Luz Prado Morales
Rice High School
June 2K10
INTRODUCTION
Last
week we discussed chemical substances and their composition. We will explore
how these substances affect our breathing system manifested thru diseases and
ailments. Will this create a social problem to us? To see implications, click
here.
One
of the tragedies of our society is that people tend to resort to being an
“escapist” rather than becoming a brave good old soldier in confronting the
real enemy of society, perhaps to avoid getting depressed. Secondly, much of
our people had gotten a little concern about the quality of goods and services they
provide especially with the use of
construction materials, emission
of fumes from industrial and engine combustion.
Sad to know that we, as a people still have a little knowhow about the effect
exposures on these toxic substances do to our bodies.
TASK
Examine
existing sources of respiratory ailments like cigarettes, combustible products
such as gasoline, burnt garbages and fumes from
manufacturing plants.
Click on the
following Information Sources:
http://www.ncbi.nlm.nih.gov/pubmed/15090669
Cigarette
Smoking and Inhalation
www.springerlink.com/index/Q0U2PJJ232PK704K.pdf
Toxic
Chemicals and Environmental Justice
Suggest
10 ways on how to reduce toxicity to these substances.
Document
existing policies and propose policies following Project’s
Legal Public Policy Analyst.
Submit
10 pages term paper or research. Click here for Guidelines
and Proper Citation
1 and Citation 2.
PROCESS
Pre-Writing
Stage
ü
Research
on existing materials and print outs.
ü
Conduct
and document interview/survey
among people affected with such ailments.
Click on How to create online survey
View
Powerpoint on Interviewing Techniques
Writing Stage
ü
Initial
Draft and Final Paper
RESOURCES
1.
Library
Archives or Internet
http://www2.maxwell.syr.edu/plegal/products.html
2.
Publications
of journal medicine Click Picture Below:
3.
Actual
Human experiences (See actual videos)
4.
The Six Steps of Public
Policy Analyst
EVALUATION
·
Did
you use standardize instruments to conduct the interview?
·
Did
you develop a questionnaire in proposing suggestions?
·
Did
you read different
materials on previous researches?
·
Did
you follow thru the activities suggested?
·
Grading
Criteria on this project:
Phase I – Initial Output
( Topic presentation, data gathering phase) – 40%
Phase II – Oral
Presentation – 30% ( see rubrics guide below)
Phase III - Research
Report – 30% ( see rubrics guide below)
ORAL
PRESENTATION
|
Criteria |
1 (1 Pts) |
2 (2 Pts) |
3 (4 Pts) |
4 (6 Pts) |
Total = 6 pts. |
|
Organization |
Audience
cannot understand presentation because it is inaudible. |
Audience
has difficulty following presentation because student jumps around. |
Student
presents information in logical sequence which audience can follow. |
Student
presents information in logical, interesting sequence which audience can
follow. |
_/6 |
|
Content
Knowledge |
Student
does not have grasp of information; student cannot answer questions about
subject. |
Student
is uncomfortabe with information and is able to
answer only rudimentary questions. |
Student
is at ease with content, but fails to elaborate. |
Student
demonstrates full knowledge (more than required) with explanations and
elaboration. |
_/6 |
|
Effort
and Originality of Group
Decisions |
The
group put in little effort toward suggesting public policy alternatives &
determining the best public policy. |
The
group put in minimal effort toward suggesting public policy alternatives
& determining the best public policy. They included a graph of
effectiveness vs. feasibility |
The
group put in some effort toward suggesting public policy alternatives &
determining the best public policy. They graphed effectiveness vs.
feasibility and displayed their graph. |
The
group put a great deal of effort toward suggesting public policy alternatives
& determining the best public policy. They displayed & explained
their graph on effectiveness vs. feasibility. Their suggestions were well
thought out and supported. They answered all questions |
_/6 |
|
Process:
Teamwork |
The
oral report does not seem to be the result of a collaborative effort. The
group was not organized and showed no planning |
The
team had problems working together. Little collaboration occurred. Little
planning. |
The
team worked well together, but could have utilized each other's skills to a
better degree. Some planning evident. |
It
is evident that a mutual effort and cohesive unit created the final product.
The oral report was carefully planned and well organized. |
_/6 |
|
Delivery |
Student
mumbles, incorrectly pronounces terms, and speaks too quietly for students in
the back of class to hear. |
Student
incorrectly pronounces terms. Audience members have difficulty hearing
presentation. |
Student's
voice is clear. Student pronounces most words correctly. |
Student
used a clear voice and correct, precise pronunciation of terms. |
_/6 |
|
|
5 |
10 |
20 |
30 |
_/30 |
RESEARCH
REPORT
|
Cover |
No Effort was punt into Cover 1 |
Little Effort was punt into Cover 2 |
Cover was somewhat carefully designed 3 |
Cover was carefully executed and much effort was
applied 4 |
__/4 |
|
Describe the Problem & Gather Evidence |
Reports has not followed the directions for
Role A. It is incomplete
and disorganized. 2.5 |
Follows some of the directions for Role A. Report is incomplete.
Formatting is incorrect. 5 |
Follows most of the directions for Role A. Report is
somewhat complete. 7.5 |
Follows all of the directions for Role A. Report is very
comprehensive. 10 |
__/10 |
|
Determine Underlying Root Causes |
Report has not followed the directions for Role B. It is incomplete and
disorganized. 2.5 |
Follows some of the directions for Role B. Report is incomplete.
Formatting is incorrect. 5 |
Follows most of the directions for Role B. Report is
somewhat complete. 7.5 |
Follows all of the directions for Role B. Report is very
comprehensive 10 |
__/10 |
|
Determine Public Policy & Evaluate it |
Report has not followed the directions for Role C. It is incomplete and
disorganized. 2.5 |
Follows some of the directions for Role C. Report is incomplete.
Evaluations of Public Policy are missing. 5 |
Follows most of the directions for Role C. Report is
somewhat complete. 7.5 |
Follows all of the directions for Role C. Report is very
Comprehensive 10 |
__/10 |
|
Suggest Alternative Public Policies and Choose Best Solution |
The group put in
little effort toward suggesting public policy alternatives & determining
the best public policy. 2.5 |
The group put in
minimal effort toward suggesting public policy alternatives & determining
the best public policy. They included a graph of effectiveness vs. feasilibility 5 |
The group put in some
effort toward suggesting public policy alternatives & determining the
best public policy. They graphed effectiveness vs. feasibility and displayed
their graph. 7.5 |
The group put a great
deal of effort toward suggesting public policy alternatives & determining
the best public policy. They displayed & explained their graph on
effectiveness vs. feasibility. Their suggestions were well thought out and
supported. They answered all questions 10 |
__/12 |
|
Process Teamwork |
The final product is
not the result of a collaborative effort. 1 |
The team had problems
working together. Little collaboration occurred. 2 |
The team worked well
together, but could have utilized each other's skills to a better degree. 3 |
It is evident that a
mutual effort and cohesive unit created the final product. 4 |
__/4 |
|
|
|
|
|
TOTAL
|
___/70 |
Both Rubrics Adapted From this Reference
Citation
CONCLUSION
You
just have been engaged in a work of a Public Policy Analyst by Analyzing Causes
and Effects of Inhaling Toxic Substances and proposing measures for prevention.
This study adds to a new body of knowledge for future reference.
STANDARDS
Math, Science and Technology Standards
#5. Works
individually and in teams to collect and share ideas
#6. Records and stores data using a variety of formats.
#7a. Applies
the knowledge and thinking skills of math, science and technology to address
real life problems and make informed decisions.
#7e. Communicates in a form suited the purpose and
the audience.
English Standards
#1. Speak,
listen and read for information.
#3. Speak,
listen read for critical analysis.
#4. Social
interaction
Reading Standards
Elc
*Read and comprehend informational
materials
E2a *Produce a report