Discussion post: Discussion Questions:

Part 1. Discuss why public health leadership is important during a disease crisis and explain why/how a disease crisis is therefore inherently political. 

Part 2. Describe what the actions of a leader were in a public health crisis, from the founding of our nation to the present, and if their actions adequately solved the crisis or brought on risks to Americans and/or our country.

Part 3. Elaborate on an animal health crisis that occurred anywhere in the world, what the leaders did (or attempted to do) to help control the fear/turmoil, and if they were ultimately successful or not.

Part 4. Summarize a challenge that a leader faced during a public health or animal health crisis and explain if they were successful or not in conveying, to the public, the seriousness of the issue.

Response #1 (Tara): Hello, Class and Professor, and welcome to Week 7! I hope you all are enjoying the spring weather and daylight savings time. I have my baby shower this weekend, so I wanted to get ahead of my assignments. I hope you enjoy my post this week. 

Part 1: Importance of Public Health Leadership During Disease Crises

In disease crises, public health leadership is pivotal in orchestrating effective responses to mitigate the impact on communities. Public health leaders are responsible for coordinating resources, implementing interventions, and communicating vital information to the public to safeguard public health and minimize the spread of disease. Their actions are crucial in guiding decision-making processes and fostering collaboration among various stakeholders, including government agencies, healthcare providers, and the community.

A disease crisis inherently becomes political due to its far-reaching implications on society, economy, and governance. The allocation of resources, implementation of public health measures, and decision-making processes during a disease crisis are often subject to political scrutiny and influence. Political leaders must make policy decisions that balance public health imperatives with economic considerations, civil liberties, and public opinion. Moreover, the communication of health information and risk assessments can be politicized, leading to conflicting narratives and public confusion.

Part 2: Historical Actions of Public Health Leaders

Throughout history, public health leaders have faced numerous disease crises, each posing unique challenges and requiring decisive leadership. One notable example is the response to the 1793 yellow fever epidemic in Philadelphia, where Dr. Benjamin Rush emerged as a prominent leader. Rush advocated for public health measures such as quarantine, sanitation, and public education to control the spread of the disease. While his efforts helped contain the epidemic to some extent, they also sparked controversy and resistance from citizens, highlighting the tension between public health mandates and individual liberties.

In the modern era, leaders such as Dr. C. Everett Koop, Surgeon General of the United States from 1982 to 1989, have played critical roles in responding to infectious disease crises such as HIV/AIDS. Koop’s leadership was characterized by his commitment to evidence-based public health interventions, advocacy for preventive measures, and effective communication with the public. Despite facing political and social obstacles, Koop’s initiatives contributed to raising awareness about HIV/AIDS and reducing the stigma associated with the disease.

Part 3: Animal Health Crisis Response

One notable animal health crisis occurred during the 2001 outbreak of foot-and-mouth disease (FMD) in the United Kingdom. In response to the crisis, leaders in veterinary medicine and the government implemented stringent control measures, including culling infected livestock, movement restrictions, and biosecurity protocols. Despite these efforts, the FMD outbreak resulted in significant economic losses, social upheaval, and public outcry due to perceived inadequacies in the government’s response.

Part 4: Challenges in Conveying the Seriousness of Health Crises

A significant challenge leaders face during public health crises is effectively communicating the seriousness of the situation to the public. In the case of the COVID-19 pandemic, leaders worldwide encountered difficulties in conveying the evolving nature of the threat, the importance of preventive measures such as mask-wearing and social distancing, and the uncertainties surrounding the virus. Mixed messaging, misinformation, and politicization of public health guidance contributed to public confusion and skepticism, hindering efforts to control the spread of the virus.

In conclusion, public health leadership is indispensable in navigating disease crises, but it is inherently political due to the complex interplay of health, socio-economic, and political factors. Learning from historical and contemporary examples of leadership during health crises can inform strategies to address current and future challenges in safeguarding public health and well-being.

References:

Barry, J. M. (2004). The Great Influenza: The Epic Story of the Deadliest Pandemic in History. Penguin.

National Library of Medicine. (n.d.). Changing the face of medicine | Dr. C. Everett Koop. Retrieved from https://www.nlm.nih.gov/changingthefaceofmedicine/…

Response #2 (Schuppe): Good Afternoon Class, 

I hope everyone is having a good Monday. 

Part 1: 

Disease crises’ in recent years have posed a great threat to the United States’ and impacted entire generations. The two different models of response, the Giuliani Model and the Glendening model, highlight the importance of the relationship  between public health officials and elected officials. With the Giuliani Model, public health officials give recommendations and expert advice to the elected officials, who then make policy based off of expert opinion, whereas the Glendening model has the decision-making being delegated to the public health officials with the support of the elected officials. In either scenario, open lines of communication, understanding of one’s role, mutual respect of position and experience, as well as a unified voice in delivering correspondence to the public is crucial. Ultimately, a disease crisis is inevitably political because the decision is on the elected officials as to who will do what and what entities control what aspect of the response. It is only after decision-making power has been delegated that public health officials can assume control over all or some aspects of a disease crisis response. 

Part 2: 

The months following the 9/11 attacks were quite grim and anxious in the United States, especially New York City. Al-Qaeda proceeded to then launch a bio-attack through the United States Postal Service by sending envelopes with powdered anthrax spores to various mailing addresses throughout the country. Mayor Giuliani was the figurehead of the response to the anthrax crisis in New York. Although the Mayor Giuliani was the main decision maker during the anthrax response, he took expert advice from a team of public health officials and included them in every step of the response. He was proactive in mitigating the effects of such an attack because he stood up a counter-WMD council years before the anthrax attack had ever happened. He also communicated early and often with health officials and the citizens of New York City to ensure there was adequate information to dispel any rumors that may have formed, put the public mind at ease, and give the public confidence in the government’s ability, with the guidance of the public health sector, to adequately respond to this crisis. Because of Giuliani’s actions, New York City’s response, despite being in a state of disaster recovery, was a success. 

Part 3: 

An animal health crisis that had a great impact on the UK was the Bovine Spongiform Encephalopathy crisis (BSE), popularly known as “mad cow disease.” BSE is a neuro-degenerative disease that is found mostly in cows, however the disease did break the animal to animal and animal to human barrier and began to infect sheep and humans respectively. The first human cases of the new variant known as Creutzfeldt-Jakob disease (vCJD), were not seen until almost a decade after the first infected cow was discovered. Looking back to the first council meetings that convened to combat the BSE epidemic starting in 1984, it would appear that leaders were not so proactive in figuring out a course of action, given council wouldn’t see its first zoological expert added to its members until 1988. Despite the delay, the field experts and elected officials appeared to always try their best to calm the public’s anxiety and hysteria. News of potential food scares seem to always spread faster in the media than science-based information put out by elected and public health officials. However, the British Parliament stayed the course and provided a unified front to the public, although there was push-back from the farmers affected by the crisis. Unfortunately, there was an unprecedented amount of suicide committed by the farmers who lost their livelihoods because of it. But, however tragic and for the good of any nation, leaders need to make the hard decisions to limit the damage done to the public, and return conditions to normal.  

Part 4: 

In 2009, almost 3 decades after the initial emergence of the swine flu in the US, there was a new strain that contained swine, avian, and human genes that began to infect people starting in Mexico and eventually reaching into the United States in Southern California. President Barrack Obama had just recently taken office, and did not yet have a Secretary of the Department of Health and Human Services because some Republicans were attempting to block his appointee. Although it would appear the United States was ill-equipped to address the public on the issue, President Obama attempted to calm the fears of the nation by stating that the disease was a “cause for deep concern, not panic.” Such words, brevity, and professionalism began a relationship of confidence and understanding between the President and the public. But, however great his efforts were, Vice President Joe Biden sowed seeds of panic among the public shortly thereafter by stating “he would not advise his family to travel anywhere in aircraft or other confined places.” Although effective in conveying a message of grave concern, this would prove the be one of many instances the then Vice President would choose the less-than-optimal option in regard to addressing the public. 

Touchstones are projects that illustrate your comprehension of the course material, help you to refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can’t submit it for grading until you have completed the unit’s Milestone. After you’ve submitted a Touchstone, it will be graded and counted towards your final course score.

Touchstone 3: Success Narrative

ASSIGNMENT: For this Touchstone, you will be writing a 2-3 page success narrative consisting of three components. Specifically, you will write about the following:

Who I Am Now: Create a brief biographical statement describing your academic and professional history, as well as any relevant personal characteristics you’d like to share.

My Goals: Identify three (3) professional and/or academic long-term goals for your future. 

How I Will Get There: Based on the professional or academic goals you created, identify at least two (2) short-term steps for each of these goals, and set target dates for each of these short-term steps. Make sure that in your plan to achieve these goals, you account for obstacles that may present themselves along the way. 

Sample Touchstone

In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.

1. A. Directions
2. Step 1. Who I am Now
3. In this section of your narrative, write a paragraph describing your academic and professional history, and related personal characteristics.

Share your academic background, including your field of study, notable achievements, and any professional experience you have.

Highlight relevant personal characteristics, skills, or experiences that have shaped your journey so far.

Consider including personal anecdotes or impactful experiences that influenced your choices.

Step 2. My Goals

In this section of your narrative, write a paragraph stating three professional and/or academic long-term goals, and provide a brief QUESTION of each goal.

Identify three significant professional or academic aspirations you aim to achieve in the future.

Express how these goals align with your passions, skills, and values.

Step 3. How I Will Get There

In this section of your narrative, write a paragraph describing two or more short-term actions that you can take to achieve each goal described above.

For each of the three long-term goals, outline at least two short-term steps that will contribute to achieving them.

Consider potential obstacles or challenges that might hinder progress toward each step.

Provide strategies to overcome these obstacles or alternative plans if necessary.

Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

1. Who I Am Now
? Have you provided a brief biographical statement explaining your educational and career experiences thus far?
? Have you shared any personal characteristics (e.g., determination, flexibility) that you feel are relevant to your narrative?

• 2. My Goals
  ? Have you provided three long-term goals you wish to accomplish?
  ? Have you connected those goals to either your academic or professional aspirations?
• 3. How I Will Get There
  ? Have you identified and explained at least two short-term steps for achieving each of your three goals?
  ? Have you set target dates for each of these steps?
  ? Have you addressed any obstacles you might face in pursuit of these goals?
• B. Rubric

Advanced (100%)Proficient (80%)Needs Improvement (60%)Non-Performance (0%)

Who I Am Now (35 points)

Write a paragraph describing your academic and professional history, and related personal characteristics.Includes a detailed QUESTION of academic and professional history in a single paragraph; includes personal characteristics to support the QUESTION.Includes a partially detailed QUESTION of academic and professional history in a single paragraph; includes some personal characteristics to support the QUESTION.Provides an incomplete QUESTION of academic and professional history (i.e., either academic or professional history is not described); does not include any personal characteristics.Does not include an academic biographical statement or a professional biographical statement; does not include any personal characteristics.

My Goals (35 points)

Write a paragraph stating three professional and/or academic long-term goals, and provide a brief QUESTION of each goal.

• Identifies three professional and/or academic long-term goals; provides brief QUESTION of each.Identifies two professional and/or academic long-term goals; provides brief QUESTION of each.Identifies one professional and/or academic long-term goal; does not provide a QUESTION of the goal.Does not identify any professional and/or academic long-term goals.
• How I Will Get There (35 points)

Write a paragraph describing two or more short-term actions that you can take to achieve each goal described above. 

Provides a detailed explanation of at least two short-term actions that be taken to achieve each goal.Provides a partially detailed explanation of at least one short-term action that can be taken to achieve each goal.Provides an incomplete explanation of at least one short-term action that can be taken to achieve each goal.Does not explain any short-term actions that can be taken to achieve the goals.

Overall Reflection (20 points)

Incorporate thoughtful personal reflection to connect the goals and actions described in the composition.

Demonstrates a clear connection between the goals and the actions that will help achieve them. The composition is at least 500 words.Provides a partially detailed connection between the goals and actions and/or partially establishes a timeline for the plan to achieve the goals. The composition is 1-100 words too short.Provides goals and actions, but does not establish a clear connection between them, and does not establish a timeline for the plan to achieve the goals. The composition is 100-200 words too short.Does not demonstrate a meaningful connection between the goals and proposed actions and no timeline to achieve the goals has been provided. The composition is more than 200 words too short.

Discussion Post: Discussion Questions: Provide a brief overview of the roles of the following entities as they relate to homeland security.

Department of Defense, in particular US Northern Command (NORTHCOM).

National Guard

Offer a full explanation regarding Posse Comitatus Act, as well as the manner in which it impacts the use of homeland defense assets in supporting homeland security activities?

• Response #1 (steven): Greetings Professor and Class,
• The Department of Defense (DoD), notably the US Northern Command (NORTHCOM), plays a crucial role in homeland security by providing military support for domestic defense operations. NORTHCOM is responsible for coordinating military efforts to protect the United States and its territories against threats and providing support during emergencies, including natural disasters and terrorist attacks (DoD, n.d.). It collaborates closely with federal, state, and local agencies to ensure a unified response to homeland security challenges.

The National Guard also plays a significant role in homeland security. While under the control of state governors during peacetime, the National Guard can be federalized by the President of the United States to support military operations or respond to domestic emergencies. The National Guard frequently provides assistance during natural disasters, civil disturbances, and other homeland security missions, serving as a vital link between federal military forces and local communities (National Guard Bureau, n.d.).

The Posse Comitatus Act, enacted in 1878, restricts the use of federal military personnel in civilian law enforcement activities within the United States. The act prohibits the military from engaging in law enforcement activities unless expressly authorized by Congress or the Constitution. While the Posse Comitatus Act does not apply to the National Guard when it operates under state control, it does constrain the use of federal military assets, including active-duty troops, for domestic law enforcement purposes (Department of Defense, 2006). We’ve seen this in Texas very recently.

The Posse Comitatus Act impacts the use of homeland defense assets in supporting homeland security activities by establishing a clear separation between military and law enforcement functions. This separation safeguards civil liberties and prevents the militarization of domestic law enforcement. However, it also presents challenges in coordinating military support for homeland security operations, requiring careful coordination and adherence to legal requirements to ensure effective collaboration between military and civilian agencies.

Response #2 (Dylan): In the context of homeland security, the DOD plays a critical role in national security through defense support of civil authorities. When resources needed are greater than resources on hand, civil authorities may elect to call on the DOD for assistance on several domestic issues such as law enforcement support, border security, and response to natural disasters.

           NORTHCOM is one of the unified combatant commands of the United States military under the DOD. It is responsible for defending the United States within its homeland, including coordinating military assistance to civil authorities in response to natural or man-made disasters and threats. NORTHCOM collaborates closely with federal, state, and local agencies. An interesting operation that falls within NORTHCOM’s responsibility is Operation NOBLE EAGLE. NOBLE EAGLE’s primary focus is on U.S. and Canadian aerospace control. This Operation, prior to 9/11, focused more on looking outwards for threats to the United States’ Airspace. Since 9/11, the operation began looking more inward to threats that could originate within the United States. Multiple missions have been executed under Operation NOBLE EAGLE. From intercepting foreign aircraft entering American air defense identification zones (ADIZ) to escorting aircraft through temporary flight restrictions (TFR), American airspace has been made safer by NORTHCOM’s efforts since 9/11.

            The National Guard plays a crucial role in homeland security by providing a flexible and responsive force that can rapidly deploy to assist in a wide range of domestic missions, from disaster relief to counterterrorism efforts. One noteworthy aspect of the National Guard is that they may be called upon by their respective state governors to respond to civil disturbances. Under a disaster declaration in Texas, National Guardsmen were activated by Governor Abbott to assist in border security activities under Operation Lone Star. The National Guard was also called upon for support in Washington D.C. during the events that occurred on January 6th, 2021. The National Guard’s activities in homeland security and defense operations are extensive.

             The primary purpose of the Posse Comitatus Act is to limit the federal government’s power to use the military for domestic law enforcement, thereby preserving civilian control over law enforcement and preventing the military from interfering in domestic affairs. While support to civilian authorities is acceptable by means of logistical assistance, training, intelligence sharing, and providing equipment, things such as arrests, searches, and seizures are off the table for military personnel under the Posse Comitatus Act. However, The President of the United States can invoke the Insurrection Act, which allows the use of federal military forces to suppress domestic insurrections, rebellions, or other violent disturbances.

References:

Hernandez, E. (2022, March 30). What is Operation Lone Star? Gov. Greg Abbott’s controversial border mission, explained. The Texas Tribune. https://www.texastribune.org/2022/03/30/operation-…

?Operation Noble Eagle (ONE). (n.d.). North American Aerospace Defense Command. https://www.norad.mil/Newsroom/Fact-Sheets/Article…

Using the video tutorial from SketchUp’s Getting Started series Part 3, we will focus on an interior space. You will use the Tape Measure tool to create reference edges, learn more about the Offset and Push/Pull tools, copy objects, learn about groups vs components (time savers!) and finally paint surfaces and bring in additional components from the 3D Warehouse.

While not mentioned for you as a reminder at every single step in the video… **try to start making groups and components FOR EVERY SINGLE OBJECT YOU DRAW from scratch.** 

*Individual items* = GROUPS

Finish drawing the floors? Make it a group!?

• Finish one of your walls? Make it a group!

*Identical multiples* = COMPONENTS

Multiple Built-In Shelving units = COMPONENT

• After you finsh 1 side of your shelving/cabinetry of your Built-In, make a COMPONENT and copy to the other side!
• Multiple identical Windows = COMPONENT
• Follow the video to detail 1 window…. then make a COMPONENT before copying to the other 2 additional locations! 

Edit

• As we will be using this SketchUp tutorial as it relates to INTERIOR Design, you need to include; 

Furniture -Is this a Meeting Room or Home Office? A Living room or Nursery? Yoga Studio, Meditation Space? Basement Game Room or Bedroom? 

• If this is a living room space with fireplace and tv… I definitely want a coffee table to put my feet up, side table to put my drink, and/or lamp beside me to read a book.
• Built-In Wall Elements -Shelving? Fireplace? Art? Sculpture? Books? Mantle piece? Chalkboards? 

If this is a living room space with fireplace and tv, would we want shelves or cabinets to store some things? …or window seat to read? 

• Floor covering -Rug? Carpet? Floor Pillows? 

Lighting -Chandelier? Floor Lamps? Surface Mount? Pendants? 

INSTRUCTIONS

Review the Rubric to understand the important details that will be graded.

Use the video tutorial provided to complete your own Rendered Room;

Measurements referenced in the video are also provided here if you prefer; INTE112B_RendRmInt-Soffit and Window Elevations and Details-02-08-18.pdf

Follow the video tutorial for a demo of the steps to complete your assignment.

Save your file with a meaningful file name;

ie. INTE 112B_Mod 3-Rendered Room, Bailey Bishop

Attach your file to this assignment