Significant Contributions to Public Health - Part IFor your fi.docx

Significant Contributions to Public Health - Part I
For your final project, you will be researching an individual and
their contribution to community and public health. Because of
the size of this project, you will be doing the first part of this
project in Week 3 then adding the final portion in Week 5.
Details are below the outline. Overall, you will be researching
an historical figure in the public health world, their contribution
to public health, and how their work helped shape the public
health system. Furthermore, you will be analyzing how their
contribution from the past continues to contribute to today’s
public health system and how it might guide future work within
the industry.
Follow this outline to help formulate your paper:
ACTION: Select one of the historical figures and their
associated public health topic
· Margaret Higgins Sanger/Reproductive health
· Rachel Carson/Environmental health
· Franklin D. Roosevelt/Health care administration
· John Snow/Communicable and infectious disease ***Select
this topic***
· Luther T. Terry/Smoking
· W. E. B. DuBois/Social determinants of health
· Larry Kramer/Health activism
ACTION: Research the individual’s background
· GRADED ELEMENT: Describe your selected person’s
biographical background (i.e. experience).
· HELP: This can include resume elements such as birthdate,
location, education, and brief statement of their contribution to
public health. (Reminder: biographical information can be
easily plagiarized. Please do not copy from your biographical
websites. Paraphrase and/or quote and cite everything according
to APA.)

ACTION: Research the barriers and issue of the time
· GRADED ELEMENT: Analyze the climate of the time period
in terms of political, socioeconomic, environmental and
technological context in which this person worked
· HELP: Think about whether this person was up against
resistance or was their work welcomed. [For example, if you
were writing on Abraham Lincoln and the abolition of slavery,
you would note that slavery was prevalent and accepted at the
time and the change was welcomed by some and rejected by
others]
· GRADED ELEMENT: Examine the personal beliefs of your
person that prompted this work.
· HELP: You are basically addressing the question: “Why did
this person get involved with the issue at the time?” [In
continuing the Lincoln example above, you would note that
black people were considered property, not people; yet Lincoln
believed everyone had equal rights regardless of skin color].
ACTION: Think about how this person overcame the barriers
and issues
· GRADED ELEMENT: Examine how this individual overcame
and/or confronted any adversities to succeed in his/her task
· HELP: Questions to consider: What did the person specifically
do? Did they have any allies? How did their actions
succeed/fail?
ACTION: Think about the importance of the contribution to
community/public health at the time
· GRADED ELEMENT: Describe the final outcome of this
individual’s contribution to community and/or public health
· HELP: Think about this question: What occurred as a result of
this person’s action?
· GRADED ELEMENT: Explain what his/her contribution did
for overall community and/or public health at the time
· HELP: Think about this question: What was the purpose for
the community and/or nation? [In the Lincoln example, the
explanation would involve a national recognition of human
rights of all people, regardless of skin color]

· GRADED ELEMENT: Explain why this contribution was so
important at that particular point in history
· HELP: Think about this question: What made this important
for our nation? [In the Lincoln example, you would answer the
question: Why was it so important that Lincoln freed the
slaves?]
Format 1: Written Paper
· Must be at least 4 pages in length (not including title and
reference pages) and formatted according to APA style.
· Must include a separate title page with the following:
· Title of paper
· Students name
· Course name and number
· Instructor’s name
· Date submitted
· Must use at least four scholarly sources (one of those may be
the course text).
· Must document all sources in APA style.
· Must include a separate reference page that is formatted
according to APA style.
Significant Contributions to Public Health
-
Part I
their contribution to
community and public health. Because of the size of this
project, you will be doing the
first part of this project
in Week 3 then adding the final portion in Week 5. Details are
below the outline. Overall, you will be researching an historical

figure in the public health
world, their contribution to public health, and how their work
helped shape the public
health syst
em. Furthermore, you will be analyzing how their contribution
from the past
continues to contribute to today’s public health system and how
it might guide future
work within the industry.
ACTION:
Select on
e of the historical figures and their associated public health
topic
·
Margaret Higgins Sanger/Reproductive health
·
Rachel Carson/Environmental health
·
Franklin D. Roosevelt/Health care administration
·
John Snow/Communicable and infectious disease
***Select this topic

***
·
Luther T. Ter
ry/Smoking
·
W. E. B. DuBois/Social determinants of health
·
Larry Kramer/Health activism
ACTION:
Research the individual’s background
·
GRADED ELEMENT:
Describe your selected person’s biographical background (i.e.
experience).
o
HELP:
This can include resume elements such as birthdate, location,
education,
and brief statement of their contribution to public health.
(Reminder: biographical
information can be easily plagiarized. Please do not copy from
your biographical

websites.
Paraphr
ase and/or quote and cite everything according to APA.)
ACTION:
Research the barriers and issue of the time
·
GRADED ELEMENT:
Analyze the climate of the time period in terms of political,
socioeconomic, environmental and technological context in
which this p
erson
worked
o
HELP:
Think about whether this person was up against resistance or
was their
work welcomed.
[For example, if you were writing on Abraham Lincoln and the
abolition of slavery, you would note that slavery was prevalent
and accepted at
the time a
nd the change was welcomed by some and rejected by others]
·
GRADED ELEMENT:

Examine the personal beliefs of your person that prompted
this work.
o
HELP:
You are basically addressing the question: “Why did this person
get
involved with the issue at the time?”
[In continuing the Lincoln example above,
Significant Contributions to Public Health - Part I
their contribution to
community and public health. Because of the size of this
project, you will be doing the
first part of this project in Week 3 then adding the final portion
in Week 5. Details are
below the outline. Overall, you will be researching an historical
figure in the public health
world, their contribution to public health, and how their work
helped shape the public
health system. Furthermore, you will be analyzing how their
contribution from the past
continues to contribute to today’s public health system and how
it might guide future
work within the industry.
ACTION: Select one of the historical figures and their
associated public health topic

***Select this topic***
ACTION: Research the individual’s background
be your selected person’s
biographical background (i.e.
experience).
o HELP: This can include resume elements such as birthdate,
location, education,
and brief statement of their contribution to public health.
(Reminder: biographical
information can be easily plagiarized. Please do not copy from
your biographical
websites. Paraphrase and/or quote and cite everything according
to APA.)
ACTION: Research the barriers and issue of the time
in terms of political,
socioeconomic, environmental and technological context in
which this person
worked
o HELP: Think about whether this person was up against
resistance or was their
work welcomed. [For example, if you were writing on Abraham
Lincoln and the
abolition of slavery, you would note that slavery was prevalent
and accepted at
the time and the change was welcomed by some and rejected by
others]
person that prompted
this work.
o HELP: You are basically addressing the question: “Why did
this person get
involved with the issue at the time?” [In continuing the Lincoln

example above,
5E LESSON PLAN TEMPLATE
Revised 1-5-2016
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I. Planning
Lesson Summary and Focus:
Instructional Materials, Equipment, and Technology:
Classroom and Student Factors:
National / State Learning Standards:
Specific Learning Targets/Objectives:
Lesson Focus Question:
Academic Language:
Key Vocabulary:
Instruction and Development:
Summative Assessment:
Differentiation Strategies
Instruction
Activities
Assessment

II. Instruction
The 5Es
Probing Questions
Engage
Explore
Explain
Elaborate
Activity:
Closure:

Evaluate
Formative Assessment:
11 Blue Men Worksheet
1. Draw a timeline marking the time each of the 11 blue men
presented symptoms. Explain the point of mapping out the
incident timeframe (i.e. why would epidemiologists need this
information and how would it be used)
2. Describe the key symptoms and incubation period for the
illness affecting the eleven blue men.
3. Describe each step of an outbreak investigation as it pertains
to this particular event, indicating all of the key points in the
investigation (include how it started, why epidemiologists got

involved, where did the investigation take the epidemiologists,
who was interviewed, what/who were the potential culprits
identified during the investigation)
4. Identify three questions that Dr. Greenberg and Dr. Pellitteri
asked the patients. Explain why these three questions were
relevant.
5. Identify three questions that the epidemiologists asked the
Eclipse Cafeteria employees. Explain why these three questions
were relevant.
6. Identify the final culprit and how it was discovered.
7. Explain why were these specific men more affected than
other people who ate in the cafeteria?
References
APA format
1.
Draw a timeline marking the time each of the 11 blue men
presented symptoms. Explain the point of
mapping out the incident timeframe (i.e. why would

epidemiologists need this information and how
would it be used)
2.
Describe the key
symptoms and incubation period for the illness affecting the
eleven blue men.
3.
Describe each step of an outbreak investigation as it pertains to
this particular event, indicating all of
the key points in the investigation (include how it started, why
epi
demiologists got involved, where
did the investigation take the epidemiologists, who was
interviewed, what/who were the potential
culprits identified during the investigation)
4.
Identify three questions that Dr. Greenberg and Dr. Pellitteri
asked the pati
ents. Explain why these
three questions were relevant.

5.
Identify three questions that the epidemiologists asked the
Eclipse Cafeteria employees. Explain why
these three questions were relevant.
6.
Identify the final culprit and how it was discovered.
7.
Explain why were these specific men more affected than other
people who ate in the cafeteria?
1. Draw a timeline marking the time each of the 11 blue men
presented symptoms. Explain the point of
mapping out the incident timeframe (i.e. why would
epidemiologists need this information and how
would it be used)
2. Describe the key symptoms and incubation period for the
illness affecting the eleven blue men.

3. Describe each step of an outbreak investigation as it pertains
to this particular event, indicating all of
the key points in the investigation (include how it started, why
epidemiologists got involved, where
did the investigation take the epidemiologists, who was
interviewed, what/who were the potential
culprits identified during the investigation)
4. Identify three questions that Dr. Greenberg and Dr. Pellitteri
asked the patients. Explain why these
three questions were relevant.
5. Identify three questions that the epidemiologists asked the
Eclipse Cafeteria employees. Explain why
these three questions were relevant.
6. Identify the final culprit and how it was discovered.
7. Explain why were these specific men more affected than
other people who ate in the cafeteria?
11 Blue Men
Read the 11 Blue Men Story, to access, please click here. (Links

to an external site.)Links to an external site.
Download the Eleven Blue Men Worksheet and address the
questions in a Q/A format, using complete sentences. Please
know that although this is not a formal written paper, you still
use APA formatting:
· Double-spaced with 1-inch margins
· Separate title page with the following:
· Title of paper
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
· Reference page formatted according to APA style
· Citations as required according to APA style
· Must use at least two additional sources to support your
answers to the case study questions (this does not include the
case itself or the textbook)
11 Blue Men
Read the 11 Blue Men Story, to access, please click
here.
(Links
to
an
external
site.)Links

to
an
external
site.
Download the
Eleven Blue Men Worksheet
and address the questions in a Q/A format,
using complete sentences. Please know that although this is not
a formal written paper,
you still use APA formatting:
·
Double
-
spaced with 1
-
inch margins
·
Separate title page with the following:
§
Title of paper
§
Student’s name

§
Course name and number
§
Instructor’s name
§
Date submitted
·
Reference page formatted according to APA style
·
Citations as required according to APA style
·
Must use at
least two additional sources to support your answers
to the case study
questions (
this does not include the case itself or the t
extbook)
11 Blue Men
Read the 11 Blue Men Story, to access, please click here. (Links

to an external
site.)Links to an external site.
Download the Eleven Blue Men Worksheet and address the
questions in a Q/A format,
using complete sentences. Please know that although this is not
a formal written paper,
you still use APA formatting:
-spaced with 1-inch margins
APA style
answers to the case study
questions (this does not include the case itself or the textbook)

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