Can you help me understand this History question?

1) list [at least 5] different groups of people or individuals [in US history] that we discussed in class thus far
and then
2) list the historical time periods or historical events they were particularly impacted by or influential upon

The Online Free Version of the Textbook: http://www.americanyawp.com/

Ellis Island
On the east coast, a large portion of immigrants traveled into the United States through New York City. Prior to 1900, immigrants were processed at Castle Gardens. Upon its construction in 1900, however, immigrants completed their processing at Ellis Island–a huge immigration complex located in New York Harbor. Ellis Island’s peak year for immigrant processing was 1907. Over the course of the year, more than 1 million people gained entry to the United States through Ellis Island (that was approximately 3,000 – 5,000 newcomers a day). On April 17, 1907, 11,747 immigrants were process through Ellis Island (HOLY MOLY!)! Watch the video below to learn more about the experience of immigrants coming in through Ellis Island.

 

 
Angel Island
Ellis Island’s west coast counterpart was Angel Island in San Francisco Bay. Today, you can visit Angel Island and tour the immigration station. However, Angel Island is now more popular as an outdoor biking locale. The processing station did not open until 1910 and served a predominantly Asian immigrant population. While immigrants at Ellis Island faced a challenging, uphill, and often demoralizing battle, those coming in through Angel Island faced overt Xenophobia and Nativism visible through the requirement of forced quarantine.
Note: most of these statistics come from The Transplanted, A History of Immigrants in Urban America by John Bondar.

Living Conditions
Urban growth during the Gilded Age was a result of both industrial development and immigration. Despite coming to the United States for hope and opportunity, most immigrants did not have that experience (at least not initially). The industrial elite and middle class benefited from the rise of corporate capitalism and industrialization. However, immigrants (in addition to working class 
Americans) did not. The immigrant living conditions in cities is a good example of the divide between the Haves and Have Nots during the Gilded Age.
In places like New York City, immigrants congregated in poor, crowded communities with inadequate housing. The apartment style housing that 
made up these neighborhoods, known as tenement housing, was cheaply constructed buildings with little to no waste removal, indoor plumbing, and poor ventilation. Sometimes dozens of people lived in one or two room apartments. It was not uncommon to have two families share one tenement. Rats, pigs, and orphaned children wandered the streets along with those tenement dwellers who needed to escape the confines of their overcrowded apartment. With the lack of sanitation and overcrowding, the tenement dwellers experienced high rates of disease and overall poor health.
Watch this video to learn more about tenement housing in the United States:

 
The Tenement House Museum in New York City highlights the lives of those individuals and families who lived within its walls. Located in the Lower East Side, the museum preserves what the neighborhood once was. By 1900, the population density of New York’s Lower East Side (where the city’s Jewish population resided) reached 700 people per acre. That density rivaled the poorest sections of Mumbai, India at the time.
Working Conditions
While the middle class and industrial elite could escape the chaos and overcrowding of the cities, immigrants and the working class could not. They neither had the money nor the time to escape. Those immigrants who lived in poor conditions did not have much better working conditions. During 
the Gilded Age, working class laborers (those who did the manual labor in factories, mines, and on railroad lines etc.) worked dangerously long hours for extremely low pay.
1 in 3 industrial workers were immigrants. Poorer immigrants (from places like Italy and Southern/Eastern Europe) entered into the laboring underclass (taking on the most dangerous and least desirable jobs). Because separate spheres was a middle class ideal (unattainable by much of the working class who needed more than one income to survive), immigrant women often worked in factories, labored as domestic servants, and washerwomen.

Child labor was common among the working class but even more so among immigrant families. All family members needed to contribute in order for the family to survive. Although immigrant laborers were taken advantage of (given lower pay and least desirable jobs), children were outright exploited by industrialists. The safety and well-being of the children was of no concern to the factory or mine owners. Children could be paid even less than their adult counterparts, and their little hands and bodies put them in the most precarious and dangerous positions (in the smallest of coal mines and in between the moving parts of large, factory machines).
Watch this video to learn a bit more about immigrant labor and working class labor during the Gilded Age:

 
In addition to goal mines and steal mills, immigrants worked in New York’s Garment District, Chicago’s meat packing district (it’s as gross as it sounds), and New England’s cotton textile factories. Hours were ridiculously long and breaks were rare, leaving workers fatigued and undernourished, which in turn, created the perfect conditions for increased job accidents and injuries. The poor workplace conditions that immigrants faced is best exemplified by the Triangle Shirtwaist Fire of 1911. Watch this video to learn more about the fire:

 

REQUIRED READINGS:

16 Capital and Labor, Sections I – III (Yawp) (Links to an external site.)
16 Capital and Labor Primary Sources, 1 – 4 (Reader) (Links to an external site.)
18 Life in Industrial America, I – III, VI (Yawp) (Links to an external site.)
18 Life in Industrial American Primary Sources, 1 – 2, 4 – 9 (Reader) (Links to an external site.)

1. Are ethical theories relevant for ethical leadership? Explain.
2. How should a police officer respond if the officer witnesses the unethical behavior of another officer?

-Must respond to two peers:
PEER 1:Ethical theories are the ideas that theorists come up with to define moral and ethical thinking, reasoning, and action. We can not discuss ethical theories without mentioning some of the most popular theories such as the Kantian theory, Teleology, or Utilitarianism. The Kantian theory was developed by Immanuel Kant that made up other different ethical theories composed of good will, duties of the job, moral obligations, rationalism ect. Teleology comes from the Word Telos which is defined as goal or aim. It’s an explanation of the end purpose of the goal or function. Last but not least Utilitarianism is the idea that an action is appropriate if it produces benefits to most of the population (Stafford Library). Ethical theories can be for ethical leadership to develop since many of the ideas that ethical leadership use comes from the ethical theories itself or came from the ethical theories in other forms. To further explain that since ethics is not a universal concept, the definition of ethics is created through cultural experiences and practices ( Dion 2012). In an analysis between many leadership approaches there are connections between ethical theories and leadership.
A police officer has a lot of control on the streets since discretion is one of the main decision making factors that dictates what action an officer will take. Urges and desires will be present when the officers are at their most vulnerable. In an ideal world police officers should be able to report any unethical and immoral behaviors to their supervisors to preserve the dignity of the organization but that does not always happen. Sunahara (2003) explains the aspect of what it’s like to be an officer working in the security departments of the agency. Unethical practices occur in police workplaces all the time and it’s difficult to set examples for recruits to follow when the police officers themselves are condoning those same behaviors. The workplace environment within a police department is the decider of what culture and practices are tolerable and what is not. The subculture of law enforcement can include subtle control over other officers, lack of trust between citizens and law enforcement, and the hierarchy that they serves allow them to think of their position as superior to civilians which creates a illusion of power abuse.

PEER 2:
Are ethical theories relevant for ethical leadership? Explain.
Ethical theories are relevant for ethical leadership. Although ethical theories are composed of different many different variables, they all revolve around what would be considered right by social standards. These variables include, beneficence, least harm, respect for autonomy, justice ect. Through all these variables, the focus is drawn on doing what is morally right. In being a leader, we should always want to set a good example, and in turn those that are following our lead to do the same. In this week’s article, a quote from John C. Maxwell stated, “A leader is one who know the way, goes the way, and show the way (Miguel, 2017).” If leaders know what’s ethically right, does what’s ethically right, and shows others ethically right, then their followers should do the same.
The ethical principle beneficence, express that the decision maker do what is right and good (Chonko, n.d.). This philosophy states that we should try to produce as much good as possible to over evil. In any profession, we should all strive to do as much good as we can. This creates a stable environment in the workplace and also is a way of encouraging other to do the same.
Least harm is pretty similar to beneficence. Utilizing that way of thinking, individuals are expected to deal with situations in an effort to do the least harm as possible. Trying to harm the fewest people as possible is the objective.
Having respect for others should always be a priority for every. If we lived in a world where everyone respected on another, the world would definitely be different. Being a leader, he/she should always encourage their followers to respect other. Always teach others how you would want to be treated.
The justice principle tells us that our actions should be fair to every individual involved. This means that our decisions should coincide with what is ethical in society.
Ethical theories are very important in any situation, workplace and especially leadership role. With ethical leadership come more ethical behavior. Ethical behavior can bring about change in any environment.
How should a police officer respond if the officer witnesses the unethical behavior of another officer?
Within the law enforcement community there is a tight bond between officers. This bond comes from training, being on the front line is stressful situation and trusting their fellow officer with their live and a daily basis. Although this bond is strong, every officer should be held to a very high standard. Police officers across the nation is task with one of the toughest jobs in world. With enormous task come great responsibility. Every day officers deploy to the streets and at any given time the faith of someone life can be in their hands. Preforming this this in an ethical manner should always be on the forefront. Any unethical behavior should not be tolerated. If another officer witness’s unethical behavior, he/she should step in and explain to the officer that this behavior is not expectable and not what they were taught. In order for department to have change it starts with the guys on the front lines holding each other accountable for their actions. Without this, we have situation like George Floyd and countless others. Everyone needs a reality check, if he/she doesn’t address this unethical behavior then it becomes the norm for that officer committing it. Holding each other accountable for their action not only starts with leadership, but also the person witnessing these actions.

Prepare a spreadsheet of cost savings data showing efficiency gains attributable to care coordination over the course of one fiscal year, and report your key findings in an executive summary, 4-5 pages in length. Your spreadsheet should contain at least four cost-saving elements. Identify the cost-saving element, current costs, and anticipated savings. Please use scoring guide to ensure passing grade.IntroductionInformation plays a fundamental role in health care. Providers such as physicians and hospitals create and process information as they deliver care to patients. However, managing that information and using it productively poses an ongoing challenge, particularly in light of the complexity of the U.S. health care sector, with its many diverse settings for care and types of providers and services. Health information technology (HIT) has the potential to considerably increase the productivity of the health sector by assisting providers in managing information. Furthermore, HIT can improve the quality of health care and, ultimately, the outcomes of that care for patients.The use of HIT has been upheld as having remarkable promise in improving the efficiency, quality, cost-effectiveness, and safety of medical care delivery in our nation’s health care system. This assessment provides an opportunity for you to examine how utilizing HIT can positively affect the financial health of an organization, improve patient health, and create better health outcomes.PreparationAs the senior care coordinator in your organization, your manager has asked you to examine and report on how care coordination can generate cost savings, improve outcomes, enhance the collection of evidence-based data, and improve health care quality for the community. She would like you to compile cost savings data in a well-organized spreadsheet and present your key findings in an executive summary.Note: Remember that you can submit all or a portion of your draft spreadsheet and executive summary to Smarthinking for feedback before you submit the final version of this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.InstructionsDetermine how care coordination can reduce costs. Compile your cost savings data in a spreadsheet, using Microsoft Excel or a suitable application of your choice. (If you elect to use an application other than Excel, check with faculty to avoid potential file compatibility issues.) Your spreadsheet should contain at least four cost-saving elements. Identify the cost-saving element, current costs, and anticipated savings.Then create an executive summary using the APA Style Paper Template [DOCX]. Discuss your cost-saving elements and report key findings from your analysis.Analyzing Cost SavingsThe requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your analysis addresses each point, at a minimum. You may also want to read the Cost Savings Analysis Scoring Guide to better understand how each criterion will be assessed.Describe ways in which care coordination can generate cost savings.What are your primary evidence-based sources of information?Are your conclusions substantiated by the data?What assumptions, if any, underlie your analysis?Explain how care coordination can promote improved health consumerism and effect positive health outcomes.What evidence do you have to substantiate your claims?Describe at least five ways in which care coordination efforts can enhance the collection of evidence-based data and improve quality through the application of an emerging health care model.Choose any emerging health care model.Present cost savings data and information clearly and accurately.Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.Additional RequirementsExecutive Summary Format and LengthFormat your executive summary using APA style:Use the APA Style Paper Template [DOCX] provided. Be sure to include:A title page and references page. An abstract is not required.A running head on all pages.Appropriate section headings.See also the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your executive summary.Your summary should be 4–5 pages in length, not including the title page and references page.Supporting EvidenceCite 4–5 sources of relevant and credible scholarly or professional evidence to support your cost savings analysis.Apply APA formatting to all in-text citations and references.Submit both your spreadsheet and your executive summary.Portfolio Prompt: You may choose to save your spreadsheet and executive summary to your ePortfolio.ePortfolio.This resource provides information about ePortfolio, including how to use the different features of the product.Online ePortfolio Guidelines [PDF].Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.Describe ways in which care coordination can generate cost savings.Competency 2: Explain the relationship between care coordination and evidence-based data.Describe ways in which care coordination efforts can enhance the collection of evidence-based data and improve quality through the application of an emerging health care model.Competency 3: Use health information technology to guide care coordination and organizational practice.Explain how care coordination can promote improved health consumerism and effect positive health outcomes.Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.Present cost savings data and information clearly and accurately.Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.

For this assessment you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.
The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a shared vision and team goals (Mulvale et al., 2016). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality.
You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you the opportunity to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this formative will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.
Demonstration of Proficiency

Competency 1: Explain strategies for managing human and financial resources to promote organizational health.

Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan.

Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.

Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes.
Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.

Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.

Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.

Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Reference
Mulvale, G., Embrett, M., & Shaghayegh, D. R. (2016). ‘Gearing up’ to improve interprofessional collaboration in primary care: A systematic review and conceptual framework. BMC Family Practice, 17.
Professional Context
This assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment.
Scenario
Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue.
Note: You will not be expected to implement the plan during this course. However, the plan should be evidence-based and realistic within the context of the issue and your interviewee’s organization.
Instructions
For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.
The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.
Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end.
Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.
Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.
Communicate the interdisciplinary plan, with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.

Week 3 Assignment: Analyzing Body LanguageStart AssignmentDue May 23 by 11:59pm Points 175 Submitting a website url, a media recording, or a file uploadRequired ResourcesRead/review the following resources for this activity:Textbook: Chapter 7, 8Lesson 3APA style manualCitation and Writing Assistance: Writing Papers At CULibrary OverviewHow to Search for Articles – the Everything TabInstructionsSocial Movements are only as important as the person leading them. The person(s) leading a social movement must have charisma and be able to captivate an audience. Political scientists and historians are taught to analyze body language, especially during debates and speeches.For this assignment, you will watch Dr Martin Luther King’s I Have a Dream (Links to an external site.) speech and a speech by Alicia Garza of the Black Lives Matter movement (Links to an external site.) and answer questions listed below. Pay special attention to the following aspects in the two speeches.Importance of body language while delivering the speech.Gestures, cadence and delivery style.Answer the followingProvide a summary of the two speeches.Compare Dr. King’s leadership, charisma, power and passion to capture his audience to Alicia Garza’s speech. What are the similarities, if any? What are the differences, if any?How does the location of the speeches support their messaging? Dr. King’s speech was held in a church and at the Lincoln Memorial, whereas today we have social networking and more avenues to relay messages. Does messaging make a difference?Describe how the audience in Dr. King’s speeches relate to the Alicia Garza’s audience. Do you see a similarity or differences in the speeches and in the audience?Paper Requirements (APA format)Length: 2-3 pages of substantive content12 pt fontParenthetical in-text citations included and formatted in APA style  References page (a minimum of 2 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome) . At least one of the references should be a state constitution.Title and introduction pages are present.GradingThis activity will be graded based on the Written Assignment Grading Rubric.Course Outcomes (CO): 2, 4, 6Due Date: By 11:59 p.m. MT on SundayRubricWeek 3 – Analyzing Body LanguageWeek 3 – Analyzing Body LanguageCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeLength15 ptsThe assignment is at least 1½- 2 pages long.13 ptsThe assignment is at least 1½ pages long11 ptsAssignment is 1 page in length10 ptsAssignment is ½ page in length0 ptsNo effort15 ptsThis criterion is linked to a Learning OutcomeSummary of Speeches20 ptsPaper begins with a clear and concise summary of both speeches17 ptsPaper provides a summary of both speeches, but more detail could be added.15 ptsPaper provides a summary of both speeches but is short on specifics13 ptsPaper provides a summary of one speech. Second summary and details incomplete0 ptsNo effort20 ptsThis criterion is linked to a Learning OutcomeLeadership and Charisma: Similarities and differences between Dr. King and Alicia Garcia’s speech35 ptsProvides a thoughtful and clear description of the ways Dr. King and Alicia Garza capture their audience and make their points31 ptsProvides a thoughtful description of the ways Dr. King and Alicia Garza capture audience and make their points to the audience27 ptsProvides some description of the ways Dr. King and Alicia Garza capture audience and make their points to the audience24 ptsMinimal description of the ways Dr. King and Alicia Garza capture audience and make their points to the audience0 ptsNo effort35 ptsThis criterion is linked to a Learning OutcomeLocation Impact30 ptsClearly discusses the significance of the locations in reinforcing Dr. King’s message and that of Alicia Garza26 ptsDiscusses the significance of the locations in reinforcing Dr. King’s message and that of Alicia Garza.23 ptsMentions the significance of the locations in reinforcing Dr. King’s message and that of Alicia Garza20 ptsMinimal mention of the significance of the locations in reinforcing Dr. King’s message and that of Alicia Garza0 ptsNo effort30 ptsThis criterion is linked to a Learning OutcomeAudience Reaction: Compare and Contrast35 ptsDraws clear, explicit connection between the audience reaction and Dr. King’s vocal intonations and body language in comparison/contrast to Alicia Garza.31 ptsDraws good connection between the audience reaction and Dr. King’s vocal intonations and body language in comparison/contrast to Alicia Garza.27 ptsSome connection between the audience reaction and Dr. King’s vocal intonations and/or body language in comparison/contrast to Alicia Garza.24 ptsMinimal connection between the audience reaction and Dr. King’s vocal intonations and/or body language in comparison/contrast to Alicia Garza.0 ptsNo effort35 ptsThis criterion is linked to a Learning OutcomeWriting: Mechanics and Usage20 ptsThe writing is concise, free of errors in grammar, spelling, and punctuation.17 ptsThe writing is free of errors in grammar, spelling, and punctuation.15 ptsThe writing contains some errors in grammar, spelling, and punctuation.13 ptsThe student presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message0 ptsNo effort20 ptsThis criterion is linked to a Learning OutcomeCitations10 ptsThe references are provided in accurate APA format.8 ptsThe references contain 1 error in APA format.7 ptsThe references contain 2 errors in APA format.6 ptsThe references contain 3 or more errors in APA format.0 ptsNo effort10 ptsThis criterion is linked to a Learning OutcomeReferences10 ptsContains at least two references, one of which is a state constitution8 ptsContains at least two references, but one of the two is not a state constitution7 ptsContains one reference, which may or may not be a state constitution6 ptsReferences have significant errors, are incorrect, or not related to the content0 ptsNo effort10 ptsTotal Points: 175PreviousNext