Which are correct statements about diversity in the workplace?

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Imagine for a minute that you work in a place where everyone is the same. All of your coworkers are of the same ethnicity, gender, educational background, and socioeconomic standing. Would you be able to easily generate new ideas? Would the group have the ability to understand things from a different point of view? Without diversity in the workplace, organizations run the risk of becoming monocultural and only viewing things from a very limited perspective. The organization provides the structure for operation of the business and often defines the culture, but it’s the individuals interacting within the organization who carry out the mission of the organization.

Directions:  Read the following passage.  Answer the questions on workplace diversity that are embedded in the reading passage.

To recognize key characteristics of the concept of diversity on the job and recognize the benefits, challenges, and barriers to the development of diversity in the workplace identify key concepts related to diversity in the workplace.

1.  Which are correct statements about diversity in the workplace?

____ Workplace diversity includes invisible attributes such as your generation, sexual orientation, and marital status.

____ In companies that foster workplace diversity, people from different backgrounds are encouraged to emphasize their differences.

____ Diverse workplaces create an inclusive culture that values the contribution of only a few workers

____ A huge part of workplace diversity is about avoiding monoculture and welcoming the different perspectives diversity provides.

____ Workplace diversity can provide business advantages.

2.  Identify correct statements about diversity in the workplace (place an x by correct statements).

____ The concept of workplace diversity includes only attributes that are visible, such as physical abilities and experience.

____ Workplace diversity is about encouraging and helping people from different backgrounds to work together effectively.

____ To foster workplace diversity, companies should create a culture that values everyone’s contribution, not just the contribution of a few people or groups.

____ Workplace diversity means emphasizing monoculture and enhancing acceptance of only one or two perspectives.

____ Workplace diversity can provide business advantages over peers who don’t foster diversity.

Learning Point 1:

Myths about diversity If you asked ten people what the word diversity means, you’d probably get ten different answers. That’s because diversity is a concept that’s constantly evolving. It’s not easy to define, and everyone has a different idea of what diversity actually means. You probably have your own ideas or assumptions about what diversity means. What comes to mind when you think about diversity in the workplace? Because people have such different ideas about diversity, many myths and misunderstandings about it still exist. You may even have included some of these myths in your comments on the previous page. This topic will cover three of the most common myths: diversity is all about differences of race and gender, diversity is all about equal opportunities, and diversity is an HR issue.

Learning Point 2:

Diversity: not just race and gender The first myth – that diversity is all about race and gender – is perhaps the most pervasive. Consider Bill, who manages the Accounting Department at his company (male, 50s, white). He takes special pride in the diversity of his group, which includes different ages, sexes, and cultural backgrounds.  To Bill, these broad categories of gender and race are what diversity is all about. Do you agree? Think about it – every day, you’re constantly exposed to diversity, even if you don’t realize it.  People can be diverse even in terms of invisible attributes. For instance, in any group, you’ll find different thoughts, values, social backgrounds, and levels of education.  Other invisible attributes contributing to diversity can include your generation, sexual orientation, marital status, political or religious beliefs, physical abilities, and life experience.  When you consider the fact that there’s more to people than just the way they look on the outside, it becomes clear why diversity means more than race and gender. Those invisible attributes contribute a great deal to the mix of ideas and perspectives in the workplace. So, when you think about your own workplace, do you now perceive it in a new light? It’s probably a more diverse place than you thought!

Learning Point 3:

Diversity: not just equal opportunity Another myth about diversity is that it’s all about equal opportunities. Yes, providing employment equity is one aspect of diversity in the workplace, but diversity encompasses more than just that.

3.  What do you think are some other aspects of diversity in the workplace?

____ Helping people from different backgrounds learn to work together effectively.

____ Fostering an inclusive culture that values the contribution of a workforce made of diverse individuals.

____ Avoiding monoculture and accepting, understanding, and adapting to differences.

____ Realizing that equal opportunity programs are only in place because employers are required to use them.

____ Assuming that all workers in an organization have similar needs and are working toward meeting those needs.

Other aspects of diversity in the workplace include helping people from different backgrounds to work together effectively, fostering an inclusive culture that values the contribution of a workforce made of diverse individuals, and avoiding monoculture. In companies that have developed diversity far beyond just equal opportunities, you’ll notice three things: people from different backgrounds are helped and encouraged to work together; the contribution of a workforce made of diverse individuals is valued; and finally, monoculture is avoided and differences among individuals are understood, recognized, and accepted. People are encouraged to work together Diversity in the workplace entails finding ways to help people from different backgrounds – social or economic, for instance – be productive as a team. Diverse contributions are valued Workplaces must focus on creating a culture that values everyone’s contribution, not just the contributions of a few people or groups. Monoculture is avoided Avoiding monoculture – which is characterized by homogeneity – is a huge part of diversity in the workplace. Very few companies could be successful without the different perspectives their diverse workforces provide. The key thing to remember is that diversity is about focusing on the big picture, not just pieces of it. Think of it this way. Suppose you have a box of green balls. Now, add a few red balls, and perhaps three blue ones. The red and blue balls represent diversity, right? Well, not exactly. The diversity is actually represented by the entire mixture: green, red, and blue. Diversity in the workplace is no different. Each person, as an individual, doesn’t represent diversity. Instead, the entire mixture of individuals – with their unique ideas and experiences – is the real diversity in an organization.

Learning Point 4:

Diversity: not just an HR issue Now move on to the final myth about diversity – that it’s an HR issue. Many people, perhaps yourself included, think of HR when they hear the word diversity. However, the reality is that diversity isn’t just an organizational issue created by the HR Department. It actually starts with you, as an individual. Being exposed to diversity broadens your perspectives and might even enhance your creativity and problem-solving abilities. When people have different views and backgrounds, they often observe a problem from different perspectives. This can help broaden their views and the way they approach problems. Following is an example of how two people can approach a problem from different perspectives.

Victoria: “Recently, we had a new person join our team. William is fluent in Spanish, so he can take on clients that some of our English-speaking team members can’t. When William joined the team, I felt like he was taking new clients away from the rest of us.”

Taku: “When Victoria told me her concerns about William, I helped her see that he’s actually an asset to our team. Before he arrived, we didn’t have anyone who could speak Spanish – now we have someone who can increase our client base. Not only that, but William also has great networking skills and brought a large clientele with him to our company.”

When Taku showed Victoria how William wasn’t a hindrance but a benefit to the team, she saw the situation differently. By viewing things from Taku’s perspective, Victoria was able to broaden her viewpoint and realize that diversity can actually help her team flourish. Some companies bypass the HR Department altogether by including diversity in their strategic vision. For example, consider a company that emphasizes and encourages differences instead of suppressing them. This allows fresh ideas to emerge. Instead of forcing everyone to think along the same lines, the company focuses on the varied perspectives that emerge when differences are celebrated. This approach provides the company with business advantages not enjoyed by its peers who don’t foster diversity. By clearing away the myths about diversity in the workplace, you’ll be able to focus on the ways diversity can benefit your organization and you as an individual. Now that you’ve learned about some of the myths surrounding diversity in the workplace, have your beliefs and assumptions changed?

4.  Which statements about diversity in the workplace are correct? (Place an x by correct statements)

____ The concept of workplace diversity includes differences of thought and values.

____ Fostering workplace diversity encourages people from different backgrounds to work together effectively.

____ Companies that foster workplace diversity work to create an inclusive culture that values the contribution of a diverse workforce.

____ Workplace diversity is about encouraging monoculture.

____ Workplace diversity puts companies on an equal playing field with their peers who don’t encourage diversity.

Learning Point 5: Summary

Because people have such different ideas about diversity, many myths and misunderstandings about it still exist: that diversity is all about race and gender, that diversity is all about equal opportunities, and that diversity is an HR issue. By clearing away the myths about diversity in the workplace, you’ll be able to focus on the ways diversity can benefit your organization and you as an individual.

What is the main focus of the article?

16 Young Children • September 2009

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FAMILIES MAY LEARN THEIR CHILD HAS A DISABILITY during pregnancy, at birth (as baby Ella’s parents did), or even later, when their child enters a child care program in a home or classroom setting. Although a family’s reac- tion to the news that their child has a special need may depend upon the child’s age, the severity of the disability, and the family’s cultural view of disabilities (Muscott 2002), researchers liken the experience to the grieving process that Kubler-Ross (1969) describes in her classic book, On Death and Dying. Reactions move from denial of the disabil- ity to anger at the diagnosis, to bargaining with the experts

involved in the diagnosis, depression, and to acceptance of the disability. Acceptance of the diagnosis can take years, as frequent reminders of the disability cause families to reexperience the grief. For example, one parent said, “Grief may hit you when you least expect it—during a Christmas shopping trip . . . when you buy baby toys for a 9-year-old” (Naseef 2001, 207).

Stages of adjustment

Some parents criticize this “grief” view of adjustment to a disability as being patronizing and not fi tting their experiences. Ulrich and Bauer (2003) propose instead that the adjustment experience occurs in four levels as parents gradually become aware of the impact of their child’s dis- ability. These levels include the following:

Julie A. Ray, Julia Pewitt-Kinder, and Suzanne George

Julie A. Ray, PhD, is an associate professor of education at Southeast Missouri State University in Cape Girardeau. Julie has taught courses in family involvement for more than 13 years and is the coauthor of the textbook Home, School, and Community Collaboration: Culturally Responsive Family Involvement. jaray@semo.edu Julia Pewitt-Kinder, DO, is a board-certifi ed family practice phy- sician and writer in Cape Girardeau, Missouri. Dr. Pewitt-Kinder speaks about Down syndrome to children in elementary schools and to students and professionals at colleges, hospitals, and conferences nationwide. As a volunteer for the Down Syndrome Association of St. Louis, she offers family support. drjuliado@yahoo.com Suzanne George, PhD, is a professor of early childhood at Missouri State University in Springfi eld. She has been a special educator and teacher educator in early childhood and special education. SueGeorge@missouristate.edu This article is available online at www.naeyc.org/yc.

Partnering with Families of Children

“There’s no good way to tell you. Your baby has Down syndrome,” said the pediatrician. My world instantly stopped, and I felt a black fog closing in. I couldn’t move or breathe or speak. The only sound I heard was my husband sobbing. My first thoughts were “No, I can’t do this. How do we go from expecting a perfectly healthy baby to receiv- ing a stranger?” Finding out that our daughter Ella had Down syndrome was like being told that the baby we dreamed of had died and now we had a child we knew absolutely nothing about.

—Baby Ella’s Mother (One of the Authors)

 

 

Young Children • September 2009 17

1. The ostrich phase. Parents do not deny a disability but do not fully realize its impact. For example, a parent may say, “He’s all boy. He just doesn’t like to sit still and read a book.”

2. Special designation. Parents begin to realize that their child has a special need and seek help or ask for special services.

3. Normalization. Parents try to make the differences between their child and children without disabilities less apparent and may actually request a decrease in services and more regular classroom time.

4. Self-actualization. Parents do not view being different as better or worse, just different. They support their child in learning about his or her disability, including how to be a self-advocate.

As an educator, you may fi nd that it is not as important to classify families by stages of adjustment to the child’s disability as it is to understand that families have varied reactions and may work through their feelings in a different way and pace. It is helpful to realize that you and the family may not be operating at the same level or stage of under- standing about the child rather than to make comments like “That family is so demanding” or “If the dad would get over his anger, we would be able to work together better” (Ulrich & Bauer 2003, 20). Listening to families is key in working with them as partners in supporting the learning and development of their child with special needs. Unless you have a child with a disability, you cannot fully under- stand the experience. As you get to know the child and family, it is also impor- tant to learn about and participate in the development of the child’s Individualized Family Service Plan (IFSP) or Individualized Education Program (IEP).

IFSP and IEP services

Some early childhood teachers may feel overwhelmed and unprepared to have a child with special needs in their care. However, it is imperative that they learn about the spe- cial education process so they can support families in the myriad decisions they will face about their child’s educa- tion. The Individuals with Disabilities Education Act (IDEA) of 2004 ensures early intervention, special education, and related services for more than 6.5 million infants, toddlers, children, and youths with special needs (U.S. Department of Education 2009). A child younger than age 3 can receive early intervention services in the home or child care setting through an Individualized Family Service Plan devel- oped specifi cally for the child by a team that may include therapists, early intervention specialists, teachers, caregivers, and parents. For children with special needs age 3 or older, the local school sys- tem develops and admin- isters an Individualized Education Program. Both the IFSP and the IEP state the goals and objectives for the child’s

with Special Needs

Listening to families is key in working with them as partners in supporting the learning and development of their child with special needs.

 

 

18 Young Children • September 2009

developmental and educational progress. This plan or program also specifi es who delivers the services, such as speech or occupational therapists, how the child’s progress is assessed, and if any special classroom placements are needed. The parents’ agreement with all the plans in an IFSP or IEP is required. Educators and families both benefi t in understanding the key differences between an IFSP and an IEP (see “ISFP and IEP Key Differences”). Although there are some common themes between the IFSP and the IEP, the dif- ferences focus on two main areas. In an IFSP, the concept of providing services in natural environments, such as the home or child care setting, is an important component. In an IEP, the school setting is typically where services are provided. Another major difference is the focus in an IFSP on the needs of not only the child, but also the family. IDEA legislation requires the coordina- tion of services from various agencies to avoid fragmented delivery of these services. In the child’s fi rst three years, a service coordinator assumes this responsibility, which may include any help needed for the family to function more effectively, such as food, shelter, health care, and educa- tion. When the child turns 3 and leaves the early interven- tion program, the service coordinator’s role concludes.

From age 3 through age 21, the local school district acts as coordinator. Teachers and caregivers are important partners with families in the implementation of an IFSP or IEP. Families should be a part of the IFSP and IEP planning processes; educators can make sure this happens. For example, Ella’s parents and all of Ella’s caregivers and specialists attended

and shared information during IFSP and IEP meetings, which gave a view of her development from several different per- spectives. Educators facilitate the day–to- day environment in which the child par- ticipates, so it is essential to communicate with the family and other service provid- ers, such as physical or developmental therapists, to know about and understand their recommendations for appropriate activities and materials to use with the child. For example, Ella’s occupational therapist showed her preschool teacher how to help Ella hold pouring utensils so

she didn’t soak herself at the classroom water table. As an educator, helping to implement objectives and obtain outcomes for the child with special needs is a major role for you, as well as reporting child outcomes to the IFSP and IEP teams. Also, asking family members questions to learn what you can about their child’s specifi c abilities and needs is appropriate and helpful throughout the process.

IFSP and IEP Key Differences

Sources: Bruder 2000; PACER Center 2000; Concord Special Education Parent Advisory Committee 2001; United Cerebral Palsy 2009.

Individualized Family Service Plan (IFSP) Birth through age 2

Focuses on the family and parents’ role in supporting the child’s learning and development

Outcomes focus not only on the child, but on the family

Includes the concept of natural environments as places where learning occurs, such as at home, in child care, outdoors in parks, and so on (services may be provided in the home)

Involves many agencies in providing services because of the child’s age; the IFSP integrates the services

Names a service coordinator, who assists the family in car- rying out the plan

Involves an initial meeting with the family to offer information and resources and to defi ne the various agencies’ roles and fi nancial responsibility

Typically includes a meeting with the family every six months

Individualized Education Program (IEP) Ages 3 through 21 years

Focuses on the child

Outcomes focus on the child

Focuses on school and classroom environments, with ser- vices provided in the school setting

Assigns the local school district to manage the child’s services

Authorizes the local school district to coordinate the program

Involves a meeting with the family to develop long-term and short-term goals for the child, accommodations and modi- fi cations, services, and child placement

Typically includes a meeting once a year

Families should be a part of the IFSP and IEP planning processes; edu- cators can make sure this happens.

 

 

Young Children • September 2009 19

Transition from the IFSP to the IEP

At age 3, children leave their state’s early intervention program and move into the public school system’s early childhood special education program. This transition from the natural home or infant/toddler child care setting to the typically more institutional classroom environment can be diffi cult and overwhelming for families, who must now learn about the IEP process and education laws, attend lengthy meetings, get acquainted with new therapists and school staff, and subject their child to new testing and evaluations.

As Ella’s parents, we experienced a range of new emotions in this transition from the IFSP to the IEP. We felt sad, tired, concerned, angry, and surprised—

“Overnight, our child went from a baby to a school girl!”

“The complexity of our schedule increased with meetings, paperwork, and travel to numerous therapy locations.”

“Our daughter would be exposed to illnesses in the class- room setting that she was protected from when receiv- ing services at home.”

“Strangers were telling us what they thought was best for our daughter based on a test score and a single meeting.”

“We did not know we would have to fight for our daugh- ter’s rights.”

Supportive caregivers and teachers can ease the stress of the transition from an IFSP to an IEP. Explaining families’ rights and the procedures in the special education process and encouraging families to learn about the process is one way to provide support. Preparing families for an IEP meet-

ing, typically once a year, by informing them of who will be there, what each person’s role is, and what will happen in the meeting is also helpful. Let families know that they can bring advocates with them to this meeting. Emphasize beforehand to the families their importance in the IEP meeting, and suggest they prepare and bring a list of their goals for their child. If needed, help them identify their concerns, family strengths, and priorities for their child. Encourage families to raise questions at the meeting about things they don’t understand to make sure they agree with the IEP before they sign it (North Bay Regional Center 2008; PACER Center n.d.).

Strategies for working with families of children with disabilities

Families of children with special needs often have ideas from their perspective as parents about other ways educators can show support. Some collected suggestions focus on under- standing family life, learning about disabilities, communicat- ing frequently, and working through challenges with families.

Understand family life

Appreciating and respecting the extra work it takes for families to care for and educate children with special needs is important. At the age of 3 months, Ella began a weekly schedule of six hours of physical, speech, developmental, music, and occupational therapies. She engaged in oral- motor exercises three times daily.

We taught all of Ella’s caregivers how to feed, carry, and play with her. To accomplish the innu- merable daily therapy goals, we kept lengthy, detailed checklists for separate caregivers. We asked caregivers to work on occupational ther- apy tasks such as having Ella pick up objects with clothespins and tongs or blow bubbles or suck drinks through thin straws to work on oral- motor (speech) therapy. All play activities were tailored to meet therapy objectives, as were the toys and books we purchased. Ella is now 5 years old, and our lives revolve around her therapies. Our family’s life is not unique in the strain that a child with special needs can place upon family time. Whether it is a therapy session, exercises, medical treatment done at home, or an unex- pected hospital stay, there are extra demands for families of children with special needs. For working parents who cannot rearrange their daily schedule to fit therapies or doctors’ appointments, difficult choices between their child’s care and workplace requirements cause additional stress.Co

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20 Young Children • September 2009

Supportive teach- ers and caregivers help ease parents’ stress, whether it is implementing daily therapies or offer- ing a sympathetic listener’s ear. Some parents may not be aware of all the ser- vices needed to meet their child’s needs or be able to afford them. Thus, inform- ing families about resources in the community and how to access them is an important teacher contribution. For example, because of a mother’s limited literacy abilities, one early childhood teacher helped her fi ll out the paper- work necessary to get home medical equipment for her preschool child with severe disabilities.

Learn about the disability

Code Of Ethics

Behavior Management: Principles and Practices of Positive Behavior Supports

Fourth Edition

Chapter 3

Ensuring Ethical Practices in the Delivery of Positive Behavior Supports

Copyright © 2019, 2014, 2010 Pearson Education, Inc. All Rights Reserved

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Learning Objectives

3.1 Define ethics and ethical conduct

3.2 List and describe the nine organizing themes for understanding ethical practices

3.3 Understand accepted standards of ethical conduct

3.4 Understand the unique position of positive behavior supports within an ethical framework

3.5 Evaluate the extent to which behavior interventions are consistent with ethical standards of conduct

3.6 Compare and contrast different professional organizations’ standards for ethical conduct

Copyright © 2019, 2014, 2010 Pearson Education, Inc. All Rights Reserved

Key Terms

Ethical Conduct

Ethics

Organizing Themes

Principles

Quality of Life

Standards

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Nine Organizing Themes for Understanding Ethical Practice (1 of 3)

Each student as an individual human being has worth and dignity, despite the nature or severity of his troubling behavior.

The behavior of children and youth (challenging and otherwise) always reflects a need. People respond out of need, and all behavior serves a function.

Systematic and thoughtful management of learning environments and understanding of individual differences and uniqueness will serve to prevent some challenging behaviors. And early intervention will serve to prevent or lessen the severity of many challenging behaviors.

Copyright © 2019, 2014, 2010 Pearson Education, Inc. All Rights Reserved

Nine Organizing Themes for Understanding Ethical Practice (2 of 3)

Families, children, and youth should be central to all aspects of P B S, including active participation in planning, implementing, and evaluating interventions.

The uniqueness of children and youth, as reflected by their family’s diversity (race, ethnicity, religion, and culture) should be taken into account in understanding behavior and responding to challenging behavior.

Natural environments and inclusive settings are desirable for children and youth with troubling and challenging behavior, but school personnel must assume ownership in those settings, and a full continuum of services and settings should be available.

Copyright © 2019, 2014, 2010 Pearson Education, Inc. All Rights Reserved

Nine Organizing Themes for Understanding Ethical Practice (3 of 3)

Natural and logically occurring consequences are preferable to extraneous and contrived reward systems, in order to foster self-discipline, independence, and self-determination.

Behavior interventions should be positive and should not include corporal punishment or other punitive measures.

Actions taken by professionals to either suppress undesirable behavior or to foster desired behavior of children and youth should be associated with meaningful and functional attitudes and skills and should be positively related to quality of life.

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Codes, Standards, and Principles of Professional Groups

National Education Association (N E A)

Learning First Alliance

The Council for Exceptional Children (C E C)

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Prevention and Early Intervention

National Association for the Education of Young Children (N A E Y C)

The Division for Early Childhood (D E C) of the Council for Exceptional Children

Copyright © 2019, 2014, 2010 Pearson Education, Inc. All Rights Reserved

Summary of Ethical Codes, Standards, and Principles

It is important to understand the broader context of ethics in education and the place of prevention and intervention for challenging behaviors in that context.

In the future as special education and general education systems continue to unify with regard to reform, the revisions and further development of ethical codes will be more inclusive of varied constituencies.

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P B I S and Ethical Standards and Practices

Historical views of applied behavior analysis and ethical practices

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P B I S, Ethical Standards, and Practice: Nine Organizing Themes

Individual Worth and Dignity

Behavior Reflects a Need

Prevention and Early Intervention

Family Partnerships

Family Diversity

Natural Environments and Inclusive Settings

Natural and Logically Occurring Consequences

Being Positive Rather Than Punitive

Functionality and Quality of Life

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P B I S Standards of Practice

Standard I – Foundations of P B S

Standard I I – Collaboration and Team Building

Standard I I I – Basic Principles of Behavior

Standard I V – Data-Based Decision-Making

Standard V – Comprehensive Person Centered and Functional Behavior Assessments

Standard V I – Development and Implementation of Comprehensive, Multi-Element Behavior Support Plans

Copyright © 2019, 2014, 2010 Pearson Education, Inc. All Rights Reserved

Copyright

Copyright © 2019, 2014, 2010 Pearson Education, Inc. All Rights Reserved

What are the symptoms experienced by the patients?

Week 3 – Assignment

Outbreak at Watersedge

Play this interactive game “Outbreak at Watersedge” found here:
Outbreak at Watersedge (Links to an external site.)Links to an external site.. (n.d.) Retrieved from http://www.mclph.umn.edu/watersedge/game.html

Then, address the following questions in question-answer format (i.e. retype each question and then place your response below). Unlike most assignments, this is not a formal paper; however, you do need to add a cover page.

Short Answer Questions:

  1. What are the symptoms experienced by the patients?
  2. Where are the majority of the cases located?
  3. What led you to take water samples (aside from the computer telling you to do so)?
  4. Which water sample tested positive? What was different about this water sample than the others?
  5. What was the biological cause of the outbreak; what factors contributed to the agent getting into the water; and what family does the biological agent belong to?
  6. What factors contributed to the development and spread of the outbreak?
  7. How would you report information to the public?

The assignment

  • Must be at least two double-spaced pages in length (not including cover page) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted