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Expert help when you need it- Q1:My research topic: How student learning changed due to covid-19 pandemic.See Answer
- Q2:Task: Critique of a Health Strategy Length: 1000 Words Purpose: As future member of the health workforce it is important that students develop skills in evaluating new and existing health strategy. This assignment will help the student critically reflect and evaluate a health strategy and develop knowledge and understanding of its purpose and impact. Writing a critique of a health strategy helps us to develop: . A knowledge of the health area. An understanding of the strategy's purpose, intended audience, development and structure A recognition of the strengths and weaknesses of the strategySee Answer
- Q3:WEEKLY SUMMARIES ASSIGNMENT INSTRUCTIONS & RUBRIC Purpose: • To provide opportunities for students to explore occupational therapy practice through readings and video observations. • To provide an opportunity for students to practice analyzing and synthesizing information for a resulting conclusion. • Students will be assigned two reading from the articles, and the student will choose a video of their choice for the topic being discussed in the next class period. All resources MUST be cited in APA 7th edition format. Students will use the template provided to highlight and summarize the main points from what they read and watched, with the paper being no longer than 2 pages (narrow margins, size 12 Times New Roman font). You may use bullet points when summarizing the readings. • SYNTHESIS: MUST USE a narrative format in your synthesis. Must be 2 paragraphs in length and include common themes seen in all of the resources and what you have added to your knowledge of OT. Component Unacceptable Grading Rubric Acceptable - Needs some Work Acceptable Total Accuracy (3 pts) (0-3 pts) Depth (3 pts) (0-3 pts) Clarity (3 pts) (0-3 pts) Overall Instructor Impression (1) (0-1 pts) More than 2 inaccuracies; conclusions are not founded on shared facts; lack of citations Information from 1-3 sources; information is surface only with little thought demonstrated or communicated in the writing. Themes/ patterns not all identified. Too many errors in grammar, sentence structure and or spelling to be understandable; organization is not clear and line of thinking is illogical, difficult to follow/ understand One-two inaccuracies; citations not 100% correct; conclusions are inaccurate or based on inaccurate facts Information from 1-3 sources; themes or patterns included - but may be inaccurate or shallow; thought is demonstrated but could be more strongly demonstrated. Synthesis needs more information, themes/patterns not all identified. Some errors in grammar, sentence structure and/or spelling; thoughts can be somewhat followed by the reader; sequence of thoughts is not always logical All facts are accurate; all citations are accurate; conclusions are well justified on facts Information from all three sources has been included; themes or patterns in readings have been accurately identified in synthesis. Spelling and grammar accurate; work is organized; a line of logic is present; reader easily understands what is being communicated Total:See Answer
- Q4:Public Health in Action Paper This project is separated into three different parts, 1 page each. Each part will be turned in at separate times throughout the semester. The final paper, Parts I, II, and III .Here is a description of each part of the project: Part I (1 page): From among the Health People 2020 topics listed at https://health.gov/healthypeople/objectives-and-data/browse-objectives, choose a health problem of most relevance or interest to you, reflect on the roots of your personal interest in public health and in that specific health problem. Provide a summary and rationale for your chosen topic that includes public health measures (e.g. statistical data and trends); the population most affected by the issue; a synopsis of the public health literature on the topic; and the historical and cultural aspects and/or ethical implications related to topic. Example: Poor nutrition is a reality for 165 million children under the age of 5 in the world today. Approximately one in four children under 5 years old are stunted (26 per cent in 2011) and 80% of the world's 165 million stunted children live in just 14 countries. --- etc. (Reference: http://www.unicef.org/media/files/nutrition report_2013.pdf) Part II (1 page): In this section, you will need to address and discuss the following as they relate to your topic: social/behavioral determinant; the underlying biological mechanism; identify and justify relevant public health policies or laws related to your health problem; and describe current efforts to address the problem, success of methods currently in place, prospects for the future. Example: Dietary habits and physical activity are two behavioral determinants of obesity. A biologic pathway may involve the immune system. (Reference: http://www.ncbi.nlm.nih.gov/pubmed/16150379) Part III (1 page): This component should include what you have selected as the novel/innovative approach or next step to eliminate/or curtail the issue with justification. Public Health in Action Paper will not be accepted late. Each part of the paper, including the final paper, will need to be double-spaced with 1-inch margins. You will need to have at least 5 different sources for the information in your project, cited in APA format. Please refer to the APA module on Canvas for help on APA citation.See Answer
- Q5:Question 1: Why do American Indians have higher levels of increased smoking, obesity, and sedentary lifestyles, which contribute to the type 2 diabetes rates?See Answer
- Q6:Question 2: Why is the Indian Health Service an important part of health care that is historically "owed" to American Indians/Alaska Natives?See Answer
- Q7: Name: Subject: Teacher/s: Task Number: Date Due: PDHPE ● 2 Assessment Information/Cover Sheet Task Overview: What affects my health and the health of others? This assessment task is a report task. You are to write a report for the Australian Government on the 'Health of Young People in Australia'. The core unit that will be assessed is Core 1 "Better Health For Individuals". Instruction for Submission: Your assignment must be completed as a report which is to be submitted to Turnitin 8:45am on 28/6/2022 (Week 10, Term 2). NOTE: Late submissions incur a penalty as indicated in the Assessment Policy. Signed: Weighting: 30% P2 explains how a range of health behaviours affect an individual's health P3 describes how an individual's health is determined by a range of factors P4 evaluates aspects of health over which individuals can exert some control P5 describes factors that contribute to effective health promotion P15 forms opinions about health-promoting actions based on a critical examination of relevant information • P16 uses a range of sources to draw conclusions about health and physical activity concepts. Outcomes to be assessed: PLAGIARISM STATEMENT By submitting the task for grading and/or marking, I acknowledge the following; The work submitted is my own work (unless appropriate acknowledgement has been made). Where the work of others is used and not acknowledged, a finding of Plagiarism will be made and a zero grade or N/A will be awarded. Date: Task Details: You are to write a report for the Australian Government on the 'Health of Young People in Australia'. Your report needs to answer the following 4 questions: 1) Analyse the health status of young Australians. (300 words) Describe a range of health problems that young people are facing (e.g. physical health conditions, mental health conditions, social health problems) Analyse current health data throughout your response provide up to date examples and use your own research to assist you along with the example provided: www.aihw.gov.au www.health.gov.au www.health.nsw.gov.au 2) Analyse the effects of the risk taking behaviours of young Australians on their health. (400 words) Describe a range of risk taking behaviours of young Australians. Explain the short and long term effects these have on their health. 3) Analyse the determinants of health and their influence on the health behaviours of young Australians. (400 words) Explain each of the determinants of health. Link the impact of the determinants on the health behaviours of young Australians. Use your own research to provide a range of up to date examples. https://www.aihw.gov.au/getmedia/11 ada76c-0572-4d01-93f4-d96ac6008a95/ah16-4-1-social-d eterminants-health.pdf.aspx 4) Critically analyse one current health promotion strategy of your choice that has been implemented to benefit young Australians. (400 words) Describe the strategy. Critically evaluate the strategy i.e. is it/will it effectively achieve its aim in your opinion? Why/Why not? Use your own research to provide a range of reasons and specific examples to support your argument and highlight the positive and negative aspects of the health promotion strategy. standards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/pdhp https://www.education e/pdhpe-syllabus/annotated-list-of-health-promotion-initiatives Note: Include APA referencing NAME QUESTION 1 Analyse the health status of young Australians (P2, P16). 0 Non-attempt 0 Non-Attempt 1 Provides a limited description of the physical, mental and social health problems 1 MARKING CRITERIA Provides a limited amount of relevant data, evidence and examples 2 Provides a basic description of the physical, mental and social health problems 2 Provides a basic amount of relevant data, evidence and examples 3 Soundly describes the physical, mental and social health problems 3 Provides a sound amount of relevant data, evidence and examples 4 Thoroughly describes all physical, mental and social health problem 4 Provides a thorough amount of relevant data, evidence and examples 5 Extensively describes all physical, mental and social health problems Marks: 5 Provides an extensive amount of relevant data, evidence and examples /10 NAME QUESTION 2 Analyse the effects of the risk taking behaviours of young Australians on their health (P4, P16). 0 0 1 Identifies some short- or long-term effects 1 Provides a limited amount of relevant data, evidence and examples 2 Outlines some short- or long-term effects 2 Provides a basic amount of relevant data, evidence and examples 3 Describes some short- and long-term effects 3 Provides a sound amount of relevant data, evidence and examples 4 Analyses some short and long-term effects 4 Provides a thorough amount of relevant data, evidence and examples 5 Analyses some short and long-term effects to form a cohesive picture of the effects on health associated with risk-taking behaviours and lifestyle issues of young Australians Marks: 5 Provides an extensive amount of relevant data, evidence and examples /10 NAME QUESTION 3 Analyse the determinants of health and their influence on the health behaviours of young Australians (P3, P16). 0 0 1 Provides an elementary explanation for each of the determinants of health. Provides an elementary analysis of the impact on the health behaviours of young Australians. 1 Provides a limited range of accurate, specific and current practical examples. 2 Provides a basic explanation for each of the determinants of health. Provides a basic analysis of the impact on the health behaviours of young Australians. 2 Provides a basic range of accurate, specific and current practical examples. 3 Soundly explains each of the determinants of health. Soundly analyses the impact on the health behaviours of young Australians. 3 Provides a sound range of accurate, specific and current practical examples. 4 Thoroughly explains each of the determinants of health. Thoroughly analyses the impact on the health behaviours of young Australians. Provides a thorough range of accurate, specific and current practical examples. 5 Extensively explains each of the determinants of health. Extensively analyses the impact on the health behaviours of young Australians. 5 Provides an extensive range of accurate, specific and current Marks: practical examples. __/10See Answer
- Q8:You are a human services professional working for a community- based nonprofit organization that serves children in the middle childhood years. You have been given a list of risk factors that are common for children in your area (see Table 1.1 on common risk factors in the article A Risk and Resilience Framework for Child, Youth, and Family Policy PDF for list) and have been tasked with recommending an evidence-based intervention that could be integrated into the organization that would help with at-risk youths exposed to at least one of these factors. After reviewing Table 1.1 on page 12, select one or more of the factors and address the following in your initial post: • Identify which risk factor(s) you have selected for the focus of your intervention. • Present a brief summary on an evidence-based intervention program or strategy that would produce positive outcomes in children dealing with the risk factor(s) that you selected. • Provide specific examples of how this intervention specifically meets the needs of children with the risk factor(s) that you identified.See Answer
- Q9:SCENARIO: Fancy Foodstuffs Inc. is evaluating the costs to conduct ongoing ergonomics training at its manufacturing facility. You may want to use the table presented in class. 1. Compute the total yearly cost of the training given the following information: Two safety professionals (non-loaded hourly pay is rate = $40/hr.) deliver the training; however, only one has to do the scheduling. The course materials have already been developed, and the yearly ongoing cost for development and for materials is negligible. One of the professionals delivers the 2 hr training. One professional needs one hour for one of the safety professionals is required for scheduling and preparation for each session. They deliver training to one shift once per month, totaling 12 different training sessions. • Approximately 400 wage employees (non-loaded average hourly pay rate = $23/hr.) from the plant attend the training each year. In addition to the training time, the cost of employee benefits is approximately 50% of the employee's pay rate. Each time wage employees attend the ergonomics training, production slows down. Although jobs are rotated to minimize the impact, historical data has shown that production drops by 5% on days when the training is delivered. The average profit value of one full shift of production at this plant is $7,500. It is anticipated that implementation of the new program will save $35,000 in injury costs this year.See Answer
- Q10:2. What is the anticipated ROI for year 2022? The formula for Return on Investment is: ROI = Net Program Benefits/Total Program CostSee Answer
- Q11:3. What is the break-even point? Years to Break Even = Total Program Cost / Benefit per YearSee Answer
- Q12:4. Considering a profit margin of 7.5% AND we opt to NOT do the training, what additional amount of sales would be needed to cover $35,000 in injury costs that the training would have prevented?See Answer
- Q13:Instructions: useful link https://media.capella.edu/coursemedia/sumid000161/wrapper.asp AT LEAST 350-500 WITH REFERERNCES & TITLE PAGE- for disaster recovery for staff interview need in 1 page/nSee Answer
- Q14: SES 4054 Environmental and Public Health Risk Assessments Lab: Effect of a chemical substance on Daphnia magna A. Preparation of tested chemical substance A dilution series of chemical (potassium dichromate, K₂Cr2O7) has to be prepared following the steps. 1. Take seven 100 ml calibrated flasks. Label the first flask as "stock 1", the second flask as "stock 2" and the others as C1 - C1 C2 - C3 C4 - C5. 2. Weigh 100 mg potassium dichromate (K₂Cr₂O7) on an analytical balance, transfer it into the "stock 1" flask and fill to the mark with deionized water. 3. Transfer 1 ml "stock 1" solution into "stock 2" flask and fill the latter flask to the mark to make up a 10 mg/l toxicant concentration. 4. Transfer the following volumes of toxicant solution from "stock 2" into the other 100 ml flasks: - 32 ml to flask C1 - 18 ml to flask C2 - 10 ml to flask C3 - 5.6 ml to flask C4 - 3.2 ml to flaskC5 5. Add Standard Freshwater to the mark, stopper the flasks and shake to homogenize the solutions. 6. Fill the multiwell with the toxicant solutions as indicated in section "Filling of the Test Plate". B. Pre-feeding of Daphnia magna 1. Take one vial with Spirulina powder and fill it (with Standard Freshwater. 2. Shake the vial thoroughly to homogenize the contents. N.B. Vortex shaking is advised to obtain a very homogenous suspension of the Spirulina particles. 3. Two hours prior to collecting the neonates for the test, pour the algal suspension into the hatching petri dish and swirl the contents gently to distribute the food evenly. C. Filling of the test plate 1. Transfer 10 ml dilution water into each well of the control row and 10 ml of the respective toxicant concentrations into each well of the corresponding rows, in the sequence of increasing toxicant concentrations. 2. Each test concentration as well as the control have to be assayed in 4 replicates. 3. Each multiwell plate is provided with 4 test wells for the controls and 4 test wells for each toxicant concentration. 4. The test wells in each column are labeled A, B, C and D and the rows are labeled X (controls), 1,2,3,4 and 5 for the five toxicant dilutions. All the wells of each row have to be filled with one toxicant dilution (or with the dilution medium for the control row). X Rinsing wells A B Test wells Put the multiwell plate on the stage of the dissection microscope or on a light table and transfer exactly 5 neonates from the rinsing wells into each of the 4 wells of each column. This transfer shall also be performed in the order of increasing test concentrations. D. Transfer of the neonates to the test wells Transfer of the Daphnids to the multiwell plate is accomplished in two steps: a. transfer of the neonates from the petri dish into the rinsing wells of the multiwell plate (first column to the left). b. transfer of the neonates from the rinsing wells to the 4 test wells of the same rows. 1. Put the Petri dish with the pre-fed neonates on the stage of a dissection microscope or on the transparent stage of the light table with dark light strip. 2. Transfer at least 20 (actively swimming) neonates into each rinsing well in the sequence: row X (control), row 1, row 2, row 3, row 4 and row 5 (i.e. in order of increasing concentrations of toxicant). Try to carry over as little as possible liquid from the petri dish to the wells during this transfer and rinse the micropipette thoroughly after each transfer 3. Put the multiwell plate on the stage of the dissection microscope or on the transparent stage of the light table and transfer exactly 5 neonates from each rinsing well into the 4 wells of each row. This transfer shall also be performed in the sequence of increasing test concentrations. N.B. Count the neonates as they exit the micropipette to be sure of the transfer of exactly 5 test organisms per well. Important remark: Avoid surface floating of test organism Daphnids are quite susceptible to being trapped at the surface of the liquid medium in the test wells, by the phenomenon of "surface tension". Once "floating", some test organisms may not be able to free themselves from the surface and may die. In order to avoid "surface floating" which can seriously jeopardize the outcome of the bioassays, it is of utmost importance, during the transfer of the neonates into the test wells, to put the tip of the micropipette in the medium, and not to drop the organisms onto the surface of the medium. E. Incubation of test organism 1. Put the Parafilm strip on the multiwell plate and put the cover on tightly. 2. Put the multiwell in the incubator at 20°C, in darkness. F. Scoring the results 1. After 24h incubation, put the multiwell plate under the dissection microscope or on the stage of the light table. 2. Record the number of dead and immobilized* neonates, versus that of the actively swimming. test organisms in each well. *The neonates which are not able to swim after gentle agitation of the liquid for 15 seconds shall be considered to be immobilized, even if they can still move their antennae. 3. Record the results on the "Results Sheet". 4. Calculate the total the number of dead and immobile neonates for each toxicant concentration and calculate the mean and the % effect. G. Estimation of the EC50 There are many procedures for calculating 50% effect thresholds. The simplest one, which is outlined hereunder, consists of plotting the calculated effect percentages on a "log concentration/% mortality sheet". A graph paper is provided for such a very simple and rapid EC50 estimation by "graphical interpolation". 1. Indicate the concentrations (or dilutions) used in the toxicant dilution series on the Y-axis. 2. Plot the calculated percent effect on the horizontal line at the height of each concentration or dilution. 3. Connect the plotted points with a straight line 4. Locate the 2 most adjacent points on the graph which are separated by the vertical 50 % effect line and read the EC50 at the intersect of the two lines. Dilution series tested: Concentration 1: Concentration 2: Concentration 3: Concentration 4: Concentration 5: Table 1: The number of dead and immobilized neonates Control Conc. 5 Conc. 4 Exposure (hours) A B с Ꭰ Results Sheet: Total (x/20) % Effect Table 2: Concentration of the chemical Flask Stock solution C1 C2 C3 C4 C5 Conc. 3 Conc. 2 Chemical concentration (mg/L) Conc. 1/n SES4054 Environmental and Public Health Risk Assessments Report guideline for Ecotoxicological Lab: Toxicity Testing using Daphnia Length: 300-500 words Content: A brief report with 1. Objective; 2. Results and 3. Discussion 1. Objective: A brief statement of the objective of the study 2. Results: please fill in the result sheet and report the LC50 (please include the steps of your calculation using the guide). Dilution series tested: Concentration 1: 32ml >10% Concentration 2: 18ml >10% Concentration 3: 10ml >10 Concentration 4: 5.6ml >10' Concentration 5: 3.2ml >10% Table 1: The number of dead and immobilized neonates Control Conc. 5 Exposure (hours) A B с D 24 0 0 0 C1 C2 C3 C4 C5 10 Total (x/20) % Effect 0 0 24 Results Sheet: 20 5555 5555 100 Table 2: Concentration of the chemical Flask Stock solution Conc. 4 24 20 100 Conc. 3 24 10 G जजज 20 100 Conc. 2 24 5 5 5 5 20 100 Chemical concentration (mg/L) 10 Conc. 1 24 0 0 0 5 20 100 3. Discussion: a. Please discuss the major advantages of toxicity testing using Daphnia. b. Please discuss the value of LC50 and EC50 for risk assessment. See Answer
- Q15: Follow the bracketed dark green instructions to build out the component sections of your final paper. All sentences should be in full sentences. Delete all bracketed green instructions before your final proofread and submission. All text should be double-spaced in 12-point font. [What single topic from Healthy People 2030 does your intervention address, or what intervention listed in the Guide to Community Preventative Services does your proposed project employ? Cite Healthy People 2030 or Guide to Community Preventative Services as appropriate.] 1 [Briefly, what is your proposed intervention? Why did you choose this intervention? Tip: Your peer-reviewed sources are a great way to justify your why.] 2 [What is your target population? Why did you select this target population? Tip: Your peer- reviewed sources are a great way to justify your why.] 3 [What health education models underlie the design and philosophy of the health education program? Why did you pick this model?] [What planning model will guide your intervention? Why did you pick this model?] 5See Answer
- Q16:/n 1 A Risk and Resilience Framework for Child, Youth, and Family Policy Jeffrey M. Jenson Mark W. Fraser ☐ uring the past century, social policies and programs for American children, youth, and families have undergone frequent shifts in phi- losophy and direction. Many policy frameworks, such as selective eligibil- ity, universal prevention, rehabilitation, and punishment, have contributed to the conceptual bases for services, programs, and interventions designed for young people. However, the most consistent characteristic of American social policy for children and families may be the sheer inconsistency of efforts aimed at helping the nation's most vulnerable populations. Recent advances in understanding the developmental processes asso- ciated with the onset and persistence of childhood and adolescent prob- lems warrant new thinking about policies and programs. Since the first edition of this book was published in 2006, we have learned more about why some children and adolescents develop social and health problems, LO 5 6 SOCIAL POLICY FOR CHILDREN AND FAMILIES and—in the case of such problems as sexually transmitted diseases, drug use, and delinquency-why some youths make choices that lead to poor outcomes at home and in school and the community. Unfortunately, this knowledge is not yet systematically applied to policy or program design, which results in poorly specified, inadequately integrated, and waste- fully duplicated services for children and families. The motivation for this volume comes from the growing recognition that knowledge gained from understanding the developmental trajectories of children who experience social and health problems must be used to craft more effec- tive policies and programs. Coming of Age in America Children, youth, and families face enormous challenges in American society. At no time in the country's history have young people and their parents been confronted simultaneously by such a wide array of positive and negative influences and opportunities. Most children and youth become healthy adults who participate in positive-or prosocial-activities guided by interests that lead to meaningful and fulfilling lives. However, for some American children and youth, the path to adulthood is a journey filled with risk and uncertainty. Because of the adversities these young people face, the prospect of a successful future is often bleak. If we were to draw a picture depicting the current health of America's children and youth, it would be a portrait of contrasts. On a positive note, young people between 15 and 25 years old are volunteering and becom- ing more involved in social causes than in the past (Center for Information and Research on Civic Learning and Engagement, 2010). In addition, the prevalence of some problem behavior—most notably violent offending has decreased considerably in recent years. For example, fol- lowing a period of rapid increase between the late 1980s and 1995, the vio- lent juvenile crime rate returned to its pre-1988 level and has remained relatively stable since 1996 (Puzzanchera, 2009). Juxtaposed against this promising news are the disturbing accounts of school shootings, persistently high rates of school dropout and drug use, and increases in childhood poverty (for reviews of school shootings, see Vossekuil, Fein, Reddy, Borum, & Modzeleski, 2002; Wike & Fraser, 2009). Nearly 38% of public schools in the United States reported at least one vio- lent incident to police in the 2005-2006 school year (U.S. Department of Education, 2007). Sporadic acts of school violence have occurred in virtually every region of the country in the decade following the 1999 shootings at Chapter 1 A Risk and Resilience Framework for Child, Youth, and Family 7 Columbine High School in Colorado (Centers for Disease Control and Prevention, 2008a). Academic failure and school dropout have become profound social problems. About 6% of all youth between the ages of 16 and 19 years old dropped out of school in 2008. Particularly troubling is evidence indicating that youth of color drop out of school at much higher rates than Caucasian students. In 2008, 11% of Latino, 13% of American Indian, and 8% of African American students dropped out of school as compared to only 5% of Caucasian youth (Annie E. Casey Foundation, 2010). As the world moves to greater globalization of markets and demands a more educated workforce, these young people face lives of limited opportunities and high unemployment, which brings consequential high societal costs. Drug use among American youth also imposes considerable individual and societal costs on the nation. In 2009, nearly 47% of the nation's senior high school students reported lifetime use of any illicit drug, and 24% indicated they had used an illicit drug other than marijuana (Johnston, O'Malley, & Bachman, 2010). Despite a recent leveling in drug use trends, more than 19% of eighth-grade students reported lifetime use of any illicit drug in 2009. Particularly worrisome is evidence indicating that 7% of the nation's high school seniors have tried dangerous drugs such as ecstasy (Johnston et al., 2010). These unacceptably high rates of drug use among children and youth are the focus of multifaceted policy and practice efforts at the federal, state, and local levels. Poverty is related to many social and health problems. Nearly 18% of U.S. children younger than 18 years old live in poverty, which signifi- cantly affects individuals, families, and communities (Annie E. Casey Foundation, 2010). In the United States, children are more likely than all other age groups to be poor (Cauce, Stewart, Rodriguez, Cochran, & Ginzler, 2003), and children of color are disproportionately represented in poverty. Among all U.S. children younger than 18 years, 34% of African Americans, 31% of American Indians, and 28% of Latino children were poor in 2007. Those rates are more than double the rates for Asian and Pacific Islanders (12%) and non-Latino Caucasians (11%) living in poverty (Annie E. Casey Foundation, 2010). These statistics are important because living in poverty has both short- and long-term effects. Poverty has nega- tive effects on several key outcomes during childhood and adolescence, including school achievement and delinquency (Brooks-Gunn & Duncan, 1997; Hannon, 2003). Poverty is also associated with adverse conse- quences during adulthood and later stages of life (McCord, 1997). The social and environmental conditions created by poverty give rise to a variety 8 SOCIAL POLICY FOR CHILDREN AND FAMILIES of public health problems that require well-reasoned evidence-based policy and program responses. Policy and Program Responses to Childhood and Adolescent Problems Experts from the fields of criminology, education, medicine, psychol- ogy, public health, social work, and sociology agree no single pathway leads to school failure, drug use, delinquency, and other problems. Rather, it is the accumulation of risk—the sheer number of adversities and traumas confronted by children and families—that seems to dis- rupt normal developmental trajectories (Rutter, 2001). In the mid-1970s, Jessor and Jessor (1977) asserted that a small group of youth simultane- ously engaged in a variety of dangerous and costly problem behaviors; that assertion has been well supported by the research evidence over the past three decades. Indeed, the same academically marginalized youths who are involved in drug use may also be the youths at risk of sexually transmitted diseases and violent victimization from family members or partners. Despite the fact that we know far more about these high-risk youths, their friends, and their families (e.g., Elliott, Huizinga, & Menard, 1989; Huizinga, Loeber, & Thornberry, 1994; Loeber, Farrington, Stouthamer-Loeber, & Van Kammen, 1998; Robins & McEvoy, 1990; White, Loeber, Stouthamer-Loeber, & Farrington, 1999), we have seen few innovative policy strategies introduced to reduce the number of children and adolescents who experience these problems. A looming challenge for both advocates and experts is to find ways to incorporate and translate new knowledge (i.e., the product of research) into public policies and programs. One barrier to the efficient translation of research knowledge to prac- tice is that current social policies and programs intended to meet the needs of U.S. children, youth, and families are highly fragmented. Many policies aimed at improving conditions for vulnerable and high-risk pop- ulations have failed to consider the number, nature, or severity of prob- lems experienced by American families. Other policies and resultant programs are duplicated among agencies, leading to a host of eligibility and implementation conflicts in child welfare, developmental disabilities, mental health, substance abuse, education, and juvenile justice services. Moreover, the application of theoretical and empirical evidence to the design of social policies and programs aimed at improving the lives of children, youth, and families is limited. Social policy is often hurriedly Chapter 1 A Risk and Resilience Framework for Child, Youth, and Family 9 created in the context of galvanizing community events—such as the rush of safety policies implemented in the aftermath of the campus shootings at Virginia Tech in 2007—or trends that have attracted public attention and compelled legislation. In some cases, policies developed in reaction to specific events lead to decisions that fail to account adequately for unfore- seen or unintended long-term consequences. A case in point is that of the extensive juvenile justice reforms implemented across the country in the early to mid-1990s. Faced with increased rates of gang activity and violent youth crime, nearly all states enacted reforms emphasizing strict sanc- tions and punishments for young offenders. Many of these reforms— most notably boot camp programs and the extensive use of judicial waivers for serious offenders (i.e., where some juvenile offenders were prosecuted in criminal courts and exposed to adult rather than juvenile sanctions)—subsequently produced mixed or ineffective results (Jenson, Potter, & Howard, 2001). Over the past several decades, we have learned much about the causes and progression of child and adolescent problems. However, advances in understanding the life-course development of problem behaviors among children and youth have primarily been used to enhance prevention and treatment strategies rather than to inform theory development (Biglan, Brennan, Foster, & Holder, 2004). Aside from Bronfenbrenner's (1979, 1986) ecological perspective, the field lacks conceptual models that inform the design and direction of social policies for children, youth, and families. In this book, we argue that a public health framework—rooted in ecological theory and based on principles of risk and resilience—is defin- ing a new and useful conceptual model for the design of social policy across the substantive areas of child welfare, education, income assistance, mental health, health, developmental disabilities, substance use, and juvenile justice. Public Health Frameworks for Social Policy In the field of prevention science, public health frameworks for under- standing and preventing childhood and adolescent problems have become widely used to promote positive youth outcomes (Biglan et al., 2004; Hawkins, 2006; Hawkins, Catalano, & Miller, 1992; Jenson, in press). When designing or selecting interventions to ameliorate youth problems, social scientists give first consideration to the presence or absence of risk and protective factors affecting youth outcomes. Another concept closely related to those of risk and protection is the concept of resilience, which isSee Answer
- Q17:Question 1: On the basis of the information given in the case, how would you assess Jaime and Rosa's current long-term care needs. Question 2: What type of living and care arrangement would you recommend?See Answer
- Q18: This Assignment Helps Students Meet the Following Course Objectives: Search the literature to answer planning questions Clearly communicate in writing details of a health problem ● Purpose of Assignment: To use credible, current, primary sources of data To locate the types of epidemiological data required for a needs assessment ● Instructions: Find credible sources to answer each question below. Provide answers to each question. Provide a complete citation for each source in APA style (no website should be listed alone). Submit assignment in essay form and include APA style in-text citation and a list of references. Do not submit bulleted responses. ● ● ● HHE 467-920 Online Assignment # 2 | Secondary Data Collection Assignment Due Date: See blackboard for details 10 points ● ● ● Points earned will be based on: o accuracy of data, credibility of sources o proper use of APA style o correct spelling and grammar o use of most recent data o primary sources of data (Questions to be answered are on the next page) Answer the following questions in complete sentences. examine the data 1. Using data from the County Health Rankings Website (http://countyhealthrankings.org/), from the county in which you grew up or currently live. After reviewing the data, prepare a written response that summarizes the general health status of the county, compared to the state. You should be able to discuss rankings and the impact (i.e. number of people and/or percentages) for each item. Address the following health issues: (5 points) a. Length of Life i. Life expectancy ii. Infant mortality b. Quality of life Assignment #2 i. Poor physical health days ii. Poor mental health days C. Health Behaviors i. Adult smoking ii. Adult obesity iii. Food environment index iv. Physical inactivity V. Access to exercise opportunities vi. Excessive drinking vii. Alcohol-impaired driving deaths viii. Sexually transmitted infections ix. Teen births d. Choose one of the health behaviors and write why you think this is an issue in your hometown. Consider how some of the Social and Economic Factors presented by the County Health Rankings Website may factor into the health behavior. e. Provide source of data in APA style on your list of references. 2. Using the ACHA-NCHA Spring 2021 Undergraduate executive summary pdf, answer the following questions. (2.5 points total; 2-3 sentences each) https://www.acha.org/documents/ncha/NCHA-III SPRING-2021 UNDERGRADUATE REFERENCE GROUP EXECUTIVE SUMMARY updated.pdf a. What are the top five HEALTH factors (academic impacts) that negatively affect academic performance as reported by college students? What percentage of students (among all students in the sample) report each? ** Clue: answer is in p.8 b. What percentage of undergraduate college students actually used alcohol in the past 3 months? How does this compare to ever-use? c. Provide source of data in APA style on your list of references. 3. Use two different scientific articles to answer the following questions. (2.5 points) a. Find a recent article (2018 or more recent) that describes risk or protective factors for college students' alcohol use. According to this article, which factors are related to college students' alcohol use? b. Find a recent article (2018 or more recent) that describes an intervention for preventing or treating college students' alcohol use. Briefly, describe the intervention. Provide source of data in APA style on your list of references. C.See Answer
- Q19:Student note: Need in 300 words Need title page and reference page need 3 references double spaced/n In this activity, you will complete an interactive scenario and write a high-level summary of issues faced by the hospitals detailed in the scenario. Scenario Complete the Villa Health Informatics InfrastructureLinks to an external site. scenario. It is suggested that you take notes as you view the scenario. In next week's assignment you are asked to evaluate aspects of a health care technology or informatics issue of interest to you, so pay attention to the issues raised, as one of them may be one you choose to focus on. Instructions In a one-page Word document, summarize each of the issues faced by the hospitals detailed in the interactive scenario. View Rubric Week 9 Activity - Scenario: Informatics Infrastructure Week 9 Activity - Scenario: Informatics Infrastructure Ratings Criteria Accurately summarize each of the issues faced by the hospitals as detailed in the scenario. (100%) view longer description 40 to >36 pts Exemplary Accurately summarized each of the issues faced by the hospitals as detailed in the scenario. 36 to >32 pts Competent Summarized issues faced by the Pts / 40 pts Total Points: 0 Week 9 Activity - Scenario: Informatics Infrastructure Week 9 Activity - Scenario: Informatics Infrastructure Ratings Criteria Choose a submission type Select submission type TextText Select submission type Upload Upload I agree to the tool's End-User License Agreement This assignment submission is my own, original work hospitals as detailed in the scenario with 1-2 significant errors or omissions. 32 to >28 pts Needs Improvement Summarized issues faced by the hospitals as detailed in the scenario with 3 or more significant errors or omissions. 28 to >0 pts Unacceptable Did not summarize issues faced by the hospitals as detailed in the scenario. Pts PreviousWeek 9 Discussion - Cost Reduction, Patient Care, and HIT Submit AssignmentSee Answer
- Q20:Overview Ignite is an innovative and fast-paced style used to deliver a concise presentation. Usually, the speaker presents material in a PowerPoint, with the slides advancing automatically every 20 seconds. You are not required to meet this standard, but you are encouraged to try. Ignite presentations should not be thought of as a shorter version of a standard presentation. Instead, the goal of an Ignite presentation is to drive home one key point to the audience. Ignite presentations are a form of social marketing. Social marketing applies the principles of product marking to social issues. Ignite presentations have become more popular in public health to ignite a call to arms around important public health issues. In many ways, an Ignite presentation is akin to a commercial in which your goal is to "sell" your idea to your audience. Once you formulate the idea you are intending to "sell, the rest of your Ignite presentation is designed to "close the sale." A good Ignite presentation has audience members sold on your key idea and ready to buy into the social issue you are selling. Refer to the Ignite Presentation Examples link on the Course Menu for sample presentations. Tag Line Developing a slogan or tag line is one way to begin creating your ignite presentation. Think of a tag line for a product you buy in your daily life. A quality tag line sticks in your mind and shapes your future purchasing habits. Ignite presentations brand an idea in the audience's mind so that the message you deliver raises their awareness and helps shape their future social interactions concerning the issue. Once you develop your tag line, it is important to build the rest of your ignite presentation to drive home the key message you are selling to your audience. Content or information that does not directly tie into to your theme, or even if it relevant to the topic, but too far removed from the theme, should be cut from an ignite presentation. For this purpose, presenters often use pictures as they "stick" in people's minds, are easier for the audience to digest, and can help connect the dots between the points you raise and the main theme of your presentation. Practice is important for an ignite presentation as trying to wing it often leads to a speaker veering off topic, which then muddies the message they intended to convey. Example public health Ignite presentation tag lines include: "the future you want is the future you make the future that you got was the future that someone else made... and not very well" "the skinny on eating disorders" "public health is literal wealth: how a prevention approach can save health care "sleep is the number one stress buster You will use your tag line in your test video, as well as in your final presentation. Follow the instructions below to complete your Ignite presentation./nCreate Your Ignite Presentation 1. Select one of the environmental health problems from the available lists of issues found at the EPA A to Z Topic Index. (Or, depending on the pace of the course, topics may be assigned to students at the instructor's discretion.) 2. Create PowerPoint slides on your topic, according to these guidelines: O You must cover four main areas: o o . An overview of the topic, including how the problem impacts the environment and those living it. Case study: a current example of the problem from a reliable news source (no more than 5 years old). How the problem discussed in the news article is being addressed. Future potential issues resulting from this problem. Bullet points on slides cannot be more than four words long. Graphics are encouraged. Scoring Guide - 230 points total 50 points: Overview of the topic including how the problem impacts the environment and those living it. 50 points: Current investigation of the problem from a reliable news source (no more than 5 years old). 50 points: How the problem discussed in the news article is being addressed by the field. 50 points: Future potential issues resulting from this problem. 30 points: Creation of Zoom account, formatting of video, and professional presentation.See Answer
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