Forum Responses

1

Hello class! I can’t believe it is week eight already! I have really enjoyed this class and I learned a lot. My favorite part of the course was learning about the threats and hazards that my specific area has. It was really cool to review the Emergency Operations Plan for my county and try to figure out what could be improved. I think it would be a good idea for every person to review what hazards they face in their town. Knowing that information will allow you to be able to prepare properly. That information could save your life! I doubt that many people in my area even know that they are in the pathway of a two nuclear power plants. If a disaster caused one of them to blow up, most people would not be prepared or know what to do!

What I learned in this class will definitely help me out in the future. The information we learned about could potentially be life saving one day! It made me think about how I have prepared for emergency situations and I talked it over with my family. We discussed escape plans in case of a fire and where we would go if we had to evacuate the city. Like I said in a previous post, after taking Intro to Disaster Management, I went on Amazon and bought a three day survival pack with food, water, medical kit, and other miscellaneous supplies. I learned how important it is to be prepared!

2

Well, I have enjoyed sharing and learning with everyone the past eight weeks. What I feel I have enjoyed learning the most was about threats and hazards because it really made me look at the little town I lie in and our surrounding service area. I knew how vulnerable Danforth was when it came to things such as the rail line literally splitting the town in two along with the river. But until this class, I never realized just how big of a problem it really is. Also, as for wildfires how limited some of the access is to areas that might need to be evacuated. Narrow dirt roads with one way in and one way out. This has also enlightened me as to how poor our town emergency plan really is and how little our Emergency Manager really does. I also enjoyed how this class expanded on the introduction to Emergency Management.

What I have learned in this class will help me with preplanning when I look at the area and what hazards there are and how to overcome the hazards with mitigation and what resources might be needed. I also feel that this class will help me in my next course Emergency and Disaster Incident Command. One last thing that this course will help me with is possibly becoming the next Emergency Manager for the town. I wish everyone the best of luck on the final and in your next class. Thank you for sharing and helping me learn these past weeks.

 
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Health Claim Assignment

The contribution of Health Claims in Possibility Bias among Unhealthy Foods

Introduction

Kaur, Heike, and Rayner define health claim as “a statement that claims something about one’s wellness” (23). The food information found on the cover of food packet constituting of the front of packet labels and wellness claims could inform the consumer on the wellness value of the food before its purchase and consumption. They also depict that “the appearances of the claim tend to positively bias the buyer or consumer’s perception about the product” (36). The notion avails when compared to other products of the same category with no such information even amid the evidence in their nutrient profile.

Health Claims

The foods embracing health claims depict the marginal healthy status as compared to other products lacking the claim. Most of the claims exist on products categorized as unhealthy with the frequency in which the ailments associated with such meals fails to provide the exact global burden associated with such ailments. For instance, Volkova and Mhurchu state that the “Disability Adjusted Years of Life Lost appear least in the numerous health claims” (87). It is, therefore, crystal clear that such claims avail the partial positive nutritional information only to cater to the producer’s gains. The study on the standard and quality status claims seems disadvantaged than for nutritional statement. Outcomes of researches assessing the unhealthy food items, one identified availed evidence of positive assessments emerging from the average level health claims while others identified greater state claim on the unhealthy items resulted to the raised perception of wellness and voluntary payment as well as combined outcomes throughout the different result variables. With no exception, researches have verified that some claims create positivity bias for unhealthy meals. Kaura, Heike, and Rayne argue that “Limited studies examining consumers response to products considering both models of the nutritional data requires an embrace of FoPL-based information against the health claims” (65). The progressing study, therefore, explores the cooperation of the two models of nutritional data. Previously, the studies availed the positivity bias through three-dimensional operational dimensions of perceived wellness, global assessment and volunteering to purchase.

Methods: The study in progress associate to the complex research project which experimented with the Australian consumer’s perception towards the prepared or take-away meals. (Triad: ACTRN1266000626460, Consider

https://www.anzctr.org.au/trial/registration/trialreview.aspx?id=370675[62] to access surplus information required on the global variable submitted to scrutiny, manipulation, and evaluation). The Curtin University Human Research Ethics Committee issued the study team with an ethics permit (approval code: RDHS-11-15, date: 15/01/ 2015). Research model and the different factors suitable to the progressing synthesis are in progress:

Participation

The study invited Australian population both children and adults from the age of 10 years and above through the online national survey under the umbrella of an ISO approved web platform provider titles Pure Profile. The total number of participants within the broader project was 2058 with recent research attracting the total of 1984 participants. Kaura, Heika, and Rayner suggest the need for “ formulation of the study quotas base on age, social, economic status (SES) and gender for equity and proper representation of the understudied populations” (45). As a result, the number of study population comprised of 23% toddlers with other 48% comprising of the population form Low SES surrounding.

Results/Recommendation and Conclusion

The outcomes from the pooled synthesis (with information from the general food types) undergo the initial reporting, with an explanation of the primary effects and designed comparatives (which shows the fundamental and direction of the stated effects). Progressively, there was an analysis of the food type to reveal the varying effects depending on the category of food. During the reporting of the outcomes, a positivity bias seemed to occur in the case where the FoPL or wellness claim resulted to more positive rankings as compared with the control state on any of the three result measures of the natural wellness, global assessments and the volunteering towards buying a particular food. It is in concurrence with Volkova and Mhurchu that other studies with “different doses of exposure and behavioral studies would help identify the impact of the labeling scheme and the influencing power of the health claim respectively” (65). Conclusively, the study outcomes show that decreasing FoPLs are likely to result in more passive assessments of delicate items compared to the absence of FoPL.

Works Cited

Kaur A., Heike S., Rayner M. Do health and nutrition claims meet consumers’ health needs? Agro Food Ind. Hi-Tech. 2016; 27:22–24

. Volkova E., Mhurchu C.N. The Influence of nutrition labeling and point-of-purchase information on food behaviors. Curr. Obes. Rep. 2015; 4:19–29. doi: 10.1007/s13679-014-0135-6. [PubMed] [CrossRef]

SCI 1015 – Introduction to life science – health claim

Health Claim Assignment #1

Critique your Health Claim and Think about Research

Part 1:

Now that we have all found health claims that we are going to focus on for the rest of the term, we need to critique the experiments done to see if we think that the health claim is credible.

You will write a short paragraph in which you point out parts of the experiment that you would change or where you think the scientists could have improved upon their experiment. You can also include areas of further research for the researchers as well.

Part 2:

Assignment 3 is going to require you to do some independent research. I would like you to list 3-4 keywords that you want to research about your health claim using search engines (both Google and database searches).

 
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Reflection Journal

Read the most recent progress report on Healthy People 2020: Healthy People 2020 Leading Health Indicators: Progress Update. Pick a leading health topic and indicator, and note the change from the baseline measurement to the most recent measurement. What were the measures? Was there progress made or did measures worsen? What do you think might have contributed to either the improvement or the worsening of the indicators?

Next, find a public health program that targeted one of the leading health topics. This program could be local, state, or national. Describe the program and discuss public health theories or principles that were used in the program’s promotion.

Note: In this journal task, be sure to connect your own experience to what is being asked of you in the particular journal prompt. Reflect on each question and support your answers using specific details and relevant examples. In reflecting on the public health theories or principles that you have explored, describe how you have applied (or will apply) what you have learned.

 
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Translational Research

1/13/2019 Module 2: Exercise 1 – Translational Research

https://asu.instructure.com/courses/5880/assignments/96463?module_item_id=265977 1/3

Translational research” is a term that has been used in the scientific community for about 20 years, and is also a process that crosses many disciplines and meanings. Please read the attached article regarding the definition of translational research.

In this exercise, students will use their knowledge and perspective of translational research to develop a staffing model for an early phase I research site. Because “translational research” is interpreted in many different ways, I expect that each student will define the term in the way that she or he will then develop into her/his staffing budget. Consequently, I will be grading this assignment for consistency and reasonable assumptions along with justification. There is no “right” or “wrong” answer, I expect that you will use due diligence to make decisions on salaries, training and other requirements to establish a quality research module.

You are currently the manager of the clinical research department in a busy (nonprofit) oncology practice). As such, you are often tasked with planning new ventures and directions for the research department.

To everyone’s surprise a patient donates a substantial amount of money to the practice, with the directive that $20 million dollars will be used to start a translational research module within the research department. The Vice President of the practice has tasked you with investigating a model for an early Phase I translational research department and developing a staff start-up budget and justification. These are the details of your assignment:

3-4 pages total (5 points) References and citations if you use any literature or other material (5 points) Content:

1. 2-3 paragraphs defining translational research as it relates to early translation of a drug from animal studies to human studies (T1 research) (20 points)

2. 2-3 paragraphs exploring the overall resource needs of a translational research facility that conducts early Phase I studies (include what happens just prior to a Phase I study and the definition of Phase 0 studies) (20 points)

3. Your first year budget for staffing will be $1.5 Million dollars for support of 25 people. Your goal is to open 5 new studies in the first 4 months and another 15 in the next 8 months – how will you spend the money? (45 points – reasonable numbers, justification, and salaries using internet resources and academic research)

4. 1 paragraph conclusion discussing your budget and why it is reasonable. (5 points)

Please complete a table similar to the one below:

Staff Position Justification Annual Salary Benefits (33%)

Salary & Benefits

Investigator This position will focus on review of the basic sciences of the development of the drug. S/he will collaborate with

$100,000 $33,000 $133,000https://asu.instructure.com/courses/5880/files/881091/download?verifier=pVLsc7n7OwuFXiIPpB5LL5A9foek5UEdIrHhTYbv&wrap=1https://asu.instructure.com/courses/5880/files/881091/download?verifier=pVLsc7n7OwuFXiIPpB5LL5A9foek5UEdIrHhTYbv&wrap=1

1/13/2019 Module 2: Exercise 1 – Translational Research

https://asu.instructure.com/courses/5880/assignments/96463?module_item_id=265977 2/3

Exercise 1 Translational Research

the clinical researcher and the basic scientist to ensure safety…

Totals

100 total points possible.

**Keep in mind that you are defining the type of module that you will be staffing and justifying through your definition of translational research.

1/13/2019 Module 2: Exercise 1 – Translational Research

https://asu.instructure.com/courses/5880/assignments/96463?module_item_id=265977 3/3

Total Points: 100.0

Criteria Ratings Pts

5.0 pts

5.0 pts

20.0 pts

20.0 pts

45.0 pts

5.0 pts

3-4 pages 5.0 to >4.0 pts Proficient appropriate page numbers

4.0 to >1.0 pts Competent

1.0 to >0 pts Novice

References and Citations

5.0 to >4.0 pts Proficient appropriate and accurate references and citations

4.0 to >1.0 pts Competent not all citations in place

1.0 to >0 pts Novice

Definition of T1 research

20.0 to >15.0 pts Proficient well done and accurate and referenced as needed

15.0 to >9.0 pts Competent missing significant information

9.0 to >0 pts Novice missing information and purpose

Resource needs

20.0 to >15.0 pts Proficient well done and accurate

15.0 to >9.0 pts Competent missing significant information

9.0 to >0 pts Novice missing information and purpose

Budget justification

45.0 to >40.0 pts Proficient well done and accurate

40.0 to >29.0 pts Competent missing significant information/understanding

29.0 to >0 pts Novice missing information and purpose

Conclusion 5.0 to >4.0 pts Proficient well done – aligned with content

4.0 to >1.0 pts Competent missing information

1.0 to >0 pts Novice

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Capstone Project Overview

The Capstone Project is your opportunity to synthesize the Program  Learning Outcomes and demonstrate your mastery of your Program of Study.  This Capstone Project will challenge you to integrate ideas presented  in all your previous courses. The Capstone Project should also push you  beyond the boundaries of your prior work. You will creatively explore  and apply the knowledge and experiences gained from your core courses  and electives, websites, and additional readings and research. Blending  these experiences and resources will help you to complete a Mini  Literature Review and a final Capstone Project Presentation.

In Weeks 1–5, you will have Capstone milestones to complete.  Each of these milestones contributes to your Mini Literature Review and  Capstone Project Presentation. Please note that this process is  iterative and will require revision and refinement as you move from the  beginning to the conclusion of your Capstone Project. To assist you in  this process, please refer to the Capstone Project Guide located within  the Program of Study button. This document provides an  overview of the weekly milestones as well as technical details important  for completion of your Capstone Project Presentation. You are strongly  encouraged to plan ahead for the completion of your Capstone Project  Presentation in Week 5.

For this week’s Capstone milestone, you will focus on selecting a topic for your Capstone Project.

Capstone Milestone-Topic Selection

For your Capstone milestone this week, you will develop a topic  for the Capstone Project that synthesizes Program Learning Outcomes  from your Program of Study. The topic for the project, as well as your  approach, should be personally tailored to suit your unique perspectives  and the area of concentration you studied.

To prepare for this Capstone Project milestone:

  • Review your Program Learning Outcomes document (located in the Learning Resources area)
  • Review the Capstone Project Guide (located in the Learning Resources area)
  • Refer to this week’s Learning Resources for ideas for  possible topics. In particular, you are encouraged to review the Program  Resource List found in the Program of Study button.

To complete this Capstone Project, write a 4–5 sentence summary  of your topic. Be sure to include a title and a rationale for your  project. The Instructor will provide guidance on and approval of your  topic.

Be sure to support your work with specific citations from this  week’s Learning Resources and additional scholarly sources as  appropriate. Refer to the Essential Guide to APA Style for Walden Students to ensure that your in-text citations and reference list are correct.

  • Posted: 2 Hours Ago
  • Due: 13/01/2019
  • Budget: $12
 
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Unit 6 300 Assignment

Unit 6: 300 Assignment

HI 300: Determine appropriate health information standards and regulations for specific organizations.

Instruction

Review the following website:

Source: Healthcare Cost and Utilization Project: United States Department of Health and Human Services. Retrieved from http://www.ahrq.gov/research/data/hcup/

Create an informational flyer for the Healthcare Cost and Utilization Project. You should use Microsoft Word or Microsoft Publisher to create your advertisement. Include the following information:

What is the HCUP Program?

There are several different database tools used in this program. Name at least four database tools and give a summary for each.

Indicate on the advertisement if your state participates in the HCUP program. If your state does participate in the program, provide the contact information for the person listed.

Requirements:

The Assignment should be a 1-page flyer created using either Microsoft Word or Microsoft Publisher.

This Assignment should follow the conventions of Standard American English (correct grammar, punctuation, etc.). Your writing should be well ordered, logical, and unified, as well as original and insightful. The resources used (including your text) should be properly cited. Your work should display superior content, organization, style, and mechanics.

 
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