influenced jazz. Jazz album covers showed white jazz listeners and ranged from elaborate, sophisticated “high-class settings” with men in tuxedos and women in furs, to black and blue silhouettes of sylphlike models in leotards and tights embodying the Bohemian/Beat women who listened to a different, more radical kind of jazz. The marketing and blended cultural performances associated with rock have been analyzed at great length. Yet these subtle portraits of jazz composers and musicians are also known the world over, especially in Eastern Europe, the former Soviet Union, and Asia. Many jazz musicians spent f the early Cold War as expatriates in Western Europe, especially Paris, and conducted their disquisitions on life at a great remove from the profound problems of being black in America. Their edgy portraits of desegregated jazz clubs were at odds with much of American life in the which they were produced. The album covers remain unusually vigorous, yet market-driven testaments to the intricacies of image production in postmodern consumerist America.

 

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From the end of World War II and throughout the Vietnam War years, visual narratives about race and ethnicity became ever more visible in the mainstream commercial landscape. In some cases, such as the Frito Bandito fiasco, these issues broke to the surface as protest from heretofore ignored consumers over a long disliked stereotype. Certain marginalized, yet exotic segments of American cultural practice, such as the international jazz underground of the 1940s through the 1960s, could be sold to larger audiences than ever before.

 

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By about 1969, a number of mainstream American corporations realized that in order to appeal to the widest segment of American society, their products should be associated with nonracist imagery. 18 After starring in the hit prime time program, “I Spy,” Bill Cosby became the primary television spokesperson for Jell-O. Having first achieved fame as a stand-up comedian in the early 1960s with a hilarious series of comedy albums about childhood, Bill Cosby was featured in dozens of commercials with multiethnic groups of children. Dazzling in his improvisation, Cosby joked with multi-ethnic groups of kids in outrageous child-oriented scenarios that later became part of the “Sesame Street” routine. Eventually, Cosby went on to become a spokesperson for Ford, Merrill Lynch, cigars, and a whole host of other products, all the while sustaining a prime time television career as a lead actor, director, and producer of the 1980s hit about the Huxtable family “The Bill Cosby Show.”

 

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By the early 1970s,American television was awash with images of togetherness. Perhaps the most memorable commercial of this era dates from 1969. Coca-Cola introduced its new musical slogan “I’d like to teach the world to sing in perfect harmony.” The ads showed a lovely group of middle-American white kids singing, “I’d like to buy the world a home and furnish it with love.” The second image shows a multiethnic group of people singing, “I’d like to teach the world to sing.” For the first time, the viewers see a group in which some people appear to be Indochinese. Again the orchestra swells and a larger group sings,” I’d like to teach the world to sing in perfect harmony.” The camera zooms over an impossibly green grassy mountain somewhere in Western Europe. The viewer sees several hundred people in different kinds of ethnic or national dress singing the main them The Coca-Cola emblem flashes. Then a male voice says, “On a hilltop in Italy, Coca-Cola assembled people from all over the world to bring this message to you.” 19 Throughout the 1970s, major food giants, such as McDonald’s, Coca-Cola, and PepsiCo, featured these sorts of scenes For the first time in American broadcast history, America was visualized as a place made up of people of different colors and facial feature whose ancestors originated from all across the globe. Such warm and sentimental images of togetherness and family spirit became icons in and of themselves, In the 1970s, a new slang phrase, “a Kodak moment” entered the American vernacular to describe in real life these moments of manufactured inclusion.

 

59

During the 1970s, images of an America composed of all the peoples of the functioned to draw attention away from the vicious racial breaking out all along the American landscape. From the black-out riots in New York in 1964 and the Watts riot in Los Angeles in 1965, to the even larger “urban rebellions” of 1968 in the aftermath of the assassination of Martin Luther King Jr., to the white riots against busing in northern cities in the 1970s, America was aflame with the fires of racial agitation, police brutality, and anticolonialist rhetoric. All the Coca-Cola, McDonald’s, and Kodak commercials about togetherness attempted to represent an ethnically integrated American society precisely at the time many people began to lose hope in such a prospect. All of these unwittingly ironic narratives about ethnicity came together problematically in the advertising imagery and commercial ephemera of the Vietnam era. The newest dramatic visual type in Madison Avenue’s vocabulary was “the Asian child.”

 

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The long history of images of Asian Americans is much too detailed to investigate here. Suffice it to say that in the United States these “orientalist” patterns of representation had focused on nineteenth-century Chinese immigrants, especially men; on exotic, erotic Japanese women, as in Giacomo Puccini’s opera Madame Butterfly (1904); and on various Hawaiian and Filipino populations, especially after the Spanish-American War of 1896-8. For much of this time, the mainstream and more stereotypical images reflected a conflation of Asian immigrants and native-born Asian cans, which assumed tragic social proportions with the internment of Japanese immigrants and Japanese Americans from the West Coast during War II. An extensive literature documents this episode, as does a major exhibition at the Smithsonian’s Museum of American History, “A More Perfect Union: Japanese Americans and the Constitution.”

 

61

The constantly shifting interests and politics of the United States during the Cold War required frequent changes in the propaganda of the national government and other conservative business forces. For example, during World War II China, under General Chiang Kai-Shek, was the American ally and Japan, under Air Admiral Hirohito, was the American enemy. Even such banal ephemera as bubble-gum cards depicted horrific battles like “The Rape of Nanking,” condemning the evil Japanese and ennobling the heroic Chinese in their martyrdom. But the Communist Revolution in China (1949) changed all that. Aside from touching off a set of major witch hunts in Hollywood, in the State Department, and around the country, these changes complicated the ethnic portrayals of Asians. Suddenly the Japanese people became America’s “little brother” and the Chinese were the evil empire. Armed-forces posters showed American flyers giving Asian (presumably Japanese) boys candy and tours of the plane. 20 This dichotomy between good and evil became even more tortuous during the Korean during which the North Koreans were the “bad guys” and the Americans went in to save the South Koreans. Even these distinctions ultimately imploded under the weight of the Vietnam War and the resistance to it. At first, it seemed possible to distinguish between the “good” SouthVietnamese and the “bad” North Vietnamese, but as the war engulfed the entire country and inflamed the United States, these neat distinctions collapsed.

 

62

Meanwhile, the record of national televised advertising in the 1960 reveals an increasing fascination with Asian and Asian-American faces, particularly those of children. The famous 1960s print and television campaign in New York City “You don’t have to be Jewish to love Levy’s [bread]; usually featured a multiethnic group of Americans. However, the television commercials often began by showing a child with Asian features or sometimes an old man in a Japanese kimono. These Asians (the old man) or Asian Americans (the young boy) could stand as an icon for the “newest’ and therefore the least-expected example of a satisfied non-Jewish customer for this sliced bread (not bagel). By the early 1970s, Jell-O, Coca Cola, and McDonald’s television commercials routinely began to include children with Asian-looking hair and features as part of multiethnic group, Visions of an integrated America tended to feature Asian, black, and Anglo children, reflecting, if unconsciously, the classic racial typologies agreed on by many anthropologists and biologists in the 1890s. 21

 

63

As the need for troops increased along with resistance to the draft, American armed forces were forced to keep changing their pitches. In World War II, Joe Louis and others were used to boost the wartime work and spirits of Afro-American troops. However, they were not used on recruiting posters nationwide, perhaps because Negroes could not yet stand as icons for the sacred armed services, dominated as they were by unreconstructed white southerners. Rather, these images testified to the changes that some Americans anticipated in the postwar world. The multicultural recruiting poster of the Vietnam era performed a different function. In the 1960s and early 1970s, the government had to emphasize the positive aspects of military service in order to encourage working-class American without hope of deferment to find some dignity in the (nearly inevitable) draft. During the Vietnam War, black men were portrayed for the time in recruitment posters and in television ads nationwide. The quality of these advertisements shifted significantly over the long decade of the Vietnam. War (1964-75).

 

64

In 1964, the army, navy, marines, and air force were all running competing commercials on national television encouraging men to join up. These commercials were quite long (some more than two minutes) and emphasized acquiring technical know-how, making money for your family, seeing the world and expressing your patriotism. Such commercials often resolved into a display of the flag and other red, white, and blue symbols while flashing GO NAVY or some such clear-cut directive. From the mid-1960s into the mid-1980s, the U.S. Army had a single advertising agency, N. W Ayer, whose client proof sheets from the 1890s to the 1970s are in the National Museum of American History.

 

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Through a series of long-running commercials, Ayer portrayed the army variously as a place to become a man and a place to have adventures. At the height of the Vietnam War, the most common television recruiting images showed American men of all colors helping to build new houses in Southeast Asia, aiding a wounded child, or perhaps erecting a dike to hold back a flooding river. These representations depicted a military career as an opportunity to help people around the world. Images of the brutal war of attrition then being waged across Indochina were excluded from this advertising, although highly visible on the evening news programs of the very same television stations.

 

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A careful and systematic investigation of how the American government advertised its armed forces to multiethnic Americans riven by racial conflict remains to be written. Fortunately, the resources required for such an investigation are now beginning to become available as television and advertising materials from the 1960s and 1970s entering university libraries and collections. By examining how the federal government visualized an integrated America while it waged a “hot war” in Southeast Asia, it is to see all the threads of ethnicity – as authenticity, as danger, and as nationhood – combined to form the complicated web that continues to be America.

Fath Davis Ruffins is an historian at Museum of American History, a part of the Smithsonian Institution in Washington, D.C. Since 1988, she has been the head of the Museum’s collection of advertising history, which includes American ephemera dating from the 1680s through the present. She has published numerous scholarly articles, been curator of many museum exhibitions, and lectured at universities around the country on various aspects consumption and ethnicity in America.

Notes

 

 

1. Over time, people of African descent within the United States have changed how they wished to be referred to. In the 1700s and earlier, sons and daughters of Africa was a common appellation. Conseq uently, independent churches formed during that era often have names such as the African Methodist Episcopal Church. By the 1830s, another designation became common: Colored Americans and People of Color. For example, Frederick Douglass often referred to “peoples of color” in his speeches. However, during these same years, Afro-American was often used in newspapers and other published work. By the late 1800s,Colored was the most frequent name used, in both oral and written language. In the early1900s, a younger generation of people felt that Negro was a term that connoted a new sense of dignity and pride. For years, African-American activists campaigned for white publishers to capitalize the word Negro. This was symbolically achieved in the 1940s, when the New York Times officially changed its style sheet. During the 1960s, another younger generation felt that Black or Black Americans were terms that connoted greater racial pride and identification. In the 1990s, African American has become more popular, coming almost full circle to the 1700s. Because these name changes reflect shifts in the cultural discourse among African Americans, in this chapter I have used the appropriate ethnic self-designations, all capitalized, in their respective historical periods.

 

For work on the importance of veterans to Afro-American and Mexican-American communities, see David Gutierrez, Walls and Mirrors: Mexican Americans, Mexican Immigrants, and the Politics of Ethnicity (Berkeley, Calif., 1995); Alden Morris, The Origins of the Civil Rights Movement: Black Communities Organizing for Change (New York, 1983); Bernard Nalty, Strength for the Fight: A History of Black Americans in the Military (NewYork, 1986); George Sanchez, Becoming Mexican American: Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1945 (NewYork, 1993).

 

 

2. For more on the kitchen debate, see Karal Ann Marling, As Seen on TV: Visual Culture of Everyday Life in the 1950s (Cambridge, Mass., 1994).

 

 

3. For more on the Reconstruction era, see Eric Foner, Reconstruction: America’s Unfinished Revolution, 1963-1877 (New York, 1988).

 

 

4. For more on Aunt Jemima, see Donald Bogle, Toms, Coons, Mulattoes, Mammies, and Bucks: An Interpretive History of Blacks in American Films, rev. ed. (NewYork, 1989); see also Marilyn Kern-Foxworth, Aunt Jemima, Uncle Ben, and Rastus: Blacks in Advertising: Yesterday, Today, and Tomorrow (Westport, Conn., 1994).

 

 

5. For more on Pocahontas, see Rayna Green, “The Tribe Called Wannabe: Playing Indian in America and Europe,” Folklore 99, no. 1 (1988); see also Green, “The Pocahontas Perplex: the Image of Indian Women in American Culture,” Massachusetts Review 16, no. 4 (autumn 1975): 678-714; see also Philip DeLoria, “Playing Indian: Otherness and Authenticity in the Assumption of American Indian Identity,” Ph.D. diss., Yale University, 1995.

 

 

6. Werner Sollers, Beyond Ethnicity: Consent and Descent in American Culture (New York, 1986).

 

 

7. For more on this concept of “imagined communities,” see Benedict Anderson, Imagined Communities: Reflections on the Origin and Spread of Nationalism, 2d ed. (NewYork, 1991).

 

 

8. Art Directors Club of New York. Tape name: Best of 1964. The ad was produced by the agency Doyle, Dane, Bernbach, reel B632, Museum of Television and Radio, NewYork City.

 

 

9. There is extensive literature in cultural anthropology on the various constructions of and searches for “authenticity.” A key article in this debate is by Richard Handler. “Authenticity,”Anthropology Today, 2, no. 1 (1986); see also Marta Weigle, “From Desert to Disney World: The Santa Fe Railway and the Fred Harvey Company Display the Indian Southwest,” Journal of Anthropological Research 45 (1989): 115-37.

10. Warren Belasco, Appetite for Change: How the Counterculture Took on the Food Industry, 1966-1988 (New York, 1989); Harvey A. Levenstein, Paradox of Plenty: A Social History of Eating in Modern America (New York, 1993); see also Harvey A. Levenstein,Revolution at the Table: The Transformation of the American Diet (New York, 1988).

 

 

11. Robeson lived in the Soviet Union for several years and spent most of the 1930s and 1940s outside the United States. During the 1950s, he was hounded viciously by the American government for his earlier activism, labeled “premature antifacism.”

 

 

12. For more on these films, see Thomas Cripps, Making Movies Black: The Hollywood Movie from World War II to the Civil Rights Era (New York, 1993); see also Thomas Cripps,Slow Fade to Black: The Negro in American Film 1900-1942 (New York, 1977).

 

 

13. Johnson Publishing is still family owned and there are no available published figures except an annual audited circulation.

 

 

14. Published in the New Yorker, “Black in America” is the title of this double issue, Apr. 29 and May 6, 1996.

 

 

15. There are no published monographs on advertising agencies owned by or orientated towards Afro-Americans. One important dissertation exists by Marian J. Moore, “The Portrayal of Blacks in Advertising, 1880-1920 and 1968-1980: A Comparative Analysis,” Ph.D. diss., Bowling Green State University, 1986.

 

 

16. Art Directors Club of New York. Tape name: Best of 1964.The ad was produced by McCann-Erickson, reel B632, Museum of Television and Radio.

 

 

17. For more on the Frito Bandito fiasco, see “Frito Bandito is First to Moon,” Advertising Age, Mar. 31, 1969, 102;”KNBC Rules Frito Bandito off Air Waves,” Advertising Age, Dec. 1, 1969, 1;”Mexican-American Group to Ask Equal Time vs. Bandito” Advertising Age, Dec. 15, 1969. 2; “Time to Answer Frito Bandito?” Broadcasting, Dec. 15,1969, 40-1; see also Anne Dingus, “Adios, Bandito,” The Mexican Presence, Jan. 1986, 186-9; Jane H. Hill, “Hasta La Vista, Baby: Anglo Spanish in the American Southwest,” Critique of Anthropology 13, no. 2 (1986): 145-76; Enrique Fernandez, “Ay Bandito!” in his El Norte column, Village Voice, Oct. 13, 1992, 24; Marry Westerman, “Death of the Frito Bandito,” American Demographics, Mar. 1989, 28-32.

 

 

18. The term “nonracist” comes from the imagery and language of the freedom struggle in South Africa and is not a term commonly used in the United States even today, except by activist organizations, such as TransAfrica in Washington, D.C.

 

 

19. McCann Erickson Historic tape, “A Paean to the Brand: Coca-Cola, 1955-1991,” Museum of Television and Radio.

 

 

20. See the work of Su-Chang Chan, Gary Okihiro, and Ronald Takaki, Strangers From a Different Shore: A History of Asian Americans (New York, 1986). A key collector of Asian-American images in film and advertising is Yoshio Kishii, whose collections are located at the San Francisco Chinese Historical Society. See also Su-Chang Chan, Asian Americans: An Interpretive History (Boston, 1991), and Gary Okihiro, Cane Fires: The Anti-Japanese Movement in Hawaii, 1865-1945 (Philadelphia, 1991). The most significant work on the European construction of “The Orient” is Edward Said, Orientalism (NewYork, 1978).

 

 

21. See George Stocking, Race, Culture, and Evolution: Essays in the History of Anthropology (New 1968). For more on the concept of good/evil dichotomizing, see Alain LeRoy Locke, Race Contacts and Interracial Relations: Lectures on the Theory and Practice of Race, ed. and introd. Jeffrey C. Stewart (Washington, D.C., 1992).

Copyright © 2000 by The Advertising Educational Foundation, Inc. All rights reserved.

Evidence-based Nursing Practice Common App Essay Help

1. How does the focus of research and evidence-based practice (EBP) differ? Discuss the application of research findings into evidence-based nursing practice.
2. Provide a specific example of evidence-based practice used in your work facility or within the nursing  profession. Were there any challenges or barriers to implementing the evidence-based practice? If so, how were they overcome?
3. Describe one situation you have encountered where your actions were guided by the Nursing Code of Ethics. If you have never encountered such a situation, imagine a possible situation you could face in the future. Link this experience to one of the elements in the code of ethics found at http://www.nursingworld.org/codeofethics.
4. Why is the impaired nurse neither praised nor looked upon with reverence like his/her peers?
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Physical Assessment in Musculoskeletal System essay help 123

 Musculoskeletal System
   Superficial muscles of the trunk, anterior view
1-A woman pregnant for the first time tells you that she is in excellent health and asks you why it is necessary to increase her calcium intake during her pregnancy. What should you tell this patient?
2-How is the true bone formed during fetal development?
What can help slow the progression of musculoskeletal changes associated with aging?
3-You are observing an examiner take the history of a 70-year-old man as part of the musculoskeletal examination. You notice that the examiner asks the patient about exercise habits in his early years. Is this a relevant question to ask this patient? Why or why not?
4-A young woman is concerned about a 1-cm difference in the length of her legs. What is the best response to give this patient?
Which test is used to detect a torn medial or lateral meniscus?
5-A 12-year-old boy has injured his right leg in an automobile accident. If the epiphysis is damaged, what can eventually occur?
6-What does the bulge sign look to detect?
7-A positive Tinel sign is suggestive of which disorder?
8-What are the symptoms of fibromyalgia?
9-What are the risk factors for sports injury?
10-JB is a 43-year-old patient who presents to the office with complaints of back pain. She states that the pain started a few months ago as a dull ache, and now she feels that it has progressed to her hands, feet, and hips. The patient is obese and has a family history of joint pain. You have diagnosed her with osteoarthritis.
a)- Describe the etiology of osteoarthritis.
b)- Differentiate between signs and symptoms of osteoarthritis and rheumatoid arthritis.
c- Because JB is having pain in her back, describe an indicator of a weakened muscle group.

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Personal Philosophy of Nursing Essay write essay help: write essay help

Book : Role development for professional nursing practice.
 
Personal Philosophy of Nursing Essay
Use the questions from Box 3-2 on page 111 of your textbook as a guide as you write your personal philosophy of nursing. The essay is to be typewritten and double-spaced (1,000 words) and should include the following:

Introduction that includes who you are and where you practice nursing
Definition of nursing
Assumptions or underlying beliefs
Definitions and examples of the major domains of nursing
Summary that includes answers to the following questions:

a. How are the domains connected?
b. What is your vision of nursing for the future?
c. What are the challenges that you will face as a nurse?
d. What are your goals for professional development?

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follow-up blood pressure check complains college application essay helpPlease answer the DQ questions, be carful with the plagiarism less than 20 % similarity. APA style.
A 43-year-old man presents to the clinic you work at for a follow-up blood pressure check accompanied by his 9-year-old daughter. He is noted to still have hypertension (high blood pressure). The physician prescribes an angiotensin-converting enzyme (ACE) inhibitor.
a.            The 9-year-old daughter asks you how this medication works. How would you explain this to her in a way she can understand?
b.            What might be other suggestions (besides medications) you would make to this patient to help him decrease his blood pressure? Why?
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research on health care and leadership college essay help online free: college essay help online free

Identify a topic related to health care and leadership; this will be the subject of your research paper due in week 7. You will then be working to incorporate a leadership theory or approach discussed in this course and apply it to your leadership in healthcare topic in later weeks.  Make sure that your leadership in healthcare topic is neither too broad nor too narrow.
Consider some of the following general areas:
Leadership in:

Change management in health care
Technology in health care
Finance of health care
Conflict management in health care
Evidence-based protocols
Gender equality in the workplace
Health sector reform
Embedded safeguards to reduce injury and infection

Please note the above general areas must have a narrower focus in order to work well for a research paper. The list above is not exhaustive, but merely suggestions.
Identify a research area and then develop a thesis statement for your research paper. Ensure your topic is presented in descriptive detail and a clear plan for the research paper is identified. Submit a 1- to 2-page, double-spaced paper identifying your topic in descriptive detail, including a clear plan for your research and a thesis statement.
If you need help creating a thesis statement, view the resources below and or visit Writing Resources area under the Student Resources tab for further information.

Tips and Examples for Writing Thesis Statements
Understanding Problems Statements and Thesis Statements

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Impact Of Ethnicity On Antidepressant Case writing an essay help: writing an essay help

Case 2: Volume 1, Case #7: The case of physician do not heal thyself
Major depressive disorder is one of the most prevalent disorders you will see in clinical practice. Treatment for this disorder, however, can vary greatly depending on client factors, such as ethnicity and culture. As a psychiatric mental health professional, you must understand the influence of these factors to select appropriate psychopharmacologic interventions. For this Discussion, consider how you might assess and treat the individuals in the case studies based on the provided client factors, including ethnicity and culture.
To Prepare:
· Review this week’s Learning Resources and reflect on the insights they provide.
· Go to the Stahl Online website and examine the case study you were assigned ( Above)
· Take the pretest for the case study.
· Review the patient intake documentation, psychiatric history, patient file, medication history, etc. As you progress through each section, formulate a list of questions that you might ask the patient if he or she were in your office.
· Based on the patient’s case history, consider other people in his or her life that you would need to speak to or get feedback from (i.e., family members, teachers, nursing home aides, etc.).
· Consider whether any additional physical exams or diagnostic testing may be necessary for the patient.
· Develop a differential diagnoses for the patient. Refer to the DSM-5 in this week’s Learning Resources for guidance.
· Review the patient’s past and current medications. Refer to Stahl’s Prescriber’s Guide and consider medications you might select for this patient.
· Review the posttest for the case study.
Write a response to the following:
· Provide the case number in the subject line of the Discussion thread ( Case # 7)
· List three questions you might ask the patient if he or she were in your office. Provide a rationale for why you might ask these questions.
· Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why.
· Explain what physical exams and diagnostic tests would be appropriate for the patient and how the results would be used.
· List three differential diagnoses for the patient. Identify the one that you think is most likely and explain why.
· List two pharmacologic agents and their dosing that would be appropriate for the patient’s antidepressant therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other.
· For the drug therapy you select, identify any contraindications to use or alterations in dosing that may need to be considered based on the client’s ethnicity. Discuss why the contraindication/alteration you identify exists. That is, what would be problematic with the use of this drug in individuals of other ethnicities?
· If your assigned case includes “check points” (i.e., follow-up data at week 4, 8, 12, etc.), indicate any therapeutic changes that you might make based on the data provided.
· Explain “lessons learned” from this case study, including how you might apply this case to your own practice when providing care to patients with similar clinical presentations
Resources ( 3 + reference needed)
Required Readings
Note: All Stahl resources can be accessed through this link provided https://stahlonline.cambridge.org/
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
Note: To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Chapter 6, “Mood Disorders”

Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
Note: To access the following medications, click on the The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate medication.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Howland, R. H. (2008). Sequenced Treatment Alternatives to Relieve Depression (STAR*D). Part 1: Study design. Journal of Psychosocial Nursing and Mental Health Services, 46(9), 21-24. doi:02793695-20081001-0510.3928/02793695-20080901-06
Howland, R. H. (2008). Sequenced Treatment Alternatives to Relieve Depression (STAR*D). Part 2: Study outcomes. Journal of Psychosocial Nursing and Mental Health Services, 46(10), 21-24. doi:02793695-20081001-0510.3928/02793695-20080901-06
Yasuda, S.U., Zhang, L. & Huang, S.-M. (2008). The role of ethnicity in variability in response to drugs: Focus on clinical pharmacology studies. Clinical Pharmacology & Therapeutics, 84(3), 417–423. Retrieved from https://web.archive.org/web/20170809004704/https://www.fda.gov/downloads/Drugs/ScienceResearch/…/UCM085502.pdf
 

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Plan To Evaluate Implementation buy essay help

You are expected to develop a plan to evaluate the implementation of the EBP project. Please review all the past readings, table template, resources, instructions, and rubric. Please include a narrative that defines the baseline data (this is described in section A below). You may also add additional information as noted in the sample paper if appropriate to your EBP proposal. The narrative must be 2-4 pages in length. The table for this plan should include Sections B through D below. See the table template (please click on this link).
EBP Evaluation Plan

Define baseline data sources and collection strategies – describe data that has been collected which identified need for proposal. It has to be specific baseline data that the results (outcomes) of your proposed implementation will be compared to post implementation.
Define outcome indicators for your project (see table).
Define outcome measures (see table).
Define how data will be collected – time of collection and person responsible (see table)

Note: It would be to your advantage to submit this section as you progress writing the paper to Safe Assign draft areas to verify the originality report for updates. You must achieve an “matching” score of 34% or less FOR THE MODULE 5 SAFEASSIGN FINAL EBP PAPER.

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Impact Of Ethnicity On Antidepressant argumentative essay help online: argumentative essay help online

Case 2: Volume 1, Case #7: The case of physician do not heal thyself
Major depressive disorder is one of the most prevalent disorders you will see in clinical practice. Treatment for this disorder, however, can vary greatly depending on client factors, such as ethnicity and culture. As a psychiatric mental health professional, you must understand the influence of these factors to select appropriate psychopharmacologic interventions. For this Discussion, consider how you might assess and treat the individuals in the case studies based on the provided client factors, including ethnicity and culture.
To Prepare:
· Review this week’s Learning Resources and reflect on the insights they provide.
· Go to the Stahl Online website and examine the case study you were assigned ( Above)
· Take the pretest for the case study.
· Review the patient intake documentation, psychiatric history, patient file, medication history, etc. As you progress through each section, formulate a list of questions that you might ask the patient if he or she were in your office.
· Based on the patient’s case history, consider other people in his or her life that you would need to speak to or get feedback from (i.e., family members, teachers, nursing home aides, etc.).
· Consider whether any additional physical exams or diagnostic testing may be necessary for the patient.
· Develop a differential diagnoses for the patient. Refer to the DSM-5 in this week’s Learning Resources for guidance.
· Review the patient’s past and current medications. Refer to Stahl’s Prescriber’s Guide and consider medications you might select for this patient.
· Review the posttest for the case study.
Write a response to the following:
· Provide the case number in the subject line of the Discussion thread ( Case # 7)
· List three questions you might ask the patient if he or she were in your office. Provide a rationale for why you might ask these questions.
· Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why.
· Explain what physical exams and diagnostic tests would be appropriate for the patient and how the results would be used.
· List three differential diagnoses for the patient. Identify the one that you think is most likely and explain why.
· List two pharmacologic agents and their dosing that would be appropriate for the patient’s antidepressant therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other.
· For the drug therapy you select, identify any contraindications to use or alterations in dosing that may need to be considered based on the client’s ethnicity. Discuss why the contraindication/alteration you identify exists. That is, what would be problematic with the use of this drug in individuals of other ethnicities?
· If your assigned case includes “check points” (i.e., follow-up data at week 4, 8, 12, etc.), indicate any therapeutic changes that you might make based on the data provided.
· Explain “lessons learned” from this case study, including how you might apply this case to your own practice when providing care to patients with similar clinical presentations
Resources ( 3 + reference needed)
Required Readings
Note: All Stahl resources can be accessed through this link provided https://stahlonline.cambridge.org/
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
Note: To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

Chapter 6, “Mood Disorders”

Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
Note: To access the following medications, click on the The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate medication.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Howland, R. H. (2008). Sequenced Treatment Alternatives to Relieve Depression (STAR*D). Part 1: Study design. Journal of Psychosocial Nursing and Mental Health Services, 46(9), 21-24. doi:02793695-20081001-0510.3928/02793695-20080901-06
Howland, R. H. (2008). Sequenced Treatment Alternatives to Relieve Depression (STAR*D). Part 2: Study outcomes. Journal of Psychosocial Nursing and Mental Health Services, 46(10), 21-24. doi:02793695-20081001-0510.3928/02793695-20080901-06
Yasuda, S.U., Zhang, L. & Huang, S.-M. (2008). The role of ethnicity in variability in response to drugs: Focus on clinical pharmacology studies. Clinical Pharmacology & Therapeutics, 84(3), 417–423. Retrieved from https://web.archive.org/web/20170809004704/https://www.fda.gov/downloads/Drugs/ScienceResearch/…/UCM085502.pdf
 

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Why choose our academic writing service?

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Practices to Support Healthcare Issues college application essay help online

Discussion: Organizational Policies and Practices to Support Healthcare Issues
Quite often, nurse leaders are faced with ethical dilemmas, such as those associated with choices between competing needs and limited resources. Resources are finite, and competition for those resources occurs daily in all organizations.
For example, the use of 12-hour shifts has been a strategy to retain nurses. However, evidence suggests that as nurses work more hours in a shift, they commit more errors. How do effective leaders find a balance between the needs of the organization and the needs of ensuring quality, effective, and safe patient care?
In this Discussion, you will reflect on a national healthcare issue and examine how competing needs may impact the development of polices to address that issue.

Review the Resources and think about the national healthcare issue/stressor you previously selected for study in Module 1.
Reflect on the competing needs in healthcare delivery as they pertain to the national healthcare issue/stressor you previously examined.

Post an explanation of how competing needs, such as the needs of the workforce, resources, and patients, may impact the development of policy. Then, describe any specific competing needs that may impact the national healthcare issue/stressor you selected. What are the impacts, and how might policy address these competing needs? Be specific and provide examples.

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Diseases Affecting Vision And Hearing university essay helpChoose and explain one of the eye diseases / disorders discuss in you textbook. Discuss its possible treatments.
(will include power points and book isbn)
The answer should be based on the knowledge obtained from reading the book, no just your opinion. If there are 3 questions in the discussion, you must answer all of them. Your grade will be an average of all answers.
GRADING CRITERIA: Student mentions the eye disease / disorder (30%). Student explains the disease / disorder in detail (35%). Student discusses possible treatments (35%).
– include references used, and cite within text
Book:Touhy, T.A & Jett, K.F (2018). Ebersole and Hess’ Gerontological Nursing. (5th ed.) Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 – Publisher: Elsevier – (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.). 2009 ISBN: 978-1-4338-0561-5
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Health In The Global Community/Women’s Health essay help for free: essay help for freeRead chapters 15 and 17 of the class textbook and review the attached PowerPoint presentations.  Once done, answer the following questions:(POWERPOINTS WILL BE INCLUDED): 
1.  Describe globalization and international patterns of health and disease.
2.  Identify international health care organizations and how they collaborate to improve global nursing and health care.
3.  Identify and discuss the major indicators of women’s health.
4.  Identify and discuss the barriers to adequate health care for women.
– PLEASE cite references within text!!!! 
– APA format word document
–  Arial 12 font
– A minimum of 3 evidence-based references besides the class textbook no older than 5 years must be used.  
– A minimum of 800 words is required
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Diary Of A Medical Mission Trip assignment essay help 123

Watch the “Diary of Medical Mission Trip” videos dealing with the catastrophic earthquake in Haiti in 2010. Reflect on this natural disaster by answering the following questions:

Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention. Provide innovative examples that have not been discussed by previous students.
Under which phase of the disaster do the three proposed interventions fall? Explain why you chose that phase.
With what people or agencies would you work in facilitating the proposed interventions and why?

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Leadership Styles And Nursing assignment college application essay help online: college application essay help online# 5 of this question is the only one you will write
CLC – Leadership Styles and Nursing
 
 
This is a Collaborative Learning Community (CLC) assignment.
The purpose of this assignment is to assess leadership styles, traits, and practices as a nursing professional, establish the importance of effective interprofessional communication as a leader in nursing, and to explore the role of servant leadership in nursing practice.
Read the study materials on leadership and complete the topic quiz activities to better understand your leadership qualities.
Upon completion, summarize and share with your group what you learned about your specific leadership qualities, so you can become familiar with how you are similar and different from your peers when it comes to being a leader.
As a group, review the study materials related to servant leadership. Using what you have learned about the tenets of servant leadership and traits and practices of successful leaders, create a 10-12 slide PowerPoint presentation with speaker notes. Add an additional slide for references at the end of your presentation.
Include the following in your presentation:

Each group member: Create a slide that summarizes your leadership style, traits, and practices.
Compare the personal leadership styles of your group members, including commonalities between group members’ strengths and weaknesses.
Explain why it is important for nursing professionals to be aware of their personal leadership style, traits, and practices.
Discuss what leadership traits and styles are necessary to be an effective communicator. Explain the importance of leaders adapting communication approaches when working interprofessionally (across ancillary departments, vendors, community members).
Discuss how nursing professionals can benefit from integrating the tenets of servant leadership to empower and influence others as they lead.
Discuss how leaders who practice servant leadership and have a strong understanding of their personal leadership traits can successfully lead others and navigate the unique challenges that are part of nursing and health care. Provide two examples that illustrate your main ideas.

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.
Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
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Spiritual Consideration Surrounding A Disaster essay help writing: essay help writing

What spiritual considerations surrounding a disaster can arise for individuals, communities, and health care providers? Explain your answer in the context of a natural or manmade disaster. How can a community health nurse assist in the spiritual care of the individual, community, self, and colleagues?

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stereotypes and implicit bias in the community writing essay help250 WORDS CITATION AND REFERENCES
How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format.
Instructor post
Providing holistic nursing care requires cultural competence. Understanding others beliefs and how you personally feel about those beliefs will help guide your patient care. Every person has their own values, including the nurse providing the care and education. Understanding your values and their importance to you will help the nurse understand how important and the impact an individuals values has on their health care preferences. Community health nurses must be able to interact effectively with people of all cultures , beliefs systems and health preferences (GCU, 2018).
What are some cultural beliefs you are familiar with or have had professional experiences with? How did you handle those situations? How were you able to ensure you were providing culturally competent care?
Please use at least one evidence based article to support your discussion post. The GCU library can be very helpful for finding resources.
Grand Canyon University (Ed). (2018). Community & public health: The future of health care. Retrieved from
https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/
Read Chapter 3 in Community and Public Health: The Future of Health Care.
URL:https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/community-and-public-health_the-future-of-health-care_1e.php
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 Why is the concept of family health important? Consider the various strategies for health promotion. How does a nurse determine which strategy would best enable the targeted individuals to gain more control over, and improve, their health?

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Develop an interview questionnaire to be used in a family-focused functional assessment. The questionnaire must include three open-ended, family-focused questions to assess functional health patterns.
Upon completion of the interview, write a 750-1,000-word paper. Analyze your assessment findings. Submit your questionnaire as an appendix with your assignment.
Include the following in your paper:

Describe the family structure. Include individuals and any relevant attributes defining the family composition, race/ethnicity, social class, spirituality, and environment.
Summarize the overall health behaviors of the family. Describe the current health of the family.
Based on your findings, describe at least two of the functional health pattern strengths noted in the findings. Discuss three areas in which health problems or barriers to health were identified.
Describe how family systems theory can be applied to solicit changes in family members that, in turn, initiate positive changes to the overall family functions over time.

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Jordan is a 35-year-old woman who presents with intermittent diarrhea with cramping that is relieved by defecation. The diarrhea is not bloody or accompanied by nausea and vomiting. Review of past medical history includes some childhood “stomach issues”, HTN, and a recent cholecystectomy. She works in the environmental department of a large hotel. . She denies alcohol and cigarette.
Diagnosis: Irritable Bowel Syndrome (IBS)
I.      Discuss the epidemiology of IBS?
II.     What is your treatment goals for this patient?
III.    Discuss First line and second line drug therapy for IBS. Please include pharmacotherapeutic information.

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Discussion: Interaction Between Nurse Informaticists and Other Specialists
Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.
Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.
In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.
To Prepare:

Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty.
Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization.

By Day 3 of Week 3
Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

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uses for descriptive epidemiological studies academic essay helpPH 384: Epidemiology:
Assignment 5 (100 points possible)
1.  State three uses for descriptive epidemiologic studies. How could descriptive epidemiologic studies examine the obesity epidemic in the United States by using the figures below?

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the behavioral risk factor surveillance system essay help online: essay help onlinePH 384: Epidemiology:
Assignment 4 (100 points possible)
1. Describe the behavioral risk factor surveillance system. How does it differ from a surveillance system for infectious disease?(25 points)
2.  If you want to estimate the incidence rate of lung cancer in Kentucky State during 2016, please identify the sources you may need to estimate the incidence rate.(15 points)
Hint: Recall the calculation of incidence rate, what information you need to calculate the incidence rate, where you can find those numbers?
3. Define the following terms (10 points each):
1) Maternal mortality rate
2) Infant mortality
3) Fetal mortality
4) Crude birth rate
5) General fertility rate
6) Perinatal mortality rate
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House Representative assignment scholarship essay help: scholarship essay help

Complete an APA style paper of house representative from the third congressional district Sharice Davids. Obviously when it talks about the interview pick topics that she is involved in especially as it related to healthcare and nursing.

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Scarcity of Medical Resources assessment buy essay helpScarcity of Medical Resources
For this assessment, you will continue your survey of ethical principles in health care. Especially in our contemporary world, where needs for health care outstrip available resources, we regularly face decisions about who should get which resources.
There is a serious shortage of donor organs. Need vastly outstrips supply, due not only to medical advances related to organ transplantation, but also because not enough people consent to be cadaveric donors (an organ donor who has already died). Munson (2014) points out that in the United States, approximately 10,000 patients die each year because an organ donor was not available, which is three times the number of people killed in the terrorist attacks on 9/11.
But what is an efficient and morally sound solution to this problem? The policy of presumed consent, where enacted, has scarcely increased supply, and other alternatives, such as allowing donors to sell their organs, raise strong moral objections. In light of this, some have advocated for a policy of conscription of cadaveric organs (Spital & Erin, 2002). This involves removing organs from the recently deceased without first obtaining consent of the donor or his or her family. Proponents of this policy argue that conscription would not only vastly increase the number of available organs, and hence save many lives, but that it is also more efficient and less costly than policies requiring prior consent. Finally, because with a conscription policy allpeople would share the burden of providing organs after death and allwould stand to benefit should the need arise, the policy is fair and just.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

Competency 1: Articulate ethical issues in health care.

Articulate the moral concerns surrounding a policy of organ conscription.
Articulate questions about the fairness and justness of organ conscription policy.
Explain the relevance and significance of the concept of consent as it pertains to organ donation.
Evaluate alternative policies for increasing available donor organs.

Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with health care professionals.

Exhibit proficiency in clear and effective academic writing skills.

References
Munson, R. (2014). Intervention and reflection: Basic issues in bioethics (concise ed.). Boston, MA: Wadsworth.
Spital, A., & Erin, C. (2002). Conscription of cadaveric organs for transplantation: Let’s at least talk about it. American Journal of Kidney Disease, 39(3), 611–615.
Instructions
Do you consider the policy of organ conscription to be morally sound?
Write a paper that answers this question, defending that answer with cogent moral reasoning and supporting your view with ethical theories or moral principles you take to be most relevant to the issue. In addition to reviewing the suggested resources, you are encouraged to locate additional resources in the Capella library, your public library, or authoritative online sites to provide additional support for your viewpoint. Be sure to weave and cite the resources throughout your work.
In your paper, address the following:

On what grounds could one argue that consent is not ethically required for conscription of cadaveric organs? And on what grounds could one argue that consent is required?
Is the policy truly just and fair, as supporters claim? Explain.
Do you consider one of the alternative policies for increasing available donor organs that Munson discusses to be preferable to conscription? Explain why or why not.
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n this assignment, you will be writing a 1,000-1,250 word paper describing the differing approaches of nursing leaders and managers to issues in practice. To complete this assignment, do the following:

Select an issue from the following list: bullying, unit closers and restructuring, floating, nurse turnover, nurse staffing ratios, use of contract employees (i.e., registry and travel nurses), or magnet designation.
Describe the selected issue. Discuss how it impacts quality of care and patient safety in the setting in which it occurs.
Discuss how professional standards of practice should be demonstrated in this situation to help rectify the issue or maintain professional conduct.
Explain the differing roles of nursing leaders and nursing managers in this instance and discuss the different approaches they take to address the selected issue and promote patient safety and quality care. Support your rationale by using the theories, principles, skills, and roles of the leader versus manager described in your readings.
Discuss what additional aspects mangers and leaders would need to initiate in order to ensure professionalism throughout diverse health care settings while addressing the selected issue.
Describe a leadership style that would best address the chosen issue. Explain why this style could be successful in this setting.

Use at least three peer-reviewed journal articles other than those presented in your text or provided in the course.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
NO PLAGIARISM
MUST INCLUDE PLAGIARISM CHECK
PLEASE FOLLOW ATTACHED RUBRIC AND MUST ADHERE TO WORD COUNT

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Fluid And Electrolyte Exemplars assignment college admission essay helpPlease complete the Fluid and Electrolyte exemplar table in its entirety.
Rubric:
-Include pathophysiology for exemplars
-List assessment findings for exemplars
-list possible interventions for exemplars
-identify possible complications for exemplars
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Rough Draft Qualitative Research Critique college admissions essay helpWrite a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the “Research Critique Guidelines – Part 1” document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content from the studies in your responses.
Use the practice problem and two qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment.
In a 1,000–1,250 word essay, summarize two qualitative studies, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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Credibility Of Quantitative Results assessment essay help writing: essay help writingData Analysis
 
As a nurse engaged in evidence-based practice, it is important to recognize how statistics and other data analysis tools are used to generate and assess evidence. Most nurses need only a foundational understanding of statistical tools and terminology to understand the majority of research studies. As a nurse, you should be able to recognize the most commonly used statistical tests, how and when they are used, and how significance is determined.
 
In this Discussion, you examine different types of statistics and statistical tests, when and why these particular tests would be selected for use, and, most importantly, what the results indicate. To this end, you will be assigned to a group by Day 1 of this week. Each group will be assigned one of the five chapters listed in this week’s Learning Resources and will develop a study sheet on their chapter that will be shared with the other groups.
 
To prepare:
 

Review the information in your assigned chapter (Chapter 19 p. 473 to 477. Credibility of Quantitative Results  See attached file)
Write a minimum of 200 to 250 words in APA format that includes the following:

 

The key concepts of the chapter: Focus on the basic concepts that are important for nurses to understand as they review research studies. ( In this case, focus only on Credibility of Quantitative Results)
A description of the statistical methods covered in the chapter, what they measure, and under what circumstances they are used. Identify examples of how the statistical methods have been used in research studies. ( In this case, focus only on Credibility of Quantitative Results
An explanation of the key statistical tests and how they measure significance (if applicable). ( In this case, focus only on Credibility of Quantitative Results )

 
 
 
Readings
 

Polit, D. F., & Beck, C. T. (2012).  Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.).Philadelphia, PA: Lippincott Williams & Wilkins.
Chapter 19, “Processes of Quantitative Data Analysis and Interpretation”
The previous chapters have described a number of different statistical tests used to examine data in a quantitative study; this chapter focuses on how to analyze and interpret the results. It describes the steps in the analysis process and how to determine the credibility of the results.
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Case Study 9
Disorders of White Blood Cells and Lymphoid Tissues
Max is a 60-year-old living in Iowa. For the 27 years, he has been working in the agricultural industry, particularly in the management of corn production. Recently he began to feel weak during work and tired easily. During the night he woke up sweating, and he often felt unusually warm during the day. Max was also surprised that, in spite of eating regularly, his weight was declining and his work pants were now too large for him. Upon physical examination, his physician noted his inguinal lymph nodes were swollen although Max said they were not sore. Subsequent laboratory tests confirmed follicular, non-Hodgkin lymphoma. Chemotherapy in conjunction with rituximab was immediately initiated.

What are the key cellular differences between non-Hodgkin lymphoma and Hodgkin lymphoma?
The early manifestations of non-Hodgkin lymphoma and Hodgkin lymphoma in lymphatic tissue appear differently. In terms of lymphatic presentation, how would these two diseases appear clinically?
What are the pharmacologic properties of rituximab, and what is its mechanism of action on malignant cells?
Outline the structure of lymph node parenchyma including the areas where B and T lymphocytes reside. Where did Max’s lymphoma arise?

 
Assignment Requirements:
Before finalizing your work, you should:
·
·         Ensure you have written at least four double-spaced pages.
·         Be sure to read the Assignment description carefully (as displayed above);
·         Consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary; and
·         Utilize spelling and grammar check to minimize errors.
·         Follow the conventions of Standard American English (correct grammar, punctuation, etc.);
·         Be well ordered, logical, and unified, as well as original and insightful;
·         Display superior content, organization, style, and mechanics; and
·         Use APA 6th Edition format as outlined in the APA Progression Ladder.

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Creating a Culture of Evidence-Based Practice popular mba argumentative essay help: popular mba argumentative essay helpCreating a Culture of Evidence-Based Practice
 
An abundance of evidence can be found on almost any medical issue or health topic. Often, the availability of information is not the concern, but rather nurses struggle with how to convey the evidence to others and change practices to better reflect the evidence. Deep-rooted organizational cultures and policies can make some resistant to change, even to changes that can vastly improve the quality, effectiveness, and efficiency of health care. However, there are many strategies that nurses can employ to bring about changes to practice.
 
In this Discussion, you focus on how to create an organizational culture that supports evidence-based practice.
 
To prepare:
 

Review the information in this week’s Learning Resources. Examine the various suggestions for promoting an organizational culture that embraces the use of EBP.
Reflect on your own hospital’s (or one in which you have worked) support of evidence-based practice. Examine how culture and policies impact the adoption of changes to practice based on evidence. What barriers exist?
Consider the models and suggestions for promoting evidence-based practice featured in this week’s Learning Resources. Identify models and suggestions that would work well in your hospital.
Reflect on the significance of evidence-based practice (EBP) in health care. What responsibility do nurses have to promote EBP and change practices to better reflect evidence and research findings?
Reflect on how nurses can disseminate findings from evidence-based practice research.

 
Post on Tuesday 05/10/16 550 words in APA format
 
1)An evaluation of your hospital’s use of Evidence Based-Practice (EBP) and how it is furthered or hindered by organizational culture and policies.
 
2) Describe how you could disseminate the findings.
 
3) Propose a strategy for strengthening the culture of EBP within the organization.
 
4)Discuss a nurse’s responsibility to further the use of EBP, providing a rationale supported by specific information from the Learning Resources.
 
Include 4 references from the list below only.
 

Required Resources

 
 
 
Readings
 

Polit, D. F., & Beck, C. T. (2012).  Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.). Philadelphia, PA: Lippincott Williams & Wilkins.

Chapter 28, “Disseminating Evidence: Reporting Research Findings”
In this chapter, the focus is on actually reporting on the research findings and how to determine the best approach for reaching the desired audience. The chapter also includes tips on how to organize the information and describes what is usually included in such reports.

Aitken, L. M., Hackwood, B, Crouch, S., Clayton, S., West, N., Carney, D., & Jack, L. (2011). Creating an environment to implement and sustain evidence based practice: A developmental process. Australian Critical Care, 24(4), 244–254.
Retrieved from the Walden Library databases.
This article describes a multi-dimensional EBP program designed to generate sustainable improvement in patient care and patient outcome. The text details the program’s strategies for implementation along with achievements and lessons learned.
Barnsteiner, J. H., Reeder, V. C., Palma, W. H., Preston, A. M., & Walton, M. K. (2010). Promoting evidence-based practice and translational research. Nursing Administration Quarterly, 34(3), 217–225.
Retrieved from the Walden Library databases.
In this text, the authors highlight established systems and structures designed to supply staff with resources to translate research and deliver EBP. Additionally, the article explicates a multitude of initiatives designed to disseminate evidence to the point of care.
Cullen, L., & Adams, S. L. (2012). Planning for implementation of evidence-based practice.Journal of Nursing Administration, 42(4), 222–230.
Retrieved from the Walden Library databases.
This article provides several models for implementing evidence-based practice within an organization. It introduces four different phases through which an implementation should progress, and provides examples of each.
Estrada, N. (2009). Exploring perceptions of a learning organization by RNs and relationship to EBP beliefs and implementation in the acute care setting. Worldviews on Evidence-Based Nursing, 6(4), 200–209.
Retrieved from the Walden Library databases.
In this article, the authors detail a survey design study conducted to determine the relationship between a learning organization’s characteristics and the beliefs of registered nurses with respect to EBP. In addition, the study examines the impact of EBP beliefs on registered nurses’ implementation of EBP.
Fineout-Overholt, E., Williamson, K. M., Kent, B., & Hutchinson, A. M. (2010). Teaching EBP: Strategies for achieving sustainable organizational changetoward evidence-based practice. Worldviews on Evidence-Based Nursing, 7(1), 51–53.
Retrieved from the Walden Library databases.
The authors of this text suggest multiple strategies for integrating the EBP paradigm at the organizational level. The text provides rationale for why educators should also consider change at the individual level as an effective conduit for disseminating the EBP paradigm at the organizational level.
Munten, G. van den Bogaard, J., Cox, K., Garretsen, H., & Bongers, I. (2010). Implementation of evidence-based practice in nursing using action research: A review. Worldviews on Evidence-Based Nursing, 7(3), 135–157.
Retrieved from the Walden Library databases.
This text reviews 21 action research studies to determine what is known about using action research to implement evidence-based practice. The authors explicate the promising features and flaws that were common across the action research studies they used.
Satterfield, J. M., Spring, B., Brownson, R. C., Mullen, E. J., Newhouse, R. P., Walker, B. B., & Whitlock, E. P. (2009). Toward a transdisciplinary model of evidence-based practice. The Milbank Quarterly, 87(2), 368–390.
Retrieved from the Walden Library databases.
This article presents the primary issues and challenges in EBP across numerous health disciplines. The authors then posit a transdisciplinary EBP model designed to incorporate the strengths and diminish the flaws of each discipline’s EBP model.
Steurer, L. M.(2010). An evidence-based practice scholars program: One institution’s journey toward excellence. Journal of Continuing Education in Nursing, 41(3), 139–143.
Retrieved from the Walden Library databases.
The author of this article details the efforts of an EBP scholars program that was designed to teach an overview of EBP, along with the skills necessary to improve patient outcomes.  In addition to the program’s development and implementation, the article highlights lessons learned.
Media

 

Laureate Education, Inc. (Executive Producer). (2012k). Translating evidence into practice. Baltimore, MD: Author.
Note: The approximate length of this media piece is 9 minutes.
Dr. Kristen Mauk discusses the outcomes of her DNP project in this video. She explains how nurses in the rehabilitation unit where she conducted her project used the results of her project to improve their practices.
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cognitive abilities, and sociocultural position in life popular mba argumentative essay help: popular mba argumentative essay helpPrior to completing this discussion, read Chapter 9 in the textbook, the SOC313 Family Document, and review the Instructor Guidance.
Our stage of life, intellectual/cognitive abilities, and sociocultural position in life, affect our perspectives and resultant behaviors about a number of conditions including cancer. Consider the information provided in the SOC313 Family Document. Both Ella and Evan have been diagnosed with cancer. Ella has been fighting cancer with complementary and alternative methods with some success for many years. Evan, her grandson, is 10 years old and has recently been diagnosed with leukemia but has not yet begun treatment.
Putting yourself in either Ella or Evan’s place, what might your perspective on your cancer be? Integrate how the stage of life, cognitive abilities, and sociocultural position of your chosen person influences her/his perspective on his/her individual disease.
Guided Response: Read several of your classmates’ posts and respond to two of your peers.  Did your classmates select the same or different individual?  Respond to similarities and differences in your perspective and your classmates’ perspectives.  Taking on the role of either Evan’s mother or Ella’s husband, comment on how your perspective of the disease differs from your classmates’ perspectives. Share any additional insights you have after reading these different perspectives.
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Health Policymaking in the United States essay help cheapQ2: As stated on p. 295 of Health Policymaking in the United States, “The most difficult policy question deriving from application of the ethical principle of justice is, of course, what is fair?” how would you answer that question? What is fair?
Q3: As a health policymaker, what might your social power include?
If you do not know health care do not respond.
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patient information management system history essay help: history essay helpApplication: Using Microsoft Project
 
Starting a project without a plan is like going on a road trip without any directions. You may progress along the way, but you might not end up at your desired destination. A project plan provides basic information that guides the execution and control of the project. At its most fundamental level, a project plan will describe the “who, what, when, and why” of a project. Microsoft Project is one of the most widely used project planning tools. The ability to understand and create project plans in Microsoft Project enables a project manager to effectively plan and manage project implementations.
 
In this Assignment, you generate a project plan using Microsoft Project.
 
To prepare:
 

Review the information in this week’s Learning Resources on using Microsoft Project.
Consider how to efficiently schedule tasks in a project plan.
Think about how you should sequence tasks that have dependencies.

 
 
 
To complete this Assignment, you will create a Microsoft Project plan for a patient information management system. The primary deliverable for the plan is the patient information management system itself, but it is comprised of many modules. Include the following tasks, subtasks, and timeframes:
 
1) Create the Admission, Discharge, and Transfer Module (requires subtask I, configuration period: 25 days, training period: 10 days)
2) Subtask I: Create the Patient Registration Module (requires subtask II, configuration period: 4 days, training period: 4 days)
3) Subtask II: Create the Master Patient Index (configuration period: 4 days)
4) Subtask III: Create the Patient Scheduling Module (requires subtask II, configuration period: 7 days, training period: 15 days)
 
 
 
Required Readings
 
 
 
Biafore, B. (2010). Microsoft Project 2010: The missing manual. Sebastopol, CA: O’Reilly.
 

Chapter 2, “Planning a Project” (pp. 39–57)

 
This chapter supplies a brief introduction on project planning. The chapter describes the contents of a project plan along with the process of creating relevant documents.
 
 
 
Coplan, S., & Masuda, D. (2011). Project management for healthcare information technology. New York, NY: McGraw-Hill.
 

Chapter 5, “Change Management” (pp. 193–237)

 
In this chapter, the authors review change management knowledge areas. The authors describe a variety of analysis methods applicable to change management processes and outputs.
 
Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK guide) (5th ed.). Newtown Square, PA: Author.
 

Chapter 3, “Project Management Processes” (pp. 47–61)

 
This chapter supplies information on managing a project that uses networked processes. The chapter describes project management processes related to each phase of a project.
 
 
 
Campbell, R. J. (2008). Change management in health care. The Health Care Manager, 27(1), 23–39. 
 
Retrieved from the Walden Library databases.
 
In this article, the author highlights the work of two leaders in the field of change management. The author demonstrates how the work of these leaders can be applied to health care organizations.
 
 
 
Merrell, P. (2012). Effective change management: The simple truth. Management Services, 56(2), 20–23. 
 
Retrieved from the Walden Library databases.
 
In this article, the author provides six steps for effective change management. The author also supplies supplementary information on the importance of learning activities, measuring success, and managing change management strategies.
 
 
 
Required Media
 
Laureate Education (Producer). (2013a). Establishing a team [Video file]. Retrieved from https://class.waldenu.edu
 
 
 
Note: The approximate length of this media piece is 8 minutes.
 
In this video, Dr. Mimi Hassett discusses important considerations when assembling a project team, such as who to include and whom to consult. She talks about how project size, goals, and timelines can impact those decisions, and she also offers examples of how to keep enthusiasm for a project moving forward as the challenges toward completion arise.
 
 
 
 
 
Schifalacqua, M., Costello, C., & Denman, W. (2009). Roadmap for planned change, part 1: Change leadership and project management. Nurse Leader, 7(2), 26–29. 
 
Retrieved from the Walden Library databases.
 
In this article, the authors explore the essential elements of change theory and project management. The article details many tools and concepts that assist in managing and planning change at various scales.
 
 
 
 
 
Microsoft Corporation. (2012). Getting started: Introduction to project management. Retrieved from http://office.microsoft.com/en-us/project-help/getting-started-introduction-to-project-management-HA010359477.aspx?CTT=3
 
Review this web page, which provides an overview of basic project management concepts. It also provides links to other pages which demonstrate how to apply the aforementioned concepts in Microsoft Project 2010.
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Risk Control Self-Assessment for Nurse Practitioners nursing essay helpA self-assessment is an opportunity for you to review what you have learned in the nurse practitioner  program, evaluate your clinical skills, and develop goals before exiting the NP program. For this assignment, you will complete the Risk Control Self-Assessment Checklist for Nurse Practitioners and identify your areas of strength and weakness. You also will explain how you plan to improve on these weaknesses, as well as how you plan to master clinical skills you have not obtained prior to exiting NP program.
 
To prepare:
 
Complete the Risk Control Self-Assessment Checklist for Nurse Practitioners
 
Consider your strengths and weaknesses
 
Review types of patients treated and clinical procedures performed
 
To  Complete
 
Write a 2 page paper that addresses the following:
 
Identify at least three strengths as a nurse practitioner
 
Explain why you consider these strengths and what you can do to maintain them in your practice
 
Identify at least three weaknesses as a nurse practitioner
 
Explain how you plan to address each weakness
 
Examine at least three clinical skills you need to obtain prior to exiting Nurse practitioner program
 
Explain how you plan to master the clinical skills before exiting NP program
 
Analyze the history of advanced practice nurses and the emerging role of your specialty area, and discuss what contributions you plan to make to advance the nursing profession
 
 
 
References
 
Buppert, C. (2015). What is a nurse practitioner? In Nurse practitioner’s business practice and legal guide (5th ed.) (1-16, 33). Burlington, MA: Jones & Bartlett.
 
 
 
CNA, & Nurses Service Organization (2012). Risk control self-assessment checklist for nurse practitioners. Retrieved from http://www.hpso.com/Documents/RiskEducation/individuals/NP_RM_Checklist_2012.pdf
 
 
 
Ford, L. C. (2015). Reflections on fifty years of change. FAANP Forum, 6(1), 2-3. Retrieved from https://www.aanp.org/images/documents/FAANPForum/2015-3.pdf
 
 
 
Hamric, A. B., Hanson, C. M., Tracy, M. F., & O’Grady, E. T. (2014). International development of advanced practice nursing. In Advanced practice nursing: An integrative approach(5th ed.) (133-143). St. Louis, MO: Elsevier Saunders.
 
 
 
Kooienga, S.A. & Carryer, J.B. (2015). Globalization and advancing primary care health care nurse practitioner practice. The Journal for Nurse Practitioners, 11(8), 804–811. doi:10.1016/j.nurpra.2015.06.012
 
 
 
 
 
Naylor, M. D., & Kurtzman, E. T. (2010). The role of nurse practitioners in reinventing primary care. Health Affairs, 29(5), 893-899. Retrieved from http://content.healthaffairs.org/content/29/5/893.full.pdf+html
 
 
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