Trident University International Health & Medical Discussion

Module 3 – CaseCERCLA, COMMUNITY RIGHT-TO-KNOW, AND
SCIENTIFIC EVIDENCE IN STANDARD SETTING
Case Assignment
Utilize the module readings and conduct your own literature
research to address the assignment questions below. Justify
your responses by presenting a rationale and illustrating it
with examples and facts as needed. Support your writing
with scholarly sources.
1. What criteria define “releases” covered under CERCLA?
2. What are the responses that may be triggered by
CERCLA? Which two do you find least effective?
Describe why.
3. What impacts do brownfields have on a community, and
should government help disadvantaged communities in
dealing with these sites? Why? Support your answer with
an example from the literature.
Length: Submit a 3- to 4-page paper, excluding the cover
page and reference list.
Resources:
Required Reading
Carruth, R. S., & Goldstein, B. D. (2014). Chapter 6:
Comprehensive Environmental Response, Compensation
and Liability Act (CERCLA or “Superfund Act”).
In Environmental health law: An introduction (pp. 131–156).
San Francisco, CA: Jossey-Bass, Wiley.
Beames, A., Broekx, S., Heijungs, R., Lookman, R., Boonen,
K., Van Geert, Y., . . . Seuntjens, P. (2015). Accounting for
land-use efficiency and temporal variations between
brownfield remediation alternatives in life-cycle
assessment. Journal of Cleaner Production, 101 77(6), 109117.
Gardner, R. W., & Pusha, R., III. (2014). The West Virginia
chemical spill and environmental liabilities in a post-apex
world. American Bankruptcy Institute Journal, 33(4), 38–83.
Rasher, B. (2015). Commentary: Report card on the marketbased approach to Brownfield redevelopment. Public
Administration Review, 75(2), 262-263.
doi:10.1111/puar.12345
U.S. Environmental Protection Agency. (2018). Superfund:
National priorities list (NPL). Accessed
from https://www.epa.gov/superfund/superfund-national-prioritieslist-npl
U.S. Environmental Protection Agency. (2019). Toxics
release inventory (TRI) program: Learn about TRI in your
community. Accessed from https://www.epa.gov/toxics-releaseinventory-tri-program
Washington, tribes urge 9th circuit to uphold CERCLA air
emissions ruling. (2015). Inside EPA’s Clean Air Report,
26(22).
Yohannan, S. (2016). Judges press governments on
CERCLA air emissions ‘disposal’ claim. Inside EPA Weekly
Report, 37(15).
Module 3 – SLP
CERCLA, COMMUNITY RIGHT-TO-KNOW, AND
SCIENTIFIC EVIDENCE IN STANDARD SETTING
This SLP examines the use of scientific evidence in
standard setting. Answer the following questions in 3–4
pages and support your answers with the literature:
1. Describe the scientific evidence that was used in the
standard-setting process for the substance you chose for
your SLP.
2. Describe the health-risk assessment that was considered
for the health effects of concern.
3. Compare and contrast two of the health-risk
assessments. Were they thorough? Was the weight of
the scientific evidence adequate? How did they impact
the final standard?
Length: Submit a 3- to 4-page paper.
Resources Relevant to the SLP
Centers for Disease Control and Prevention, National
Institute for Occupational Safety and Health. (2017). All
workplace safety & health topics. Accessed
at https://www.cdc.gov/niosh/topics/
Occupational Safety and Health Administration.
(n.d.). Safety and health topics: Alphabetical listings of
topics. United States Department of Labor. Accessed
at https://www.osha.gov/SLTC/text_index.html
U.S. Environmental Protection Agency. (2019). Chemicals
and toxic topics. Accessed
at https://www.epa.gov/environmental-topics/chemicals-and-toxicstopics
U.S. Environmental Protection Agency. (2019). Substance
registry services. Accessed
at https://ofmpub.epa.gov/sor_internet/registry/substreg/LandingPa
ge.do
Module 3 – Case
IMPACT EVALUATION AND ACCOUNTABILITY
Case Assignment
After reading the required background materials for this
module (including the PowerPoint presentations on Impact
Evaluation and Randomized and Quasi-Experimental
Designs) and consulting the relevant peer-reviewed
literature, please address the following questions in a 4 page
essay.
Discuss accountability in the context of health-related
government programs and evaluating such programs.
How can evaluation assist in determining accountability by
those in charge of a health or social program?
Assignment Expectations
Length: Assignment should be between 4 pages (750-1000
words) in length.
Resources:
Required Reading
Peersman, G. (2015) Impact evaluation. BetterEvaluation.
Retrieved
from http://www.betterevaluation.org/themes/impact_evaluation
Rogers, P., Hawkins. A., MacDonald, B., Macfarlan, A.,
Milne, C. (2015). Choosing Appropriate Designs and
Methods for Impact Evaluation. Retrieved
from https://www.industry.gov.au/sites/g/files/net3906/f/May%2020
18/document/pdf/choosing_appropriate_designs_and_methods_for_
impact_evaluation_2015.pdf
UCLA Centre for Mental Health in Schools (2015).
Evaluation and Accountability: Getting Credit for All You DO.
Retrieved
from http://smhp.psych.ucla.edu/pdfdocs/evaluation/evaluation.pdf
First Nation Development Institute (n.d). Successful
Evaluation: Creating SMART Goals and Objectives.
Retrieved
from https://firstnations.org/sites/default/files/GrantseekerResource
s/EvaluationTips_SMARTGoalsObjectives.pdf
Module 3 – SLP
IMPACT EVALUATION AND ACCOUNTABILITY
Consult the background materials for this module and the
relevant peer-reviewed literature and, after doing so address
the following questions in a table:
Identify the measurable outcomes that would be
representative of the SMART program objectives you
identified in Module 1. If applicable, use my feedback to
improve the objectives before identifying an outcome.
Do this by creating a table that shows the objectives in one
column, and the corresponding outcome in the second
column.
SLP Assignment Expectations
Length: Assignment should be between 3 to 4 pages (7501000 words) in length.
Resources:
Required Reading
Peersman, G. (2015) Impact evaluation. BetterEvaluation.
Retrieved
from http://www.betterevaluation.org/themes/impact_evaluation
Rogers, P., Hawkins. A., MacDonald, B., Macfarlan, A.,
Milne, C. (2015). Choosing Appropriate Designs and
Methods for Impact Evaluation. Retrieved
from https://www.industry.gov.au/sites/g/files/net3906/f/May%2020
18/document/pdf/choosing_appropriate_designs_and_methods_for_
impact_evaluation_2015.pdf
UCLA Centre for Mental Health in Schools (2015).
Evaluation and Accountability: Getting Credit for All You DO.
Retrieved
from http://smhp.psych.ucla.edu/pdfdocs/evaluation/evaluation.pdf
First Nation Development Institute (n.d). Successful
Evaluation: Creating SMART Goals and Objectives.
Retrieved
from https://firstnations.org/sites/default/files/GrantseekerResource
s/EvaluationTips_SMARTGoalsObjectives.pdf