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Q1:Instruction :- Choose a Global Health Agency/organization currently working on a global health problem. The agency should be focused on a current problem and working to improve the health of vulnerable populations (i.e., women, children, elderly, and disabled). Create a 12 slide PowerPoint presentation that includes the following: 1. Choose a Global Health organization/foundation. The agency can be either governmental or non- governmental (10pts) 2. Identify the mission of the organization. Who they are and what they do (20 pts) 3. Provide 3-5 examples of projects the organization is currently working on. (ex. The WHO health and human rights campaign) (40pts) 4. Identify 2-3 partners the organization/agency collaborate with and the objective of the partnership (ex., Financial, manpower, support services, etc.) (20pts) 5. Include a reference list of at least 2-3 references in the correct APA format. (10pts) Hide Comment Choose a Global Health Agency/organization currently working on a global health problem. The agency should be focused on a current problem and working to improve the health of vulnerable populations (i.e., women, children, elderly, and disabled). Create a 10-12 slide PowerPoint presentation that includes the following: 1. Choose a Global Health organization/foundation. The agency can be either governmental or non- governmental (10pts) 2. Identify the mission of the organization. Who they are and what they do (20 pts) 3. Provide 3-5 examples of projects the organization is currently working on. (ex. The WHO health and human rights campaign) (40pts) 4. Identify 2-3 partners the organization/agency collaborate with and the objective of the partnership (ex., Financial, manpower, support services, etc.) (20pts) 5. Include a reference list of at least 2-3 references in the correct APA format. (10pts)See Answer
Q2: Week 3- Social Justice Assignment for the Week: Readings/Activities: Tobin-Tyler and Teitelbaum (2019). Essentials of Health Justice: A Primer. Chapter 3: Population Health Disparities, pp. 33- 60. Tobin-Tyler and Teitelbaum (2019). Essentials of Health Justice: A Primer. Chapter 4: Social and Structural Barriers to Health pp 61-90, Identify either a news story or an article in the literature about one of the social or structural barriers discussed in Chapter 4. Assignment: Critical Thinking Questions For this week's assignment, read the assigned text charters and search the news/ literature as described above. Once you have completed this, answer the following critical thinking questions. Be sure to answer in your own words, and provide a comprehensive answer to each question. 1. What are the differences between individual and population health disparities? What makes a population vulnerable? Explain how each vulnerable group discussed in Chapter 3 experiences health disparities. How do health policies, laws, and the culture of the United States shape and influences these disparities? 2. Describe the relationship between poverty and inequality, as discussed in Chapter 4. What are the social and structural determinants of health, according to Tyler and Teitelbaum (2019)? Choose three determinants discussed in Chapter 4 of the text, and explain how poverty affects the determinant, and how this determinant leads to health inequities. 3. Identify either a news story or an article in the literature about one of the social or structural barriers discussed in Chapter 4. Summarize the article or story, and identify the key points addressed. How is this barrier related to social justice and health equity?See Answer
Q3: INSTRUCTIONS Submission Your final submission should include: A key passage of at least five sentences from one of your sources, inside quotation marks with an APA style in-text citation. Your paraphrase of the quotation in two to three sentences with a properly formatted APA style in-text citation at the end of the paragraph. A short (one sentence or less) quotation that includes an introduction, APA style in-text citation, and a one sentence explanation afterward. A list of references for your four sources in proper APA format with a URL at the end. (Note: URLs are not required for all sources in APA format, however, for this assignment, you must include one so your instructor can review your sources) using this template.[Student Name] Instructions: Replace the example wording in brackets below with your wording for each prompt. IND101 Milestone 4 Template Paraphrasing activity: Quote from source (at least 5 sentences): [Example: "The transition to electrification of vehicles will probably be gradual, for three primary reasons: consumer caution when it comes to large purchases, the high initial cost of manufacturing electric vehicles, and pushback from vested interests. There will be special circumstances, such as in Norway, where rapid transitions are possible. But in places such as the United States, where the automotive market is large and diverse, and many players are involved including the thousands of cities and states that impose rules and offer incentives the pace will be slower. Cost reductions will take time. Gasoline cars have benefited from a century of intensive development, while electric cars have been the focus of major manufacturers on a commercial scale only since about 2010" (Sperling, 2018, p. 15).] Paraphrase of the quote above (2-3 sentences): [Example: The shift from traditional vehicles to EVs (electric vehicles) was rapid in Norway, but the same pace is not expected in the United States, which has a much higher population, state and local laws to contend with, and a large and diverse auto industry. In addition, consumers are often hesitant about large purchases. This hesitance, along with the high costs for EV production, and pressure from oppositional groups, will slow the transition. While the cost of EV production will eventually decrease, this will take time; in comparison to gas-powered cars' long history, EVs have only been widely available since 2010 (Sperling, 2018).] Integrating a short quote activity: [Example: As Sperling (2018) argues, “petroleum-powered motor vehicles are a major contributor to climate change, emitting about 20 percent of all greenhouse gases worldwide” (p. 12). Reducing reliance on gasoline-powered vehicles by investing in the shift to electric vehicles can have a significant impact on climate change.] Current list of 4 references in APA format (with a URL included): [Examples: Dua, R., & White, K. (2020). Understanding latent demand for hybrid and plug-in electric vehicles using large-scale longitudinal survey data of US new vehicle buyers. Energy Efficiency, 13(6), 1063-1074. http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direc t=true&db=asn&AN=145259635&site=eds-live&scope=site Graham, J. D., Belton, K. B., & Suri, X. (2021). How China beat the US in electric vehicle manufacturing and why it's time for the United States to get serious about industrial policies. Issues in Science & Technology, 37(2), 72–79. http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direc t=true&db=tfh&AN=149318105&site=eds-live&scope=site Noori, M., & Tatari, O. (2016). Development of an agent-based model for regional market penetration projections of electric vehicles in the United States. Energy, 96, 215-230. http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direc t=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site Sperling, D. (2018). Electric vehicles: Approaching the tipping point. Bulletin of the Atomic Scientists, 74(1), 11–18. http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direc t=true&db=ulh&AN=127161734&site=eds-live&scope=site]/n ARTICLE HIPAA and Telehealth Protecting Health Information in a Digital World Author_ Melissa Kovac (melissa.kovac@terumobct.com), Terumo Blood and Cell Technologies In 1996, the Healthcare Information Portability and Accountability Act (HIPAA) was enacted to protect the privacy and security of patients' protected health information. Since then, technology has taken health information far beyond paper medical records and grainy faxes. As telehealth, in the forms of electronic health records, virtual visits, apps, and wearable devices, has increased in popularity, HIPAA clearly is no longer sufficient to guarantee the privacy of the health information it was enacted to protect. Updates to HIPAA are necessary, and those updates should be made with future technological advance- ments in mind. Telehealth, broadly defined as healthcare provided via telecommunication and dig- ital technologies, has in recent years been promoted as a way to increase access to healthcare services for rural, under-resourced, and underserved populations (Enlund 2020, 1–2). Telehealth services range from simple administrative patient portals and conve- nient apps to telephone and video visits with otherwise inaccessible specialists (US Department of Health and Human Services [HHS], n.d.). When available, it offers patients greater control and can be a convenient, time-saving, and cost-effective way to obtain medical care. Unfortunately, it also puts protected health information (PHI) at risk and is vulnerable to privacy and security breaches (Gajarawala 2021, 218-19). In the United States, the vanguard of electronic health- care information privacy regulation is the Healthcare Information Portability and Accountability Act of 1996 (HIPAA). HIPAA guarantees that individuals' PHI is kept private and secure as it travels to and from patients, health care providers, insurance companies, and approved busi- ness associates (HHS 2013). Patients have a right to access their PHI, and it may not be shared with others without the patient's explicit permission, with few exceptions. Protected health information includes medical records, reports of conversations about patient care, and insurance and billing information (HHS 2020a). There have, not surprisingly, been violations of the patient confidentiality and information security JOURNAL OF INTELLECTUAL FREEDOM AND PRIVACY _ SUMMER 2021 6 HIPAA AND TELEHEALTH_COMMENTARY guaranteed by HIPAA—messages left with the wrong per- son, PHI shared by healthcare providers outside of work, lax risk analysis and management, outright theft and penalties have included job loss, fines, and criminal pros- ecution (Tariq 2020). A 2019 review of breaches affect- ing more than five hundred patients in the United States found that 53 percent of breaches were "attributable to internal mistakes or neglect" while 47 percent of breaches were from external sources and primarily the result of hacking or other IT incidents (Jiang 2019, 266). HIPAA, however, was only the first step on the road to protecting electronic PHI, and that first step was taken twenty-five years ago. Banerjee explains: When HIPAA was enacted, healthcare service provider's medical record documents were the primary, if not the only, sources of health information. This is the reason why non- healthcare entities were not included in the purview of the law. However, increased penetration of technologies capable of generating PHI, the lack of laws to protect user data from [non-covered entities], and the increasing diversity of non- healthcare providers with access to such information, have together increased the risks of consumer data breaches and misuse. (Banerjee 2018, 7) Subsequent federal legislation has "failed to address the new privacy and security challenges presented by the dig- itization of health information" (Theodos 2021, para. 7). Notably, these new technologies function outside the purview of HHS and are not required to protect health information (Theodos 2021). According to Rosenbloom (2019), “advances in technology, diffusion of health IT across diverse sectors of health care, [and] patients' expec- tations," such as immediate availability of information and apps on mobile devices, contribute to compromises in privacy (1118, 1115). Many apps neither transmit data over a secure connection nor encrypt it, and they may legally sell to data brokers what would in other contexts be PHI (Galvin 2020, 36). Wearable devices are also of concern. Wearables mea- sure and report physiological and behavioral informa- tion as varied as heart rate, amount of sweat, and seizure activity, but that data does not belong to the user; rather, it belongs to the companies that manufacture the devices and store the data (Theodos 2021). Unfortunately, most people who use the devices are unaware of that. In one study, while 70 percent of respondents said confidentiality was important, only 28 percent reported that they were familiar with how their devices protected their privacy, and only 24 percent were familiar with how their devices transmitted and stored their data (Cilliers 2020, 4–5). The incremental growth in the use of telehealth, par- ticularly virtual visits, was upended in 2020. To limit the transmission of COVID-19, healthcare providers instituted virtual visits, either by phone or by video. Concerns about privacy were quickly acknowledged by HHS. In February 2020, the department announced that despite the pan- demic, HIPAA privacy and security rules would for the most part remain in effect (Bassan 2020, 2). However, only a month later and with the goal of encouraging the use of telehealth, HHS changed course and issued a Noti- fication of Enforcement Discretion that relaxed HIPAA rules (Bassan 2020, 5; Mortell 2020, 390). The relaxed standards apply to technologies that “include video-con- ferencing, the internet, asynchronous imaging, streaming media, landline, and wireless communications" (Bassan 2020, 5). HHS specifically stated that a healthcare pro- vider may use technologies that "may not fully comply with the requirements of the HIPAA rules," if the pro- vider makes a good faith effort to keep patient data pri- vate. Included among these technologies are FaceTime, Facebook Messenger video chat, Google Hangouts video, Zoom, and Skype (HHS 2021). As of June 2021, the Notification of Enforcement Discretion has no expiration date (HHS 2020b). The use of telehealth has increased exponentially during the COVID-19 pandemic; in some hospi- tal systems, the use increased by thousands of percent (Ramaswamy 2020, 1). As Bassan writes, "Given the implementation of the technology during the pandemic, it is unlikely that the use of telehealth would disappear after the pandemic” (Bassan 2020, 11). Perhaps most impor- tantly for the future of telemedicine, outpatients were significantly more satisfied with virtual visits during the pandemic than they were with in-person visits prior to it (Ramaswamy 2020, 5); even before COVID-19, one study showed that while fewer than 4 percent of people had had a video visit with a healthcare provider, almost 50 percent were willing to do so (Fischer 2020, 5). The use of wearable devices is also increasing: in 2020, 29.8 percent of Americans reported using an electronic wearable device to track health or activity, compared with 26.7 percent in 2019 (US National Cancer Institute 2020). According to a recent Gallup poll, 32 percent of Ameri- cans have at some point tracked health data using an app (McCarthy 2019). HIPAA, even with its privacy and secu- rity rules in place, is not a sufficient guarantor of health-care information privacy and should be updated to better align “individual access to health data with the current JOURNAL OF INTELLECTUAL FREEDOM AND PRIVACY _ SUMMER 2021 7 HIPAA AND TELEHEALTH_COMMENTARY realities of electronic medical records and the expectations of modern, engaged patients" (Rosenbloom 2019, 1118). It is unreasonable to expect that patients will under- stand or even read-complicated privacy statements. Bassan suggests that HHS institute regulations like those in the California Consumer Privacy Act: companies must disclose what information they're collecting, what they're doing with it, and whether they're selling it to third par- ties, and patients should have access to all collected infor- mation and the opportunity to opt out of sharing (Bas- san 2020, 9). All healthcare providers should invest in cybersecurity and build videoconferencing products that include "security features such as encryption and may offer additional configuration settings that can be stan- dardized for the entire organization, such as requiring a waiting room with every teleconference" (Jalali 2021, 672). HHS should also extend HIPAA's existing rules to References Banerjee, Syagnik, Thomas Hemphill, and Phil Longstreet. 2018. “Wearable Devices and Healthcare: Data Sharing and Pri- vacy." The Information Society 34, no. 1: 49–57. Bassan, Sharon. 2020. "Data Privacy Considerations for Telehealth Consumers Amid COVID-19." Journal of Law and the Biosci- ences 7, no. 1: 1-12. Cilliers, Liezel. 2020. "Wearable Devices in Healthcare: Privacy and Information Security Issues." Health information Manage- ment Journal 49, no. 2-3: 150–56. Enlund, Sydne. 2020. "Tapping Into Telehealth to Expand Care." LegisBrief 28, no. 5: 1–2. Fischer, Shira H., Kristin N. Ray, Ateev Mehrotra, Erika Lit- vin Bloom, and Lori Uscher-Pines. 2020. "Prevalence and Characteristics of Telehealth Utilization in the United States." JAMA Network Open 3, no. 10: e2022302-e2022302. Gajarawala, Shilpa N., and Jessica N. Pelkowski. 2021. "Telehealth Benefits and Barriers." The Journal for Nurse Practitioners 17, no. 2: 218-21. Galvin, Hannah K., and Paul R. DeMuro. 2020. "Developments in Privacy and Data Ownership in Mobile Health Technologies, 2016-2019." Yearbook of Medical Informatics 29, no. 1: 32-43. Jalali, Mohammad S., Adam Landman, and William J. Gordon. 2021. “Telemedicine, Privacy, and Information Security in the Age of COVID-19." Journal of the American Medical Informatics Association 28, no. 3: 671–72. Jiang, John Xuefeng, and Ge Bai. 2019. “Evaluation of Causes of Protected Health Information Breaches." JAMA Internal Medi- cine 179, no. 2: 265–67. noncovered entities, wearable devices, and apps (Rosen- bloom 2019, 1116). Banerjee recommends that HHS cre- ate "a ‘watchdog' unit that is charged with identifying and monitoring types of new behavioral data that can be cap- tured by wearable technology," determining whether that data is identifiable, and, if necessary, adding it to HIPAA's catalog of technologies that can be used to identify a spe- cific patient (Banerjee 2018, 7). Telehealth products and services will undoubtably pro- liferate and mature over the next twenty-five years, much as they have in the twenty-five years since HIPAA was first enacted. Any new laws, regulations, and government and industry cooperative agreements must be developed with that growth in mind. Health information is some of the most intimate information there is, and patients' right to privacy and the security of their data must be preserved, no matter what the technology. McCarthy, Justin. 2019. "One in Five U.S. Adults Use Health Apps, Wearable Trackers." Gallup, December 11. https://news.gallup.com/poll/269096/one-five-adults-health-apps-wear able-trackers.aspx. Mortell, Thomas J., and Austin T. Strobel. 2020. "Changes in the Office for Civil Rights Enforcement Policy on Telehealth Remote Communications in Response to COVID-19." Journal of Pediatric Rehabilitation Medicine 13, no. 3: 389-92. Ramaswamy, Ashwin, Miko Yu, Siri Drangsholt, Eric Ng, Patrick J. Culligan, Peter N. Schlegel, and Jim C. Hu. 2020. “Patient Satisfaction With Telemedicine During the COVID-19 Pan- demic: Retrospective Cohort Study." Journal of Medical Internet Research 22, no. 9: e20786. Rosenbloom, S. Trent, Jeffery R. L. Smith, Rita Bowen, Janelle Burns, Lauren Riplinger, and Thomas H. Payne. 2019. “Updating HIPAA for the Electronic Medical Record Era." Journal of the American Medical Informatics Association 26, no. 10: 1115–19. Tariq Rayhan A., and Pamela B. Hackert. 2018 Patient Confidential- ity. Treasure Island, FL: StatPearls. https://www.ncbi.nlm.nih.gov/books/NBK519540/. Theodos, Kim, and Scott Sittig. 2021. "Health Information Privacy Laws in the Digital Age: HIPAA Doesn't Apply.” Perspectives in Health Information Management 18 (Winter). US Department of Health and Human Services (HHS). n.d. “Tele- health." Accessed May 11, 2021. https://www.hhs.gov/hipaa /for-professionals/faq/telehealth/index.html. JOURNAL OF INTELLECTUAL FREEDOM AND PRIVACY__SUMMER 2021 8 HIPAA AND TELEHEALTH _ COMMENTARY 2013. "Summary of the HIPAA Privacy Rule.” https:// www.hhs.gov/hipaa/for-professionals/privacy/laws-regula tions/index.html. 2020a. "Your Rights Under HIPAA." https://www.hhs .gov/hipaa/for-individuals/guidance-materials-for-consumers /index.html. 2020b. "When Does the Notification of Enforcement Dis- cretion Regarding COVID-19 and Remote Telehealth Com- munications Expire?" https://www.hhs.gov/hipaa/for-pro fessionals/faq/3020/when-does-the-notification-of-enforce ment-discretion-regarding-covid-19-and-remote-telehealth -communications-expire/index.html. -. 2021. "Notification of Enforcement Discretion for Tele- health Remote Communications During the COVID-19 Nationwide Public Health Emergency." https://www.hhs.gov/hipaa/for-professionals/special-topics/emergency-pre paredness/notification-enforcement-discretion-telehealth /index.html. US National Cancer Institute. 2020. “Health Information National Trends Survey: In the Past 12 Months, Have You Used an Electronic Wearable Device to Monitor or Track Your Health or Activity?" https://hints.cancer.gov/view-questions-topics /question-details.aspx?qid=1746. JOURNAL OF INTELLECTUAL FREEDOM AND PRIVACY SUMMER 2021 9 Copyright of Journal of Intellectual Freedom & Privacy is the property of American Library Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.See Answer
Q4: INSTRUCTIONS Topic: The future of Telemedicine. Need to do in 1500 words in APA Style, You can use your own sources Course Project - Final Paper Instructions Over the last six modules, you built toward this culminating moment: the submission of your final paper for this course project. This week you will be drafting a research paper of 3-5 pages (approximately 750-1250 words) that builds on your previous Milestone work. Use the Final Paper Template Download Final Paper Template for an example of how to create and format your final paper. Begin by reading pages 7.8 through 7.13 in the webtext before beginning the assignment. Step 1: Reflect on Previous Milestone Feedback and Make Adjustments Step 2: Use Your Outline to Draft Your Paper Using your Milestone 5 outline, begin to flesh out each of your body paragraphs by adding evidence from your sources that support your thesis (along with proper in-text citations for ideas or quotes from your sources). Remember to use the guidelines you learned in Module 4 for paraphrasing and quoting from your sources. In addition, make sure to include transitions between paragraphs and wrap up your paper with a conclusion paragraph that reiterates your thesis argument and offers some concluding thoughts. Step 3: Review and Edit Your Work Once you have a full draft written, make sure to re-read it carefully with an eye on the details like spelling, grammar, punctuation, sentence clarity, tone, and word choice. Go back to the Writing Refresher section of the course for help with any weak areas of your writing. Try reading it aloud to catch errors you might otherwise miss in print. Step 4: Submit and Review Your Turnitin Report. Make Changes If Needed and Resubmit. Resources: Final Paper Template Download Final Paper Template Library Cornerstone Research Guide Writing Refresher Submission Submit a completed 3-5 page (approx. 750-1250 words) research paper on the topic choice you made in Module 1 that incorporates your work from Milestones 1-6. The title page and reference list do not count toward the 3-5 page requirement or total word count. Use the Final Paper Template for an example of how to create and format your final paper. Your final submission should include: At least 4 references. A title page and reference page in APA style. total word count. do not count toward the 3-5 page requirement or In-text citations in APA format. An introductory paragraph with your clear, one-sentence thesis statement (this should NOT be underlined at this point). Body paragraphs that use information from the sources as evidence to prove the thesis statement. One paragraph that refutes opposing perspectives. A conclusion paragraph that offers final thoughts and reiterates the thesis statement. Proper spelling, syntax, and grammar. Improvements based on feedback from your instructor and peer (i.e. to the thesis statement, introduction, organization, use of sources, APA style, etc.). Evaluation This assignment uses Turnitin. This assignment will be evaluated according to the IND101 Course Project Final Paper Rubric. Make sure to review the rubric before submitting so you know how you will be assessed. This assignment is worth 20% of your overall course grade. This activity is used to assess several general education career competencies (GECCs) listed below. You will see additional rows in your rubric from your instructor along with assessments of Above/Meets/Does Not Meet Expectations for each competency. These rows do not factor into your grade. GECC1.2: Written Communication: Deliver written communication with appropriate content, organization, syntax, mechanics, and style for the audience and purpose. GECC3.1: Information Literacy: Locate and evaluate sources to meet an information need. GECC3.2: Information Literacy: Cite sources using appropriate academic conventions. ReferencesSee Answer
Q5: Assignment: Outcomes, Approach, and Budget Objective Deliverables ● ● ● ● Step 1: Capstone Project ● Identify appropriate expected outcomes for your project. Identify the strategies to implement your project. ● Step 2: Consider Write a 3-4 page (not including the title and reference pages). APA formatted paper with an introduction and conclusion. APA headings for each section of the paper. At least 5 references. ● ● Write a paper identifying the Expected Outcomes, Approach, and Budget for your capstone. Expected Outcomes at least 5 Step 3: Write O Approach O O Budget What specific questions will your project address? How are these questions related to one another? What will you actually do to address the actionable questions? What will you do to create "improved outcomes"? Write a paper that addresses the criteria above. Use the template attached below. Step 4 Save and Submit ● ● When you have completed your assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor using Dropbox. Use the template linked below to complete this assignment. 485 Outcomes, Approach, and Budget Template 7th edition Download 485 Outcomes, Approach, and Budget Template 7th edition Rubric Assignment 9.2019 Criteria This criterion is linked to a Learning Outcome Intentional Learning and Reflection 15 pts Exemplary Identifies/addresses a relevant topic and a thesis that provides direction for the content that is engaging and thought provoking. The thesis clearly and concisely states the position, premise, or hypothesis and is consistently the focal point throughout the presentation. Demonstrates a sophisticated understanding and careful, critical analysis of the research topic and thesis (argument). Compares/contrasts perspectives, considers counter arguments or opposing positions, and draws original and thoughtful conclusions with future implications. Assignment 9.2019 Ratings 10 pts Accomplished Identifies/addresses a relevant topic and a thesis that provides adequate direction for the content with some degree of interest for the reader. The thesis states the position, premise, or hypothesis, and is the focal point of the paper for the most part. Demonstrates an understanding and some critical analysis of the research topic and thesis (argument). Adequately compares/contrasts perspectives, counter- arguments, or opposing positions but broader connections and/or implications are not as thoroughly explored 5 pts Developing Identifies a research topic but may be too broad in scope and/or the thesis is somewhat unclear and needs to be developed further. Focal point is not consistently maintained throughout the paper. Demonstrates general understanding with limited critical analysis of the research topic and thesis (argument). Summarizes perspectives, counter-arguments, or opposing positions. 0 U B F re 0 a fo [ u 11 th th ST 0 Р с Criteria This criterion is linked to a Learning OutcomeDecision Making and Clinical Reasoning 15 pts Exemplary Provides compelling and accurate evidence to support in-depth analysis to the central position beyond the required (2) research sources with at least 1 source from a periodical database. Research sources are highly relevant, accurate, recent (less than 5 years old) and reliable and add to the strength of the content. Assignment 9.2019 Ratings 10 pts Accomplished Provides essential, accurate evidence to support the central position with the required (2) research sources including 1 source from a periodical database that are mostly relevant, accurate, recent (less than 5 years old) and reliable. 5 pts Developing Provides some evidence to support the central position with less than 2 acceptable research sources. Some sources may not be relevant, accurate, and reliable, greater than 5 years old and may not be from scholarly sources. 0 pts Unsatis Lacks s sources position are gene accurate numero omissio oversim Criteria This criterion is linked to a Learning OutcomeOrganization & Presentation 15 pts Exemplary Content is effectively organized. Ideas are arranged logically, flows smoothly, with a strong progression of thought from paragraph to paragraph connecting to the central position. Includes all required components (introduction, body, conclusion, citations, references, etc.). For a slide presentation, the design, font size, style, and spacing are optimal for audience viewing Assignment 9.2019 Ratings 10 pts Accomplished Content is adequately organized. Ideas are arranged reasonably with a progression of thought from paragraph to paragraph connecting to the central position. Includes required components of an introduction, body, and conclusion. For a slide presentation, one or more components of the design, font size, style, and spacing may be less than ideal for audience viewing. 5 pts Developing Content is somewhat organized. For a paper, occasionally ideas from paragraph to paragraph may not flow well and/or connect to the central position or be clear as a whole. May be missing a required component and/or components may be less than complete. For a slide presentation, multiple aspects of the design require further development for optimal audience viewing. 0 pt= Uns: Begi Con orga read idea: posi from para is m requ slide desig optin audiSee Answer
Q6: BSc (Hons) in Health & Social Care with Foundation Year Module Code: HSO5003 Work-based Experience Portfolio - Part 1 BSC (HONS) IN HEALTH AND SOCIAL CARE WITH FOUNDATION YEAR MODULE CODE: HSO5003 WORK-BASED EXPERIENCE - EPORTFOLIO: PART 1 Introduction to assignment:.... SECTION 1: PLACEMENT REPORT. Contents Introduction to the report: Nature and structure of work placement organisation: ...... Policies, procedures and legislation: . Personal conclusion:. SECTION 3: ACTION PLAN……………………………….. SECTION 3: 15 REFLECTIONS --------------- INTRODUCTION TO THE REFLECTIONS: . REFERENCE LIST:…………………….. 2 2 3 .3 3 8 11 12 ------------ .13 30 1 HSO5003-WORK-BASED EXPERIENCE - E-PORTFOLIO PART1 PART 1 Introduction to assignment: In this section, write a short paragraph explaining the structure of the assignment and how the assignment informed your practical knowledge through your work- based experience over the 15 work placement sessions. 2 HSO5003-WORK-BASED EXPERIENCE - E-PORTFOLIO PART1 SECTION 1: PLACEMENT REPORT Introduction to the report: Nature and structure of work placement organisation: Name of organisation Description of the organisation Location/locations of the organisation Describe who owns the organisation Describe how many staff are employed there Administrative staff Medical staff Cleaning/security staff Is the organisation comprised of a multidisciplinary team? If so, describe the roles of the employees (briefly) Administrative staff Medical staff Cleaning/security staff 3 HSO5003-WORK-BASED EXPERIENCE - E-PORTFOLIO PART1 Description of services offered: Describe the model that applies to your work-based experience (150 words): There are 5 models of Work-based learning: 1. Individual model 2. Distance learning model 3. In-house model 4. Integrated model 5. Co-delivery model Major, D., 2016. Models of work-based learning, examples and reflections. Journal of Work- Applied Management, 8(1), pp.17-28. Describe the services offered by the organisation (100 words) 4See Answer
Q7: 3/8/24, 1:21 AM PHE 101 Milestone One Guidelines and Rubric Background Overview Assignment Information This assignment constitutes the first step of your final project. The final project is a presentation exploring public health goals and a public health response to a health problem. Specifically, you will select a recent health issue identified as a priority health topic by the Centers for Disease Prevention and Control (CDC) and/or Healthy People 2020 (HP 2020). Prompt Take a look at the five broad public health categories below. They cover a lot of territory! Your assignment is to narrow the field by choosing a category and then a specific topic you will explore in your final project. We suggest the following steps to accomplish this first milestone: 1. Review the Final Project Guidelines and Rubric document so you know what you are aiming for. There are specific requirements you must meet. 2. Select one or more categories below and conduct an initial review. We have provided useful links for each category. These sources will introduce you to the specific issues for you to choose from. 。 Infectious Diseases Infectious Disease Diseases and Conditions 。 Chronic Diseases ■ Chronic Disease ■ Preventing Chronic Disease ■ Chronic Disease Overview 。 Environmental Health ■ National Center for Environmental Health ■ State, Tribal, Local, and Territorial Public Health Professionals Gateway 。 Occupational Health Workplace Safety and Health Topics ■ Occupational Health Topics • Global Health ■ Office of Global Affairs (OGA) Global Health 3. After you select your category, seriously consider the topics by exploring all each web source for that category, and then select your specific topic. You must select one topic from one of the categories listed above. Then, address the following critical elements by completing the Milestone One: Background part of the Final Project Template, available in the learning environment, and including the Notes for each completed slide: • • • • Identify the specific topic you will explore—this means you need to pick a specific population and issue in regards to the general topic you chose from the table above. Explain the significance of the issue; why is this issue a problem? Consider the impacts this issue may have on the community, the healthcare system, the economy, and so on. State the goal for the intervention/response to the particular issues chosen (e.g., to prevent, to reduce impact, to manage long-term issues). Using APA format, locate and cite at least two scholarly resources on the topic. Your instructor will review your selection and provide feedback and possibly suggestions for improvement. You want your topic to be limited enough to address within the confines of the final project. What to Submit Submit your Final Project Template with the Background slides completed. Submit the file as a PDF document showing your speaker notes. Review the Presentation Guidelines document, available in the learning environment, for instructions on how to write the speaker notes and save your presentation as a PDF. Milestone One Rubric file:///home/rishabhgupta/.cache/.fr-Bq2RMm/Milestone One Guidelines and Rubric.html 1/2 3/8/24, 1:21 AM Criteria Topic Significance Goal Statement Scholarly Resources Proficient (100%) Identifies topic as a priority public health topic according to the CDC and/or HP 2020; topic is sufficiently specific to be addressed within the confines of the final project Clearly explains significance of the issue and supports it with evidence cited by the CDC and/or HP 2020; the scholarly resource may also be included as a source of evidence Clearly states goal in concrete terms (i.e., "to make life better" is not a goal whereas "reduce the number of accidents" is); scope of the goal is attainable in the real world given economic, political, and practical considerations Cites two resources that are recognized from a scientific journal, organization, or individual; citations are in APA format Assignment Information Needs Improvement (75%) Identifies topic as a priority public health topic according to the CDC and/ or HP 2020; topic is too broad or too narrow to be addressed within the guidelines of the final project, but can be appropriately refined Explains significance of issue but with insufficient evidence or background to support the argument States goal but there are minor problems with goal clarity, concreteness, and/or scope Cites resources from general population publications or a secondary resource (i.e., discusses the original research rather than being the original resource); citations are not in APA format Not Evident (0%) Does not identify topic as a priority public health topic according to the CDC and/ or HP 2020 or topic is poorly defined, nonspecific, and/or insufficient for the requirements of the final project Does not explain significance or the explanation fails to convince the reader of the issue's significance Value 25 25 30 Does not state goal or it is vague, 30 overstated, impractical, and/or not related to the chosen issue Does not cite resources or they are cited in only vague terms so that they cannot be discovered by others 15 Total: 100% file:///home/rishabhgupta/.cache/.fr-Bq2RMm/Milestone One Guidelines and Rubric.html 2/2See Answer
Q8: Question: How does public health measure up in your community? 1page Double spacedSee Answer
Q9: The purpose of this assignment is to examine the foundational principles of medical ethics and the role of patient autonomy and wants in the delivery of health care. Read "The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research," "The Nuremberg Code 70 Years Later," and "WMA Declaration of Helsinki - Ethical Principles for Medical Research Involving Human Subjects," all located in the topic Resources. Create a 12-14 digital slide presentation that could be shared with other health care professionals. The presentation should address the significance of the following items: • Describe the concepts of human dignity, autonomy, patient advocacy, professional responsibility, and informed consent. Discuss the Nuremberg Code and the Declaration of Helsinki, and summarize the events that led up to the development of ethical guidelines for conducting human clinical trials, including Institutional Review Boards (IRBs). Describe three examples of ways "The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research" works to protect special populations (e.g., minors, prisoners, persons with mental illness). Explain the importance of preserving the integrity and human dignity in the care of all patients. Discuss ethical and professional standards as they relate to legal, regulatory, and accreditation compliance within one's scope of practice. Explain the rights of the individual while practicing ethical behavior and moral decision-making when resolving ethical dilemmas. Include a title slide, reference slide, and narrative speaker's notes. Support the assignment with 2-3 scholarly resources. The Nuremberg Code 70 Years Later- https://jamanetwork.com/journals/jama/fullarticle/2649074 The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subjects of Research -https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the- belmont-report/index.html WMA Declaration of Helsinki - Ethical Principles for Medical Research Involving Human Subjects- https://www.wma.net/policies-post/wma-declaration-of-helsinki-ethical-principles-for- medical-research-involving-human-subjects/ See Answer
Q10: www.nature.com/gim Genetics in Medicine Check for updates COMMENT From genes to public health: are we ready for DNA-based population screening? Muin J. Khoury ☑ and W. David Dotson' Genetics in Medicine (2021) 23:996-998; https://doi.org/10.1038/s41436-021-01141-w The opinions expressed in the paper are those of the authors and do not necessarily reflect those of the Centers for Disease Control and Prevention. Recognizing the emerging role of genomics as a tool for population screening, the American College of Medical Genetics and Genomics (ACMG) has generated two companion guidance documents on DNA-based screening of healthy individuals that appear in the present issue of Genetics in Medicine. 1,2 In this commentary, we offer a brief public health perspective on these documents in the context of recent work from the Centers for Disease Control and Prevention (CDC) Office of Genomics and Precision Public Health (OGPPH). Since the start of the Human Genome Project, there has been a strong belief by scientists and the public that at some point in the future, all of us will have our genomes sequenced in routine health care. In 1999, Dr. Francis Collins articulated a vision for the practice of medicine in 2010 in a hypothetical case of a 23-year-old man who presents to his health-care provider as part of a health checkup and is offered genetic testing for various diseases, to develop a personalized plan for disease prevention and screening.³ However, the complexities of the science and the cost of technology, the need for large scale clinical and population studies, and a host of ethical, legal, and social issues (ELSI) have prevented this prediction from becoming a reality. Nevertheless, steady progress in science and technology, the conduct of clinical and population studies around clinical validity and utility of genetic information, as well as numerous investigations around ELSI, have helped us move closer to this vision. So much so that the new National Human Genome Research Institute (NHGRI) 2020 strategic vision for improving health at the forefront of genomics includes a bold prediction for 2030: "The regular use of genomic information will have transitioned from boutique to mainstream in all clinical settings, making genomic testing as routine as complete blood counts.' "4 In the United States, the vision presented above has begun to be realized in multiple health systems and population studies carrying out large scale population sequencing in biobanks and learning health systems research settings, such as Geisinger Health System and the Nevada Genome Project. Nevertheless, in 2020, almost all the implemented applications in genomics in routine clinical care occur in diagnostic settings, most notably in the diagnosis of rare genetic diseases, noninvasive prenatal testing, and cancer genomics to guide cancer therapy. In addition, there are limited data on the implementation of testing and its impact on public health. 6 GENOMICS AND POPULATION SCREENING: "WE SCREEN NEWBORNS, DON'T WE?" The use of genomics as a population screening tool long predates the Human Genome Project. Newborn screening is considered as one of the ten great public health achievements of the twentieth century. For more than 60 years, newborn screening has been a component of public health programs and has led to major improvements in outcomes for infants with various genetic, metabolic, and other conditions. In the United States, newborn screening identifies >13,000 newborns annually who will require lifelong specialized health care. 8 Recognizing the emerging role of genomics as a screening tool across the lifespan, in 2013 Evans et al. called for scientific investigation of the application of genomics in adults in a similar way to newborn screening. The authors urged that a partnership be developed between the genomics and public health commu- nities to better identify individuals who have genetic variants with a high risk of preventable diseases. CENTERS FOR DISEASE CONTROL AND PREVENTION (CDC) TIER 1 GENOMIC APPLICATIONS In 2014, CDC developed a relatively simple horizon-scanning method based on a three-tier classification system: • "Tier 1 [...] genomic applications have a base of synthesized evidence that supports implementation in practice. Tier 2 [...] genomic applications have synthesized evidence that is insufficient to support their implementation in routine practice. Nevertheless, the evidence may be useful for informing selective use strategies [...] Tier 3 [...] applications either (i) have synthesized evidence that supports recommendations against [...] use, or (ii) no relevant synthesized evidence is available."10 For the past few years, CDC has worked with health-care organizations and public health programs to implement evidence- based recommendations for three primary tier 1 applications involving screening for hereditary breast and ovarian cancer (HBOC), Lynch syndrome (LS), and familial hypercholesterolemia (FH). This work has included public and provider education, special programs that address disparities in access to testing and services, conducting public health surveillance, and policy development. It is important to note that the CDC tier 1 designation is associated with the clinical scenario for testing, not the underlying condition. For example, we are not aware of any current recommendations, or synthesized evidence, to support population screening for BRCA1 and BRCA2 pathogenic variants, but there are evidence-based recommendations for screening ¹Office of Genomics and Precision Public Health, Office of Science, Centers for Disease Control and Prevention, Atlanta, GA, USA. email: mkhoury@cdc.gov SPRINGER NATURE This is a U.S. government work and not under copyright protection in the U.S.; foreign copyright protection may apply 2021 11 based on family history and ethnicity.¹¹ The former application of screening for BRCA1 and BRCA2 pathogenic variants could thus be considered tier and the latter application tier 1. AN EVOLVING RATIONALE FOR DNA-BASED ADULT SCREENING Increasingly, accepted evidence-based approaches using family history-based screening do not identify most individuals with genetic conditions associated with the three primary CDC tier 1 applications. Several studies have shown that a minority of adults with pathogenic BRCA1/2 variants are aware that they carry these variants. This may be due to limitations to the uptake of family history and the sensitivity of the family history-based approach. The evidence of failure to identify at-risk individuals is occurring in the context of rapidly declining costs of DNA testing, and improved ability for interpreting pathogenicity of DNA. It is estimated that about 1% of the population carries a pathogenic DNA variant associated with familial hypercholester- olemia (LDLR, APOB, PCSK9), HBOC (BRCA1, BRCA2), or LS (MLH1, MSH2, MSH6, PMS2).5 DNA-based population screening for these genes can potentially offer short-term benefit for the estimated 3 million individuals in the United States with one of these risks, and longer-term benefit to more people as the number of genes proposed for population screening increases. It is important to note that population screening is distinct from diagnostic testing. Population screening should be evidence-based and adhere to the screening criteria established by Wilson and Jungner several decades ago.5 In 2018, the Genomics and Population Health Action Collabora- tive (GPHAC) of the Roundtable on Genomics and Precision Health of the National Academies of Sciences, Engineering, and Medicine evaluated the potential for DNA-based screening programs in healthy adults. This group developed a roadmap for implementa- tion that should be considered when developing a population- based sequencing program. 12 The group also identified important issues to address such as feasibility of screening, potential benefits and harms, outcomes, costs, and ultimately, clinical utility. ACMG POINTS TO CONSIDER GUIDANCE DOCUMENTS ON ADULT DNA-BASED SCREENING The first ACMG points to consider (PTC) document offers guidance for programs and sponsoring organizations that are considering DNA-based health screening, and the second offers guidance to individuals and health-care providers around DNA-based screen- ing. Taken together, the two documents mark an important milestone on the road to public health genomics. They also appropriately reflect the complexities inherent in applying genomic information to healthy populations. The first document has seven points to help guide programs and sponsoring organizations. The authors review the evolving evidence around DNA-based screening in relation to the well- known Wilson and Jungner criteria 13 for population screening. The document concludes that DNA-based screening efforts have the potential to improve population health, but only if risk identifica- tion is effectively combined with evidence-based risk-reducing clinical care. The document embraces the list of genes associated with the CDC tier 1 genomic applications as a core list for consideration in the context of population screening. The conditions involved in the three primary tier 1 genomic applications are specifically associated with risk for breast, ovarian, colon, and endometrial cancers; coronary artery disease; and stroke and are therefore consistent with Wilson and Jungner's guidance to focus health screening on "important health problems." The seven points to consider are detailed and clearly articulated throughout. The authors are to be commended in attempting to deal with the challenging, shifting terrain of M.J. Khoury and W.D. Dotson increasing use of DNA-based health screening, in programs and organizations, even in the absence of adequate evidence. We fully agree with the statement that "the health service delivery options for DNA-based health screening are currently in flux.... Much of the health services and economic research needed to address the DNA-based screening issues are yet to be done." The second guidance document is addressed to individuals and health-care providers. It acknowledges at the outset that while the clinical utility of genome sequencing in apparently healthy people has not been established, accessibility to sequencing has increased, including use by the public without any specific clinical indication. The document explores opportunities and challenges presented by the changing models for delivery of genetic testing services. These include (1) a traditional genetic health-care model of services between genetics health-care providers and a patient's referring provider, (2) a nontraditional genetic health-care model where genetic services are integrated within primary care and other specialties, and (3) a consumer-directed genetic health-care model in which consumers initiate the process on their own without involvement of health-care providers. The document offers a framework for the delivery of DNA testing according to the well-known preanalytical, analytical, and postanalytical phases of the testing process. It considers opportunities and challenges for each step of the process and for each health-care model, and strategies to address them. One of the most useful aspects of the second ACMG guidance document are the detailed steps identified in the pre- and postanalytical phases, which can allow exploration of important components (e.g., preanalytical education step, informed consent, and others). The detailed descriptions in the document allow comparison between different delivery models. This framework provides a helpful analytic tool to evaluate the strengths and weaknesses of each delivery model, and a careful summary of what we know about the delivery models in the three phases, and their strengths and weaknesses. Nevertheless, by acknowledging that the traditional delivery model is being replaced by the nontraditional, such as consumer genetic testing, the document appears to acknowledge the inexorable march toward DNA screening for healthy populations even in the absence of data on clinical utility, economic considerations, and adequate dealing with ethical, legal, and social issues. DNA-BASED POPULATION SCREENING: WHAT'S NEXT? The two ACMG documents taken together reflect a new approach by marrying the importance of an evidence-based approach of the first document invoking principles of population screening with the importance of ensuring the integrity, quality, and outcomes of the testing process in the context of changing models of implementation. But the striking differences in the guidance document's presentation and recommendations for individuals and providers versus programs and organizations may be inadvertently confusing to organizations, providers, and indivi- duals, as it may be misinterpreted as DNA-based population screening can proceed without evidence, since it seems to be the only way such evidence can be gathered. As the first ACMG document clearly shows, there are key knowledge gaps in fulfilling criteria for population screening. One important gap is the incomplete understanding of the "natural history of the condition." Natural history is concerned with the course of disease in the absence of treatment, and it involves both penetrance, the proportion of individuals with a given genomic risk who will show evidence of the associated clinical problems, and expressivity, the range of clinical manifestations associated with a specific genomic risk. While we have a detailed under- standing of many genetic conditions in patients identified by diagnostic testing, natural history data are limited for persons identified via DNA-based screening. If DNA-based screening is to 997 Genetics in Medicine (2021) 23:996-998 SPRINGER NATURE 998 M.J. Khoury and W.D. Dotson improve the public's health, it must be combined with evidence- based care that reduces the burden of disease (e.g., screening, pharmacologic prevention). Management guidelines will need regular reanalysis of DNA variants informed by the most updated curated databases, regular clinical evaluation in screened indivi- duals, the availability of updated clinical decision support tools and linkages with electronic health records, as well as regular assessment of the effectiveness, benefits, and potential harms of testing and prevention strategies. The two documents focus on DNA-based screening and population health related to a limited number of common and well-studied genetic disorders. Other areas where the evidence is more limited (tier 2 or tier 3) include pharmacogenomics, polygenic risk scores (PRS), and additional monogenic conditions. Ongoing research is needed to evaluate genotype-phenotype correlations in longitudinal studies and biobanks, and clinical utility studies to evaluate the effectiveness of risk-reducing interventions in screened persons with pathogenic variants in associated genes. We have previously proposed a collaborative implementation research agenda embedded in learning health systems 14 to create an adequate evidence base to support DNA- based screening to improve population health. The translational research framework outlines collaboration among multiple health systems with available genome sequencing data and clinical outcomes. The framework is based on evaluating the impact of genetic information on improving health outcomes through research that incorporates levels of evidence for each intended use. Both observational studies and randomized controlled trials may be required to adequately evaluate health benefits, harms, and costs based on returning or not returning the results of gene variants to patients and providers. The proposed approach encourages learning health systems to collect clinical utility evidence in a research environment and develop the capacity for integration of sequencing with other clinical services. 14 15 Important implementation questions related to DNA-based population health screening need to be answered. These include, among others: How should screening be designed to offer inclusive benefits for the whole population? What are the appropriate population characteristics for screening? (e.g., age, gender). Who should pay for DNA-based screening and clinical follow-up? How often should data be reanalyzed? What are the clinical workforce needs related to delivering DNA-based results and clinical follow-up at population scale?15 Given the relatively low frequency of individuals with genetic risk in the population, pilot studies will require large collaboration to begin to address some of these evidence gaps. Without large pilot studies, opportunities to evaluate evidence of clinical utility and economic feasibility will be delayed. There are no shortcuts on the long road to evidence-based genomic medicine. The same can be said about any population screening program. It is sobering to note that the now well-established population screening for colorectal cancer took several decades to lead to an evidence- based recommendation.11 DNA-based screening is a relatively new approach for identifying disease risks, and it has the potential to become a population screening program in the years ahead. While we may not be ready for population-based DNA screening, the ACMG guidance documents represent a leap forward in acknowledging the reality on the ground that such screening may already be happening, with or without evidence of clinical utility. The two documents represent a valiant effort in providing guidance and points to consider to health-care organizations, providers, and individuals considering DNA-based screening but should not be construed to imply that we are ready for population-based screening. These efforts should be conducted in the context of research enterprises and learning health systems, which have already started in multiple locations around the country. A collaborative approach will provide a faster approach to answer important outstanding questions of utility and implemen- tation. We hope that collaborative studies including cohort studies and clinical trials can be adequately resourced and vigorously pursued. Finally, more efforts are needed to engage public health systems, professional societies, and health-care organizations in the dialogue around DNA-based population screening. The two ACMG documents provide a great starting point for awareness and integration of this rapidly changing practice landscape. Received: 1 December 2020; Revised: 22 February 2021; Accep- ted: 1 March 2021; Published online: 31 March 2021 REFERENCES 1. Murray, M. F. et al. DNA-based screening and population health: a points to consider statement for programs and sponsoring organizations from the Amer- ican College of Medical Genetics and Genomics (ACMG). Genet. Med. https://doi. org/10.1038/s41436-020-01082-w (2021). 2. Bean, L. J. H. et al. DNA-based screening and personal health: a points to consider document for individuals and healthcare providers from the American College of Medical Genetics and Genomics (ACMG). Genet. Med. https://doi.org/10.1038/ s41436-020-01083-9 (2021). 3. Collins, F. S. Shattuck lecture: medical and societal consequences of the Human Genome Project. N. Engl. J. Med. 341, 28-37 (1999). 4. Green, E. D. et al. Strategic vision for improving human health at the forefront of genomics. Nature. 586, 683-692 (2020). 5. Murray, M. F. & Giovanni, M. A. Bringing monogenic disease screening to the clinic. Nat. Med. 26, 1172-1174 (2020). 6. Phillips, K. A., Douglas, M. P. & Marshall D. A. Expanding use of clinical genome sequencing and the need for more data on implementation. JAMA. 324, 2029-2030 (2020). 7. Centers for Disease Control and Prevention. Ten great public health achieve- ments. United States: 2001-2010. MMWR Morb. Mortal. Wkly Rep. 60, 619-623 (2011). 8. Centers for Disease Control and Prevention Public Health Grand Rounds. New- born screening and improved outcomes. MMWR Morb. Mortal. Wkly Rep. 61, 390-393 (2012). 9. Evans, J. P. et al. We screen newborns, don't we? Realizing the promise of public health genomics. Genet. Med. 15, 332-334 (2013). 10. Dotson, W. D. et al. Prioritizing genomic applications for action by level of evidence: a horizon-scanning method. Clin. Pharmacol. Ther. 95, 394-402 (2014). 11. Khoury, M. J. et al. From public health genomics to precision public health: a twenty-year journey. Genet. Med. 20, 574-582 (2018). 12. Murray, J. F., Evans, J. M., Angrist, M. & Genomics and Population Health Action Collaborative. A proposed approach for implementing genomics-based screen- ing programs for healthy adults. National Academy of Medicine, Round Table on Genomics and Precision Health. https://nam.edu/a-proposed-approach-for- implementing-genomics-based-screening-programs-for-healthy-adults/ (2018). 13. Wilson, J. M. & Jungner, Y. G. Principles and practice of mass screening for disease. Bol. Oficina Sanit. Panam. 65, 281-393 (1968). 14. Khoury, M. J. et al. A collaborative translational research framework for evaluating and implementing the appropriate use of human genome sequencing to improve health. PLoS Med. 15, e1002631 (2018). 15. Murray, M. F., Evans, J. S. & Khoury, M. J. DNA-based population screening: potential suitability and important knowledge gaps. JAMA. 323, 307-308 (2019). COMPETING INTERESTS The authors declare no competing interests. ADDITIONAL INFORMATION Correspondence and requests for materials should be addressed to M.J.K. Reprints and permission information is available at http://www.nature.com/ reprints Publisher's note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. SPRINGER NATURE Genetics in Medicine (2021) 23:996-998/nSee Answer
Q11: LOBAL MEDICAL Global Care Medical Center 100 Main St, Alfred NY 14802 (607) 555-1234 Hospital No. 999 Patient Name and Address INPATIENT FACE SHEET PIRE, SALLY Gender Race F Marital Status S Patient No. IPCase006 1122 CHERRY STREET ALMOND, NY 14804 Date of Birth Age Maiden Occupation Name 06/23/YYYY 60 ΝΑ Nurses' Aide Admission Date Time 06-30-YYYY 12:45 Discharge Date Time 07-07-YYYY Length of Stay Telephone Number 10:00 05 DAYS (607) 000-4397 Guarantor Name and Address PIRE, SALLY 1122 CHERRY STREET ALMOND, NY 14804 Guarantor Telephone No. (607) 000-4397 Admitting Physician John Black, MD Attending Physician John Black, MD Primary Insurer New Age Insurance Diagnoses and Procedures Principal Diagnosis Bacterial Pneumonia Secondary Diagnoses Arteriosclerotic cardiovascular disease Principal Procedure Relationship to Patient Self Service ME Next Of Kin Name and Address PIRE, JACOB 556 MILL STREET ALMOND, NY 14804 Next of Kin Telephone Number (607) 555-7676 Admit Type ΝΑ Relationship to Patient BROTHER Room Number/Bed 0371 Admitting Diagnosis Bacterial pneumonia Policy and Group Number PW 6790456 Secondary Insurer NEBC Policy and Group Number 229162171 ICD Code Secondary Procedures Discharge Instructions Activity: Diet: Follow-Up: Bed rest ☐ Light ☐ Usual Unlimited ☑Other: As tolerated. ☑Regular Call for appointment Low Cholesterol ☐ Low Salt □ ADA ☑Office appointment on 07-14 ☐ Other: ☐ Calorie Special Instructions: Attending Physician Authentication: Reviewed and Approved: John Black MD ATP-B-S:02:1001261385: John Black MD (Signed: 06/30/YYYY 01:00:00 PM EST) Permission to reuse granted by Alfred State College and Michelle A. Green. 1| Page PIRE, SALLY IPCase006 Dr. BLACK I, Sally Pire Admission: 06/30/YYYY DOB: 06/23/YYYY ROOM: 0371 CONSENT TO ADMISSION hereby consent to admission to the Global Care Medical Center (ASMC), and I further consent to such routine hospital care, diagnostic procedures, and medical treatment that the medical and professional staff of ASMC may deem necessary or advisable. I authorize the use of medical information obtained about me as specified above and the disclosure of such information to my referring physician(s). This form has been fully explained to me, and I understand its contents. I further understand that no guarantees have been made to me as to the results of treatments or examinations done at the ASMC. Reviewed and Approved: Sally Pire ATP-B-S:02:1001261385: Sally Pire (Signed: 06/30/YYYY 01:45:05 PM EST) Signature of Patient Signature of Parent/Legal Guardian for Minor Relationship to Minor Reviewed and Approved: Andrea Witteman ATP-B-S:02:1001261385: Andrea Witteman (Signed: 06/30/YYYY 01:45:05 PM EST) WITNESS: Global Care Medical Center Staff Member CONSENT TO RELEASE INFORMATION FOR REIMBURSEMENT PURPOSES In order to permit reimbursement, upon request, the Global Care Medical Center (ASMC) may disclose such treatment information pertaining to my hospitalization to any corporation, organization, or agent thereof, which is, or may be liable under contract to the ASMC or to me, or to any of my family members or other person, for payment of all or part of the ASMC's charges for services rendered to me (e.g. the patient's health insurance carrier). I understand that the purpose of any release of information is to facilitate reimbursement for services rendered. In addition, in the event that my health insurance program includes utilization review of services provided during this admission, I authorize ASMC to release information as is necessary to permit the review. This authorization will expire once the reimbursement for services rendered is complete. Reviewed and Approved: Sally Pire ATP-B-S:02:1001261385: Sally Pire (Signed: 06/30/YYYY 01:47:05 PM EST) Signature of Patient Signature of Parent/Legal Guardian for Minor Relationship to Minor Reviewed and Approved: Andrea Witteman ATP-B-S:02:1001261385: Andrea Witteman (Signed: 06/30/YYYY 01:48:05 PM EST) WITNESS: Global Care Medical Center Staff Member Permission to reuse granted by Alfred State College and Michelle A. Green. 2| Page PIRE, SALLY IPCase006 GLOBAL CARE MEDICAL CENTER 100 MAIN ST, ALFRED NY 14802 (607) 555-1234 Admission: 06/30/YYYY DOB: 06/23/YYYY ROOM: 0371 ADVANCE DIRECTIVE Dr. BLACK Your answers to the following questions will assist your Physician and the Hospital to respect your wishes regarding your medical care. This information will become a part of your medical record. 1. Have you been provided with a copy of the information called "Patient Rights Regarding Health Care Decision?" 2. Have you prepared a “Living Will?" If yes, please provide the Hospital with a copy for your medical record. 3. Have you prepared a Durable Power of Attorney for Health Care? If yes, please provide the Hospital with a copy for your medical record. 4. Have you provided this facility with an Advance Directive on a prior admission and is it still in effect? If yes, Admitting Office to contact Medical Records to obtain a copy for the medical record. 5. Do you desire to execute a Living Will/Durable Power of Attorney? If yes, refer to in order: 1. 2. a. Physician b. Social Service c. Volunteer Service YES No PATIENT'S INITIALS Χ ☑ ☑ X HOSPITAL STAFF DIRECTIONS: Check when each step is completed. Verify the above questions where answered and actions taken where required. If the "Patient Rights" information was provided to someone other than the patient, state reason: 3. 4. 5. Name of Individual Receiving Information Relationship to Patient If information was provided in a language other than English, specify language and method. Verify patient was advised on how to obtain additional information on Advance Directives. Verify the Patient/Family Member/Legal Representative was asked to provide the Hospital with a copy of the Advanced Directive which will be retained in the medical record. File this form in the medical record, and give a copy to the patient. Name of Patient Name of Individual giving information if different from Patient Reviewed and Approved: Sally Pire ATP-B-S:02:1001261385: Sally Pire (Signed: 06/30/YYYY 01:48:05 PM EST) Signature of Patient Date Reviewed and Approved: Andrea Witteman ATP-B-S:02:1001261385: Andrea Witteman (Signed: 06/30/YYYY 01:49:05 PM EST) Permission to reuse granted by Alfred State College and Michelle A. Green. 3| Page PIRE, SALLY Signature of Hospital Representative Date GLOBAL CARE MEDICAL CENTER 100 MAIN ST, ALFRED NY 14802 (607) 555-1234 IPCase006 Dr. BLACK Admission: 06/30/YYYY DOB: 06/23/YYYY ROOM: 0371 PATIENT HISTORY PROBLEMS: 1. Arteriosclerotic cardiovascular disease; 2. Past history of alcoholism; 3. Past history of hypokalemia; 4. Past history of gastritis. MEDICATIONS: Lanoxin 0.125 milligrams a day Lasix 20 milligrams a day Klotrix tablets 1 tablet three times daily PAST MEDICAL HISTORY: Patient has had some problems with alcohol in the past and a history of gastritis due to excessive alcohol intake. She had a fractured wrist last year potentially a secondary injury due to excessive inebriation. She also has recently been put on Lanoxin and Lasix, apparently for arteriosclerotic cardiovascular problems, as she experienced mild angina. Subsequent to her second admission in YYYY, she was referred to General Hospital for further evaluation and treatment of her abnormal liver function studies. It was determined at that time that she did not have an active process. ALLERGY TO ASPIRIN FAMILY HISTORY: History of alcoholism on mother's side and cardiovascular disease on father's side. Brother has had heart attack related to coronary artery disease. SOCIAL HISTORY: She works as a nurse's aide. She's a moderate smoker. Denies heavy drinking, but we are not quite sure about that. DD: 06/30/YYYY DT: 07/01/YYYY Reviewed and Approved: John Black MD ATP-B-S:02:1001261385: John Black MD (Signed: 06/30/YYYY 06:05:44 PM EST) Physician Name Permission to reuse granted by Alfred State College and Michelle A. Green. 4|Page PIRE, SALLY IPCase006 Dr. BLACK Admission: 06/30/YYYY DOB: 06/23/YYYY ROOM: 0371 DISCHARGE SUMMARY ADMISSION DATE: 06/30/YYYY DISCHARGE DATE: 07/07/YYYY ADMISSION DIAGNOSIS: 1. Viral pneumonia; 2. Arteriosclerotic cardiovascular disease; 3. Past history of alcoholism; 4. Past history of hypokalemia; 5. Past history of gastritis. DISCHARGE DIAGNOSES: Pneumonia. Arteriosclerotic cardiovascular disease. SUMMARY: This is a 61-year-old white female who has been doing fairly well recently until the onset of an upper respiratory infection with a cough, recurrent chills, sweats, fever. She tried to work, was unable to. Her temperature went to 102. Abdominal x-ray showed a pneumonia, and I felt that she should be admitted for further evaluation and treatment. Work-up has included a chest x-ray which revealed a small area of infiltrate in the lingular of the right side compatible with an acute pneumonia; a follow-up study is suggested. Repeat chest x-ray showed bilateral pneumonia, clearing; however, there was a remaining area of consolidation in the lateral portion of the middle lobe. Her urine showed a specific gravity of 1.015, albumin and sugar were negative, white blood cells rare, red blood cells 0-6. White count 15,000. Hemoglobin 11.8, hematocrit 34.8, segmented cells 52, lymphocytes 18, monocytes 12, eosinophils 3, and 5 band cells. Complete blood count was normal. Sodium 137, potassium 3.4, carbon dioxide 27, chloride 97, alkaline phosphatase 10.4, blood sugar 81, cholesterol 138, Serum glutamic oxalacetic transaminase 42, Lactate dehydrogenase 260, creatinine 0.4, calcium 8.3, phosphorus 2.2, bilirubin 1.2, total protein 6.1, albumin 3.2, uric acid 0.5. Sputum culture grew out a 1+ enterobacter. Cardiogram was reported as showing sinus tachycardia; this later slowed down clinically. She was started originally on Ampicillin 500 milligrams, four times a day, Intermittent positive pressure breathing. She was continued on her Lanoxin 0.125 a day, Lasix 20 milligrams a day, Klotrix tablets 1 tablet three times a day. Her temperature stayed up, her Ampicillin was stopped, and she was switched to Enalapril 500 milligrams, four times a day. Now her temperature has been normal for 48 hours. She feels better, and her cough has lessened. She is up ambulatory, and she is anxious to go home. She is being discharged at this time on E-Mycin 333 milligrams, three times a day and Afrin nasal spray. She will continue on her Lanoxin 0.125 milligrams a day, Lasix 20 milligrams a day, and should be seen in follow-up in the office early next week. DD: 06/30YYYY DT: 07/01/YYYY Reviewed and Approved: John Black MD ATP-B-S:02:1001261385: John Black MD (Signed: 06/30/YYYY 05:44:18 PM EST) Physician Name GLOBAL CARE MEDICAL CENTER 100 MAIN ST, ALFRED NY 14802 (607) 555-1234 Permission to reuse granted by Alfred State College and Michelle A. Green. 5| Page/n Assignment instructions: IHP 310 Milestone Two Guidelines and Rubric Overview In this milestone, you will submit your review of a recent patient chart located in the Final Project Patient File. You will discuss the reason for the patient's visit, including the symptoms, signs, and potential treatment. Specifically, the following critical elements must be addressed: Recent Visit Analysis Explain why the patient has returned to the doctor's office. What symptoms and signs is the patient experiencing? Analyze the new symptoms and signs to determine whether the past diagnosis is still a reasonable conclusion or could have been a misdiagnosis. Use specific information from both the recent visit and the patient history to inform your analysis. Based on the new signs, symptoms, and potential diagnosis (if the doctor has made a new diagnosis), discuss what new or potential treatments would be appropriate. Why? What to Submit This milestone should be at least 2 pages in length and submitted as a Word document. All sources should be in APA format. Milestone Images - Browse 246,276 Stock Photos, Vectors, and Video Adobe Stock Milestone 2 Tips/Advice for Completion To start, please remember that these assignments build on each other-so Milestone 2 continues where Milestone 1 left off: Explain why the patient has returned to the doctor's office. What symptoms and signs is the patient experiencing? Page 6 of the patient file explains that this admission is her 2nd admission. It's an overview of the pneumonia and why it brought her to be admitted. Analyze the new symptoms and signs to determine whether the pneumonia diagnosis is still a reasonable conclusion or could have been a misdiagnosis. Are the past diagnosis and current symptoms possibly something else (i.e. you had to give examples of alternate diagnosis in Milestone 1) i.e. COPD, CHF, . NOT viral vs bacterial pneumonia. Use specific information from both the recent visit and the patient history to inform your analysis. Use symptoms and tests that have been completed to determine the above. Based on the new signs, symptoms, and potential diagnosis. Discuss what new or potential treatments (not what was done in the chart) would be appropriate. Why? Basically, if another. diagnosis could have been made or if you can prove that the chart supports another diagnosis, or you think the doctor made the wrong diagnosis, etc. Remember your alternate diagnosis. Why do you think what you think? Regardless of what you conclude, you must have supportive literature and to support and help explain why you came to your conclusion. NOTE: Needs to be APA style, double spaced. Must be cited and references included. And please no plagiarism.See Answer
Q12: - BSN485 – Capstone Project Proposal Plan What is the project question? In other words what are you ultimately trying to figure out? What is the title of your project? Who will benefit from your project? What is the proposed setting that you think will benefit from your ideas? Budget requirements of your project (how much money would it take to implement your project)? Why did you decide to do this project? What do you hope to achieve with this proposed project? Do you think the project would be sustainable? If so, how? How would the success your project potentially be evaluated? What are the risks of your proposed project, if any? What foreseeable problems do you suspect the proposed project would encounter?See Answer
Q13: Readings: Chinn, D., and Balota, B. (2023) A systematic review of photovoice research methods with people with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 36(4), 725-738. https://doi.org/:10.1111/jar.13106 Chopel, A., Soto, D., Joiner, B., Benitez, T., Konoff, R., Rios, L., and Castellanos, E. (2019). Multilevel factors influencing young mothers' breastfeeding: a qualitative cbpr study. Journal of Human Lactation, 35 (2), 301-317. DOI: 10.1177/089033441881207 (Both of these articles are available in the Week V folder and online at the FSU Library) Assignment: Critical Thinking Questions For this week's assignment, answer the following questions. Please do the assignment on the reading articles. I will attach them separately. DO NOT USE ANY OTHER ARTICLES, JUST THE 2 ARTICLES THAT I HAVE ATTACHED. 1. What is the photovoice research method? What was the origin of this method? Why is it considered to be Participatory Action Research (PAR), and how is this related to social justice? Describe the steps of this method. What is the SHOWED method, and how is it used with photovoice? What was the purpose of the review by Chinn and Balota (2023)? How was the review conducted? How did the use of photovoice with this vulnerable population accomplish the three goals of this research method? 2. What is the Community Based Participatory Research (CBPR) approach, as presented by Chopel et al., (2019). Describe the steps involved in conducting a study using CBPR. Discuss how CBPR was used, including sample, methods and results in the study presented. Why is reflexivity important in CBPR? How can the study results be used to advance social justice and promote health equity? Did use of CBPR empower the participants in the study? 3. What are the differences and similarities between the two methods of research discussed in the articles? Are both methods considered to be participatory action research? Which method do you believe is more effective? Why? Why is participatory action research particularly well suited for researching social justice?See Answer
Q14:To Prepare: • Review the World Health Organization's (WHO) global health agenda and select one global health issue to focus on for this Assignment. • Select at least one additional country to compare to the U.S. for this Assignment. • Reflect on how the global health issue you selected is approached in the U.S. and in the additional country you selected. • Review and download the Global Health Comparison Matrix provided in the Resources./nPart 2: A Plan for Social Change Reflect on the global health policy comparison and analysis you conducted in Part 1 of the Assignment and the impact that global health issues may have on the world, the U.S., your community, as well as your practice as a nurse leader. In a 1-page response, create a plan for social change that incorporates a global perspective or lens into your local practice and role as a nurse leader. • Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader. • Explain how the incorporation of a global perspective or lens might impact your local practice and role as a nurse leader. • Explain how the incorporation of a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examplesSee Answer
Q15:To Prepare: • Review the World Health Organization's (WHO) global health agenda and select one global health issue to focus on for this Assignment. • Select at least one additional country to compare to the U.S. for this Assignment. • Reflect on how the global health issue you selected is approached in the U.S. and in the additional country you selected. • Review and download the Global Health Comparison Matrix provided in the Resources./nFocusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following: Consider the U.S. national/federal health policies that have been adapted for the global health issue you selected from the WHO global health agenda. Compare these policies to the additional country you selected for study. • Explain the strengths and weaknesses of each policy. • Explain how the social determinants of health may impact the global health issue you selected. Be specific and provide examples. • Using the WHO's Organization's global health agenda as well as the results of your own research, analyze how each country's government addresses cost, quality, and access to the global health issue selected. • Explain how the health policy you selected might impact the health of the global population. Be specific and provide examples. • Explain how the health policy you selected might impact the role of the nurse in each country. • Explain how global health issues impact local healthcare organizations and policies in both countries. Be specific and provide examples.See Answer
Q16:3. Discuss the differences and similarities between the skills identified in Tomajan (2012), and the ones identified in Chapter 7. Explain, in your own words, the roles of point of care, Manager/ Administrator and nurse educator's roles in advocacy. Provide an example of advocacy at each level. How does the "sixty second elevator speech" help to promote message effectiveness?See Answer
Q17:1. How do Tobin-Tyler and Teitelbaum (2019) define public health advocacy, and how does it differ from health advocacy? Why are partnerships important in advocacy? Provide an example of a partnership advocacy effort. Explain the strategies and goals of the three levels of health justice advocacy, as discussed in this chapter. Provide your own example of each, (not from the text). Describe the skills for effective health advocacy, as presented in the chapter. Have you had an opportunity to use any of these skills in an advocacy situation? If so please describe. If not, describe how you could incorporate one to promote health justice.See Answer
Q18:Benchmark - Problem-Solving Treatment Paper Write a 700 word essay that develops a 4-week Problem-Solving Treatment (PST) approach to help a student struggling with ADHD or weight loss management. Use the seven-step strategy below: 1. 2. 3. 4. 5. 6. 700 words APA Format, Double spaced Define the problem. Choose a realistic goal. 7. 8. Identify three strategies to reach the goal Evaluate the feasibility of each strategy individually. Choose a strategy. Create an action plan utilizing an integrated approach. Be sure to specify the roles of the integrated care team, including the BHP and PCP. Implement and evaluate the plan. Following the seven-step strategy, discuss how these strategies may support the mental, emotional, and physical health as the child develops into adulthood. Include at least three scholarly references in your assignment. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. Benchmark Information This benchmark assignment assesses the following programmatic competency: Mental Health & Wellness # 4.3: Analyze the relationship between mental, emotional, and physical health throughout human development. Rubric Criteria Collapse All Rubric CriteriaCollapse All 4-Week Problem-solving Treatment Approach 50 pointsSee Answer
Q19:Community Program and Evaluation Plan From the county health data presented in the discussion boards, choose one health issue that may be improved through a community health program. Scenario: The directors reviewed the community/population assessment and decided to provide funding for a community health program addressing one of the priority health issues in the county. The DNP-prepared nurse practitioner will develop a plan for presenting a health program in a community setting. The evidence-based community health intervention should include at least three activities or strategies. For example, if the selected priority health issue is diabetes. one intervention strategy could include teaching people how to use a glucometer for blood glucose monitoring. At least one journal article should be used as a reference for determining the intervention activities or strategies that will be done. A plan for evaluating whether the program was effective in the target population will also be included. Assignment: Prepare a PowerPoint presentation of the Community Program and Evaluation Plan to present at a mock meeting of the agency directors and their respective boards to show how the money will be spent. A resource for developing the PPT can be found at Top Ten (PPT) Slide Tips: http://www.garrreynolds.com/preso-tips/design/Links to an external site. There should be at least one slide for each component listed in the grading rubric (i.e. Slide 1: Introduction, Slide 2: Priority Health Issue, etc.): Components 1-Introduction Grading Criteria Community Program and Evaluation Plan Criteria Provide a clear introduction to the purpose and rationale for the need of the program plan in the county. Provide a brief introduction of the county including sociodemographic characteristics./nThere should be at least one slide for each component listed in the grading rubric (i.e. Slide 1: Introduction, Slide 2: Priority Health Issue, etc.): Components 1-Introduction 2-Priority Health Issue 3-Target Population and Setting 4-Intervention Grading Criteria Community Program and Evaluation Plan Criteria Provide a clear introduction to the purpose and rationale for the need of the program plan in the county. Provide a brief introduction of the county including sociodemographic characteristics. Describe the priority health issue in the county and include supporting data and statistics What risk factors contribute to the problem in the county? Provide Behavioral Risk Factor data to substantiate the claim. Discuss the target population and describe how the individuals in the community will be reached and engaged in the program. Describe the setting for the intervention (churches, schools, community forum). Provide a concise, clear, and thorough description of the intervention to be implemented. Describe three intervention activities or strategies. Use at least one journal article as a guide./n5-Evaluation 5-Next Steps 7-References and Formatting The evaluation plan must include at least one proposed quantitative or qualitative evaluation method to determine whether the intervention was effective or not (i.e. pretest/posttest). Describe at least one desired outcome that would be measured. Describe the next steps if the desired outcome was a) met AND b) not met Describe at least one challenge that could be faced when implementing the intervention and what can be done next time to avoid it. Include references cited in presentation Includes citation for at least one journal article Apply current APA formatting principles. No spelling or grammatical errors Each component has its own slide(s) with relevant heading. Slide limit (including reference slide): 10 slidesSee Answer
Q20:Midterm Essay: At midterm, you will write a 1200 word paper responding to a central question that asks you to discuss the historical origins of the issue at hand. Your essay must include a concise answer to the central question, effectively use as evidence and properly cite assigned course readings by AT LEAST 6 DIFFERENT AUHTORS, and reflect an understanding of change over time and across space regarding the historical issue under consideration. You will be asked to consider the implications of the historical processes in question on myriad and diverse groups of people in order to recognize that we do not all experience things in similar or equal ways. You will also be graded on the mechanics of writing-spelling, sentence structure, organization, grammar, etc.-as well as their appropriate inclusion of citations, with an emphasis on source analysis and integration. You must not do outside research for these essays as they are designed to test knowledge of course material. This is NOT a research essay and NO external materials should be used to defend your argument. ONLY COURSE READINGS. Choose from the two prompts (write your essay in response to ONLY ONE of the prompts): Option 1: Over the last millennium, public health systems and institutions have emerged to address disease and other health concerns at the 1.) local, 2.) regional, 3.) national, 4.) imperial, and 5.) global levels. Using historical examples from the last 700 years cited from course readings, what have been the largest obstacles to the implementation of public health systems at each of these five levels? Option 2: Human efforts to control population growth, disease, and pollutants have altered the natural and societal landscapes in which we live. Using historical examples cited from course readings, what have been the unintended societal consequences and environmental impacts caused by public health efforts to 1.) manage population growth, 2.) prevent disease, and 3.) manage pollution in the last 200 years?See Answer

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