Catalog

The John Jay College Justice eReader is a product of the Transforming the Justice Core Project, made possible through generous funding from the Teagle Foundation.

An interdisciplinary working group of scholars in the humanities, criminal justice and social sciences at John Jay identified Supreme Court cases of significance to a student body interested in social justice issues and their intersection with legal and criminal justice professions. With the cases as a foundation, the working group identified readings and media that facilitate students’ interpretation and analysis of the key themes and issues at stake in each case and developed new syllabi and assignments geared toward transfer students who have completed their associate degree. This text is organized by case and contains both original legal documents and a curated selected of Open Educational Resources that introduce perspectives and representations of the issues at stake in the cases. Instructors may also access sample syllabi, assignments, and course bibliographies to guide their own practice.

The eReader purposefully integrates humanities, liberal arts and social science perspectives to present a critical examination of Landmark Supreme Court cases alongside the ethical, social, legal and political questions and histories that inform them. Readers whose ambition is to serve their communities through public service, legal, law enforcement or other professions will develop their ability to reckon with the complex ethical and moral situation of the contemporary American justice system as a result of interaction with the Justice eReader.

The fundamental knowledge of understanding culture and teaching  from diverse backgrounds. Examination of the nature and function of culture, development of individual and group cultural identity, definitions and implications of diversity, and the influences of culture on learning, development, and pedagogy. This course has a required field experience component – an ethnographic survey of diverse cultures and groups in New York City.

At the end of this course, students will work on an assignment on eliminating biases, prejudice, racism, discrimination on gender, sexual, cultural, religious, disabilities, and aging. They will provide recommendations, suggestions and solutions on how to promote diversity, inclusion, equity, cross-cultural understanding and include anti – racist activities in schools and in our communities. The assignment will be based on student experiences or observations as a minority or majority living in the US. In addition, students will provide critical thinking analysis on case study scenarios on issues in cultural diversity and multi -culturalism as they relate to the individual and society.

Please see the Note/Disclaimer page for book content info.

This volume examines the ongoing COVID-19 pandemic with a focus on health equity.

Prepared by selected health faculty from across City University of New York (CUNY) campuses and sponsored by the office of the CUNY Dean for Health & Human Services and the CUNY OER Initiative, this open-educational resource (OER) includes the following sections:

1. A history of pandemics
2. The virology of COVID-19
3. The epidemiology of COVID-19
4. Social determinant of health and COVID-19
5. Health care workers and responses to COVID-19
6. Ongoing challenges

According to the Centers for Disease Control and Prevention (CDC), the present pandemic was first identified in December 2019, when a cluster of patients in Wuhan, China reported shortness of breath and fever. By early January 2020, Chinese authorities identified and isolated a new coronavirus as the cause. Not long after, the CDC published information about the novel virus on its website. Later in the month, the World Health Organization (WHO) stated that the novel coronavirus could be transmitted from human to human.  By the end of January 2020, the WHO International Health Regulation Committee stated that the novel coronavirus was a “public health emergency of international concern.” On the same day, the US Department of Health and Human Services similarly announced that the SARS-CoV-2 virus was a public health emergency. Through January 2020, diagnostic tests to identify the new virus were being developed. By mid-February the WHO officially named the novel coronavirus COVID-19. On March 11, 2020, the WHO officially announced that COVID-19 was a pandemic. And, a few days later US states began to shut down, including public schools in New York City.  By March 17, human vaccine trials began. And, in mid-December 2020, a nurse in New York received the first dose of the COVID-19 vaccine (outside of a clinical trial). Although many other milestones occurred (for further information see https://www.cdc.gov/museum/timeline/covid19.html), this abbreviated timeline documents the beginning of the pandemic and highlights the extraordinary speed with which the disease spread and the efforts (many unsuccessful) by US government agencies, pharmaceutical companies, and others attempted to prevent the spread. It provides a backdrop for understanding the chaos that ensued early in the pandemic. Health care workers cared for many very sick COVID patients without adequate personal protective equipment and patients died alone in hospitals. During this time, the US was led by a president who spouted bizarre transmission routes and bogus cures and did little to provide the country with the guidance it sorely needed. Misinformation and disinformation ran rampant across social media resulting in uncertainty and fear across the country.

For many, this chaos and confusion continue still today. The already existing health inequities in the US were further exacerbated by the spread of the disease and the limited access to a variety of resources, including vaccinations and treatment. While public health professionals, many health care practitioners, and individuals in marginalized communities (especially people of color, the poor, the elderly, and incarcerated individuals) already knew about the horrific inequities in health and the health care system, the pandemic hit these marginalized communities especially hard. This volume examines selected topics at the interface of the pandemic and health inequities. It was prepared in the Spring and Summer 2022 and is shaped by the knowledge currently available and the historical, political, economic context of this time.

As of July 2022, there have been more than 93 million cases and more than one million deaths from COVID-19 in the United States. As home-testing for the virus has developed, it is difficult to determine the actual number of cases. It is also impossible to assess the magnitude of long COVID-19. With the US facing the monkeypox epidemic now, it will be useful to reflect over the last few years and determine what we have learned from the tragedy of COVID-19.  It is hoped that this volume will contribute, at least in small part, to that knowledge.

An OER meant to help instructors and students at College level to approach contemporary Latin American and Latinx social movements. The five sections, The Green Tide, Everyone and Everything Against the Youth, Indigenous Populations say Enough!, Puerto Rico: The Epitome of the Caribbean Islands, and Latinx Means Resistance, have a common denominator in the Neoliberal Turn that has struck those social groups and countries over the last almost 50 years. This is an OER in both English and Spanish.

Like two of its sources (BCcampus’s Accessibility Toolkit — 2nd Edition and Briana Fraser and Luke McKnight’s Accessibility Handbook for Teaching and Learning), the goal of the CUNY School of Professional Studies’ Accessibility Toolkit is to assist CUNY SPS faculty and staff in creating truly open textbooks and online academic experiences that are free and accessible for all students.