Planning a community health assessment involves making many decision.docx

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Planning a community health assessment involves making many decisions, including who will be involved in the planning or assessment, the goals of the assessment, types of data to be collected, and methods for data collection and analysis. The success of the final assessment plan depends in part on who participates in the planning process and the extent of their firsthand knowledge of the community health issues being explored. As a public health professional, you need to have these skills in place to design a plan for community health assessment that engages those who need to be involved and that keeps the plan aligned with the original intentions. The Assignment (3-4 pages): Submit - a community health assessment plan (3-4 pages) for the community you selected. Identify stakeholders to be included in your community health assessment plan and explain why they should be involved. Describe the stakeholders’ potential roles and responsibilities in the assessment. Develop goals for the community health assessment plan and explain why you selected these goals. Describe three or four types of data that you might collect to further the goals of the plan, and explain why. Describe the methods of data collection you might use in your plan and explain why you would use them. .

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Write a 4-5 page population health improvement plan, based on your evaluation of the best available evidence from a minimum of 3-5 current scholarly or professional sources of demographic, environmental, and epidemiological data that focuses on your diagnosis of a widespread population health issue. Part of effectively engaging in evidence-based practice is the ability to synthesize raw health data with research studies and other relevant information in the literature. This will enable you to develop sound interventions, initiatives, and outcomes to address health concerns that you find in data during the course of your practice. In this assessment, you have an opportunity to evaluate community demographic, environmental, and epidemiological data to diagnose a widespread population health issue, which will be the focus of a health improvement plan that you develop. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 2: Apply evidence-based practice to design interventions to improve population health. Evaluate community demographic, epidemiological, and environmental data to diagnose widespread population health issues. Develop an ethical health improvement plan to address a population health issue within a community. Competency 3: Evaluate outcomes of evidence-based interventions. Propose criteria for evaluating population health improvement plan outcomes. Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision. Justify the value and relevance of evidence used as the basis of a population health improvement plan. Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions. Develop a strategy for communicating with colleagues and members of the community in an ethical, culturally sensitive, and inclusive way. Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. Scenario Your organization is undertaking a population health improvement initiative focused on one of the pervasive and chronic health concerns in the local community. Examples of health improvement initiatives include nationwide concerns, such as type 2 diabetes, HIV, obesity, insect bites, and Zika. However, your organization has asked you to determine which widespread health concern should be addressed in a population health improvement plan for your community and has entrusted you with gathering and evaluating the relevant data. Your Role You are a nurse in a community clinic or hospital and you have a good idea about the most common chronic health issues among its patients. You have been asked to prepare a presentation for the next staff meeting about the issue and the plan that you are proposing to help improve the .

Write a 4-5 page population health improvement plan, based on yo.docx

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QUESTION 1 What are the main streams of influence, according to the Theory of Triadic Influence? Please provide examples factors/attributes that belong to each of those streams. What is the relationship/correlation between each of those streams? Your response should be at least 200 words in length. QUESTION 2 The PRECEDE-PROCEED approach has several key assessment/diagnosis phases. Please describe the epidemiological assessment. What are some key sources of data used in this assessment? Which main questions is this assessment is trying to address/answer? Your response should be at least 200 words in length. QUESTION 3 What specific questions the evaluators are bringing forward as they are trying to collect the necessary evaluation data? What are the three main types of evaluation discussed in the PRECEDE-PROCEED approach? What is each of them trying to identify, measure, evaluate? Your response should be at least 200 words in length. QUESTION 4 What are some of the key assumptions behind the PRECEDE-PROCEED approach? What are some of the key benefits of using this approach? What are some of the “real-life” examples of using this approach? Your response should be at least 200 words in length. Unit Lesson Study Guide In Unit 4, we will continue to discuss health behavior and its association with factors that could influence such behaviors. These types of influences are referred to as multilevel factors of behaviors, and they typically fall into five main categories: 1. individual factors, 2. inter-personal factors, 3. organizational factors, 4. community factors, and 5. policy factors Consider the following scenario: A 50-year-old man may purposely postpone getting a prostate cancer test because he is scared of finding out that he may have prostate cancer. This is an example of an individual- level factor. However, we need to look into this further and consider the following: his inaction might also be influenced by his primary physician’s failure to actually recommend and insist that he would need to take the prostate test. Another factor might be the difficulty of scheduling an appointment due to either unavailable equipment or the unavailability of staff at his local clinic. Another limiting factor could be that the fee for the exam is so high he cannot afford it, and his insurance does not cover this type of procedure. Thus, all these interpersonal, organizational, and policy factors are influencing this man’s behavior to not complete the prostate test. Therefore, for health promotion practitioners, it is very important to be aware of all these factors so effective change strategies or interventions can be prescribed. One of the multilevel theories that will be discussed is the Theory of Triadic Influence (TTI). TTI behaviors arise due to one’s current social situation, general cultural environment, and their personal characteristics. Any health-related behaviors are influenced by an individual’s decisions. What wo ...

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Plan and (hypothetically) evaluate a public health intervention utilizing the MAP-IT Tool. Based upon the key findings, gaps, and recommendations obtained from the family assessment and the community assessment perform an evaluation of an actual or hypothetical public health intervention. The intervention MUST address one of the Healthy People Topics & Objectives No two public health interventions are exactly alike. But most interventions share a similar path to success: Mobilize, Assess, Plan, Implement, Track. Otherwise known as MAP-IT, this framework can be used to plan and evaluate public health interventions to achieve Healthy People 2020 objectives. Whether you are a seasoned public health professional or new to the field, the MAP-IT framework will help you create your own path to a healthy community and a healthier Nation. MOBLIZE - Questions To Ask and Answer: What is the vision and mission of the coalition? Why do I want to bring people together? Who should be represented? Who are the potential partners (organizations and businesses) in my community? Assess both needs and assets (resources) in your community. This will help you get a sense of what you can do, versus what you would like to do. Work together as a coalition to set priorities. What do community members and key stakeholders see as the most important issues? Consider feasibility, effectiveness, and measurability as you determine your priorities. Start collecting State and local data to paint a realistic picture of community needs. The data you collect during the assessment phase will serve as baseline data. Baseline data provide information you gather before you start a program or intervention. They allow you to track your progress. CRITICAL ELEMENTS - 1. Key individuals and organizations are identified to address the community need 2. Appropriate community coalitions already in place are asked to join the MAP-IT project 3. Vision for the community defined and stated ASSESS - Questions To Ask and Answer: Who is affected and how? What resources do we have? What resources do we need? Assess both needs and assets (resources) in your community. This will help you get a sense of what you can do, versus what you would like to do. Work together as a coalition to set priorities. What do community members and key stakeholders see as the most important issues? Consider feasibility, effectiveness, and measurability as you determine your priorities. Start collecting State and local data to paint a realistic picture of community needs. The data you collect during the assessment phase will serve as baseline data. Baseline data provide information you gather before you start a program or intervention. They allow you to track your progress. CRITICAL ELEMENTS - 4. Community assessment includes all required demographic data 5. Assessment includes all required morbidity and mortality data 6. Three behavioral risk factors that are modifiable are identified the com.

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Develop a health promotion plan, 2-3 pages in length, addressing a specific health concern within your community. Then, enlist the participation of a selected individual or group in an educational session about that health concern and associated health improvement strategies. For this assessment, you will plan for and enlist the participation of an individual or group in a clinical learning activity based on a health promotion plan addressing a particular health concern affecting members of your community. Professional Context The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who , what , when , where , and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Analyze health risks and health care needs among distinct populations. Analyze a community health concern that is the focus of a health promotion plan. Competency 2: Propose health promotion strategies to improve the health of populations. Explain why a health concern is important for health promotion within a specific population. Establish agreed-upon health goals in collaboration with participants. Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health. Write clearly and concisely in a logically coherent and appropriate form and style. Note: Assessment 1 must be completed first before you are able to submit Assessment 4. Preparation The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment MUST be satisfactorily completed to complete Assessment 4 (live face-to-face presentation of the plan). These assessments (Assessment 1 and 4) meet the three-hour clinical learning experience required in this course. To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan, the populations potentially affected by that concern, and ind.

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Chapter 3: Strategic Planning Objectives • Identify the purpose of strategic planning • List the six steps of strategic planning • Describe the importance of a mission, vision, and values • Describe how to use analysis of strengths, weaknesses, opportunities, and threats (SWOT) • Explain the strategic uses for Healthy People 2020 • Describe Mobilizing for Action through Planning and Partnerships (MAPP) Outline • Strategic Planning • Operational Planning • Strategic Planning for Community Health Strategic Planning • Defined as the process of developing strategies which develops an overall sense of direction for the future • Strategy – address the question of how to position an organization in its environment • Strategic planning is not as widely used in not- for-profit and public health organizations Strategic Planning (continued) • Strategic Planning is 1 of 3 different types of planning used by management: 1) Strategic Planning – based on the mission, vision, and values of an organization 2) Operational Planning – identifies and presents program goals and objectives 3) Budget Planning – allocates the financial resources of an organization based on strategic and operational planning Guiding Statements • Mission • Vision • Values Mission Statement • Delineates an organization’s purpose and reason for existence. • Communicates the current intentions of the organization • Example: “Healthy People 2020 strives to identify nationwide health improvement priorities and engage multiple sectors to take actions to strengthen policies and improve practices that are driven by the best available evidence and knowledge…” Vision Statement • Targeted description of the future outcomes expected if the organization is successful • Somewhat idealistic, because visions are intended to motivate people and enroll the hearts, as well as the minds, of organizational stakeholders • Example: “Healthy People 2020 envisions a society in which all people live long, healthy lives” Values Statement • Tends to be philosophical and often reflects the beliefs or ethical systems of the founders • Example: “Healthy People 2020 values the promotion of quality of life, healthy development, and healthy behaviors across all life stages…” Healthy People 2020 • Initiative utilized by the U.S. Department of Health and Human Services (DHHS) which includes a list of strategic priorities for national health promotion and disease prevention efforts • HP 2020 is a tool used by all levels of government and the public health systems (state and local departments of health) Six Steps of Strategic Planning • Internal organizational assessment • External environmental assessment • Analysis of internal strengths and weaknesses • Analysis of external opportunities and threats • Identification and evaluation of strategic issues and choices • Selection of strategic priorities Steps of Strategi ...

Chapter 3 Strategic Planning Objectives• Identi.docx

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The Practical Playbook National Meeting 2016 www.practicalplaybook.org Bringing Public Health and Primary Care Together: The Practical Playbook National Meeting was at the Hyatt Regency in Bethesda, MD, May 22 - 24, 2016. The meeting was a milestone event towards advancing robust collaborations that improve population health. Key stakeholders from across sectors – representing professional associations, community organizations, government agencies and academic institutions – and across the country came together at the National Meeting to help catalyze a national movement, accelerate collaborations by fostering skill development, and connect with like-minded individuals and organizations to facilitate the exchange of ideas to drive population health improvement. The National Meeting was also a significant source of tools and resources to advance collaboration. These tools and resources are available below and include: Session presentations and materials Poster session content Photos from the National Meeting The conversation started at the National Meeting is continuing in a LinkedIn Group "Working Together for Population Health" and Twitter. Use #PPBMeeting to provide feedback on the National Meeting. The Practical Playbook was developed by the de Beaumont Foundation, the Duke University School of Medicine Department of Community and Family Medicine, the Centers for Disease Control and Prevention (CDC), and the Health Resources & Services Administration (HRSA).

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Minnesota State University Moorhead MHA 625 Health Program Planning and Evaluation Needs Assessment and Process Theory Activity– Worth 50 points Purpose: The purpose of this activity is to determine a health problem supported by needs assessment data to determine an appropriate program plan/project, as well as draft an appropriate Effect and Process Theory Diagram. Assignment Details: In this assignment you will determine a health problem, look at how the need would be determined (discuss needs assessment data/processes), discuss what data would be extracted to determine need, draft a summary of a program plan/project and diagram a program theory/logic model of effect theory related to that program plan. 1. Background of organization – discuss the organization that is impacted by this problem. 2. Brief summary of problem – what is an existing problem within an organization (or that you found interesting in a literature review/article)? 3. Discuss how the need was assessed. What determined that a problem existed? The purpose of the need assessment in relation to program planning/evaluation is briefly summarized and supported by literature. 4. Discuss what data would need to be extracted to determine the need. State what data sources would be utilized/accessed in during the needs assessment. The role of data in relation to program planning/evaluation is briefly summarized and supported by literature. 5. Provide a brief summary of the potential program plan/project (what is the intended intervention)? 6. Draft a diagram of the Effect and Process Theory related to this program plan/project. Refer to page 193 – figure 7-4 for elements/example of the diagram to include (your diagram would relate to your proposed plan/project). Make sure you include organizational plan inputs and service utilization plan inputs as well as intervention theory. 7. Utilize at least 3 scholarly references when completing this activity. 8. Utilize APA format when completing this activity – paper should have title page and reference page and follow APA format. 9. The paper should be approximately 2-4 pages without title and reference pages. 10. Submit to the assignment dropbox per the calendar due dates. 11. Utilize this information in your final narrated Health Program Project PowerPoint Course Learning Outcomes (CLO) that apply to this assignment: • CLO 1: Identify methods to assess the needs of the community to improve the health of a population http://www.mnstate.edu/ • CLO 2: Analyze models of program development in order to identify the essential elements of effective program evaluation • CLO 7: Critique assessment and evaluation data Program Domains and Competencies that apply to this assignment: Domain #1: Leadership – the ability to inspire individual and organizational excellent, create and attain a shared vision and successfully manage change to attain the organization’s strategic ends and successful perf ...

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Theory-based Nutrition Education Program Part 1: Using your Unit 5 project as a base, prepare a 12-15 page paper using the outline below. You should also review the information on the NCHEC site using the instructions below to ensure you have included adequate details in your project. National Commission for Health Education Credentialing, Inc. (NCHEC) http://www.nchec.org/ Select Health Education Credentialing. Click on Responsibilities and Competencies. Read the Responsibilities and Competencies of Health Educators. Analyze Food and Health Behaviors, Assets, and Needs to State Program Behavioral Goals (Step 1) Identify high-priority health issues and primary intended audience Identify high-priority health behaviors contributing to the selected issues Statement of the program’s behavioral or action goals Identify Personal and Environmental Mediators of Change (Step 2) Description of the socio-cultural audience in which your audience lives List of current behaviors, practices, and environmental factors that are assets List of thoughts, feelings, and skills that potentially mediate audiences motivation to act List of potential actions for the program to take to provide environmental and policy supports Description of audience characteristics and list of resource considerations Integrating Theory, Research, and Practice (Step 3 and Step 4) Program theoretical model Statement of philosophy of nutrition education Statement of personal perspective on nutrition content and issues List of program components Nutrition education program objectives for all components Design Nutrition Education (Step 5) List general educational objectives for each session Describe the overall design plan for the session in the form of a matrix that links mediators, objectives, and activities Write the narrative educational plan that translates the matrix into a form ready for teaching and presenting Discuss how learning style research will be used for implementation of program Include the two pieces of nutrition education material designed for the program – one visually based and one text-based to be delivered using the Web Include the resource list that you developed Implement Nutrition Education Describe implementation plan for delivering the nutrition education program via the Internet and in a face to face setting Including implementation timeline Evaluate Nutrition Education (Step 6) Diagram of conceptual framework for program evaluation Indicators of and measures for evaluating individual level changes Description of and hotlink to three surveys created to evaluated the three levels of change (mediators, behaviors, health outcomes) Discussion of how the program and evaluation data could contribute to research in the field How will you communicate your research findings to key stakeholders and community members? Nutrition Educators as Change Agents Explain the major roles and responsibilities of nutrition education professionals in planning, implementing, evaluati.

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This is a sample of training concepts related to grant or funding proposal development. You will note that it refers to HIV/AIDS services, although the concepts are universal. Customizable training of this type is currently offered in South Florida or Central Indiana. Courses are available in Strategic Planning, Board Orientation and Training, Program Development, Grant Writing and Evaluation. Courses may be introductory in nature or highly advanced resulting in completed projects.

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HCM 3305, Community Health 1 Course Learning Outcomes for Unit VIII Upon completion of this unit, students should be able to: 3. Recognize effective organization and promotion of health programming for community health on a global scale. 3.1. Assess the steps for organizing a community health program. 3.2. Identify steps needed to effectively evaluate the community health program. Reading Assignment Chapter 15: Systems Thinking and Leadership in Community and Public Health Unit Lesson In this unit, we will discuss systems thinking and community health programming. Community organizing is a process that involves the engagement of individuals, groups, and organizations. Program planning is not required in community organizing; however, it is often times used. Program planning is a process where a health intervention is planned to meet the needs within a population. Antiviolence campaigns and stress management courses are examples of program planning (McKenzie, Pinger, & Kotecki, 2012). When deciding which community health interventions to create, the Centers for Disease Control and Prevention (CDC) uses Guide to Community Preventive Services (Community Guide). The Community Guide is considered credible because it is based off the scientific systematic review process. The guide answers many questions that are critical to community health on subjects such as  interventions that have worked/did not work,  populations in which the intervention worked/did not work,  cost of the intervention,  benefits/risks of the intervention, and  future research recommendations (Centers for Disease Control and Prevention, 2015). Community health programs are intricate and are a key factor in disease prevention, improving health, and increasing quality of life. Health status and behaviors are determined by personal, environmental, policy, and organizational influences. Community health programming is targeted at reaching the goals of Healthy People 2010. Community health programs are generally held within healthcare settings; however, other settings are becoming more popular. Programs are being held at schools, worksites, religious organizations, and within communities (Healthy People 2020, 2015). There are instances where healthcare organizations are collaborating with schools to offer health programs. For instance, nutrition and exercise programs are being offered at an increased rate. Employers see the value of employee health. Therefore, many employers offer incentives to employees who take part in employee wellness programs. It is not far fetched to hear about employers checking cholesterol, blood pressure, quality of life, weight, BMI, and sometimes glucose. The rationale is that healthy employees are less likely to call in sick with health-related conditions. Community health professionals must identify their health issue, and then create specific and measurable goals and objectives. ...

HCM 3305, Community Health 1 Course Learning Outcom.docx

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Develop a 3-4-page preliminary care coordination plan for an individual in your community with whom you choose to work. Identify and list available community resources for a safe and effective continuum of care. NOTE: You are required to complete this assessment before Assessment 4. The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient's unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care. As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Adapt care based on patient-centered and person-focused factors. Analyze a health concern and the associated best practices for health improvement. Competency 2: Collaborate with patients and family to achieve desired outcomes. Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient. Competency 3: Create a satisfying patient experience. Identify available community resources for a safe and effective continuum of care. Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. Write clearly and concisely in a logically coherent and appropriate form and style. Preparation Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents. As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular in.

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Step 1: Engage Stakeholders The first step in the CDC Framework approach to program evaluation is to engage the stakeholders. Stakeholders are people or organizations that are invested in the program, are interested in the results of the evaluation, and/or have a stake in what will be done with the results of the evaluation. Representing their needs and interests throughout the process is fundamental to good program evaluation. Typical Stakeholders in Public Health Key stakeholders for evaluations of public health programs fall into three major groups: • Those involved in program operations: Management, program staff, partners, funding agencies, and coalition members. • Those served or affected by the program: Patients or clients, advocacy groups, community members, and elected officials. • Those who are intended users of the evaluation findings: Persons in a position to make decisions about the program, such as partners, funding agencies, coalition members, and the general public or taxpayers. Clearly, these categories are not mutually exclusive; in particular, the primary users of evaluation findings are often members of the other two groups, i.e., the program management or an advocacy organization or coalition. While you may think you know your stakeholders well, these categories help you to think broadly and inclusively in identifying stakeholders. Potential Stakeholders in Public Health Programs • Program managers and staff. • Local, state, and regional coalitions interested in the public health issue. • Local grantees of your funds. • Local and national advocacy partners. • Other funding agencies, such as national and state governments. • State or local health departments and health commissioners. • State education agencies, schools, and other educational groups. • Universities and educational institutions. • Local government, state legislators, and state governors. • Privately owned businesses and business associations. • Health care systems and the medical community. • Religious organizations. • Community organizations. • Private citizens. • Program critics. • Representatives of populations disproportionately affected by the problem. • Law enforcement representatives. Introduction to Program Evaluation for Public Health Programs Page 13 Why Stakeholders are Important to an Evaluation Stakeholders can help (or hinder) an evaluation before it is conducted, while it is being conducted, and after the results are collected and ready for use. Because so many public health efforts are complex and because public health agencies may be several layers removed from frontline implementation, stakeholders take on particular importance in ensuring that the right evaluation questions are identified and that evaluation results will be used to make a difference. Stakeholders are much more likely to support the evaluation and act on the results and recommendations if they are involved.

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please address one of the questions below (remember, full detailed s.docx

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Planning for transition services includes preparing school personnel for the responsibility of providing services to students with disabilities. To prepare for this responsibility, prepare a presentation that you could give to a superintendent’s leadership team to document the provision of an appropriate transition program. Utilize any type of technology or other documentation procedures you prefer to accomplish this task. Information pertaining to all of the questions below is addressed in Kochhar-Bryant & Greene (2009). Be sure to include the following: What kinds of goals and transition formats must be created to help teachers develop good transition plans? (Be sure to provide actual or hypothetical examples.) What meetings need to be conducted with school personnel for training purposes? What professionals will be involved in the transition program training sessions? How will you provide for the four transition pathways for students with disabilities? How will you prepare students to conduct student-directed IEP transition planning meetings? What follow-up and follow-along procedures and practices will be used to monitor post-school IEP services? How will you evaluate the quality of the transition program? How many of the ten steps in planning to implement interagency agreements for transition will you utilize? What best practices in transition for culturally and linguistically diverse youth with disabilities will you utilize? Any additional topics to address? Include them in your final summary. In your PowerPoint Slides – or other technology-enhanced presentation - please be sure to include: Appropriate animations, transitions, and graphics Speaker notes of 200-350 words for each slide (You may use brief paragraphs or bulleted lists.) Include 12-15 PowerPoint slides, not including the title slide and at least one slide containing references used for the slideshow presentation. Information addressing all five sections, as outlined above. At least 5 relevant scholarly resource references. Citations for quotations and paraphrases with references in APA format and style. Save the file as PPT with the correct course code information. Your presentation should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your paper should reflect scholarly writing and current APA standards. Review APA Form and Style . .

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Plant power poiten Presentation GuidelinesoName§.docx

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Please address all of the questions below. As always, make sure you provide sufficient information. At least a paragraph per answer. We are back to our regular format, one post and two replies. Darwin had very few fossils to support his theory of evolution by means of natural selection when he published On the Origin of Species . Why are fossils considered essential for the study of biological evolution? What can be learned by studying fossils? Name and briefly describe the three main models, or hypotheses, of primate origins? What critiques or criticisms do you have? .

Please address all of the questions below. As always, make sure you .docx

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Planning an IT Infrastructure Audit for Compliance The audit planning process directly affects the quality of the outcome. A proper plan ensures that resources are focused on the right areas and that potential problems are identified early. A successful audit first outlines the objectives of the audit, the procedures that will be followed, and the required resources. Choose an organization you are familiar with and develop an eight to ten (8-10) page IT infrastructure audit for compliance in which you: Define the following items for an organization you are familiar with: Scope Goals and objectives Frequency of the audit Duration of the audit Identify the critical requirements of the audit for your chosen organization and explain why you consider them to be critical requirements. Choose privacy laws that apply to the organization, and suggest who is responsible for privacy within the organization. Develop a plan for assessing IT security for your chosen organization by conducting the following: Risk management Threat analysis Vulnerability analysis Risk assessment analysis Explain how to obtain information, documentation, and resources for the audit. Analyze how each of the seven (7) domains aligns within your chosen organization. Align the appropriate goals and objectives from the audit plan to each domain and provide a rationale for your alignment. Develop a plan that: Examines the existence of relevant and appropriate security policies and procedures. Verifies the existence of controls supporting the policies. Verifies the effective implementation and ongoing monitoring of the controls. Identify the critical security control points that must be verified throughout the IT infrastructure, and develop a plan that includes adequate controls to meet high-level defined control objectives within this organization. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources. Your assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. .

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Please add your file. Group Portion: With your team of analysts, create a PowerPoint presentation of 7–10 slides to explain the following to the board of directors: The objective of using probability proportional to size sampling (PPS) to test account balances Specifically, how you used PPS to test this company's account balances The purpose of the sample size and the sampling interval Please add your file. .

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Play is important to a toddler's development because it helps the child develop skills that they will learn while growing up, such as social skills, language, emotional maturity, physical coordination and cognitive. “play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth.” (Lockhart, 2010, P. 2). From an infant to a toddler a child is learning self-reliance through play and it helps the child learn about the physical world and how it works and learn problem solving skills. The social skills that a child learns through play is strengthening their the relationship and interaction between them and their peers. Language developed through play for a toddler they began the jabbing and use gestures, and the slowly began to use words to communicate. Play in the sense of emotional maturity, it teaches the child how to build relationships through self confidence and self esteem. When a child occupy themselves in physical play this helps the child with their physical coordination. A child’s cognitive development through play helps a child express their feelings and thoughts along with cultural and social understandings. Practice alphabets, numbers, colors, and shapes. .

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Plan of Care for Neurological Disorders Joan is a 35-year-old woman who presents with a complaint of headaches that have been occurring more frequently over the last 2 weeks. She has never had any problems with headaches before. Rarely, she has had a headache after a stressful day but denies premenstrual headaches or frequent headaches until 2 weeks ago. Her headaches are left sided in the temporal area and are severe (7 out of 10 on a scale of 1–10) and throbbing. They occur 3–5 times each week. She occasionally becomes nauseous but rarely vomits. The headaches tend to last several hours and go away if she is able to get sleep. Joan tries to retreat to a dark and quiet corner when the headaches begin. She sometimes sees “spots in front of her eyes” right before the onset of a headache. Otherwise, she has no trouble with her vision, has had no epistaxis, upper respiratory symptoms, or sinus symptoms. She denies trauma to her head or any neck stiffness. She denies fever, chills, numbness, or weakness. Past Medical History: Besides the headaches, Joan has been well and denies any previous surgeries or hospitalizations other than for 3 uncomplicated vaginal deliveries. Family History: Migraine headaches in her mother and sister. Her uncle had a benign brain tumor that has been successfully treated. Social History: The patient does not smoke, drinks 1 beer 3 times each week, and denies ever using recreational drugs. She is married and works as an administrative assistant in a busy office. She has 1 preteen and 2 teenagers at home. Their behaviors sometimes cause her to have some stress. Her husband is supportive and helpful. Medications: Joan’s medications include occasional ibuprofen for “aches and pains.” She tried the ibuprofen for the headaches without relief. She takes no other medications. She states that her mother told her that she was allergic to penicillin as a child, but does not know why. Objective General: Joan is well groomed. Her manner and speech are appropriate and she is articulate. She is in no apparent distress during this visit. Vital Signs: The patient is afebrile, B/P 140/90 (which is higher than normal), pulse 86, resp 12. HEENT: Head atraumatic and normocephalic. PERRLA, sclera clear, conjunctiva without injections. EOM’s intact. No AV nicking or papilledema. Optic disks have clear margins. Nasal mucosa is without erythema or drainage. There is no sinus tenderness to palpation. Cranial nerves II-XII are grossly intact Cardiac: Unremarkable Neurological: Sensation and proprioception are grossly intact and the Romberg test is negative. Gait is steady. Brudzinski and Kernig signs are negative. To view the Grading Rubric for this Assignment, please visit the Course Home. Assignment Requirements The finished Assignment should be a care plan, encompassing all required items listed. The viewpoint and purpose of this Assignment should be clearly established and sustained. .

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