PUB 540 Topic 8 DQ 1 disease and infection control due COVID

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Topic 8 DQ 1

Jun 9-11, 2022

There is no description for this assessment.

REPLY TO DISCUSSION

AM

Jun 15, 2022, 7:56 PM

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A current public health area at the forefront of public health concern for past two and a half years has been disease and infection control due COVID. The public health order I am choosing to discuss affects New Mexicans. In the United States, states were able to enact their own guidelines regarding the use of masks, vaccine requirements and either allowing or prohibiting large gatherings. In New Mexico, the public health order on COVID and the associated documents, advisories, were clarified and amended as of June 2022. The guideline continues to advise social distancing to protect the state “as a whole” and acknowledges that vaccines are the most effective way to protect people stating everyone should continue to wear masks, social distance, and self-isolate to protect those that cannot get vaccinated or are ineligible to get vaccinated (New Mexico Department of Health, 2022). The order mandates the use of masks in all hospital settings, nursing homes, long term care facilities, and hospice and rehabilitation facilities (NMDOH, 2022). The public health order also advises that all businesses, including non-profits must adhere to covid safe practices and schools, kindergarten 12th grade should utilize the “Covid-19 Response Toolkit for New Mexico’s Public Schools” and allows for operation up to maximum capacity (NMDOH, 2022). Additionally, it is advised that all businesses and establishments must report to the NMDOH (2022) when rapid response is required, and when more than rapid response cases occur in a 14-day period it will be made public knowledge so the public will be aware of positive cases. The public health order continues to try and prevent the spread of covid and states that New Mexico Covid infections have risen to more than 547,000 and has claimed the lives of more than 7,800 in the state (NMDOH, 2022). The state has made its mandates lax versus their strict nature when the pandemic started. There are concerts, large gatherings, and events like there was prior to COVID and masks seem to be optional at these gathering. I think the state and governor did their best to control covid via public health orders, however there was significant resistance to vaccine and mask mandates. I, like many of us in class have been personally affected by COVID with the loss of loved ones and sit here with a current COVID infection despite my best efforts and precautions to avoid COVID illness.

Reference PUB 540 Topic 8 DQ 1 disease and infection control due COVID

New Mexico Department of Health. (2022). Public Health Order. https://cv.nmhealth.org/wp-content/uploads/2022/06/061522-PHO-Masks-1.pdf

JT

Jun 14, 2022, 7:38 PM

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Topic 8, DQ 1, Thompson-McLaurin, Jeneen, PUB 540

According to Friis & Sellers (2020) ethics and policy are interlaced when laws are written that affects the public. Instead of dealing with an individual, the population can be affected with repercussions that are long lasting. One major ethical issue is making sure resources are appropriately allocated to the less fortunate. Social structures, social determinants of health, and cultural factors need to be considered when law/policies are written. One thing about public health research that is different from other areas is where the funding comes from. Public health research funding comes from the taxpayer dollar.

Miller & Smith (2021) discussed how ethics and public health affected the response to COVID. One issue that has been discussed is funding for COVID, specifically smart phone technology and blue tooth capabilities in surveillance of COVID for tracking the spread of COVID in the community. One such consideration obviously is privacy, which could easily be a conflict with civil liberties of democracies. Hard choice was made in mandates of vaccines for government jobs and the lockdown itself. It can be argued that we all should want to stop the spread and have a collective responsibility to do so. But, if individuals don’t believe in this concept, should there be forced compliance?

References PUB 540 Topic 8 DQ 1 disease and infection control due COVID

Miller, S., & Smith, M. (2021). Ethics, public health and technology responses to COVID‐19. Bioethics, 35(4), 366–371. https://doi-org.lopes.idm.oclc.org/10.1111/bioe.12856

Friis, R. H., & Sellers, T. (2020). Epidemiology for public health practice (6th ed.). Jones & Bartlett Learning.

NN

Jun 12, 2022, 2:00 PM

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Replies to Ashleigh Martinez

As related to the community health area of public health, the National School Lunch Program (NSLP) is a federal program and policy implemented at the public and nonprofit schools levels. According to the USDA (2022), the initiative was created under the National School Lunch Act of 1964, estimated to have served 30.4 million children in 2016 alone. As described, the policy promotes the consumption of healthy diets in schools to reduce the prevalence of obesity among school-going children. Specifically, the program offers affordable nutritionally-balanced meals, effectively addressing the socio-economic causes of obesity and their correlations with health disparities. Focused on lunch for each school day, the initiative targets to reduce the high consumption of junk or unhealthy foods and snacks formerly available at school canteens and discourage parents from packing unhealthy snacks with excessive fats, sugars, and salts. Children are supplied with a balanced diet, including fruits and vegetables.

NSLP focuses on reducing obesity prevalence rates for school-going children. According to the CDC (2021), obesity levels for pediatrics are significantly high, with a prevalence estimated at 19.7% of children and adolescents, which translates to 14.7 million individuals in the population. At the same time, in children between 2 and 5, the prevalence rate for obesity is estimated at 12.7%, increasing to 20.7% in children aged between 6 and 11 years (CDC, 2021). From a pathophysiological perspective, obesity is a lifestyle condition associated with various factors, particularly the food taken. In such a case, energy imbalance due to excessive calories leads to fat accumulation, the primary cause of obesity. Eating junk food consistently increases the risk of obesity substantially. In such a case, the NSLP targets school-going children at risk of developing obesity, primarily due to poor eating habits, as well as the lack of participation in exercise.

The NSLP has a significant efficacy rate in reducing obesity risk factors and related incidence, prevalence, morbidity, and mortality levels. Subsequently, Hawkins et al. (2018) assessed the program’s impact in the rural public schools of Louisiana in 33 institutions. The data from the study targeted children from the 4th and 8th grades, promoting access to low-cost, nutritional, and well-balanced lunch to 87% of the children in the setting. From the assessments, the level of sodium in the foods offered was reduced by more than 233 mg/meal (Hawkins et al., 2018). Individuals not participating in the program consumed over 206 mg/meal of sodium, significantly increasing the risk of obesity in such a population. Moreover, there was a substantial change in the amount of sugar consumed, with the data illustrating a decrease of between 18 to 28mg/ lunch. Reducing the consumption of such foods resulted in lower obesity prevalence rates among the target population.

The NSLP reduced obesity prevalence, coupled with the Healthy, Hunger-Free Kids Act. In this regard, Kenney et al. (2020) estimate the prevention of obesity from 47% higher in 2018, although the related mortality rates are imprecise. The overall yearly change in obesity was estimated at 15% to 16% in the pre-and post-implementation of the NSLP. As a result, the policy was effective and substantially reduced obesity levels, especially among low-income family children or those affected by high levels of poverty. As highlighted, obesity rates are determined by socio-demographic factors and determinants of health. Similarly, Hawkins et al. (2018) identify reduced incidence and mortality rates related to obesity in school-going children in rural Louisiana due to the NSLP. The policy effectively reduces the associated risk factors, including high sugar, salt, and fat content, related to elevated obesity rates among school-going children. Improving child nutrition in public schools leads to improved health and lower obesity levels in the community.

References PUB 540 Topic 8 DQ 1 disease and infection control due COVID

CDC. (2021). Childhood Obesity Facts Prevalence of Childhood Obesity in the United States. https://bit.ly/3O1iKMB

Hawkins, K. R., Burton, J. H., Apolzan, J. W., Thomson, J. L., Williamson, D. A., & Martin, C. K. (2018). Efficacy of a school-based obesity prevention intervention at reducing added sugar and sodium in children’s school lunches: The LA health randomized controlled trial. International Journal of Obesity, 42(11), 1845-1852. https://doi.org/10.1038/s41366-018-0214-y

Kenney, E. L., Barrett, J. L., Bleich, S. N., Ward, Z. J., Cradock, A. L., & Gortmaker, S. L. (2020). Impact of the healthy, hunger-free kids acts on obesity trends. Health Affairs, 39(7), 1122-1129. https://doi.org/10.1377/hlthaff.2020.00133

USDA Food and Nutrition Service | USDA-FNS. (2022). National school lunch program (NSLP) fact sheet. https://www.fns.usda.gov/nslp/nslp-fact-sheetAs related to the community health area of public health, the National School Lunch Program (NSLP) is a federal program and policy implemented at the public and nonprofit schools levels. According to the USDA (2022), the initiative was created under the National School Lunch Act of 1964, estimated to have served 30.4 million children in 2016 alone. As described, the policy promotes the consumption of healthy diets in schools to reduce the prevalence of obesity among school-going children. Specifically, the program offers affordable nutritionally-balanced meals, effectively addressing the socio-economic causes of obesity and their correlations with health disparities. Focused on lunch for each school day, the initiative targets to reduce the high consumption of junk or unhealthy foods and snacks formerly available at school canteens and discourage parents from packing unhealthy snacks with excessive fats, sugars, and salts. Children are supplied with a balanced diet, including fruits and vegetables.

References PUB 540 Topic 8 DQ 1 disease and infection control due COVID

CDC. (2021). Childhood Obesity Facts Prevalence of Childhood Obesity in the United States. https://bit.ly/3O1iKMB

USDA Food and Nutrition Service | USDA-FNS. (2022). National school lunch program (NSLP) fact sheet. https://www.fns.usda.gov/nslp/nslp-fact-sheet

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PUB 540 Topic 8 DQ 1 disease and infection control due COVID Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Also Check Out: PUB 540 Topic 7 DQ 2 Identify a health issue of your choice, such as an infectious disease, chronic disease or health issue prevalent in a specific target population

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

Course Room Etiquette:

It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

Office Hours:

My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.

Late Policy and Grading Policy

Discussion questions:

I do not mark off for late DQ’s.
I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
Any activity or assignment submitted after the due date will be subject to GCU’s late policy
Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
No assignments can be accepted for grading after midnight on the final day of class.
All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
I do expect outside sources as well as class materials to formulate your post.
APA format is not necessary for DQ responses, but I do expect a proper citation for references.
Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
Please review your LopesWrite report prior to final submission.
Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

Representing the ideas, expressions, or materials of another without due credit.
Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
Failing to document direct quotations without proper citation and referencing.
Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

Please note that Microsoft Office is the software requirement at GCU.
I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.