Begin to create a Crisis Communications Plan for the fictional town of Bobsville. Use the chapter “Developing a Crisis Communications Plan” provided in the textbook and Appendix A as a guide. Use the [description of Bobsville] for existing information, and create any details necessary to create your plan that is not already in the description.

[67% of assignment grade]
Your initial Crisis Communication Plan should be ~1-2 pages and have:

• Purpose and Objectives
• Key publics/stakeholders
  • Enabling
  • Functional
  • Normative
  • Diffused
• System for Notifying key publics
• Crisis Communication Team members
  • Media Spokespersons
• List of Emergency Personnel & Local Officials
• List of Key Media contacts
• Crisis Communications Control Center
  • Equipment & Supplies

ESF7 Logistical Resource Support annex

[33% of assignment grade]
As part of integrating with Bobsville’s Crisis Management Plan/Emergency Operations Plan begun in EDMG220 that you have been developing in each course, create a 1 page maximum ESF7 Logistical Resource Support annex.

Use the FEMA Comprehensive Preparedness Guide pages 3-15 through 3-18, and Appendix C-19, IS-807, as well as published ESF7 examples found online to inform your annex. Here are some supplemental materials on the Emergency Support Functions:
FEMA – ESF and Support Annexes Overview
FEMA – ESF Support Function Annexes Introduction

Your Bobsville ESF7 Resource Support annex may contain:

• Purpose and Scope
  • Describe what functions this annex controls
• Direction & Control
  • ESF Coordinator in charge of these functions
  • Primary responsibilities
• Bobsville & Regional Support Agencies that can assist with:
  • Sourcing Equipment
  • Temporary Facility access
  • Providing Supplies
  • Staffing
  • Financial tracking

Submit your 1 page maximum ESF7 annex as a separate document from your Crisis Communications Plan.

TOPIC: Calculating Odds Ratio

Data can be qualitative or quantitative. Qualitative data is helpful to generate a hypothesis and gather information if little is known about an expected association. Focus groups, key informant interviews, and case studies are types of qualitative data collection methods used to identify common themes from which to build a hypothesis. Quantitative data collection and analysis is used to test a hypothesis and make comparisons to determine the direction and strength of a potential association. The Behavioral Risk Factor Surveillance System (BRFSS) is cross-sectional panel survey used to collect quantitative data on adult behaviors and risk factors. It is one of the largest U.S. health data collection efforts. The data can be used to analyze associations on a state or country level. Follow the steps to obtain a 2×2 contingency table (also known as a “cross tabulation”) crossing binge drinking with depression.

1. Retrieve the “BRFSS Web-Enabled Analysis Tool” resource provided in the Topic Materials. The CDC website, to complete the topic assignment. https://nccd.cdc.gov/weat/#/
2. Select “Cross Tabulation.”
3. Select “2015” for the year.
4. Select “Arizona” for the state.
5. Select “Alcohol Consumption: Binge drinkers (males having five or more drinks on one occasion, females having four or more drinks on one occasion)” for Step 2 Select Row.
6. Select “Chronic Health Conditions: Ever diagnosed with a depressive disorder, including depression, major depression, dysthymia, or minor depression” for Step 3 Select Column.
7. Skip Steps 4 and 5.
8. Select “Sample Size” for Step 6 Select Statistics and run the report for the cross tabulation.

Part 1

Using the data from the cross-tabulation results, calculate the odds ratio for depression among those exposed to binge drinking. Interpret the odds ratio and discuss if the odds ratio is a good estimate of the relative risk in this situation. Why or why not? Show your 2×2 table and all calculations. Present or describe the formula you used to arrive at your answer.

Part 2

Use the Topic Material, “BRFSS Web-Enabled Analysis Tool,” located on the CDC website, and run a report for two variables of interest to you. Create a 2×2 table and calculate the odds ratio for this association. Interpret the odds ratio and discuss the public health importance of the association. Show your 2×2 table. Present or describe the formula you used to arrive at your answer.

Refer to the “Creating a 2×2 Contingency Table” resource for guidance in creating 2×2 contingency tables.

General Requirements

APA style is not required, but solid academic writing is expected.

You are required to submit this assignment to LopesWrite. 

STUDY MATERIALS

Review Chapter 14, and read Chapters 11-13 in Gordis Epidemiology.

Read “Causation in Epidemiology: Association and Causation,” located on the Health Knowledge website. URL: https://www.healthknowledge.org.uk/e-learning/epidemiology/practitioners/causation-epidemiology-association-causation

Read “Section 5: Measures of Association,” from Lesson 3 of the Centers for Disease Control and Prevention (CDC) self-study course, Principles of Epidemiology in Public Health Practice: An Introduction to Applied Epidemiology and Biostatistics (2012), located on the CDC website. URL: https://www.cdc.gov/csels/dsepd/ss1978/lesson3/section5.html

Use the “BRFSS Web Enabled Analysis Tool,” located on the Centers for Disease Control and Prevention (CDC) website, to complete the topic assignment. URL: https://nccd.cdc.gov/weat/#/

Review “Multicausality: Confounding,” by Schoenbach (2004), located on the Epidemilog.net website. URL: http://www.epidemiolog.net/evolving/Multicausality-Confounding.pdf

View “How to Calculate Relative Risk,” by Shaneyfelt (2012), located on the YouTube website. URL: https://www.youtube.com/watch?v=xk2uK14eHNs

View “How to Calculate an Odds Ratio,” by Shaneyfelt (2012), located on the YouTube website. URL: https://www.youtube.com/watch?v=ITi0SxmQTO8

A common difficulty for social workers is developing a positive social worker-client relationship. Clients are often at a vulnerable place in their lives—and this affects engagement with the social worker. For example, a parent who faces the removal of their child from their home might come into the relationship with the social worker with feelings of anger, hostility, and/or resentment. The social worker then might use terms like resistant and reluctant to describe their client. Conflict theory can help explain the social worker-client relationship in just such a scenario.

For this Assignment, imagine that you are the director of a social work agency. To better understand engagement in a child welfare context, you initiate a study on both social worker and client views about engagement. To interpret the findings, you use conflict theory to frame the understanding of the social worker-client relationship.

To prepare:

Review the following article listed in the Learning Resources:”Engaging Families in Child Welfare Services: Worker Versus Client Perspectives“ by Altman.

By Day 7

Submit a 2- to 3-page paper that succinctly addresses the following:

• Summarize conflict theory in 3–4 sentences.
• Interpret the research article findings about communication using conflict theory.
  • In other words, how might a client’s desire be understood within the context of conflict theory?
• Interpret the research article findings about the relationship between social workers and parents within the context of conflict theory.
  • For example, what might be a barrier to social workers being empathic and supportive from the perspective of conflict theory?
• In 3–4 sentences, explain how you would reframe the term compliance or resistance using conflict theory.
• In reviewing the research article findings, analyze the goals and values of each party (i.e., the social worker and the parent) as they enter into the relationship. Provide 3–4 sentences for each party.
• Using conflict theory to inform social work practice interventions on either the micro, meso, and/or macro levels, describe two recommendations to improve the social worker-client relationship within the context of child welfare based on the knowledge you gained from the research article. Provide 2–3 sentences for each recommendation.
• Provide a 2–3 sentence concluding statement about the relationship between conflict theory and social work practice/interventions.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK6Assgn+last name+first initial.(extension)” as the name. 
• Click the Week 6 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 6 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK6Assgn+last name+first initial.(extension)” and click Open. 
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Grading Criteria

Required Readings

Robbins, S. P., Chatterjee, P., Canda, E. R., & Leibowitz, G. S. (2019). Contemporary human behavior theory: A critical perspective for social work (4th ed.). Pearson.
Chapter 3, “Conflict Theories”
Chapter 7, “Psychodynamic Theory”
Chapter 14, “Application of Theories” (Note: Focus on the information in this chapter that is related to psychodynamic theory and conflict theories.)

Altman, J. C. (2008). Engaging families in child welfare services: Worker versus client perspectives. Child Welfare, 87(3), 41–61. 

Walden University Writing Center. (2020). Scholarly voice: Avoiding bias. http://academicguides.waldenu.edu/writingcenter/scholarlyvoice/avoidingbias

Walden University Writing Center. (2020). Writing a paper: Thesis statements. http://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements

Required Media

Walden University. (2018). Research foundations to dissertation: Dr. Sean Hogan [Video]. Walden University Blackboard. https://class.waldenu.edu
Note: Click on this link to access the landing page for the research foundations videos, and then watch the video “Sean Hogan, PhD.” The approximate length of this media piece is 5 minutes.

Optional Resources

Herbert, G. L., McCormack, V., & Callahan, J. L. (2010). An investigation of the object relations theory of depression. Psychoanalytic Psychology, 27(2), 219–234. https://doi.org/10.1037/a0019423

Choi, K.-M., & Kim, C. (2012). Psychodynamic approaches from transcultural perspectives in working with Korean American women. Families in Society, 93(4), 279–286. https://doi.org/10.1606/1044-3894.4238

Ishikawa, H., Hashimoto, H., & Kiuchi, T. (2013). The evolving concept of “patient-centeredness” in patient-physician communication research. Social Science and Medicine, 96, 147–153. https://doi.org/10.1016/j.socscimed.2013.07.026

Leighton, K. (2004). Anglo-American nursing theory, individualism and mental health care: A social conflict perspective. International Journal of Nursing Studies, 41(1), 21–28. https://doi.org/10.1016/j.ijnurstu.2003.05.001

Case Project 13:  Read the following Case Study and answer the questions at the end in paragraph form.

Bay Pointe Security Consulting (BPSC) provides security consulting services to a wide range of businesses, individuals, schools, and organizations. BPSC has hired you as a technology student to help them with a new project and provide real-world experience to students who are interested in the security field.

Miles Comfort Coaches (MCC) is a regional charter bus service. Recently an IT employee was caught using the MCC network servers to store pirated software, yet because there were no incident response procedures in place, he was able to erase the software and destroy the evidence. MCC has approached BPSC to hire them to provide external forensics response services. However, several employees who are aware of the forensic analysis performed on the employee’s computer have now raised concern about MCC scanning their computers. MCC has asked BPSC to help educate all employees about computer forensics.

Comfort Coaches has asked that you draft a memo to all employees regarding the steps to take when they suspect that an incident has occurred that may require digital evidence to be secured. Write a one-page memo to Comfort Coaches’ employees about these steps.

Case Project 14:  Read the following Case Study and answer the questions at the end in paragraph form.

Bay Pointe Security Consulting (BPSC) provides security consulting services to a wide range of businesses, individuals, schools, and organizations. BPSC has hired you as a technology student to help them with a new project and provide real-world experience to students who are interested in the security field.

Juliet’s Desserts is a regional retailer that was recently purchased by new owners, who want to create new security policies. Because they have no experience in this area, they have hired BPSC to help them.

Juliet’s Desserts is ready to start developing security policies and wants to make the security-related human resource policy its first. Create a one-page draft of a policy for them. 

Case Project 15:  Read the following Case Study and answer the questions at the end in paragraph form.

Bay Pointe Security Consulting (BPSC) provides security consulting services to a wide range of businesses, individuals, schools, and organizations. BPSC has hired you as a technology student to help them with a new project and provide real-world experience to students who are interested in the security field.

Rozenboom Real Estate (RRE) buys and sells high-end residential and commercial real estate across a multistate region. One of the tools that RRE offers is a sophisticated online website that allows potential buyers to take virtual tours of properties. However, RRE’s site was recently compromised by attackers who defaced the site with malicious messages, causing several customers to threaten to withdraw their listings. RRE’s senior management has demanded a top-to-bottom review of their security by an independent third party. BPSC has been hired to perform the review, and they have contracted with you to work on this project.

One of the activities recommended by BPSC is to perform a penetration test. However, the IT staff is very resistant to the idea and has tried to convince RRE’s senior management that it is too risky and that a vulnerability scan would serve the same purpose. RRE has asked you for your opinion of performing a penetration test or a vulnerability scan. Create a memo that outlines the differences and what your recommendation would be.

ASSIGNMENT: ACTION PLANS

 

The information and knowledge that you gain from this course will help you develop five Action Plans (one for each week of the course) focused on responding to contemporary issues and events that impact young children. For each Action Plan, you will ask yourself a form of the following questions:

• What do I need to know to understand the situation and needs of children and families?
• What ideas and advice from experts may be useful in assisting children and families?
• What will I, as an early childhood professional, be able to do to help young children and their families?

Besides helping you synthesize your learning each week, each of the Action Plans you create may be useful to your future work with children and families and a resource that you can share with other early childhood professionals.

The focus of each Action Plan is as follows:

• Action Plan 1: Supporting Children’s Needs Following a Disaster
• Action Plan 2: Supporting Young Children Through a Family Loss
• Action Plan 3: Addressing Maltreatment—The Role of Early Childhood Professionals
• Action Plan 4: Supporting Families of Divorce
• Action Plan 5: Advocating for Children and Families in Your Community

 

Action Plan 1: Supporting Children’s Needs Following a Disaster

This week, you have been learning about the ways that children are continually influenced by the world in which they live, particularly the microsystem of the family. You have also learned that microsystems are not the only source of influence on children’s development. Sometimes changes in the larger world—t he chronosystem—also impact the microsystems of family, school, and community.

As the world entered the 21st century, a number of events and tragedies have greatly affected the lives of children and families. In the United States, acts of terrorism, natural disasters, the wars in Afghanistan and Iraq, and greater economic uncertainty have brought about dramatic changes. The increased presence of the mass media in everyday life brings traumatic events into nearly every home, often in real time, potentially increasing their impact on every microsystem. Supporting young children and advising families in how to meet children’s needs in the face of these challenges is often part of the work of early childhood professionals.

For your first Action Plan, you will think about the ramifications of such events by exploring the effects of Hurricane Katrina, which impacted the lives of young children in New Orleans, Mississippi, and Alabama through physical and emotional distress. This distress was further exacerbated by Katrina-related challenges faced by their families, such as finding housing and jobs. For some families, these challenges have continued over a period of years. Lessons learned from Katrina about how we can support young children and their families can be applied to many situations.

Action Plan Professional Scenario: Imagine you are an early childhood professional working with young children and families in the Gulf region who are still struggling with the effects of Hurricane Katrina.

 

Before you create your Action Plan, consider:

• What does an early childhood professional need to know in order to understand the situation and needs of these children and families?
• What ideas and advice from experts may be useful in assisting children and families?
• What can early childhood professionals do to help, either directly, by suggesting activities and advice, or by referring the family to other community resources and professionals?

The following steps will help you address the above points and, in turn, create an Action Plan that may be useful in your future work.

1. What You Need to Know: Learning About the Impact of Katrina

Review and reflect on the following four resources. The first article was written immediately after Hurricane Katrina. The other articles provide updates on the current situation for some victims of Katrina.

HELPING KATRINA-AFFECTED CHILDREN RECOVER:

http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6234483/k.63A0/Disaster_Relief_in_America.htm

 

2. Ideas and Advice: Checking Resources

Review the following links which offer resources for helping young children, including those affected by Katrina and disasters that have occurred since. Take notes on ideas that you think would be valuable for children coping with the kinds of Katrina-related issues that you have read about.

HELPING CHILDREN COPE WITH NATURAL DISASTERS:

http://www.acf.hhs.gov/programs/occ 

 

3. Taking Action: Supporting Children and Families in Need

Consider what you have learned about the components of microsystems, in this case, children’s needs with respect to their family life and routines and their sense of security. For Action Plan 1, write:

• Five bullet points covering essential information with regard to what early childhood professionals need to know in order to understand the needs of young children and their families who have been affected by a natural disaster such as Hurricane Katrina
• Five bullet points covering useful information and/or suggestions from experts
• Two problems related to the impact of Katrina with regard to disruption of children’s family life and routines and sense of security, and specific ways you, as an early childhood professional, could support the child and family that would help to address these problems
• A summary of how what you have learned about the effects of Hurricane Katrina will help you and other early childhood professionals support children’s needs following this type of disaster

Assignment length: 2-3 pages.