CASE 10
The Strategies to Overcome and Prevent Obesity Alliance
ERICA BREESE, CASEY LANGWITH, CHRISTINE FERGUSON, GINAMARIE MANGIARACINA, AND ALLISON MAY ROSEN
A WEIGHTY ISSUE
Imagine a disease that affected two thirds of adults in the United States, with a prevalence that had doubled in the last 25 years and showed no sign of stopping its upward trend. One would expect any disease this widespread would receive national attention both in the media and policy arena. Policy makers would demand insurance coverage for treatment and prevention. The public would actively protect themselves and their families from contracting the disease or seek treatment if they contracted it. Physicians would screen for the disease regularly and have straightforward conversations with those who contracted the disease. The American public health and medical systems would be geared toward treating and preventing further spread of this disease.
Surprisingly, there is a disease that currently affects two thirds of the U.S. population, yet has not received the expected response. In 2009, 66.4% of the adult population in the United States was overweight or obese (body mass index ≥ 25),i which is more than twice the prevalence rate from 3 decades before.1,2 Adults are not the only ones affected; childhood obesity rates have also tripled in the last 30 years.3 Additionally, if the existing rates of increase continue, 86.3% of U.S. adults will be overweight and 51.1% will be obese by 2030.4 These are staggering numbers for any health condition, but especially one that is related to a multitude of chronic diseases, such as diabetes, hypertension, high cholesterol, stroke, heart disease, certain cancers, and arthritis.5 Beyond the individual health risks, overweight and obesity also contribute to increased health costs, both nationally and for individuals. For example, in 2008, medical spending attributable to obesity was estimated to have been $147 billion, accounting for 9.1% of annual medical spending.6
These statistics show obesity plays a major role in the U.S. healthcare system and affects the lives of millions of Americans. However, despite the extreme prevalence of obesity, the disease often does not receive adequate attention in the healthcare community. In 2010, First Lady Michelle Obama launched her Let’s Move campaign, which aims to reduce childhood obesity within a generation, helping to bring the issue of childhood obesity to the forefront. In contrast, adult obesity continues to garner little interest. Some groups, however, are focusing on this often overlooked area because they believe real change can be made. The Strategies to Overcome and Prevent (STOP) Obesity Alliance is a collaboration of consumer, provider, government, labor, business, health insurance, and quality-of-care organizations united to drive innovative and practical strategies that combat obesity. The alliance’s history is unique, demonstrating how partnerships among public relations te ...
2016 16th population health colloquium: summary of proceedings Innovations2Solutions
This paper will discuss the four key ideas discussed at the Colloquium that will have important ramifications as healthcare organizations seek to implement population health strategies:
1. understanding and alleviating Patient fear is Key to Patient experience
2. the Case for a new Population Health Protection agenda as a means to drive down Healthcare Costs
3. using data and technology to improve Healthcare for older adults
4. engage Consumers in Wellness-based Population Health and thrive financially
Forty years ago, the Region of the Americas played a critical JeanmarieColbert3
Forty years ago, the Region of the Americas played a critical role in the develop-
ment and negotiation of the Alma-Ata Declaration, which identified primary health
care as a central strategy to the goal of health for all and a comprehensive approach to
the organization of health systems. Since then, the values and principles of primary
health care, which include the right to health, equity, solidarity, social justice and par-
ticipation, and multisectoral action, among others, have formed the basis of many
PAHO mandates and have guided health systems transformation in the Region. The
positive impact of primary health care on the reduction of mortality, morbidity, and
inequities in health is well known. (1) What’s more, primary health care consumes less
financial resources than curative approaches and promotes a chain of positive results
from improved health to increased economic output, growth and productivity. (2)
In 2007, PAHO’s position paper on Renewing Primary Health Care in the Americas
included the definition of elements and functions of a primary healthcare-based
health system with the intention of providing guidance to countries as they worked
to transform their systems. (3) In 2014, the 53rd PAHO Directing Council’s resolution
on Universal Access to Health and Universal Health Coverage (4) recognized the
values and principles of Alma-Ata. The resolution urged PAHO Member States to
promote intersectoral action to address social determinants of health and move
toward health systems where all people and communities have access, without any
discrimination, to comprehensive, appropriate and timely, quality health services, as
well as access to safe, effective, and affordable quality medicines, while ensuring that
the use of such services does not expose users to financial difficulties. (4) The Sustai-
nable Health Agenda for the Americas 2018–2030, which represents the commitment
of Member States to the 2030 Agenda for Sustainable Development and unfinished
business from previous engagements, established areas of action that reinforce and
complement the recommendations of the Alma-Ata Declaration. These include stren-
gthening the national health authority; tackling health determinants; increasing so-
cial protection and access to quality health services; diminishing health inequalities
among countries and inequities within them; reducing the risk and burden of disease;
strengthening the management and development of health workers; harnessing
knowledge, science, and technology; and strengthening health security. (5)
In the Region, the lessons that have been learned about the primary health care
approach since Alma-Ata have been overwhelmingly positive. We have seen that
countries that have implemented policies and programs based on primary health
care have registered the lowest levels of infant and maternal mortality. Other achie-
vements include improvement in public spending, increase in primary care s ...
1Running head OBESITY 4Running head OBESITY.docxvickeryr87
1
Running head: OBESITY
4
Running head: OBESITY
Obesity
NR503 Population Health, Epidemiology, & Statistical Principles
January 2018
Obesity
Obesity is a chronic medical condition and a significant health concern in the United States that is increasing worldwide. More than one third of the adults in the U.S. are obese. It is a leading cause of preventable illness and death (Centers for Disease Control and Prevention [CDC], 2016). This global epidemic is a leading concern for adults and for children who are predisposed to becoming obese as adults. This paper will discuss the significance of obesity in Florida, provide a background of the disease, review current surveillance and reporting methods, conduct a descriptive epidemiological analysis, discuss diagnosis and screening for prevention tools, develop an evidence based plan along with measureable outcomes to address obesity as an advanced practice nurse, and conclude with an overview of the main points presented.
Background and Significance
According to the CDC (2016), obesity is defined as “weight that is higher than what is considered as a healthy weight for a given height.” It involves excessive weight gain and accumulation of fat. In order to determine obesity, Body Mass Index or BMI is used to indirectly calculate a person’s body fat and health risk based on weight in relation to height. A BMI of 25.0 or above is considered overweight and 30.0 or greater is considered obese. Athletes with a greater amount of muscle mass may have a higher BMI even though they do not have excess body fat. Waist circumference is also used as a tool to diagnose obesity.
There are many causes that contribute to obesity, including behavioral, genetic, hormonal, environmental, and social factors. Increase in caloric intake, unhealthy eating habits, decrease in physical activity, certain medications, age, lack of sleep, quitting smoking, pregnancy, and certain medical disorders can contribute to weight gain (Mayo Clinic, 2018). Driving cars has replaced walking and riding bikes, technology has replaced engaging in physical activity, and easy access to cheaper foods has replaced nutritional importance. Most people are aware when weight is gained. Obvious signs and symptoms are tighter clothes, excess fat, and increased weight on a scale. Being overweight or obese increases the risk for many health diseases. Obesity may cause low endurance, breathing issues, excessive sweating, and joint discomfort. It can also lead to diabetes, gastroesophageal reflux disease, coronary heart disease, hypertension, high cholesterol, stroke, depression, and even certain types of cancer such as bowel, breast, and prostate cancer (Mayo Clinic, 2018).
Below is a map that highlights the obesity prevalence across the U.S. in 2016 according to the CDC. There is no significant difference in overall prevalence between men and women. The prevalence of women with a BMI > 35 is 18.3% compared to 12.5% of men. The.
200 words for each respond1)Obesity has become a com.docxdomenicacullison
200 words for each respond
1)
Obesity has become a common and problematic epidemic within the United States in which communities are gathering in forces to provide prevention tactics for the individuals as well as family oriented to encourage healthier lifestyle choices. Currently today an estimate of about 39% of the population struggled with obesity and unfortunately about 18.5% of these overweight categories were centered on youth in particular (Kelly, 2019). Being obese adds to increased risk of various kinds of debilitating illnesses and the criteria for obesity has now been clearly defined by the measurement of the body mass index in which health providers can effectively begin aggressive prevention once diagnosed. Heart disease, diabetes, psychological, and lifestyle issues with supposed potential cancers have been researched in the overall illness range that obesity influences (Center for Disease Control and Prevention, 2018). Contributing factors that increase the likelihood of overweight tendencies surface from genetic and socioeconomic influences. Those who have family that struggle with weight gain are highly likely to struggle also. Ethnic races have shown Hispanic and African American are the highest rates on obesity, 50% in both, while Caucasian and Asian are the lowest ranging scale of 37% to 12%. (Healthy People 2020, 2019).
Tactics to promote healthy lifestyles within a community are bringing awareness and prevention opportunities for families and individuals who acknowledged the risk factors of certain obesity formation. Individual or family adapted health behavior changes, prompts to encourage walking paths, trails, or public organizations that encourage healthy lifestyle such as the YMCA , enhanced school-based physical education with nutrition promotion and media campaigns that deliver the messages by television, social media, newspaper or radio are strong community strategies that can address the obesity epidemic today.
We as nurses can act as role models by educating the public on nutrition and obesity related problems. A healthy diet is a key component to reducing weight gain and overall health. As a community health nurse, the opportunity to closely work with people in providing education and healthier choices that help people feel they have options for nutrition can be seen as a personal counselor to develop goals and a plan for positive achievement. A form of exercise to complement the healthy diet can be applied by giving support to help individuals identify a safe and effective activity plan that they will stick to with encouragement to use public outlets. The community nurse can promote change by explaining the risk factors that cause obesity and provide more scientific elements of the health issue. By opening communication through means of community boards, social media, and leaflets or presentations in public areas such as YMCA or Health Department interest can be supported by.
2016 16th population health colloquium: summary of proceedings Innovations2Solutions
This paper will discuss the four key ideas discussed at the Colloquium that will have important ramifications as healthcare organizations seek to implement population health strategies:
1. understanding and alleviating Patient fear is Key to Patient experience
2. the Case for a new Population Health Protection agenda as a means to drive down Healthcare Costs
3. using data and technology to improve Healthcare for older adults
4. engage Consumers in Wellness-based Population Health and thrive financially
Forty years ago, the Region of the Americas played a critical JeanmarieColbert3
Forty years ago, the Region of the Americas played a critical role in the develop-
ment and negotiation of the Alma-Ata Declaration, which identified primary health
care as a central strategy to the goal of health for all and a comprehensive approach to
the organization of health systems. Since then, the values and principles of primary
health care, which include the right to health, equity, solidarity, social justice and par-
ticipation, and multisectoral action, among others, have formed the basis of many
PAHO mandates and have guided health systems transformation in the Region. The
positive impact of primary health care on the reduction of mortality, morbidity, and
inequities in health is well known. (1) What’s more, primary health care consumes less
financial resources than curative approaches and promotes a chain of positive results
from improved health to increased economic output, growth and productivity. (2)
In 2007, PAHO’s position paper on Renewing Primary Health Care in the Americas
included the definition of elements and functions of a primary healthcare-based
health system with the intention of providing guidance to countries as they worked
to transform their systems. (3) In 2014, the 53rd PAHO Directing Council’s resolution
on Universal Access to Health and Universal Health Coverage (4) recognized the
values and principles of Alma-Ata. The resolution urged PAHO Member States to
promote intersectoral action to address social determinants of health and move
toward health systems where all people and communities have access, without any
discrimination, to comprehensive, appropriate and timely, quality health services, as
well as access to safe, effective, and affordable quality medicines, while ensuring that
the use of such services does not expose users to financial difficulties. (4) The Sustai-
nable Health Agenda for the Americas 2018–2030, which represents the commitment
of Member States to the 2030 Agenda for Sustainable Development and unfinished
business from previous engagements, established areas of action that reinforce and
complement the recommendations of the Alma-Ata Declaration. These include stren-
gthening the national health authority; tackling health determinants; increasing so-
cial protection and access to quality health services; diminishing health inequalities
among countries and inequities within them; reducing the risk and burden of disease;
strengthening the management and development of health workers; harnessing
knowledge, science, and technology; and strengthening health security. (5)
In the Region, the lessons that have been learned about the primary health care
approach since Alma-Ata have been overwhelmingly positive. We have seen that
countries that have implemented policies and programs based on primary health
care have registered the lowest levels of infant and maternal mortality. Other achie-
vements include improvement in public spending, increase in primary care s ...
1Running head OBESITY 4Running head OBESITY.docxvickeryr87
1
Running head: OBESITY
4
Running head: OBESITY
Obesity
NR503 Population Health, Epidemiology, & Statistical Principles
January 2018
Obesity
Obesity is a chronic medical condition and a significant health concern in the United States that is increasing worldwide. More than one third of the adults in the U.S. are obese. It is a leading cause of preventable illness and death (Centers for Disease Control and Prevention [CDC], 2016). This global epidemic is a leading concern for adults and for children who are predisposed to becoming obese as adults. This paper will discuss the significance of obesity in Florida, provide a background of the disease, review current surveillance and reporting methods, conduct a descriptive epidemiological analysis, discuss diagnosis and screening for prevention tools, develop an evidence based plan along with measureable outcomes to address obesity as an advanced practice nurse, and conclude with an overview of the main points presented.
Background and Significance
According to the CDC (2016), obesity is defined as “weight that is higher than what is considered as a healthy weight for a given height.” It involves excessive weight gain and accumulation of fat. In order to determine obesity, Body Mass Index or BMI is used to indirectly calculate a person’s body fat and health risk based on weight in relation to height. A BMI of 25.0 or above is considered overweight and 30.0 or greater is considered obese. Athletes with a greater amount of muscle mass may have a higher BMI even though they do not have excess body fat. Waist circumference is also used as a tool to diagnose obesity.
There are many causes that contribute to obesity, including behavioral, genetic, hormonal, environmental, and social factors. Increase in caloric intake, unhealthy eating habits, decrease in physical activity, certain medications, age, lack of sleep, quitting smoking, pregnancy, and certain medical disorders can contribute to weight gain (Mayo Clinic, 2018). Driving cars has replaced walking and riding bikes, technology has replaced engaging in physical activity, and easy access to cheaper foods has replaced nutritional importance. Most people are aware when weight is gained. Obvious signs and symptoms are tighter clothes, excess fat, and increased weight on a scale. Being overweight or obese increases the risk for many health diseases. Obesity may cause low endurance, breathing issues, excessive sweating, and joint discomfort. It can also lead to diabetes, gastroesophageal reflux disease, coronary heart disease, hypertension, high cholesterol, stroke, depression, and even certain types of cancer such as bowel, breast, and prostate cancer (Mayo Clinic, 2018).
Below is a map that highlights the obesity prevalence across the U.S. in 2016 according to the CDC. There is no significant difference in overall prevalence between men and women. The prevalence of women with a BMI > 35 is 18.3% compared to 12.5% of men. The.
200 words for each respond1)Obesity has become a com.docxdomenicacullison
200 words for each respond
1)
Obesity has become a common and problematic epidemic within the United States in which communities are gathering in forces to provide prevention tactics for the individuals as well as family oriented to encourage healthier lifestyle choices. Currently today an estimate of about 39% of the population struggled with obesity and unfortunately about 18.5% of these overweight categories were centered on youth in particular (Kelly, 2019). Being obese adds to increased risk of various kinds of debilitating illnesses and the criteria for obesity has now been clearly defined by the measurement of the body mass index in which health providers can effectively begin aggressive prevention once diagnosed. Heart disease, diabetes, psychological, and lifestyle issues with supposed potential cancers have been researched in the overall illness range that obesity influences (Center for Disease Control and Prevention, 2018). Contributing factors that increase the likelihood of overweight tendencies surface from genetic and socioeconomic influences. Those who have family that struggle with weight gain are highly likely to struggle also. Ethnic races have shown Hispanic and African American are the highest rates on obesity, 50% in both, while Caucasian and Asian are the lowest ranging scale of 37% to 12%. (Healthy People 2020, 2019).
Tactics to promote healthy lifestyles within a community are bringing awareness and prevention opportunities for families and individuals who acknowledged the risk factors of certain obesity formation. Individual or family adapted health behavior changes, prompts to encourage walking paths, trails, or public organizations that encourage healthy lifestyle such as the YMCA , enhanced school-based physical education with nutrition promotion and media campaigns that deliver the messages by television, social media, newspaper or radio are strong community strategies that can address the obesity epidemic today.
We as nurses can act as role models by educating the public on nutrition and obesity related problems. A healthy diet is a key component to reducing weight gain and overall health. As a community health nurse, the opportunity to closely work with people in providing education and healthier choices that help people feel they have options for nutrition can be seen as a personal counselor to develop goals and a plan for positive achievement. A form of exercise to complement the healthy diet can be applied by giving support to help individuals identify a safe and effective activity plan that they will stick to with encouragement to use public outlets. The community nurse can promote change by explaining the risk factors that cause obesity and provide more scientific elements of the health issue. By opening communication through means of community boards, social media, and leaflets or presentations in public areas such as YMCA or Health Department interest can be supported by.
1
Running head: OBESITY
3
Running head: OBESITY
Obesity
Lauren Urquiza
Chamberlain University
NR503 Population Health, Epidemiology, & Statistical Principles
January 2018
Obesity
Obesity is a chronic medical condition and a significant health concern in the United States that is increasing worldwide. More than one third of the adults in the U.S. are obese. It is a leading cause of preventable illness and death (Centers for Disease Control and Prevention [CDC], 2016). This global epidemic is a leading concern for adults and for children who are predisposed to becoming obese as adults. This paper will discuss the significance of obesity in Florida, provide a background of the disease, review current surveillance and reporting methods, conduct a descriptive epidemiological analysis, discuss diagnosis and screening for prevention tools, develop an evidence based plan along with measureable outcomes to address obesity as an advanced practice nurse, and conclude with an overview of the main points presented.
Background and Significance
According to the CDC (2016), obesity is defined as “weight that is higher than what is considered as a healthy weight for a given height.” It involves excessive weight gain and accumulation of fat. In order to determine obesity, Body Mass Index or BMI is used to indirectly calculate a person’s body fat and health risk based on weight in relation to height. A BMI of 25.0 or above is considered overweight and 30.0 or greater is considered obese. Athletes with a greater amount of muscle mass may have a higher BMI even though they do not have excess body fat. Waist circumference is also used as a tool to diagnose obesity.
There are many causes that contribute to obesity, including behavioral, genetic, hormonal, environmental, and social factors. Increase in caloric intake, unhealthy eating habits, decrease in physical activity, certain medications, age, lack of sleep, quitting smoking, pregnancy, and certain medical disorders can contribute to weight gain (Mayo Clinic, 2018). Driving cars has replaced walking and riding bikes, technology has replaced engaging in physical activity, and easy access to cheaper foods has replaced nutritional importance. Most people are aware when weight is gained. Obvious signs and symptoms are tighter clothes, excess fat, and increased weight on a scale. Being overweight or obese increases the risk for many health diseases. Obesity may cause low endurance, breathing issues, excessive sweating, and joint discomfort. It can also lead to diabetes, gastroesophageal reflux disease, coronary heart disease, hypertension, high cholesterol, stroke, depression, and even certain types of cancer such as bowel, breast, and prostate cancer (Mayo Clinic, 2018).
Below is a map that highlights the obesity prevalence across the U.S. in 2016 according to the CDC. There is no significant difference in overall prevalence between men and women. The prevalence of women with a BMI > 35 ...
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Public health is generally defined as the health of the population as a whole. The World Health Organization gives a more detailed definition as “the art and science of preventing disease, prolonging life, and promoting health through the organized efforts of society”. Government agencies are part of those organized efforts, including the FDA...
HEALTH POLICY ANALYSIS 2
HEALTH POLICY ANALYSIS
Student’s Name
Institutional Affiliation
Over the last two decades, the United States of America has experienced an increase in the deaths that result from opioid use disorder. For this reason, there was a need for the American congress to pass policies that would help the nation avert the impending national disaster. In October 2018, the American congress passed a new act that affected the country’s healthcare policies. Support for patients and communities act was passed in response to the opioid epidemic facing the United States of America. The show was developed in conjunction with other related actions to help address the problem of opioid addiction in the United States of America. Drug Addiction Act of 2000 provides a waiver for physicians prescribing drugs that manage opioid use disorder. Before passing the Support for patients and communities act, physicians were supposed to undergo an eight-hour training to be given the waiver to prescribe drugs such as buprenorphine. The Support for Patients and communities act allows graduate physicians to prescribe buprenorphine without restrictions (Shapiro et al., 2019).
One of the policy’s impacts on healthcare is that it provides for improved accessibility to evidence-based addiction treatment. Before the policy was enacted, it was hard for the opioid addicts in the United States of America to access treatment. Healthcare programs such as Medicare and Medicaid have expanded their services to ensure that opioid addicts access treatment plans. Such has made it easy for the American healthcare system to meet its target of improving healthcare access for all Americans (Incze et al., 2021).
Another way that the policy has impacted the American healthcare system is by expanding workforce opportunities. Healthcare facilities depend on other facilities to achieve the overall goal of achieving health among the patients. When the policy was passed, it raised the possibilities for healthcare support by increasing the recovery community centers. Opioid use disorder is an addiction that cannot be healed with a short-term treatment plan—the policy allowed for the building of community centers where opioid-addicted Americans can be treated until they recover. The community centers are essential to decongest the American healthcare facilities while supporting the overall goal of a healthy country. Patients recovering from Opioid addiction are housed in community centers while they undergo treatment before they are allowed to rejoin their respective communities (Jones & McCance-Katz, 2018).
The policy has been applied in healthcare practice by allowing for a capacity increase in emergency overdose response. Before the act was signed into law, many Americans died from an opioid overdose since physicians could not prescribe buprenorphine without mandatory training. Once the policy was enacted, it allowed physicians to prescribe buprenorphine ...
CHAPTER 7The policy processEileen T. O’GradyThere are tJinElias52
CHAPTER 7
The policy process
Eileen T. O’Grady
“There are three critical ingredients to democratic renewal and progressive change in America: good public policy, grassroots organizing and electoral politics.”
Paul Wellstone
Nurses can more strategically and effectively influence policy if they have a clear understanding of the policymaking process. Conceptual models can help to organize and interpret information by depicting complex ideas in a simplified form; to this end, political scientists have developed a number of conceptual models to explain the highly dynamic process of policymaking. This chapter reviews two of these conceptual models.
Health policy and politics
Health policy encompasses the political, economic, social, cultural, and social determinants of individuals and populations and attempts to address the broader issues in health and health care (see Box 7.1 for policy definitions). A clear understanding of the points of influence to shape policy is essential and includes framing the problem itself. For example, if nurses working in a nurse-managed clinic are troubled by staff shortages or long patient waits, they may be inclined to see themselves as the solution by working longer hours and seeing more patients. Defining and framing the problem is the first step in the policy process and involves assessing its history, patterns of impact, resource allocation, and community needs. Broadening and framing the problem to influence or educate stakeholders at the local, state, or federal level could include advocating for better access or funding for nursing workforce development (see Box 7.1).
BOX 7.1
Policy Definitions
Policy is authoritative decision making related to choices about goals and priorities of the policymaking body. In general, policies are constructed as a set of regulations (public policy), practice standards (workplace), governance mandates (organizations), ethical behavior (research), and ordinances (communities) that direct individuals, groups, organizations, and systems toward the desired behaviors and goals.
Health policy is the authoritative decisions made in the legislative, judicial, and executive branches of government that are intended to direct or influence the actions, behaviors, and decisions of others (Longest, 2016).
Policy analysis is the investigation of an issue including the background, purpose, content, and effects of various options within a policy context and their relevant social, economic, and political factors (Dye, 2016).
The next step is to bring the problem to the attention of those who have the power to implement a solution. Other key factors to consider include generating public interest, the availability of viable policy solutions, the likelihood that the policy will serve most of the people at risk in a fair and equitable fashion, and consideration of the organizational, community, societal, and political viability of the policy solution.
Public interest is a fascinating dynamic ...
DEVELOPMENT OF AN ADVOCACY CAMPAIGN (Part 2) 2
The Case for Frontotemporal Degeneration (FTD)
(Part 2)
NURS-6050N-23: Policy & Advocacy for Pop Health
Introduction
The present US health care policies and regulations established by the various government agencies, insurance companies and other healthcare organizations pose certain challenges to us as nurses and of course the patients who are generally the ones caught in the middle of cost and payment constraints and access to applicable quality care. According to the 2005 data from the United States Census Bureau about 50 million Americans are uninsured while at the same time the cost of health care is still rising. With the continued rising costs of care, degenerating and lack of access to comprehensive care, and poor-quality services, there is an urgent need to improve our health care performances in the United States. (Carey, 2006). As such, changes are required in government, health care organizations and insurance policies that tackles most of the health-related issues. (Kendig, 2006). This project focuses on the development of an advocacy campaign with a view towards addressing how current laws or regulations may affect how to proceed in advocating for a proposed policy and how to influence legislators and other policymakers to enact a policy. The project also examined possible barriers to the legislative steps that could impede a proposed policy from being enforced as designed. (WaldenU, 2017).
The existing laws and regulations that are used can address the situation and contribute to changing the chronic illnesses that plague the world but using these strategies by themselves will not be suffice for addressing the problems associated with Non-Communicable Diseases across the world. This is because many countries have weak health care systems, even those that are considered “First” world countries such as America. The existing laws and regulations are encapsulated in global legal doctrines as well as national doctrines to provide budgeting for healthcare prevention but this often is negatively impacted by under-budgeting that occurs, poor demand forecasting, and poor distribution of services to those most in need. (Cherry, & Trotter Betts, 2005).
Governments across the world are implementing fiscal policies that are predicated upon raising taxes, utilization of subsidiary statutory instruments such as regulations that establish standards that must be met toward cigarettes, alcohol, and other major contributors to NCDs, and the improvement of access to NCD treatments. Government agencies also play a role in monitoring and enforcing regulations that are established to address this global healthcare problem. Other measures that are taken by governments are predicated upon the allocation of resources to train healthcare providers, developing policies that ensure the retention of healthcare providers, establi.
EDUC 742EDUC 742Reading Summary and Reflective Comments .docxtidwellveronique
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
Brummelen
First of all, I love this book. It goes into practices and prospective within the interaction between theory and practice. It explains why in public schools that God cannot be taught and how the Christian schools central theme is focused in the teachings of Jesus Christ. In this chapter it.
EDUC 380 Blog Post Samples Module 1 The Brain Below .docxtidwellveronique
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
the tallest rock, it gave me the reward of spending more time with the older teenagers.
If I had jumped off the shorter rock, I could have not been accepted into the group
because they did not view me as mature as themselves. Therefore, I would have been
penalized for not.
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docxtidwellveronique
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
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Running head: OBESITY
3
Running head: OBESITY
Obesity
Lauren Urquiza
Chamberlain University
NR503 Population Health, Epidemiology, & Statistical Principles
January 2018
Obesity
Obesity is a chronic medical condition and a significant health concern in the United States that is increasing worldwide. More than one third of the adults in the U.S. are obese. It is a leading cause of preventable illness and death (Centers for Disease Control and Prevention [CDC], 2016). This global epidemic is a leading concern for adults and for children who are predisposed to becoming obese as adults. This paper will discuss the significance of obesity in Florida, provide a background of the disease, review current surveillance and reporting methods, conduct a descriptive epidemiological analysis, discuss diagnosis and screening for prevention tools, develop an evidence based plan along with measureable outcomes to address obesity as an advanced practice nurse, and conclude with an overview of the main points presented.
Background and Significance
According to the CDC (2016), obesity is defined as “weight that is higher than what is considered as a healthy weight for a given height.” It involves excessive weight gain and accumulation of fat. In order to determine obesity, Body Mass Index or BMI is used to indirectly calculate a person’s body fat and health risk based on weight in relation to height. A BMI of 25.0 or above is considered overweight and 30.0 or greater is considered obese. Athletes with a greater amount of muscle mass may have a higher BMI even though they do not have excess body fat. Waist circumference is also used as a tool to diagnose obesity.
There are many causes that contribute to obesity, including behavioral, genetic, hormonal, environmental, and social factors. Increase in caloric intake, unhealthy eating habits, decrease in physical activity, certain medications, age, lack of sleep, quitting smoking, pregnancy, and certain medical disorders can contribute to weight gain (Mayo Clinic, 2018). Driving cars has replaced walking and riding bikes, technology has replaced engaging in physical activity, and easy access to cheaper foods has replaced nutritional importance. Most people are aware when weight is gained. Obvious signs and symptoms are tighter clothes, excess fat, and increased weight on a scale. Being overweight or obese increases the risk for many health diseases. Obesity may cause low endurance, breathing issues, excessive sweating, and joint discomfort. It can also lead to diabetes, gastroesophageal reflux disease, coronary heart disease, hypertension, high cholesterol, stroke, depression, and even certain types of cancer such as bowel, breast, and prostate cancer (Mayo Clinic, 2018).
Below is a map that highlights the obesity prevalence across the U.S. in 2016 according to the CDC. There is no significant difference in overall prevalence between men and women. The prevalence of women with a BMI > 35 ...
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HEALTH POLICY ANALYSIS 2
HEALTH POLICY ANALYSIS
Student’s Name
Institutional Affiliation
Over the last two decades, the United States of America has experienced an increase in the deaths that result from opioid use disorder. For this reason, there was a need for the American congress to pass policies that would help the nation avert the impending national disaster. In October 2018, the American congress passed a new act that affected the country’s healthcare policies. Support for patients and communities act was passed in response to the opioid epidemic facing the United States of America. The show was developed in conjunction with other related actions to help address the problem of opioid addiction in the United States of America. Drug Addiction Act of 2000 provides a waiver for physicians prescribing drugs that manage opioid use disorder. Before passing the Support for patients and communities act, physicians were supposed to undergo an eight-hour training to be given the waiver to prescribe drugs such as buprenorphine. The Support for Patients and communities act allows graduate physicians to prescribe buprenorphine without restrictions (Shapiro et al., 2019).
One of the policy’s impacts on healthcare is that it provides for improved accessibility to evidence-based addiction treatment. Before the policy was enacted, it was hard for the opioid addicts in the United States of America to access treatment. Healthcare programs such as Medicare and Medicaid have expanded their services to ensure that opioid addicts access treatment plans. Such has made it easy for the American healthcare system to meet its target of improving healthcare access for all Americans (Incze et al., 2021).
Another way that the policy has impacted the American healthcare system is by expanding workforce opportunities. Healthcare facilities depend on other facilities to achieve the overall goal of achieving health among the patients. When the policy was passed, it raised the possibilities for healthcare support by increasing the recovery community centers. Opioid use disorder is an addiction that cannot be healed with a short-term treatment plan—the policy allowed for the building of community centers where opioid-addicted Americans can be treated until they recover. The community centers are essential to decongest the American healthcare facilities while supporting the overall goal of a healthy country. Patients recovering from Opioid addiction are housed in community centers while they undergo treatment before they are allowed to rejoin their respective communities (Jones & McCance-Katz, 2018).
The policy has been applied in healthcare practice by allowing for a capacity increase in emergency overdose response. Before the act was signed into law, many Americans died from an opioid overdose since physicians could not prescribe buprenorphine without mandatory training. Once the policy was enacted, it allowed physicians to prescribe buprenorphine ...
CHAPTER 7The policy processEileen T. O’GradyThere are tJinElias52
CHAPTER 7
The policy process
Eileen T. O’Grady
“There are three critical ingredients to democratic renewal and progressive change in America: good public policy, grassroots organizing and electoral politics.”
Paul Wellstone
Nurses can more strategically and effectively influence policy if they have a clear understanding of the policymaking process. Conceptual models can help to organize and interpret information by depicting complex ideas in a simplified form; to this end, political scientists have developed a number of conceptual models to explain the highly dynamic process of policymaking. This chapter reviews two of these conceptual models.
Health policy and politics
Health policy encompasses the political, economic, social, cultural, and social determinants of individuals and populations and attempts to address the broader issues in health and health care (see Box 7.1 for policy definitions). A clear understanding of the points of influence to shape policy is essential and includes framing the problem itself. For example, if nurses working in a nurse-managed clinic are troubled by staff shortages or long patient waits, they may be inclined to see themselves as the solution by working longer hours and seeing more patients. Defining and framing the problem is the first step in the policy process and involves assessing its history, patterns of impact, resource allocation, and community needs. Broadening and framing the problem to influence or educate stakeholders at the local, state, or federal level could include advocating for better access or funding for nursing workforce development (see Box 7.1).
BOX 7.1
Policy Definitions
Policy is authoritative decision making related to choices about goals and priorities of the policymaking body. In general, policies are constructed as a set of regulations (public policy), practice standards (workplace), governance mandates (organizations), ethical behavior (research), and ordinances (communities) that direct individuals, groups, organizations, and systems toward the desired behaviors and goals.
Health policy is the authoritative decisions made in the legislative, judicial, and executive branches of government that are intended to direct or influence the actions, behaviors, and decisions of others (Longest, 2016).
Policy analysis is the investigation of an issue including the background, purpose, content, and effects of various options within a policy context and their relevant social, economic, and political factors (Dye, 2016).
The next step is to bring the problem to the attention of those who have the power to implement a solution. Other key factors to consider include generating public interest, the availability of viable policy solutions, the likelihood that the policy will serve most of the people at risk in a fair and equitable fashion, and consideration of the organizational, community, societal, and political viability of the policy solution.
Public interest is a fascinating dynamic ...
DEVELOPMENT OF AN ADVOCACY CAMPAIGN (Part 2) 2
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NURS-6050N-23: Policy & Advocacy for Pop Health
Introduction
The present US health care policies and regulations established by the various government agencies, insurance companies and other healthcare organizations pose certain challenges to us as nurses and of course the patients who are generally the ones caught in the middle of cost and payment constraints and access to applicable quality care. According to the 2005 data from the United States Census Bureau about 50 million Americans are uninsured while at the same time the cost of health care is still rising. With the continued rising costs of care, degenerating and lack of access to comprehensive care, and poor-quality services, there is an urgent need to improve our health care performances in the United States. (Carey, 2006). As such, changes are required in government, health care organizations and insurance policies that tackles most of the health-related issues. (Kendig, 2006). This project focuses on the development of an advocacy campaign with a view towards addressing how current laws or regulations may affect how to proceed in advocating for a proposed policy and how to influence legislators and other policymakers to enact a policy. The project also examined possible barriers to the legislative steps that could impede a proposed policy from being enforced as designed. (WaldenU, 2017).
The existing laws and regulations that are used can address the situation and contribute to changing the chronic illnesses that plague the world but using these strategies by themselves will not be suffice for addressing the problems associated with Non-Communicable Diseases across the world. This is because many countries have weak health care systems, even those that are considered “First” world countries such as America. The existing laws and regulations are encapsulated in global legal doctrines as well as national doctrines to provide budgeting for healthcare prevention but this often is negatively impacted by under-budgeting that occurs, poor demand forecasting, and poor distribution of services to those most in need. (Cherry, & Trotter Betts, 2005).
Governments across the world are implementing fiscal policies that are predicated upon raising taxes, utilization of subsidiary statutory instruments such as regulations that establish standards that must be met toward cigarettes, alcohol, and other major contributors to NCDs, and the improvement of access to NCD treatments. Government agencies also play a role in monitoring and enforcing regulations that are established to address this global healthcare problem. Other measures that are taken by governments are predicated upon the allocation of resources to train healthcare providers, developing policies that ensure the retention of healthcare providers, establi.
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EDUC 742EDUC 742Reading Summary and Reflective Comments .docxtidwellveronique
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
Brummelen
First of all, I love this book. It goes into practices and prospective within the interaction between theory and practice. It explains why in public schools that God cannot be taught and how the Christian schools central theme is focused in the teachings of Jesus Christ. In this chapter it.
EDUC 380 Blog Post Samples Module 1 The Brain Below .docxtidwellveronique
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
the tallest rock, it gave me the reward of spending more time with the older teenagers.
If I had jumped off the shorter rock, I could have not been accepted into the group
because they did not view me as mature as themselves. Therefore, I would have been
penalized for not.
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docxtidwellveronique
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
EDUC 740
Prayer Reflection Report Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Structure & Organization
33 to 35 points
The paper has a clearly constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses excellent transitions from previous paragraphs. The paper has a clear conclusion. Overall writing style is appropriate for a graduate-level course.
30 to 32 points
The paper has a constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses transitions from previous paragraphs. The paper has a conclusion. Overall writing style is appropriate for a graduate-level course.
1 to 29 points
The paper has a constructed introduction that is beginning to build the foundation for further reflection. The structure is vague and difficult to follow. Not all paragraphs are focused and don’t always use transitions from previous paragraphs. The paper has a conclusion. Overall writing style is not appropriate for a graduate-level course.
0 points
Not present
Analysis
19 to 20 points
The content reflects higher-level thinking through critical self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes specific examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes specific examples of the impact of the assignment on your own life.
17 to 18 points
The content reflects thinking through self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes examples of the impact of the assignment on your own life.
1 to 16 points
The content does not reflect higher-level thinking through critical self-evaluation and application of principles learned. Includes a vague discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes minimal examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes ambiguous examples of the impact of the assignment on your own life.
0 points
Not present
Support
14 to 15 points
Biblical references and principles are integrated into the paper appropriately, demonstrating an excellent understanding of biblical leadership principles.
13 points
Biblical references and principles are integrated.
EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docxtidwellveronique
EDUC 6733 Action Research for Educators
Reading Literacy
Draft
Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docxtidwellveronique
EDUC 364: The Role of Cultural Diversity in Schooling
A dialectical journal is one in which you engage in conversation with the text. This involves pulling quotes from the text, and providing your reaction, thoughts, analysis and/or questions about what you’ve read. When reading a chapter from Spring(chapter2 and 3), choose 3-5 short passages/selections from each assigned chapter on which to reflect. See the example below. You can format your DJ in a chart format (see next page for template), or you can format it simply as a question/answer format like below. The goal is to use the DJ to think through your reactions and prepare for discussion. Submit your DJ to Cougar Courses prior to class, and if you don’t have your computer with you in class, print it out so you have it with you for a class discussion
Example
Quote: “Faced with the world’s migration of people’s, some countries, such as Singapore, have maintained cultural pluralism by providing public schools that use the child’s home language and reflect the cultural values of the child’s home. Through the use of educational methods that promote cultural pluralism, Singapore has been able to maintain Chinese, Malay, and Indian cultures and languages. Therefore, there have been different educational approaches to the intersection of cultures resulting from globalization...Minority cultures in the United State have primarily experienced cultural genocide, deculturalization, and denial of education. Immigrant groups have mostly experienced assimilation and hybridity.” (Chapter 1).
Response: This is always what I come back to when thinking about American education. We could have chosen a different path, a different approach educating the various groups of children that have come through the school system. But instead of seeing schooling primarily as a democratizing tool, the founders and those in government who came after them saw schooling as a tool for deculturalization, for imposing hegemony. What is most frustrating is how to tease out how our current system still contains the legacy of those oppressive institutional choices. Seeing those remnants for what they are--clearly--is the only way to change the system to truly benefit all kids.
.
EDUC 144 Writing Tips The writing assignments in this cla.docxtidwellveronique
EDUC 144 Writing Tips
The writing assignments in this class require students to engage in critical thinking and analysis,
producing papers that go beyond simple summaries of course readings by utilizing concepts, ideas, and
findings in course readings to critically analyze contemporary schooling and academic achievement in
the United States. Below is a list of suggestions to help you write strong papers that are critical and
analytical.
The introductory paragraph should briefly mention the topic and purpose/focus of your paper and state
your thesis in clear, specific terms (i.e. “In this paper, I will argue…” or “I will contend...,” or “I will
demonstrate…”).
Each paragraph in the body of the paper should be tightly organized around one main idea. Each
paragraph should build on previous ones and provide concrete examples/findings from the week’s
readings that serve as data that support your analysis, or examples from your own experiences and
observations of schooling that serve as evidence in support of your analysis. If you are drawing on a
specific theoretical concept(s) or idea(s) in your analysis, remember to clearly define and explain the
concept(s) or idea(s) before using that concept(s) or idea(s) to investigate and analyze particular aspects
of contemporary schooling.
The concluding paragraph needs to restate the thesis and main points addressed in the paper.
Sometimes writers do not know what their argument is until they have reached the end of the paper—or
the thesis has changed by the end. If either of these happens to you, be sure to put your thesis in the first
paragraph as well and/or make sure that you are making the same argument throughout the paper.
Things to keep in mind, at the level of the paragraph:
Make sure your comments are relevant to the topic at hand: one way to do this is to make an outline of
each paragraph’s main idea; each one should clearly relate to the topic and focus/purpose or thesis of
your paper. It is writer’s responsibility to select relevant concepts or ideas, examples of research
findings from the week’s readings, and/or personal experiences and observations that relate directly to
the topic and purpose/focus of the paper. It is not appropriate to expect the reader to do this instead.
Remember, examples/research findings and personal experiences and observations are not “obviously”
evidence in support of your analysis until you explicitly explain how these examples/findings/
experiences/observations support the claims in your analysis.
Make sure each paragraph’s main idea is clearly connected to your thesis.
*Smoothly transition between paragraphs: connect first line of new paragraph with main idea of
previous paragraph.
*Stick to the facts at hand—do not overstate your case.
Things to keep in mind, at the level of the sentence:
*Tighten sentence structure: combine sentences when possible by eliminating redundant information.
*Employ p.
EDUC 1300- LEARNING FRAMEWORK
Portfolio Page Prompts
INTRODUCTION
This page introduces, not you, but your portfolio. . Invite people into the portfolio and give them a reason for
exploring further Convey your purpose in creating the portfolio. Include a picture of yourself, and a quote
that is meaningful to you. No attachment is needed on this page. (10 points)
ABOUT ME
This page introduces you. Share information about yourself – your family, hobbies, work, and what you enjoy.
Don’t just TELL people, SHOW who you are, too. Things you might include: photos, images, or video/links
that interest you. Attach your Quality World Essay or another paper about yourself to this page. (10 points)
GOALS
List your long-term goals: personal, education, career. Identify the short-term and intermediate goals that will
help you progress toward these long-term goals. Include images that help you and your viewer visualize your
goals. Attach your degree plan/Timeline assignment to show your academic plans/goals. (10 points)
LEARNING
This page showcases what you’ve learned about your learning. Collect information you’ve gathered about
yourself and how you learn, such as learning styles inventories, personality type indicators, and your
Strengthsquest assessment. Interpret those results and draw conclusions about yourself from this evidence and
write about it. Attach your Insight Report from Strengthsquest so your viewer can learn more about your top
5 strengths or another assessment report which have helped you identify how you learn. (15 points)
THINKING
What have you learned this semester about critical thinking? What have you created that demonstrates the
quality of your thinking? Select examples and identify these qualities in your reflection. Attach an
assignment/paper from this class or another that show your thinking abilities. (15 points)
RESEARCH
On this page, post a question that you’ve selected to research and write what you found. What did you learn
about using the online databases? How will that help you in future classes? Attach your annotated
bibliography/research organizers and/or a research paper from another course. (15 points)
REFLECTION:
Your Introduction page described the purpose of the portfolio. On this page, provide a conclusion. Reflect on
your experience in the course and semester in creating this portfolio. Consider the following prompts:
What expectations or assumptions did you have before the course began? Were they valid or invalid?
How has the course contributed to your understanding of yourself and others?
What impact did the course have on your understanding of your quality world?
How do you now assume responsibility for your learning? What thinking and behaviors will you further
develop on your journey to becoming an autonomous learner?
(15 points)
EDUC 1300 Learning Framework Grading Rubric
Page Unsatisfactory
.
EDU734 Teaching and Learning Environment Week 5.docxtidwellveronique
EDU734: Teaching and
Learning Environment
Week 5: Curriculum
Development
Topic goals
To gain an understanding of the concept of
curriculum development and its importance
To gain an understanding of how curriculum
is implemented in different cultural contexts
Task – Forum
Do you think that the current school curriculum needs
to be adapted more to the modern culture? If so, in
what ways do you think it can be done?
What do you consider to be the implications for the
nature of valid knowledge in the future school curriculum?
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
5.1 Introduction
Curriculum lies at the heart of educational policies and practices.
They are are highly political documents which convey ideological positions about
the type of education that should be given in different cultural contexts and the
citizenship values that can be shared by the citizen of a state (Apple, 2004).
Each society has its own values and beliefs which they want to be translated into
educational objectives via the curriculum.
“Curriculum is a comprehensive plan for an educational programme/institute/
course to offer new or improved manpower to accomplish the rising needs of a
dynamic society” (Pillai, 2015).
5.1.1 Orientations to curriculum
Child-centred
Society-centred
Knowledge-centred
Eclectic
5.1.2 Determinants of the curriculum
Basic needs
Social aspects
Cultural factors
Individual talents
Ideals: intellectual, moral, aesthetic, religious
Tradition
(Pillai, 2015)
EDU734: Teaching and Learning Environment Page 2
EDU734: Teaching and
Learning Environment
5.2 Definition of Curriculum Development
Curriculum development is defined as the process which is planned, purposeful,
progressive, and systematic in order to create positive improvements in the
educational system.
The curriculum is affected by any changes or developments that affect society
(Alvior, 2014).
It needs to correspond to those changes but at the same time to respect all
people despite of gender, ethnicity, disability, religion etc. (Symeonidou and
Mavrou, 2014).
2. How can
1. What learning 3. How can
4. How can the
educational experiences learning
effectiveness of
purposes that are likely to experiences be
learning
should the be useful in organised for
experiences be
school seek to attaining these effective
evaluated?
attain? objectives be instruction?
selected?
Diagram 5.1: Four questions for the organization and development of the
curriculum (Tyler, 1949, cited in Howard, 2007)
EDU734: Teaching and Learning Environment Page 3
EDU734: Teaching and
Learning Environment
5.2.1 Four principles for the development of any curriculum:
Def.
EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docxtidwellveronique
EDU 505 – Contemporary Issues in Education
COURSE DESCRIPTION
Examines theory, research, and practices relating to critical issues faced by educators today. Discusses contemporary concerns in American and global education: National and local initiatives in education, the evolving relationship between schools and communities, impacts of public policy on the educational enterprise, and current social, political, economic, and legal issues influencing schools are explored from American and global perspectives. Evaluates the future of education in both industrial and developing countries, including growth of learning needs and inequities both within and between countries. Emphasizes problem identification, analysis, and remediation, with the latter focusing on “best of breed” innovative practices.
INSTRUCTIONAL MATERIALS
Required Resources – Textbook
Tozer, S. E., Senese, G., & Violas, P. C. (2013). School and society: Historical and contemporary perspectives (7th ed.). New York, NY: McGraw-Hill.
Required Resources – Articles
Baker, B., Sciarra, D., & Farrie, D. (2014). Is School Funding Fair? A National Report Card. Retrieved from http://www.schoolfundingfairness.org/National_Report_Card_2014.pdf
Baker, B., & Corcoran, S. (2012). The Stealth Inequities of School Funding: How State and Local School Finance Systems Perpetuate Inequitable Student Spending. Center for American Progress. Retrieved from https://www.americanprogress.org/issues/education/report/2012/09/19/38189/the-stealth-inequities-of-school-funding/
Brackemyre, T. (2012). Education to the Masses: The Rise of Public Education in Early America. History Scene. Retrieved from http://www.ushistoryscene.com/uncategorized/riseofpubliceducation/
Cobb, N. (2014). Climate, Culture and Collaboration: The Key to Creating Safe and Supportive Schools. Techniques: Connecting Education and Careers. Retrieved from: http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=1bde4a76-6090-47af-8294-13f37c6936c7%40sessionmgr110&vid=16&hid=112
Gardner, H. (2011). To improve U.S. education, it’s time to treat teachers as professionals. The Washington Post. Retrieved from http://www.washingtonpost.com/national/on-leadership/to-improve-us-education-its-time-to-treat-teachers-as-professionals/2011/07/18/gIQA8oh2LI_story.html
Garrity, C., & Jens, K. (1997). Bully Proofing Your School: Creating a Positive Climate. Intervention in School & Clinic. Retrieved from http://eds.b.ebscohost.com/eds/detail/detail?vid=2&sid=1bde4a76-6090-47af-8294-13f37c6936c7%40sessionmgr110&hid=112&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=a9h&AN=9703123351
Hiler, T., & Hatalsky, L.(2014). TEACH Grant Trap: Program to Encourage Young People to Teach Falls Short. Third Way. Retrieved from http://www.thirdway.org/memo/teach-grant-trap-program-to-encourage-young-people-to-teach-falls-short
Hinduja, S., & Patchin, J. (2015). Cyberbullying Legislation and Case Law: Implications for School Policy and Practice. Retrieved from.
EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docxtidwellveronique
EDU 3338 Lesson Plan Template
Candidate Name:
Cooperating Teacher Name:
Placement Site:
Grade Level:
Subject:
Length of Lesson:
Lesson Title:
Date of Lesson:
Learning Central Focus
Central Focus
What is the central focus for the content in the learning segment?
Content Standard
What standard(s) are most relevant to the learning goals?
Student Learning Goal(s)/ Objective(s)
Skills/procedures
What are the specific learning goal(s) for student in this lesson?
Concepts and reasoning/problem solving/thinking/strategies[footnoteRef:1] [1: The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject specific components. ]
What are the specific learning goal(s) for students in this lesson?
Prior Academic Knowledge and Conceptions
What knowledge, skills, and concepts must students already know to be successful with this lesson?
What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?
Theoretical Principles and/or Research–Based Best Practices
Why are the learning tasks for this lesson appropriate for your students?
Materials
What materials does the teacher need for this lesson?
What materials do the students need for this lesson?
Assessments, Instructional Strategies, and Learning Tasks
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch
__________ Minutes
How will you start the lesson to engage and motivate students in learning?
Pre-Assessment
How will you find out what students already know about the lesson objective?
What tangible pre-assessments will you administer?
How will you evaluate student performance on the pre-assessment?
Instruction
__________ Minutes
What will you do to engage students in developing understanding of the lesson objective(s)?
How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?
What will you say and do? What questions will you ask?
How will you engage students to help them understand the concepts?
What will students do?
How will you determine if students are meeting the intended learning objectives?
Structured Practice and
Application
__________ Minutes
How will you give students the opportunity to practice so you can provide feedback?
How will students apply what they have learned?
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?
Formative Assessment
What formative assessment techniques will you utilize to determine if students are meeting the intended learning objectives?
Differentiation/ Planned Support
How will you provide students access to learning based on individual and group need.
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docxtidwellveronique
EDU 3215 Lesson Plan Template & Elements
Name: Andres Rodriguez
Email address: [email protected]
Content Areas: English Language Arts and Social Studies
Common Core Standard(s): (list and write all applicable)
ELA CCSS:
RI 7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RI 7.3 - Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
RI 7. 4 - Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word choice on
meaning and tone.
CCSS: RH.6–8.1: Cite specific textual evidence to support analysis of primary and secondary
sources.
RH.6–8.2: Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of the source distinct from prior knowledge or opinions.
Essential Question(s): How did colonists, African Americans, and Native Americans choose
sides during the Revolutionary War?
Introduction and Lesson Objective (outline the purpose for the lesson in 50 -100 words)
E.g., This lesson is focused on the role of the Native Americans during the American
Revolution. Students explored the roles of the Patriots and the Red Coats and will synthesize this
information with the roles of Native Americans during the American Revolution. The purpose is
for students to understand the variety of people and reasons who were involved in the American
Revolution.
Resources/Materials/Technology Utilized:
E.g., Computer, Smartboard, NewsELA article, Reading about Mohawk Mary Molly Bryant,
Notebooks, Pens, Pencils, Index cards, looseleaf
Instructional Sequence (x amount of minutes/ how many days will this lesson cover).
Include evidence of Explicit Instruction within the tasks/activity:
ortliebe
Highlight
ortliebe
Highlight
Time Allocation Objective Activity
Assessment/Evaluatio
n
7-9 minutes
This will help
the teacher
gauge what
knowledge the
students are
coming into the
lesson with.
Do Now - Answer the
following question:
Who do you think the
Native Americans fought
with/along side during the
American Revolution?
Why do you believe they
chose this side.
Teacher will walk
around and take note
of how many students
choose Patriots or Red
Coats. This will help
with grouping in
future lessons.
10 minutes
Reading a
document about
Mohawk Mary
Molly Bryant as
a class to help
students with
annotating
relevant facts
and details that
will help them
answer critical
thinking
questions later
on.
Reading a document about
a Native American woman,
Mohawk Mary Molly
Bryant as a class. Teacher
asks the following
questions during the
reading and students
underline/annotate the
answers based on t.
EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docxtidwellveronique
EDST 1100R: SITUATED LEARNING
EDST 1100 N: Situated Learning
Thursdays, 2.30 – 5.30
Keele Campus, Mac 050B
Winter, 2020
Instructor: Dr. Lorin Schwarz
Email: [email protected]
Office Hours: ½ hour after class, or by appointment
*
Learning is intentional and contextual, and it involves developing systems and structures that not only allow but also encourage organization members to learn and grow together –to develop “communities of practice.”
-Preskill and Torres
The idea of a subject that calls to us is more than metaphor. In the community of truth, the knower is not the only active agent –the subject itself participates in the dialectic of knowing...geologists are people who hear rocks speak, historians are people who hear the voices of the long dead, writers are people who hear the music of words. The things of the world call to us, and we are drawn to them –each of us to different things, as each is drawn to different friends.
--Parker J. Palmer
Teaching is a complex, relational, and creative event. When I teach, I am simultaneously involved in several dynamic relations: with myself, with my everyday world, with my subject matter, and with my students. I cannot really teach if I am not engaged with my students or if my students are not involved with me.
--Carol S. Becker
The relationship between our physical constraints and the assertion of our freedom is not a 'problem' requiring a solution. It is simply the way human beings are. Our condition is to be ambiguous to the core, and our task is to learn to manage the movement and uncertainty in our existence, not banish it...the ambiguous human condition means tirelessly trying to take control of things. We have to do two near-impossible things at once: understand ourselves as limited by circumstances, and yet continue to pursue our projects as though we are truly in control.
--Sarah Bakewell
Course Description
Welcome to EDST 1100: “Situated Learning.” As described in the university calendar, the aims of this seminar are as follows:
“This course is framed around situated learning theories in relation to the provisioning of educational experiences in a variety of contexts (e.g., early familial experiences, formal educational experiences, cultural educational experiences, employment educational experiences). Students are first introduced to the major principles of families of learning theories (e.g., behaviourism, cognitivism, social learning theory, social constructivism). This introduction is followed by in-depth study of situated learning theory drawing from Lave and Wenger (1991) a seminal text in the field. Students engage in exploring exemplars of situated learning drawing from theory to understand the factors at play in the exemplars because, as situated learning theory would suggest, the representations of situated learning theory must be situated in relation to reference points. Given any particular learning engagement’s situational parameters, stu.
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docxtidwellveronique
EDU 151 Thematic Unit Required Components
Thematic Unit Requirements
Component Parts of Selected Thematic Unit
A) Study Topic - Select a specific appropriate topic reflecting children’s interests and experiences. Topics that are too broad or not developmentally applicable will not be considered. Examples of this type of topic include Ocean, Rain Forest, Outer Space. Examples of specific appropriate topics are shoes, worms, rocks.
A)
B) Age Level –“Birth through Second Grade” Select an age or grade level.
B)
C) Focus - Develop a one-sentence focus statement that summarizes the direction and intent of the unit.
C)
D) Objectives - Identify three or four specific objectives you wish children to master by the completion of the unit, use the appropriate NC Early Learning Standards for the age of the child.
D)
E) Resources - You will need to cite all resources used throughout the study topic. For example: Internet resources (specific web site), printed resources, magazines, newspaper, journals, audio/visual resources, field trips, etc.
E)
F) Extensions Activities - Complete the attached Lesson Plan Forms in detail. You should also include two extension activities (extended activities or enrichment activities).
F)
G) Discussion Questions – Include at least three open-ended questions that will help children think about the topic in varied and divergent ways.
G)
H) Literature Selections - Select children’s books that relate to the theme and are developmentally appropriate for the children you will be working with
H)
I) Culminating activity - The culminating activity is a project or activity that engages children in a meaningful summarization of their discoveries and leads to new ideas, understandings and connections.
J) Evaluation - Devise appropriate means of evaluating children’s progress throughout the unit based on the objectives chosen above.
Student Name: _________ Date: _________
Assessment Name: Study Topic Unit
This assessment is used in every section of EDU 151
This assessment is designed to focus on Standards #4 and #5
This assessment is designed to focus on Supportive Skill # 3, #4, and #5
D/F
C
B
A
100
Unsatisfactory
Average
Good
Very Good
Standard or
Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
(Attach Weekly Planning Form to Standard 4c in School Chapters)
4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches
Activities are not developmentally appropriate and do not incorporate a range of teaching approaches
0 – 12
Activities are mostly developmentally appropriate and incorporate a few teaching approaches
13
Activities are developmentally appropriate and incorporate varied teaching approaches
14
Activities are developmentally appropriate and incorporate a wide array of teaching approache.
EDSP 429
Differentiated Instruction PowerPoint Instructions
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction. In practice, it involves offering several different learning experiences in response to students’ varied needs. You will use theories, vocabulary, and models to construct a PowerPoint presentation that gives an overview of differentiated instruction.
1. Construct the PowerPoint presentation as if you were addressing peers in an in-service training on differentiated instruction.
2. The PowerPoint presentation must be 7–12 slides.
3. The PowerPoint presentation must address the following topics:
· Definition of differentiated instruction
· Advantages to students with special needs
· At least 3 specific examples of differentiated instruction
· References page
The Differentiated Instruction PowerPoint is due by 11:59 p.m. (ET) on Monday of Module/Week 5.
EDSP 429
D
IFFERENTIATED
I
NSTRUCTION
P
OWER
P
OINT
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
PowerPoint
p
resentation that demonstrates
your
ability to apply course concepts and vocabulary to the topic of
d
ifferentiated
i
nstruction
.
Differentiated
instruction is a form of instruction that seeks to maximize each student
’
s growth
by recognizing that students have different ways of learning, different interests, and different
ways of responding to instruction. In practice, it involves offering several
different learning
experiences in response to students
’
varied needs.
You will
use theories, vocabulary, and models
to construct a
PowerPoint
p
resentation that gives an overview of differentiated
instruction
.
1.
Construct the
PowerPoint
presentation as if yo
u were addressing peers in an in
-
service
training on differentiated instruction.
2.
The
PowerPoint
presentation
must
be 7
–
12
slides
.
3.
The
PowerPoint
presentation
must
address the following topics:
·
Definition of differentiated
i
nstruction
·
Advantages to student
s with special needs
·
At least 3
specific examples
of differentiated instruction
·
References
page
The
Differentiated Instruction
PowerPoint
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
5
.
EDSP 429
DIFFERENTIATED INSTRUCTION POWERPOINT INSTRUCTIONS
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your
ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth
by recognizing that students have different ways of learning, different interests,.
EDSP 429Fact Sheet on Disability Categories InstructionsThe pu.docxtidwellveronique
EDSP 429
Fact Sheet on Disability Categories Instructions
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to eligible children with disabilities. It specifically identifies 13 categories of disabilities that are entitled to special education services. Using relevant reliable websites and your text, you are to construct a Fact Sheet that explains each of the disability categories in terms that are understandable for the general public.
1. Develop the Fact Sheet as if it would be used to educate parents or others in the general public about disabilities that receive special education services.
2. Include an introduction stating the purpose of the fact sheet and the information provided.
3. Each disability category must be fully defined.
4. A minimum of 3 sources should be cited and referenced, one of which should be the textbook.
5. A reference page must be included.
The Fact Sheet on Disability Categories is due by 11:59 p.m. (ET) on Monday of Module/Week 2.
EDSP 429
F
ACT
S
HEET ON
D
ISABILITY
C
ATEGORIES
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
Fact Sheet
that demonstrates
your
ability to
articulate the charac
teristics of each of the IDEA
recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using
relevan
t reliable websites and your text, you are to
construct a Fact Sheet that explains each of the disability categories in terms that are
understandable for the general public.
1.
Develop the Fact Sheet as if it would be used to educate parents or others in th
e general
public about disabilities that receive special education services.
2.
Include an introduction stating the purpose of the fact sheet and the information provided.
3.
Each disability category must be fully defined
.
4.
A minimum of 3 sources should be cited
and referenced, one of which should be the
textbook.
5.
A reference page must be included.
The
Fact Sheet on Disability Categories
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
2
.
EDSP 429
FACT SHEET ON DISABILITY CATEGORIES INSTRUCTIONS
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to
articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using relevant reliable websites and your.
EDSP 370Individualized Education Plan (IEP) InstructionsThe .docxtidwellveronique
EDSP 370
Individualized Education Plan (IEP) Instructions
The purpose of this assignment is to provide a means of practice in IEP development. You will be expected to produce an IEP – full in its overall scope but not in-depth. This will allow you to apply the knowledge learned within the course as a whole. The IEP will be written in three phases in order to provide assistance and feedback as well as allow for improvements. ONLY DO PHASE 1. STOP WORKING WHEN YOU SEE THIS:
THIS IS THE END OF THE WEEK 3 ASSIGNMENT.
· Phase 1
You will complete the following components of the IEP:
Notice
Cover Page
Factors
Present Level of Performance (PLOP)
Diploma Status
Phase 11 and 111 will get competed in weeks to follow (DO NOT COMPLETE THIS PORTION).
· Phase II
You will revise IEP 1 based on instructor comments and complete the
following additional components:
Goals
Objectives
Accommodations/Modifications
Participation in State Accountability and Assessment System
· Phase III
You will revise IEP II based on instructor comments and complete the
following additional components:
Least Restrictive Environment (LRE)
Transition
Extended School Year (ESY)
Parent Consent
You will be using the Michael Jones case study which has been provided with the instucstions to this. All portions of the IEP will pertain to Michael. It is understood that it will be difficult to fully consider the development of an IEP without more exhaustive details considering Michael’s educational and functional strengths and weaknesses.
To complete the IEP, it will be necessary to review all of the assigned reading and presentations. You may also research current information on Virginia Department of Education’s website. These resources provide valuable information and examples to help create the IEP. You will use the IEP template that is a sample created from the VA DOE’s sample IEP, also located in the Assignment Instruction folder for Module/Week 3.
Page 1 of 1
SAMPLE
School Division Letterhead
IEP MEETING NOTICE
Date:
To:
Susie and Robert Jones________________
and
Michael______________________________________
Parent(s)/Adult Student Student (if appropriate or if transition will be discussed)
You are invited to attend an IEP meeting regarding Michael Jones
Student’s Name
PURPOSE OF MEETING (check all that apply):
· IEP Development or Review
· IEP Amendment
· Transition: Postsecondary Goals, Transition Services
· Manifestation Determination
· Other: ________________________________________________________________________________
The meeting has been scheduled for:
Date Time Location
Meetings are scheduled at a mutually agreed upon place and time by y.
EDSP 377
Scenario Instructions
Scenario 2: Teaching communication skills
Scenario assignments are designed to help the candidate synthesize and apply course content to real-world situations involving individuals with ASD. In Scenario #2, candidates will create a lesson plan for a pre-K student with autism who has communication needs.
Scenario: You are a pre-K teacher for a 4-year-old student with autism named Johnsaan. Johnsaan has difficulty asking for help when he needs something. Instead of asking for help using words, he grunts and waves his hands until he gets a response and engages in challenging behaviors. As Johnsaan's teacher, you need to teach him to use words to ask for help, which should decrease his challenging behavior. What components need to be included in your lesson plan?
Assignment: Drawing on the lesson planning and delivery techniques discussed in Chapter 5, create a lesson plan that could be used to teach Johnsaan to ask for help. Be sure your lesson plan includes the 5 major components of a lesson plan, outlined in Chapter 5, that will enhance your student's ability to express himself when he needs help. The final assignment should be a completed lesson plan, approximately 2 pages (Times New Roman, 12-point font) and an additional 1-page candidate reflection.
Step 1: Identify the main components of the lesson including the goal and/or objective, specific information related to the conditions for responding, types of reinforcers and reinforcement schedule, mastery criteria and evaluation methods.
Step 2: Develop a formal lesson incorporating at least 1 specified presentation style outlined in Chapter 5: Direct Instruction (DI), Discreet Trial Training (DTT), Milieu Teaching (MU), Grouping, or Embedded ABA Teaching Strategies. The formal lesson plan must include an opportunity for guided practice and independent practice. Opportunities for generalization and maintenance should be outlined.
Step 3: Reflect upon the lesson planning process. The reflection should integrate course materials and a biblical world-view, including at least 2 in-text citations and reference list following APA formatting. The following considerations should be addressed within the reflection:
· Rationale for the identification of selected target skill and presentation style(s).
· Review of the lesson planning process including consideration of pre-requisite skills and next steps after lesson implementation.
· Identification of possible challenges with implementation and how these potential challenges will be addressed prior to and during instruction.
EDSP 377
S
CENARIO
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to help the candidate synthesize and apply course
content
to
real
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create
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ism who has communication needs.
Scenario:
You are a pre.
EDSP 377
Autism Interventions
1. Applied Behavior Analysis (ABA)
2. Auditory Integration Training (AIT)
3. Biochemical Therapies
4. Circle of Friends
5. Computer Aided Instruction
6. Dietary Restrictions and/or Supplements (including enzymes and vitamins)
7. DIR/Floortime Approach (Greenspan)
8. Discrete Trial Training (DTT)
9. Early Intervention Behavioral Intervention (EIBI)
10. Early Start Denver Model (ESDM), for young children with autism
11. Functional Communication Training (FCT)
12. Holding Therapies
13. Hyperbaric Oxygen Chamber Treatments
14. Joint Attention Interventions
15. Music Therapy
16. Naturalistic Intervention
17. Options Therapy (Son Rise)
18. Peer Mediated Instruction and Intervention
19. Pharmacological Approaches
20. Picture Exchange Communication System (PECS)
21. Pivotal Response Training (PRT)
22. Play Groups
23. Power Cards
24. Relationship Development Intervention (RDI)
25. Research on Connection with Mercury and the MMR to autism
26. Research on Siblings of Children with Autism
27. Research on Transition Services for Employment
28. Research on Transition to the Adult World
29. Research on Twin Studies
30. SCERTS Model (Social Communication, Emotional Regulation, and Transactional Support)
31. Sensory Integration
32. Sign Language
33. Social Stories
34. TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children)
35. Visual Strategies and Supports
36. Video Modeling
A
UTISM
I
NTERVENTIONS
1.
Applied Behavior Analysis (ABA)
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for young children with autism
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Functional Communication Training (FCT)
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Holding Therapies
13.
Hyperbaric Oxygen C
hamber Treatments
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Joint
Attention Interventions
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Music Therapy
16.
Naturalistic Intervention
17.
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Picture Exchange Communication System (PECS)
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Play Groups
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Power Cards
24.
Relationship Development Intervention (RDI)
25.
Research on
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iblings of
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Research on
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ervices for
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mployment
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Research on
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ransition to the
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dult
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29.
Research on
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win
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tudies
30.
SCERTS Model (Social
Communication
,
Emotional Regulation
, and
Transactional Support)
31.
Sensory Integration
32.
Sign
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anguage
33.
Social Stories
34.
TEACCH (Treatment and Education of Autistic and related
Communication
-
handicapped C
h
ildren)
35.
Visual Strategies
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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CASE 10The Strategies to Overcome and Prevent Obesity Alliance.docx
1. CASE 10
The Strategies to Overcome and Prevent Obesity Alliance
ERICA BREESE, CASEY LANGWITH, CHRISTINE
FERGUSON, GINAMARIE MANGIARACINA, AND ALLISON
MAY ROSEN
A WEIGHTY ISSUE
Imagine a disease that affected two thirds of adults in the
United States, with a prevalence that had doubled in the last 25
years and showed no sign of stopping its upward trend. One
would expect any disease this widespread would receive
national attention both in the media and policy arena. Policy
makers would demand insurance coverage for treatment and
prevention. The public would actively protect themselves and
their families from contracting the disease or seek treatment if
they contracted it. Physicians would screen for the disease
regularly and have straightforward conversations with those
who contracted the disease. The American public health and
medical systems would be geared toward treating and
preventing further spread of this disease.
Surprisingly, there is a disease that currently affects two thirds
of the U.S. population, yet has not received the expected
response. In 2009, 66.4% of the adult population in the United
States was overweight or obese (body mass index ≥ 25),i which
is more than twice the prevalence rate from 3 decades
before.1,2 Adults are not the only ones affected; childhood
obesity rates have also tripled in the last 30 years.3
Additionally, if the existing rates of increase continue, 86.3% of
U.S. adults will be overweight and 51.1% will be obese by
2030.4 These are staggering numbers for any health condition,
2. but especially one that is related to a multitude of chronic
diseases, such as diabetes, hypertension, high cholesterol,
stroke, heart disease, certain cancers, and arthritis.5 Beyond the
individual health risks, overweight and obesity also contribute
to increased health costs, both nationally and for individuals.
For example, in 2008, medical spending attributable to obesity
was estimated to have been $147 billion, accounting for 9.1% of
annual medical spending.6
These statistics show obesity plays a major role in the U.S.
healthcare system and affects the lives of millions of
Americans. However, despite the extreme prevalence of obesity,
the disease often does not receive adequate attention in the
healthcare community. In 2010, First Lady Michelle Obama
launched her Let’s Move campaign, which aims to reduce
childhood obesity within a generation, helping to bring the issue
of childhood obesity to the forefront. In contrast, adult obesity
continues to garner little interest. Some groups, however, are
focusing on this often overlooked area because they believe real
change can be made. The Strategies to Overcome and Prevent
(STOP) Obesity Alliance is a collaboration of consumer,
provider, government, labor, business, health insurance, and
quality-of-care organizations united to drive innovative and
practical strategies that combat obesity. The alliance’s history
is unique, demonstrating how partnerships among public
relations teams, public health researchers, business and labor
leaders, advocates, and the private sector can work together to
make important changes.
EARLY STAGES
In 2006, the France-based pharmaceutical company sanofi-
aventis issued a request for proposals for public relations firms
to help promote and improve coverage for an obesity drug in
their pipeline. Chandler Chicco Agency (CCA) responded,
pitching the idea of pulling together major health advocacy
3. organizations to form a coalition focused on the issue of
cardiometabolic risk. A key element of CCA’s proposal was to
create an administrative home for the coalition at an academic
institution, which would take the lead on generating policy
research related to cardiometabolic risk. After securing the
contract, the project lead at CCA, Allison May Rosen, identified
The George Washington University Department of Health Policy
(DHP) as a potential academic home for the coalition. CCA
approached DHP professor Christine Ferguson, JD, to become
program director, because of her unusual experience working in
both federal and state government.
CCA believed a partnership between a healthcare public
relations firm and an academic institution, such as The George
Washington University, would be ideal for both the creation and
maintenance of the coalition it envisioned. CCA and DHP
worked collaboratively to develop the idea. CCA brought public
relations expertise and knowledge of how to structure and orient
the coalition to get the attention of policy makers. CCA was
assisted by Mehlman Vogel Castagnetti Inc, a seasoned
government affairs firm in Washington, DC. On the other hand,
the team at DHP brought academic expertise and an
understanding of policy making in the public and private
sectors, as well as research and publishing capabilities
unavailable to CCA. The strong teamwork and equality between
CCA and DHP was exceptional—the groups used one another’s
skills and resources to create something stronger than either
could achieve individually.
Conversations between CCA and DHP initially focused on how
to develop the project to address public and private policy
makers’ needs, recruit member organizations, and achieve the
goals outlined for the project. Cognizant of the way policy
makers think about public health issues, Ferguson maintained
that while cardiometabolic risk was the accurate term to
describe the condition, the phrase would not resonate with
4. policy makers or the general public. Instead, she suggested
obesity was truly at the heart of the equation, and was a
significant public health problem that had long been ignored by
policy makers. After significant discussion, the group adopted
obesity and its comorbidities, such as diabetes and heart
disease, as the main focus for the coalition. They chose to name
the new group Strategies to Overcome and Prevent (STOP)
Obesity Alliance. Surgeon General Dr. Richard Carmona was
recruited as the health and wellness chairman of the alliance to
provide high-level public health visibility to the alliance
leadership and steering committee members. Ferguson served as
the director. The next step was to recruit representatives of
influential health-focused organizations to serve as a steering
committee to help direct the work.
Recruiting the organizations from a cross-section of disciplines
to serve on the steering committee was a months-long process
that involved identifying the organizations, setting up initial
discussions, and securing official sign-offs for the organizations
to join the alliance. These conversations were important to
ensure the organizations understood and agreed with the overall
goals of the alliance. As seen in Figure 10-1, the resulting
steering committee was comprised of medical, patient,
government, labor, business, health insurance, and quality-of-
care organizations dedicated to changing the way policy makers
think about and approach obesity. The steering committee drew
members from diverse groups with an interest in obesity,
including the American Diabetes Association, the American
Heart Association, America’s Health Insurance Plans, the
American Medical Group Association, the Canyon Ranch
Institute, the Centers for Disease Control and Prevention’s
Division of Nutrition, Physical Activity and Obesity, DMAA:
The Care Continuum Alliance, the National Business Group on
Health, the National Committee for Quality Assurance, the
National Quality Forum, the Service Employees International
Union, and Trust for America’s Health.
5. Question 1 The steering committee organizations represented
groups from across the policy spectrum. What views did the
various steering committee organizations bring to the alliance,
and can you identify any possible conflicts between the
organizations?
ESTABLISHING THE STOP OBESITY ALLIANCE
The first steering committee meeting was held in July 2007.
Representatives from each of the steering committee
organizations came to a daylong meeting to discuss the state of
obesity efforts and barriers to addressing obesity. Unexpectedly,
many of the steering committee representatives shared stories of
their personal struggles with weight.
At the meeting, DHP researchers presented data from existing
obesity research, focusing on three major barriers they
identified. First, patients, physicians and even weight loss
researchers often used unrealistic definitions for successful
weight loss based more on physical appearance than health. In
1998, the National Heart, Lung and Blood Institute issued
guidelines recommending obese individuals attempt to lose 10%
of body weight over a 6-month period and then evaluate whether
additional weight loss was needed.7 The alliance referred to
medical research, which showed many health benefits of weight
loss can be achieved after a sustained 5–10% weight loss.ii,8
Despite these results, a group of The George Washington
University researchers found evidence suggesting many patients
would consider this amount of weight loss a failure.9,10
FIGURE 10-1 STOP Obesity Alliance steering committee
members (as of July 2010).
Image
6. Source: Courtesy of STOP Obesity Alliance.
The second major barrier was that although medical
interventions for obesity exist, there is a widespread perception
that weight loss treatments do not work.11 In addition, some
view medical treatments for obesity, especially bariatric
surgery, as an easy way out. This attitude prevents people from
seeking and receiving appropriate medical interventions.
Finally, stigma toward the obese was an overwhelming driver in
the way the public and policy makers thought about the problem
of obesity.12 Most saw obesity as rooted in a failure of
willpower and personal responsibility. The belief was that
because the obese had brought the condition upon themselves,
they did not deserve to receive treatment, and especially
insurance coverage, for their obesity. In the meeting, steering
committee representatives talked about how they saw these
barriers reflected in their own areas of expertise and brain-
stormed ways their organizations, both individually and as part
of the alliance, could work to overcome the barriers.
Out of these discussions, the steering committee came to
agreement on the following principles to guide the work of the
new alliance:
1. Redefine success to be based on health rather than physical
appearances
2. Encourage innovation and best practices in obesity
prevention and treatment
3. Address and reduce stigma as a barrier to treatment
4. Broaden the research agenda on obesity
The alliance issued these principles publicly in 2008 as policy
recommendations and have since used the principles to direct
7. the actions of the alliance.
Question 2 While these recommendations were created
specifically for obesity policy, they are also applicable to other
diseases and health conditions. What other diseases might
warrant similar recommendations? Are some of the
recommendations more transferable than others? Which ones?
Question 3 What is the role of stigma in other conditions? Think
of examples (HIV, mental health, tobacco).
Question 4 Do you think people who feel they have a
connection to obesity—either personally or in their families—
are more likely to be interested in the issue and accept its
complexities?
ACTING AS AN ALLIANCE
The cornerstone idea in the founding of the alliance was the
creation of a coalition that would operate through consensus.
While the CCA-DHP team managed the daily activities of the
alliance, the steering committee met monthly and was integrally
involved with all the alliance’s work, including helping direct
the research agenda, providing expert advice, and supporting
alliance initiatives. Beyond this guiding role, steering
committee members also reviewed and agreed to all publications
issued under the alliance’s name. Achieving consensus among
steering committee members took time but ensured the work of
the alliance represented all members and did not create conflicts
for any individual organization. This consensus approach
strengthened the message of the alliance from the beginning.
Any policy recommendation from the alliance was backed by its
diverse membership body, many of whom found themselves on
opposite sides of policy debates. While this variety was a
significant asset for the alliance, it also forced the alliance to
remain neutral on issues where consensus could not be reached.
8. Question 5 The alliance specifically chose a consensus
governance model for its strengths, but there are weaknesses.
What are the strengths and weaknesses? What other public
health problems could benefit from the alliance’s model?
ACTIVITIES AND OBJECTIVES OF THE ALLIANCE
From the beginning, the alliance mainly targeted its work
towards policy makers in both the private and public sectors. In
order to reach this specific audience, the alliance conducted a
range of research and activities about obesity. One of the key
functions of the alliance was to bring together policy makers
and influential stakeholders to discuss and brainstorm
innovative solutions to obesity prevention and treatment. The
alliance was not an advocacy organization, but instead used
education and research to provide policy makers with tools to
create effective approaches toward obesity and its related
conditions.
During the first 3 years, the alliance hosted numerous
roundtables and discussions on various topics, such as primary
care, body image in the media, and the impact of obesity on
women, to highlight current research and innovative practices.
The diversity of research topics and activities of the alliance
represented its broad membership base and message. The
alliance continually stressed that all decisions must be based on
the existing obesity research and evidence and worked to bring
this information to policy makers. In addition, the alliance
engaged in its own primary research activities in order to
expand the evidence available to decision makers.
Highlights from the Alliance’s Research and Activities
To advance its goals, the alliance engaged in a number of key
research, communication, and advocacy activities.
9. • Obesity GPS (Guide for Program and Policy
Solution
s): The alliance created a navigation tool to guide the
development and assessment of policies aimed at addressing
overweight and obesity. The Obesity GPS offers questions to
consider when designing legislative or private sector initiatives
focused on health, research, and clinical issues. The tool is
intended to help policy makers create programs that reflect the
four policy principles of the alliance. The tool was publicly
released at an event at the U.S. Capitol in December 2008.
• Health Decision Makers Survey: The alliance commissioned a
survey on employer and employee attitudes toward obesity. The
results were published in the January/February 2009 issue of
Health Affairs. The article was one of the 20 most viewed
articles on the journal’s website in 2009, indicating growing
interest in obesity.
• STOP Obesity Alliance E-Newsletter: The monthly newsletter
provided commentary and news on alliance and member
activities. In addition to the website, the newsletter was the
primary way for people outside of the alliance to receive
10. information about alliance updates. As of mid-2010, the
newsletter had over 2,000 subscribers, including members of
Congress and staff, federal agency representatives, healthcare
advocacy groups, physicians, and academics.
• Has America Reached Its Tipping Point on Obesity? Forum:
Although alliance member organizations were on opposite sides
of many issues within the national health reform debate, in
September 2009, the alliance reached consensus on four
recommendations that should be included to address obesity
within health reform. These four recommendations were: (1)
standardized and effective clinical interventions; (2) enhanced
use of clinical preventive services; (3) effective, evidence-based
community programs and policies; and (4) coordinated research
efforts. At the forum to release the recommendations, former
Surgeons General Dr. David Satcher and Dr. Richard Carmona
spoke about the urgent need to address obesity. The event and
simultaneous webcast were attended by over 100 policy makers
and health advocates. The release garnered significant media
attention, including ranking as the No. 1 most e-mailed story on
Yahoo! News.
• Improving Obesity Management in Primary Care Roundtable
and Paper: Recognizing the significant role primary care
physicians could play in addressing obesity, the alliance
11. convened a roundtable of physicians and stakeholders in August
2009 to discuss strategies for improving the prevention and
treatment of obesity in primary care. The DHP research team
translated the key ideas from the roundtable into a white paper,
Improving Obesity Management in Primary Care. The paper was
released in March 2010 along with preliminary results from a
Harris Interactive survey commissioned by the alliance on
primary care physician and patient attitudes toward obesity.
• Weighty Matters: Working in partnership with the National
Eating Disorders Association, the alliance convened an expert
media panel in April 2010 on the depiction of weight issues in
the media. The panel emphasized the impact of media on body
image, the importance of portraying realistic images and weight
loss stories, and the need to focus on health rather than
appearance. This unprecedented collaboration was attended by
nearly 100 attendees and attracted high-level media interest.
• Task Force on Women: In 2010, the alliance created a task
force on women to call attention to the significant and
disproportionate impact obesity has on women’s health.
Comprised of 18 advocacy and research organizations, the task
force identified the following four ways in which women are
uniquely affected by obesity: (1) physiological, psychological,
cultural, and socioeconomic factors; (2) pervasive racial and
12. ethnic disparities in obesity prevalence and health outcomes; (3)
systemic, gender-based biases portrayed in the media and
encountered in educational, workplace, social, and healthcare
environments; and (4) the role of women as caretakers for their
families.
Question 6 These activities showcase the broad range of
research topics and event types that the alliance engaged in
during the first 3 years. Which do you think was the most
effective based on the goals of the alliance? How might these
activities differ if the alliance was targeted at the public instead
of policy makers?
MEASURING THE IMPACT
Expanding the Alliance: Associate and Government Liaison
Members
Since its founding, the alliance grew immensely; each year,
more groups expressed interest in partnering with the alliance or
becoming involved with its work. As a way to broaden its reach
by engaging additional groups while thoughtfully managing
growth, the alliance created an associate member category.
Associate members are organizations that partner with the
alliance, but do not serve on the steering committee. As of mid-
13. 2010, there were over 30 associate members. Because of the
significant racial and ethnic disparities in obesity prevalence,
one focus area for associate membership has been groups with
ties to minority communities, including the Black Women’s
Health Imperative, the National Hispanic Medical Association,
and the National Indian Health Board.
Alliance leadership also saw the need for another membership
category that reflected the unique position of government
agencies. Called government liaison members, these members
participate in steering committee meetings but do not comment
on or endorse certain alliance activities, such as commenting on
obesity-related legislation.
Question 7 Why were these new membership categories needed?
What did the associate and government liaison members bring
to the alliance?
Forming Strategic Partnerships
In addition, the alliance partnered with or supported many
obesity-related initiatives, including:
• Virgin HealthMiles’ National Employee Wellness Month, 2009
and 2010
14. • Obesity policy forum at the Obesity Society annual scientific
meetings in 2009 and 2010
• World Health Congress 2009 and 2010 obesity congresses
Media Attention
Beyond growth of the group, the alliance gained national media
coverage for its research and sponsored events. For example,
the release of the alliance’s policy paper, Has America Reached
Its Tipping Point?, based on the steering committee consensus-
driven recommendations for health reform legislation, received
significant attention, including an op-ed piece by former
Surgeons General Satcher and Carmona in The Atlanta Journal
Constitution. An article on the recommendations and the event
also became the most e-mailed news story on Yahoo! News.
Similarly, the release of primary care survey research by the
alliance garnered coverage in national news media, including
The New York Times, USA Today, and The Washington Post.
As obesity gained more prominence nationally, federal policy
makers included suggestions supporting the alliance’s
recommendations, shifting the use of some of the work of the
alliance. In 2009, the Government Accountability Office
15. recommended the federal government provide guidance to states
for the coverage of obesity-related services, such as screening
and counseling, for children enrolled in Medicaid, as well as
consider similar guidance for coverage of Medicaid-enrolled
adults.13 Additionally, federal health reform efforts began with
little support or mention of obesity, but the Patient Protection
and Affordable Care Act passed on March 23, 2010, included
many obesity-specific provisions, which supported alliance
recommendations.
These successes demonstrated the strength of the alliance’s
research. Many of the alliance’s continued achievements can be
attributed to the strong partnership between CCA and DHP.
Since the inception of the alliance, CCA and DHP worked as
equal partners in the day-to-day maintenance of the group. Both
groups participated in all planning, messaging, and research, but
brought their own expertise to each decision. Loosely, CCA
handled the logistical planning and messaging for the alliance;
specifically, it managed press contacts, organized events, and
monitored the media presence of the alliance. Conversely, DHP
was the research arm of the team. DHP staff monitored research
on obesity, both in policy and clinically, and engaged in and
analyzed primary research. DHP brought quick and responsive
research capabilities to the alliance, but also added an academic
legitimacy. Despite these dual roles, all projects involved the
16. efforts of both CCA and DHP staff. This close working
relationship between CCA and DHP helped ensure that the work
of the alliance was communicated clearly and effectively.
Question 8 Both CCA and DHP played important roles in the
creation and maintenance of the alliance. Why were both roles
necessary and how might the alliance have differed without one
or the other?
EPILOGUE
When reflecting on the events that have occurred since the
founding of the alliance, the leadership of the alliance identified
the beginning of three fundamental shifts in the way policy
makers and the public think about obesity. First, the
conversation about obesity has shifted from portraying obesity
as mainly an appearance issue to acknowledging its serious
health consequences. Beyond the impact on health, the
increasing recognition of the impact of chronic diseases on the
U.S. health system has also raised the profile of obesity.
Second, policy makers and the public began to realize that
fighting obesity is not just about personal responsibility—it’s
about creating a society where good personal choices are
possible. These trends were reflected in alliance decision-maker
surveys, in which many employers and primary care physicians
17. agreed that they have a role to play in addressing obesity. Third,
many started to recognize that beating obesity goes beyond
simply losing weight; in fact, sustaining the weight loss may be
the hardest part. This recognition is especially relevant when
promoting the creation of healthy communities that support
individual success for weight loss.
As obesity begins to gain more traction as a prominent health
issue, the alliance hopes to help bridge the gap between the
public health and health services communities. Rather than
viewing obesity as a problem requiring a single approach or
having a silver bullet solution, the alliance believes policy
makers should focus on creating environments that support
healthy choices that are easy to make, while also providing
access to medical treatment for obesity.
In the future, the alliance hopes to expand its influence into
state health policy by identifying barriers policy makers face
when trying to address obesity at the state level. Many
important public health decisions are made at the state level, so
making sure policy makers understand the complexities of
obesity is essential. Additionally, with the passage of the
Patient Protection and Affordable Care Act, there is increased
emphasis on the prevention and treatment of obesity and other
chronic diseases. Alliance leadership hopes that as the federal
18. government implements the health reform law, it will use the
research findings and recommendations of the alliance to
further create communities and solutions that support healthy
choices for obesity prevention and treatment.
About the Authors
Erica Breese, BS, is a research program coordinator in The
George Washington University Department of Health Policy in
the School of Public Health and Health Services. Erica
primarily provides project management support for multiple
projects with the Department of Health Policy, including the
STOP Obesity Alliance. In addition to project management,
Erica’s work with the alliance focuses on community health
centers and state-level obesity initiatives. She graduated with a
bachelor of science degree in neuroscience and behavioral
biology from Emory University in 2008.
Casey Langwith, BA, is a research assistant in the Department
of Health Policy within The George Washington University’s
School of Public Health and Health Services. Casey primarily
works on the STOP Obesity Alliance, drafting research papers
and conducting project management. Most recently, she has
focused on developing materials, including memoranda and
summary tables, highlighting the public health and prevention
19. provisions in the Patient Protection and Affordable Care Act.
Casey also works on obesity management in primary care, the
economic costs of obesity, and state-level obesity initiatives,
including coverage issues. Casey graduated magna cum laude
with a bachelor of arts degree in sociology and history from
Rice University in 2009.
Christine Ferguson, JD, is a professor in The George
Washington University School of Public Health and Health Care
Services in the Department of Health Policy. She has served at
the highest levels of federal and state government. Her areas of
research include Medicaid, state health policy and financing,
federal health reform implementation, and obesity. Prior to
joining the School of Public Health and Health Services in
2006, she served as commissioner of the Department of Public
Health in Massachusetts; the director of the Rhode Island
Department of Human Services, and counsel and deputy chief of
staff to then-U.S. Senator John H. Chafee. Her accomplishments
as an influential health policy maker have been recognized by
Faulkner & Gray14 and by National Law Journal, which named
her one of the nation’s 100 most influential lawyers. Ms.
Ferguson was also named one of the top 25 most influential
working mothers by Working Mothers magazine. She is a
sought-after speaker and commentator and has appeared on
Good Morning America, NPR Marketplace, in USA Today, The
20. Wall Street Journal, The Washington Post, The New York
Times, and various other regional news outlets and trade
publications.
GinaMarie Mangiaracina, BA, has worked in healthcare public
relations for more than 10 years. She joined the Chandler
Chicco Agency in 2006 and is currently the team lead for the
Strategies to Overcome and Prevent (STOP) Obesity Alliance.
Past work at CCA has included playing leadership roles in
public relations and public affairs efforts for the not-for-profit
hospital alliance, VHA Inc., and the VHA Foundation.
Allison May Rosen, BS, serves on the Global Leadership
Council for the Chandler Chicco Companies from its
Washington, DC, office, where she provides strategic
communications counsel, coalition management, and editorial
services and media training for clients trying to build support
for an issue, influence public opinion, or launch a brand or
service. Her planning, issue framing, messaging, and advocacy
development skills have been put to work for clients including
the Strategies to Overcome and Prevent (STOP) Obesity
Alliance; the Robert Wood Johnson Foundation Commission to
Build a Healthier America; VHA, the national not-for-profit
hospital alliance; and other major consumer brands and disease-
specific campaigns. Previously, Allison was press secretary for
21. the U.S. Overseas Private Investment Corporation, worked for
Texas Governor Ann Richards in Washington, DC, and was an
aide on Capitol Hill. Allison served as lecturer for The George
Washington University Department of Health Policy chair’s
seminar and regularly speaks to industry associations on
communications and the media. She received her BS from the
S.I. Newhouse School of Public Communications at Syracuse
University.
REFERENCES
1. National Center for Chronic Disease Prevention and Health
Promotion. Behavioral risk factor surveillance system.
http://apps.nccd.cdc.gov/brfss/list.asp?cat=OB&yr=2009&qkey=
4409&state=All. Published 2009. Accessed 11/1/2010.
2. National Center for Health Statistics. Chartbook on Trends in
the Health of Americans. Hyattsville, MD: Centers for Disease
Control and Prevention; 2008.
3. Ibid.
4. Wang Y., et al. Will all Americans become overweight or
obese? Estimating the progression and cost of the US obesity
epidemic. Obesity. 2008;16(10): 2323–2330.
22. 5. Malnick SD, Knobler H. The medical complications of
obesity. QJM. 2006;99(9):565–579.
6. Finkelstein EA, Trogdon JG, Cohen JW, Dietz W. Annual
medical spending attributable to obesity: payer-and service-
specific estimates. Health Affairs. 2009;28:w822–w831.
7. National Heart, Lung and Blood Institute. Clinical Guidelines
on the Identification, Evaluation and Treatment of Overweight
and Obesity in Adults: The Evidence Report. Bethesda, MD:
National Institutes of Health; 1998.
8. Aucott L, Rothnie H, McIntyre L, Thapa M, Waweru C, Gray
D. Long-term weight loss from lifestyle intervention benefits
blood pressure? A systematic review. Hypertension. 2009.
doi:10.1161/HYPERTENSIONAHA.109.135178.
9. Jain A, Ferguson C, Mauery DR, Pervez F, Gooding M. Re-
visioning Success: How Stigma, Perceptions of Treatment, and
Definitions of Success Impact Obesity and Weight Management
in America. Washington, DC: The George Washington
University School of Public Health and Health Services,
Department of Health Policy;
2007.http://www.stopobesityalliance.org/wp-
23. content/assets/2009/06/report_re-visioning_success.pdf.
Published November 2007. Accessed 11/1/2010.
10. Linne Y, Hemmingsson E, Adolfsson B, Ramsten J, Rossner
S. Patient expectations of obesity treatment-the experience from
a day-care unit. Int J Obes Relat Metab Disord. 2002;26(5):739–
741.
11. Jain et al., 2007.
12. Ibid.
13. Government Accountability Office. Medicaid Preventive
Services: Concerted Effort Needed to Ensure Beneficiaries
Receive Services. Washington, DC: GAO-09-578; 2009.
14. Healthcare Information Center. Health Care 500: A
Complete Guide to the Most Influential Health Policy Makers in
the U.S. Washington, DC: Faulkner & Gray; 1992.
i The body mass index is defined as an individual’s body weight
(in kg) divided by the square of his or her height (in meters). A
body mass index of 25.0 to 29.9 is considered overweight while
a body mass index of 30 or more is considered obese.
24. ii In addition to the cited reference, see also Lavie CJ, Milani
RV, Artham SM, Patel DA, Ventura HO. The obesity paradox,
weight loss, and coronary disease. Am J Med. 2009; 122
(12):1106–1114. http://www.amjmed.com/article/S0002-
9343%2809%2900500-2/abstract.
CASE 8
Building on Strengths: A School-Based Mental Health Program
OLGA ACOSTA PRICE, JODIE FISHMAN, AND MIMI V.
CHAPMAN
A TROUBLED STUDENT WITH A TROUBLED PAST
25. Juanita, a 12-year-old seventh-grader in middle school in New
City, Mississippi, was once again in in-school suspension (ISS)
for being disruptive in class, fighting with other students, and
refusing to follow instructions. School administrators and staff
admitted frustration at Juanita’s behavior, and her classroom
teacher was overheard saying, “There are rules in place and she
just has to learn to follow them, period.”
By design, the ISS classroom had an open section and a section
with cubicles where students were restricted from seeing those
around them to help students concentrate on schoolwork they
were supposed to be doing while in the ISS classroom. This
particular setting, however, was triggering potentially traumatic
memories for Juanita.
Juanita frequently mumbled, “I hate it here. I wish everyone
would leave me alone.”
Juanita and her mother came to the United States in June of
2009 from a small, poverty-stricken town outside of Mexico
City, Mexico. Juanita’s mother wanted to give Juanita a better
life, and even a low-wage job in the United States would
provide a much better standard of living than they were used to
in Mexico. Juanita’s mother had a first cousin living in New
26. City, Mississippi. She heard there was a large community of
Mexican immigrants already living there and work was
plentiful.
The lure of a better life convinced Juanita’s mother to use a
coyote to smuggle her and her daughter illegally across the
border from Mexico to the United States. While making this
journey, Juanita and her mother were subjected to living in tiny
spaces, fed only rice and water once a day. They saw several
fellow illegal immigrants die of dehydration. Juanita was left
alone more than once in the small confinement and when her
mother was returned to the space by the coyotes, she did not
talk about what happened; Juanita felt a huge distance from her
mother.
Having spent all their money on the coyote, when Juanita and
her mother reached New City in June, they moved into a small
apartment with cousins. Juanita slept on the floor next to the
couch where her mother slept. Juanita’s mother worked at the
local chicken processing plant, but rumors abounded that the
plant would close any day. Juanita attended school, but she had
a rough adjustment; she had no friends there and struggled to
understand the expectations of her new teachers. She was
lonely, frustrated, and angry that she had to leave everything
familiar to her.
27. A PROBLEM STUDENT, OR STUDENT WITH A PROBLEM?
As part of an externally funded, school-based program called
Building on Strengths, a school-family liaison, a Latina
immigrant, was able to help Juanita. The liaison talked with
Juanita about school and the ISS classroom in which she often
found herself. Juanita explained being in the cubicle in ISS
brought back painful memories of being in the confined space
during her “importation” to New City.
“I start to remember that time when my mother and I were with
the coyotes and I can’t get those thoughts out of my head,”
Juanita complained.
“Why didn’t you mention this to anyone before?” the liaison
asked.
“I don’t think the teachers care,” said Juanita, “and they don’t
speak Spanish anyway, so it is hard for me to explain it. I just
don’t feel comfortable talking with them.”
School staff members admitted they often did not know what
their students and their families had been through and were not
always aware of the symbolism of their own actions. The
28. school-family liaison spoke first to the school principal,
explaining Juanita was likely expressing retraumatization.
Although she was not experiencing a true flashback, the ISS
experience was triggering potentially traumatic memories. The
principal agreed in-school suspension was not productive for
Juanita.
The Building on Strengths program allowed the school-family
liaison to help change the ISS, as well as work with Juanita and
her mother to further address the traumatic experiences in their
past. The liaison completed an intake with Juanita and her
mother to better assess their mental health needs, and they were
referred to Nuestra Comunidad, a community mental health
clinic in their area to facilitate their adjustment to New City.
Juanita’s mother was connected to county-funded social
services to assist her with learning English and to explore other
employment opportunities. She also indicated she was willing to
participate in a parent night event after learning that she would
meet other parents in similar circumstances.
BUILDING ON STRENGTHS
The Building on Strengths program represented a partnership of
the school district, two local public schools, the State
University of Mississippi School of Social Work, and Nuestra
29. Comunidad, a bilingual and bicultural community mental health
center. The 3-year program started in 2007 and was funded
through a private foundation for $100,000 per year. The first
year focused on launching the program, while the second and
third years were dedicated to program implementation.
The goals of Building on Strengths were to create a system of
care with an emphasis on early identification of emotional and
behavioral problems through the use of a liaison or cultural
brokeri and to improve services for immigrant Latino children
and their families by reducing barriers to access. The program
plan included diversity and cultural competence training for
school staff, training for parents about youth mental health
issues, and training to enhance mental health knowledge for
teachers and staff. The program conducted a number of parent
night events every year, attracting an average of 30 Latino
parents at each meeting, a significant increase over previous
attempts to bring parents together at the school. The meetings
included information on school processes and expectations,
resources available to parents and their children, and
preliminary discussions of typical stresses children face
adjusting to life at a new school. Postmeeting feedback
indicated parents were satisfied with these events and found the
information useful to their lives.
30. Building on Strengths offered school-based mental health
services at James Middle School and Larson High School, two
schools in New City with a high percentage of Latino students.
A Latina school-family liaison was hired and assigned to the
two schools to serve as a cultural broker and to provide limited
direct clinical services as well as referrals to other agencies for
specialized services. Building on Strengths’ grant funding fully
supported the liaison’s salary, although she was employed by
Nuestra Comunidad and supervised by its staff. The liaison was
a qualified mental health provider who was well liked by the
community and earned credibility among parents and educators
alike. She provided consultation to teachers and school staff on
issues that were interfering with student academic progress,
identified students with signs of mental health problems,
engaged families in creating solutions and action plans for their
children, and advocated for students and families, especially
those who were Spanish-speaking and unfamiliar with the
American public school or mental health systems. Individual
students were assessed to determine the extent of their
emotional or behavioral needs, and referrals were made to
Nuestra Comunidad for youth with significant mental health
conditions. A 16-week evidence-based counseling group was
started in the third year of the program in both schools to try to
improve the skills necessary for regulating emotions and
behavior among 12- to 18-year-old girls. The group
31. demonstrated positive behavioral outcomes among its
participants.
NUESTRA COMUNIDAD: MEETING MENTAL HEALTH
NEEDS THROUGH COMMUNITY
A coalition of psychiatry residents, members of social service
agencies serving Latinos, and primary care clinicians founded
Nuestra Comunidad, which is Spanish for our community. This
group united around a mutual concern about the unmet needs of
Latinos with behavioral health problems. Nuestra Comunidad
incorporated in November 2004, received its first grant in the
spring of 2005, and saw its first clients in November 2005. The
organization had a staff of six employees and four trainees, all
of them bilingual. Nuestra Comunidad described its mission as
providing, in collaboration with consumers, university partners,
and local, state, and national agencies, best practice mental
health and substance abuse treatment and resources for the
under-served Latino-Hispanic population of Mississippi in
collaboration with consumers and local, university, state and
national agencies.
Based in Carter, Mississippi, Nuestra Comunidad opened a
second office in New City in July 2006. Approximately 78% of
Nuestra Comunidad clients had incomes below the federal
32. poverty level; 65% of clients were uninsured, and another 28%
were insured by government programs such as Medicaid and
Mississippi’s Child Health Insurance Program. The agency was
able to seek reimbursement through Medicaid for the clinical
services offered (i.e., individual, group, and family therapy) but
public funding did not support the outreach and early
intervention services provided by the liaison, so those efforts
were supported via a private grant. Although Nuestra
Comunidad was committed to the prevention and early
intervention goals of the Building on Strengths program, its
staff were concerned about how to support these activities after
the private grant ended.
RISK FACTORS FACING LATINO YOUTH IN THE UNITED
STATES
Although local data on Latino youth are scarce, national
research on young Latinos indicates cause for worry. Latino
youth are engaged in behaviors and situations that put them at
increased risk for mental health difficulties or may be
symptomatic of existing, untreated mental illness. Information
from the Youth Risk Behavior Survey2 shows higher
percentages of Latino youth report carrying weapons to school,
and a higher prevalence of drug and alcohol use than other
youth their age; over 11% of Latino students report they did not
33. go to school at least once in the last 30 days because they felt
unsafe, a proportion higher than any other ethnic group. Other
studies have found Latinos experience higher rates of physical
and sexual abuse than either black or whiteii adolescents.3
Further, Latina girls have the highest incidence of suicide
attempts compared to girls from other groups.4 To complicate
the picture, about 35% of Latino adolescents nationally report
being sexually active, yet they are less likely than their white or
black counterparts to use condoms or birth control to prevent
pregnancy or sexually transmitted diseases.6
These risk factors have been associated with poorer academic
and economic outcomes. Latino youth are less likely to
complete high school, are more likely to drop out of school, and
fare worse on educational achievement tests than their white
counterparts.7 These phenomena also hold true for students
enrolled in the New City public schools. Local estimates are
that more than half of the 1,500 self-identified Latino students
enrolled in school (of the 7,400 students in the school system)
have some type of mental health need, but only 3–5% are
accessing services in the community. The stigma associated
with receiving mental health care is one barrier, with public
sentiments of being “crazy” hindering efforts to seek
professional help. In addition, service utilization data from the
local public mental health agency show that three times more
34. whites and five times more African American residents are
served in community mental health agencies in New City than
Latino residents, even though the mental health needs are
thought to be as significant, if not more so, for Latino
immigrants. Focus groups conducted with local Latino
adolescents found that the majority of participants reported
incidents of discrimination and that, although they would
welcome support to address their family’s mental health needs,
they do not know where to go or whom to trust.
MIGRATION TO NEW CITY, MISSISSIPPI
The rapid influx of immigrants to New Cityiii meant Juanita
was not the only Latino student in the school identified with
behavioral and academic problems. In the decade between 1990
and 2000, the Latino population of Mississippi grew 394%,8
primarily due to booming construction and the proliferation of
low-wage jobs. Since the 1990s, New City had seen an influx of
Spanish-speaking immigrants due to an abundance of jobs in the
chicken-processing industry, with the majority of the new
residents being undocumented immigrants. According to 2000
census data, Hispanics of any nationality comprised 39% of the
population in New City, a small, rural, and high-poverty
community in Mississippi. The median income for a household
in New City in 2000 was $33,651.
35. New City is not an isolated case. Southeastern states have some
of the fastest-growing populations of Latino immigrants in the
United States. Educators in particular have been caught by
surprise at the demographic changes in their classrooms, with
the proportion of Latino K-12 students in the South increasing
from 5 to 17% from 1972 to 2004 and the rate of English
language learners in the state skyrocketing by more than 300%.7
The rapid growth and the lack of empirical data about these new
arrivals have left schools and other youth-serving organizations
to create interventions in an ad-hoc fashion. In particular, there
is a significant lack of cohesive information about the social,
behavioral, and academic needs of Latino immigrant youth ages
12 to 18 years, most of whom are U.S. citizens but whose
parents are not. The burgeoning Latino population has created
additional challenges around service delivery, including the
poor provision of mental health and social services due in large
part to the limited number of bilingual or bicultural providers.
Agencies in and around New City, such as county social
services, juvenile justice, and child welfare agencies, have tried
to adjust to the changing demographics but these institutions
have very specific criteria for inclusion in their services and
were able to engage only a small segment of the population
given their restricted mandates. Additional groups, such as
other community mental health providers, psychiatric service
36. professionals, and mental health advocacy groups, remain
limited in their ability to respond to the increase in service
needs due to the lack of qualified bilingual staff available to
work with Latino families. The board of commissioners and the
merchants association are also supportive of efforts to expand
services but have little ability to shepherd resources toward this
needy population.
Latino immigrants in the New City area face a number of
barriers to successful acculturation, especially the significant
number who are undocumented. New City can be described as
moderate politically, but the surrounding counties are socially
and economically conservative. The poverty and unemployment
rate in and around New City contributed to a growing schism
between those who believed dwindling public resources should
only be available to citizens of the United States and those who
felt that helping all in need ultimately benefits the entire
community. Although significant coethnic communities have
been developing, the native population is ambivalent about new
Latino immigrants. Some communities reached out to the
newcomers, welcomed their business, and hired them for
previously abundant low-wage jobs, while other factions reacted
with open hostility and aggression about the unfair burden on
public institutions and the overuse of social services by illegal
residents. Their anger was fueled by the growing number of
37. non-Latino families unable to identify qualified mental health
providers who could see their own children. This was due, in
large part, to the statewide mental health reform that included
privatization of the mental health system. Privatization created
some efficiencies but also made accessing mental health care
much more difficult for many people, both citizens and
noncitizens.
When the migration to New City began in the mid-1990s,
national anti-immigrant speakers were brought in to rally
residents to protest their presence. Across the state, there was
continuing debate around higher education opportunities for
immigrant youth who were undocumented but educated in the
state’s public schools and whether they should be eligible to
attend the state’s 4-year and community colleges. Outspoken
advocates for new immigrants received death threats and some
required FBI protection. Anti-immigrant sentiment in the
community and across the state complicated advocacy efforts to
create seamless networks of support for vulnerable families.
Media stories highlighted accounts of local raids that resulted in
detention and deportation of many adults, leaving parents
fearful of venturing from their homes and students anxious that
they would not see their parents upon returning from school. In
addition, service providers, ranging from public schools to
mental health agencies, struggled to find teachers, therapists,
38. and other professionals who were able to simply communicate
in Spanish, much less provide culturally appropriate services.
A number of community advocates suggested that a public
awareness or social marketing campaign highlighting the
benefits of population-based prevention strategies would do
wonders to help shift public opinion. Such a strategy had been
used with some success in this region around other social and
health issues, such as the prevention of HIV/AIDS, teen
pregnancy, and domestic violence. Yet, sentiments towards the
growing immigrant population were particularly charged, and
everyone in New City was aware of the ever-increasing
community divide. Local business owners warned that if law
enforcement officials continued to deport undocumented
immigrants, their businesses would suffer and New City itself
would be economically devastated. But other realities led
program leaders to be cautious. The fight over dwindling mental
health resources added to the tension. Accordingly, publicity
about programs that provided mental health services to new
immigrants were thought to be particularly ill advised. The
general sentiment among residents, advocates, and legislators of
New City was that assistance to immigrants, especially
undocumented immigrants, was successful only when provided
“under the radar.” The demise of any helpful policy or program
would be assured when brought into public view and scrutiny,
39. resulting in widespread controversy. The exception was the
advocacy conducted by a few pastors or other religious leaders
who were respected by the community at large and unlikely to
be vilified for their support of the disadvantaged.
ADDRESSING CULTURAL COMPETENCY
James Middle School and Larson High School both employed
only one school counselor and one school social worker, neither
of whom spoke Spanish. Thus, a substantial responsibility
rested on the shoulders of the school-family liaison funded by
Building on Strengths. How could one liaison reach all of the
vulnerable Latino students? Should she even try to identify
every student’s needs knowing qualified mental health care
might not be consistently available?
Thus, another Building on Strengths initiative centered around
classroom-based consultation and skills training offered to
teachers. Program staff believed this might prevent the constant
flow of students exhibiting behavioral problems and being
referred to ISS.
Like many school systems, the New City school system
participated in numerous cultural competency initiatives in the
past with the goal of creating a climate that welcomed diverse
40. student populations. However, many of these programs focused
on specific instructional techniques or descriptions of particular
groups that inadvertently reinforced stereotypes or the notion
that members of certain groups were completely defined by
their cultural background. Expected changes in teacher and staff
attitudes were, therefore, not realized. The school system
invested heavily in improving language access for Latino
students and families. As a result, the number of English-as-a-
second-language teachers increased across the school district
(from 3 to 28), more interpreters were hired, and bilingual
hotlines were created. Yet, school leaders acknowledged that
the majority of school staff could use ongoing cultural
competence training to adequately address the education and
health needs of Latino families and children.
Building on Strengths program staff conducted cultural
competency training for 20 teachers, staff members, principals,
and district-level administrators in August of 2007. The
innovative curriculum was more intensive and contributed to the
development of insights about personal biases and
discrimination that affected participants in a deeply personal
way. Participants were vocal about the impact of the training
and their newfound investment in initiating changes that would
improve the climate of their schools. The challenge was to keep
that initial work moving and spreading throughout the two
41. target schools and the larger school system. The main barriers
were scheduling and funding. The 4 teacher training days per
year were largely scheduled to conduct mandatory activities,
leaving little room for additional training or dissemination of
nonacademic information. After-school times were problematic
because teachers and staff are involved with sports teams or
school clubs and union mandates required overtime pay for
activities falling outside of regular school hours.
STORIES OF CHANGE
As the program was implemented, the James Middle School
principal expressed some ambivalence about the program and
the services offered. His concerns grew about how much time
students might spend out of the classroom and away from
academic instruction, whether teachers would be asked to take
on new roles or responsibilities, and how much flexibility the
liaison would request around the interpretation of mandatory
school policies and procedures. The principal’s reluctance to
embrace the program caused worry among program leaders who
knew that school leadership support would be critical to the
success of this school-based mental health program.9 Teachers
were unsure at first whether referring students to the liaison
would prove beneficial, but, after several months, decreases in
classroom disruptions and increases in time spent on academic
42. instruction confirmed the value of the liaison’s support. After
hearing the positive anecdotes from the teachers, the principal
conceded that allowing the liaison to see students individually
and having his staff participate in cultural competence training
would likely benefit his staff and help keep students out of ISS.
He became convinced that gaining a better understanding of the
differences in learning and communication among immigrant
children and the impact of trauma and loss on classroom
behavior would likely improve teachers’ patience, empathy, and
effectiveness.
Accordingly, the principal let the Building on Strengths project
director know that he was ready to expand programming.
However, he also had some barriers to overcome. When past
school budgets provided more plentiful resources, principals
and the school board had been willing to help subsidize
programs for students and families and to fund nonacademic
skill development for teachers and staff. Unfortunately, the
school budget no longer allowed for that level of generosity. An
additional challenge remained about how to identify days and
times that school staff could participate in this training since
professional development days were already committed for the
year.
LIMITED DATA AND ORGANIZATIONAL CHALLENGES
43. Building on Strengths was entering its last 6 months of funding.
Additional organizations (social service agencies, community
groups, churches, mental health providers, and advocates) were
interested in the physical and mental health needs of newly
arriving Latinos and had a brief history of providing services to
this growing population. Despite this interest, program leaders
had a difficult time forming an advisory committee for the
project, and time constraints and political concerns had limited
strategic efforts to increase program visibility among potential
partners. Although some efforts were made from the beginning
of the funding period, existing partners were unable to secure
commitments internally to continue services beyond the grant
due to the fiscal instability within most organizations. Yet, all
agreed that continuing to build broader community and system-
wide connections to the program would be beneficial.
There were some university-based resources and supports
available to collect and analyze data for the program, but early
data collection efforts were problematic, and information
collected was unreliable. There was an underdeveloped
evaluation plan guiding program evaluation efforts, and no
information technology system was available to improve the
quality of data collection. The private funding acquired to
support the program was not sufficient to invest in a more
44. rigorous evaluation of the main program components. Advisors
to the program strongly recommended that additional attention
to monitoring the impact of program activities was necessary to
successfully secure future funding. Yet, given the day-to-day
pressures facing program leaders, resources and time allocated
to evaluation were almost nonexistent.
The lack of comprehensive data about positive outcomes
associated with the program put willing supporters at a
disadvantage. The two school principals in particular, who were
beginning to see the changes at the classroom and school-wide
levels, were interested in advocating for funding to the school
board and the superintendent’s office, but the ever-increasing
demand for accountability and results made them reluctant to
champion a cause with little evaluation information. Stories of
change were accumulating, but teachers were nervous about
sharing them for fear of political retaliation in their community,
and parents were frightened their testimonials would bring them
to the attention of immigration and law enforcement officials.
Juanita’s mother had a powerful story to tell about the help she
and her daughter received through the program and the impact it
had made in their lives in New City, but her fear of deportation
forced her silence.
45. On the heels of learning that the school principal was finally
interested in taking full advantage of the various components of
the program, the project director of Building on Strengths
received disheartening news that funds for the project were
running low and decisions needed to be made about which
aspects of the program could be retained. The sustainability of
the program’s hard-won accomplishments was at risk.
AT A CROSSROADS—THE CASE SCENARIO
After working in the school system for 2.5 years, Building on
Strengths acquired a quiet, but loyal, following of supporters.
The program made progress toward its goals, but the project
director, whose time was not fully funded through this project,
was often conflicted about what to prioritize and how to build
public support for what some considered a controversial
program. Long-term sustainability plans for the program seemed
to rest on the leaders’ ability to explore opportunities among
private and public (as well as local and national) funding
sources, but program implementation and management took
precedence.
The economic recession, which had an impact on the entire
country, hit New City particularly hard in 2009. The chicken
processing plant was scheduled to close entirely within months,
46. which created a great deal of anxiety among workers and
community leaders, as well as elected officials. Latino students
and their families faced the likelihood of increased hardship
with few places to turn for reliable support. Nuestra Comunidad
was not spared the blow of the economic downturn. The agency
relied on public financing for its operations, and those dollars
were drying up, so the director of the community mental health
agency decided to cut programming and release core mental
health staff. The tension felt in the community and within
homes fueled anxiety among children and youth who had no
control over the social and economic circumstances affecting
them. These stressors contributed to an increase in the number
of behavioral and academic difficulties demonstrated by
students across a number of classrooms.
Building on Strengths was forced to reduce its third-year
financial commitment to Nuestra Comunidad so that only 40%
of the liaison’s time was covered by project funds. The majority
of the budget supported staff—the cultural liaison in particular,
as well as a small percentage of time for her supervisors at
Nuestra Comunidad and for the project director overseeing the
entire project. Moving forward, the liaison would need to
supplement her salary by billing Medicaid for clinic-based
treatment services outside of her responsibilities in the schools.
The project director was informed by the project’s accounting
47. office that $25,000 was available for the remaining 6 months of
the grant, half of what was expected at that point in the budget
cycle. Building on Strengths leadership needed to decide how to
meet program objectives, cover expenses, and prioritize limited
time and scarce resources. With the end of the school year
looming and the grant ending, time was of the essence.
Key Questions
1. What aspects of the Building on Strengths program are most
important to preserve in light of impending funding cuts (i.e.,
training parents, cultural competence training for teachers,
providing direct services, improving data collection and
evaluation, focusing on partnership development, engaging in
antistigma campaigns, etc.?). What is the rationale for this
choice? What critical stakeholders should be involved in the
planning, implementation, and evaluation of these program
components? What additional information does the project
director need in order to make this decision?
2. What other sources of funding or strategic actions could the
project director engage in to help sustain this school-based
mental health project beyond the grant? What program elements
are most important to continue, especially given the absence of
a strong organizational infrastructure? What cultural and
48. political challenges influence the existence and expansion of
such a program?
3. What other partners or advocates should the project director
enlist for help? How could Building on Strengths utilize parents
and community members more in the development and
sustainability of its program? What barriers to engaging
immigrant parents (both documented and undocumented) might
they encounter, and how can they address these challenges?
About the Authors
Olga Acosta Price, PhD, is director of the Center for Health and
Health Care in Schools, a national resource and policy center
committed to building effective school health programs. Dr.
Price is currently managing a Robert Wood Johnson
Foundation-funded program that addresses the mental health
needs of children and youth from immigrant and refugee
families. She is an associate professor at the School of Public
Health and Health Services at The George Washington
University in the Department of Prevention and Community
Health.
Jodie Fishman, MPH, helped develop this case study as a
culminating project for her master’s of public health degree,
49. which she received from The George Washington University in
May 2009 in maternal and child health. Mrs. Fishman currently
lives in Seoul, Korea, where she runs a Chlamydia education,
screening, and surveillance program on an army base for the
U.S. Defense Department.
Mimi V. Chapman, MSW, PhD, is an associate professor at the
University of North Carolina at Chapel Hill School of Social
Work. Her research and teaching focuses on child and
adolescent mental health, in particular the needs of new
immigrant youth and youth involved with child welfare.
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Although this case is based on a real project, the names of
individuals, schools, and locations have been changed to protect
the confidentiality of those involved. In addition, some of the
issues facing the project have been added for teaching purposes.
i An individual who engages in the act of bridging, linking, or
mediating between groups or persons of differing cultural
backgrounds for the purpose of reducing conflict or producing
change.1
52. ii White refers to an individual who identifies as a member of
the white race and is not Hispanic or Latino. Hispanic or Latino
is a term used by a person of Cuban, Mexican, Puerto Rican,
Cuban, South or Central American descent, or other Spanish
culture or origin, regardless of race.5
iii Statistics provided are for a state within the United States
but are not necessarily reflective of the demographics of
Mississippi.