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Analyzing Diversity Through Natural and Applied Sciences and Social Sciences IDS400 Diversity SNHU Terrell Mcghee 10/10/2021 Analyzing Diversity Through Natural and Applied Sciences and Social Sciences In our modern world, the issue of gender equality is among the most critical social topics concerned with the extent to which societal cultures support equal growth and development irrespective of gender. This topic is a multidisciplinary concept that covers all aspects of our lives, even though there has been an evolving perspective in which men and women are regarded in society. Integrating several lenses in explaining the changing perspectives can help create solutions to gender inequality across social, political, and economic spheres. This paper looks at the issue of gender equality through social sciences, natural, and applied sciences. Social Sciences Social science analyses society and how people relate to each other. There are many angles through which the issue of gender equality can be analyzed. We begin by looking at the issue of gender equality in the aspect of work-family balance. Studies show that a person’s gender ideologies concerning the roles alleged to be for men and women are a crucial factor to their support of gender equality (Lomazzi et at., 2019). For example, looking at this in the context of couples, balancing professional obligations and family responsibilities needs a combined effort and defined strategies. Most importantly, we note that many elements are at play in balancing such different responsibilities which include the availability of resources, cultural norms and values, and personal preferences. An analysis of this perspective establishes that attitudes towards gender roles and tasks determine the state of gender equality in society. Participation and recognition of all genders in political activities is an indicator of analyzing gender equality. Countries with adequate policing on gender equality and democracy have accorded equal rights to both men and women. Same as men, women are allowed to vote, vie for political seats, and take positions as members of electoral bodies. However, due to the slow rate of acceptance that women have a similar professional capacity to men, women continue to be underrepresented in political positions. This is evidenced by the few numbers of female heads of state across the globe. The problem of underrepresentation is considered an equality issue, raising concerns in political institutions. It is argued that these institutions overlook the interests of women since men are in charge of major decision-making positions. This male domination the political decision-making promotes a systematic failure of the governments to promote the well-being of the entire society. In the workplace, gender inequality continues to be evidenced. This ranges from the nature of jobs assumed to be suitable for men and women. Since ancient days sectors, such as engineering, manufacturing, technology, and other c-suite potions were assumed to be best suited for men. There was always more male applicant for positions in these fields making it automatic that more males will be hired and eventually get promoted to managerial roles. Even though things have changed in the contemporary world, there continues to be an unconscious bias in ensuring workplace equality. Men will be assumed to be more assertive than women (Johnson et al., 2018), hence their requests for promotion get approved faster than women. Women will be in turn denied leadership positions out of the assumption that they are emotional and over-sensitive, making it difficult to handle pressure. Natural and Applied Sciences Through this lens, we get to understand ourselves and our place in the universe, alongside how nature plays a role in shaping humans. Biologically, there exists a cognitive difference between men and women. This can be attributed to the differences in human behavior between men and women. For instance, women will excel better in tasks that require verbal ability compared to men. This is the reason why women will be better suited for roles such as customer service agents, switchboard technicians, and sales representatives, among others. Women’s ability in writing and reading comprehension exceeds that of men, and they also do better in multitasking and coordination. Women are also good at recalling information compared to men. Men on the other hand are good at visualization and accurate determination of angles and tracking mobile objects. These qualities explain the reason why men do better in fields such as engineering and construction. Understanding these biological factors provides an understanding as to why gender inequality especially in the workplace exists. The cognitive differences in men and women extend beyond behavioral implications to neuro​psychiatric conditions. Research shows that men are highly likely to experience clinical depression and post-traumatic stress compared to women (Husky et al, 2018). Additionally, men are also susceptible to conditions such as drug abuse, autism, and schizophrenia among others. This explains why men are not suited to positions that need patience and emotions of sympathy such as human relations and family therapists. This also explains why most cultures perceive women as caregivers and deny them taking up aggressive roles in society. Institutions will also consider these biological perspectives when recruiting candidates for various roles within the organization. References Husky, M. M., Mazure, C. M., & Kovess-Masfety, V. (2018). Gender differences in psychiatric and medical comorbidity with post-traumatic stress disorder. Comprehensive Psychiatry, 84, 75-81 Johnson, S. K., & Lacerenza, C. N. (2018). Leadership is male-centric: Gender issues in the study of leadership. In What’s Wrong with Leadership? (pp. 121-137). Routledge. Lomazzi, V., Israel, S., & Crespi, I. (2019). Gender equality in Europe and the effect of work-family balance policies on gender-role attitudes. Social Sciences, 8(1), 5. ; https://doi.org/10.3390/socsci8010005. 6 The war on Illicit Drugs and Among the Black Communities Critical Analysis Portfolio and Presentation Proposal IDS-400 Diversity SNHU Terrell McGhee 9/10/2021 The war on Illicit Drugs and Among the Black Communities The fight against drug abuse has resulted in discrimination across racial groups because law enforcement is done in such a way that the war disproportionally bring misery to the black communities. However, the effects of discriminatory law enforcement affect other people of color, even though the impacts might be variable across regions. In a way, law enforcement on drug use has concentrated on low-income communities and the black communities by issuing arrests without warrants rather than evaluating the prevalence of drug abuse. Arrest and incarceration have witnessed rampant arrest resulting in people of color who sell drugs in the small amount being jailed for decades, leaving behind cartels who deserve such punishment free to smuggle drugs in the country. This discussion will consider the issue of discriminatory war on the four educational lenses: history, humanities, natural and applied science, and social science. How the war on drugs has affected the modern community Nearly 60 \% of all people in state prisons attributed with illicit drugs are Latino or blacks. Research indicates that public prosecutors potentially pursue minimum sentences twice on black people as compared to the whites who are found guilty of drug offenses. In almost every stage of the criminal legal system, blacks and Latino are likely to be convicted, searched, arrested, sentenced for decades, and vindicated with other criminal records. Rather than focusing on how to end illegal drug supply, the war has been directed to victimize people of color. The draconian sentences and misguided law on drug abuse have thus created an unequal ground for people of color (Garriott, 2013). Mostly likely, Native Americans and blacks are stereotyped as being drug addicts, violent and the police use racial bias to even applying excess force on the people of color. History lenses on the discriminatory war on drugs People of color begin to be considered great suspects in the fight against the illicit drugs since the times of Jim Crow laws in the 1960s. President Richard Nixon initiated the fight against illicit drugs from the US in the 1970s. Over the decades, what followed was police efforts and military operations to curb the escalation of illicit drugs. However, the war has resulted in proliferated violence against people of color, among other unintended effects. During the 1960s, drug abuse had turned out as prevalent, and Americans felt that is was a threat to the stability of the country. Ever since then the US government has committedly funded the war on drugs only to fail to achieve the anticipated results (Stone, 2017). Even though some advances have been made such as making illicit drugs less accessible, the proliferation of drug-related miseries has stained the American justice system. The early 20th century laws in the US attempted to curb illicit sales and production. However, disparities in the history reveal minorities as the hardly hit by the racially tinged war. Natural and applied science connection with the war on drugs Medical value is evaluated from scientific and natural research, where clinical trials are used to indicate potential drugs for authorization by the FDA. Potentially abuse drugs are restricted for sale over the counter and require a prescription. Thus drugs can potentially be classified as schedule 1 – 5. Schedule 1 represents drugs that is not meant for medical purposes yet is potentially abused. Schedule 2 drugs may be highly abused through they have medicinal value. In general drugs with medicinal value are ranked from schedule 2 downwards. For instance, the federal government considers marijuana and heroin as schedule 1 drugs (Stone, 2017). Opioids and cocaine on the other hand are considered as schedule 2 drugs. However alcohol is not included in the schedules. Humanities lenses and the relation to war on drugs The war on drugs has resulted to crimes against humanity on people of color with thousand od people undergoing killings, tortures disappearances and deportations. However there exist limited records on the exact number of people who have faced brutal killings as a result of being charged with illicit drugs (Stone, 2017). Crimes against humanity can be perpetrated by organs of the state, drug cartels and corrupted government officials (Robinson, 2015). It is remarkably rare for criminal investigations to be launched against victims of inhumanity in the war against drugs. Rather instead, they may be considered as worth the inhumanity done on them by the violence perpetrators. Social sciences lenses on the war on drugs Social sciences address the psychological impacts of the war on drug on the affected populations such as the minorities and people of color. Discriminatory and misguided laws on the fight against drugs subject the black and Latina communities to feelings of disguise, stress and social discomfort from which definitely diminishes self-esteem. As minorities in the US, people of color fear about how life can be if they are mistakenly are linked to drug abuse (Stone, 2017). Psychologists among other social science individuals have raised concern over claim of increased mental disorders from discriminatory war against illicit drugs. Conclusion The war on illicit drug was initiated but it is not yet over. There needs to be a consideration on the discriminatory laws to ensure they target the key suspects based on prevalence of abuse rather than racial disparities. The four lenses of education can shed light on some aspect that needs change to effectively combat drug abuse. References: Garriott, W. (2013). Policing Methamphetamine: Police power and the war on drugs in a Rural US Community. Policing and Contemporary Governance, 53–76. https://doi.org/10.1057/9781137309679_3 Google. (n.d.). The war on drugs, clarified. Google. https://www.google.com/amp/s/www.vox.com/platform/amp/2016/5/8/18089368/war-on-drugs-marijuana-cocaine-heroin-meth. History, humanities, and ADDICTION Crises: The Us opioid epidemic. Humanities Collaborative. (2021, May 1). https://humanitiescollaborative.utep.edu/project-blog/history-humanities-and-addiction-crises-the-us-opioid-epidemic. Race and the drug war. Drug Policy Alliance. (n.d.). https://drugpolicy.org/issues/race-and-drug-war. Robinson, D. (2015, May 26). Mexico: The war on drugs and the boundaries of crimes against humanity. EJIL Talk. https://www.ejiltalk.org/mexico-the-war-on-drugs-and-the-boundaries-of-crimes-against-humanity/. Stone, E. (2017, December 25). Is there hope for Every Addicted AMERICAN? The New U.S. war on drugs. MDPI. https://www.mdpi.com/2076-0760/7/1/3/htm. Analysis of Diversity Through History and Humanity Lenses IDS400 Diversity SNHU Terrell McGhee 9/26/2021 Analysis of Diversity Through History and Humanity Lenses For centuries, society has been male-dominated, giving fewer opportunities for women and not providing a safe space where their voices can be heard. Gender diversity refers to the extent to which a person’s role and identity digress for the cultural expectations defined for people of that particular gender. Gender inequalities have placed women in a disadvantaged position in a majority of aspects of their lives, ranging from access to education, employment, right to make choices about their lives and bodies. This paper analyses the concept of gender inequality through both history and humanity Lenses. History Looking through the historical aspects of an issue, we can understand how events in the past have influenced the status of a certain topic in the modern world. We begin by looking at how women were perceived across various parts of the world. In Mesopotamia, traditional laws forbade a woman from requesting to be granted a divorce, and a penalty was enforced on any woman who dared to do this. In Greece, women lacked equal rights as their male counterparts. They were denied personhood and kept under the guardianship of their father or a male relative until they got married, where they were then handed over to the care of their husbands. Men would represent them in legal proceedings and any contractual agreements. Looking at other ancient cities such as Athens, women were kept away from society and confined to take care of their homes, giving them minimal exposure to the male-dominated world. Athenian women were denied formal education, except for little training on basic skills such as cooking, housekeeping, and weaving. In Rome, laws were created in favor of men. Women had no voice nor public roles and were considered servants of men, Women played a supportive role in American history. They were the foundation of the family structure despite them having less social, political, and cultural influence (Tobias, 2018). As time went by, women started championing their rights, giving rise to womens rights movements. After a series of conventions in various parts of the world, a declaration was signed in New York, calling for an end to gender discrimination. This declaration had a series of demands including access to formal education, economic equality, and the right of involvement in the country’s political process. More liberation movements saw women access more opportunities over the years (Cornwall, 2016). Even though the journey to equal opportunities for both genders is far from being over, we pause to look at how far we have come. Reading through history, we appreciate the milestones achieved and applaud the efforts of the pioneers who saw it fit to not keep their mouths shut in the presence of adversities. Humanity The humanistic lens assesses a person as a whole together with their uniqueness as an individual. Initiatives on gender equality promote diversity in fields previously dominated by men. Men were known to sit in positions of management and corporate boards while women took up junior positions such as receptionist and office administrator. When it came to choosing careers, men dominated powerful fields such as engineering, medicine, and computing. Studies show that to achieve a productive work environment, there should be an equal balance of men and women (What is gender diversity in the workplace? Why is it important? 2020). However, not all organizations have been able to achieve this balance, despite us living in a modern and progressive world. Organizations endeavoring to achieve gender diversity are tasked with ensuring that both genders are hired at a consistent rate, given equal pay, working, and promotional opportunities. From early development stages, stereotyping is common, with boys and girls being treated involuntarily differently based on what each can achieve. For instance, boys are assumed to be more impulsive and aggressive, making them be assumed naturally as leaders. Girls on the other hand are perceived as soft-spoken and fragile and expected to take up more feminine roles that don’t require aggression or being in command. Another assumption is that women are overly emotional and could end up making wrong decisions out of emotions, locking them out of spaces where important decisions are made (Brescoll and Victoria, 2016). Even though girls are known to perform better in school, they end up disadvantaged at the workplace, with less pay and denial of leadership positions as men. Reducing the gender gap in the workplace improves productivity. Organizations with a gender-diverse workforce enjoy improved reputations both directly and indirectly. A more diverse workforce is correlated with Corporate Social Responsibility resulting in an improved public image. Besides, candidates will always be looking to work for organizations that implement gender diversity policies and such organizations can attract a diverse workforce. An organization too will enjoy better problem-solving since men and women are known to have different ideas, perspectives, and viewpoints of issues. This will lead to innovations, great customer satisfaction, thus bringing in higher returns. Women are also considered to bring a change in an organization’s management style since they bring in a touch of empathy and intuition, which acts as motivation for people. References Brescoll, Victoria. L. (2016). Leading with their hearts? How gender stereotypes of emotion lead to biased evaluations of female leaders. The Leadership Quarterly, 27(3), 415-428. Cornwall, A. (2016). Womens empowerment: What works?. Journal of International Development, 28(3), 342-359. Tobias, S. (2018). Faces of feminism: An activists reflections on the womens movement. Routledge. What is gender diversity in the workplace? Why is it important? (2020, December 8). Retrieved from https://skills4training.org/what-is-gender-diversity/ IDS 400 Final Project Part One Guidelines and Rubric Overview This course explores diversity and its impact on the world around us. Diversity influences society, and society influences diversity, creating a feedback loop between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to diversity as well as the four general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better understand the construction of diversity and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections between popular culture and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the world. Issues and events in diversity have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives to investigate and change. The purpose of this project is to examine a specific issue or event in diversity and how it impacts individuals and society through the development of a critical analysis portfolio, and later a presentation in which you will demonstrate your ability to think critically, investigate, and communicate clearly. These skills are often necessary to achieve personal and professional goals across many disciplines. In this assignment, you will demonstrate your mastery of the following course outcomes:  Analyze the relationships among culture, diversity, and self by investigating their influence on one’s discipline of study or chosen profession  Integrate interdisciplinary approaches for determining how issues of diversity affect modern societies in both personal and professional contexts  Recommend strategies for overcoming obstacles in diversity to meet personal and professional goals  Assess the challenges of overcoming issues in diversity through the incorporation of diverse perspectives and viewpoints informed by relevant literature and peer experiences Prompt For Final Project Part One, you will select a specific issue or event in diversity and critically analyze it through the four general education lenses: history, humanities, social sciences, and natural and applied sciences. Through viewing the issue or event through these lenses, you will gain insight into how the intersectional nature of diversity affects society as well as both your own individual framework of perception and the choices, attitudes, and behaviors of others Be sure to support your analyses with appropriate and relevant evidence from theory and research. Specifically, you must address the critical elements listed below. I. Introduction: You will compile a series of critical analyses of a single event or issue in diversity through the four general education lenses: history, humanities, natural and applied sciences, and social sciences. 1 A. Topic: Using the four lenses, explain how an issue or event within diversity has or has not influenced modern society. [IDS-400-02] II. Lens Analysis: In this part of the assessment, you will analyze your chosen issue or event through each of the following lenses to determine its impact on various institutions, using evidence and research to support each analysis: A. History [IDS-400-01] B. Humanities [IDS-400-01] C. Natural and Applied Sciences [IDS-400-01] D. Social Sciences [IDS-400-01] III. Conclusion A. Explain how integrating the four lenses helps people to understand how problems in diversity impact others in both professional and personal contexts. [IDS-400-02] B. Analyze how social practices have been shaped by issues and events in diversity in modern culture. [IDS-400-02] C. Using relevant research or diverse perspectives, assess the benefits and challenges of addressing issues in diversity. [IDS-400-06] D. Explain how analyzing diversity can help in your interactions with those with different viewpoints, cultures, and perspectives. [IDS-400-04] Milestones Milestone One: Critical Analysis Portfolio and Presentation Proposal In Module Two, you will select an issue or event in diversity to analyze through the four general education lenses. You will explain the issue or event and its relationship to diversity as well as describe its connection to all four lenses. This milestone will be graded with the Milestone One Rubric. Milestone Two: Analyzing an Issue or Event in Diversity Through the Lenses of the History and the Humanities In Module Four, you will analyze your issue or event through the history and humanities lenses. This will provide you with a chance to practice analyzing your issue or event through these lenses and receive feedback on this practice attempt. This milestone will be graded with the Milestone Two Rubric. Milestone Four: Analyzing an Issue or Event in Diversity Through the Lenses of the Natural and Applied Sciences and the Social Sciences In Module Six, you will analyze your issue or event through the lenses of natural and applied sciences and the social sciences. Like Milestone Two, this task provides you with an opportunity to dive deeper into your analysis of the issue or event through these two lenses. This milestone will be graded with the Milestone Four Rubric. Final Project Part One Submission: Critical Analysis Portfolio In Module Seven, you will submit your completed portfolio. It should be a complete, polished document containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded with the Final Project Part One Rubric. 2 Deliverables Milestone Deliverable Module Due Grading One Critical Analysis Portfolio and Presentation Two Graded separately; Milestone One Rubric Two Analyzing an Issue or Event in Diversity Through the Lenses of the Humanities and History Four Graded separately; Milestone Two Rubric Four Analyzing an Issue or Event in Diversity Through the Lenses of Social and the Natural Sciences Six Graded separately; Milestone Four Rubric Final Project Part One Submission: Critical Analysis Portfolio Seven Graded separately; Final Project Part One Rubric Final Project Part One Rubric Guidelines for Submission: Altogether, this portfolio should be 6 to 8 pages in length (plus a cover page and references) and written in APA format. Within your portfolio, each analysis should be 3 to 5 paragraphs long. Use double-spacing, 12-point Times New Roman font, and one-inch margins. Include at least two relevant resources per lens cited in APA format. Submit your portfolio in a single Word document. Critical Elements Exemplary (100\%) Proficient (85\%) Needs Improvement (55\%) Not Evident (0\%) Value Introduction: Topic [IDS-400-02] Meets “Proficient” criteria and usage of the four lenses demonstrates a nuanced understanding into how an issue or event within diversity has or has not influenced modern society Explains how an issue or event within diversity has or has not influenced modern society through use of the four lenses Explains how an issue or event within diversity has or has not influenced modern society through use of the four lenses, but the explanation or usage of the four lenses is cursory Does not explain how an issue or event within diversity has or has not influenced modern society through use of the four lenses 12 Lens Analysis: History [IDS-400-01] Meets “Proficient” criteria and analysis makes cogent connections between diversity and the history lens Analyzes a chosen issue or event through the lens of history to determine its impact on various institutions, using evidence and research to support the analysis Analyzes a chosen issue or event through the lens of history, but analysis is cursory or illogical, or supporting evidence is inappropriate or nonexistent Does not analyze a chosen issue or event through the lens of history 12 3 Critical Elements Exemplary (100\%) Proficient (85\%) Needs Improvement (55\%) Not Evident (0\%) Value Lens Analysis: Humanities [IDS-400-01] Meets “Proficient” criteria and analysis makes cogent connections between diversity and the humanities lens Analyzes a chosen issue or event through the lens of the humanities to determine its impact on various institutions, using evidence and research to support the analysis Analyzes a chosen issue or event through the lens of the humanities, but analysis is cursory or illogical, or supporting evidence is inappropriate or nonexistent Does not analyze a chosen issue or event through the lens of the humanities 12 Lens Analysis: Natural and Applied Sciences [IDS-400-01] Meets “Proficient” criteria and analysis makes cogent connections between diversity and the natural- and applied- sciences lens Analyzes a chosen issue or event through the lens of the natural and applied sciences to determine its impact on various institutions, using evidence and research to support the analysis Analyzes a chosen issue or event through the lens of the natural and applied sciences, but analysis is cursory or illogical, or supporting evidence is inappropriate or nonexistent Does not analyze a chosen event or issue through the lens of the natural and applied sciences 12 Lens Analysis: Social Sciences [IDS-400-01] Meets “Proficient” criteria and analysis makes cogent connections between diversity and the social sciences lens Analyzes a chosen issue or event through the lens of the social sciences to determine its impact on various institutions, using evidence and research to support the analysis Analyzes a chosen issue or event through the lens of the social sciences, but analysis is cursory or illogical, or supporting evidence is inappropriate or nonexistent Does not analyze a chosen issue or event through the lens of the social sciences 12 Conclusion: Impact [IDS-400-02] Meets “Proficient” criteria and explanation reveals a nuanced understanding and in-depth awareness of the impact of diversity on professional and personal contexts Explains how integrating the four lenses helps people understand how problems in diversity impact others in both professional and personal contexts Explains how integrating the four lenses helps people understand how problems in diversity impact others in both professional and personal contexts, but explanation lacks clarity, is illogical, or is cursory Does not explain how integrating the four lenses helps people understand how problems in diversity impact others in both professional and personal contexts 9 Conclusion: Social Practices [IDS-400-02] Meets “Proficient” criteria and analysis demonstrates keen insight into how social practices have been shaped by issues and events in diversity Analyzes how social practices have been shaped by issues and events in diversity in modern culture Analyzes how social practices have been shaped by issues and events in diversity in modern culture, but analysis is cursory Does not analyze how social practices have been shaped by issues and events in diversity in modern culture 9 4 Critical Elements Exemplary (100\%) Proficient (85\%) Needs Improvement (55\%) Not Evident (0\%) Value Conclusion: Benefits and Challenges [IDS-400-06] Meets “Proficient” criteria and the relevant research or diverse perspectives used demonstrate a nuanced understanding of the benefits and challenges of addressing issues in diversity Assesses the benefits and challenges of addressing issues in diversity through the use of relevant research or diverse perspectives Assesses the benefits and challenges of addressing issues in diversity through the use of relevant research or diverse perspectives, but analysis is cursory or utilization of relevant research or diverse perspectives is inappropriate Does not assess the benefits and challenges of addressing issues in diversity 9 Conclusion: Interactions [IDS-400-04] Meets “Proficient” criteria and explanation demonstrates keen insight into how analyzing diversity helps with interactions Explains how analyzing diversity can help in interactions with those with different viewpoints, cultures, and perspectives Explains how analyzing diversity can help in interactions with those of different viewpoints, cultures, and perspectives, but explanation is cursory or illogical Does not explain how analyzing diversity can help in interactions with those of a different viewpoint, culture, and perspective 9 Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to- read format Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas 4 Total 100\% 5 IDS 400 Final Project Part One Guidelines and Rubric Overview Prompt Milestones Milestone One: Critical Analysis Portfolio and Presentation Proposal Milestone Two: Analyzing an Issue or Event in Diversity Through the Lenses of the History and the Humanities Milestone Four: Analyzing an Issue or Event in Diversity Through the Lenses of the Natural and Applied Sciences and the Social Sciences Final Project Part One Submission: Critical Analysis Portfolio Deliverables Final Project Part One Rubric Accessibility Report Filename: IDS 400 Final Project Part One Guidelines and Rubric.pdf Report created by: Organization: [Enter personal 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