Fluent Essays

Week Three Coalition Testimony Individual Presentation 8-12 SLIDES The goal of this assignment is to effectively address addressing a public health issue and policy.  Each individual will select a topic  from the list below which will include a public health issue, a coalition, and two policy options.The coalition you are discussing is connected to a specific advocacy/policy issue reviewed in the text. The assignment approximates coalition work, which is a mainstay for public health advocacy.   As part of this assignment, each individual will represent an advocacy coalition from the listing in order to address a public health problem and advocate for a policy solution.  Each student will represent a stakeholder agency/organization that is listed as a member of the assigned coalition (see link to the website provided below).  · For example, the Southern AIDS Coalition consists of several organizations: Latino Commission on AIDS; AIDS Alabama; Crescent Cares; Tennessee Department of Health; and Louisiana Office of Public Health. · THe student will select and become one of the member organizations (for example, student could represent/become the Latino Commission on AIDS or the student can represent/become Crescent Cares).  Coalition members/advcoates often prepare testimony for public hearings in order to ensure their key messages are voiced and presented to policymakers.  Each coalition member organization has a slightly different perspective, but all the messages are intended to influence the policy making body to adopt a specific policy. Each individual will develop a presentation of coordinated public testimony to convince policy makers to adopt a policy. The coalition testimony assignment is completed as individually.  See complete assignment description and rubric in the attachments below. Below are details for your topic: Individual Options (Problem/Issue, Coalition & Two Policy Options). Students, select one as your focus for the presentation:  YOUR Coalition Topic:  · Public Health Problem/Issue: Chapter 6  Public Policy & Tobacco · Assigned Coalition:  Contra Costa Tobacco Prevention Coalition · Policy Options (select one):  · TCA: https://www.fda.gov/tobacco-products/rules-regulations-and-guidance/family-smoking-prevention-and-tobacco-control-act-overview · Prop 56:  https://ballotpedia.org/California_Proposition_56,_Tobacco_Tax_Increase_(2016) Each student will develop a presentation reviewing the public health issue and crafting legislative testimony to convince policy makers to adopt a policy. Students have been provided information for the foundation of this assignment that can be located in weeks one and three: 1) Public health problem 2) Coalition 3) Two policy options (solutions to the problem) Review the policy options and then, select one policy to be the focus of what the coalition would be advocating for in this testimony presentation. Utilize the specific legislative policy (e.g. SB 768) to develop testimony in addition to the information you learn about the coalition and coalition member organization whom you are representing. Each coalition student member will prepare and present a maximum of three minutes of testimony on the selected legislative policy for mock presentation to policy makers. (This is about 450 words, based on the normal speaking voice). Coordinate with your coalition student members to ensure key messages the coalition has agreed upon are covered. Each student will present a PowerPoint presentation that will include: · Slide One: Name of coalition, mission & goals of the coalition. State the coalition member organization you are representing · Slide 2, 3, 4, & 5: Key summarized aspects of the public health problem that should be gathered and reported. Most of this can be found in the Eyler et al. text, but research beyond can also be included · What is the issue (one slide) · Who is affected? (one slide) · Economic impact (one slide) · One policy (one slide) · Slide 6: · Description of the mission/goals of the coalition member organization you are representing · Describe how the organization can contribute to the support of the selected policy · Recorded testimony (onsite class is live presentation) Review the sample PPT presentation and other resources for this assignment in week three Review the testimony requirements below and the accompanying rubric in Blackboard week 3- Group Coalition Assignment Platform. Criteria for legislative testimony: 1. Identify yourself (resident, stakeholder, expert, etc.) and the organization you represent within the coalition 1. State the organization’s (or your position) as for or against the proposed bill/law. Identify the bill by name and number if appropriate (e.g. S.B. 768) 1. State the “Ask”: Tell the policy makers what you want them to do (vote yes/support or no/oppose the bill) 1. Provide back-up documentation (background information) for your “ask.” This should include personal experience or facts and statistics. It should also include background information about the bill itself and why it addresses the public health problem (solves or is a solution to the issue). 1. Cite one scholarly reference is required. This should be stated cited so the policymaker can find the information on their own. At a minimum, include the author and the year in the statement.  4. Examples: · Poor example: Tobacco taxes can reduce smoking. · Good example: In 2011, Chaloupka and colleagues demonstrated the effectiveness of a tobacco tax as a method to reduce smoking consumption. OR · Excellent example: “Dr. Frank Chaloupka, well- known for his economic studies related to public health issues, demonstrated the effectiveness of a tobacco tax as a method to reduce smoking consumption in a 2011 report in the journal Tobacco Control.”  1. Thank the committee for the opportunity to speak. This can be done at the beginning or end of your testimony 1. The testimony should be stated so the important aspects to the health problem are clearly addressed. It is very important to review the resources provided to you below (Kansas University Toolbox; sample real-world testimonies; and the Coalition PPT assignment overview) for this assignment as they will direct you to better understand how to create/design testimony. · Kansas University Tool box · http :// ctb.ku.edu/en/table-of-contents/advocacy/direct-action/personal-testimony/main · Message development (specifically #4 defining your message): http://ctb.ku.edu/en/table-of-contents/advocacy/direct-action/legislative-advocacy/main Coalition Testimony Group Presentation Rubric   Levels of Achievement Criteria Proficient Competent Novice Needs Improvement Coalition description, coordination/consistency in messaging, coalition members mission/goals description  Weight 15.00\% 90.0 o 100.00 \% · Name of coalition and clear statement of member organization being represented. · Description of the coalition mission and goals is complete, and includes all aspects highlighted on the coalition web page. · Description of the member organization goals/mission are thorough and clear. · How the organization can contribute to the selected policy is explicitly and thoroughly described. · Presentation demonstrates very clear understanding of the policy, issue, and testimony development · No more than 2 slides to include this information 80.00 to 89.00 \% · Name of coalition and clear statement of member organization being represented. · Description of the coalition mission and goals is mostly complete, and includes most all aspects highlighted on the coalition web page. · Description of the member organization goals/mission are mostly clear, but added details are needed. · How the organization can contribute to the selected policy is somewhat described. · Presentation demonstrates clear understanding of the policy, issue, and testimony development. · Overall, added description is needed. · More than 2 slides to include this information 65.00 to 79.00 \% · Name of coalition statement of member organization included, but may not be representative of what is stated on coalition webpage. · Description of the coalition mission and goals is somewhat complete, and includes some of the aspects highlighted on the coalition web page. · Description of the member organization goals/mission are vague. · How the organization can contribute to the selected policy is vaguely described. · Presentation shows difficulty demonstrating the policy, issue, and testimony development. · More than 2 slides to include this information 0.00 to 65.00 \% · Name of coalition and statement of coalition member organization is not complete. · Description of the coalition mission and goals is not complete, and is missing most of the aspects highlighted on the coalition web page. · Description of the member organization goals/mission are not included. · Some descriptions may be missing. · How the organization can contribute to the selected policy is vaguely described and/or may be missing. · Presentation demonstrates an inability to describe the policy, issue, and testimony development. Time efficiency and requirement  Weight 15.00\% 90.00 to 100.00 \% · Testimony meets the three-minute time limit. · Testimony maximizes the time for messaging. · Each point is well – connected and makes a strong case 80.00 to 89.00 \% · Testimony is 30 seconds longer or shorter than three-minutes or makes a weak case. 65.00 to 79.00 \% · Testimony is inadequate to make a case · Testimony is far over or under time (> that 30 seconds) 0.00 to 65.00 \% · Missing testimony Meta-Core messages / Ask  Weight 15.00\% 90.00 to 100.00 \% · Messages and the “ask” are strongly stated, clear and concise, and consistent with the problem statement and policy advocacy. · The testimony clearly emphasizes all the key points of the public health problem 80.00 to 89.00 \% · Messages and the “ask” are clear or somewhat consistent with the problem statement and policy advocacy. · The testimony emphasizes most of the key points of the public health problem 65.00 to 79.00 \% · Messages and the “ask” are unclear and/ or inconsistent with the problem statement and policy advocacy. · The testimony emphasizes most of the key points of the public health problem · Many important messages are missing and there is redundancy in details and statements 0.00 to 65.00 \% · Missing Required components of testimony  Weight 25.00\% 90.0 to 100.00 \% · All components are strong and clear · Identification of organization represented and standing on issue is included. · Why policy issue is important and why advocating for it is clearly described. · Description of why this policy is a solution to the public health problem is strong and detailed. · Ask clearly included. · Back up statements, facts and statistics or personal experiences are explicitly included. · A strong and complete scholarly reference is clearly included from all members. · Thank you to the members of the hearing included from all members. 80.00 to 89.00 \% · Most components included for each member, but some may be unclear or weak. · Identification of organization represented and their standing is included from members. · Why policy issue is important and why advocating for it is included. · Description of why this policy is a solution to the public health problem has some weaknesses and needs more detail. · Ask could use additional clarity. · Back up statements, facts and statistics or personal experiences are included, but need additional clarity. · A partially complete scholarly reference is included from most all members. · Thank you to the members of the hearing is included from some of the members. 65.00 to 79.00 \% · Many components are missing for each member. Or many portions are unclear or weak. · Identification of organization represented and their standing is not clearly stated from one or more members. · Why policy issue is important and why advocating is weakly included. · The ask and description of why this policy is a solution to the public health problem has many weaknesses. · Back up statements, facts and statistics or personal experiences are not clearly included. · An incomplete scholarly reference is included from most all members or not at all. · Thank you to the members of the hearing is not clearly included. Required components are missing from one member’s testimony. 0.00 to 65.00 \% · Missing more than one member’s contribution. Key Summarized Aspects of Public Health Problem  Weight 20.00\% 90.00 to 100.00 \% Four key summarized aspects of the public health problem are clearly and thoroughly included using data and statistics: 1) what is the issue, 2) who is affected, 3) economic impact and 4) The policy solution is explicitly included and explained. · Appropriate bill numbers and descriptions are clearly explained. · No more than four slides for the summary of the coalition proposal portion. 80.00 to 89.00 \% · Three key summarized aspects of the public health problem proposal problem steps (what is the issue, who is affected, economic impact) are included, using data and statistics, but more explanation and description are needed. · The policy solution is included but more explanation is needed. · Appropriate bill numbers and descriptions are included, but somewhat unclear. · More than four slides are included in the summary of the coalition proposal portion. 65.00 to 79.00 \% · More than one key summarized aspects of the public health problem (what is the issue, who is affected, economic impact) are missing and additional data, statistics and description are needed. · The policy solution is not clearly included. · More than four slides included for the proposal summary portion of the presentation or the information is incomplete. 0.00 to 65.00 \% · One or more aspects are not included in the presentation. List of members is not included. APA Citations and References  Weight 3.00\% 90.00 to 100.00 \% · APA style in-text citations used throughout document with no errors. · APA reference page contains at least three reliable or scholarly sources and has no formatting errors. 80.00 to 89.00 \% · APA style in-text citations used throughout document with minor errors. · APA reference page contains three reliable or scholarly sources but has minor formatting errors. 65.00 to 79.00 \% · APA style in-text citations with major errors and the references page contains less than three sources, and/or has major formatting errors. 0.00 to 65.00 \% · Missing citations or 2 or more references or all references are not in APA style. Timeliness  Weight 2.00\% 90.00 to 100.00 \% Presentation is submitted by the due date and time. 80.00 to 89.00 \% Presentation is submitted less than 24 hours past the due date and time. 65.00 to 79.00 \% Presentation is submitted more than 24 hours past the due date and time 0.00 to 64.00 \% Presentation is submitted 48 hours past the due date and time. Presentation Appearance; Speaking Style Weight 5.00\% 90.00 to 100.00 \% · Appropriate amount of text on slides. · Content is clearly and accurately presented. · Slides are appropriate for an academic or professional setting (e.g., contrast, terminology, graphics). · Speaker can be clearly heard while presenting. 80.00 to 89.00 \% · Content is somewhat clearly and accurately presented. · Slides are appropriate for an academic or professional setting (e.g., contrast, terminology, graphics), some improvement is needed. · Speaker can be heard, but there are some audio issues while presenting. 65.00 to 79.00 \% · Content is lacking clarity and accurate presentation. · Slides are not exactly appropriate for an academic or professional setting (e.g., contrast, terminology, graphics), some improvement is needed. · It is difficult to hear the speaker and/or there are some audio issues while presenting. 0.00 to 64.00 \% · Inappropriate amount of text on slides. · Content not used mostly for reading. · Slides were not appropriate for an academic or professional setting (e.g., contrast, terminology, graphics). · Some glaring audio issues are prevalent. Week Three Coalition Testimony Presentation Instructions Coalitions often prepare testimony for public hearings in order to ensure their key messages are voiced and presented to policymakers. Each coalition member (stakeholder) has a slightly different perspective they bring, but all the messages are intended to influence the policy making body to adopt a specific policy. Coalition members can range from: nonprofit organizations, grassroots groups, for-profit organizations, state/local agencies and even individual advocates/volunteers. Membership depends upon coalition goals and focus. Each student will develop a presentation reviewing the public health issue and crafting legislative testimony to convince policy makers to adopt a policy. Students have been provided information for the foundation of this assignment that can be located in weeks one and three: 1) Public health problem 2) Coalition 3) Two policy options (solutions to the problem) Review the policy options and then, select one policy to be the focus of what the coalition would be advocating for in this testimony presentation. Utilize the specific legislative policy (e.g. SB 768) to develop testimony in addition to the information you learn about the coalition and coalition member organization whom you are representing. Each coalition student member will prepare and present a maximum of three minutes of testimony on the selected legislative policy for mock presentation to policy makers. (This is about 450 words, based on the normal speaking voice). Coordinate with your coalition student members to ensure key messages the coalition has agreed upon are covered. Each student will present a PowerPoint presentation that will include: · Slide One: Name of coalition, mission & goals of the coalition. State the coalition member organization you are representing · Slide 2, 3, 4, & 5: Key summarized aspects of the public health problem that should be gathered and reported. Most of this can be found in the Eyler et al. text, but research beyond can also be included · What is the issue (one slide) · Who is affected? (one slide) · Economic impact (one slide) · One policy (one slide) · Slide 6: · Description of the mission/goals of the coalition member organization you are representing · Describe how the organization can contribute to the support of the selected policy · Recorded testimony (onsite class is live presentation) Review the sample PPT presentation and other resources for this assignment in week three Review the testimony requirements below and the accompanying rubric in Blackboard week 3- Group Coalition Assignment Platform. Criteria for legislative testimony: 1. Identify yourself (resident, stakeholder, expert, etc.) and the organization you represent within the coalition 1. State the organization’s (or your position) as for or against the proposed bill/law. Identify the bill by name and number if appropriate (e.g. S.B. 768) 1. State the “Ask”: Tell the policy makers what you want them to do (vote yes/support or no/oppose the bill) 1. Provide back-up documentation (background information) for your “ask.” This should include personal experience or facts and statistics. It should also include background information about the bill itself and why it addresses the public health problem (solves or is a solution to the issue). 1. Cite one scholarly reference is required. This should be stated cited so the policymaker can find the information on their own. At a minimum, include the author and the year in the statement.  4. Examples: · Poor example: Tobacco taxes can reduce smoking. · Good example: In 2011, Chaloupka and colleagues demonstrated the effectiveness of a tobacco tax as a method to reduce smoking consumption. OR · Excellent example: “Dr. Frank Chaloupka, well- known for his economic studies related to public health issues, demonstrated the effectiveness of a tobacco tax as a method to reduce smoking consumption in a 2011 report in the journal Tobacco Control.”  1. Thank the committee for the opportunity to speak. This can be done at the beginning or end of your testimony 1. The testimony should be stated so the important aspects to the health problem are clearly addressed. It is very important to review the resources provided to you below (Kansas University Toolbox; sample real-world testimonies; and the Coalition PPT assignment overview) for this assignment as they will direct you to better understand how to create/design testimony. · Kansas University Tool box · http :// ctb.ku.edu/en/table-of-contents/advocacy/direct-action/personal-testimony/main · Message development (specifically #4 defining your message): http://ctb.ku.edu/en/table-of-contents/advocacy/direct-action/legislative-advocacy/main · San Francisco County Board of Supervisors Meeting June 2017: Banning Flavored Tobacco Products – good examples of testimony from a variety of stakeholders   · Use Google Chrome or Firefox to view this video for the best navigation  · Testimonies begin at 19 minutes · At 20 minutes: Advocate, Phil Gardner. menthol cigarettes/disparities, etc… His specific “ask” is @ 22:10 · At 22:40: Advocate, Dr. Valerie Yearger. Backgroud, research statement, 24:00. 26:00 supporters of the ordinance. 24:34 scholarly reference statement. 28:21 Thank you. Not a clear ask. · At 34:00: Advocate, Dr. Stan Glanz. Ask 36:18 · Testimonies continue, please review. · Additional Sample Testimonies: · Written Testimony: Deputy director, Food Education and Policy (NYC Food & Nutrition Ed Reporting bill) · San Diego County Board of Supervisors Meeting- Ordinance to Ban Flavored Tobacco Products 1/14/20: Click on Item 13. It begins at 2:33 minutes, then testimonies begin at 2:45 minutes. Pro-argument testimonies begin at 3:33 minutes. · At 3:38: Advocate, Becky Rapp – PTA/PTSA. Support for legislation, background and adding terminology to the bill. 3:39 scholarly statement. Not the most clear ask. 3:39:50 Thank you · At 3:40: Advocate Hazel Belvin. Statement of where she lives (important to tell policy makers). Background and why bill should be amended to include other aspects. 3:41 background facts. 3:41:44 asks what she would like policymakers to do. · At 4:32: Advocate, Chris Sherwin. Background of and support of the bill. Review of flavors, acute lung illness. Background facts. Thank you 4:33:50 · At 4:36 Opposition: Rema Corey. Listen to her oppositional arguments. Think about how you could refute this. · C-Span Video Capital Hill Committee Meeting Regarding Flavored Tobacco Products and E-Cigarettes: Begins and then at 20 minutes testimonies begin See complete assignment description and rubric in Blackboard week 3 – Group Coalition Assignment Platform. Help develop your testimony This section is designed to assist students in shaping and developing testimony. This is like a story board to get you started. After you complete this, then you can focus on making sure EACH of the specific requirements for testimony are included (listed above in the assignment description). Example of legislative testimony based on facts, stats & policy: Where will your testimony be used? Who are you representing? What policy are you testifying towards? Describe the problem What/how will this improve health outcomes? Improve the community/society? At the California State Senate hearing I represent the American Lung Association, California. We are a part of the San Diego Tobacco Control Coalition AB-11 Cigarette and tobacco product licensing: fees and funding. The tobacco retailer licensing fee is too affordable. Anyone can pay the current fee. Provide several statistics about current tobacco use among youth and adults. Youth e-cigarette use is climbing. Tobacco retailers are everywhere (provide an example). Describe illness and chronic conditions that result from use. This will improve neighborhoods, communities and health outcomes. Describe how and why. Reference other cities, counties, states that implemented similar legislation and the outcomes that resulted. Describe what the opposition thinks and provide a statement rebutting against it. Example of a personal story (you do not have to use a personal story) integrated into testimony · Remember to include your “ask” · Remember to include at least ONE scholarly reference · Remember to thank the legislators · Review the assignment description and rubric for assignment requirements By: Two Passionate NU BSPH Students  Coalition Testimony Group 3 National Alliance for Nutrition and Activity Mission/ Values:  Advocates for  promotion of  healthy eating and physical activity to aid in reduction of illnesses, diseases, disabilities, premature deaths, and costs associated with diet and inactivity.  Advocate for strong public policy and program funding, For the support of effective education programs, and promotion of the  environmental approaches to help the public eat better. Foster for nutrition, physical activity, and obesity prevention in Congress and federal agencies. Organization Member:  School Nutrition Association  Committee Member: National WIC Association The Issue School aged children consume one-third to half of daily caloric count at school (Schazenbach 2009). In 2019, 30 million children participated in the National School Lunch Program and nearly 15 million participated in the School breakfast Program(StateofChildhoodObesity.org). The dietary intakes of the National School Lunch and Program and School Breakfast Program participants are high in calories, fat, saturated fat, and sodium, and low in fiber (Gunther & Hopkins 2015). Who Is Affected Research shows poor nutrition leads to Obesity(CDC 2019).  Between 1980 to 2004, obesity prevalence tripled in children ages 2- 19 years old from 6\% to 19\%, currently 17\% of children are obese (Eyler et al 2016).  Obese children are acquiring multiple comorbidities previously only known to adults(Eyler et al 2016).  Academic performance: In a survey conducted in 2019, high school students grades 9-12 grades were analyzed and was noted that those 62\% of students with mostly As consumed more fruits and vegetables than compared to the 52\% who received D/Fs (Youth Risk Behavior Survey, 2019).  Absenteeism: It is dull fully noted that those who are obese come to suffer from illnesses and disease more frequently than those who are not. In a study conducted in 2017 it was founded that obese children had a rate of  27\% to 54\% of absences versus there counterparts (An et al 2017).  The Economic Impact Annually the direct cost of childhood obesity in the United States is estimated at 14.3 Billion (Hammond & Levine 2010).  It is estimated that obesity in childhood would extend into their adult life and estimated burden of 45 Billion  once the children are middle adults (Hammond & Levine 2010).  The Annual cost of the NSLP is 14 Billion in comparison this small price goes along way into the comparison of the longevity of medical costs  (Schoolnutrition.org n.d) The Solution Hunger-Free Kids Act of 2010 signed into law in December 2010 (theWhiteHouse, 2010) Gives USDA the authority to set nutritional standards for all foods sold in schools (vending machines, a la carte lunch, and school stores)  Provides additional funding to schools that meet updated nutritional standards for subsidized lunches, allowing more children to eat.  Increases program monitoring, every 3 years school districts are to be audited that they are still meeting standards.  Helps communities establish local farms to school networks, create school gardens, and ensure more local food utilization.  Works to build on USDA to improve nutritional quality of commodity foods sent to schools.  Brittany Thomas Representative of School Nutrition Association Mission: empower and support school nutrition professionals in advancing the accessibility, quality and integrity of school nutrition programs Goal: Increase knowledge for school professional to administer, manage, deliver, and sustain successful programs Lead advocacy for school nutrition programs.   Every student will have access to nutritious foods while at school, optimizing health and well being. School Nutritional Association is in favor of the Hunger-Free Kids Act of 2010 and will continue to support this act by increases advocacy activities and being the number one source for policymakers and stakeholders. Kathleen Villa Representative for National WIC Association The Women, Infants and Children (WIC) mission is to safeguard the health of low-income women, infants and children up to age 5 who are at nutrition risk by providing nutritious foods to supplement diets, information on healthy eating, and referrals to health care. (WIC; 2021) The WIC program aims to safeguard the health of low-income women, infants and children up to age 5 who are at nutrition risk by providing nutritious foods to supplement diets, information on healthy eating, and referrals to health care. (usda. 2021) References An, R., Yan, H., Shi, X., & Yang, Y. (2017, September 18). Childhood obesity and school absenteeism: A systematic review and meta‐analysis. Retrieved February 19, 2021, from https://onlinelibrary.wiley.com/doi/abs/10.1111/obr.12599 Child Nutrition Reauthorization Healthy, Hunger-Free Kids Act of 2010. (2010, December). Retrieved from https://obamawhitehouse.archives.gov/sites/default/files/Child_Nutrition_Fact_Sheet_12_10_10.pdf Eyler,A.A., Chriqui,J.F., Moreland-Russell, S., & Brownson, R.C. (Eds.). (2016). Prevention, policy, and public health (1st ed.) New York, NY: Oxford University Press Hammond, R., & Levine, R. (2010, August 30). The economic impact of obesity in the United States. Retrieved February 19, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3047996/#:~:text=The\%20annual\%20direct\%20costs\%20of,adolescents\%20may\%20become\%20obese\%20adults. Hopkins, L. C., & Gunther, C. (2015). A Historical Review of Changes in Nutrition Standards of USDA Child Meal Programs Relative to Research Findings on the Nutritional Adequacy of Program Meals and the Diet and Nutritional Health of Participants: Implications for Future Research and the Summer Food Service Program. Nutrients, 7(12), 10145–10167. https://doi.org/10.3390/nu7125523 References Schanzenbach, D. W. (2009). Do School Lunches Contribute to Childhood Obesity? Journal of Human Resources, 44(3), 684–709. https://doi.org/10.3368/jhr.44.3.684 School meals and snacks. (n.d.). Retrieved February 19, 2021, from https://stateofchildhoodobesity.org/policy/school-meals/ School meal trends & Stats. (n.d.). Retrieved February 19, 2021, from https://schoolnutrition.org/AboutSchoolMeals/SchoolMealTrendsStats/#2 Mission. (n.d.).Retrieved February 21, 2021, from https:// wic.seeds of health.org/ Special supplemental nutrition program for Women infants and Children (WIC). (n.d.). Retrieved Fevruary 21, 2021, from https://www.fns.usda.govwic