Category: Public Health

This is a course project. I have completed an abstract and sections 1 and 2. Sections 3 and 4 need to be completed. I have attached the assignment requirements and grading rubric for both sections 3 and 4. I have also attached the abstract and sections 1 and 2 that I completed. Please complete sections 3 and 4 as per instructions in the attachments I have provided. I have also attached examples of this project that were provided, for your reference.

An effective policy is one that achieves a specific outcome in terms of the impact that it has on an organization. Healthcare organizations need to understanding the importance of a policy with regard to setting the internal and external direction of the organization. This can only be done by measuring its effectiveness toward achieving a set standard. Select a healthcare policy and describe its expected outcomes.
Based on what you learned this week, address the following requirements:
Demonstrate the impact of the policy by discussing changes in short-term, intermediate, and long-term outcomes.
Are the changes in outcomes truly attributed to the policy?
Identify the relative cost-benefit or cost-effectiveness of the policy.Use academic writing APA7th.

Discussion: Myth Busting by Supporting Opinions in Writing
Overview
This discussion will integrate knowing how to use literature to support claims and opinions.
There are many controversial points surrounding drug use. It is important to be able to support your opinion with research and clearly communicate your findings. This will help you to challenge biases you may have as well as prove your point is not just an opinion. Most of us know illegal drug use is bad for the human condition. This assignment will help you to learn to PROVE your opinions.
You will be the researcher to find “proof” for an addiction claim.
Use the module pages on how to support opinions on how to prove points in writing-both essays and presentations. Knowledge is power in health so have fun learning to be a health detective!!
Preparation
Not sure how to use references to support your work?
Make sure you paid attention to How to Support Your Work in the Misinformation section, You will be expected to support all facts and claims. This will make your work stronger and earn you better grades her and in other classes! Here is some review of writing skills.
Thesis/Topic Sentences
Support a Thesis
Conclusion or Personal Statement
Supporting Opinions Gives Our Words Power! It also helps us to know we are saying is true!
Assignment Instructions
STEP 1: Pick ONE of the myth topics in the “Myths and Misconceptions” page in this module as a thesis.
This MUST be in your first sentence. For example “(Myth you chose) is not true.”
STEP 2: Find two acceptable reference sources to support the chosen thesis with facts.
STEP 3: Write a post with the format: thesis>support x2 >conclusion. It should look similar to my Post
STEP 4: YOU MUST Include two properly written references (APA style). There are examples of this How to ReferenceActions
STEP 5: Reply to a peer.
Peer Response Details
You must respond to at least one classmate. This will be worth 2 points of your total grade. Make sure that you go beyond stating “I agree” or “I disagree”. Explain WHY you agree or disagree with their claim. I would also challenge you to respond to someone who has an opposing opinion as you. This way you can generate more conversation, and potentially gain new insights from that classmate!
Example
EXAMPLE: You post should resemble this. I am using a different myth! Here is my post:
Myth: Early drug use is ok since it is just kids experimenting with lighter substances like alcohol or marijuana.
Early drug use being safe is not true. Early drugs, sometimes called gateway drugs, do contribute to more powerful drugs as well as impact the developing brain. Marijuana is legal but can serve to sensitize the developing brain to dopamine receptors and cravings (Panlilio et al). Early alcohol use is correlated to an increase in lifetime alcohol use and alcoholism. If alcohol use began by 14 years, there was a 47% rate of dependance vs only 9% rate of dependance if the user drank at 21 years .(NIAA)
Early substance experimentation, even with adult legal substances such as marijuana and alcohol, poses unique risks to young people such as altering neurotransmitter receptors and increasing the risk of later dependency.
1.Panlilio LV, Zanettini C, Barnes C, Solinas M, Goldberg SR. Prior exposure to THC increases the addictive effects of nicotine in rats. Neuropsychopharmacol Off Publ Am Coll Neuropsychopharmacol.
2.NIAA, Early drinking linked to higher lifetime alcoholism risk. 2009Links to an external site.
Grading Rubric
RubricTo doWrite a short paragraph supporting one of the provided thesis statements
Be sure to: Follow the format. Have 2 FACTs. Facts are numbers, statistics, examples or other solid evidence from another source. Have a conclusion or idea statement. Conclusions are how you tie the information together.
POINTS 15 total
2pick a thesis from above and make a topic sentence
12support the thesis with TWO supported comments, proof and/or statistics.
4Proper citation IN the paragraph (author) or (#)!
4Conclusion statement
4References at the end . Review “notating practice” for help.
4Peer response

Introduction
In this assignment we go back to Healthy People (HP) 2030 and use it to find your own project goals.
Step 1. Return to HP 2030 page to “Browse Objectives by Topic”Links to an external site. and return to your area of interest. ( I chose, Health Behaviors >Child and Adolescent Development).
In this example my objective category is Health Behaviors and my subset is Child and Adolescent Development.
Step 2: Click on your subset area of interest, and goals for that area will pop up. These are the ones for mine.
Step 3. Choose an Objective aka Goal.( I chose “Increase the proportion of children whose parents read to them at least 4 days per week EMC-01).
Choose YOUR OWN objective in the area YOU mentioned in Discussion 1. You cannot choose my area. If you want to choose a new area, just inbox me!
Topic Note
THIS TOPIC WILL BE MY TOPIC FOR THE ENTIRE PRESENTATION.
THE ONE YOU CHOSE WILL BE YOUR TOPIC FOR THE ENTIRE SESSION. EACH WEEK YOU WILL EXPAND THE PROJECT.
Step 4. Create a slide presentation about YOUR topic that follows the template. Use the templates and an example presentation to help.
Example and Template
Look at my example…seriously, look at my example! Use it to get hints for your own!
Then use the template to create your slides.
Here is my example presentation Step 1
ActionsHere is the template for Step 1
Actions
Extra Details for the Project
Rubric
Assignment Specific RubricTo doCreate 4 slides.
Be sure to:Follow the template.
POINTS 20 totalSee below
2Title Slide: take my title out and put yours in
5 Healthy People Objective. You MUST have the full goal/objective and the number (-3) written out. I need this to look up your objective.
10Background of you problem/objective. Fact why the objective is important to health (5pts) and why you picked it .(3pts) Your fact must be properly noted on the slide as shown in the misinformation modules (2pts)
3
Reference slide properly done. Review the “misinformation” unit for help.
Rubric
Project Step 1
Project Step 1
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeTitle SlideTitle Slide: take my title out and put yours in. Your name and topic should be included for full credit.
2 pts
This criterion is linked to a Learning OutcomeHealthy People Objective.You MUST have the name and number of your initiative written out. No number? (-3) . I need this to look up your objective.
5 pts
This criterion is linked to a Learning OutcomeImportanceBackground of you problem/goal. Fact why the objective is important to health (5pts) and why you picked it .(3pts) Your fact must be properly referenced on the slide as shown in the misinformation modules (2pts). Fact must be data, statistic or objective. It cannot be “x kills many people”.
10 pts
This criterion is linked to a Learning OutcomeReferencesReference slide properly done. Review the “misinformation” unit for help.
3 pts
Total Points: 20

go to https://canvas.uh.edu/
user: ashenava@cougarnet.uh.edu
password:@b2az!a4WLU
Complete Discussion forum 9 and replies

Instructions:
Answer the discussion questions below. The response to each question should be a minimum of 150 words. (It is helpful to post the word count at the end of the response.)
Chapter 14
“As Dr. Reynolds and I walked back to the conference, both of us were fuming. He turned to ask me a question. “Have you heard about the concept of environmental injustice?”
I nodded. “Of course. I studied with Professor Bunyan Bryant.”
More than twenty years ago, back when I was a tree-hugging environmentalist at the University of Michigan’s School of Natural Resources and Environment, the legendary Bunyan Bryant was one of my early mentors. He was a pioneer of the environmental justice (EJ) movement—a movement that looked at environmental and public health issues through the lens of place, race, and poverty. Bryant was a Flint native—with family still there—and focused much of his research and advocacy on the city and its long history of polluting poor and brown neighborhoods. Bryant had even fought lead pollution in Flint decades ago, when a plant that burned lead-painted wood chips was built in a predominantly African-American neighborhood.”
“As an undergrad, I took courses, listened to lectures, and participated in workshops led by Bryant and other EJ academic groundbreakers like his colleague Paul Mohai. Bryant’s work showed me how racial minorities and low-income communities faced a disproportionate share of environmental and public health burdens.
Sitting in those EJ classes, I began to see that the environmental disparities I’d first witnessed in high school weren’t random. The dirty incinerator we had fought so hard wasn’t in Grosse Pointe or Birmingham, affluent suburbs. It was in Madison Heights, one of the poorer communities in our county. Bryant backed up his many examples of environmental injustice with hard-core research, showing how industrial waste, incinerators, trash dumps, and chemical plants were often located in neighborhoods where residents had fewer resources to fight them.”
“Informed by these lessons, I dove into service learning, fieldwork, social justice organizing, and environmental health research. On one spring break, I went to maquiladoras in Mexico, where many of the auto jobs that had fled Michigan went—and saw that they were now troubled by the same pollution, poverty, and labor issues that pockmarked our history in Flint.
Bryant’s work stayed with me as I went off to study medicine and public health—and, eventually, when I came to work in Flint. He was on my mind now more than ever. In lectures, Bryant had specifically called out the persistence of lead in paint and paint dust in black and brown and poor communities as a form of “environmental racism.”
Bryant wasn’t one to dwell on the problems. A central tenet of EJ is that local communities must have control over their environments—and decide whether a pipeline gets a permit, or a wind turbine gets built instead of a natural gas plant. When people have a say, smarter decisions are made—both for the environment and for public health.”
“Our Flint kids,” I said to Dr. Reynolds, “already have higher rates of lead exposure—just like kids in Detroit, Chicago, Baltimore, and Philadelphia. And now on top of all that, they’ve got lead in their water to worry about.”
Lead shifts down the entire bell curve of intelligence, as Dr. Reynolds and I knew, not only adding more people with severely reduced intellectual capacity but also reducing the number of exceptionally gifted people. We knew that lead is more prevalent in poor and minority communities, and thus lead exposure exacerbates our horrible trends in inequality and the too-wide racial education gap. We knew that if you were going to put something in a population to keep people down for generations to come, it would be lead.
“Environmental injustice,” Dr. Reynolds said, shaking his head in disgust.
“I know,” I said. “Some things don’t change.”
Question #1 – P 196-197: This chapter discusses the issue of “environmental injustice” and “environmental racism.” Answer each of these:
Define and explain each of these terms. You do NOT need to have 150 words for these “sub-questions” of question #1.
What examples of environmental injustice and environmental racism are given that could have contributed to the lead pollution in Flint?
How does the higher prevalence of lead in poor communities and communities of color contribute to inequalities?
Chapter 15
“The best thing about being a pediatrician is that caring about kids, speaking for kids, and advocating for kids is an essential part of the job description. At a conference of surgeons or dermatologists, they might have a lunch theme like “malpractice risks” or “how to maximize billing.” But not pediatrics. That’s why I’ve always felt at home in the specialty and with my colleagues. We don’t just treat children’s bodies—we fiercely protect their potential.
Looking over my in-box of emails with Marc, I was starting to think we were not alone. Five hundred miles away from my clinic in Flint, in Blacksburg, Virginia, there was a guy in a very different profession who seemed to care as much as we did.
As the lunch got under way, Dr. Reynolds told the crowd he’d been at home sick the week before, when I’d called to discuss the Flint water. He invited me to explain my findings to the group. With more confidence than I’d had at Thursday night’s board meeting, and armed with more details, I stood and shared my concerns with the pediatricians. We were looking at the data, I said, but preliminary findings were very[…]”
Question #2 – P 201: The author states that pediatricians…”don’t just treat children’s bodies – we fiercely protect their potential.” What do you think the author means by “protecting their potential?” How does this connect to other factors in the book, such as social determinants of health and environmental injustice?
Chapter 16
“MY DAD HAD BEEN AROUND that weekend, we would have played Konkan. We’d have been sitting around the same table, but instead of spending hours on the puzzle, we’d have been dealing out cards and eating fistuq, or pistachios. My dad loves an evening of Konkan. We all do. Elliott, who grew up watching his own dad play the game, can sit for long stretches at the table, hand after hand. Mama Evelyn still comes and plays—and has taught all her great-grandkids the rules of the game, the way she taught Mark and me.
And it’s a truism in the family that, if we play long enough, eventually I will win everybody’s money.
But my dad, Jidu, was still in China working with the auto parts manufacturer. He enjoyed his time there, as well as his second career, post-retirement, making the most of his metallurgy expertise and his engineer’s fascination for problem solving. At sixty-nine, like my mom, he showed no interest in slowing down. Alloys and metals aside, he has lots of passions—for languages, international affairs, and”
“history. He loves research most of all—digging into archives and making new discoveries.
He spent untold hours obsessing over a Persian carpet that had been passed down in my mom’s family, an early 1900s Kerman rug depicting the great leaders of the world. Even when Haji was a boy, the carpet was never on the floor but was hung on a wall, in a place of honor, and featured in family portraits.”
“The rug was a puzzle. Not only did my dad decipher the Farsi key on the border of the rug to identify the historic figures (all men, of course), he worked with art historians and textile scholars to unravel the rug’s origin and secrets. There even was a connection between the rug and Freemasonry and the Knights Templar. It was like The Da Vinci Code for carpets.”
“Next, my dad focused on unlocking our family’s ancestral puzzle—and that became his most successful side project to date. After a lot of persistence, he was able to prove that two family clans from two different villages in northern Iraq—Alqosh and Tel Keppe—had been separated three hundred years ago when one branch left its ancestral home to escape a plague. Over time they lost touch. Any awareness of a relationship vanished. But now, because of my dad’s discovery—which he has given many PowerPoint presentations about—the descendants of the Shekwana and the Kas Shamoun families, literally hundreds of people who have since scattered to every corner of the globe, have connected with cousins they didn’t know they had, including us.
What we never knew, until my dad’s work, was our family’s direct connection to a Nestorian priest named Israel Raba of the Shekwana family. He was born in 1541—my grandfather, twelve generations removed. Israel Raba and his family were famous scribes, known for their poetry and mystical literary work. They lived in an ancient monastery, Rabban Hormizd, just outside Alqosh, where they produced and guarded a library of intricately beautiful and painstakingly illustrated manuscripts.”
Question #3 – This Chapter (and several after) focuses on the work of advocates and specialists. Why do you think the author spends time telling these stories of her family’s history? What connection does it have to her actions during the Flint water crisis?

PROPOSAL PAPER: PRESENTATION ASSIGNMENT INSTRUCTIONS
OVERVIEW
Any good project must lay a foundation providing background information. This is stage one of
the final proposal paper. Start with researching the country and rural region where you will
implement a program that will impact specific health issues causing maternal/infant
mortality/morbidity. Be concise and informative in this assignment so in the final proposal you
can elaborate on this information to develop the background required for your proposal.
INSTRUCTIONS
Chose a country in sub-Sahara Africa, Southeast Asia, or Latin America. Become an expert on
this county through research and present it in the form of a 10 minimum slide presentation.
• Identify the country you have chosen and provide a map/picture and descriiption.
• Describe and provide a picture (if possible) of the specific rural region/village where you
will develop a program.
• The presentation must include the following: the country demographics, socioeconomics,
general epidemiology, and health systems.
• Explain why you have chosen this country and region.
• Discuss the country’s maternal and infant mortality rates.
• Use at least 3 scholarly sources and the WHO website in AMA format.
• Include a title and reference slide.
• Make sure font is readable.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Design a culturally sensitive and tailored questionnaire to assess knowledge, attitudes, beliefs, and current practices.
Design a structured questionnaire associated with one public health challenge associated with the cultural group. The questionnaire must include the following:
Collect basic demographic information of the person completing the questionnaire.
(Assess knowledge, attitudes, beliefs, and practices of the person taking the questionnaire. All these four types of questions must be represented on the questionnaire to receive full credit)
The questionnaire must include a statement of consent, the purpose of the questionnaire, how the data is to be used. For example, the purpose may be used by the research team to help design primary, secondary, or tertiary prevention health promotion programs that assist members of the culture to overcome a particular barrier to public health.
Pay attention to use of color, language, literacy levels, socioeconomic status, availability, and geography.
Assess knowledge, attitudes, beliefs, or practices associated with the culture as they relate to health or barriers to public health.
As you prepare the questionnaire, avoid ethnocentrism, cultural relativism, and assumptions about a culture. This information should be readily found in the peer-reviewed literature.
The questionnaire may not take more than 15 minutes to complete. You may wish to tailor the questionnaire to assessing certain critical aspects of a particular public health challenge

this is a literature review of about 3 paragraphs and the 3rd paragraph should be the gap about the research. my topic is breast screening among Latino and black women ages 30+. i want to understand why women don’t do the screening to prevent breast cancer. The paragraph should compare different peer-reviewed articles all in text cited. after you write the 3 paragraph please write one sentence such as the purpose of this research is to understand…. complete it
The literature review provides information on current knowledge about the topic;
illustrates what research has been conducted; compare-and-contrast research to
support your research proposal and prove that the proposed study is needed; and
includes substantive findings to the topic, population, behavior and/or context.
Use secondary sources (peer reviewed articles). It is important to note, that a
literature review is not about summarizing research article after research article.
For example:
Author1 et al. (2018) stated – add the appropriate statement. Also, add another
appropriate statement (Author 2a & Author2b, 2016). On the contrary, other studies
have also found – add appropriate statement (Author3 et al., 2015; Author4, 2016;
Author5 et al., 2017). Therefore, add finalizing appropriate statement (Author1 et al.,
2018; Author4, 2016).
A literature review always ends with an overview of where the gaps are in the literature,
and then go into the research purpose and question/statement.

In a short brief article explain how it is important that mobile crisis intervention teams know the importance of using technology especially an app like Sociants SOS in their work.
https://www.cms.gov/newsroom/press-releases/cms-approves-new-hampshires-request-provide-essential-behavioral-health-services-through-mobile