Advocating for Public Health Policy – (I NEED A WOMAN TO COMPLETE THIS DUE TO THE VOICE RECORDING)

[WLO: 3] [CLOs: 1, 5]

Prior to beginning work on this discussion, read Chapter 8 in your textbook, and review Chapter 5 sections on policy. Read the Stop the Global Epidemic of Chronic Disease: A Practical Guide to Successful Advocacy. Links to an external site.Review the Policy Statements and Advocacy Links to an external site.web page and How to Write a Health Policy Brief. Finally, review the grading rubric for grading criteria.

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.

For this assignment, you will create an 8 to 10-minute presentation. Your presentation should be informative, but also persuasive, and be absolutely no longer than 10 minutes but no less than 8 minutes. Your presentation can be created using Screencast-O-MaticLinks to an external site., the camera and microphone on your computer or handheld device within Canvas, or you can create slides using the voice recording functions within a presentation program (like PowerPoint). Instructions on how to use these tools are below. Professional dress, attitude, and clear communication matters for this assignment. 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 presentation, 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.

Your presentation should address each of the following points:

· Discuss the public health issue that your proposed policy is intended to address. Questions to consider:

o Who does this health issue affect?

o What is the impact of this health issue on the community?

o Why does this health issue need to be addressed?

· Explain the proposed public health policy. Questions to consider:

o Who will be affected by this policy?

o How will this policy address the health issue?

o What will change by enacting this policy?

· Evaluate the impacts of the proposed policy. Questions to consider:

o What are the costs and benefits of the policy?

o What are the risks of enacting or not enacting the policy?

o 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:

o What information about this policy would potentially affect the voting behavior of legislators from across the political spectrum (e.g. conservative, moderate, liberal, progressive; particularly those who might not support the policy based on political orientation)?

o What are the most important messages that legislators need to hear about this policy?

o How would the constituents of the legislators voting for this policy feel about this policy and a legislator who votes for it?

o What information would a legislator need to “sell” the policy to constituents who were perhaps not in favor of adopting the policy?

The Advocating for Public Health Policy assignment

· Must be 8 to 10-minute formal presentation recorded as a video, screencast, or using the voice recording functions in a presentation program.

· Must include at least 100 words in the presenter’s notes for each slide if choosing a presentation program.

o You may want to look at How to Make a PowerPoint PresentationLinks to an external site. to get started. Pay attention to APA style and formatting in this “how to” guide. APA guidelines are required in presentations and any scholarly work you create.

· Must include a separate title slide with the following:

o Title of presentation

o Students name

o Course name and number

o Instructor’s name

o Date submitted

· Must utilize academic voice. See the Academic VoiceLinks to an external site.resource for additional guidance.

· Must include an introduction and conclusion statement. Your introduction needs to end with a clear statement that indicates the purpose of your presentation.

o For assistance on writing Introductions & ConclusionsLinks to an external site.refer to the Ashford Writing Center resources.

· Must use at least three scholarly, peer-reviewed, or credible sources (one of those may be the course text).

o The Scholarly, Peer Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. The Ashford University Library is a great place to find resources. Watch the Ashford University Library Quick ‘n’ DirtyLinks to an external site. tutorial for research tips. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

· Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper.Links to an external site.

· Must include a separate reference slide or reference page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References ListLinks to an external site. resource in the Ashford Writing Center for specifications.

· Must use speakers notes as follows:

o Review the PowerPoint Speaker NotesLinks to an external site. video tutorial. (YouTube Accessibility StatementLinks to an external site. and Privacy PolicyLinks to an external site.)

o Speaker notes are the typed notes that appear below the slide that complement the presentation slides. Whereas the slides will have short bulleted items, the speaker notes will be more detailed. They are essentially what the presenter would say during the presentation to explain each of the bulleted points on the slide. Therefore, it is important that the speaker notes are concise and detailed when explaining the bullet points.

o It is recommended that PowerPoint Slides contain no more than five bullet points and should not contain more than seven to 10 words each. Do not type paragraphs or long sentences on the slide. The information that explains each bullet point is conveyed via speaker notes or by recording your voice to each slide.

If you are unable to access the technology for this assignment due to a documented accommodation on file with the Office of Student Access and Wellness, inform your instructor as soon as possible.

Creating Your Presentation:

Choose one of the following options to create your presentation:

· Option 1: Use the native video tool in your classroom.

o If you choose this option, you will record and upload your media in the Week Four Assignment Presentation page. Choose the Week Four Assignment Presentation button below to get started.
 

· Option 2: Use Screencast-O-Matic.Links to an external site. 

o Please review the instructions provided by Screencast-O-Matic Quick-Start GuideLinks to an external site. in order to get started. This guide will familiarize you with the tool and review how to upload your video to the classroom. If you choose to use another video recording tool for your submission, please follow the guide instructions to upload an MP4 video file into your classroom using the same steps.

· Option 3: Create a presentation using the voice recording functions within a program like PowerPoint.

o Review the Ashford Writing Center’s Presentation TipsLinks to an external site. and Don McMillan: Life after death by PowerPointLinks to an external site. to assist you with creating the presentation.
 

Submitting Your Presentation:

Follow these steps to submit your presentation and speaker’s notes:

· Step 1:
Submit your full presentation as a video (.mp4, .mpg, etc.), PowerPoint (.ppt or .pptx) or other presentation type in the Week Four Assignment Presentation page using the button below.

Week 4 Assignment Presentation

· Step 2:
Submit your speaker’s notes as a PDF or Word document to Waypoint using the Waypoint Assignment submission button at the bottom of this page.

 

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300 words Due in 16 hours.. apa format.. support stance

Gender  and Cognitive Abilities, and Emotion

Are males smarter than females or is the opposite true? And are boys really better at math than girls? If you base your answer on the number of male versus female engineers or mathematicians, you might answer “yes.” However, the real question that needs to be addressed is this: Are there really biological differences in the brains of males and females when it comes to intelligence and cognitive ability or does society’s stereotyping create differences in behaviors that look like true differences? And, is this just prevalent in Western society, or are boys seemingly better at math in countries other than the United States, as well? This week begins with an exploration of the differences in intelligence and cognitive abilities between males and females, looking at the research on 1) whether there are differences, 2) what might be the causes of the differences, and 3) what impact differences or perceived differences might have on society.

In addition to looking at gender differences with regard to intelligence and cognitive abilities, this week you also will explore the differences between males and females in how each feels and expresses emotion. Think about the professional situation in which a female executive is bullied in a business meeting and begins to cry. Are females just weaker when it comes to emotions? Are they less professional? Do males have a higher resistance to anger or frustration? Or, do males just not express these emotions in tears? These are some of the questions on the table this week.

Learning Objectives

Students will:

• Explain the impact of gender stereotyping of cognitive abilities
• Analyze gender differences in the feeling and expression of emotion
• Apply concepts, principles, and processes related to gender as it relates to intelligence, cognitive ability, and emotions

Photo Credit: tuncaycetin / iStock / Getty Images Plus / Getty Images

Learning Resources

Required Readings

Brannon, L. (2017). Gender:  Psychological perspectives (7th ed.). New York, NY: Routledge.
Chapter 7, “Intelligence and Cognitive Abilities” (pp. 170-192)
Chapter 8, “Emotion” (pp. 201-225)

Garrett-Peters, P. T., & Fox, N. A. (2007). Cross-cultural differences in children’s emotional reactions to a disappointing situation. International Journal of Behavioral Development, 31(2), 161–169. doi:10.1177/0165025407074627
Note: You will access this article from the Walden Library databases.       

Shapiro, J. R., & Williams, A. M. (2012). The role of stereotype threats in undermining girls’ and women’s performance and interest in STEM fields. Sex Roles, 66(3-4), 175–183. doi:10.1007/s11199-011-0051-0
Note: You will access this article from the Walden Library databases.

Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1174–1204. doi:10.1037/a0036620
Retrieved from http://www.apa.org/pubs/journals/releases/bul-a0036620.pdf

Discussion: Gender Intelligence and Cognitive Abilities

For centuries, it has been assumed that men and women are different when it comes to certain cognitive abilities, and even intelligence itself. For example, men have been stereotyped as better at spatial abilities (such as, the abilities used in video games) and women have been stereotyped as better at verbal abilities (such as, the abilities used in communicating.) However, recent research is blurry when it comes to definitively stating that one gender is better at a specific cognitive ability than the other. Some intelligence and cognitive ability assessments suggest gender differences; however, it is still to be determined if the findings really do show that there are differences in cognitive abilities and intelligence or if there are other factors at play, including testing flaws, interpretation bias, and cultural or environmental influencers.

Take video game playing as an example. The poster child for video games has traditionally been the 17-year-old boy. Since more boys than girls have usually played video games, society has assumed that boys are better at the associated visual abilities. However, there may be other factors at play. For example, video games in the past typically featured male-related topics, such as blowing up things, fighting wars, and dominating women. The characters in these games were predominately male and the stories were based around males rescuing damsels in distress (except for the occasional female superhero.) More recent game developers have changed their tactics. Game topics have changed. Female characters and the ability to customize characters have increased. Online access has improved the social aspect of games. The result is that females now make up close to half of video game players.

So, do you really know if boys are better at the visual and spatial skills required for video games or are the games just designed for boys? Though video game playing is just one simple example, these types of questions are important when exploring the research and stereotypes related to gender differences in cognitive abilities and intelligence.

As you read and think about gender differences in intelligence and cognitive abilities, consider the following:

Could it be that the ways in which males and females are raised impacts their self-confidence and subsequent success or failure on intelligence and cognitive ability assessments? If you are a female and constantly hear that girls are not that great in math, is it possible that you behave accordingly? Perhaps “knowing” that girls are not good at math has discouraged girls from taking higher math courses in school and from pursuing careers involving math abilities.

Could it be that boys are raised to throw balls from a very early age which, in turn, develops their spatial and visual abilities over girls? Then, when they are assessed in these abilities, could it be that they score higher than females only because they have had more practice rather than a better innate ability? Could it be that there has been a gender prejudice over the past decades that led to the actual assessments themselves being biased?

Are the differences in cognitive abilities the same for every culture? For example, are females in Western cultures different in their math abilities than females in Eastern cultures? Are they stereotyped differently?

Could the male brain and the female brain be so different that there truly are significant differences in cognitive abilities?

The research is inconclusive. Many studies suggest that there are differences in cognitive abilities between the genders while others show that the differences are minimal, if they exist at all. Perhaps the more significant question is, “How do the perceived or real differences impact individuals and society?” And, “Are these perceived or real differences ultimately changing society?” These questions may be the more important issues in social psychology.

To prepare for this Discussion:

• Review Chapter 7 in the course text, Gender: Psychological Perspectives. Focus both on what the various studies and assessment results say about gender differences in specific cognitive abilities, as well as potential factors that might influence these differences.
• Review the articles, “The Role of Stereotype Threats in Undermining Girls’ and Women’s Performance and Interest in STEM Fields”, and “Gender Differences in Scholastic Achievement: A Meta-Analysis.” 
• Identify one cognitive ability that is stereotypically different in males and females. Think about its importance in the world (i.e., education, industry, home life, etc.). Also, think about how the stereotyping of this cognitive ability impacts individuals and society as a whole.

With these thoughts in mind:

By Day 3

Post a description of the cognitive ability you selected and how it is stereotyped by gender and influenced by culture. Then, explain the importance and use of this cognitive ability in the world (education, industry or business, home life, etc.); and how the stereotyping of it affects individuals and society as a whole. Finish your post by discussing whether you think nature or nurture is the cause of this perceived gender difference.

Note: Put the cognitive ability you selected in the first line of your post. You will be asked to respond to a colleague who selected a different cognitive ability than you did.

 

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