Do a POWERPOINT WITH VISUALS for Women living with Hivfocused on two countrySouth Africa, AND IndiaUse Google Scholar for research, ted talk, movie and documentary.Also show referencesTwo sample provided belowAt least 40-50 slides talk about the history of hivthe scientific behind itgive an objectives Prior to starting the assignment, please review all of the resources provided - readings / film. I have provided a rich source of information to supplement the additional references that you will research on your own (depending on the countries that you choose to evaluate). If you have any questions on determining the topic/question, please feel free to email me.Step 1: Background. Read all of the references provided in this module and watch the film.Step 2: HIV Project. Read the project guidelines/grading rubric (document attached) and address the question noted below.HIV/AIDS: Is It A Rights Issue? - using your Access to Life book - choose two countries and compare and contrast by addressing a question that you would like to investigate further. Each country is different. Each country captures a different rights issue. This is the point of the book and the message each photographer, Nobel Laureate and Leading Economist (authors) address. Once you do the readings, watch the film and review the Access to Life book, you can address a question connecting two countries.The question that needs to be addressed is a part of the assignment and focuses on the countries that you choose to compare from the Access to Life book. I have included resources and movie to help with the background. If your textbook edition does not include the chapter textbook reading, I have included a pamphlet (in the project guidelines section) that includes the same science background for use.The first assignment mirrors the last assignment in this course. In the first assignment, I provided the primary and secondary sources for addressing HIV/AIDS - A Drug Called Money. In the final project, students need to use and reference at least two primary journals and two secondary sources. For example:swaziland and south africa women hiv - Google Scholar search - search results with several topics such as:varying from male circumcision for prevention to migrant vs non-migrant workersPlease note the above example is a only that - an example. The countries compared from the Access to Life book are chosen by the student.PLEASE NOTE:1) You will need to follow the instructions in the grading rubric (point structure included); the outline does not need to be submitted, however should serve as a template for the presentation created.2) Using the Final Project Guidelines, please submit a presentation (1) created as powerpoint or in google slides - FIT google tab, (2) save as PDF and upload as PDF. Do not submit the outline.______________________For project guidelines (a PDF is attached with grading rubric) and for further clarification, please note the comments below sent to students - you may have similar questions:Answer:The research journals, magazines, newspapers, etc. shouldn't be more than 5 years - in your Google Scholar search, there is a tab that sets the limits of the search to less than 5 years. You are welcome to reference older articles - such as the NYTimes article I posted online with the initial discovery thought to be a cancer (which it isn't). The older articles need to be critical papers and not just research papers with dated science.Answer:The outline/overview will not be submitted for a grade. However I would like for students to create one in case there are issues later with the powerpoint not following the guidelines.There will be a soft due date in one week to make sure students have started the assignment. It will not be graded but uploaded online.Answer:(student topic chosen) varies from each country - for example, family, society, government - etc - males (drug users vs men that have sex with men MSM) vs females (polygamy, prostitution, rape), and mother to child mode of transmission. So you will need to be specific regarding (student topic chosen) and a rights issue. Also, the outline is primarily a guide but also a point structure rubric for grading and ensuring that students follow the instructions to get the points.(Student topic chosen) is a valid issue and a good topic. But I would follow Step 1 to make sure that you are adding dimension to the topic - meaning that you are adding critical thinking component.Answer:Regarding the powerpoint - the powerpoint is set up like the outline (there is a PDF attached in the module folder that includes all of the requirements and point structure). Once you create the presentation, you will save it as a PDF to upload.Answer:I have pasted the instructions from the assignment - with an example. You cannot address a question until you have done the background readings and watched the film. The film demonstrates an HIV/AIDS issue and the challenges of a rights issue in the US. The question however needs to address a common theme among the two countries that you choose once you review your Access to Life Book. Each country is different. Each country captures a different rights issue. This is the point of the book and the message each photographer, Nobel Laureate and Leading Economist (authors) address. Once you do the readings, watch the film and review the Access to Life book, you can address a question connecting two countries. The example I provide below is a comparison between women in South Africa and Swaziland. The links I provide below allow for you to perform research, the links I provide in the Module review global statistics and provide a wealth of resources. I even provide a Twitter link to Global Fund that evaluates numerous challenges/rights issues - real time. The student investigates the question based on the background readings and own research. Once you have completed Step 1, you are welcome to email me to review Step 2 - the question that you would like to address based on the countries that you choose - to make sure that you are on the right track before you complete the outline.And The Band Played On (1993) Movie1987-1993And The Band Played On (1993) MovieMovie - based on book Shilts, R. And the Band Played On: Politics, People, and the AIDS Epidemic (St. Martin’s Press, 1987).2015TED Talk: NIAID Director Tony Fauci shares his deeply personal account of how he had to bend certain overly rigid rules of science to fit with the emergent needs of HIV/AIDS patients and activists.2016HIV’s Patient Zero exonerated1970s and ‘Patient 0’ HIV-1 genomes illuminate early HIV/AIDS history in North America (Nature, 2016)Sample ProjectsAttached Files: Sample 1 (8.589 MB) Sample 2 (741.576 KB)Sample presentations are attached (with student permission).Please note that the presentations are very different yet both follow the guidelines.SolutionsBelow is an example sent by a student to identify solutions: http://www.ted.com/talks/elizabeth_pisani_sex_drugs_and_hiv_let_s_get_rational_1 Ted TalkHHMI BioInteractive - Virus - HIVVirus Explorer (Includes Ebola ~1970s, HIV, and Zika)http://media.hhmi.org/biointeractive/click/virus-e...

This SLP evaluates the role of public participation in the standard-review and standard-setting process. Answer the following questions in 3–4 pages and support your answers with the literature.Identify all stakeholders and describe their perspectives.Examine the level of participation of each stakeholder group.Compare and contrast the effectiveness and impact of 2 of the stakeholders in the standard-setting process.Readings Relevant to the SLPPublic participation in environmental impact assessment: why, who and how? by Glucker, A.N; essen, P.P.J; Kolhoff, A.J; More... Glucker, A. N., Driessen, P. P. J., Kolhoff, A., & Runhaar, H. A. C. (2013). Public participation in environmental impact assessment: why, who and how? Environmental Impact Assessment Review, 43, 104–111Centers for Disease Control and Prevention. (2014). Workplace safety and health topics: Benzene. Retrieved from http://www.cdc.gov/niosh/topics/benzene/ OSHA. (1988). Occupational health and safety guidelines for Benzene: Potential human carcinogen. Retrieved from http://www.cdc.gov/niosh/docs/81-123/pdfs/0049.pdfU.S. Department of Labor. (n.d.). OSHA: 1,3-Butadiene. Retrieved from https://www.osha.gov/SLTC/butadiene/standards.htmlU.S. Department of Labor. (n.d.). OSHA: Cotton Dust. Retrieved from https://www.osha.gov/SLTC/cottondust/U.S. Department of Labor. (n.d.). OSHA: Ethylene oxide. Retrieved from https://www.osha.gov/SLTC/ethyleneoxide/U.S. Department of Labor. (n.d.). OSHA: Formaldehyde. Retrieved from https://www.osha.gov/SLTC/formaldehyde/U.S. Department of Labor. (n.d.). OSHA: Lead. Retrieved from https://www.osha.gov/SLTC/lead/U.S. Department of Labor. (n.d.). OSHA: Methylene chloride. Retrieved from https://www.osha.gov/SLTC/methylenechloride/U.S. Environmental Protection Agency. (2016). Arsenic in drinking water. Retrieved from http://water.epa.gov/lawsregs/rulesregs/sdwa/arsen...U.S. Environmental Protection Agency. (2016). Lead air quality standard. Retrieved from: https://www.epa.gov/lead-air-pollutionU.S. Environmental Protection Agency. (2016). Lead and copper rule. Retrieved from http://water.epa.gov/lawsregs/rulesregs/sdwa/lcr/i...U.S. Environmental Protection Agency. (2016). Carbon monoxide standards. Retrieved from http://www.epa.gov/ttn/naaqs/standards/co/s_co_ind...U.S. Environmental Protection Agency. (2016). Ozone standards. Retrieved from http://www.epa.gov/ttn/naaqs/standards/ozone/s_o3_...U.S. Environmental Protection Agency. (2016). Particulate matter standards. Retrieved from http://www.epa.gov/ttn/naaqs/standards/pm/s_pm_ind...U.S. Environmental Protection Agency. (2016). Nitrogen dioxide primary standard. Retrieved from http://www.epa.gov/ttn/naaqs/standards/nox/s_nox_i...U.S. Environmental Protection Agency. (2015). Radionuclides rule. Retrieved from http://water.epa.gov/lawsregs/rulesregs/sdwa/radio...U.S. Environmental Protection Agency. (2016). Sulfur dioxide primary standard. Retrieved from http://www.epa.gov/ttn/naaqs/standards/so2/s_so2_i...