Losing My Cool – Book Report

Introduction

From William’s childhood home of one-story ranch house, his father made a collection of books more than any library could hold. His father used some of these volumes to operate an academic prep service, while the other books were used in his never-ending quest for wisdom. William, as a teenager, had a completely different pursuit from his father; he had the thirst for money, hoe and clothes. More striking feature was his Medusa-faced Versace sunglasses and the companion of a heavy gold-medallion hanging down his neck, whenever he styled up his speech to fit into the intoxicating hip-hop culture prevailing in the communities. Often, his childhood upbringing was influenced a lot by hip-hop and he could even cite the lyrics of Tupac and Nas songs. These were the necessities of the hip-hop youth who were also showing their prowess in order to “keep their woman in line”. Eventually, William seems to justify his thesis that the problem of “hip-hop culture” in America is pinned on US black communities, which traces down the ongoing racism by the white communities who seem to maintain their prejudices based on these claims.

The aforementioned descriptions are relevant when reviewing the book, “Losing My Cool,” written by Thomas Chatterton Williams. As Williams indicates in his book, his father, Pappy, grew up in the isolated South, hiding in the closet away from the hip-hop culture so that he could read deep into the wisdom of Plato and Aesop. He had a different destiny in mind for his son. For years, Williams juggled between “keeping it real” in front of his friends and, studying books under the influence of his strict father’s tutelage. From the cover of the book, the author could not have had a better title than this one since it has been introduced at a better time when there is a cultural war between the hip-hop culture and the American lifestyle among the young generations. Therefore, the aim of this paper will be to give a report of the content of the book, while quoting relevant lines from the book to back up my claims.

Losing My Cool

The book demonstrates that the African-Americans are living in a culture that influences them to imitate, or even become criminals. The author shows that such a stance is worthy than meaningful possibilities of other lifestyles such as his father’s morale standards. Thus, William examines the seductive power of the black hip-hop culture, by describing how his peers even from a younger age, refuse to read books stating that, “it is uncool.” The pivotal focus of this book is in his description of the misogynist, superficial atmosphere, where girls and boys idolize famous rappers such as Tupac and exchange sex for material favors. For example, he is forced to hit his girlfriend when he discovers that she is having an affair, and proceed to start a fight with the other guy as a way of saving the face and to have sex with his girlfriend again.

These experiences are no doubt a quality work of non-fiction of the symptoms of the black culture. Needless to say, the experiences have been the source of promotion of sexism and the treatment of women as “just bitches,” which are mentioned as problems of the broader culture in America. The author does not err when he mentions Eminem, whose iconic lyrics involve treating women as less than humans, and only as accessories to rappers kingdom of sex, money and riches.  Sadly, William makes it so easy to pin the blame on black people, yet the prevalence of the horrific and the destructive values stem from the reality of the disparity in demands between the white and the black communities. More so, the systematic discrimination by the whites has seen the black people living in states of unemployment and as the victims of imprisonment. The reality of the blame-game of whites against the blacks lurks in the background of this book. The hip-hop social misfit for the black people has lead to them having high stress levels, dying sooner, and getting lower level of education than the white community.

Williams explains openly the racist view by using his choice of clothes. He explains that “shirts and sweaters and trousers or jeans that fit” had to be the sagging jeans or the basketballs shorts. He explains that “he wanted to look like a man and not a kid” among other kids ascribing to the hip-hop culture. He goes on to mention that he did not want to look like “he was about to stick up a 7-eleven.” On other words, Williams uses theses expression to show how hip-hop culture was compelling the youths to dress in skanky looks so that they would not be seen as silly or uncomfortable.

Conclusion

Do not be judgmental of Williams’s use of vulgar language when he is describing the effect of hip-hop culture in our lives today. Rather, he is right to shed a light into the lives of other people, who are living in the damaged and limited social context of anti-intellectualism, sexism and materialism. Nonetheless, William writes to awaken us from our obscurity so that we can understand the origin of the problems pinned on the black communities. In the United States, it is a problem of the broader culture and not a black problem. For any reason whatsoever, we are continuing to blames for both the white and the black communities, but we never reach an affirmative decision to justify our blame for the decaying society. Therefore, if we can’t blame the black culture for the escalating hip-hop culture, then it should be worthwhile to investigate the entire discrimination claims happening in America today.

References

Williams, T.C. (2011). Losing my cool: Love, literature, and a black man’s escape from the

crowd. New York, NY: Penguin Group (USA) Incorporated.

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Ms. X., aged 55 years, has been complaining of severe fatigue and “indigestion.” Her son is quite concerned and decides to take her to the emergency department. On arrival she appears very anxious, and her facial skin is cool and clammy; her blood pressure is 90/60, and the pulse is around 90, weak, and irregular.

Ms. X., aged 55 years, has been complaining of severe fatigue and “indigestion.” Her son is quite concerned and decides to take her to the emergency department. On arrival she appears very anxious, and her facial skin is cool and clammy; her blood pressure is 90/60, and the pulse is around 90, weak, and irregular. She is given oxygen, an intravenous line is opened, and leads for ECG are attached. Blood is taken for determination of serum enzymes and electrolytes. Tentative diagnosis is myocardial infarction involving the left ventricle. Her son provides information that indicates Ms. X is a long-time smoker, has a stressful job as a high school teacher, is recently separated after 20 years of marriage, and is fearful of losing the family home. She has also seemed to be more fatigued and stopped going to the gym about 18 months ago. She has begun to rely on “fast foods” like pizza and fried chicken and cooks infrequently. Her father had died of a heart attack at age 50. She had also noticed more fatigue and intermittent leg pain when walking or climbing stairs at work. Generalized atherosclerosis is suspected.

  1. List the high-risk factors for atherosclerosis in this patient’s history.
  2. Describe how atherosclerosis causes myocardial infarction.
  3. It is suspected that the indigestion reported in the history was really angina. Explain how this pain may have occurred.
  4. Explain each of the admitting signs.
  5. What is “atypical” in Ms. X’s symptoms? How does this affect treatment and prognosis?
  6. What information do serum enzyme and electrolyte levels provide?
  7. What purpose does the ECG serve? It is determined that Ms. X. has a large infarct in the anterior left ventricle.
  8. Ms. X. is showing increasing PVCs on the ECG. State the cause and describe the effect if these continue to increase in frequency.
  9. On day 6 after admission Ms. X is preparing to go home with her son and they receive instructions on lifestyle modifications that are desirable if Ms. X is to avoid another MI. What measures should be included in such a discussion?
  10. Discuss how stress could have played a factor in Ms. X’s MI and her future post discharge.
  11. Ms. X’s condition becomes less stable and she remains in the hospital. On the seventh day following admission, she is found unconscious on the floor of her bathroom. Her pulse is weak and elevated, and her skin is moist with pallor evident. Her BP is 50 systolic. A diagnosis of cardiogenic shock is made, and resuscitation efforts are started.
  12. Explain why Ms. X. has experienced cardiogenic shock at this time.
  13. Describe the effects of cardiogenic shock on the organs of the body.
  14. What problems will occur if decompensated shock occurs? How is compensation limited in this situation?
  15. Ms. X dies shortly later. What is the cause of death in this case?

Please refer to the Grading Rubric for details on how this activity will be graded

 

Case Study Rubric

Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.

Case Study Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsContent of Case StudyThe writer demonstrates a well-articulated understanding of the case study subject matter in a clear, complex, and informative manner. The case study content and theories are well developed and linked to the course content, assignment requirements, and practical experience. The case study includes relevant material that fulfills all objectives of the assignment.

Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.

30 pointsThe writer demonstrates an understanding of the subject matter, and the components of the case study are accurately represented with evidence-based practice, ethics, theory, and/or role content. Course materials and scholarly resources are present to support required concepts. The paper includes relevant material that fulfills all objectives of the case study.

Cites two references.

26 pointsThe writer demonstrates a moderate understanding of the subject matter, as evidenced by components of the case study and use of evidence-based practice, theory, or role-development. Course content is present but missing depth and/or development.

Cites only one reference.

23 pointsAbsent application to evidence-based practice, theory, or role development.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Significant content of case study is vague, inaccurately portrayed, or missing.

No references cited.

Submits assignment late.

20 points30Analysis and Synthesis of Case Study Content and MeaningThrough critical analysis, the submitted case study provides an accurate, clear, concise, and complete summary of the scenario.

Information from scholarly resources is synthesized, providing new information or insight related to the context of the assignment by providing both supportive and alternative information or viewpoints.

All instruction requirements noted.

30 pointsCase study is complete, providing evidence of further synthesis of course content via scholarly resources.

Information is synthesized to help fulfill the case study requirements. The content supports at least one viewpoint.

Submission provides clarification of the assignment by correctly answering all posed questions within the instructions.

All instruction requirements noted.

26 pointsLacks clarification or new information. Scholarly reference supports the content without adding any new information or insight. Case study content may be confusing or unclear, and the summary may be incomplete.

Most instruction requirements are noted.

23 pointsSubmission is primarily a summation of the assignment without further synthesis of course content or analysis of the scenario.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Missing some instruction requirements.

Submits assignment late.

20 points30Application of KnowledgeThe summary of the case study provides information validated via scholarly resources that offer a multidisciplinary approach to the scenario provided.

The student’s application in practice is accurate and plausible, and additional scholarly resource(s) supporting the application are provided.

All questions posed within the assignment are answered correctly in a well-developed manner, applying knowledge with citations for validation.

All instruction requirements noted.

30 pointsA summary of the study, findings, and knowledge gained from the assignment is presented.

Student indicates how the information will be used within their professional practice.

All questions posed within the assignment are answered within the case study. The answer to one question may be vague and/or limited in development, but as a whole all answers are correct.

All instruction requirements noted.

26 pointsObjective criteria are not clearly used, allowing for a more superficial application of knowledge between the assignment and the broader course content.

One question is answered incorrectly and/or two case study answers are vague or limited in development but remain correct.

Student’s indication of how they will apply this new knowledge to their clinical practice is vague.

Most instruction requirements are noted.

23 pointsThe application of knowledge is significantly lacking.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Student’s indication of how they will apply this new knowledge to their clinical practice is not practical or feasible.

Application of knowledge is incorrect and/or student fails to explain how the information will be used within their personal practice.

Multiple questions are not answered or are answered incorrectly (e.g., two questions answered incorrectly, or three case study answers are vague or limited in development but remain correct).

Missing some instruction requirements.

Submits assignment late.

20 points30OrganizationWell-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.

5 pointsOrganized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.

4 pointsPoor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work. Purpose statement is noted.

3 pointsIllogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.

Demonstrates incomplete understanding of content and/or inadequate preparation.

No purpose statement.

Submits assignment late.

2 points5APA, Grammar, and SpellingCorrect APA formatting with no errors.

The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately).

Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.

There are no spelling, punctuation, or word-usage errors.

5 pointsCorrect and consistent APA formatting of references, and cites all references used. No more than two unique APA errors.

The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability.

There are minimal to no grammar, punctuation, or word-usage errors.

4 pointsThree to four unique APA formatting errors.

The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.

Multiple grammar, punctuation, or word usage errors.

3 pointsFive or more unique formatting errors, or no attempt to format in APA.

The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language).

The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.

Grammar and punctuation are consistently incorrect. Spelling errors are numerous.

Submits assignment late.

The post Ms. X., aged 55 years, has been complaining of severe fatigue and “indigestion.” Her son is quite concerned and decides to take her to the emergency department. On arrival she appears very anxious, and her facial skin is cool and clammy; her blood pressure is 90/60, and the pulse is around 90, weak, and irregular. appeared first on Infinite Essays.

 

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The post Ms. X., aged 55 years, has been complaining of severe fatigue and “indigestion.” Her son is quite concerned and decides to take her to the emergency department. On arrival she appears very anxious, and her facial skin is cool and clammy; her blood pressure is 90/60, and the pulse is around 90, weak, and irregular. first appeared on nursing writers.

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