Congratulation! You just got hired as a Public Health Coordinato.docx
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Congratulation! You just got hired as a Public Health Coordinator in the newly created section at the Sangamon County Health Department that provides an awareness campaign for COVID-19 vaccination. As a public health professional, you need to design a policy statement based on a system’s thinking model to identify the target population and advertise your program to influence those communities getting vaccinated. i. Considering how infectious disease is transmitted into the environment and among people, please draw a system thinking diagram that includes all components such as elements, interconnection, and causal loop such as negative and positive feedback. Please include environmental health aspects of COVID-19 such as the source of this disease, its transmission, health implication, and preventive measures. Please use MS Word or PowerPoint to draw the detailed diagram. After sketching the systems thinking diagram, explain each element and interconnections. ii. Using the above framework, please write a one-page policy statement that includes preventive measures such as vaccination, mask-wearing, social distancing and practicing good hygiene to safeguard peoples’ health and well-being and limit widespread outbreaks. .
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Solution
Ques-1:
Government policies and political actions have profound impact on health care sector and on
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Outline an implementation program you might develop as a health care administrator, on a local
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22-24 SEPTEMBER 2009
Background Paper and Planning Template
Franklin Apfel
World Health Communication Associates Ltd
- 2 -
Background
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091409 U Of Florida
Improving Health through Communication, Marketing, and Media delivered at the College of Health and Human Performance at the University of Florida on September 14, 2009
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The vision of the CDC is to create a healthier, safer world that is able to detect prevent and respond to public health threats (CDC, 2019).
The mission statement is to protect all Americans and people of the nations worldwide from public health threats by working with partners to build capacity, advance research and respond in times of crisis like during this current COVID-19 pandemic (CDC, 2019).
The CDC provide technical help, assistance and resources to state and local public health agencies to support the efforts in building and preparing resilient communities (CDC,2011).
To achieve the vision of the CDC, it is vital that stakeholders as across, public health, partners, private sectors, emergency department and other related bodies, work hand in hand.
The CDC will demonstrate leadership in public health preparedness and response by adhering to the following values they have in place:
· Engaging partners on and leveraging collaboration (a strength the TOWS matrix)
· Basing decisions on the best available science
· Encouraging effective communications and inform.
Higher education, science and innovation lockdown level 1 media statement final
The Ministry of Higher Education, Science and Innovation has been
building comprehensive programmes, systems, controls through
establishment of guidelines, protocols, capacity building, at all levels firmly
grounded in the growing body of science and latest epidemiological data.
Public Health Preparedness Planning for Strengthening Capabilities During Pan...
Public Health Preparedness Planning for Strengthening Capabilities During Pan...Dr. Prachi Ugle Pimpalkhute
Be it with regard to natural, accidental or intentional means, public health has always been under threat. As is the case with the current COVID 19 pandemic, public health preparedness to prevent, respond to and recover is key for securing country’s overall development and growth. Review the Healthy People 2020 Leading Health Indicators Web page in.pdf
Review the Healthy People 2020 Leading Health Indicators Web page in the resources. Briefly
review the \"2020 LHI Topics.\" You can see the data and the impacts, determinants, and
disparities.
Choose one leading health indicator and write a 1–2 page paper in which you outline an
implementation program you might develop as a health care administrator, on a local level, to
address the indicator at all levels of the socioecologic model. In your implementation plan
outline, be sure to indicate:
What is currently being done.
What needs to be done.
What role leadership plays.
What data would be necessary to show success.
You may want to use the following optional resources for this assignment:
U.S. Department of Health and Human Service\'s National Prevention Strategy, pages 28–50.
This was released in 2011 to provide an integrated guide for improving the health of the nation.
It identifies health care priorities that look at a national plan in relation to what needs to be done
and what data would show success. It may be useful to get you thinking about what you might
use for your program.
In 2008, Trust for America\'s Health first identified Ten Top Priorities for Prevention, and now
keeps them current on their Web site.
Healthy People 2020 identifies their topics and objectives, which might have additional
information for you.
Solution
Ques-1:
Government policies and political actions have profound impact on health care sector and on
remaining fields of the health care sector including nursing- 2020 LHI Topics.
Outline an implementation program you might develop as a health care administrator, on a local
level, to address the indicator at all levels of the socio-ecological model:
Already, health care policies have been implemented in the form of Obamacare at state and
federal level so that it has meticulous importance in getting clinical health data in the form of
electronic medical record of every patient in the form of health care administrator. These are
currently, being done by the health care administrators at state and federal level to attain better
patient health outcome
What needs to be done?
What role leadership plays?
1. The work place
2. Professional organizations
3. The government
4. The communities
Work place: In health care sector, political action has profound effect on the individual
workplace of nurses due to implementation of various health policies to defend chronic and acute
illnesses. Registered nurses should follow those political instructions to continue in their work at
workplace. Nurse must implement policies implemented by the ruling parties along with
communities.
The innovative social -ecological models in preventing chronic illness includes in particularly
early identification of the disease causing organisms (in case of HIV) can result reduced severe
patient outcomes make any health care professional into a health care administrator. The other
preventive approaches of the chronic illness include that initial screenin.
Social marketing applies commercial marketing strategies to promot.docx
Social marketing applies commercial marketing strategies to promote public health.
Social marketing is widely used to influence health behavior. Social marketers use a wide range of health communication strategies based on mass media, they also use mediated (example, through a healthcare provider), interpersonal, and other modes of communication, and marketing methods such as message placement (for example, in clinics), promotion, dissemination, and community level outreach. Social marketing encompasses all of these strategies.
Courtesy: NIH
Application of social marketing strategies for measles, mumps and rubella (MMR) vaccination. in young children’s. People in many developing countries have misgivings, fear and other reasons against MMR vaccination resulting in resurgence or disease epidemics. Social marketing theory work well in countering these obstacles while encouraging administration of the vaccine to improve the health of the society.
Concepts-
1. Consumer orientation- In this approach planning, implementation and evaluation strategies of consumer marketing is employed to motivate the parents for vaccination of their children’s against MMR. We took advice from people to what change we make to adopt this healthy behavior. Needs assessment this message is appropriate from them what barrier environment we have to take. Also take care how people respond to the healthy behavior. Citizen advisory panels help to get feedback.
2. Audience segmentation- . Parents of the children are selected that largely influences the success of MMR vaccination in the children. Positive behavior change to vaccinate their children is encouraged by educating them and creating awareness about the complications associated with MMR viral epidemics. We target the group which have similar variable and advise them.
3. Channel analysis- Method to deliver the required message and the desired place to target the population/desired audience (parents). Usage of print ,news and online social media to convey the benefits and the risks associated with vaccinating and not vaccinating with MMR Other places that can be targeted are gynecologic and pediatrics hospitals while utilizing other public places with posters to spread the awareness and the benefits of MMR. We also have to find appropriate time when to advertise and advice these desired population.
4. Strategy- In this stage of planning the idea is to meet the objectives. We can use different strategies like making the vaccine available in every hospital facility for easy access, making vaccine cost effective to eliminate the barriers of our target population.
5. Process tracking- In this evaluation phase of the program we check and monitor if the applied interventions are rightly executed to achieve the objectives. After undertaking surveys, reviewing and revisiting the steps, progress can be tracked. We can also obtain feedback from the target population to improve and enhance the performance of the pr.
Implementing integrated community case management: stakeholder experiences an...
Malaria Consortium’s involvement in iCCM has spanned inputs to facilitate policy development, project design, implementation from start-up phase; ongoing support to the public health system in continued implementation; the trial of specific supportive interventions to boost effectiveness; monitoring and evaluation; costing analysis work; and advocacy.
This paper discusses a participatory evaluation on iCCM implementation in South Sudan, Uganda and Zambia. The findings, challenges and lessons learned are presented in 11 key components of iCCM implementation.
WORLD HEALTH COMMUNICATION ASSOCIATES Campaign Develo.docx
WORLD HEALTH COMMUNICATION ASSOCIATES
Campaign Development Workshop
Izhevsk
22-24 SEPTEMBER 2009
Background Paper and Planning Template
Franklin Apfel
World Health Communication Associates Ltd
- 2 -
Background
Coordinators and key stakeholders from Cherepovets, Dimitrovgrad, Izhevsk and
Stavropol are being were convened in this third training session of the We Choose Life
Youth Against HIV AIDS Project to explore ways in which they can develop campaigns
that will address identified needs and gaps in current HIV /AIDS communications,
enhance HIV/AIDS literacy amongst key target groups, especially youth; “engage the
unengaged”; overcome obstacles and strengthen the reach and impact of current
prevention and treatment services.
This campaign development workshop builds on the Stakeholder and Youth Volunteer
Network activities to date; in particular the youth behavioural surveys.
The workshop will serve to help each of the cities finalise campaign plans and will utilize
data collected by each city prior to the meeting see campaign development
planning questions below. The three day workshop will be include sessions on
communications as a determinant of health, formative communication research, issue
framing, an advocacy framework , practical campaign planning exercises, issues
related to social marketing, working with media, media advocacy, and campaign
evaluation. There will be both lectures, group work and discussion sessions.
Workshop Objectives
The overall aim of the project is to reduce the disease burden related to HIV/AIDS
amongst youth in participating cities.
The key objective of the workshop is to assist each city stakeholder team to agree and
finalise plans for a youth focused HIV/AIDS communication campaign that will raise
awareness and stimulate healthy behaviors, choices and policies.
As a secondary benefit of this process the workshop aims to enhance participants’
capacities in health communications, communication related research, advocacy,
social marketing as well as working with media.
It is further anticipated that the skills developed for this specific project should be
generalisable to other key public health communication challenges.
Pre-workshop activities- Some questions to answer
Each city is asked to carry out a series of tasks that is aimed at collecting data needed
for effective campaign planning. Reach city will customize their own campaign plans
aimed at enhancing HIV/AIDS prevention and treatment information, education and
public awareness (and supportive policies) by stimulating demand for information and
engaging and strengthening the capacity of health leaders, people living with
HIV/AIDS (PLWHA) and information mediators, e.g. health professionals, media, policy
spokespeople, NGO advocates, and private sector advertisers, to respond effectively.
- 3 -
The reason communications is being emphasized relates to the fac.
Develop a disaster recovery plan to lessen health disparities an.docx
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population .
Develop a disaster recovery plan to lessen health disparities and im.docx
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve populat.
Tcom 220 slideshare maxwell
Slideshare on disease awareness and education on a local personal level as well as on social media.
There has been a health outbreak! Choose an at-risk population, an e.docx
There has been a health outbreak! Choose an at-risk population, an epidemic, and respond to the following objectives from the CDC Epidemic Intelligence Service. You are to write a 2- 3 page paper, in APA format, include at least 5 references, and address the objectives below. You will include the primary NCHEC Area of Responsibility and Competency you are addressing in this assignment as a title on the first page of your document. What is the epidemic, who does it adversely affect, what is the first response to this epidemic, etc.
After you complete the paper, create a 1-page outbreak communication flyer, radio announcement, commercial transcript, etc. to release to the public (this is the presentation portion and is a separate submission) (follow the CDC and WHO outline for help, located in the Module 5 Resources).
Possible Epidemics in the US:
Salmonella
Lung injury associated with e-cigarette use or vaping
Listeria
Brucella
Measles
Hepatitis A
Hurricane
Possible Epidemics Outside the US:
Dengue
Polio
Chikungunya
Typhoid fever (drug-resistant)
Hurricane
Situational Awareness
At the start of an investigation, you will need to assess the situation (
11
). The following steps will help you perform this task quickly:
Identify affected or potentially affected populations (i.e., target audiences)
. Ask yourself, “Who is most at risk by the outbreak or public health threat?” “What populations are most vulnerable or at the highest risk and need to be reached first?”
Identify behavioral factors that might place persons at risk.
Ask yourself, “Are behavioral factors placing persons at risk?” If so, “What are they?” Can you recommend actions that persons and healthcare providers can take to confront these behavioral factors and thus reduce their risk (e.g., get vaccinated or wash their hands frequently)? If the risk is unknown, can you provide information to the public and media about what is being done in the investigation to identify what places persons at risk?
Identify partners who might be able to reach affected persons or populations.
In an ideal situation, strong relationships will exist. However, if such relationships do not yet exist, quickly identify what relationships are crucial for containing and stopping the outbreak. Ask yourself, “Are healthcare providers available who might reach the affected persons or populations quickly?” “Who are the community leaders who can help reach the affected persons or populations?” “Will the public look to specific partners or persons for advice or direction (e.g., religious leaders or local thought leaders)?” Decide who should talk with those influential persons and what the timing should be for doing so.
Identify perceptions in the community that might affect communications
. Listen to community members. Work to get a better understanding of how local authorities, affected persons, and community leaders perceive the situation (
7
). Listen to concerns, critiques, and fears..
091409 U Of Florida
Improving Health through Communication, Marketing, and Media delivered at the College of Health and Human Performance at the University of Florida on September 14, 2009
Portfolio Graphic Designer Marcel Claxton - 2016
My name is Marcel Claxton and I am a senior designer of information solutions for online and print platforms. I design unique logos, web content and wireframes, storyboards, documents, presentations, media & brand kits, and infographics, while researching and developing innovative new styles and tools to do so.
Former clients consist of national and international companies and nongovernmental organizations, including International Federation of Red Cross, the Pew Trust, UNICEF, Secured by web, Ericsson, Cannondale, Arsenal, Groundfloor and more.
What follows is a brief overview of my work.
I look forward to working together so we can reach audiences in new and exciting ways.
Sincerely,
Marcel Claxton | Senior Designer
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Social marketing applies commercial marketing strategies to promot.docx
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Implementing integrated community case management: stakeholder experiences an...
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WORLD HEALTH COMMUNICATION ASSOCIATES Campaign Develo.docx
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Develop a disaster recovery plan to lessen health disparities an.docx
Develop a disaster recovery plan to lessen health disparities and im.docx
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Connecting Knowledge with Research in Case Studies
Introduction
One of the core elements of social work is the comprehensive assessment of a situation in a case which aids in developing effective interventions. In this regard, the understanding and application of knowledge are imperative in making the most profound decisions. In cases involving adolescents, among the most important knowledge is that on human behavior and social environment which is described as understanding how people relate to their environment including social interactions and relationships. According to Zastrow and Kirst-Ashman (2016), it is important to set realistic goals with the client consistent with the needs and requirements while applying obtained knowledge to implement the developed interventions. This paper entails a case study on Eboni Logan, proposed goals, and relating it with a peer-reviewed article.
Eboni Logan Case
The case used in this project is that of Eboni Logan, a 16-year-old biracial African American/Caucasian female who is two months pregnant. Eboni lives with her mother Darlene, and grandmother, May. She has been working at a fast food restaurant for 10 hours per week. Eboni has a boyfriend named Darian with whom they have been engaging in sexual activities without contraceptives. Both Eboni and Darian have no criminal records nor do they manifest alcohol or drug abuse although they take these elements occasionally. While Eboni’s mother works as an administrative assistant at a local manufacturing company, her father is a mechanic who supports Ebony through social and financial wellbeing. Eboni has recently learned she is pregnant, an aspect that introduces a number of problems for her and the social environment.
Case Problems
The case problems involve Eboni’s pregnancy. First, all her social environment including the grandmother and mother are upset with the situation. Her mother in particular hurled insults while calling her a slut. Her father was also upset although he agreed to provide her with a place to stay. The first challenge in this regard entails the broken relationship with her social environment and especially her mother. The second challenge is that Darian, who is the child’s father, states that he is not ready to support the baby and although he has not mentioned it explicitly, he prefers an abortion which Eboni does not want. The issue in this regard is how Eboni will nature her pregnancy and the baby yet she is still an adolescent and at school which might be forced to terminate for the moment. In addition, it may be worrying about how she will live with her father and stepmother considering the situation.
Goals
The goals, in this case, are informed by the above-identified problems and Eboni as the main client in the situation. The first goal would entail re-establishing the relationship with her social environme.
Conjecture Every card that has an even number on one side is .docx
Conjecture: Every card that has an even number on one side is red
on the other side.
Which cards does one have to turn over to find out whether the
conjecture is true?
PHIL 110; Spring 2020; Lecture 15 1
Every card has a colour on one side and a number on the other.
Is this a valid inference?
Premise: Every person at the party was a twentysomething.
Conclusion: Every person at the party who was wearing a jacket was
a twentysomething.
Valid! Not valid!
PHIL 110; Spring 2020; Lecture 15 2
13: Everything
PHIL 110; Spring 2020; Tom Donaldson
Things to be getting on with
• Take it easy – relax after the midterm.
• There will be an assignment next week.
PHIL 110; Spring 2019; Lecture 13 4
1: Beyond Statement
Logic
Beyond Statement Logic
• There are certain inferences which cannot be adequately
evaluated using the tools we’ve discussed so far.
• Let’s look at some examples.
PHIL 110; Spring 2020; Lecture 15 6
Tense Logic
Premise: Ashni will swim and Ben will swim, but Ashni won’t
swim while Ben swims.
Conclusion: Either Ashni will swim and then Ben will, or Ben will
swim and then Ashni will.
PHIL 110; Spring 2020; Lecture 15 7
Deontic Logic
Premise: You may have coffee.
Premise: You may have tea.
Conclusion: You may have coffee and tea.
Premise: C
Premise: T
Conclusion: (C & T)
PHIL 110; Spring 2020; Lecture 15 8
The Logic of Quantification
Premise: Every dog is a mammal.
Premise: Fido is a dog.
Conclusion: Fido is a mammal.
PHIL 110; Spring 2020; Lecture 15 9
We’ll focus on the logic of quantification …
• Tense isn’t relevant in (pure) mathematics.
• Deontic notions (such as obligation and permission) are also not
relevant.
• But “every” is everywhere in mathematics!
• Every natural number has a unique prime factorization.
• Every polynomial of degree three has a real root.
• Every polynomial is differentiable.
• The negation of an “every” statement is equivalent to a “some”
statement.
• So we’ll focus on “every” and “some”.
PHIL 110; Spring 2020; Lecture 15 10
2: Introducing “Every”
Universal Generalizations
Universal generalizations in English often contain the word “every”, or
“everything” or “everyone”, or “any”, or “all”:
• Every whale is a mammal.
• Everything is broken.
• All dogs are hairy.
But there are exceptions:
• Dogs have four legs.
• A bear is a mammal.
• Man is born free, but everywhere he is in chains.
PHIL 110; Spring 2020; Lecture 15 12
The Need for Symbols
Compare:
• A bear is a mammal.
• A bear goes through my trash can every night.
As we said earlier in the term, English is extremely complicated, so
in logic we need to use artificial symbols instead.
We won’t introduce any new symbols today, however.
PHIL 110; Spring 2020; Lecture 15 13
Strict vs. Loose
• There are two sorts of universal generalization – strict and loose.
• Strict: “Every single dog without exception is a mammal.”
• Loose: “Dogs have four legs.”
• A s.
Congress and the Presidency An Unequal RelationshipThe .docx
Congress and the Presidency: An Unequal Relationship?
"The tyranny of the legislature is really the danger most to be feared, and will continue to be so for many years to come. The tyranny of the executive power will come in its turn, but at a more distant period."
- Thomas Jefferson
In 1783 American colonists, defying incredible odds, had just beaten the United Kingdom, western hemisphere's preeminent power, in the
American War for Independence
. (NPS.gov, n.d.) Now, these thirteen colonies, saddled with a new governmental charter, the onerous
Articles of Confederation
, sought to chart their own, independent path. (Gilderlehrman, n.d.) As a result, in 1787 disgruntled colonists sent delegates to Philadelphia in order to revise the dysfunctional Articles of Confederation. Yet, in a radical departure, most delegates decided not to amend the current constitution, but instead to craft a new Constitution. (OConnor & Sabato, 2019)
During the four month Constitutional Convention the delegates readily agreed upon James Madison’s basic premise of a new, United States government delineated along three branches: legislative, executive, and judicial. That said, most delegates envisioned a strong legislative body and a weak executive office. (Maier, 2011)
Today, many historians and political scientists argue that the institution of the presidency has dramatically increased in power since the end of WWII at the expense of Congress.
This notion of a modern, expansive presidential power, stands in steadied contrast to Congress’ Constitutional ability to “check” the executive branch.
The U.S Congress has three, broad powers that, as per the founding fathers, act as a “check” against the executive branch:
Lawmaking Power. Only Congress can propose and pass legislation.
An example of Congress’s lawmaking function is the
Declaration of War with Japan of 1941
. More information about Congress’s ability to declare war can be found on the official
House of Representatives’ website
.
Budgetary Power. Only Congress has the authority to pass and fund the federal budget. Whereas the president request monies for the federal bureaucracies, Congress actually controls the purse strings.
An example of Congress’s budgetary function is the
Congressional Budget Act of 1974
. More information about the Congressional Budget Act of 1974 can be found on the official
House of Representatives’ website
.
Oversight Power. As per Whitehouse.gov, “Oversight of the executive branch is an important Congressional check on the President’s power and a balance against his discretion in implementing laws and making regulations. A major way that Congress conducts oversight is through hearings. The House Committee on Oversight and Government Reform and the Senate Committee on Homeland Security and Government Affairs are both devoted to overseeing and reforming government operations, and each committee conducts oversight in its policy area.” (Whitehouse, .
Congratulations! The members of the United Nations found great value.docx
Congratulations! The members of the United Nations found great value in the two analyses you provided. They are now asking you to develop a PowerPoint presentation that addresses the four most critical threats to the global environment. They are listed in the table below.
Energy sources
Civil war
Globalization
Poor health of entire populations
Lack of educational opportunities
Cultural taboos
Inappropriate uses of technology
Climate change
To complete this task, you must do the following:
Step I. Narrow the List from Eight to the Four Most Critical Threats
To complete this step, complete the following tasks in order:
Review research on each of the eight threats listed in the table.
Determine what you believe to be the current and potential future impacts of each threat on the global environment.
Choose the four threats that you see as the most critical by considering which pose the greatest or most immediate risk to us.
Step II. Create the PowerPoint Presentation
The completed version of this presentation will include a minimum of
19 slides.
Your audience consists of the United Nations General Assembly.
PPT Content and Structure
1.
A Title Slide
: Include your name, course title, current date, and the name of your instructor.
2.
An Introduction Slide
: List the four threats you chose, and in the Notes section offer a brief narrative justifying these choices
3.
Body Slides:
The slide content is listed in the outline below. For each body slide you develop, please include a paragraph in the Notes section explaining how the details you have provided in the slide are pertinent to the United Nations’ discussion on selecting and prioritizing goals.
I.
For your first threat
(this is the threat you consider to be the greatest risk/highest priority)
a. One slide on a brief history and assessment of the threat
b. One slide on the countries most affected by the threat, and how those countries are affected (please give examples)
c. One slide on the effects of this threat on the world population as a whole
d. One slide including a chart, graph, or compelling visual that relates to the content you present in body slides a–c
II.
For your second threat (this is the threat you consider to be the second greatest risk/second highest priority)
One slide on a brief history and assessment of the threat
One slide on the countries most affected by the threat, and how those countries are affected (please give examples)
One slide on the effects of this threat on the world population as a whole
One slide including a chart, graph, or compelling visual that relates to the content you present in body slides a–c
III.
For your third threat (this is the threat you consider to be the third greatest threat/highest priority)
a. One slide on a brief history and assessment of the threat
b. One slide on the countries most affected by the threat, and how those countries are affected (please give examples)
c. One .
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