SUS350: Community Collective Response. Life Sciences Essay

I uploaded the whole project requirement. But you only need to write the part I highlighted it which is Question 4 a,b,c. Here is an example for that question, you can write how local(US only) deal with it.
These Detroit grassroots groups are stepping up to help kids during the COVID-19 pandemic
https://www(dot)modeldmedia(dot)com/features/covid19-grassroots-solutions-040720.aspx

SUS 350
Resilient Communities
Group Project
Spring 2020
The purpose of this group project is to learn about and from the current public health emergency created by the spread of COVID-19 and use those lessons to inform current and future mitigation and preparation for public health emergencies caused by pandemics. Please note, even though the SUS350 class has been focused on disasters created by natural hazards this semester, we are changing the focusing problem of the final project because (1) with the immediacy of this pandemic in our communal and personal lives, we are all in a critical historical moment that calls for active learning and informed action and (2) many of the disaster resilience concepts we learn in SUS350 can be applied to understand the current conditions and improve the response to COVID-19 pandemic. We will seize this class project opportunity to learn and improve as the current emergency unfolds. 
Students have been assigned to eight groups on blackboard and should participate in the blackboard group discussions to coordinate with their group and the instructor to complete this project in six weeks (report due mid-May). I have created a “final project resources” folder on blackboard where I share additional references and readings, documents, and data sources to get you started in this project. Most importantly, all students are required to review and use the guides I share about the credibility of information sources and standards of writing, citation rules, and other methodological guides in the “final project resources” folder.Note that students are required to collect the appropriate information they need with guidance from the instructor. You can also use your inter-group sharing capabilities to send files within your group only. When you are in doubt about the credibility of a source, check it against the rules outlined in the resource folder and/or ask the instructor.
Students will draw upon online research on the current conditions and the concepts learned from course readings and lectures to undertake evaluations on the following topics. This project develops and assesses students’ ability to synthesize and write about course material in an applied context. 
Topics:
Note, each group will cover 3 topics which vary by group, check blackboard group notes to find your assigned topics.1. Background: What is a pandemic? What are the common and distinct characteristics of the current COVID19 pandemic in the United States and the World? Describe the current pandemic and its spread patterns. Describe the population groups that are more vulnerable to this pandemic. Referring to scientific epidemiology and public health studies and cite statistics, maps, and trends from those studies.
2. Governments role: What are the Federal, New York State, and Suffolk County (local) government entities doing to (a) inform citizens about the evolving pandemic risks and protective action (for example, governors’ press conferences and what they share, framing of messages, trust and effectiveness of these communications, etc.); (b) make and enforce decisions to limit the spread of the virus, provide health resources to respond, provide economic resources and supports for those impacted with the pandemic-related business closures; (c) help those who may be having a difficult time maintaining social distancing and self-isolating (for example  Disaster Distress Helplines; encouraging folks to get outside and go hiking; providing mental health and therapy dogs for first responders). (d) What is your evaluation of the challenges, successes, and effectiveness of each items a, b, c above?
3. Social media and broadcast media: (a) what rumors; fake or dangerous treatments, cures, or information are being shared? What are the challenges and consequences created by this misinformation through media? What is being done to counter misinformation? (b) what are the effective ways that media is helping with the mitigation and response to the pandemic and with dealing with social distancing impacts? (c) What is your evaluation of the challenges, successes, and effectiveness of use of media under each items a and b?4. Community collective response: (a) Grassroot efforts mobilizing to limit the spread and respond; (b) spontaneous help from businesses or individuals; (c) people creatively finding ways to track and share information; (d)community efforts to minimize the negative effects of social distancing and isolation? (e) What is your evaluation of the challenges, successes, and effectiveness of community grass roots responses to the pandemic? 
5. Good news collection and reflection: (a) Describe the positive and sometimes heroic actions of individuals in response to the pandemic from your own observations/experience or others resources. For example, a young man building portable hand washing stations for homeless population in Atlanta; people donating items from closed businesses; joint exercise sessions from porches in Spain; Italians singing from their balconies; MET and Paris Opera doing free live streaming; YWCA in Delaware opening up child care for first responders and health care workers; (b) reflect on the lessons we can learn from these efforts and individuals. (Remember this quote from Mister Rogers: “When I was a boy and I would see scary things in the news, my mother would say to me, "Look for the helpers. You will always find people who are helping.” Fred Rogers)
6. Application of emergency and disaster concepts. Choose and discuss two theoretical concepts you have learned in this class about emergencies and disaster resilience from the literature and lectures. Reflect upon how specifically these two concepts can be applied to help you make sense of the conditions you analyzed in your report of the COVID-19 pandemic. For example, are the theoretical concepts confirmed or disproved by the conditions you are observing? Did you find gaps in the theoretical concepts given your observations of the current pandemic? Did you learn anything from the current pandemic that can improve/add to these theoretical concepts?
Data sources to use: 
• Your own data collection (items 4 and 5 only): virtual interviews (don’t forget the social distancing principle) with family, friends, relatives; images, and personal experience reflection notes to find examples for items 4 or 5. 
• Plan documents and official reports available online: Many official and organizations’ websites are sharing up to date reports on the pandemic statistics and response. To start check the websites of the following organizations: CDC, WHO, NY State Department of Health, FEMA, Department of Homeland Security, Small Business Administration, Johns Hopkins University Coronavirus Resource Center
• Media (social and broadcast) reports and media commentary about the pandemic, its impacts and response efforts. You will also find additional information about the processes of developing different response plans and policies, progress and challenges of doing so and implementation from media reports.
• Online databases, maps, data visualizations by research and governmental institutions.
• Beyond these suggestions, you can use many other reliable and credible resources. Refer to the guides shared in the blackboard project folder for ways to identify reliable online sources from the giant amount of misinformation on the web.Deliverables
• Group presentation (virtual): each group will deliver a 10-minute presentation via Google meet to highlight the most important findings from their research. Presentations are scheduled for 5/5/20 and 5/7/20 during class time with groups 2,3,5, and 7 presenting on 5/5/20 and groups 1,4,6, and 8 presenting on 5/7/20. You can select 1-2 members of your group to deliver the talk and represent the group. 
• Final report: one group report covering the discussion of your assigned topics. Note, each group will cover 3 topics which vary by group, check blackboard group notes to find your assigned topics. The report must include evidence (tables, charts, figures, pictures, maps, etc.) and discussion of what the evidence mean. 
Format of the report: The final report must be 10-15 pages typed in font size 12, single spaced, with normal margins. This page limit does not include the figures, tables, maps, and charts. You must proofread the reports for grammatical errors, citations, and figure and table captions. Reports that do not meet the format standards will be returned for resubmission. 
Citation and references style: Use APA in-text citation and reference rules for this report. https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html