GDB 102 Final HW Set
- In class, we discussed public health interventions, the role of monitoring/evaluation, and completed a project on the development of logic models as part of an intervention. See the posted lecture on Canvas. Based on that lecture, answer the following three questions.
- In your own words, describe the difference between monitoring and evaluation when applied to a large-scale health intervention program (people, animals, or plants). Use a hypothetical intervention program as an example to show the difference between monitoring and evaluation. (Your answer should be at least two paragraphs) (4 pts
- Discuss (don’t just list) four reasons why it is important to have a monitoring and evaluation program when designing a public health intervention. (Your answer should be at least two paragraphs). (4 pts)
- In your own words, describe the difference between outputs and outcomes. Use a real-world example to show the difference. Do not use the same example your group did in class. (Your answer should be at least two paragraphs) (4 pts)
- The S. 3799: PREVENT Pandemics Act is a new proposed bill from Senator Patty Murray of Washington State. This question will ask you to do a bit of research on the sponsoring congressperson, the bill, and proposed messaging you would create.
- How long has Senator Murray been in office, when are they up for reelection, and what is their political affiliation? (1 pts)
- List three public health, three research, and three infrastructure priorities mentioned in the bill. (3 pts)
- Pick one section of this bill and think about how you can summarize this section for your local Congressperson (House Representative or Senator) and garner support when it is up for debate on the House floor. Write out the goal, the specific ask, and three messages to support your position about the bill. Remember the 3M model (miniature, memorable, meaningful) when crafting your messages. (8 pts)
- Arizona is currently in the process of updating their Comprehensive Sex Education (CSE) statewide policy. Currently, the policy (contained under R7-2-303; an Arizona State Regulation) outlines several key points, listed below.
In middle school, sex ed is offered as a supplemental to the health courses already offered. This supplement (sex ed) can only be taken with written request of a parent or guardian, and all lessons have to first be approved by the local governing board advisory committee. This board must hold at least 2 public hearings for the purpose of receiving input on the elective sex education lessons and must then publish all materials for public viewing. In middle school, lessons are taught separately to different genders, require no homework, and will ask no questions of students’ personal beliefs or practices.
In high school, a course in sex education may be provided in the high schools of Arizona. All instructional materials must be reviewed by the local governing board, and must be approved and available for view by the public. Lessons will not include any tests, psychological inventories, or ask any questions of students’ personal beliefs or practices.
Regardless of grade level, CSE courses or materials are only offered with the following stipulation: “All sex education materials and instruction shall be age appropriate, recognize the needs of exceptional students, meet the needs of the district, recognize local community standards and sensitivities, shall not include the teaching of abnormal, deviate, or unusual sexual acts and practices.” Importantly, these educational materials must also emphasize the power of individuals to control their own personal behavior, as well as instruction on how to say “no.” Students will be taught that it is wrong to take advantage of another person. All sex education materials and instruction which discuss sexual intercourse must (1) stress abstinence, (2) teach that abstinence is the only method that is 100% effective in avoiding pregnancy, (3) stress the severe consequences of STDs/STIs, (4) promote honor and respect for monogamous, heterosexual relationships, and (5) advise students of Arizona law. Arizona is not one of the 13 states that require that instruction be medically accurate.
- In your opinion, what is one positive aspect of Arizona’s CSE policy? (2 pts)
- In your opinion, what is one negative aspect of Arizona’s CSE policy? (2 pts)
- What are two recommendations you would put forward to stakeholders in order to improve this policy? Remember that policy recommendations should be realistic, helpful, and targeted in order to have the desired effect. (4 pts)
- Lastly, how would you present this policy in order to secure buy-in from (1) parents and communities, (2) local stakeholders like school districts, and (3) lawmakers? Think of creative ways to obtain support from each of these 3 groups. (4 pts)
- We covered a number of areas where social and cultural considerations are very important in the understanding and treatment of health issues. This question is based on the short paper “Two-Eyed Seeing: current approaches, and discussion of medical applications” by Jeffery et al. that is posted on Canvas in the Final Exam module.
The paper is a literature review of which Indigenous health care themes are present in the Western medical literature. Two-Eyed Seeing is an approach of inquiry and solutions in which people come together to view the world through an Indigenous lens with one eye (perspective), while the other eye sees through a Western lens. This approach has been used in a variety of Indigenous-partnered research projects. In this review, the authors identified eight themes in the literature concerning Indigenous-Western partnerships:
- The need to declare author positionality.
- Communication of group interpretations and guiding principles.
- Relationship building.
- Inclusion of Indigenous advisory committees and Knowledge Holders.
- Continued community guidance.
- Use of traditional knowledge gathering techniques.
- Collaborative community-involved data analysis and interpretation.
- Making meaningful and lasting relationships.
- Choose two of these themes to discuss. In your own words, describe what the authors mean by these themes. Do you think your two themes should gain more wide-spread use in health fields in the real world (i.e., outside of research projects)? Why?
(Your answer should be at least 3 paragraphs) (6 pts)
- Finally, what is your opinion about the overall concept of Two-Eyed Seeing? What additional information about the concept would you like to know? Why?
(Your answer should be at least 2 paragraphs) (6 pts
- In practice, what does the term One Health mean to you? I’m not looking for a definition of One Health, but rather if you think that the One Health principles you have learned about can truly be put into action in the real world. (1 paragraph, 2 pts)