Category: Global Health

I have work but need to amend and add references to my part also proofread it and do the literature review to the articles that I will send to you

Progress Assignment
For this assignment, you will answer five questions. The response to each question should be at least a page in length.
Related Course Objectives:
CO-1: Describe chemical, biological, radiological, nuclear (CBRN) weapons.
CO-2: Identify basic threats associated with CBRN weapons.
CO-3: Compare and contrast various CBRN weapons that could be used in a terrorist attack.
Directions
For this assignment, complete the following steps:
Download the assignment template to write your responses to the questions.
Locate sources to aid in writing your responses to the questions.
Answer the following questions: Detail, using course material (citing as appropriate), the worst-case scenario of agroterrorism against our agricultural and food industries. Which threat agents pose the greatest threat and why? What mitigation measures are in place to mitigate these risks?
What radioactive material killed Alexander Litvinenko in London in November 2006? How has the investigation developed between 2007 and 2016? Do the British authorities have a theory of who ordered Litvinenko killed?
In April 2010, President Obama said, “The single biggest threat to US security, both short-term, medium-term and long-term, would be the possibility of a terrorist organization obtaining a nuclear weapon.” How does this statement impact current U.S. National Security Policy? If you were President, what changes would you make to U.S. National Security Policy to reduce the likelihood of a terrorist organization obtaining a nuclear weapon?
China’s military doctrine considers the use of nuclear high-altitude electromagnetic pulse (HEMP) attacks as part of a combined operation in what they call Total Information Warfare. Is this a weapon that terrorists could obtain to incapacitate the United States? Could nations use terrorist proxies to carry out this type of attack?
Experts disagree as to the threat from rouge nations with nuclear weapons (North Korea, Pakistan, Iran in the future, etc.) providing those weapons to non-state actors. Do you think this is a concern, or are nation-states unwilling to cross this line? Why is attribution post-attack so important?

Submission Guidelines
Your paper must be at a minimum of 5 pages (the Title and Reference pages do not count towards the minimum requirement).
Scholarly and credible references should be used. At least 5 scholarly articles are required for this assignment.
Scholarly sources include peer-reviewed articles, government publications, and academic texts.
Type in Times New Roman, 12 point, and double space.
Students will follow the current APA Style as the sole citation and reference style used in written work submitted as part of coursework.
Points will be deducted for using Wikipedia or encyclopedic-type sources. It is highly advised to utilize books, peer-reviewed journals, articles, archived documents, etc.
All submissions will be graded using the assignment rubric.
https://newint.org/features/2008/06/01/nuclear-weapons-history

50 Facts About U.S. Nuclear Weapons Today

https://www.bbc.com/news/world-middle-east-33521655

507 class
Amanda Mayher
Weiss (2018) discusses the need for the continuance of and adherence to the scientist-practitioner model within the field of behavior analysis in order to protect and advance the science.The concept of the scientist-practitioner model was initially known as the Boulder Model, which “emphasized the need to develop professionals grounded in science, trained in effective treatment methods, and committed to the identification and evolution of the filed through empirical research” (Weiss, 2018, p. 385).Weiss (2018) suggests that the behaviorist’s worldview guides everything that behaviorists do.A scientist makes logical decisions based upon their empirical findings; similarly, a behavior analyst uses evidence-based support to guide their logical decisions. Codes 1.01, 1.02, 2.09, and 6.02 support this claim.First, Code 1.01 states that behavior analysts rely on professionally derived knowledge that is based upon science and behavior analysis (Behavior Analyst Certification Board, 2014).Next, behavior analysts only provide services, teach, and conduct research within their boundaries of competency including their education, training, and supervision experiences.According to Weiss (2018), this section of the Code emphasizes the need to train the next generation of researchers as well as clinicians.Code 2.09 demonstrates the behavior analyst’s obligations regarding treatment/intervention efficacy.Treatment should be based upon empiricism and be individualized.Last, Code 6.02 states that the behavior analyst should make information available to the public through presentations, discussions, and other media (BACB, 2014).Weiss (2018) suggests that full implementation of dissemination would involve continuous presentation and publication of research efforts.
Behavior analysts may conduct research on interventions that may increase or decrease an individual’s behavior or when doing a Functional Analysis.Scientific evidence is gathered to determine which intervention may be most effective for specific behaviors.Analysts following the scientist-practitioner model will identify and describe how the independent variable (intervention) would impact the target behavior (dependent variable) forming a hypothesis.They would then choose a research design that would best demonstrate experimental control such as withdrawal and reversal designs.The A-B-A-B design allows for experimental control because the intervention can be repeated and withdrawn.Data is collected during both the baseline and intervention phases to determine if the intervention is effective.
References
Bailey, J.S., & Burch, M.R. (2016). Ethics for behavior analysts. (3rd ed.). New York: NY: Routledge.
Behavior Analyst Certification Board. (2014). Professional and ethical compliance code for behavior analysts. Retrieved from https://www.bacb.com/wp-content/uploads/BACB-Compliance-Code-english_190318.pdf.
Weiss, M. J. (2018). The concept of the scientist practitioner and its extension to behavior analysis. Education and Treatment of Children, 41(3), 385-394.
Gaylene Harvey:
In order to outline the commonalities of the scientist-practitioner model and applied behavior analysis, one must understand what the scientist-practitioner model is and how it works. The understanding of this term or model is simple, it is where one is trained to use the principles of science/scientific investigations, processes, and findings within their given field of practice (Masters, 2013). Just as a scientist would make logical decision based on their research findings with empirical support, so does a behavior analyst. Behavior analysts only use evidence-based (scientific) information to make their logical decisions on which intervention to use for each individual they work with as required by the Behavior Analysts Certification Board (BACB, 2014. Code 1.01).
Although most scientists research is usually conducted separately from practice (working within a particular field), within applied behavior analysis, it is combined together. An intervention is not developed without collecting evidence to support it. For instance, a common form of scientific research design is conducted prior or during a functional assessment/analysis. This research design is usually the A-B-A-B design, which allows for experimental control to be seen and identified. For example, there a several ways people cope with aggressive behavior, but to decrease or put it on extinction, the proper information needs to be collected (research). A way to identify the function of the aggressive behavior is to use a research design such as the A-B-A-B design (as long as it is safe for the individual and others). This design allows for (experimental) manipulation of independent variables such as adding or removing items or other individuals (changing the environment) to identify what may be the function of the aggressive behavior (dependent variable). Again, as long as it is safe to do so, repeat the process and collecting the data from both the base line and the intervention sessions will allow for evidence if the intervention is effective or ineffective, providing scientific evidence/information used for evaluation and the decision-making process. This information provides the evidence that is needed to make a sound and logical decision on which is the best intervention to use to reduce/decrease or to put on extinction the aggressive behavior. This research method also provides clear experimental control of the behavior, not only for the behavior analyst, but for others to see as well. Providing the required evidence needed to help promote the advancement and involvement of research within applied behavior analysis.
Another thing the scientist-practitioner model and applied behavior analysis have in common is the informed consent. Before a research can be conducted, an informed consent must be provided and explained in detail to the participant in a language in which they can understand. In behavior analysis, an informed consent must also be provided and explained, but it is not just provided to the individual prior to services, it is continuously provided periodically. For example, if an intervention needs to be changed in any way (either added to, take an element out, or a totally different intervention altogether). The BACB (2014) requires that an informed consent be obtained in more than one of the ethical codes provided. For instance, Code 3.05 Consent-Client Records and 9.03 Informed Consent (BABC, 2014). Behavior analysts are always conducting research in their practice (or should be) outside of what would/could be classified as a ‘normal research situation/scenario’, so the BACB (2014) requires that the participant and/or guardian(s) are informed in the purpose/nature of the research, their right to participate or withdraw, any significant factors, and questions they may have (BACB, 2014. Code 9.03). With that in mind, both the scientist-practitioner model and applied behavior analysis also debrief the individual/participant at the conclusion of their involvement (BABC, 2014. Code 9.05).
References
Behavior Analyst Certification Board. (2014). Professional and ethical compliance code for behavior analysts. Retrieved from https://www.bacb.com/wp-content/uploads/BACB-Compl…
Masters K.S. (2013) Scientist-Practitioner. In: Runehov A.L.C., Oviedo L. (eds) Encyclopedia of Sciences and Religions. Springer, D
Class 517
Rose Dubois
According to Mayer, Sulzer-Azaroff & Wallace (2014), the motivating operation (MO), is any antecedent that alters the value of the consequences and by the same way alter the behavior. The motivating operations (MOs) can increase or decrease the values of the consequences. Two terms can describe those setting events that can affect the behavior: the establishing operations and the abolishing operations. Cooper, Heron & Heward (2011), stated that the establishing operation (EO) refers to an increase of the reinforcing effectiveness of some stimulus following the manipulation of the environment. The setting events can decrease the reinforcing effects, and it refers in this case to the abolishing operations (AO).
The challenging behavior that I choose to increase is task refusal behavior maintaining by access to tangible such as videogame.In this situation, we consider two concepts satiation and deprivation. So,the videogame as a reinforcer to modify the target behavior depends on the satiation or the deprivation. In the case of satiation, the effectiveness of the videogame as reinforcer will not decrease the frequency of task refusal because the student was playing his favorite videogame, before starting working, so it creates an AO. In this situation, the frequency of the target behavior which is task refusal, maintaining by access to videogame increased, and the use of reinforcer is evocative of the task refusal; in other words, the videogame abates staying on-task behavior. The deprivation will increase the value of the reinforcers, so the use of the videogame as the reinforcer will reduce the frequency of the task refusal, the student does not access to the videogame before starting working, so in this situation an establishing operation (EO) is created, and the access to the videogame abates the task refusal, or in other words the use of videogame is evocative of staying on-task behavior.
So, in this situation where the goal is to decrease the frequency of task refusal, the best strategy identifies should consider a way to modify the environment to motivate the student to stay on task. As I described above, the establishing operation (MO) is the best in this case, so by creating deprivation, we increase the power of the reinforcers, and the student will follow the direction in order to access to the videogame.
IN this case, we will deliver the reinforcers for each occurrence on staying on task, that means following a FR 1.
Reference
Cooper, J.O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc.
Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2014). Behavior analysis for lasting change (3rd ed.). Cornwall-on-Hudson, NJ: Sloan Publishing.
Jessie Otten
According to the authors, a motivating operation is an event that happen before a behavior or activity alter the behavior of the individual or alter the consequence that would have been given.Establishing operations are very similar to the motivating operations.The authors have the establishing operation under the same definition as the motivating operation.The results of these operations can increase or decrease in the punishment or reinforcer of the behavior (Mayer, Sulzer-Azaroff, & Wallace, 2014).An antecedent control is the manipulation of an environment in order to acquire the desired results or response in order to lessen the occurrence of a competing response (Mayer et al., 2014).A challenging behavior that could be altered or changed with the use of an antecedent control would be a young child who throws tantrums in order to gain or obtain something that they want.The motivating operation would be when the young child is at the store with their parents.They see something they that want, the parents tell the young child no.The young child continues to ask, the parents continue to say no and move on.The young child then begins to scream, cry, yell, throw their arms in air hitting items and people, kicking their legs back and forth, or throwing themselves on the ground if they are walking and not riding in the shopping cart.The parents haven given into the child before so they child would stop the tantrum.The parents would be able to lessen or abate this behavior if they talk to the child about what they are going to the store for, social stories, or other reinforcers if the child is able to make it through the store without a tantrum because they haven’t gotten something they wanted.Some ways that the parents can evocate the tantrum behavior would be to have items that the child might ask for while in the store at their disposal.The parents would then inform the child that if they behavior while in the store and not have a tantrum because they want something, then they can have a preferred item when they have left the store.This would allow the child to know what is expected of them in order to obtain the preferred item.This would also abate the tantrum behavior while in the store.
These can be used in an intervention setting by allowing the client to know what is expected of them and what can be a reward if they are able to accomplish everything that is expected of them.This can also be used with someone in order to have them correctly say or identify an item.They will know that once they have correctly identified the item, they will receive a preferred reward.This can be altered to fit the individual.So, every item, every second, third, fourth, and so on.The individual would be able to determine the pattern and try hard enough to accomplish the preferred number to receive the preferred item.If the individual was unable to meet the criteria or expectations, then they would not receive the preferred reinforcer at that time but would be able to start over to attempt to earn the preferred reinforcer once they have been made aware what is expected or needed in order to obtain the preferred reinforcer.
Reference
Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2014). Behavior Analysis for Lasting Change (Third ed.).Cornwall-on-Hudson, NY:Sloan Publishing.

Please write a 6-8 page paper in apa style, you will be discussing relationships from the show Sex and the City feel free to discuss any of the characters you would like . Only 1 relationship per section you will be discussing 3 relationships and use the slides and outline to help you. Do not use AI as it will be checked for plagiarism by the professor. Use 5 external sources. I included slides from lectures, a student example, and the outline. Follow the directions in the outline please !!!!

What is meant by the term “determinants of health”? Select a health issue and articulate at least three determinants or factors that contribute to that health issue. Of those contributing factors, which do you think would be the most difficult to change or improve, and which do you think would be the least difficult to change or improve? Why? Provide a rationale to support your answer.

Name:
Date:
HED 120: Food Labels
What are Food Labels?
Food Labels are the “best source of consumer information”. 90% of ALL processed and packaged foods must have a “consumer friendly” label. The new nutrition label (1994) features more consistent serving sizes and must include the following dietary components:
● Total calories
● Total fat content
● Cholesterol
● Fat grams
● Sodium
● Vitamin A
● Vitamin C
● Calories
● Amount of saturated fats
● Protein grams
● Carbohydrate grams
● Dietary fiber
● Iron
● Calcium
The food exempt from food labeling regulations are those with no appreciable amount of nutrients OR whose content varies from batch to batch, such as:
● Deli and bakery items
● Plain and unflavored teas and coffees
● Various spices and flavorings
● Food sold in restaurants
● Labels are “voluntary” for fresh fruits and vegetables, fresh meat, poultry, or fish
The nutrition label (chart) must display serving size, nutrientsper serving and % of daily values. The nutrition information applies to one serving; if you ate two servings, you consumed twice the amount of calories and other nutrients listed on the label.
Your Task
Step 1
Collect 5 food labels and write the name of the food item AND the serving size of each below. Keep THESE labels in order throughout this assignment so you do not have to continue writing label name.
1. Food Item: Serving Size:
2. Food Item: Serving Size:
3. Food Item: Serving Size:
4. Food Item: Serving Size:
5. Food Item: Serving Size:
Step 2
List the first 4 ingredients from each of your labels.
1. Ingredients:
2. Ingredients:
3. Ingredients:
4. Ingredients:
5. Ingredients:
Did You Know?
The ingredient list on packaged food gives an overview of the recipe with the ingredients listed from most to least. Food manufacturers must list all ingredients in descending order by weight.
Step 3
Do any of your food labels contain any special health “WARNINGS?”
(i.e. contains Phenylalanine)? List what they may be. If there are no warnings, write “None”.
1. Warning:
2. Warning:
3. Warning:
4. Warning:
5. Warning:
Did You Know?
The ingredients offers useful information – especially for people with special food needs, health reasons or religious reasons. Examples include:
• People avoiding pork, shellfish, or other meats for religious purposes.• People avoiding peanuts, eggs, milk, sugar, wheat, artificial colors, etc. due to allergies or food sensitivities.
Step 4
Compare your labels to each other. For each item write the TOTAL CALORIES per 1 serving.
1. Total calories:
2. Total calories:
3. Total calories:
4. Total calories:
5. Total calories:
6. Which item has the GREATEST NUMBER of calories per serving?
Step 5
Write the TOTAL FAT content in grams for each of your items.
1. Total fat:
2. Total fat:
3. Total fat:
4. Total fat:
5. Total fat:
6. Which item has the GREATEST AMOUNT of fat in grams per serving?
Step 6
List the amount of SATURATED FATTY ACIDS for each item. If a food item does not contain any, write “None”.
1. Saturated fat:
2. Saturated fat:
3. Saturated fat:
4. Saturated fat:
5. Saturated fat:
6. Which item has the GREATEST AMOUNT of saturated fat?
Step 7
List the amount of PROTEIN in grams per serving.
1. Protein:
2. Protein:
3. Protein:
4. Protein:
5. Protein:
6. Which item has the GREATEST AMOUNT of protein?
Step 8
List the amount of CHOLESTEROL that each item has. If a food item does not contain any, write “None”.
1. Cholesterol:
2. Cholesterol:
3. Cholesterol:
4. Cholesterol:
5. Cholesterol:
6. Which item has the GREATEST AMOUNT of cholesterol?
Step 9
List the milligrams of SODIUM for each item.
1. Sodium:
2. Sodium:
3. Sodium:
4. Sodium:
5. Sodium:
6. Which item has the GREATEST AMOUNT of sodium?
Step 10
Answer the following questions. Please make sure to also include the % Daily Value that is listed next to the nutrient.
1. Which item has the greatest amount of IRON? How much (%)?
2. Which item has the greatest amount of CALCIUM? How much (%)?
3. Which item has the greatest amount of VITAMIN A? How much (%)?
4. Which item has the greatest amount of VITAMIN C? How much (%)?
Step 11
Do any of your labels have any KOSHER symbols? Simply write ”Yes” or “No”. Please note: these are usually found elsewhere on the product, not on the actual food label!
1. Symbol?
2. Symbol?
3. Symbol?
4. Symbol?
5.
Did You Know?
If a product has a Kosher symbol, it means that the food item meets the strict government “safety” inspection, as well as standards of a Jewish food inspector.
Symbol?
Step 12
Do any of your labels make any HEALTH CLAIMS (examples provided below)? Write “Yes” or “No”. If yes, then what health claim(s) are made? Please note: these are usually found elsewhere on the product, not on the actual food label!
● Calcium preventing osteoporosis
● Fat and its association with cancer
● Saturated fat/cholesterol and heart disease
● A high-fiber grain product preventing some cancers
● Folate and neural tube defects
● Fruits and vegetables reducing certain cancers
● Sodium and high blood pressure
● Fruits/vegetables/grains reducing heart disease
1. Claim:
2. Claim:
3. Claim:
4. Claim:
5. Claim:
Step 13
Are there any “SAFE HANDLING” instructions on your food labels (examples provided below)? Write “Yes” or “No”. If yes, then what instructions are given? Please note: these are usually found elsewhere on the product, not on the actual food label!
● Keep refrigerated or frozen
● Cook thoroughly
● Keep hot foods hot
● Refrigerate leftovers
● Keep meat separate from other foods
● Wash work surfaces/hands/utensils are touching raw meat
1. Instructions:
2. Instructions:
3. Instructions:
4. Instructions:
5. Instructions:
Step 14
Does your food item have a DATE listed? Write the type of date, and the date given for each food item. Please note: these are usually found elsewhere on the product, not on the actual food label!
1. Date Type/Date:
2. Date Type/Date:
3. Date Type/Date:
4. Date Type/Date:
5. Date Type/Date:
Did You Know?
Manufacturers use 3 types of dates on packaging:
1. “Sell by”: The last day a food should be sold2. “Pack date”: When the food was manufactured, processed, or packaged
3. “Best if used by”: Best if used by date for optimal quality
Step 14
Answer the following question: Did any of your items surprise you with its contents or ingredients?
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

In this Revision, along with improving the work from Week 9, you will ALSO be incorporating new material from weeks 10–12 (thus the extended length). We will be looking for references (with citation) to two concepts from those weeks and how they further the implications of your analysis. How does our consideration of Time and Illness add another layer to your understanding of the role of Medical Humanities in the disruption of scientific determinism in medical practice?
This is not another case study to be analyzed. Rather this consideration should be a part of your concluding paragraphs.
How to think about this revision
This assignment provides the space to practice re-seeing your work after you have had some distance and a reader. Whatever writing you will do, whether it’s a grant proposal, case summary, job application, syllabus, or novel, you will have a reader that will give you insights into what you may have missed.
Again, in doing this assignment, you should consider ALL of comments. AND this is a stand-alone assessment and is not connected to the grade the essay received initially. That means, even if you received a high grade on the essay, you must show revision in this assignment to fulfill the revision grade column and receive those 100 points.
These are the main points that you need to revise in the essay. 1) This essay needs to provide a clear definition of the medical humanities. You gesture at it, but what method unifies the medical humanities? How are we supposed to understand it? Why is it signfiicant? 2) You do a good job situating some of the course texts in terms of the arguments they make, but your revision should say how they demonstrate what the medical humanities is. 3) Your interview needs more intentional engagement. Specific citations about specific issues. This is a moment where you are doing the work of the medical humanities. How can you situate your interview to the definition you’re putting forward?
Below I have attached the interview with the cte patient
Here are the 2 sources you need to incorperate
Read: William Pitt, “Autograph Letter (March 1594/95),” Folger Shakespeare Library, Manuscript V.a.140, fol. 28 recto. [Modernized by Dr. Laroche].
Stonington, Scott. “ONTOLOGICAL COLLATERAL: The Entanglement of “Cancer Pain” and “Chronic NonLinks to an external site.-Cancer Pain” in Thailand.” Cultural Anthropology 37.1 (2022): 99-124.

ASSIGNMENT LEARNING GOALS: This group assignment will have you think through your final intervention description and articulate the rationale in how your intervention will achieve the intended health outcomes. Presenting a clear and concise description of your intervention that includes a strong rationale of the mechanism through which your proposed intervention will affect positive change is a central aspect of a successful proposal for funding.
The part 4 of the Case Study assignment is divided into two parts: Part 4a – Detail the problem statement, intervention description, and logic model (due this week); and Part 4b (next week’s assignment): Describe the workplan, timeline, human resources, and budget for your intervention (due next week).
1) Problem Statement and Intervention description: Your description should identify the level(s) at which you are intervening within your target community (e.g. intrapersonal, interpersonal, organizational, community, policy, structural).
A) Provide a concise problem statement (2-4 sentences). Please keep in mind that in real world situations, a problem statement would be clarified with stakeholders using existing research evidence.
for a template to help guide development of your problem statement.B) Provide a summary of your proposed intervention in 1-2 sentences to make it clear what your intervention plans to do.
C) Explain the details of your intervention strategy including the evidence base for your intervention. Include a narrative description of your logic model. This should include an explanation of the inputs to the intervention and the connection between inputs, activities and outputs and outcomes. The intervention description should also include an explanation of why and how the intervention addresses the identified needs and builds upon existing assets and capacities (from Group Assignment #1). It should demonstrate how theor(ies) of health behavior change, existing evidence, and community engagement inform your proposed intervention.
This section should be less than 600 words.
2) Logic model: Include a figure/diagram depicting your intervention logic model with the inputs, activities, outputs, outcomes, and impact clearly labeled.
Note: The intervention description, the implementation plan, the timeline, budget and management plan, should be consistent with your logic model. Make sure that the components represented in your logic model are included in your intervention description.
Your logic model should fit on 1 page. You may submit as separate document or integrate into your document (tip: use ‘section breaks’ in Microsoft word documents if you need to include a landscape-orientation figure)
To help you with this assignment here is an example of an assignment submission => SAMPLE: Vaping
This is meant to provide you with one idea of how you might outline describe your intervention – please use your own wording. Please try your best to be concise in your descriptions.Rubric
Logic Model and Implementation Plan Rubric (1)
Logic Model and Implementation Plan Rubric (1)
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeProblem Statement & Intervention descriptionProblem statement is clear and concise.
The level/s of the intervention is/are defined per the socio-ecologic framework;
Aligns with identified needs, assets, and capacities;
Explains how health behavior theory, evidence, and community engagement will affect change leading to the intended health outcome.
Overall intervention strategy is described
2 ptsFull Marks
Thoroughly describes the intervention
1 ptsPartial Marks
Has some intervention description but does not completely meet the grading criteria.
0 ptsNo Marks
Little to no description of the intervention
2 pts
This criterion is linked to a Learning OutcomeProgram Logic modelInputs, activities, outputs, outcomes, and impact are included and clearly labeled;
Clear flow of logic;
Quantitative details when appropriate
Dependencies are carefully considered (precursor elements are explicit and present);
Appropriate classification of outputs vs. outcomes
Outcomes described in SMART format
2.5 ptsFull Marks
Meets all aspects of logic model criteria (including inputs activities outputs outcomes and impacts); includes appropriate, clear dependencies and outputs –> outcomes
1.25 ptsPartial Marks
Has some parts of the logic model but missing at least one component (e.g., inputs, activities, outputs, outcomes, and/or impacts); Additionally, dependencies are not explicitly described; Outputs vs. Outcomes are inappropriate or do not make sense.
0 ptsNo Marks
Missing multiple elements required in a logic model
2.5 pts
This criterion is linked to a Learning OutcomePaper FormattingAssignment adheres to project guidelines (follows instructions, page limits, etc.);
Assignment is free of typos and grammatical errors;
Reference list is included with appropriate referencing within the assignment
0.5 ptsFull Marks
No missing elements in terms of appropriate formatting and/or typos or grammatical errors Reference list and correct referencing throughout the assignment)
0.38 ptsPartial Marks
Missing a few elements in terms of appropriate formatting and/or a few typos or grammatical errors; Minor errors in referencing throughout the assignment
0 ptsNo Marks
Missing multiple elements in terms of appropriate formatting and/or multiple typos or grammatical errors No reference list (or several incorrect referencing throughout the assignment)
0.5 pts
Total Points: 5
Below is where we started a draft but complete the work about lgbtq substance abuse follow the guide

Intervention for Substance Use Disorders among Sexual and Gender Minorities
INSTRUCTIONS
Complete the following items (A&B) within your project groups. These prompts are to help with the written part of the assignment (see steps 1-3 below), but parts A&B do NOT need to be written up separately or submitted with the assignment.
A) First, read through each team members’ individual assignments #1 in full. Pay particular attention to the quality of the evidence for each source. Discuss the “best” data sources among your group and determine which ones to include in your group project.
B) Discuss the cultural values and practices that each group member identified in their individual assignments. Discuss how these factors will influence your community assessments and eventual intervention design.
For the written part of the assignment:
1) Describe your target population.
Define the needs, assets and capacities influencing the health issue described in your case study.Needs: These refer to the requirements, challenges, or deficiencies experienced by your target population concerning the specific health issue. Needs can encompass various dimensions such as physical, psychological, social, and environmental factors.
Assets: Assets represent the strengths, resources, and positive attributes within the target population and its surrounding community. These assets can include individual skills, community organizations, social networks, cultural practices, and financial resources. Recognizing and leveraging these assets can enhance the effectiveness and sustainability of health interventions by building upon existing strengths within the community.
Capacities: Capacities refer to the abilities, capabilities, and potentialities of the target population to engage in health-promoting behaviors and activities. This includes factors such as knowledge, skills, attitudes, access to healthcare services, social support systems, and leadership structures. Understanding the capacities of the target population is essential for tailoring interventions that empower individuals and communities to take ownership of their health and well-being.
Explain at least 2 relevant cultural values or practices that you will likely incorporate into your intervention design.
This section should be ~700 words
2) Briefly describe the key secondary literature/data sources that you used in Part 1 case study assignment and justify why they are useful sources of information.
Please refer to specific indicators, data collection procedures, or deliverables from your data sources in your justification, and how this information aligns with your intervention
Identify gaps in information about needs, assets and capacities that were not covered by the existing secondary data sources.
This section should be ~400 words
3) Community assessment: Propose at least one data collection activity (qualitative and/or quantitative data) that you would conduct to inform the design of the intervention in this community.
Describe the focus and methods of this community assessment. Please address the following questions: What gaps in the existing literature are you planning to address? What types of information to you plan to collect? From whom would you collect this information? How will you collect this information?. Examples of community assessment methods include: conducting a needs assessment, asset mapping, capacities analysis
Refer to the information and resources provided in Module 2 and 3.
The Community Toolkit may also be useful: https://ctb.ku.edu/en
Links to an external site.
This section should be ~300 words
4) Finally, put forth an idea for your initial intervention description. This will likely change over the course of the quarter as you develop your proposal.
Articulate a concise problem statement and your intervention goals to address this problem
Describe your proposed interventionEnvision a project to be implemented on a 2 to 3-year time horizon.
Discuss what you plan to do, what level(s) of determinants of health the intervention seeks to change, what theory(ies) inform your intervention design, who will receive the intervention, what specific setting within your case your intervention will be implemented (e.g. geographic sub-region), and what the intervention is intended to change.
Describe how your intervention will consider the cultural values and practices that you have identified in this population
Specify the short- and/or long-term health outcome your intervention aims to change
This section should be ~400 words
TIPS
Set Realistic Goals: While it’s important to aim for meaningful impact, it’s equally important to set realistic and achievable goals. Consider factors such as time (2-3 years), resources, and feasibility when setting your goals.
Establish Boundaries: Clearly define the scope of your intervention and identify what it will and will not address. This will help prevent ‘scope creep’ and keep your intervention focused on its intended objectives. Be prepared to make decisions about what aspects of the problem you can realistically tackle.
Focus your Intervention: Be careful to avoid combining too many components and levels
Use section headers to help your reader follow your writing
SUBMISSION DETAILS
Assignments must be double-spaced with 1-inch margins and no more than 2000 words. Your reference list bibliography are NOT included in the word limit.
Although you are welcome to discuss your projects with classmates from other groups, and we encourage group discussion about class topics, your group assignments must reflect the work of your team members only.
This is a GROUP assignment- only one final product is needed per group. If you need an extension on an assignment, please complete the assignment extension request formbefore the assignment is due. In the case of advance notice, there will be a 24-hour grace period for the assignment submitted. After the 24 hours, total possible points for any graded assignment will be reduced by 10% for each day late. If a student does not ask for an extension in advance, grades will be reduced by 10% for each day late without a 24-hour grace period.

Rainier Valley Health Center is the location for three major activities: A General Medical Clinic, a Mental Health Center, and a Health Education Outreach Program. The Medical Clinic is supported by fees, donations, and a lump-sum grant from the county. The Mental Health Center’s costs are reimbursed under a pilot state project. The Educational Outreach Program is supported by a private donor.
Many costs can be directly traced to the three programs, but some cannot. These indirect costs are: rent, general administration, and utilities. These costs are reimbursable under state guidelines to the extent that they can be attributed to the Mental Health Center. For this purpose, the state guidelines state, “Indirect costs can be allocated using a logical basis.” Conversations with the state auditor’s office reveal that the following allocation bases are acceptable for the following costs:
Indirect Cost
Acceptable Allocation Bases
Rent
1. Square Feet Occupied
2. Number of Patient Visits
General Administration
1. Direct Program Costs
2. Program Salaries
Utilities
1. Number of Patient Visits
2. Hours of Operation
Rainier Valley Health Center has Rent of $30,000, General Administration of $30,000, and Utilities of $10,000.
You collected the following information about the allocation bases: Allocation Base Medical ClinicMental Health CenterEducational OutreachTotal
Square Feet Occupied150010005003000
# of Patient Visits60002000200010000
Direct Program Costs$130,000$50,000$20,000$200,000
Program Salaries$60,000$42,000$18,000$120,000
Hours of Operation per year250018002004500
Suppose Rent is allocated on the basis of square feet occupied, General Administration on the basis of direct program costs, and utilities on the basis of patient visits. What is the total indirect cost allocated to the Mental Health Center and thus reimbursable under the state pilot project?
Suppose you are free to choose the allocation base from the list of acceptable allocation bases for each allocable indirect cost. If you objective is to maximize reimbursement by the state, what allocation basis should you choose for each allocable indirect cost? What is the total indirect cost reimbursable by the state if these allocation bases are used?