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Final Paper Global Societal Problem, Argument And Solution

June 9, 2023/in Uncategorized /by SK

Week 5 – Final Paper

Global Societal Problem, Argument and Solution

[WLOs: 1, 2, 3, 4, 5] [CLOs: 1, 2, 3, 4, 5]

Prepare: Prior to beginning work on this assignment, please review this Sample Final Paper GEN499 for additional guidance on the expectations of this assignment.

The topic of your essay needs to be a global societal problem from the following list:

Social Media Censorship (MY TOPIC)

Reflect: Based on the topic that you have chosen, you will need to use critical thinking skills to thoroughly understand how this topic can be a global societal problem and determine some logical solutions to the problem.

Write: This Final Paper, an argumentative essay, will present research relating the critical thinker to the modern, globalized world. In this assignment, you need to address the items below in separate sections with new headings for each. In your paper,

Identify the global societal problem within the introductory paragraph.
- Conclude with a thesis statement that states your proposed solutions to the problem. (For guidance on how to construct a good introduction paragraph, please review the Introductions & Conclusions (Links to an external site.)Links to an external site. from the Ashford Writing Center (Links to an external site.)Links to an external site..)
Describe background information on how that problem developed or came into existence.
- Show why this is a societal problem.
- Provide perspectives from multiple disciplines or populations so that you fully represent what different parts of society have to say about this issue.
Construct an argument supporting your proposed solutions, considering multiple disciplines or populations so that your solution shows that multiple parts of society will benefit from this solution.
- Provide evidence from multiple scholarly sources as evidence that your proposed solution is viable.
Interpret statistical data from at least three, peer-reviewed scholarly sources within your argument.
- Discuss the validity, reliability, and any biases.
- Identify the strengths and weaknesses of these sources, pointing out limitations of current research and attempting to indicate areas for future research. (You may even use visual representations such as graphs or charts to explain statistics from sources.)
Evaluate the ethical outcomes that result from your solution.
- Provide at least one positive ethical outcome as well as at least one negative ethical outcome that could result from your solution.
- Explain at least two ethical issues related to each of those outcomes. (It is important to consider all of society.)
Develop a conclusion for the last paragraphs of the essay, starting with rephrasing your thesis statement and then presenting the major points of the topic and how they support your argument. (For guidance on how to write a good conclusion paragraph, please review the Introductions & Conclusions (Links to an external site.)Links to an external site. from the Ashford Writing Center (Links to an external site.)Links to an external site..)

The Global Societal Problem, Argument, and Solution

Must be 1,750 to 2,250 words in length (approximately between seven and nine pages; not including title and references pages) and formatted according to APA style, as outlined in the Ashford Writing Center’s APA Style (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
For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.)Links to an external site..
Must utilize academic voice. See the Academic Voice (Links to an external site.)Links to an external site. resource for additional guidance.
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
- For assistance on writing Introductions & Conclusions (Links to an external site.)Links to an external site. as well as Writing a Thesis Statement (Links to an external site.)Links to an external site., refer to the Ashford Writing Center resources.
Must use at least eight scholarly sources.
- Source Document Requirements:
  - Multimedia sources (such as videos) may be used, but no more than two such sources may be used. If multimedia sources are used, they must be authored and distributed by credible sources, such as universities, law schools, medical schools, or professors, or found in the Ashford University Library.
  - Government sources may be used, but no more than two such sources may be used. Examples include whitehouse.gov, state.gov, usa.gov, cdc.gov, and so forth. These websites can be used to make a stronger point about your proposed solution within the argument.
  - Where print documents are used for source materials, those must be peer-reviewed, scholarly journal articles, and academically published books. Popular media sources (e.g., newspapers, magazines, television and radio shows, etc.) must not be used. Materials from advocacy groups (e.g., Greenpeace, Human Rights Campaign, National Organization for Women, etc.) must not be used.
  - Sites such as ProCon.org and Wikipedia must not be used.
  - Religious texts must not be used.
- The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, contact your instructor. Your instructor has the final say about the appropriateness of a specific source for an assignment. The Integrating Research (Links to an external site.)Links to an external site. tutorial will offer further assistance with including supporting information and reasoning.
- Must document in APA style any information used from sources, as outlined in the Ashford Writing Center’s In-Text Citation Guide (Links to an external site.)Links to an external site..
- Must have no more than 15% quoted material in the body of your essay based on the Turnitin report. References list will be excluded from the Turnitin originality score.
- Must include a separate references page that is formatted according to APA style. See the Formatting Your References List (Links to an external site.)Links to an external site. resource in the Ashford Writing Center for specifications.

Good Critical Thinking Tips:

Your paper should include academic sources that explain multiple sides of the issue.
Your interpretations of the evidence should be objective and state the conclusions and theses presented in the evidence clearly and fairly.
Your paper should place the various forms of evidence in relation to one another and demonstrate why one form or perspective is stronger than the other positions that one could take on the issue.
Your paper should point out the limitations of current evidence and attempt to indicate areas for future research.
Writing Tools:
- Before you submit your written assignment, you are encouraged to review the The Grammarly Guide: How to Set Up & Use Grammarly (Links to an external site.)Links to an external site. tutorial, set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.

Health Policy Analysis And Development (HCM550) (4 Pages) WA

June 9, 2023/in Uncategorized /by SK

*Healthcare Policy Analysis and Development (HCM550)

*Type of homework : Critical thickening.

* pelgrism please below 18%

*Notes: I attached the book and article links for reading .

Chapter 13 in The Handbook of Global Health Policy
Brisbois, B. W., M.E.S., PhD, Cole, D. C., M.D., MSc, Davison, C. M., M.P.H., PhD, DiRuggiero, E., PhD., R.D., Hanson, L., PhD., Janes, C. R., PhD., . . . Stime, B., M.P.H. (2016). Corporate sponsorship of global health research: Questions to promote critical thinking about potential funding relationships. Canadian Journal of Public Health, 107(4), E390-E392.
Clifford, K. L., & Zaman, M. H. (2016). Engineering, global health, and inclusive innovation: Focus on partnership, system strengthening, and local impact for SDGs. Global Health Action, 9.
======================================================================================
Assignment :Global Access to Essential Health Commodities
Critical Thinking Assignment:
Research the access to essential health commodities. Medical innovations are failing many patients globally. Describe the issues, barriers, and challenges for the neglected populations. Discuss how access can be expanded for these populations, what policy changes are needed, and who needs to be participating in solving this problem.
Please use the following headings in your paper:
- Introduction
- Essential Health Commodities
- The Failure of Medical Innovations
- Issues, Barriers, and Challenges
- Recommended Policy Changes
- Conclusions
- References
- Your paper should meet the following structural requirements:
- Be 3-4 pages in length, not including the cover or reference pages.
- Be formatted according to Saudi Electronic University and APA writing guidelines.
- Provide support for your statements with in-text citations from a minimum of six scholarly articles. Two of these sources may be from the class readings, textbook, or lectures, but four must be external.
- Utilize headings to organize the content in your work.
  
  The Handbook of
  
  Global Health Policy Edited by Garrett W. Brown, Gavin Yamey, and Sarah Wamala
  
  Handbooks of Global PolicyHandbooks of Global Policy
  
  This is an essential state-of-the-art guide to global health and its associated policies. It covers an extensive range of issues including the governance, fi nancing, and architecture of global health; the infl uence of evidence and politics on health policy; human and national security; trans-border threats; and human rights and partnerships. In doing so, it maps out key debates and policy structures involved in global health policy, and isolates and examines new policy initiatives.
  
  This unique text provides a defi nitive source and specifi cation of the key areas in the fi eld; it builds upon the interdisciplinary experience of its three editors to examine the ethical and practical dimensions of new and current policy models and their effect on the future development of global health policy and global health. It also brings together an international team of authors, a signifi cant number of whom are from low- and middle- income countries, to ensure an inclusive view of current policy debates.
  
  The book takes a further step from earlier research – from defi ning and demonstrating the associations between global mechanisms and global health, to examining health policies that infl uence global health. The book examines each health policy topic through two different lenses: one chapter focuses on ethical/more critical questions related to that topic, while an accompanying chapter explores the more practical/ empirical dimensions. In this way, the book offers a 360 degree overview of global health policy, its formulation and its implications.
  
  Garrett W. Brown is Reader in the Department of Politics at the University of Sheffi eld, UK. He is the author of Grounding Cosmopolitanism: From Kant to the Idea of a Cosmopolitan Constitution (2009) and co- editor of The Cosmopolitanism Reader (with David Held, 2010). Gavin Yamey leads the Evidence to Policy initiative (E2Pi), a global health policy think tank in the Global Health Group at the University of California, San Francisco, USA. He is a frequent commentator on National Public Radio, and has published over 100 articles in peer-reviewed medical journals. Sarah Wamala is the former Director- General of the Swedish National Institute of Public Health and she is currently serving at the Swedish Ministry of Health and Social Affairs. She is also affi liated with Karolinska Institute as Professor of Health Policy and Leadership. She has published extensively, and is the editor of Globalization and Health (with Ichiro Kawachi, 2007).
  
  The Handbook of
  
  Global Health Policy Edited by Garrett W. Brown, Gavin Yamey, and Sarah Wamala
  
  The Handbook of
  
  Global Health Policy
  
  The H andbook of
  
  G lobal H
  
  ealth Policy
  
  Edited by Brown Yamey,
  
  and Wamala
  
  Also available from Wiley Blackwell
  
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  xvi
  
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  The Handbook of Global Health Policy
  
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  Handbook of Global Policy Series
  
  Series Editor David Held
  
  Master of University College and Professor of Politics and International Relations at Durham University
  
  The Handbook of Global Policy series presents a comprehensive collection of the most recent scholarship and knowledge about global policy and governance. Each handbook draws together newly commissioned essays by leading scholars and is presented in a style which is sophisticated but accessible to undergraduate and advanced students, as well as scholars, practitioners, and others interested in global policy. Available in print and online, these volumes expertly assess the issues, concepts, theories, methodologies, and emerging policy proposals in the field.
  
  Published
  
  The Handbook of Global Climate and Environment Policy Robert Falkner
  
  The Handbook of Global Energy Policy Andreas Goldthau
  
  The Handbook of Global Companies John Mikler
  
  The Handbook of Global Security Policy Mary Kaldor and Iavor Rangelov
  
  The Handbook of Global Health Policy Garrett Brown, Gavin Yamey, and Sarah Wamala
  
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  The Handbook of Global Health Policy
  
  Edited by
  
  Garrett W. Brown, Gavin Yamey, and Sarah Wamala
  
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  This edition first published 2014 C ⃝ 2014 John Wiley & Sons, Ltd
  
  Registered Office John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK
  
  Editorial Offices 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK
  
  For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley-blackwell.
  
  The right of Garrett W. Brown, Gavin Yamey, and Sarah Wamala to be identified as the authors of the editorial material in this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988.
  
  All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher.
  
  Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books.
  
  Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. The publisher is not associated with any product or vendor mentioned in this book.
  
  Limit of Liability/Disclaimer of Warranty: While the publisher and authors have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. It is sold on the understanding that the publisher is not engaged in rendering professional services and neither the publisher nor the author shall be liable for damages arising herefrom. If professional advice or other expert assistance is required, the services of a competent professional should be sought.
  
  Library of Congress Cataloging-in-Publication Data
  
  The handbook of global health policy / edited by Garrett W. Brown, Gavin Yamey, and Sarah Wamala.
  
  pages cm Includes index. ISBN 978-0-470-67419-2 (hardback)
  
  1. World health. 2. Public health International cooperation. 3. Globalization Health aspects. I. Brown, Garrett Wallace, editor of compliation. II. Gavin Yamey, editor of compilation. III. Wamala, Sarah P., editor of compilation. RA441.H34 2014 362.1–dc23 2013049096
  
  A catalogue record for this book is available from the British Library.
  
  Cover image: Vinita Yadav, a 23-year-old Indian, holds her newborn baby girl Nargis, born on October 31, 2011. The world’s population reached 7 billion on October 31, 2011 according to projections by the United Nations. Photo © Pawan Kumar / Reuters. Cover design by Design Deluxe.
  
  Set in 9.5/12pt Sabon by Aptara Inc., New Delhi, India
  
  1 2014
  
  http://www.wiley.com/wiley-blackwell
  
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  Contents
  
  Figures and Tables ix
  
  Notes on Contributors xiii
  
  Foreword: Global Health Policy-Making in Transition xxix Sir Richard G. A. Feachem
  
  Acknowledgments xxxiii
  
  Introduction 1 Garrett W. Brown, Gavin Yamey, and Sarah Wamala
  
  Part I Global Health Policy and Global Health Governance 19
  
  1 Understanding Global Health Policy 21 Ruairı́ Brugha, Carlos Bruen, and Viroj Tangcharoensathien
  
  2 Critical Reflections on Global Health Policy Formation: From Renaissance to Crisis 47 Sophie Harman
  
  3 Contemporary Global Health Governance: Origins, Functions, and Challenges 63 Rajaie Batniji and Francisco Songane
  
  4 Global Health Justice and the Right to Health 77 Garrett W. Brown and Lauren Paremoer
  
  Part II Narrowing the Gap Between Knowledge and Action 97
  
  5 Measuring the World’s Health: How Good are Our Estimates? 99 Nancy Fullman, Abraham Flaxman, Katherine Leach-Kemon, Julie Knoll Rajaratnam, and Rafael Lozano
  
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  vi CONTENTS
  
  6 Achieving Better Global Health Policy, Even When Health Metrics Data are Scanty 119 Peter Byass
  
  7 An Argument for Evidence-Based Policy-Making in Global Health 133 Gavin Yamey and Jimmy Volmink
  
  8 Can Global Health Policy be Depoliticized? A Critique of Global Calls for Evidence-Based Policy 157 Amy Barnes and Justin Parkhurst
  
  Part III The Politics of Risk, Disease, and Neglect 175
  
  9 Dietary Policies to Reduce Non-Communicable Diseases 177 Ashkan Afshin, Renata Micha, Shahab Khatibzadeh, Laura A. Schmidt, and Dariush Mozaffarian
  
  10 Ethical Reflections on Who is At Risk: Vulnerability and Global Public Health 195 Christine Straehle
  
  11 Ethical and Economic Perspectives on Global Health Interventions 209 Sonia Bhalotra and Thomas Pogge
  
  12 Global Health Policy Responses to the World’s Neglected Diseases 229 Mary Moran
  
  13 The Fight for Global Access to Essential Health Commodities 245 Manica Balasegaram, Michelle Childs, and James Arkinstall
  
  14 The Social Determinants of Health 267 Arne Ruckert and Ronald Labonté
  
  Part IV Diplomacy, Security, and Humanitarianism 287
  
  15 Arguments for Securitizing Global Health Priorities 289 Simon Rushton
  
  16 Viral Sovereignty: The Downside Risks of Securitizing Infectious Disease 305 Stefan Elbe and Nadine Voelkner
  
  17 The Changing Humanitarian Sector: Repercussions for the Health Sector 319 François Grünewald and Veronique de Geoffroy
  
  18 The Limits of Humanitarian Action 341 Hugo Slim
  
  Part V Financing and the Political Economy of Global Health 355
  
  19 The Global Health Financing Architecture and the Millennium Development Goals 357 Marco Schäferhoff, Christina Schrade, and Matthew T. Schneider
  
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  CONTENTS vii
  
  20 Can International Aid Improve Health? 375 Christopher J. Coyne and Claudia R. Williamson
  
  21 The Exterritorial Reach of Money: Global Finance and Social Determinants of Health 393 Ted Schrecker
  
  22 Trade Rules and Intellectual Property Protection for Pharmaceuticals 409 Valbona Muzaka
  
  23 The Health Systems Agenda: Prospects for the Diagonal Approach 425 Julio Frenk, Octavio Gómez-Dantés, and Felicia M. Knaul
  
  24 Will Effective Health Delivery Platforms be Built in Low-Income Countries? 441 Gorik Ooms, Peter S. Hill, and Yibeltal Assefa
  
  Part VI Health Rights and Partnerships 457
  
  25 A Rights-Based Approach to Global Health Policy: What Contribution can Human Rights Make to Achieving Equity? 459 Lisa Forman
  
  26 From Aid to Accompaniment: Rules of the Road for Development Assistance 483 Vanessa Kerry, Agnes Binagwaho, Jonathan Weigel, and Paul Farmer
  
  27 Global Health Partnerships: The Emerging Agenda 505 Jeremy Youde
  
  28 Partnerships and the Millennium Development Goals: The Challenges of Reforming Global Health Governance 519 Michael Moran and Michael Stevenson
  
  Part VII Beyond Globalization 537
  
  29 Preparing for the Next Pandemic 539 Adam Kamradt-Scott
  
  30 Globalization and Global Health 555 Matt X. Richardson, Mike M. Callaghan, and Sarah Wamala
  
  Index 577
  
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  Figures and Tables
  
  Figures
  
  1.1 Health policy triangle. 24
  
  1.2 Development assistance for health by channel of assistance, 1990–2012. 27
  
  1.3 The policy cycle and its stages. 36
  
  1.4 Systems model of the policy process. 36
  
  3.1 Development assistance for health, 1976–2010. 68
  
  5.1 Crude coverage and effective coverage of hypertension treatment across Mexican states, 2005–2006. 107
  
  5.2 Fraction of deaths assigned as garbage codes from nationally representative vital registration systems, 2000–2010. 110
  
  5.3 Maternal mortality ratio estimates for Egypt and Saudi Arabia, 1980–2008. 113
  
  5.4 Changes in composite coverage by wealth decile between 2000 and 2005–2006 in Mexico. 114
  
  6.1 World population by age and sex groups in 2010 and 2050, for more-, less-, and least-developed countries. 124
  
  6.2 Age–sex population pyramids for four countries in 2010. 125
  
  6.3 Global estimates of the number of people living with HIV/AIDS, made on an annual basis by UNAIDS, together with their 2011 post hoc estimates (and bounds). 127
  
  7.1 Dynamics of evidence-based policy-making in global health, showing a shift over time from policies based on opinion/whim to those based on evidence. 137
  
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  x FIGURES AND TABLES
  
  7.2 Globalizing the evidence, localizing the decision. 139
  
  7.3 The policy cycle. 141
  
  7.4 Idealized representation of “evidence flow” and barriers to evidence-based policy-making in global health. 144
  
  9.1 Ecological model for barriers and opportunities for healthy eating. 183
  
  12.1 Government funding of neglected disease research and development, 2010. 233
  
  12.2 Level of innovation in company neglected disease programs. 235
  
  12.3 Market-based incentives. 237
  
  12.4 Neglected disease research and development funders. 239
  
  13.1 The lowest possible generic and originator prices of one year’s treatment with stavudine/lamivudine/nevirapine. By maintaining artificially high prices, patent-backed monopolies can serve to deny people access to affordable medical tools. Generic competition acts to drive prices down. 248
  
  13.2 Increasing cost of global immunization programs. In recent years, WHO has recommended products with higher unit costs be added to routine immunization protocols globally, significantly raising the price of purchasing a full vaccination course for a child. Two products in particular, the rotavirus vaccine and the pneumococcal conjugate vaccine, make up the bulk of the cost increase. 250
  
  14.1 Commission on Social Determinants of Health framework of structural and intermediary determinants of health. 273
  
  15.1 Portrait of a superspreader: spread of SARS from the Metropole Hotel in Hong Kong as of March 28, 2003. 293
  
  17.1 The cluster approach. 324
  
  17.2 Evolution of different health hazards in a post-disaster setting. 333
  
  17.3 Evolution of the timeliness of response: the Haiti deployments compared to past experiences. 334
  
  19.1 Commitments to HIV/AIDS and reproductive health, compared with total health official development aid, 1995–2009. 363
  
  20.1 (a) Sectoral trends and (b) sectoral social sector trends in the allocation of annual world aid, 1967–2010. 378
  
  20.2 (a) Total health aid and (b) health aid share of total aid budget, 1971–2010. 379
  
  20.3 Death rate per 1000 population, 1964–2009 (5-year moving average). 381
  
  20.4 Life expectancy at birth in total years, 1964–2009 (5-year moving average). 382
  
  20.5 Infant mortality per 1000 births, 1964–2010 (5-year moving average). 382
  
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  FIGURES AND TABLES xi
  
  23.1 Specific health initiatives and under-5 mortality rate in Mexico, 1990–2010. 435
  
  24.1 The large rise in development assistance for health over the last decade was largely fueled by increased spending on HIV/AIDS, TB, and malaria. 444
  
  Tables
  
  1.1 Global financial and legal policy instruments. 32
  
  5.1 A selection of commonly used health metrics and definitions from a range of health domains. 103
  
  5.2 Twenty leading causes of disability-adjusted life-years by GBD region, 2010. Lower numbers reflect a higher burden rank and higher numbers a lower burden rank. 104
  
  5.3 A selection of data sources frequently used in producing health metrics and how well their data support estimation. 108
  
  7.1 Example of a hierarchy of evidence; the highest levels of evidence (levels 1 and 2) involve the most reliable study designs – those least prone to bias. 138
  
  9.1 Dietary risk factors for non-communicable diseases and their optimal consumption level. 181
  
  9.2 Selected dietary priorities to reduce cardiovascular mortality globally. 182
  
  9.3 Evidence-based population approaches to improve diet. 184
  
  9.4 Policy recommendations for specific stakeholders to promote optimal dietary choices. 188
  
  11.1 The evolution of global income inequality. 218
  
  14.1 Various conceptualizations of the social determinants of health. 272
  
  17.1 Risk analysis in Haiti. 332
  
  24.1 Between 2000 and 2010, development assistance for health multiplied by a factor of 2.6. For development assistance to fight HIV/AIDS, the factor was 9.2; for maternal, newborn, and child health, it was only 1.8. 445
  
  28.1 Health Millennium Development Goals scorecard for WHO regions. 528
  
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  Notes on Contributors
  
  Ashkan Afshin is a physician and epidemiologist at the Departments of Epidemiology and Global Health and Population at Harvard School of Public Health. His research inter- ests include population prevention of non-communicable diseases, in particular global policies related to diet and lifestyle. Dr Afshin has led several systematic reviews and meta-analyses of the effectiveness of different population interventions to improve diet and he was a key author on an American Heart Association systematic review and scien- tific statement related to policy measures for the prevention of cardiovascular disease.
  
  James Arkinstall is Head of Communications at the Médecins Sans Frontières (MSF) Access Campaign. After a stint with the International HIV/AIDS Alliance and field post- ings with MSF in West and Central Africa, he joined the MSF Access Campaign as a campaigner on tuberculosis and pediatric HIV/AIDS in 2005. He holds degrees in Inter- national Relations, Hindi, and Farsi from the University of Cambridge and the Institut National des Langues et Civilisations Orientales in Paris.
  
  Yibeltal Assefa is a Director for the Planning, Monitoring, and Evaluation of the Multi- sectoral HIV/AIDS response in Ethiopia. He is a medical doctor with a Master of Science in Disease Control. He used to work as a Medical Director in Humera District Hospi- tal, Ethiopia, from 2001 to 2005. He was the National HIV/AIDS Program Manager for Ethiopia from September 2006 to December 2008. Dr Assefa was later a Director of Med- ical Services in the Federal Ministry of Health of Ethiopia between January 2009 and May 2010. He has been a member of a variety of advisory committees for the World Health Organization (WHO) for patients’ retention in care, and the consolidated guidelines for the use of antiretroviral drugs. He is a member of the Core Group of the WHO’s TB/HIV program. Dr Assefa is also a member of the Technical Evaluation Reference Group for the Global Fund to Fight AIDS, Tuberculosis and Malaria.
  
  Manica Balasegaram is a medical doctor who trained at the University of Nottingham, United Kingdom. He received further postgraduate training in internal and emergency medicine in the United Kingdom and Australia. He joined Médecins Sans Frontières (MSF) in 2001, working as a doctor in the field in several countries in sub-Saharan Africa
  
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  xiv NOTES ON CONTRIBUTORS
  
  and southern Asia. After gaining significant research experience, Dr Balasegaram became Head of the Manson Unit – a London-based medical research and implementation arm of MSF – in 2005. He then joined MSF’s partner organization Drugs for Neglected Diseases initiative (DNDi) in 2008, finishing as DNDi’s Head of Leishmaniasis Clinical Develop- ment Team before joining the Access Campaign in 2012. Dr Balasegaram has worked extensively on issues around access to medicines, with a focus on tropical and neglected diseases; he has training in both public health and tropical medicine from the London School of Hygiene and Tropical Medicine. He also has substantial experience in clinical trials and drug development working as a site investigator, principal investigator, and project manager.
  
  Amy Barnes is a Lecturer in Health Policy and Management at the School of Health and Related Research at the University of Sheffield. She works at the disciplinary inter- face between public health, public policy, management, development studies, and politics. Her research has focused on issues of global health governance, participation, evidence use, partnership working, and inequalities within health systems. Dr Barnes’ recent work explores how aid mechanisms (the Global Fund, sectorwide approaches, and budget sup- port) reshape health systems, the participation of African actors in global health policy, and the linkages between community participation/control and health inequalities.
  
  Rajaie Batniji is a Resident Physician in Internal Medicine at Stanford University and a scholar affiliated with Stanford’s Center on Democracy, Development, and the Rule of Law. His research examines the selection of priority diseases and countries in global health, and he is interested in global health financing and the priority-setting process of international institutions. His work has also examined social determinants of health in the Middle East. He is a co-investigator on Global Underdevelopment Action Fund projects explaining US global health financing and political causes of public health crisis. Dr Batniji received his doctorate in International Relations (DPhil) from Oxford Univer- sity where he studied as a Marshall Scholar. He also earned an MD from the University of California, San Francisco School of Medicine and MA and BA (with distinction) degrees in History from Stanford University. Dr Batniji was previously based at Oxford’s Global Economic Governance Program, and he has worked as a consultant to the World Health Organization.

What is a homily?

June 9, 2023/in Uncategorized /by SK

What is a homily?

The goal o

Student Name

Mr. Smith

Christian Ethics

Date

Word Count:

Homily: September 4, 2018

One can describe life by the example of a tree. Where a tree has many characteristics such as the trunk, branches, leaves, flowers, and fruit, its basis for living comes from the sap and roots. The functions of roots are critical to the lifeline of a tree, taking up air, water, and nutrients from the soil. In addition, the sap assists the roots in delivering major nutrients throughout a tree. Sap inside a tree is similar to blood inside the human body. Likewise, both, the roots and sap of a tree, serve as a metaphor for the body and “spirit” of a human. From 1 Corinthians 2: 10-16, we learn that God has revealed to us true wisdom through the Spirit and His Spirit scrutinizes everything, even the depths of God.

In the aforementioned section of scripture, God teaches us the means by which He reveals Himself. By divine revelation through the help of the Spirit, we opens our minds to the “mysteries” of the truth, allowing us to discern what is truly vital to our salvation. Upon this revelation, a person comes to know the wisdom of God, which centers on Christ and Christ’s crucifixion. According to 1 Corinthians 2: 11, which specifically states “Among human beings, who knows what pertains to a person except the spirit of the person that is within?” This passage resonates the scripture Job 32:8: “There is a spirit in man, and the breadth of the Almighty gives him understanding.” In other words, 1 Corinthians 2: 11 teaches us that a person’s spirit is the source and overseer of his thoughts. Similarly, no one knows what pertains to God except the Spirit of God. Furthermore, in 1 Corinthians 2: 12-13, we learn that we are to receive the Spirit that is from God so that we may comprehend all things freely given to us by God. God further instructs Christians to seek words taught by the Spirit as opposed to words taught through human wisdom. With these instructions, we further learn, as written in 1 Corinthians 2: 14-16, God states the natural person does not accept the Spirit of God, for the natural person cannot understand spiritual realities in spiritual terms and instead perceives it as foolishness. Finally yet importantly, the scripture indicates that the spiritual person can judge everything and they are not subject to judgement themselves by anyone. In translation, this means that Christians are to make intelligent, spiritual decisions.

Achieving true wisdom is by way of God’s Spirit. We know that God’s wisdom is something mysterious, which goes deep into the interior of His purposes. Furthermore, God has determined that in membership with His Spirit brings out the best in us. In other words, it seeks to go into the depths of what He has planned for our lives. If Christians follow the teachings of His Spirit, He offers us gifts of life and eternal salvation. In turn, we do not have to rely on worldly guesses and opinions. To experience the Spirit is to be self-taught, person to person, through Jesus. This is the only way that a person can receive the gifts of God’s Spirit. Ultimately, we are learning to communicate from spirit to spirit because God’s Spirit and our spirits are in open communion. With this connection, believers have access to everything God is doing for us spiritually and cannot be judged by unspiritual reviewers.

It is an absolute necessity, as Christians, to connect with the Spirit of God and only by the intervention of the Spirit are we called to understand the spiritual realm. As further stated in 2 Peter 1:21 “For no prophecy ever came by the will of man: but men spoke from God, being moved by the Holy Spirit.” The spiritual man only, is the person to whom God gives the knowledge of his will. In closing, in the Holy Scriptures, the mind of Christ, and the mind of God in Christ, are fully made known to us. It is a great privilege of Christians, that they have the mind of Christ revealed to them by his Spirit. Our knowledge from God is a gift from God, so let us always give thanks to God for this gift of spiritual life.

f a homily is explaining to the congregation what it means to be a Christian in the current situation.

What should be the topic of a homily?

A priest can generally give a homily on anything, but there are a few guidelines that are encouraged.

· The Scripture readings from that Mass

o The priest can focus on one specific reading, or draw themes from all of them

· The feast day (if applicable)

· Something of Sacramental importance

What is needed to write a good homily?

A homily is a speech, which is a lot like an essay. As such it needs:

1) A hook-usually some kind of joke/story/personal anecdote, the more topical the better

2) An introduction-lay out what you’re going to talk about

3) Reflection on the spirit of the topic (usually Scripture-include specific citations)

4) Behavior proscriptions-what does the topic tell us about how we should behave?

5) A conclusion that synthesizes the spirituality with the behavior

Note 1: It is common for priest to do Steps 3-5 repeatedly, addressing every part of his discussion independently and then having a master synthesis at the end.

Note 2: A homilist has to walk a fine line between using language that is too childish and using language that every listener has a chance to understand.

The Assignment

Requirements: MLA Style Approximately 700 words (2 pages), double spaced, 12 pt Times New Roman/11 pt Calibri, identify the day of the homily on the Title line,

Structure: Follow the above prescription

Crafting a Homily:

1) Use the USSCCB’s list of daily readings (www.usccb.org/bible/readings). Pick a day from the month October.

2) Use the chart on the back to identify significant elements and their moral implications

a. You may also use the Feast Day being celebrated on that day

3) Write the homily in an accessible but not too colloquial style (you may use first person, but not sentences like “I believe that”)

Knowledge Transfer; Performance Management; On-The-Job Training Knowledge Transfer

June 9, 2023/in Uncategorized /by SK

ASSIGNMENT 1 Module 1 – Case

Knowledge Transfer; Performance Management; On-The-Job Training

Knowledge Transfer

Many employers do not have a plan to manage and transfer knowledge. Because workforce dynamics have changed, there is a greater need than ever for a knowledge-transfer strategy. Business wisdom is taken from organizations with retirements, resignations, and terminations, leaving companies more likely than not to have less growth capacity and less efficiency, especially in the short run.

In the past, the expectation of passing along knowledge and leaving a legacy was a good fit with the values of long-tenured employees who spent their careers with the same company. But in the modern workplace, where four generations work side by side, knowledge is not always well-filtered throughout an organization.

“As the Baby Boom generation of corporate leaders and experts approaches retirement, businesses in the U.S., Canada, and many European nations face the loss of experience and knowledge on an unprecedented scale,” says Diane Piktialis, Mature Workforce Program Leader at The Conference Board. “Younger workers can’t be counted on to fill the void, as they lack the experience that builds deep expertise. They also tend to change jobs frequently, taking their technological savvy and any knowledge they’ve gained with them.”

Knowledge does not exist in a vacuum, so it is important to first identify and evaluate what kind of knowledge company executives are interested in capturing and sustaining.

Because so much knowledge transfer is cross-generational, from long-tenured to newer employees, an understanding of different learning styles based on generation facilitates the process. Understanding generational learning preferences and adapting how knowledge is conveyed can make the difference between merely harvesting knowledge and actually using it.

Adaptations should be made when the knowledge is specific to the organization and is mission critical, and when the less knowledgeable employee has specific generational learning preferences. For example, employees entering the workforce may prefer getting Instant Messages (IM) in real time rather than setting a schedule to meet. Gen Y employees may set up blogs to capture knowledge. Firms considering or using knowledge transfer processes should assess their readiness for Instant Messaging, blogs, wikis, RSS feeds, podcasts, and virtual reality.

There are many knowledge transfer methods available, including training seminars, formal education, interviews, mentoring, apprenticeships, instant messaging, job transfer, simulations and games, peer assists, communities of practice, storytelling, wikis, blogs, white papers, and conferences.

Revised from:

American Management Association. (2017). Effective knowledge transfer can help transform your bottom line. Retrieved from http://www.amanet.org/training/articles/Effective-Knowledge-Transfer-Can-Help-Transform-Your-Bottom-Line.aspx.

Assignment Overview

Steve Trautman is one of America’s leading knowledge experts. View the following four videos to understand the depth of the knowledge-transfer process and follow Mr. Trautman’s widely used knowledge transfer solution.

Pay close attention to the process. Developing your own Knowledge Silo Matrix and discussing what you found will be the basis of your Case 1 assignment.

Trautman, S. (2012, November 30). Introduction to the Steve Trautman Co. 3 step knowledge transfer process

. Retrieved from https://www.youtube.com/watch?v=1xj1iVhu308

Trautman, S. (2013, January 22). 5 questions that drive knowledge transfer

. Retrieved from https://www.youtube.com/watch?feature=player_detailpage&v=IvB_cOo14y8

Trautman, S. (2012, December 19). The Steve Trautman Co. 3-step knowledge transfer solution with knowledge silo matrix demo

. Retrieved from https://www.youtube.com/watch?feature=player_detailpage&v=knN-ZzVAmMY

And finally, pulling it all together:

Trautman, S. (2012, December 18). How it works: The Steve Trautman Co. 3 step knowledge transfer solution

. Retrieved from https://www.youtube.com/watch?feature=player_detailpage&v=tWyMU90x6o4

Case Assignment

For this Case Assignment you will be completing and analyzing a matrix following the Knowledge Silo Matrix instructions in the third video above. (The team you choose could be a current or past work group, a group of committee members, a group of family members, members of a rock band, or any group where you know the expertise needed and the skill levels of the employees/members.)

You may (a) complete the matrix by hand, (b) use the Knowledge Silo Matrix Word form, or (c) download the Excel form from stevetrautman.com. Remember these key points:

The Knowledge Silo Matrix (KSM) is a high-level tool of knowledge silos. Think bigger picture. For example, if you were filling out a KSM for building a house, some example silos would be Plumbing, Electrical, Flooring, Insulation, etc. Not “Weld a pipe” or “Test for adequate water pressure.” The blog article, Tip for Better, Faster Knowledge Transfer—It’s Not What People KNOW, It’s What They Know How to DO, provided by The Steve Trautman Co., addresses the important distinction between Knowing vs. Doing. This will help you create a more actionable KSM.

Once you have your matrix completed, then respond to the following questions using the section headings in your paper that are marked in bold below. Utilize at least two sources of outside information from other authors; be sure to cite them and provide a reference list at the end.

Introduction—This section is often written after you have completed the rest of your paper.

Work Team Overview—Provide an overview of the work team you have assessed in the Knowledge Silo Matrix. Who are they, how long have they been in the group, and what are their jobs?

Skill Level in Silo—Discuss each group member’s job in terms of his/her silo status—discussing why you have evaluated them as purple, green, yellow, or white.

Matrix Analysis—Analyze what the matrix tells you.

Look at each silo and analyze what you see and what needs to be done to minimize the knowledge risk.

Look at the colors assigned to each employee (horizontal colors). What should be done next to minimize the risk related to each employee as well as to enhance the performance of the work team? Be sure to discuss the training needed (or not) for each member and what the format of the training should be given what you learn from the matrix.

Application of the Matrix–Discuss what you have learned from this exercise and the strengths of the Knowledge Silo Matrix approach and the challenges you see managers could face in an organization using the Matrix.

Conclusion

Submit BOTH your Knowledge Silo Matrix and your discussion covering the points above by the module due date.

ASSIGNMENT 2 HRM522 Employment and Labor Relations

Module 1 – SLP

Influences on Employee Relations

In the SLP project for this course you are asked to place yourself in the role of others. You might play the role of an employee, HR Manager, or another stakeholder in a private-sector organization. By the end of the course, you will have a better understanding of different HRM employee/union/employer relations responsibilities in the private-sector and how to maximize your department’s contributions to the organization.

Your assignment:

Look over the following list from the Overview page:

As you recall we began the course by considering many different internal and external factors that might impact relationships at work. For example:

Employer Rights Company Policy & Work Rules

Management Actions Wage and Salary Plans

Employee Privacy Employee Benefits

Supervisory Actions Work Design

Economic Conditions Available Information

Work Assignments Technology

Employee/Co-worker Actions Performance Management

Labor Unions Company Practices

Laws & Regulations HRM Procedures

Write a magazine article draft (of at least 750 words) in which you select one internal or external factor from above and analyze how it can positively or negatively impact work relationships. (Look at HR Magazine in the library to see what a short magazine article might look like.) Be sure to include employer examples (stating employers by name). Also provide specific examples (for example, if you discuss “work assignments,” provide actual examples of work assignments on the job and how they could impact relationships with others).

Include 2 additional library sources (or more) to help strengthen your submission.

Upload your paper by the module due date.

ASSIGNMENT 3 Module 1 – Case

Influences on Employee Relations

Assignment Overview

Signature Assignment: Information Literacy, Emphasized Level

View the following video on information literacy:

(Eastern Gateway CCTS, 2015).

As mentioned previously, there are many influences on employee relations in organizations. One of the most relevant today is the amount of information that is available.

There are numerous sources of information available to us as students, employees, labor union representatives, HRM professionals, and business managers. Before we use information that we have found, however, it is important that we evaluate its authority and appropriateness.

Case Assignment

In this assignment you will be evaluating sources and developing an Annotated Bibliography of your findings.

Review the following articles related to information literacy and others you have found and make a comprehensive list of important factors needed to evaluate sources. (You will need to include this list as an Appendix in your Annotated Bibliography.)

University of California Berkeley. Critical evaluation of resources. Retrieved from http://www.lib.berkeley.edu/instruct/guides/evaluation.html

Cornell University. How to critically analyze information sources. Retrieved from http://olinuris.library.cornell.edu/ref/research/skill26.htm

Cornell University. Distinguishing scholarly journals from other periodicals. Retrieved from http://olinuris.library.cornell.edu/ref/research/skill20.html

Cornell University. Evaluating web sites: Criteria and tools. Retrieved from http://olinuris.library.cornell.edu/ref/research/webeval.html

Find three valid sources related to workplace relations from the Trident Online Library and one valid source from the web/internet. Use sources that are outside of module readings that you have not utilized previously in other MSHRM courses. They should be sources “brand new” to you.

List the source citations in APA format under the heading Annotated Bibliography.

Under each source citation, in paragraph form:

Briefly discuss what the source covers and its importance to the topic of workplace relations.

and

Analyze specifically how the factors listed in your Appendix apply to the source (i.e., carefully critique the source using those factors).

Submit your assignment by the module due date.

Information Literacy

As you may recall, the first signature assignment addressing information literacy at the “introduced” level was located in the ETH501 Business Ethics, Case 1 Assignment.

Then, in MGT516 Legal Implications in HRM, information literacy was assessed at the “reinforced” level in Case 1.

Now, in this HRM522 Case 1 assignment, your information literacy skills will be further developed reaching the “emphasized” level.

These three assignments build upon each other and aim to offer you the opportunity to enhance and practice your information literacy skills at the graduate level.

The grading rubric for this HRM522 assignment has been developed to measure student success in meeting the HRM522 Case 1 expectations related to information literacy.