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Discussion: Feedback and Reflection In Week 5, you developed a Final Presentation that represents a culmination of your research and work throughout this course. In this presentation, you summarized your social issue, evaluated potential solutions, and addressed possible actions you could take toward achieving resolution. With the value of collective contributions in mind, you and your colleagues consider one another’s presentations and provide mindful, research-supported evaluations and observations. For this week’s Discussion, you review and post feedback to at least two of your colleagues’ Final Presentations, as well as respond to the feedback that you receive on your Final Presentation . By Day 1 To prepare for this Discussion: Consider the fact that you have worked through a social issue from the “ground up” and progressed through the steps that anyone interested in social change would take to find solutions that meet the needs of society. Does having followed these steps empower you not only to advocate for your own issue but also to provide a constructive response to others? Read the Discussion Spark topic, question, or comment posted by your Instructor in the Discussion thread. Post a response to the Discussion Spark post. The Discussion Spark and the weekly Discussion topic below will be graded together. You should have at least two significant paragraphs addressing the Discussion Spark and citing either course or outside resources. What could a large institution like Walden University do to address or support social change issues like the one you have studied this term? .

Education

Discussion thread.
Post
a response to the Discussion Spark post. The Discussion Spark
and the weekly Discussion topic below will be graded together.
You should have at least two significant paragraphs addressing
the Discussion Spark and citing either course or outside
resources.
What could a large institution like Walden University do to
address or support social change issues like the one you have
studied this term?

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Discussion Questions : “The difficulty in predicting the future is that the outcomes are unreliable, due to the occurrence of wild-card events that distort the relatively well-understand trends for the near to mid-future.” Offer an example of such a “wild-card” event and some ways in which the security professional might address it in an effective manner. Regarding the need for the security industry as a whole to maintain the professionalism and competencies needed to address emerging threats and hazards, what do you feel are its primary areas of weakness and what proposals could you offer to address them? The Future of the Security When considering what awaits the security profession in the years to come and those that will operate within it, developments and forecasts related to security science will in large part be impacted by what has occurred in the past and in present day. What might occur, what is most plausible and feasible given current and expected occurrences, and what has proven to be effective (or not) will all need to be considered in determining those issues that will remain relevant or change. So predicting the future (not in the form of Nostradamus or similar prophets) as it relates to security is a technique that considers probable or desirable outcomes in the face of known or anticipated risks. So given this backdrop, where is security heading? Physical Security As long as there are structures that people operate within and house various assets, there will continue to be a need to offer needed protection related to them. All of the topics discussed in this course related to walls, fencing, sensors, alarm systems, guards, locks, and other such issues will be needed in some form or fashion. Whether through manual or technological means, these will remain a constant for the security administrator in providing appropriate defensive measures for the material, tangible assets they oversee. Concerning technology, the same trend will continue in serving as a needed aid in providing security moving forward. Mobile devices of various types, functions, capabilities, and their ability to access data, the ever-increasing use of robotics and the functions they can carry out, sensors that will be able to gain more intelligence regarding detection, and high frequency security cameras that will have the capability to verify the chemical compound of an object at a distance are just some of the many technical innovations on the horizon. Yet, just as technology has taken on a greater role in providing these efforts, so too does technology represent ever-increasing concerns to the security manager. Cyber Security As society becomes connected on an ever-increasing basis, attention must be directed towards what implications this environment has related to not only security, but related privacy concerns as well. In Future Scenarios and Challenges for Security and Privacy (2016, Williams, Axon, Nurse, & Creese), the researchers took a ver.

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Discussion questions – Dunbar Paul Lawrence Dunbar was a pioneering African-American literary artist. He was among the first black writers who achieved fame among predominantly white audiences with the accurate use of black vernacular and realistic depictions of the attitudes of African Americans while using the literary styles and conventions familiar to white writers. Only within the past twenty years have literary critics begun to appreciate the subtle and perceptive criticism of racial relations he provides beneath the smooth artistry of his works. 1. Dunbar’s “Mr. Cornelius” is extremely naturalistic, with Cornelius struggling against, and eventually losing to, large forces. What are the forces that are arrayed against him (2)? Find a passage that describes each force. (Hint: Economics, discrimination, as well as emotional weakness are some examples of large forces.) 2. Dunbar was well aware of the story of the slave’s flight north to freedom, a traditional African-American narrative made famous by such works as Frederick Douglass’s Narrative and Harriet Beecher Stowe’s Uncle Tom’s Cabin . How is Dunbar’s story an ironic, inverted version of the flight-to-freedom story? What is Dunbar trying to say about the status of African Americans in a society newly changed by slavery’s end? (Hint: Cornelius is from the south. Washington D.C. is north. Does going north mean freedom for him? He must return south at the end—what does going south mean for him?) .

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Discussion questions – Hurston Zora Neal Hurston attended Howard University, then Barnard College, and studied anthropology while becoming a popular figure of the Harlem Renaissance. Her studies earned her a post-graduate fellowship to study Southern black folktales. These folktales become the basis for her fiction. During her life, Hurston’s writing, while popular with general audiences, was not well-received by critics, particular black literary reviewers who wanted her to focus more on racial inequality. After being wrongly accused of a crime, Hurston finished her career in poverty and obscurity. She has recently become an extremely important writer for her depictions of black women, particularly in the now-acclaimed Their Eyes Were Watching God (1937). 2. Hurston’s “How It Feels to Be Colored Me” is a modernist-style literary montage—a series of (loosely organized) images, impressions, memories, observations on experiencing life as a black woman. The montage is quite humorous since she often states that she doesn’t know what “colored” is. The montage can be broken down into a diverse set of themes. Find 1 passage for each theme: a. earliest memories of life before she knew what “race” was b. the idea of “race” is imposed on her by others c. moments where she recognizes her racial identity emerging suddenly d. she lives a life that is bigger than what “race” tells her she must be Please use the Answer Sandwich method to answer each question. The passages you add to your answer should be around 2-4 sentences long. Please include a page reference. Keep in mind that I may select any of these questions to be the upcoming quiz question. Also, I use these discussion questions to create the exams and the major paper assignment. So do your best on each question. https://bucket-hozzify.storage.googleapis.com/wp-content/uploads/2021/02/08211149/Robert-S.-Levine_-Michael-A.-Elliott_-Sandra-M.-Gustafson_-Amy-Hungerford_-Mary-Loeffelholz-The-Norton-Anthology-of-American-Literature-Volumes-C-D-E-W.-W.-Norton-Company-2016.pdf .

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Discussion questions (self evaluation) Examine nursing roles that meet the emerging health needs of individuals, families, communities and populations. Explore historical, legal, social, cultural, political, and economic forces that influence the client, nursing practice, and the health care system. Evaluate strategies that can be used by public and community health nurses to improve the health status and eliminate health disparities of vulnerable populations. Predict trends in lifestyles that will affect the health of communities and the future challenges for nursing. Plan, analyze, implement and evaluate public health surveillance and outbreak investigation Develop strategies to deliver nursing care in the preparedness, response, and recovery phases of disaster management. Initial should have 400 words. Reference in APA format 7th edition. .

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Discussion question Motivation is the all-ensuing mechanism that determines how much and how well a student will learn. Treating it as strictly an internal mechanism, explain how learners; needs, goals, beliefs, interests, and emotions can influence their motivation to learn. RESPOND TO THESE STUDENTS POSTS Tashi post Motivation is something that looks different in everyone. When we look at what motivates one person and assume we can teach based on that, we will not be successful in reaching all students. Looking at motivation strictly from an intrinsic lens, meaning a student’s needs, goals, beliefs, interests and emotions, teachers need many resources. I think that one of the biggest tools that teachers need is relationships. Understanding where a student’s motivation is coming from, or not coming from, can lead to engagement. For example, if a student’s basic needs are not being met, they will not be motivated to learn their math facts because they have greater needs. This is where the relationship and understanding of where students are at is so important for a teacher. They have the ability to create goals with these students. However, on the flip side, a student that knows they want to go to college may be motivated based on their goals for themselves and will engage because they want to do well and achieve a goal in the future. Motivation can create opportunity as well as hinder progress. It is so important in education. A student’s belief in themselves can create these opportunities or hinder their progress as well. Understanding how a teacher can use motivation through an intrinsic lens can help all students in their class. Jasmine post Motivation is defined as the processes that initiate, direct, and sustain behavior. Motivated students put out more effort, persist longer, learn more, and score higher on tests (Lazowski & Hulleman, 2016). Intrinsic motivation is the natural human tendency to seek out and conquer challenges as we pursue personal interests and exercise our capabilities. When we are intrinsically motivated, we do not need incentives or punishments, because the activity itself is satisfying and rewarding (Anderman & Anderman, 2014; Deci & Ryan, 2002; Reiss, 2004). When I think of intrinsic motivation I don't associate it with younger children as much as I would with older children. I can relate to intrinsic motivation myself because just learning something new motivates me to learn more. Also, seeing those A's and B's keeps me wanting to learn more. I feel the more I learn the more I'll be able to teach someone in the future. That is motivation enough for me to keep going. The students I currently work with get excited when they are able to identify numbers and letters and this motivates them to keep learning. You can see the excitement on their faces when they answer something correctly. .

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Discussion Question(s) I'm interested in the role of women-- in the colonial family, in colonial society, etc. Based on what you've read in the book (and in lecture), how much power do you think women had in colonial Latin America? what kind of control were they able to exert? (keep in mind two things: the patriarchal system, and the fact that patriarchy does not equal one-sided dominance.) Lecture 9 Your author for this course, Burkholder (et. al.)*, states from the outset of the chapter we are reading this week that the Family is the foundation of colonial society (p. 216). That is a bold statement, especially since so much of colonial Latin America is built on violence, religion, labor, and the construction of Spanish political structures once Spaniards started settling in the Americas. However, he states it more clearly than I can when he says, "while race, wealth, occupation, and gender all helped to identify an individual's position in the social structure, these elements were usually evaluated in the framework of a broadly defined family " (p. 216). Think about some of the issues that we talked about last week concerning race (which I know is still fresh in your mind!). Among the issues that the lecture, the reading, and all the rest of us in this class discussed was how race was a bit more slippery than we usually think about it in the United States (this of course does not make it any less harmful, just different). Nonetheless, if we think about all the moves that some people were able to make racially-- up or down the ladder/hierarchy, depending on the situation-- a lot of those moves were not only based on the ideology of the family, but they were also decided on those terms as well. In other words, the ideology of the family helped organize colonial Latin American societies-- not just husband, wife, kids, grandparents, etc. Families were more than blood relations, but rather a collective of biological and fictive relationships that offer a means for people navigate colonial society both economically and politically. Family meant a lot of different things, but most of all, it is important to remember that being a member of a family was certainly about marriage and blood relations, but it was also kind of like being a member of a "crew" (is that a word that people use these days? Yes? No? I'm a little old, so maybe there is a new word). Anyway, marriages, parentage, god-parentage, and even simply being close enough to a family to be considered part of it almost always had political implications. Like I said, it was how people made their moves. Let's take marriage as an example. Because the population of colonial Latin America was diverse from the beginning (marriages or coupling between native folks and Spaniards in the early years of conquest and settlement started the ball rolling on a rather mixed population), people in different castas, (or "racial castes"-- people who were of mixed descent/race) would use marria.

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Discussion Question(s) Why do you think that Native Allies and African Conquistadors were not mentioned in European accounts of the conquest? Do you think it was intentional or unintentional? Why? Portrayals of Malintzin have been unfair to her, historically. My question is this: why do you think the stories have been so unfair to her, while Cortes and other conquistadors are either rewarded or ignored for actually carrying out the conquest? How do your readings connect to either of these questions? Lecture 3- Steamrolling? "Malintzin was the indigenous woman who translated for Hernando Cortés in his dealings with the Aztec emperor Moctezuma in the days of 1519 to 1521. "Malintzin," at least, was what the Indians called her. The Spanish called her doña Marina, and she has become known to posterity as La Malinche. As Malinche, she has long been regarded as a traitor to her people, a dangerously sexy, scheming woman who gave Cortés whatever he wanted out of her own self-interest. The life of the real woman, however, was much more complicated. She was sold into slavery as a child, and eventually given away to the Spanish as a concubine and cook. If she managed to make something more out of her life--and she did--it is difficult to say at what point she did wrong." Actually, that is a good question: what did she do wrong? Not much, it turns out-- having been sold by her family, and again by the subsequent owners, exactly what kind of loyalty was she supposed to have? Who was it that she was supposed to not "sell out?" No one, it turns out. Historians today know that she was doing her best to stay alive, and make a life for herself, and given her situation and life experiences, it is hard to expect anything more. For me, at least, this raises a simple question: why are people in such a hurry to blame Malintzin for the conquest, when, in fact, they should be blaming the Spanish? Why did the blame shift to her, instead of where it should have been-- on Cortes and his men? Just curious. The Indigenous Allies: Check out this Prezi presentation! Short and sweet! Think about it alongside your readings! (Links to an external site.) ñ Spanish, Slavery, and Encomiendas (Early Colonial Period) In U.S. History, people debate quite a lot about the plight of Native Americans. Some people believe that Native Americans were given a chance to be a part of the developing American culture, others say they were not. Still others, citing the diminishing numbers of Native Americans and the active role that the U.S. government and its white citizens took in killing and displacing Native Americans, call it genocide. In Latin America, it is a little more complicated. The removal, displacement, and murder of Native Americans is undeniable in U.S. history, but such actions did not take place in Mexico, or other parts of Latin America, at least not on the same scale. The reason for this is that the goals of the British and the Spanish were different wh.

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Discussion Question(This post must be at least 200 words.) What do you think of the tone of "Orders Given to the Twelve"? What was the tone? Do you think it is appropriate for the kind of document it is, given when it was written, and why it was written? Why or why not? How does that contrast to the tone in the second document (The Holy Men Respond...)? Lecture, Week 4 Lecture------ Here is an excerpt from a historian (Camille Townsend) who talks about some of the myths surrounding Cortes's arrival in Mexico (keep an eye out for what I put in bold): "In 1552, Francisco López De Gómara, who had been chaplain and secretary to Hernando Cortes while he lived out his old age in Spain, published an account of the conquest of Mexico. López de Gómara himself had never been to the New World, but he could envision it nonetheless. "Many [Indians] came to gape at the strange men, now so famous, and at their attire, arms and horses, and they said, 'These men are gods!' " The chaplain was one of the first to claim in print that the Mexicans had believed the conquistadors to be divine. Among the welter of statements made in the Old World about inhabitants of the New, this one found particular resonance. It was repeated with enthusiasm, and soon a specific version gained credence: the Mexicans had apparently believed in a god named Quetzalcoatl, who long ago had disappeared in the east, promising to return from that direction on a certain date. In an extraordinary coincidence, Cortes appeared off the coast in that very year and was mistaken for Quetzalcoatl by the devout Indians." Of course, Townsend continues by saying that no educated person really believes this story. In fact, it was largely fabricated by a chaplain who had never been to the Americas, but rather was taking care of Cortes in Spain during his last years. Much has been made about the role of the church during the early years of the conquest, and I think that much of what has been written in recent years has been fair, even if they have been criticizing the church for many years. The truth is, the Catholic church (or its representatives back in the colonial period in Latin America) were quite rough on the indigenous people throughout Latin America, calling it a "spiritual conquest." You will also remember from last week's lecture, when we talked about the ways in which encomiendas were being used, and how Antonio de Montesinos basically called out all of the encomenderos and called them bad Christians for not preaching to them while they were essentially enslaving indigenous folks on the land that the Spanish crown granted them. I bring up this point because it is often forgotten that the military conquest and the "spiritual conquest" of Latin America go hand in hand. A few years ago, Pope Francis admitted as much (not quite), when he apologized for all of the things that the Catholic Church and its representatives did to the indigenous people in Latin America durin.

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Discussion Question(s) What were the colonial misgivings about "monarchy-wide cortes in February of 1810 (p. 350). What do you think of the relationship between the monarchy (or the Central Junta) and the colonials in Spanish America? Do you think that the criollos were waiting for independence the whole time? Why or why not? Lecture 13 Over the last two weeks, we talked about the Caroline and Bourbon Reforms in Spanish America, and I am sure that after reading Chapters 9 and 10, you feel like movements for Independence in colonial Latin America were only days away from happening (maybe only a week, since I post these on Sunday). But no! As upset as the criollos might have been by the dramatic economic and political changes that occurred (not the least of which the fact that the power that they had worked for generations to gain was being taken away by peninsulares ), the criollos still remained loyal to the Spanish Crown. Independence was certainly something that was whispered about in dark corners, but only by the bold, and perhaps the stupid. If we start during this era of Independence in the Americas, we have to start with the American Revolution-- Hey-- I'm not happy about it either (this is Latin American History darn it!)! But the American Revolution was the first war for independence in the Americas, so it certainly played an important role. Kind of. I mean, your book is kind of right-- the French Revolution definitely played a much bigger role, but keep in mind: 1) The American Revolution was fought from around 1775 to about 1783 2) The French Revolution was fought from 1789 through the 1790s. Just because the American Revolution was first does not mean that it had a bigger influence than the French (it did NOT). However, keep in mind that the movements for independence throughout Latin America were just as much about ideas as they were about economics-- ok, they were almost as much about ideas as economics-- and thus, knowing that there was a neighbor to the north that was able to shrug off colonial power certainly had a psychological effect, if not quite a political one. The truth is, the eventual movements of independence throughout Latin America was really a combination of things, but one of the largest factors was time-- time was needed for these ideas to sink in, and time was needed for things to totally unravel in Europe. And it really did start with the French Revolution, and Napoleon's rise to power: No, not that Napoleon, THIS Napoleon: Also happening in the late 18th century (the late 1700s) was the Haitian Revolution, which, if the world wasn't turned upside down already, it definitely was by then. Check out the generally informative Powerpoint I put together about the Haitian Revolution (via your email), and connect it to your text. Freedom was happening everywhere, and it was happening in many different ways (and in Spain, it was happening largely in the context of Napoleon's at.

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Discussion Question(s) The reading for this week was a grab bag of different perspectives on life under colonial rule, or "living in an empire." They talked about the city and the countryside, religious life and secular life, popular culture, education, and intellectual development, and so on. Which of these sections struck you as being most interesting? Which struck you as being most important for the study of colonial (and perhaps modern!) Latin America? Why? Lecture 10 What does it mean to live in an empire? No, that's probably not what you were thinking. Instead, were you thinking something like this? Maybe. Star Wars, for people who might not know (I don't know what college students are into these days), looks like a simple tale of good against evil. The evil empire fighting against a scrappy band of rebels intent on overthrowing their evil masters. In a sense, this might be the way that you see colonial Latin America, too-- the evil Spanish against the good indigenous people of the Americas. I wouldn't blame you, either-- after weeks of learning about the conquest, encomiendas, the mita system (under the Spanish) and the doings of the Catholic church (especially during the conquest), it would be easy to think of the Spanish empire (or the Spanish) as evil. In fact, I don't think I am going to try and convince you otherwise. However, it might be worth remembering that we are looking at this history right now, in 2015-- not in the period itself. Therefore, whereas today you might think of the Spanish as evil, as time passed during the colonial era in Latin America, for the poor, the castas, and yes the indigenous folks, the Spanish and the Spanish colonial system was simply a way of life. It was something that they lived with, adjusted to, and yes, even sometimes rebelled against (locally, of course, not on a large scale. That happens later). Therefore, to stretch the Star Wars metaphor even further (yikes), I would say that even though most of you might think of Spanish colonialism like this-- -- it is more likely that it was much more like this: In other words, we can all agree that in hindsight that colonial Latin America was oppressive, but for most people, instead of plotting rebellion in their basements or back rooms, most people just tried to find a way to survive in the middle of it all, and make the best life they could for themselves despite the horrible conditions. So we can think about how nice and pure life would have been without the invasion of the Spanish, but since that was a luxury that the poor, the castas, and the indigenous people living in colonial Latin America did not have, we might instead think about the ways in which colonial society forced adjustments upon how various groups of people lived, as the colonial empire itself expanded and became more and more complex. Spain asserted its control through urban planning. Cities were laid out in grids, centered on the most important government buil.

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Discussion Question(s) Could Latin American reactions to the Bourbon (Caroline era) Reforms be attributed to intellectual change (Enlightenment), religious changes (expulsion of the Jesuits, for instance), economic change (taxes), or political change (taking criollos off their prestigious jobs and replacing them with Peninsulars)? Was it any one of these specifically? All of them? (and if you are going to say "all of them," do you think one might have had more influence than the others?) Why? Lecture 12 This is where things start to get serious, because Spain isn't playing around anymore. Yes, we are still talking about the Bourbon Reforms- but more specifically, the Caroline Reforms (which happened during the reign of King Charles III, from 1759-1788). The reason that this is so important is because there was a lot of stuff happening during this period: rebellions, revolts, the expulsion of the Jesuits (a specific Catholic order of priests) from Spanish America and Spain, and perhaps most of all, more political reorganization. But the question is the same as it was last week: why? Well, as we noted last week, there were a lot of conflicts in which Spain had found itself on the wrong side. Take, for example, The Seven Years' War: this particular war is known these days as the first true World War, but for a long time it was called the French and Indian War. Oooh!!!!--- why was it called the "French and Indian War"? Because the people who named it that (British and British colonists in North America) believed that the world revolved around them. "we are fighting the French and the Indians-- let's call it the French and Indian War!" Of course, when you call it that you are ignoring the fact that it wasn't just the French, Indians, and British fighting one another. In fact, here is who was fighting: 1) France 2) Native Americans (on both sides in North America) 3) Britain 4) Saxony 5) Sweden 6) Russia 7) Prussia (basically Germany) 8) Hanover (basically more Germany) 9) Spain (later) 10) Portugal (later) And this war (the fighting), with all these people involved, took place in: 1) Europe 2) Africa 3) North America 4) Philippines 5) India 6) Central America The war was happening everywhere, it seems. And yet, people in the United States called it The French and Indian War. Dorks. I kind of want to tell the British and their colonists in North America this: But that's why they called it the French and Indian War for so long. In any case, Spain-- as noted above-- came late to the party, and joined the war on the French side in 1762. As you might have predicted, this did not go well. France lost, but more importantly for our purposes, Spain lost by extension. And they lost big! First and foremost, they lost Cuba (albeit temporarily), they lost Florida-- gone forever in the Spanish empire (however, considering what it turned into in the 21st century, maybe they dodged a bullet (this link is not for the faint of heart.

Discussion Question(s)Could Latin American reactions to the Bour.docx

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Discussion Question(s) Clearly there is potential for major problems as the Bourbon Reforms are enacted over much of the 18th century. What were those problems? In what way do you think the Spanish crown could have lessened the pain of these reforms while still maintaining control over the Spanish colonies? Or was there no hope? (and if there was no hope, why do you say that?) Lecture 11 Wen I was a young undergraduate (at a community college in southern California that will remain nameless-- I will give you all one guess in our discussion forum), I remember the week that my class was to discuss The Bourbon Reforms. Sadly, it was not about what I was hoping. Sigh. Nonetheless, I remember being really interested in what was happening, because it was at this point in the class that I started to see the long chain of events that led to independence throughout most Latin American countries. See, before I learned about the Bourbon Reforms, I was under the impression that the Independence movements (and wars) in Latin America happened from the bottom-up, which is to say that I thought they were led by Mestizos, Castas, and indigenous folks. For example, think of Mexico: Father Hidalgo, a priest and a champion of the peasant classes in New Spain (Mexico), he brings all these different people together-- people who have been stepped on for too long by colonial powers, and he issues "El Grito,", which was a unified cry of the underrepresented people for independence! Together, they would finally throw off the yoke of Spanish oppression and lead their own country to INDEPENDENCE! Yaaaaaayyyyy! Sadly, it didn't happen like that. Yes, Father Hidalgo did issue "El Grito de Dolores," but the conditions that led to the independence movement in New Spain (and the changing of its name to Mexico) didn't hit the peasants the hardest (the peasants were already being hit pretty hard), and the Independence movement was not led by peasants, the working classes, nor the indigenous people-- even if they did spark it. In fact, some say that Father Hidalgo and the people following him didn't want independence...they just wanted a better king. But let's save that disappointment for later. See, when I took that class and learned what the Bourbon Reforms were, I started to understand why independence happened throughout much of Latin America in the early 19th century (1800s). The Bourbon Reforms (and the Caroline Reforms within them) were a set of political, economic, and administrative changes that came from Spain. Now, speaking quite generally, one of the biggest changes was one that happened gradually, then suddenly: the termination of the sale of audiencia positions. See, up until this point, much of Spanish Latin America operated on that old saying that I have brought up a few times, " obedezco pero no cumplo ", which roughly translated means, "I obey but I do not comply." (you may have a better translation-- give it a shot in the forum!) .

Discussion Question(s)Clearly there is potential for major probl.docx

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Discussion Question Week #1 · Discover which agencies, in your state, are responsible for public health of citizens. · Research if there are centralized or decentralized management of state responsibilities? · Determine minimum 3 key indicators of health. · Review the agency sites and upload the links to the Moodleroom, week #1 · Be prepared to discuss in class, week #2 STATE IS FLORIDA!! .

Discussion Question Week #1· Discover which agencies, in.docx

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Discussion question: How does Environmental Health influence achievements of Healthy People 2020 and how does it influence Health of Global Community? Must address the topic. · Rationale must be provided. · Illustrate an interdisciplinary approach to the improvement of the healthcare outcomes of vulnerable populations. · 150-word minimum/250-word maximum without the references. · Minimum of two references in APA format, must have been published within last 3-5 years. .

Discussion question How does Environmental Health influence achi.docx

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