Exploration of health disparities and structural violence in America

In this assignment, you will explore the harmful effects of health disparities as a result of structural violence in our society. Structural violence refers to the avoidable limitations that society places on groups of people that constrain them from meeting their basic needs and achieving the quality of life that would otherwise be possible. These limitations, which can be political, economic, religious, cultural, or legal in nature, and often originate in institutions that exercise power over particular subjects (Lee 2020).

Your discussion will include the following elements:

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(1) you will select a historically excluded group (HEG) (see below) and then

(2)discuss how individuals in this group are excluded from full participation in the health care system in our society and how this relates to structural violence and

(3) identify examples of specific health disparities that they experience and discuss the effect of the disparities upon individuals within this group

(4) As your final part of the discussion think about the possibility of a solution for your group’s health care disparities. Discuss this possibility and provide examples of how this might occur.

In your discussion, cite sources developed in the course and independent research you have undertaken to support your assertions in the discussion. Also, provide specific examples to enhance your analysis.

Group Selection:

Select a historically excluded group (HEG) found in US society. The term historically excluded group or HEG refers to any group of people that has been historically excluded from full rights, privileges, and opportunities in a society or organization. For example, you will select a specific group, e.g. race/ethnic group, African or a specific gender category, Transgender, or sexual orientation, Gay men

Examples:

Race and ethnicity
Gender
Sexual identity and orientation
Disability status or special health care needs
Geographic location (rural and urban
Culture of origin, immigrant
Elderly
Other historically excluded groups: any group that has been prevented from full participation in the society
Note on Writing Assignments: The grade on all assignments for this class is based on the development of a clear and thoughtful paper that includes a discussion of all the required elements.

Writing also counts; use clear English, with no grammatical or spelling errors. Use spell check and grammar check; proofread each other’s’ papers if possible.

Papers with distracting spelling or grammatical errors, particularly run-on sentences or sentence fragments, will result in a significant reduction in points.

See Writing Guide for Discussion Papers below

Paper Writing Guide for Discussion Papers

Grading

The goals of these papers are 1) to show understanding of and evaluate the complex arguments made in assigned readings, and, more importantly, 2) to engage in the process of critical inquiry, synthesizing a new, original discussion of your own. Consider the following rubric for paper writing (adapted from Stanford’s “IHUM”) as a loose guide:

A-range Papers

Discussion/Originality: The submitted work is outstanding in form and content. It is original, or it expands in a new way on ideas presented in the course. The analysis or interpretation is not only unified and coherent but also complex and nuanced.
Structure: The evidence presented in support of the claims is carefully chosen and deftly handled. Paper has a clear and concisely-stated thesis at the outset, and arguments are clearly related to this thesis. Evidence is provided to support all statements, and “Sign-Post” sentences make the structure clear.
Research/Sources: Well-chosen sources reflect the breadth of the academic discussions in the field. Sources are used with a clear understanding of the entire article, but only relevant points specifically needed as evidence are given. Citations are always present where needed, correct, and specific.
Basics: Follows completely the assignment’s requirements. The paper is free or nearly free of any typographic or grammatical mistakes. Words are chosen carefully and used correctly and clearly.
B-range Papers

Discussion/Originality: The submitted work meets the requirements for the assignment, is clear and coherent, and presents evidence in support of its points. It shows comprehension of the material and manifests critical thinking about the issues raised in the course. It does not demonstrate the complexity, the insight, or the integrated structure of A-range work.
Structure: As for “A-range” papers.
Research/Sources: Sources are clearly understood and appropriate. Evidence is usually clearly connected to arguments, although it can sometimes resort to long summaries rather than carefully chosen references. Citations as with A-range papers.
Basics: As for “A-range” papers.
C-range Papers

Discussion/Originality: The submitted work has some, but not all of the basic components required; for example, it may offer an argument but it present no evidence to support the argument; or it may repeat concepts presented in lecture or readings without expanding on them.
Structure: The paper may not have a thesis or the evidence provided may not relate to the thesis as stated. Several sections may engage (and even show understanding of) course themes and readings, but they do not come together to create a coherent argument.
Research/Sources: Some sources may not be appropriate (such as book reviews, or peer-reviewed sources in the wrong field) and discussions of them may include minor misunderstandings. Minor parts of the argument may be missing support from research. Sources may be used more for small facts rather than important ideas, sometimes appearing to be added simply to reach the minimum required number. Citations may be partial or less frequent than needed but are generally present at least for quotations.
Basics: Argument may be impeded by grammar, punctuation, spelling, awkward or poor word-choice.
D-range Papers

Discussion/Originality: A coherent argument is not present. Large portions of the paper may not engage with relevant issues or may misunderstand them.
Structure: As for “C-range” papers, but substantial misunderstandings of the sources considered may be present as well.
Research/Sources: Sources may be inappropriate (such as non-peer reviewed ones) and/or too few. Large parts of the argument may not be supported with research, and research presented may include or imply substantial misunderstandings of the sources consulted. Citations may be partial or missing for many facts and ideas, and citation issues may sometimes rise to the level of unintentional plagiarism.
Basics: Major components of the assignment may be missing. Substantial mechanical issues prevent a reader from understanding portions of the text.
Plagiarism: it can be by accident, includes paraphrasing, and is very serious!

Plagiarism is claiming (expressly or implicitly) someone else’s work as your own.
This includes the use of direct quotes (using the same words) without citation but also includes un-cited use of others’ ideas, such as a paraphrased version of another’s work.
Violations can be intentional or unintentional, and could result in expulsion!

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