Collaborative Committee Meeting Verification Form

/in /by

Attend a committee meeting in your health care organization. If you are not currently employed in a health care setting, you may elect to attend a committee meeting at another company, a community center, a local school, local chamber of commerce or other professional organization.

 

Observe the interactions between committee members and the process used by the committee to arrive at decisions.

In 500-750 words, describe the function of the committee and the roles of those in attendance. Describe your observations of the interactions between members of the committee and determine whether the process used to arrive at decisions is a form of shared governance.

 

A minimum of two academic references from credible sources are required for this assignment.

Submit the completed “Collaborative Committee Meeting Verification Form” with the assignment.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Committee Meeting

Like any other institution or organisation, a healthcare committee comprises of a group of individuals appointed for a specified role. Though currently am not employed in a healthcare organisation, I got an opportunity to attend one of the committee meeting at a nearby health care service provider. The committee is made up of various stakeholder who include the chairperson who is usually a person in charge of the healthcare organisation; members, appointed, elected and cooped to represent some institutions or specific peoples interest in the society; the committee secretary; people with rights of audience and debate; people from inside and outside the healthcare organisation who may be affected by the decision arrived at in the meeting(Griffith, 2016).

The major role of the committee is to discuss the matters at hand or the prevailing problems and challenges facing the healthcare organisation and reach long lasting solutions. Additionally, the committee aim at representing other people’s interest both inside and outside the organisation in the operation of the healthcare institutions. Such people include employees, individuals living with disability, women and young people in the society.

To make sure that these functions are fully attained, each and every member of the committee has some key roles and functions to play. They include: prepare for the meeting by going through the agenda prior the meeting and think about key issues and points that should be raised, discussed and clarified during the meeting; offer maximum contribution to the discussion; acknowledge and disclose any conflict of interests; discuss any issue that requires decision with the appropriate persons before the meeting (Vanagunas, 2009). Report back or pass the message to the community or those individuals they were representing in the meeting on the decisions made and finally carry out any follow-up action needed of them to ensure that all that was decided is attained, fully implemented and put into practice.

However, beside chairing the committee meeting, the chairman of the committee performs other extra roles and functions such as preparing the meeting agendas with the help of the secretary to the committee to ensure that conflicts of interest are included in the agenda; reviewing and approving minutes; establishing the sub committees as well as determining their terms and conditions of membership and reference(Glenn, 2013). Inrespect to disclosures of conflict of interests, the chair also determines actions and ensures that such disclosures are recorded in the minutes. Finally, the chair of the meeting ensures that policies and other decisions are not only effectively communicated but carried out and implemented as well.

A keen observation on how the members of the committee interact with each other reveals that the process used to arrive at decisions in the meeting is a form of shared governance. General and straight forward issues are reached and agreed unanimously after a series of discussion. However, the majority vote is used to arrive at a decision on the part of contradicting and conflict interests. Under this case, one member will give a suggestion, an opinion or point of view and then seconded by another member and then a vote cast to determine its fate. This is only done after a series of discussion pointing out the merits, benefits, costs, disadvantages and other issue related to the matter at hand. The majority in the house will have the decision made in favour of them. If the suggestion is not seconded, it will be absconded and done away with.

 

 

 

 

 

 

References

Griffith University, (2016). A Guide to committee and meeting skills. Retrieved 12 May 2016

from,https://www.griffith.edu.au/__data/assets/pdf_file/0008/239831/GuideToCommitteeSkills.pdf

Norm Glenn, (2013). Formal procedures for Committee Meetings.Retrieved 12 May 2016 fromhttp://www.pcansw.org.au/docs/general/82/committee_meeting_formal_procedures.pdf

Vanagunas, A. (2009). Education committee discusses 1985 programs. J Of Healthcare Risk Mgmt, 5(2), 3-3. http://dx.doi.org/10.1002/jhrm.5600050204

Significant Contributions to Public Health – Part II

/in /by

Significant Contributions to Public Health – Part II

This is a continuation of your final project, which you started in Week 3. This last piece involves an analysis of how your individual’s contribution from the past continues to contribute to today’s public health system and how it might guide future work within the industry. As you recall, in week 3, you researched an individual and their contribution to community and public health. To begin, you need to review the feedback given to you from Week 3. Then, make the necessary revisions to Part I of this project. Then, you will be adding the second half to your project.

Follow this outline to help formulate your paper or presentation:

ACTION: Make sure you review all the feedback from your Week 3 (Part I) assignment and apply any necessary revisions. Your week 3 assignment should have included each of the following elements:

  • GRADED ELEMENT : Describe your selected person’s experience
  • GRADED ELEMENT : Analyze the climate of the time period in terms of political, socioeconomic, environmental and technological context in which this person worked.
  • GRADED ELEMENT : Examine the personal beliefs of your person that prompted this work.
  • GRADED ELEMENT : Examine how this individual overcame any adversities to succeed in his/her task.
  • GRADED ELEMENT : Describe the final outcome of this individual’s contribution to community and/or public health.
  • GRADED ELEMENT : Explain what his/her contribution did for overall community and/or public health at the time.
  • GRADED ELEMENT : Explain why this contribution was so important at that particular point in history.

ACTION: Think about the individual’s contribution to community/public health

  • GRADED ELEMENT : Analyze the impact of your individual’s contribution on today’s public health system.
    • HELP: You are asking “what happened as a result of this contribution at the national and community level?” For example, some elements you could address include:
      • did it change attitudes
      • did it change protocols and policies
      • did behavior change result
      • did it add/eliminate laws
  • GRADED ELEMENT : Analyze how this contribution is still relevant today
    • HELP: Was this contribution only applicable at the time it occurred, or is it still applied today? Why or why not? Explain your response
  • GRADED ELEMENT : Examine how this contribution could support or be expanded for future community and public health benefits
    • HELP: Using solid critical thinking, look at the historical value of the contribution and examine how it could be used for the future (is it applicable to another health issue, can it lead to more policy change, could it promote advocacy work or public health laws, etc.)

You have a choice of which format you wish to present your findings:

Format 1: Written Paper

  • Must be at least 6 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of paper
    • Students name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least eight scholarly sources (one of those may be the course text).
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

OR

Format 2: Presentation (w/audio or w/speaker’s notes)

  • Must be at least 18 minutes in length (not including title and reference slides) and formatted according to APA style as outlined in the Ashford Writing Center.
    • Must include a separate title slide with the following:
    • Title of presentation
    • Students name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least eight scholarly sources (one of those may be the course text).
  • Must document all sources in APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment

Advocating for Public Health Policy

/in /by

Advocating for Public Health Policy

Imagine that you have been chosen to represent a public health advocacy group as they begin a campaign to get legislation related to a health issue passed in your state legislature. You have been tasked with the role of presenting a proposed policy to the legislature and advocating that the legislature vote for the policy. You have been told that you will have 10 minutes to present to the legislature. Your presentation should be informative, but also persuasive. The legislature will need to make a decision about whether or not to vote for the policy based on your presentation. Your presentation should be structured exactly as if you were “live” in front of the legislature advocating for them to adopt the policy you are proposing.

For your assignment, you will need to select a public health topic of interest to you (you are encouraged to choose one related to your academic major or intended field of work) and a public health policy related to addressing the topic. You may select an actual proposed policy or create one that you think would effectively address the topic. Your presentation should provide enough information about the topic and the proposed policy that a reasonably educated legislator should be able to make an informed decision. Be sure to consider the various questions that a legislator might have about the issue and proposed policy, such as long-term costs and benefits, potential effects on business and industry (especially those that support politicians’ campaigns), and how the policy will support the health and productivity of state residents.

For this assignment, you should create an approximately 10 minute presentation* that addresses each of the following points:

  • Discuss the public health issue that your proposed policy is intended to address. Questions to consider:
    • Who does this health issue affect?
    • What is the impact of this health issue on the community?
    • Why does this health issue need to be addressed?
  • Explain the proposed public health policy. Questions to consider:
    • Who will be affected by this policy?
    • How will this policy address the health issue?
    • What will change by enacting this policy?
  • Evaluate the impacts of the proposed policy. Questions to consider:
    • What are the costs and benefits of the policy?
    • What are the risks of enacting or not enacting the policy?
    • How will the lives of people who are affected by the health issue change if this policy is enacted?
  • Create an influential presentation that affects voting behaviors of legislators. Questions to consider:
    • What information about this policy would potentially affect the voting behavior of legislators from across the political spectrum (eg. conservative, moderate, liberal, progressive; particularly those who might not support the policy based on political orientation)?
    • What are the most important messages that legislators need to hear about this policy?
    • How would the constituents of the legislators voting for this policy feel about this policy and a legislator who votes for it?
    • What information would a legislator need to “sell” the policy to consitutents who were perhaps not in favor of adopting the policy?

*Note: Your presentation can be created using screencast software on your computer, the camera and microphone on your computer or handheld device, or the voice recording functions within a presentation program (like PowerPoint). Please see the announcement posted in Week 2 for more information on how to create effective presentations using one of these methods.

The Advocating for Public Health Policy assignment

  • Must be an approximately 10 minute long formal presentation recorded as a video, screencast, or using the voice recording functions in a presentation program.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least three scholarly sources in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
  • If the assignment is submitted as a video or screencast, your submission (via Waypoint) should be a document with the title page, a page that lists the URL of the presentation, and a page with your references. If the assignment is submitted as a voice recording within a presentation program, you should upload the slides from your presentation, and ensure that the first slide includes the information with the title page (as listed above) and a last slide that includes the references.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.  

Literacy Narrative Essay

/in /by

Literacy Narrative Essay ENGL 1301

Your Literacy Narrative essay will be at least 2 pages and no more than 4 and be completed following MLA format.

 

Regardless of our backgrounds, our ideas of literacy often become deeply engrained and labeled as “good” or “bad” without much thought about how these views have come to be. As a result, many of us have definitions of literacy–of reading, writing, and viewing–that could benefit from a thoughtful and honest close self-examination.

 

Choose a Focus: Please draw from the following as you develop your essay focus:

· Narrate an early memory about writing or reading that you recall vividly. Then explain why this event is significant to you now. (Similar to Malcolm X and the student example on pp. 36 in the text)

· Identify a book or other text and explain its significance for you in your reading and writing. (Similar to Sherman Alexie)

· Choose a literacy theme from your experience (difficulty, pleasure, distraction, benefits, etc.) and unify your literacy narrative around it (Similar to Ivan Dole)

· Narrate your literacy journey from first memories to now (Similar to Ivan Dole’s and the student example)

 

Create a Narrative: Use sound writing and story-telling skills to organize and articulate your story. Make sure to stay focused on your one, main idea.

 

Key Elements

· Create a well told story. Bring your narrative to life by using concrete and vivid

Details – use energetic, precise, and engaging verbs and adjectives.

· Develop your main idea. (make sure you only have one main idea)

· Develop the significance or effect of your experience

· Use strong, complete, varied sentences

· Organize paragraphs in a logical way, using topic sentences

· Demonstrate effective, engaging, and clear writing

· State the main idea of your essay somewhere in your introduction, and then make

certain that every supporting paragraph relates to and supports that main idea

· Consider using dialogue between the characters in your narrative, if you feel

Comfortable doing so (though this is not necessary)

· Demonstrate growth and improvement from the first drafts to the final revised draft.

· Proofread! Read your essay to yourself out loud: does it flow? Can details be added to make it more powerful? Is anything missing?

 

 

 

 

 

 

English MLA Page Formatting Rubric

 

Categories Unacceptable = 0 points Needs Improvement = 7 Acceptable = 14 points Points Earned
Header No header or header is manually inserted. Header is lacking one or more components (i.e. author’s last name or accurate page number) Has actual header with author’s last name, space, and page number automatically inserted.  
Heading Missing heading Missing one or more line of essential information (student’s name, instructor’s name, class, and date) or arranged incorrectly. Has four-line, double-spaced heading with required information in correct order (if paper has no title page).  
Title No title Title is bolded, underlined, italicized, and/or supersized. Title is properly sized and formatted.  
Margins Has not set margins correctly. Margins not set consistently throughout the document. Has correct margin for every side of the page.

 

  
Font and Size Does not follow instructor’s rules for font choice and size. Font choice and size changes throughout the document. Font formatting is not consistent. Follows instructor’s rules for font choice and size.  
Paragraph Spacing Paragraphs are single-spaced or too much spacing. Paragraph spacing is inconsistent throughout the paper. Paragraphs are double-spaced.  
Paragraph Indentation (must be one-tab, cannot be done using spacebar) One or more paragraphs are not indented. Paragraph indention is not consistent with every paragraph. Every paragraph is indented .5, using one-tab stroke.  

 

 

 

 

 

 

 

 

 

 

English Writing Rubric

  Unacceptable 0-7 pts. Poor 8-13 pts. Average 14-15 pts. Good 16-17 pts. Excellent 18-20 pts.
Topic/Thesis

 

 Lacks a central idea and purpose.

Represents a seemingly random collection of information.

Topic is inappropriate for the assignment

 Uses a weak central idea and purpose.

Lacks focus on the topic.

Topic may be inappropriate for the assignment

 Topic is appropriate for the assignment. Thesis is focused.

And essay’s purpose is evident.

 

 Thesis is clearly, logically, and adequately stated and developed. Essay achieves its purpose.

Shows imagination in its approach to its topic.

 

 Creatively, clearly, and logically states and develops its thesis and achieves its purpose.

Presents clear, logical, and thought-provoking ideas.
Organization & Development Lacks organization.

Fails to flow from one point to another.

Lacks transitions.

 

Lacks supporting ideas and details.

Provides no explanation; no elaboration.

Does not address the writing situation.

 Uses confusing connections among supporting points.

Uneven flow from one point to another.

Lacks transitions.

 

Provides minimal and/or inadequate supporting ideas and details.

Attempts to address the writing situation.

 

 Mostly consistent flow from point to point and paragraph to paragraph.

Uses adequate transitions and makes appropriate connections among supporting points.

 

Provides general explanations, and some supporting ideas, details, and evidence. Adequately addresses the writing situation.

 

 

 Uses clear, logical connections among supporting points.

Ensures consistent flow from one point to another. Consistently employs appropriate transitions.

 

Provides specific explanation, evidence, and elaboration on unified supporting ideas and details. Appropriately addresses the writing situation

 

 Consistently uses a logical, clear, connected arrangement of supporting points.

Ensures a consistent flow from one point to another. Uses surprising but appropriate transitions.

 

Abundant explanation, evidence, and elaboration on unified and unique supporting ideas and details.

Addresses the writing situation exceptionally well.
Sentence variety and construction Incorporates incorrectly constructed sentences.

Contains syntax errors.

Lacks variety in sentence structure.

 

 Incorporates basic, repetitive, and predictable sentence structures.

Contains syntax errors.

 

 

 Employs varied, grammatically sound sentence structures all of which may not be effective.

 

 

 Effectively uses varied, grammatically sound sentence structures.

 

 Uses varied and creative sentence structures such as, compound/complex, balanced, and parallel.

 
Style Inadequate word and phrase choices.

Unclear and confusing choice of words and phrases. Relies on clichés, jargon, or other informal language.

 

Lacks voice and tone.

Lacks contextual language. Paper is not MLA formatted or documented.

 Uses limited, imprecise vocabulary, or contains

a weak and/or confusing choice of words and phrases.

Frequently relies on clichés, jargon, or other informal language.

Contains an inconsistent and/or weak voice and tone.

Misapplies contextual language. Unevenly applies MLA format

 Diction is simple but appropriate.

Uses few clichés, jargon, and other informal language.

 

Employs consistent voice and tone.

Utilizes some helpful contextual language.

Uses MLA format with some errors.

 Uses creative and concise diction. Employs imaginative literal and figurative language.

Avoids clichés, jargon, and other informal language.

 

Effectively employs consistent, unique voice and tone.

Utilizes useful contextual language.

Uses MLA format with minimal errors.

 Usesmemorable and profound diction. Creatively uses literal and figurative language.

 

Uses creative, effective, and unique voice and tone. Utilizes consistently useful contextual language.

Consistently and precisely uses MLA format.
Mechanics/

Grammar

 Contains distracting errors in spelling, punctuation, and grammar that interfere with understanding. Contains frequent errors in spelling, punctuation, and grammar that reduce understanding. May contain some errors in spelling, punctuation, and/or grammar that do not interfere with meaning or understanding.

 

 Contains minimal errors in spelling, punctuation, and/or gr