Health Governance Discussion Essay Assignment
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Health Governance Discussion Essay Assignment
In 3-4 sentences, describe global health governance and why it is important in disease transmission.
Describe 2 missteps of WHO in handling Ebola.
Now, think about how COVID-19 is being handled. Has WHO learned it’s lesson from Ebola in handling COVID-19? Why or why not? (Links to an external site.)
Based on what you have learned about global health governance and COVID-19, does the US response to COVID-19 (Links to an external site.) align with the principles of global health governance? So, if you were a key player in global health, such as the President or the Secretary of State, discuss two things that you would have either done differently or kept the same in handling COVID-19, and your justification for either making these changes or supporting what has been done.
Global health governance is the ways in which societies organize and collectively manage their affairs. There are many key players in effective global health governance, including state and non-state actors, like the WHO and private donors such as the Gates Foundation. Global health diplomacy (GHD) is the “process of negotiated collective action for global health that can eventually lead to new forms of global health policy and governance ” (Fidler, 2008).
Let’s now dive into the readings and videos. Assigned readings and videos for this topic are organized in preferred chronological order below and will be relevant for your discussion assignment!
Please watch my lecture on global health governance and global health diplomacy.
Let’s watch this video on theWHOs response to Ebola (Links to an external site.)
And this video onWHO reform (Links to an external site.)
Finally, this short reading on lessons learned from the Ebola crisis
Objective: To explore a local public health intervention or prevention program and identify strengths and weaknesses based on the lecture material.
Instructions: Please find a local public health intervention or prevention program that is currently being implemented (or was recently implemented) in your community. I have included some websites below to help your search. Once you have found the program, please answer the following questions.
Describe the program in at least 4-5 sentences. What is the goal of the program, who is the population targeted?
Based on the information from the instructor lecture, identify the type of community intervention (community as a setting, community as a resource, etc) that is being implemented
Do you think this program is good for your community? Why or why not? Remember, community members are essential to designing effective programs, so think about what you know about your own community and whether this intervention will be effective. What might public health professionals want to consider adding/removing?
Part 1: Read Chapter 16: ‘Think About It: The Stigmatization of HIV and Other STIs’ and answer two of the following questions:
How have you observed HIV/STI stigma among your friends or others in our society? How were these stigmas demonstrated?
If you became infected with HIV or another STI, would stigma and shame be an issue for you? If so, how would you deal with it? From what resources would you seek help and support?
The Millennium Village Project had multiple challenges, as discussed by Nina Munk in The Idealist. Based on your reading and what you have learned in this course, please respond to the following question in 1.5-2 double-spaced pages. You do not need any references besides The Idealist.:
Identify 2-3 specific challenges or pitfalls discussed in the book and how you would address each one. Consider how Sachs’ egotism and inability to listen to the people of the villages and experts in the field contributed to these challenges.
If you were to conduct a similar study today, what specifically would you do differently and why?
Health Governance Discussion Essay Assignment
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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