Target popultion AdolescentIn your first two project assignment.docx
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Target popultion: Adolescent In your first two project assignments, you identified a culturally diverse target population, proposed advocacy activities to assist that population, and then recommended appropriate prevention and education methods designed to promote individual, cultural, and community wellness and resilience. For your final project assignment, building upon the work you did in Units 4 and 6, you will develop a program designed to meet at least one of the needs of your the target population you have identified during the course of this project. Your program plan should include: How the needs of your target population influenced the decision to design and manage your proposed mental health program. The appropriate models, methods, and principles of program development and service delivery. The roles that finance, administration, and data will play in the development of your proposed program. How you plan to apply principles, models, and needs assessment results to drive program modifications. Reference materials from your studies and additional academic peer-reviewed research from the Capella Library to support your work. .
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PSY 638 Final Project Guidelines and Rubric Overview .docx
This document outlines the guidelines and rubric for the final project in PSY 638, which is to create a grant proposal. The grant proposal should address a current developmental, behavioral, or diagnostic need for children or adolescents in the student's community. It should include sections on problem identification, literature review, intervention strategy selection and implementation plan. Milestones will be submitted at various points in the course and feedback provided, with the final grant proposal due in Module 9. The rubric evaluates students on comprehensively addressing each required element of the grant proposal.
Topic This Is A Grant Proposal About ChildrenAdolescents With ADHD.docx
Topic: This Is A Grant Proposal About Children/Adolescents With ADHD in Durham NC
Objective: You are to use the topic and create a Proposal on ADHD Children/Adolescents In Durham NC
Paper Structure: Problem identification, prevalence, assessment of resources, impact of the problem, implementation plan and a closing statement should be your subtitles for the proposal and this is what should be answered in each section:
Problem Identification:
Research and identify resources for a specific developmental, behavioral, or diagnostic need for children or adolescents in your community (3–4 pages):
a. Prevalence: Determine a necessary program or service by examining current needs for children or adolescents in your community, using the standards established by the American Psychiatric Association.
i. What is the issue you have chosen to address? Who is affected? What data do you have that points to the prevalence of this issue?
ii. What is the necessary service or program? How will it address the needs you have examined?
b. Assessment of Resources: Evaluate available and needed resources in your community.
i. Evaluate the resources available for providing a program or service such as the one you have identified. ii. Determine necessary resources that are not available and explain their importance in providing the identified program or service.
c. Impact of Problem: Describe the impact of the problem on individuals, families, and the community. Construct an impact statement based on the prevalence of the identified issue and the lack of community resources. i. Articulate how the lack of the identified program or service has an impact on the community.
ii. How is the lack of available resources exacerbating the issue?
II.
Literature Review:
Conduct a review of available literature around developmental theory in regard to your identified issue (3–4 pages):
a. Problem/Need: Using American Psychiatric Association criteria and current professional research publications, how is the identified developmental, behavioral, or diagnostic problem identified/diagnosed in children and adolescents?
b. Theory Survey and Comparison: Survey current developmental theories.
i. Identify the factors that contribute to the prevalence of the problem according to these theories.
ii. How do these different theories compare? What are their contrasting opinions in regard to prevalence and diagnosis of your identified problem?
III.
Intervention Strategy:
Research and justify the selection of a theoretically supported and effective intervention strategy for addressing the target issue (2–3 pages):
a. Efficacy: Analyze and critique at least two established intervention strategies for inconsistencies and effectiveness.
i. Critically examine intervention strategies fo ...
Population Health Improvement Plan Assignment 3.docx
The document provides instructions for an assignment to develop a population health improvement plan. Students are asked to evaluate demographic, environmental and epidemiological data to diagnose a widespread health issue in their community. They must then design an evidence-based plan to address the issue, proposing criteria to evaluate outcomes and strategies for communicating the plan to colleagues and community members in a culturally sensitive way. The plan should be justified and supported using at least 3-5 credible sources formatted in APA style.
Final ProjectHealth Education From Theory to PracticeThroughout.docx
Final Project
Health Education: From Theory to Practice
Throughout the course, you have learned about the principles of health education, the Code of Ethics that guide the ethical principles of health education, and the Seven Areas of Responsibility that govern health education. You have learned about the assessment process for health education programs, as well as the planning and implementation strategies used to create, evaluate, and manage health programs. For your Final Project, you will have the opportunity to build on the knowledge you have gained over the past nine weeks to create a health education intervention of your own. As a first step, use the information from your Week 3 Literature Review to identify an emerging health issue in your community. Be sure that the data from your literature review is reflective of the current health status of your community members. Once your topic has been identified, complete your assignment using the outline below:
Part 1: Using your Unit 3, 5, and 7 Mini-Projects as a foundation, and referencing the competencies in
The Health Education Specialist: A Companion Guide for Professional Excellence
prepare an 8-10 page formal paper using the outline below. Your assignment should include a minimum of five references, and should follow APA guidelines.
Assess Needs, Assets, and Capacity for Health Education
Discuss the burden of this disease/condition in your community
Discuss the environmental, behavioral, and genetic factors that have influenced health behaviors related to this disease/condition
Assess the quality and availability of health education programs, interventions, and policies available to address this disease/condition in your community
Plan Health Education
Identify the priority populations and stakeholders in your community.
Formulate specific, measurable, attainable, realistic, and time-sensitive objectives for your health education intervention – what do you seek to accomplish?
Select planning models, develop goal statements, and create a timeline for program implementation
Identify the factors that can foster or hinder implementation of your intervention.
Identify opportunities to integrate health education into existing (and successful) community programs.
Implement Health Education
Assess readiness for implementation of your intervention in the community
Identify implementation strategies that are culturally competent and meet appropriate literacy levels.
Identity community leaders, health care professionals, students, etc. that will serve as trainees for your program implementation – What are your training needs and objectives?
Discuss the theories your intervention is based on.
Provide specific details regarding your intervention – What do you plan to do and you do you plan to do it? How would implementation of this intervention improve the health of the community?
Conduct Evaluation and Research Related to Health Education
Develop evaluation/research questions for your interventi.
13Capstone Project Public Health Competencies PaperSignatur
1
3Capstone Project: Public Health Competencies Paper
Signature Assignment
Name
School
COH 499 Capstone
The capstone paper will serve as a valuable tool for your self-assessment of your competency level across the eight domains of the core competencies for Public Health Professionals. The Core Competencies for Public Health Professionals1 (i.e., Core Competencies) are a consensus set of foundational skills for the broad practice of public health, as defined by the 10 Essential Public Health Services. The Core Competencies are organized into eight skill areas or domains that cut across public health disciplines. The purpose of this assessment is to help you explore your level of competence within these eight domains. Please note that the signature assignment instructions include content directly from the competencies document.
By assessing your level of knowledge or skill for each competency statement described, you will be able to prioritize your learning time to focus on the most critical areas and concentrate where the need for training and learning may be greatest.
The competency assessment is divided into the following eight domains:
• Analytical/Assessment Skills
• Policy Development/Program Planning Skills
• Communication Skills
• Cultural Competency Skills
• Community Dimensions of Practice Skills
• Public Health Sciences Skills
• Financial Planning and Management Skills
• Leadership and Systems Thinking Skills
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Instructions: Complete steps 1-3 for each domain.
1) Self-Perceived Proficiency: Read each competency statement listed within a domain. In each domain, and for each competency statement, think about the level at which you can perform the skill. Then rate your level of proficiency on each domain by selecting or highlighting the number on the domain from “None” (1) to “Proficient” (4) that best describes your self-reported level of expertise for that statement. Note: The competency statements listed in each domain should be interpreted as broadly as possible to apply to your position and principal employment setting. In the example below, you would select number “4” for “Proficient” if you think you are excelling at this domain or select “1” for “None” if you feel you need a great deal of improvement.
2) Evidence of Proficiency: At the end of each domain, please provide a detailed explanation of the required BSPH courses and/or approved public health experiences that helped you achieve the above-mentioned competency. Provide at least two examples of evidence and describe in detail how the assignments and/or projects helped you reach your perceived prof ...
13Capstone Project Public Health Competencies PaperSignatur
1
3Capstone Project: Public Health Competencies Paper
Signature Assignment
Name
School
COH 499 Capstone
The capstone paper will serve as a valuable tool for your self-assessment of your competency level across the eight domains of the core competencies for Public Health Professionals. The Core Competencies for Public Health Professionals1 (i.e., Core Competencies) are a consensus set of foundational skills for the broad practice of public health, as defined by the 10 Essential Public Health Services. The Core Competencies are organized into eight skill areas or domains that cut across public health disciplines. The purpose of this assessment is to help you explore your level of competence within these eight domains. Please note that the signature assignment instructions include content directly from the competencies document.
By assessing your level of knowledge or skill for each competency statement described, you will be able to prioritize your learning time to focus on the most critical areas and concentrate where the need for training and learning may be greatest.
The competency assessment is divided into the following eight domains:
• Analytical/Assessment Skills
• Policy Development/Program Planning Skills
• Communication Skills
• Cultural Competency Skills
• Community Dimensions of Practice Skills
• Public Health Sciences Skills
• Financial Planning and Management Skills
• Leadership and Systems Thinking Skills
Tier 1 – Entry Level: Tier 1 competencies apply to public health professionals who carry out the day-to-day tasks of public health organizations and are not in management positions. Responsibilities of these professionals may include data collection and analysis, fieldwork, program planning, outreach, communications, customer service, and program support.
Instructions: Complete steps 1-3 for each domain.
1) Self-Perceived Proficiency: Read each competency statement listed within a domain. In each domain, and for each competency statement, think about the level at which you can perform the skill. Then rate your level of proficiency on each domain by selecting or highlighting the number on the domain from “None” (1) to “Proficient” (4) that best describes your self-reported level of expertise for that statement. Note: The competency statements listed in each domain should be interpreted as broadly as possible to apply to your position and principal employment setting. In the example below, you would select number “4” for “Proficient” if you think you are excelling at this domain or select “1” for “None” if you feel you need a great deal of improvement.
2) Evidence of Proficiency: At the end of each domain, please provide a detailed explanation of the required BSPH courses and/or approved public health experiences that helped you achieve the above-mentioned competency. Provide at least two examples of evidence and describe in detail how the assignments and/or projects helped you reach your perceived prof ...
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The document provides instructions for developing an evidence-based population health improvement plan to address a widespread health issue in one's local community. Students are asked to:
1) Evaluate demographic, epidemiological and environmental data to diagnose a key health concern.
2) Develop a 4-5 page plan to address the issue, justifying choices using 3-5 credible sources.
3) Propose criteria for measuring the plan's outcomes and strategies for ethical, culturally-sensitive communication with colleagues and community members.
Population health improvement plan.docx
The document discusses developing an evidence-based population health improvement plan to address a widespread health issue in a community. It involves evaluating demographic, environmental and epidemiological data to identify the health issue. A plan is then developed to address the issue, based on current evidence from at least 3-5 sources. The plan must be culturally sensitive and consider the community's needs. Outcomes will be evaluated using proposed measurable criteria. A clear strategy for communicating the plan to colleagues and community members in an ethical and inclusive way is also required.
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PSY 638 Final Project Guidelines and Rubric Overview .docx
This document outlines the guidelines and rubric for the final project in PSY 638, which is to create a grant proposal. The grant proposal should address a current developmental, behavioral, or diagnostic need for children or adolescents in the student's community. It should include sections on problem identification, literature review, intervention strategy selection and implementation plan. Milestones will be submitted at various points in the course and feedback provided, with the final grant proposal due in Module 9. The rubric evaluates students on comprehensively addressing each required element of the grant proposal.
Topic This Is A Grant Proposal About ChildrenAdolescents With ADHD.docx
Topic: This Is A Grant Proposal About Children/Adolescents With ADHD in Durham NC
Objective: You are to use the topic and create a Proposal on ADHD Children/Adolescents In Durham NC
Paper Structure: Problem identification, prevalence, assessment of resources, impact of the problem, implementation plan and a closing statement should be your subtitles for the proposal and this is what should be answered in each section:
Problem Identification:
Research and identify resources for a specific developmental, behavioral, or diagnostic need for children or adolescents in your community (3–4 pages):
a. Prevalence: Determine a necessary program or service by examining current needs for children or adolescents in your community, using the standards established by the American Psychiatric Association.
i. What is the issue you have chosen to address? Who is affected? What data do you have that points to the prevalence of this issue?
ii. What is the necessary service or program? How will it address the needs you have examined?
b. Assessment of Resources: Evaluate available and needed resources in your community.
i. Evaluate the resources available for providing a program or service such as the one you have identified. ii. Determine necessary resources that are not available and explain their importance in providing the identified program or service.
c. Impact of Problem: Describe the impact of the problem on individuals, families, and the community. Construct an impact statement based on the prevalence of the identified issue and the lack of community resources. i. Articulate how the lack of the identified program or service has an impact on the community.
ii. How is the lack of available resources exacerbating the issue?
II.
Literature Review:
Conduct a review of available literature around developmental theory in regard to your identified issue (3–4 pages):
a. Problem/Need: Using American Psychiatric Association criteria and current professional research publications, how is the identified developmental, behavioral, or diagnostic problem identified/diagnosed in children and adolescents?
b. Theory Survey and Comparison: Survey current developmental theories.
i. Identify the factors that contribute to the prevalence of the problem according to these theories.
ii. How do these different theories compare? What are their contrasting opinions in regard to prevalence and diagnosis of your identified problem?
III.
Intervention Strategy:
Research and justify the selection of a theoretically supported and effective intervention strategy for addressing the target issue (2–3 pages):
a. Efficacy: Analyze and critique at least two established intervention strategies for inconsistencies and effectiveness.
i. Critically examine intervention strategies fo ...
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The document provides instructions for an assignment to develop a population health improvement plan. Students are asked to evaluate demographic, environmental and epidemiological data to diagnose a widespread health issue in their community. They must then design an evidence-based plan to address the issue, proposing criteria to evaluate outcomes and strategies for communicating the plan to colleagues and community members in a culturally sensitive way. The plan should be justified and supported using at least 3-5 credible sources formatted in APA style.
Final ProjectHealth Education From Theory to PracticeThroughout.docx
Final Project
Health Education: From Theory to Practice
Throughout the course, you have learned about the principles of health education, the Code of Ethics that guide the ethical principles of health education, and the Seven Areas of Responsibility that govern health education. You have learned about the assessment process for health education programs, as well as the planning and implementation strategies used to create, evaluate, and manage health programs. For your Final Project, you will have the opportunity to build on the knowledge you have gained over the past nine weeks to create a health education intervention of your own. As a first step, use the information from your Week 3 Literature Review to identify an emerging health issue in your community. Be sure that the data from your literature review is reflective of the current health status of your community members. Once your topic has been identified, complete your assignment using the outline below:
Part 1: Using your Unit 3, 5, and 7 Mini-Projects as a foundation, and referencing the competencies in
The Health Education Specialist: A Companion Guide for Professional Excellence
prepare an 8-10 page formal paper using the outline below. Your assignment should include a minimum of five references, and should follow APA guidelines.
Assess Needs, Assets, and Capacity for Health Education
Discuss the burden of this disease/condition in your community
Discuss the environmental, behavioral, and genetic factors that have influenced health behaviors related to this disease/condition
Assess the quality and availability of health education programs, interventions, and policies available to address this disease/condition in your community
Plan Health Education
Identify the priority populations and stakeholders in your community.
Formulate specific, measurable, attainable, realistic, and time-sensitive objectives for your health education intervention – what do you seek to accomplish?
Select planning models, develop goal statements, and create a timeline for program implementation
Identify the factors that can foster or hinder implementation of your intervention.
Identify opportunities to integrate health education into existing (and successful) community programs.
Implement Health Education
Assess readiness for implementation of your intervention in the community
Identify implementation strategies that are culturally competent and meet appropriate literacy levels.
Identity community leaders, health care professionals, students, etc. that will serve as trainees for your program implementation – What are your training needs and objectives?
Discuss the theories your intervention is based on.
Provide specific details regarding your intervention – What do you plan to do and you do you plan to do it? How would implementation of this intervention improve the health of the community?
Conduct Evaluation and Research Related to Health Education
Develop evaluation/research questions for your interventi.
13Capstone Project Public Health Competencies PaperSignatur
1
3Capstone Project: Public Health Competencies Paper
Signature Assignment
Name
School
COH 499 Capstone
The capstone paper will serve as a valuable tool for your self-assessment of your competency level across the eight domains of the core competencies for Public Health Professionals. The Core Competencies for Public Health Professionals1 (i.e., Core Competencies) are a consensus set of foundational skills for the broad practice of public health, as defined by the 10 Essential Public Health Services. The Core Competencies are organized into eight skill areas or domains that cut across public health disciplines. The purpose of this assessment is to help you explore your level of competence within these eight domains. Please note that the signature assignment instructions include content directly from the competencies document.
By assessing your level of knowledge or skill for each competency statement described, you will be able to prioritize your learning time to focus on the most critical areas and concentrate where the need for training and learning may be greatest.
The competency assessment is divided into the following eight domains:
• Analytical/Assessment Skills
• Policy Development/Program Planning Skills
• Communication Skills
• Cultural Competency Skills
• Community Dimensions of Practice Skills
• Public Health Sciences Skills
• Financial Planning and Management Skills
• Leadership and Systems Thinking Skills
Tier 1 – Entry Level: Tier 1 competencies apply to public health professionals who carry out the day-to-day tasks of public health organizations and are not in management positions. Responsibilities of these professionals may include data collection and analysis, fieldwork, program planning, outreach, communications, customer service, and program support.
Instructions: Complete steps 1-3 for each domain.
1) Self-Perceived Proficiency: Read each competency statement listed within a domain. In each domain, and for each competency statement, think about the level at which you can perform the skill. Then rate your level of proficiency on each domain by selecting or highlighting the number on the domain from “None” (1) to “Proficient” (4) that best describes your self-reported level of expertise for that statement. Note: The competency statements listed in each domain should be interpreted as broadly as possible to apply to your position and principal employment setting. In the example below, you would select number “4” for “Proficient” if you think you are excelling at this domain or select “1” for “None” if you feel you need a great deal of improvement.
2) Evidence of Proficiency: At the end of each domain, please provide a detailed explanation of the required BSPH courses and/or approved public health experiences that helped you achieve the above-mentioned competency. Provide at least two examples of evidence and describe in detail how the assignments and/or projects helped you reach your perceived prof ...
13Capstone Project Public Health Competencies PaperSignatur
1
3Capstone Project: Public Health Competencies Paper
Signature Assignment
Name
School
COH 499 Capstone
The capstone paper will serve as a valuable tool for your self-assessment of your competency level across the eight domains of the core competencies for Public Health Professionals. The Core Competencies for Public Health Professionals1 (i.e., Core Competencies) are a consensus set of foundational skills for the broad practice of public health, as defined by the 10 Essential Public Health Services. The Core Competencies are organized into eight skill areas or domains that cut across public health disciplines. The purpose of this assessment is to help you explore your level of competence within these eight domains. Please note that the signature assignment instructions include content directly from the competencies document.
By assessing your level of knowledge or skill for each competency statement described, you will be able to prioritize your learning time to focus on the most critical areas and concentrate where the need for training and learning may be greatest.
The competency assessment is divided into the following eight domains:
• Analytical/Assessment Skills
• Policy Development/Program Planning Skills
• Communication Skills
• Cultural Competency Skills
• Community Dimensions of Practice Skills
• Public Health Sciences Skills
• Financial Planning and Management Skills
• Leadership and Systems Thinking Skills
Tier 1 – Entry Level: Tier 1 competencies apply to public health professionals who carry out the day-to-day tasks of public health organizations and are not in management positions. Responsibilities of these professionals may include data collection and analysis, fieldwork, program planning, outreach, communications, customer service, and program support.
Instructions: Complete steps 1-3 for each domain.
1) Self-Perceived Proficiency: Read each competency statement listed within a domain. In each domain, and for each competency statement, think about the level at which you can perform the skill. Then rate your level of proficiency on each domain by selecting or highlighting the number on the domain from “None” (1) to “Proficient” (4) that best describes your self-reported level of expertise for that statement. Note: The competency statements listed in each domain should be interpreted as broadly as possible to apply to your position and principal employment setting. In the example below, you would select number “4” for “Proficient” if you think you are excelling at this domain or select “1” for “None” if you feel you need a great deal of improvement.
2) Evidence of Proficiency: At the end of each domain, please provide a detailed explanation of the required BSPH courses and/or approved public health experiences that helped you achieve the above-mentioned competency. Provide at least two examples of evidence and describe in detail how the assignments and/or projects helped you reach your perceived prof ...
Population Health Improvement Plan 5.docx
The document provides instructions for developing an evidence-based population health improvement plan to address a widespread health issue in one's local community. Students are asked to:
1) Evaluate demographic, epidemiological and environmental data to diagnose a key health concern.
2) Develop a 4-5 page plan to address the issue, justifying choices using 3-5 credible sources.
3) Propose criteria for measuring the plan's outcomes and strategies for ethical, culturally-sensitive communication with colleagues and community members.
Population health improvement plan.docx
The document discusses developing an evidence-based population health improvement plan to address a widespread health issue in a community. It involves evaluating demographic, environmental and epidemiological data to identify the health issue. A plan is then developed to address the issue, based on current evidence from at least 3-5 sources. The plan must be culturally sensitive and consider the community's needs. Outcomes will be evaluated using proposed measurable criteria. A clear strategy for communicating the plan to colleagues and community members in an ethical and inclusive way is also required.
THIS WEEK’S WORK IS TWO DISCUSSIONS. Week 6 Social Change and Pr
THIS WEEK’S WORK IS TWO DISCUSSIONS. Week 6: Social Change and Professional Development
The characteristics of program design and evaluationare intended to provide some level of recommended change or action as a result of the systematic investigation into a program’s effectiveness. Evaluation can provide answers to questions about a program that may be useful in adjusting a program to become more effective. Because evaluation results in insight about the effectiveness of a program for a specific population, evaluation can be used to implement social change or action. Evaluation findings may assist stakeholders (those who hold an interest) or decision makers in go/no-go decisions about specific program modifications or initiate the continuation or demise of the entire program. Today, social policy and public administrative movement are closely associated with social program outcomes and effective evaluations.
This week, you present your design for a program addressing the needs of the homeless population in your community and analyze how your program may effect social change. You also evaluate your potential to impact areas of human services delivery and assess the benefits of participating in professional human services organizations.
Objectives
By the end of this week, you should be able to:
· Analyze how human services program design and evaluation influence social change
· Evaluate personal impact on areas of human services delivery
· Analyze how professional organizations contribute to professional development
Learning Resources
Required Readings
Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.
· Review Chapter 6, “Selecting the Appropriate Intervention Strategy”
Donaldson, L. P. (2008). Developing a progressive advocacy program within a human services agency. Administration in Social Work, 32(2), 25–48.
Grant, H. M., & Crutchfield, L. R. (2007). Creating high-impact nonprofits. Stanford Social Innovation Review, 5(4), 32–41.
Skinner, K., & Whyte, B. (2004). Going beyond training: Theory and practice in managing learning. Social Work Education, 23(4), 365–381.
Council for Standards in Human Service Education. (2010). Retrieved from http://www.cshse.org/
Center for Credentialing & Education. (n.d.). Human services—Board certified practitioner. Retrieved November 22, 2011, from http://www.cce-global.org /HSBCP
Optional Resource
Simon, S. R., Webster, J. A., & Horn, K. (2007). A critical call for connecting students and professional associations. Social Work with Groups, 30(4), 5–19.
Retrieved from the Walden Library using the SocINDEX with Full Text database.
THIS IS DUE WEDNESDAY 8/18/21 BY 10 PMDiscussion 1: Social Change
There is a variety of elements that human services professionals should consider when they are developing and evaluating human services programs. Some of these elements include conducting a needs asse ...
Demonstration of Proficiency Discussion.docx
The document provides instructions for a nurse to develop a 4-5 page population health improvement plan to address a widespread health issue in their community. The plan must evaluate demographic, environmental and epidemiological data to identify a key issue. It then requires developing a culturally sensitive plan based on at least 3 scholarly sources, with criteria to measure outcomes and a strategy for ethical communication. Completing the assignment successfully demonstrates competencies in evidence-based practice, evaluation, synthesis and communication of solutions.
Population Health Improvement Plan.docx
The document outlines an assessment for developing an evidence-based population health improvement plan. Students are instructed to:
1) Evaluate community data to diagnose a widespread health issue.
2) Develop an ethical plan to address the issue, justifying evidence from at least 3 sources.
3) Propose outcomes criteria and a strategy for communicating the plan in a culturally sensitive manner.
After completing this module, you will be able to do the followi.docx
After completing this module, you will be able to do the following:
Plan a primary prevention or health promotion project, targeted for a specific population
Consider educational strategies and select appropriate teaching techniques
Overview
You will need to reference
Healthy People 2020 (HP2020)
when selecting your topic and state the corresponding objective number from the website upon which you are basing your project. For example: If your topic is the prevention of obesity, you may select objective NWS-9:
Objective NWS-9
Development of a strategy for addressing the selected community health concern should be tailored to the target audience’s needs and resources available in the community. A project plan should include goals and objectives, a plan for implementation and evaluation of the project.
Learning Materials
N493 Project Concert Instruction for Students v2.docx
Minnesota Department of Health:
Minnesota Intervention Wheel.pdf
Minnesota Intervention Wheel Definitions.pdf
Population Based Levels of Care
Goals Alignment
University Mission Goals:
Exhibits self-directed learning that demonstrates professional behavior and ethics
Functions successfully in multiple roles and teams showing cultural competence
Demonstrates professional performance through research by using evidence-based practice
Program Goals:
Cultural Competence: Recognize the need for evidence-based knowledge and sensitivity to variables such as age, gender, culture, health disparities, socioeconomic status, race, and spirituality
Research and Evidence-Based Practice: Use research findings and other evidence in designing, implementing, and evaluating care that is multidimensional, high quality, cost-effective and leads to improved patient outcomes
Leadership/Advocacy: Work within organizational and community arenas to promote high quality patient care through organizational and systems leadership, quality improvement, and safety
Technology: Design and implement measures to modify risk factors and promote healthy lifestyles, utilizing emerging advances in science and technology
Course Goals:
Apply a knowledge base of community health nursing and health teaching skills to the development an educational project with a focus on illness prevention, health promotion and/or health maintenance of individuals, families and groups.
Analyze a community assessment to plan a health teaching project that meets the needs of communities and populations.
Create an educational project that can be utilized by public and community health nurses to improve the health status and eliminate health disparities of individuals, families, communities and populations.
Professional Standards
.
Develop a population health improvement plan, based on your evaluati
Develop a population health improvement plan, based on your evaluation of the best available 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.
Show Less
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.
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.
Toggle Drawer
Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an experience you have had working with a population, or as part of a community health improvement initiative, or a time in your care setting that you observed this type of work within your organization or community.
How were data and information about the community incorporated into the work?
Was the diversity of culture and beliefs in the community taken into accoun ...
Designing and Developing a Health Education ProgramDesigning a hea.docx
Designing and Developing a Health Education Program
Designing a health education program involves the determination of goals and objectives, the creation of an intervention, the determination of the logistics of the intervention, the development of materials that appropriately meet the needs of the target audience, and the planning of the program evaluation. Design the framework for a health education program that meets the needs of the target population
(Child Obesity)
Refer to the CDCynergy's
Phase 2: Analyze Problem
,
Phase 3:Plan Intervention
, and
Phase 4:Develop Intervention
guides. Your assignment for this week must contain each of the following sections:
Describe the setting, the health concern, and the target audience. Use health concern and target population of
Child Obesity.
Develop goals and objectives (Refer to
The Cause/Effect Structuring Guide (C/ETSG)
and the
Intervention theory Structuring Guide(ITSG)
via the
CDCynergy
resource.)
Determine methods to achieve these goals and objectives
Are these goals reasonable and attainable?
Select health education theories and models that will be incorporated into the design.
How would your selected theories or models address health literacy?
How would they address cultural appropriateness?
Outline the health information that will be provided to the target population.
Give specific examples of the resources that you will provide.
Include citation information for each resource.
Determine the modes of delivery of the information.
Where will the program take place? At a facility? Online? National or local?
How will the target audience obtain the information? Or how will it be provided?
Is this an acute intervention (one time education)? Or will the education take place over a longer period of time?
Anticipate barriers and problems of implementation.
What are some problems that could impede the ability of the program to meet the goals?
How might these problems be addressed?
Identify the outcomes that will be measured to evaluate the effectiveness of the program.
How will these outcomes be measured?
Are they related to the goals and objectives?
Your assignment must be a minimum of three- to- four-pages in length (excluding title and reference pages), and should include a minimum of three scholarly sources cited according to APA guidelines
.
EDUC 8103-6: A6: Program Proposal Section 3: Transfer of Learning
This is Walden University course (EDUC8103-6) Section 3: Transfer of Learning and Section 4: Program Structure. It is formatted in APA, has been graded (A), and includes references. Most universities submit higher-education assignments to turnitin; so, remember to paraphrase. Enjoy your discovery!
D millar cv 5.7.13
This document provides a summary of Debra J. Millar's professional experience and expertise. She has over 25 years of experience in public health, education, organizational leadership and business development. Currently she is a lecturer at California State University Stanislaus teaching nursing students and also works as a consultant providing services in areas such as public health, leadership development, and program evaluation. Previously she held roles as Country Director for CHF International in Kenya and as a Medical Officer for the United States Peace Corps serving in several African countries.
Week 6 - Final ProjectPower of OneYou have been learni.docx
Week 6 - Final Project
Power of One
You have been learning about how developmental assets can be built into your instructional models, and how to use that knowledge to support community-wide efforts to strengthen and support the adults and youth in your community, including identified classifications of Latino, African-American, and youth with disabilities.
We have identified and evaluated the existing programs in your community based on the 40 Developmental Assets model and brainstormed ways that you can use that model to create or support the existing programs within your local school and/or community.
Using reflection and analysis, you identified a specific initiative that meets an identified need in your community and has the potential to be immediately incorporated into your instructional setting or community.
Your Final Project is composed of three different categories that will be submitted as a complete unit. These categories include:
Designing a multimedia presentation or slideshow created in a program of your choice (PowerPoint, Google Presentation, Prezi, etc.). The presentation will illustrate the initiative for students, parents, and/or community.
Designing visual resources and handouts that illustrate your initiative and contribute to the presentation.
Writing an eight- to twelve- page paper that outlines your processes and that can be used to introduce and support your initiative.
Your multimedia presentation or slideshow can be created in a format of your choice (Microsoft PowerPoint, Google Presentation, Prezi, etc.) and should last between 5 and 15 minutes when presented orally.
Your presentation should include, but not be limited to:
A definition of the purpose of your initiative, vision, and mission.
A brief overview that illustrates the 40 Developmental Assets.
A graphic that diagrams your community based on researched data.
An illustration of how your initiative will support or create a positive environment and/or enhance an existing program or practice using proven methods with and for young people.
A reference slide citing all sources using APA format.
Your created resources and handouts should include the final copies of the Student Handout created in Week Three, the Resource Table finalized in Week Four, and the Communication Guide created in Week Five.
Your written paper should be eight to twelve pages in length (excluding title and reference pages), and be formatted according to APA style as outlined in the Ashford Writing Center.
Your paper should include the following topics/headings:
Describe, through a brief narrative, your initiative, vision, and mission.
Summarize your community’s demographics, including those that are related specifically to the 40 Developmental Assets as outlined in your text.
Outline the steps that you have taken, or will take, to achieve your vision through a graphics or written narrative.
Summarize how you arrived at your initiative based on your communi ...
Building a better a public health response system in Los Angeles County
Building a better a public health response system in Los Angeles CountyMario Ricardo Calderón, MD, MPH, FPMER.
This document summarizes the leadership project undertaken by the Los Angeles County scholar team from the National Public Health Leadership Institute. The team worked to improve Los Angeles County's public health response system by developing goals, objectives, and action steps. They established a revised incident command system within the county's Department of Health Services to better coordinate response efforts across different regions. The project enhanced partnerships, improved policies, and benefited public health in Los Angeles communities. It provided lessons about collaborative leadership, systems thinking, and strengthening response capabilities at local and regional levels.1. Describe more fully the project for which you are applying. Des.docx
1. Describe more fully the project for which you are applying. Describe the issue(s) your organization addresses through this project, and what specific actions you are taking to address the issues. Outline the project’s goals, activities and timelines.
Aging Latinos in Action - ALA
CCCIL is committed to developing the staff and community leadership necessary to ensure that our local aging Latino population can lead the most independent and healthy lives possible. CCCIL’s ALA initiative rests on the premise that a community rooted in a culture of independent living and health requires outreach, education, engagement, action and reflection.
ALA directly addresses CCCIL’s priority areas including 1) Developing an engaged constituency of community leaders with disabilities to act on local issues that will build and maintain a healthy, vibrant and independent community; and 2) Addressing the needs of the rapidly increasing aging population as it naturally increases in needs for disability services These two priorities are intimately interwoven as the cultural needs of specific populations including Latinos and aging adults pose unique opportunities and challenges as our nation re-invents how we look at access to care and health. Further, as disabilities are a natural part of the aging process, CCCIL is uniquely qualified to develop leadership in this area.
With investment from the UU Fund for a Just Society, CCCIL will have the opportunity to focus on the outreach, education and action that will both serve and organize a larger constituency of Monterey County’s aging Latino adults.
With the UU investment, the ALA initiative will continue its 8 month pilot project into a second year and focus on:
Outreach
July - December
Working with our community partners (including Area Agencies on Aging, service providers & churches) to invite aging Latinos to participate in ALA Health Academies
Education September - March
· How community members have made a difference in local health care policy decisions.
· On the core skills of community organizing including house meetings, power analysis, research actions, action and reflection with the support of our local IAF affiliate organization COPA – Communities Organized for Relational Public Action
· On the services provided by CCCIL – each participant will be given the information necessary to schedule an appointment with a CCCIL Advocate to develop an Independent Living plan to help them access benefits.
· In addition to the education pieces in the Health Care Academies, CCCIL may organize 1-2 workshops on specific topics identified as needs by the community that could include accessing home health care.
Engagement January - June
· Each Healthcare Academy will have an opportunity for small group meetings where participants will be asked a question such as What has been your experience accessing health care? Each group will report out to the larger group and potential areas for action will be ident ...
Write a 4-5 page population health improvement plan, based on yo.docx
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 .
Develop a health promotion plan, 2-3 pages in length, addressing a s.docx
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 c.
[INSERT TITLE HERE] 7BUS 499 Module 1 Homework AssignmentPa.docx
[INSERT TITLE HERE] 7
BUS 499: Module 1 Homework Assignment
Part I
Directions: For this first week, you will work on a draft. It may change during the course of this class, but do your best and start with a business problem that you find interesting. It may be in your field or it may be interesting in another way. Begin to narrow the choices that you selected in the Check Your Understanding.
Submit the following:
The working title of your topic.
Two to three paragraphs describing the topic and the rationale for choosing the topic. Use the 8 steps to outline your ideas.
A preliminary list of 10 to 15 resources, composed exclusively of titles and URLs.
One paragraph with your initial ideas for how you will conduct the research for this topic. Discuss the applicability of Quantitative, Qualitative, and Mixed Method research methods. How could you apply each one? Which one seems best at this time to use for your proposal? Begin to narrow down the selection you might use for your proposal.
Note: Before submitting your final topic, please confer with your faculty advisor about your choice and options for a topic and get his or her input. The sooner you submit your topic to your advisor, the sooner you can begin your research on the topic.
Part II
Directions: Please fill in the areas shaded in blue.
Exercise I: Developing a research instrument
QUANTITATIVE STUDIES
Now that you have gone through all the chapters that constitute Step I of the research process, this exercise provides you with an opportunity to apply that knowledge to formulate a research problem that is of interest to you. As you know, selecting a research problem is one of the most important aspects of social research, so this exercise will, therefore, help you in formulating your research problem by raising questions and issues that will guide you to examine critically various facets and implications of what you are proposing to study. The exercise is designed to provide a directional framework that guides you through the problem formulation path. Keep in mind that the questions and issues raised in this exercise are not prescriptive but indicative and directional; hence you need to be critical and innovative while working through them. Thinking through a research problem with care can prevent a tremendous wastage of human and financial resources.
A research problem should be clearly stated and be specific in nature. The feasibility of the study in terms of the availability of technical expertise, finances, and time, and in terms of its relevance, should be considered thoroughly at the problem-formulation stage. In studies that attempt to establish a causal relationship or an association, the accuracy of the measurement of independent (cause) and dependent (effect) variables is of crucial importance and, hence, should be given serious consideration. If you have already selected a problem, you need not go through this process.
Start by identifying a broad area y.
PSY 638 Final Project Milestone One Guidelines and Rubric .docx
PSY 638 Final Project Milestone One Guidelines and Rubric
Prompt: For Milestone One of your final project, you will submit a draft of the Problem Identification section of your grant proposal. Think about the professional
environment you will be seeking upon graduation and a potential problem within that professional environment that could be solved through your
recommended program. Some examples of professional settings and grant proposal problems include:
School/Educational Setting
Orchard Middle School has over 50 at-risk students with a reading performance that directly affects their overall self-esteem and negative behavior
issues. The school submitted a grant proposal to support development of a program to help all students with poor reading skills learn to read at grade
level and increase their reading speed, comprehension, and reading attention span and overall sense of worth, esteem, and achievement. Studies have
shown those who do better in school, fare better with stable mental health.
Outpatient Mental Health
The Open Arms Family Center requested a grant in the amount of $250,000 to contribute to the start-up funds for a family homeless shelter and mental
health services. As an innovative, all-inclusive shelter program, the center aimed to provide for 10 families with children under the age of five who are
experiencing homelessness. The center is committed to its mission of decreasing the overall number of homeless families in the Metro Boston area as
well as working to break the cycle of homelessness.
Community Outreach
The purpose of Healthy Tomorrows is to stimulate innovative, community-based programs that employ prevention strategies to promote access to
healthcare for children and their families nationwide. HTPCP funding supports direct-service projects, not research projects. Healthy Tomorrows is
designed to support family-centered initiatives that implement innovative approaches for focusing resources to promote community; define preventive
child health and developmental objectives for vulnerable children and their families, especially those with limited access to quality health services; foster
cooperation among community organizations, agencies, and families; involve pediatricians and other pediatric, child, and adolescent mental health
professionals; build community and statewide partnerships among professionals in health, education, social services, government, and business to
achieve self-sustaining programs to ensure healthy children and families. Healthy Tomorrows requested a grant proposal for $10,000 to conduct a needs
analysis for a meal delivery program to serve its less mobile community members.
Specifically, the following critical elements must be addressed in your milestone assignment:
I. Problem Identification: Research and identify resources for a specific developmental, behavioral, or diagnostic need for children or adolescents in
your community.
a. Preva ...
Develop a population health improvement plan, based on your evalua.docx
Develop a population health improvement plan, based on your evaluation of the best available 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.
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.
Competency Map
Toggle Drawer
Questions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an experience you have had working with a population, or as part of a community health improvement initiative, or a time in your care setting that you observed this type of work within your organization or community.
How were data and information about the community incorporated into the work?
Was the diversity of culture and beliefs in the community taken into account?
Were other,.
Running head PSYCHOLOGY1PSYCHOLOGY7Programmatic pur.docx
Running head: PSYCHOLOGY
1
PSYCHOLOGY
7
Programmatic purposes and outcomes
Shekima Jacob
South University
Programmatic purposes and outcomes
Select and discuss three programmatic purposes and outcomes that should be evaluated. In your discussion, provide the rationale for the purposes and outcomes selected. It will be assumed the purposes and outcomes selected were influenced by the program being evaluated.
The program that I will be discussing is human service programs. In the abiding endeavor to enhance human service programs, service providers, policy makers and funders are more and more recognizing the significance of thorough program evaluations. They want to know what the programs achieve, what they spend, and how they must be operated to attain maximum cost efficiency. They want to recognize which programs function for which groups, and they need endings based on proof, as opposed to impassioned pleas and testimonials. The purposes should state the extensive, extensive range result that maintains the mission of the program, including content information areas, performance prospects, and values anticipated of program graduates. Purposes can be stated in wider and more stirring language than outcomes that have to be measurable and specific. Outcome is the reason nonprofit organizations struggle to build capacity and deliver programs. Measurement of outcomes is the systematic way of assessing the extent to which a program has attained its intended results.
The programmatic purposes and outcomes that should be evaluated include:
Programmatic purposes
· To monitor functions for the Health and Human Services department.
Without departments, the purpose or goals of human services would be very hard to fulfill. Human services is a very large sector that entails a wide range of skills, knowledge and disciplines focused on enhancing the well being of human both collectively and individually. Just like there are a lot of sectors in human services, so too there are a huge variety of functions of the human service programs that need to be evaluated so as to accomplish the purpose of the program (Connell, Kubisch, Schorr & Weiss, 1995). One of the programmatic purposes of human service programs is to monitor functions for the Health and Human Services department. Any department or even sector requires frequent checks to make sure that it is functioning well and according to the purpose. This purpose is very crucial in the execution of the human service program goals. It needs to be evaluated to make sure that the functions of the health and human service department are in line with the programmatic purposes of the program.
· Assessing internal control over compliance requirements to provide reasonable assurance.
The compliance requirements are very crucial in every program as they make sure that the program is in line with its goals and makes sure it works towards achieving its stipulated outcomes. This purpose needs to be evaluated to m ...
Ashford 7 - Week 6 - Final ProjectPower of OneYou have been lea.docx
This document provides instructions for a final project that involves designing an initiative to support youth development using the 40 Developmental Assets model. Students are asked to create a multimedia presentation, visual resources, and an 8-12 page paper about their initiative. The presentation and paper must describe the purpose and vision of the initiative, how it supports the 40 Developmental Assets model, and how it addresses the needs of their community and at least four action strategies. The project aims to demonstrate students' understanding of using developmental assets to design programs that strengthen communities and support youth.
Thank you for the help. This is a final assignment for my course. I .docx
The document provides instructions for a final capstone project on a social issue for a health and human services course. Students must write an original 8-10 page research report integrating knowledge from previous assignments. It should include: 1) a 1 page summary of the social issue's background and impact, 2) a 1 page summary of research theory and methodology on the issue, 3) a 1 page summary of best practices for the issue, 4) a 1 page summary of how human services professionals address the issue. It should also include 5) a 4-6 page original model intervention for the social issue supported by research and details on how it will be implemented and evaluated. The project aims to demonstrate mastery of course learning outcomes and must
Create a 5-7 slide PowerPoint presentation about an evidence-based pop.docx
Master's-level nurses need skills in applying evidence to different contexts and populations. For this project, students will create a 5-7 slide PowerPoint on an evidence-based population health plan for obesity in their community. The presentation must evaluate local data, propose interventions and outcomes, and communicate the plan to stakeholders in a culturally sensitive way. It should cite 3-5 scholarly sources and follow APA style. The goal is to inform community support for initiatives to incrementally improve population health.
Task Strict APA format - 250 words.Why is it important for busi.docx
Task: Strict APA format - 250 words.
Why is it important for business strategy to drive organizational strategy and IS strategy? What might happen if the business strategy was not the driver?
please cite properly in APA
At least Three scholarly source should be used in the initial discussion thread.
.
Task observe nonverbal communication between two or more individual.docx
Task: observe nonverbal communication between two or more individuals. Focus on ONE individual and identify and anaylze specific nonverbal behaviors.
Requirments: You must incorporate terminology and ideology discused in class.
section 1- Introduction: presents a breif overview that includes how the paper is organized. Following this, present and define nonverbal communication and discuss why this concept is useful.
section 2- Body Language & Self-Presentation:
-Select and discuss 5 nonverbal behaviors observed. They must include: Eye contact, facial expressions, gestures, posture and space.
-For each behavior selected, you must do the following: 1-State the specific behavior being discussed as a heading, 2-describe and summerize in detail, using CONCRETE language, how the individual used the behavior(i should be able to visualize exactly what you describe.) 3-Analyze WHY the individual acted that particular way for each behavior. What did it mean? What message were they trying to convey? Why did they use that behavior?
Section 3-Conclution: Create and overall anaysis about nonverbal behavior of the individual(s), what did you learn about nonverbal? In what ways did this assignment help you with analyzing messages conveyed through nonverbal behavior.
.
More Related Content
Similar to Target popultion AdolescentIn your first two project assignment.docx
THIS WEEK’S WORK IS TWO DISCUSSIONS. Week 6 Social Change and Pr
THIS WEEK’S WORK IS TWO DISCUSSIONS. Week 6: Social Change and Professional Development
The characteristics of program design and evaluationare intended to provide some level of recommended change or action as a result of the systematic investigation into a program’s effectiveness. Evaluation can provide answers to questions about a program that may be useful in adjusting a program to become more effective. Because evaluation results in insight about the effectiveness of a program for a specific population, evaluation can be used to implement social change or action. Evaluation findings may assist stakeholders (those who hold an interest) or decision makers in go/no-go decisions about specific program modifications or initiate the continuation or demise of the entire program. Today, social policy and public administrative movement are closely associated with social program outcomes and effective evaluations.
This week, you present your design for a program addressing the needs of the homeless population in your community and analyze how your program may effect social change. You also evaluate your potential to impact areas of human services delivery and assess the benefits of participating in professional human services organizations.
Objectives
By the end of this week, you should be able to:
· Analyze how human services program design and evaluation influence social change
· Evaluate personal impact on areas of human services delivery
· Analyze how professional organizations contribute to professional development
Learning Resources
Required Readings
Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.
· Review Chapter 6, “Selecting the Appropriate Intervention Strategy”
Donaldson, L. P. (2008). Developing a progressive advocacy program within a human services agency. Administration in Social Work, 32(2), 25–48.
Grant, H. M., & Crutchfield, L. R. (2007). Creating high-impact nonprofits. Stanford Social Innovation Review, 5(4), 32–41.
Skinner, K., & Whyte, B. (2004). Going beyond training: Theory and practice in managing learning. Social Work Education, 23(4), 365–381.
Council for Standards in Human Service Education. (2010). Retrieved from http://www.cshse.org/
Center for Credentialing & Education. (n.d.). Human services—Board certified practitioner. Retrieved November 22, 2011, from http://www.cce-global.org /HSBCP
Optional Resource
Simon, S. R., Webster, J. A., & Horn, K. (2007). A critical call for connecting students and professional associations. Social Work with Groups, 30(4), 5–19.
Retrieved from the Walden Library using the SocINDEX with Full Text database.
THIS IS DUE WEDNESDAY 8/18/21 BY 10 PMDiscussion 1: Social Change
There is a variety of elements that human services professionals should consider when they are developing and evaluating human services programs. Some of these elements include conducting a needs asse ...
Demonstration of Proficiency Discussion.docx
The document provides instructions for a nurse to develop a 4-5 page population health improvement plan to address a widespread health issue in their community. The plan must evaluate demographic, environmental and epidemiological data to identify a key issue. It then requires developing a culturally sensitive plan based on at least 3 scholarly sources, with criteria to measure outcomes and a strategy for ethical communication. Completing the assignment successfully demonstrates competencies in evidence-based practice, evaluation, synthesis and communication of solutions.
Population Health Improvement Plan.docx
The document outlines an assessment for developing an evidence-based population health improvement plan. Students are instructed to:
1) Evaluate community data to diagnose a widespread health issue.
2) Develop an ethical plan to address the issue, justifying evidence from at least 3 sources.
3) Propose outcomes criteria and a strategy for communicating the plan in a culturally sensitive manner.
After completing this module, you will be able to do the followi.docx
After completing this module, you will be able to do the following:
Plan a primary prevention or health promotion project, targeted for a specific population
Consider educational strategies and select appropriate teaching techniques
Overview
You will need to reference
Healthy People 2020 (HP2020)
when selecting your topic and state the corresponding objective number from the website upon which you are basing your project. For example: If your topic is the prevention of obesity, you may select objective NWS-9:
Objective NWS-9
Development of a strategy for addressing the selected community health concern should be tailored to the target audience’s needs and resources available in the community. A project plan should include goals and objectives, a plan for implementation and evaluation of the project.
Learning Materials
N493 Project Concert Instruction for Students v2.docx
Minnesota Department of Health:
Minnesota Intervention Wheel.pdf
Minnesota Intervention Wheel Definitions.pdf
Population Based Levels of Care
Goals Alignment
University Mission Goals:
Exhibits self-directed learning that demonstrates professional behavior and ethics
Functions successfully in multiple roles and teams showing cultural competence
Demonstrates professional performance through research by using evidence-based practice
Program Goals:
Cultural Competence: Recognize the need for evidence-based knowledge and sensitivity to variables such as age, gender, culture, health disparities, socioeconomic status, race, and spirituality
Research and Evidence-Based Practice: Use research findings and other evidence in designing, implementing, and evaluating care that is multidimensional, high quality, cost-effective and leads to improved patient outcomes
Leadership/Advocacy: Work within organizational and community arenas to promote high quality patient care through organizational and systems leadership, quality improvement, and safety
Technology: Design and implement measures to modify risk factors and promote healthy lifestyles, utilizing emerging advances in science and technology
Course Goals:
Apply a knowledge base of community health nursing and health teaching skills to the development an educational project with a focus on illness prevention, health promotion and/or health maintenance of individuals, families and groups.
Analyze a community assessment to plan a health teaching project that meets the needs of communities and populations.
Create an educational project that can be utilized by public and community health nurses to improve the health status and eliminate health disparities of individuals, families, communities and populations.
Professional Standards
.
Develop a population health improvement plan, based on your evaluati
Develop a population health improvement plan, based on your evaluation of the best available 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.
Show Less
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.
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.
Toggle Drawer
Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an experience you have had working with a population, or as part of a community health improvement initiative, or a time in your care setting that you observed this type of work within your organization or community.
How were data and information about the community incorporated into the work?
Was the diversity of culture and beliefs in the community taken into accoun ...
Designing and Developing a Health Education ProgramDesigning a hea.docx
Designing and Developing a Health Education Program
Designing a health education program involves the determination of goals and objectives, the creation of an intervention, the determination of the logistics of the intervention, the development of materials that appropriately meet the needs of the target audience, and the planning of the program evaluation. Design the framework for a health education program that meets the needs of the target population
(Child Obesity)
Refer to the CDCynergy's
Phase 2: Analyze Problem
,
Phase 3:Plan Intervention
, and
Phase 4:Develop Intervention
guides. Your assignment for this week must contain each of the following sections:
Describe the setting, the health concern, and the target audience. Use health concern and target population of
Child Obesity.
Develop goals and objectives (Refer to
The Cause/Effect Structuring Guide (C/ETSG)
and the
Intervention theory Structuring Guide(ITSG)
via the
CDCynergy
resource.)
Determine methods to achieve these goals and objectives
Are these goals reasonable and attainable?
Select health education theories and models that will be incorporated into the design.
How would your selected theories or models address health literacy?
How would they address cultural appropriateness?
Outline the health information that will be provided to the target population.
Give specific examples of the resources that you will provide.
Include citation information for each resource.
Determine the modes of delivery of the information.
Where will the program take place? At a facility? Online? National or local?
How will the target audience obtain the information? Or how will it be provided?
Is this an acute intervention (one time education)? Or will the education take place over a longer period of time?
Anticipate barriers and problems of implementation.
What are some problems that could impede the ability of the program to meet the goals?
How might these problems be addressed?
Identify the outcomes that will be measured to evaluate the effectiveness of the program.
How will these outcomes be measured?
Are they related to the goals and objectives?
Your assignment must be a minimum of three- to- four-pages in length (excluding title and reference pages), and should include a minimum of three scholarly sources cited according to APA guidelines
.
EDUC 8103-6: A6: Program Proposal Section 3: Transfer of Learning
This is Walden University course (EDUC8103-6) Section 3: Transfer of Learning and Section 4: Program Structure. It is formatted in APA, has been graded (A), and includes references. Most universities submit higher-education assignments to turnitin; so, remember to paraphrase. Enjoy your discovery!
D millar cv 5.7.13
This document provides a summary of Debra J. Millar's professional experience and expertise. She has over 25 years of experience in public health, education, organizational leadership and business development. Currently she is a lecturer at California State University Stanislaus teaching nursing students and also works as a consultant providing services in areas such as public health, leadership development, and program evaluation. Previously she held roles as Country Director for CHF International in Kenya and as a Medical Officer for the United States Peace Corps serving in several African countries.
Week 6 - Final ProjectPower of OneYou have been learni.docx
Week 6 - Final Project
Power of One
You have been learning about how developmental assets can be built into your instructional models, and how to use that knowledge to support community-wide efforts to strengthen and support the adults and youth in your community, including identified classifications of Latino, African-American, and youth with disabilities.
We have identified and evaluated the existing programs in your community based on the 40 Developmental Assets model and brainstormed ways that you can use that model to create or support the existing programs within your local school and/or community.
Using reflection and analysis, you identified a specific initiative that meets an identified need in your community and has the potential to be immediately incorporated into your instructional setting or community.
Your Final Project is composed of three different categories that will be submitted as a complete unit. These categories include:
Designing a multimedia presentation or slideshow created in a program of your choice (PowerPoint, Google Presentation, Prezi, etc.). The presentation will illustrate the initiative for students, parents, and/or community.
Designing visual resources and handouts that illustrate your initiative and contribute to the presentation.
Writing an eight- to twelve- page paper that outlines your processes and that can be used to introduce and support your initiative.
Your multimedia presentation or slideshow can be created in a format of your choice (Microsoft PowerPoint, Google Presentation, Prezi, etc.) and should last between 5 and 15 minutes when presented orally.
Your presentation should include, but not be limited to:
A definition of the purpose of your initiative, vision, and mission.
A brief overview that illustrates the 40 Developmental Assets.
A graphic that diagrams your community based on researched data.
An illustration of how your initiative will support or create a positive environment and/or enhance an existing program or practice using proven methods with and for young people.
A reference slide citing all sources using APA format.
Your created resources and handouts should include the final copies of the Student Handout created in Week Three, the Resource Table finalized in Week Four, and the Communication Guide created in Week Five.
Your written paper should be eight to twelve pages in length (excluding title and reference pages), and be formatted according to APA style as outlined in the Ashford Writing Center.
Your paper should include the following topics/headings:
Describe, through a brief narrative, your initiative, vision, and mission.
Summarize your community’s demographics, including those that are related specifically to the 40 Developmental Assets as outlined in your text.
Outline the steps that you have taken, or will take, to achieve your vision through a graphics or written narrative.
Summarize how you arrived at your initiative based on your communi ...
Building a better a public health response system in Los Angeles County
Building a better a public health response system in Los Angeles CountyMario Ricardo Calderón, MD, MPH, FPMER.
This document summarizes the leadership project undertaken by the Los Angeles County scholar team from the National Public Health Leadership Institute. The team worked to improve Los Angeles County's public health response system by developing goals, objectives, and action steps. They established a revised incident command system within the county's Department of Health Services to better coordinate response efforts across different regions. The project enhanced partnerships, improved policies, and benefited public health in Los Angeles communities. It provided lessons about collaborative leadership, systems thinking, and strengthening response capabilities at local and regional levels.1. Describe more fully the project for which you are applying. Des.docx
1. Describe more fully the project for which you are applying. Describe the issue(s) your organization addresses through this project, and what specific actions you are taking to address the issues. Outline the project’s goals, activities and timelines.
Aging Latinos in Action - ALA
CCCIL is committed to developing the staff and community leadership necessary to ensure that our local aging Latino population can lead the most independent and healthy lives possible. CCCIL’s ALA initiative rests on the premise that a community rooted in a culture of independent living and health requires outreach, education, engagement, action and reflection.
ALA directly addresses CCCIL’s priority areas including 1) Developing an engaged constituency of community leaders with disabilities to act on local issues that will build and maintain a healthy, vibrant and independent community; and 2) Addressing the needs of the rapidly increasing aging population as it naturally increases in needs for disability services These two priorities are intimately interwoven as the cultural needs of specific populations including Latinos and aging adults pose unique opportunities and challenges as our nation re-invents how we look at access to care and health. Further, as disabilities are a natural part of the aging process, CCCIL is uniquely qualified to develop leadership in this area.
With investment from the UU Fund for a Just Society, CCCIL will have the opportunity to focus on the outreach, education and action that will both serve and organize a larger constituency of Monterey County’s aging Latino adults.
With the UU investment, the ALA initiative will continue its 8 month pilot project into a second year and focus on:
Outreach
July - December
Working with our community partners (including Area Agencies on Aging, service providers & churches) to invite aging Latinos to participate in ALA Health Academies
Education September - March
· How community members have made a difference in local health care policy decisions.
· On the core skills of community organizing including house meetings, power analysis, research actions, action and reflection with the support of our local IAF affiliate organization COPA – Communities Organized for Relational Public Action
· On the services provided by CCCIL – each participant will be given the information necessary to schedule an appointment with a CCCIL Advocate to develop an Independent Living plan to help them access benefits.
· In addition to the education pieces in the Health Care Academies, CCCIL may organize 1-2 workshops on specific topics identified as needs by the community that could include accessing home health care.
Engagement January - June
· Each Healthcare Academy will have an opportunity for small group meetings where participants will be asked a question such as What has been your experience accessing health care? Each group will report out to the larger group and potential areas for action will be ident ...
Write a 4-5 page population health improvement plan, based on yo.docx
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 .
Develop a health promotion plan, 2-3 pages in length, addressing a s.docx
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 c.
[INSERT TITLE HERE] 7BUS 499 Module 1 Homework AssignmentPa.docx
[INSERT TITLE HERE] 7
BUS 499: Module 1 Homework Assignment
Part I
Directions: For this first week, you will work on a draft. It may change during the course of this class, but do your best and start with a business problem that you find interesting. It may be in your field or it may be interesting in another way. Begin to narrow the choices that you selected in the Check Your Understanding.
Submit the following:
The working title of your topic.
Two to three paragraphs describing the topic and the rationale for choosing the topic. Use the 8 steps to outline your ideas.
A preliminary list of 10 to 15 resources, composed exclusively of titles and URLs.
One paragraph with your initial ideas for how you will conduct the research for this topic. Discuss the applicability of Quantitative, Qualitative, and Mixed Method research methods. How could you apply each one? Which one seems best at this time to use for your proposal? Begin to narrow down the selection you might use for your proposal.
Note: Before submitting your final topic, please confer with your faculty advisor about your choice and options for a topic and get his or her input. The sooner you submit your topic to your advisor, the sooner you can begin your research on the topic.
Part II
Directions: Please fill in the areas shaded in blue.
Exercise I: Developing a research instrument
QUANTITATIVE STUDIES
Now that you have gone through all the chapters that constitute Step I of the research process, this exercise provides you with an opportunity to apply that knowledge to formulate a research problem that is of interest to you. As you know, selecting a research problem is one of the most important aspects of social research, so this exercise will, therefore, help you in formulating your research problem by raising questions and issues that will guide you to examine critically various facets and implications of what you are proposing to study. The exercise is designed to provide a directional framework that guides you through the problem formulation path. Keep in mind that the questions and issues raised in this exercise are not prescriptive but indicative and directional; hence you need to be critical and innovative while working through them. Thinking through a research problem with care can prevent a tremendous wastage of human and financial resources.
A research problem should be clearly stated and be specific in nature. The feasibility of the study in terms of the availability of technical expertise, finances, and time, and in terms of its relevance, should be considered thoroughly at the problem-formulation stage. In studies that attempt to establish a causal relationship or an association, the accuracy of the measurement of independent (cause) and dependent (effect) variables is of crucial importance and, hence, should be given serious consideration. If you have already selected a problem, you need not go through this process.
Start by identifying a broad area y.
PSY 638 Final Project Milestone One Guidelines and Rubric .docx
PSY 638 Final Project Milestone One Guidelines and Rubric
Prompt: For Milestone One of your final project, you will submit a draft of the Problem Identification section of your grant proposal. Think about the professional
environment you will be seeking upon graduation and a potential problem within that professional environment that could be solved through your
recommended program. Some examples of professional settings and grant proposal problems include:
School/Educational Setting
Orchard Middle School has over 50 at-risk students with a reading performance that directly affects their overall self-esteem and negative behavior
issues. The school submitted a grant proposal to support development of a program to help all students with poor reading skills learn to read at grade
level and increase their reading speed, comprehension, and reading attention span and overall sense of worth, esteem, and achievement. Studies have
shown those who do better in school, fare better with stable mental health.
Outpatient Mental Health
The Open Arms Family Center requested a grant in the amount of $250,000 to contribute to the start-up funds for a family homeless shelter and mental
health services. As an innovative, all-inclusive shelter program, the center aimed to provide for 10 families with children under the age of five who are
experiencing homelessness. The center is committed to its mission of decreasing the overall number of homeless families in the Metro Boston area as
well as working to break the cycle of homelessness.
Community Outreach
The purpose of Healthy Tomorrows is to stimulate innovative, community-based programs that employ prevention strategies to promote access to
healthcare for children and their families nationwide. HTPCP funding supports direct-service projects, not research projects. Healthy Tomorrows is
designed to support family-centered initiatives that implement innovative approaches for focusing resources to promote community; define preventive
child health and developmental objectives for vulnerable children and their families, especially those with limited access to quality health services; foster
cooperation among community organizations, agencies, and families; involve pediatricians and other pediatric, child, and adolescent mental health
professionals; build community and statewide partnerships among professionals in health, education, social services, government, and business to
achieve self-sustaining programs to ensure healthy children and families. Healthy Tomorrows requested a grant proposal for $10,000 to conduct a needs
analysis for a meal delivery program to serve its less mobile community members.
Specifically, the following critical elements must be addressed in your milestone assignment:
I. Problem Identification: Research and identify resources for a specific developmental, behavioral, or diagnostic need for children or adolescents in
your community.
a. Preva ...
Develop a population health improvement plan, based on your evalua.docx
Develop a population health improvement plan, based on your evaluation of the best available 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.
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.
Competency Map
Toggle Drawer
Questions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an experience you have had working with a population, or as part of a community health improvement initiative, or a time in your care setting that you observed this type of work within your organization or community.
How were data and information about the community incorporated into the work?
Was the diversity of culture and beliefs in the community taken into account?
Were other,.
Running head PSYCHOLOGY1PSYCHOLOGY7Programmatic pur.docx
Running head: PSYCHOLOGY
1
PSYCHOLOGY
7
Programmatic purposes and outcomes
Shekima Jacob
South University
Programmatic purposes and outcomes
Select and discuss three programmatic purposes and outcomes that should be evaluated. In your discussion, provide the rationale for the purposes and outcomes selected. It will be assumed the purposes and outcomes selected were influenced by the program being evaluated.
The program that I will be discussing is human service programs. In the abiding endeavor to enhance human service programs, service providers, policy makers and funders are more and more recognizing the significance of thorough program evaluations. They want to know what the programs achieve, what they spend, and how they must be operated to attain maximum cost efficiency. They want to recognize which programs function for which groups, and they need endings based on proof, as opposed to impassioned pleas and testimonials. The purposes should state the extensive, extensive range result that maintains the mission of the program, including content information areas, performance prospects, and values anticipated of program graduates. Purposes can be stated in wider and more stirring language than outcomes that have to be measurable and specific. Outcome is the reason nonprofit organizations struggle to build capacity and deliver programs. Measurement of outcomes is the systematic way of assessing the extent to which a program has attained its intended results.
The programmatic purposes and outcomes that should be evaluated include:
Programmatic purposes
· To monitor functions for the Health and Human Services department.
Without departments, the purpose or goals of human services would be very hard to fulfill. Human services is a very large sector that entails a wide range of skills, knowledge and disciplines focused on enhancing the well being of human both collectively and individually. Just like there are a lot of sectors in human services, so too there are a huge variety of functions of the human service programs that need to be evaluated so as to accomplish the purpose of the program (Connell, Kubisch, Schorr & Weiss, 1995). One of the programmatic purposes of human service programs is to monitor functions for the Health and Human Services department. Any department or even sector requires frequent checks to make sure that it is functioning well and according to the purpose. This purpose is very crucial in the execution of the human service program goals. It needs to be evaluated to make sure that the functions of the health and human service department are in line with the programmatic purposes of the program.
· Assessing internal control over compliance requirements to provide reasonable assurance.
The compliance requirements are very crucial in every program as they make sure that the program is in line with its goals and makes sure it works towards achieving its stipulated outcomes. This purpose needs to be evaluated to m ...
Ashford 7 - Week 6 - Final ProjectPower of OneYou have been lea.docx
This document provides instructions for a final project that involves designing an initiative to support youth development using the 40 Developmental Assets model. Students are asked to create a multimedia presentation, visual resources, and an 8-12 page paper about their initiative. The presentation and paper must describe the purpose and vision of the initiative, how it supports the 40 Developmental Assets model, and how it addresses the needs of their community and at least four action strategies. The project aims to demonstrate students' understanding of using developmental assets to design programs that strengthen communities and support youth.
Thank you for the help. This is a final assignment for my course. I .docx
The document provides instructions for a final capstone project on a social issue for a health and human services course. Students must write an original 8-10 page research report integrating knowledge from previous assignments. It should include: 1) a 1 page summary of the social issue's background and impact, 2) a 1 page summary of research theory and methodology on the issue, 3) a 1 page summary of best practices for the issue, 4) a 1 page summary of how human services professionals address the issue. It should also include 5) a 4-6 page original model intervention for the social issue supported by research and details on how it will be implemented and evaluated. The project aims to demonstrate mastery of course learning outcomes and must
Create a 5-7 slide PowerPoint presentation about an evidence-based pop.docx
Master's-level nurses need skills in applying evidence to different contexts and populations. For this project, students will create a 5-7 slide PowerPoint on an evidence-based population health plan for obesity in their community. The presentation must evaluate local data, propose interventions and outcomes, and communicate the plan to stakeholders in a culturally sensitive way. It should cite 3-5 scholarly sources and follow APA style. The goal is to inform community support for initiatives to incrementally improve population health.
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THIS WEEK’S WORK IS TWO DISCUSSIONS. Week 6 Social Change and Pr
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After completing this module, you will be able to do the followi.docx
After completing this module, you will be able to do the followi.docx
Develop a population health improvement plan, based on your evaluati
Develop a population health improvement plan, based on your evaluati
Designing and Developing a Health Education ProgramDesigning a hea.docx
Designing and Developing a Health Education ProgramDesigning a hea.docx
EDUC 8103-6: A6: Program Proposal Section 3: Transfer of Learning
EDUC 8103-6: A6: Program Proposal Section 3: Transfer of Learning
Week 6 - Final ProjectPower of OneYou have been learni.docx
Week 6 - Final ProjectPower of OneYou have been learni.docx
Building a better a public health response system in Los Angeles County
Building a better a public health response system in Los Angeles County
1. Describe more fully the project for which you are applying. Des.docx
1. Describe more fully the project for which you are applying. Des.docx
Write a 4-5 page population health improvement plan, based on yo.docx
Write a 4-5 page population health improvement plan, based on yo.docx
Develop a health promotion plan, 2-3 pages in length, addressing a s.docx
Develop a health promotion plan, 2-3 pages in length, addressing a s.docx
[INSERT TITLE HERE] 7BUS 499 Module 1 Homework AssignmentPa.docx
[INSERT TITLE HERE] 7BUS 499 Module 1 Homework AssignmentPa.docx
PSY 638 Final Project Milestone One Guidelines and Rubric .docx
PSY 638 Final Project Milestone One Guidelines and Rubric .docx
Develop a population health improvement plan, based on your evalua.docx
Develop a population health improvement plan, based on your evalua.docx
Running head PSYCHOLOGY1PSYCHOLOGY7Programmatic pur.docx
Running head PSYCHOLOGY1PSYCHOLOGY7Programmatic pur.docx
Ashford 7 - Week 6 - Final ProjectPower of OneYou have been lea.docx
Ashford 7 - Week 6 - Final ProjectPower of OneYou have been lea.docx
Thank you for the help. This is a final assignment for my course. I .docx
Thank you for the help. This is a final assignment for my course. I .docx
Create a 5-7 slide PowerPoint presentation about an evidence-based pop.docx
Create a 5-7 slide PowerPoint presentation about an evidence-based pop.docx
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Task: Strict APA format - 250 words.
Why is it important for business strategy to drive organizational strategy and IS strategy? What might happen if the business strategy was not the driver?
please cite properly in APA
At least Three scholarly source should be used in the initial discussion thread.
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Task observe nonverbal communication between two or more individual.docx
Task: observe nonverbal communication between two or more individuals. Focus on ONE individual and identify and anaylze specific nonverbal behaviors.
Requirments: You must incorporate terminology and ideology discused in class.
section 1- Introduction: presents a breif overview that includes how the paper is organized. Following this, present and define nonverbal communication and discuss why this concept is useful.
section 2- Body Language & Self-Presentation:
-Select and discuss 5 nonverbal behaviors observed. They must include: Eye contact, facial expressions, gestures, posture and space.
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Task: Research Sophos (Intrusion Detection System) and consider the following questions:
Are you able to monitor and manage networked devices including mobile devices from the cloud?
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Does it detect Infrastructure Attacks?
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What is the risk management process?
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Task Mode Task Name DurationStart Time Finish1Set .docx
Task Mode
Task Name
Duration
Start Time
Finish
1
Set up project organization
3 days
Mon. 1/7/2020
Thu 4/7/2020
2
Create project plan draft
1 day
Fri 5/7/2020
Sat 6/7/2020
Nominate in house relocation coordinator
4 days
Sun 7/7/2020
Thu 11/7/2020
3
Planning
8 days
Fri 12/7/2020
Sat 20/7/2020
4
Requirements
5 days
Sun 25/7/2020
Fri 30/7/2020
5
Design and Prototype
10 days
Sat 31/7/2020
Wed 10/8/2020
6
Information system Development
22 days
Thu 11/8/2020
Mon 2/8/2020
7
Testing
5 days
Tue 3/8/2020
Sun 8/8/2020
8
Deployment
6 days
Mon 9/8/2020
Sun 15/8/2020
9
Operation and Maintenance
20 days
Mon 16/8/2020
Sun 6/9/2020
10
Project Summary/ System Hanover
7 days
Tue 8/9/2020
Tue 15/9/2020
1
Running Head: Information System Project Plan
2
Information System Project Plan
Project Plan
With only two years of operation, LiniolMR company has experienced tremendous growth and a growing client base. The company is expected to grow by sixty percent in the eighteen months. With such growth, the company ought to increase the capacity of data collection and analysis. An advanced information system is to be developed in leveraging data collection. The anticipated information will support the business of the company.
The first task is to assess the current information technology in the company, i.e., the hardware and software that support the company’s operation. This will be done in the first two days of the project. The hardware and software are redesigned to meet the needs outlined by the organization. The team leader of the project will consult several companies to allow the team to integrate their technologies and IT solutions in connection with the development of a technological system.
The on-site solution shall be leveraged in the development of the information system. It is a great resource for the project as it helps in delivering efficient, measurable, and engaging on-site experiences without the limitation of complexity and size of the events (Cha & Maytorena-Sanchez 2019). Reporting and analytics will be done towards the end of the project. Cloud computing technologies and software as-a-Service is of interest in the project.
The cloud computing technology, i.e., the hardware, software, and infrastructure will be incorporated in the system to enable the delivery of cloud computing services like infrastructure as service (IaaS), platform as a service(PaaS), and software as a service(SaaS) through a chosen network like the internet. The project will be pursued in different phases according to the system development life cycle. These phases will mark the project timelines for each event.
System planning is the first phase of the information system development project. It is the most crucial stage in developing an effective system. It will entail defining the objectives, problem, and outlining the relevant resources, i.e., costs and personnel. A study is conducted to identify how the product can be developed better th.
Task Name Phase 4 Individual Project Deliverable Length General.docx
Task Name: Phase 4 Individual Project
Deliverable Length: General order proposal of 1,000–1,250 words
Details:
Weekly tasks or assignments (Individual or Group Projects) will be due by Monday, and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
Recently, your police department has received media coverage and community activist criticism because of the detective bureau's techniques of interrogation. Your chief of detectives has assigned you to develop a general order for the chief of police to consider implementing on this topic. The chief will use your drafted general order to prepare his response to the media at a press conference scheduled for next week. Therefore, time is critical. Consider the following:
•Miranda warnings and waiver of rights form
•Use of audio and video equipment
•Note-taking
•Developing a plan
•Knowledge of the subject and incident
This general order should provide sufficient detail on each of the topics, and it should address the legal and ethical considerations and implications of conducting interviews and interrogations. Research general orders so that your submission reflects a format that is typical of what might be seen in a police department general order.
Please submit your assignment.
.
Task Identify 3 articles which relate to information security and pr.docx
Task Identify 3 articles which relate to information security and provide a summary of each within 500 of more words. Provide the articles in proper APA format and a brief summary below it.
Article 1
Summary 1
Article 2
Summary 2
Article 3
Summary 3
.
Task Develop a posteron a specific ethics topic and a writt.docx
Task: Develop a posteron a
specific ethics topic
and a written document
You will need to:
Clearly identify the specific ethics topic and outlined why it was/is an issue
Choose one way (medium) of presenting this information as a specific resource
Have a separate word document with your topic aim, overview of content, intended target audience and reference list.
.
Task 6 reading material · Module 4 Leading Across the Inciden.docx
Task 6 reading material
· Module 4: Leading Across the Incident: Preparedness, Response, and Recovery (Evaluation): the following areas of the commentary:
· Part I: Leadership Across the Phases:
· Leading for Recovery: Evaluation and the After-Action Review
· Part II: Responding to a Critical Incident: Engaging the Response Simulation
· Part III: Summary
· U.S. Fire Administration/Technical Report Series Special Report: The After-Action Critique: Training Through Lessons Learned http://www.usfa.fema.gov/downloads/pdf/publications/tr_159.pdf
· Donahue, A. & Tuohy, R. (2006, July). Lessons we don’t learn: A study of the lessons of disasters, why we repeat them, and how we can learn from them. http://www.hsaj.org/?fullarticle=2.2.4
· Jackson, B.A., Faith K.S., & Willis, H.H. (2010). Evaluating the Reliability of Emergency Response Systems for Large-Scale Incident Operations, Santa Monica, CA: RAND http://www.rand.org/pubs/monographs/2010/RAND_MG994.pdf Chapter 6: After Action Reports p. 95-116.
· Garvin, D. (2000). The U.S. Army’s After Action Reviews: Seizing the Chance to Learn. http://www.wildfirelessons.net/documents/Garvin_AAR_Excerpt.pdf
· Department of Homeland Security. Homeland Security Exercise Evaluation Program, http://www.fema.gov/media-library/assets/documents/32326
· Homeland Security Exercise and Evaluation Program (HSEEP): Volume III: Exercise Evaluation and Improvement Planning: http://montanadma.org/sites/default/files/HSEEP%20Volume%203.pdf
.
Task Groups in the School SettingPromoting Children’s Socia.docx
Task Groups in the School Setting:
Promoting Children’s Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children’s SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselor’s strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ‘‘to be human
is to ‘live’ in groups’’ (p. 251). The group (e.g., family, peer) serves as
the ‘‘primary socializing influence’’ in children’s development (Kulic,
Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004).
Children develop social skills and prosocial behaviors through
social and emotional learning (SEL). Although there are various defi-
nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007)
define it succinctly as ‘‘the process through which children enhance
their ability to integrate thinking, feeling, and behaving to achieve
important life tasks’’ (p. 6). Five competency areas—self-awareness,
self-management, social awareness, relationship skills, and responsible
Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276–292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
decision-making—are basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social, and
Emotional Learning, 2000–2009).
Social and emotional intelligence, acquired through SEL, has been
associated with various positive outcomes in school and life. A socially
and emotionally intelligent child is less likely to develop aggressive-
ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
Task Case Description· An individual task. It consists of .docx
Task: Case Description:
· An individual task. It consists of the design and execution of a quantitative research project using the methodology of a survey.
· This is an academic paper, so make sure to quote relevant publications, such as academic journals and books, to support your arguments.
Formalities:
· For the document: From 2000 to 2500 words.
· Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· The in-text References and the Bibliography have to be in Harvard’s citation style.
Submission:
SUNDAY 11th APRIL 2021, 23:59HRS ON MOODLE
Weight:
Resit – worth 100% of the overall grade – Please remember resits are capped at 70%
Task
1) Research Objective: identify attitudes towards an issue of your choice that may affect society.
2) Define de universe of people that could be affected by that issue. Explain why. Provide the necessary background information based on secondary research sources.
3) Choose a sample that represents that universe. Provide a complete sample profile, considering demographics and psychographics.
4) Write a questionnaire using a least five different types of questions.
5) Apply the questionnaire through a survey and obtain a least fifty completed questionnaires.
· You may use Survey Monkey or a similar tool.
6) Present a report of findings supported with charts, followed by conclusions and recommendations.
.
Task Identify 3 articles which relate to information security an.docx
Task Identify 3 articles which relate to information security and provide a summary of each within 500 of more words. Provide the articles in proper APA format and a brief summary below it.
Article 1
Summary 1
Article 2
Summary 2
Article 3
Summary 3
.
Task Details What do we know about COVID-19 risk factors What h.docx
Task Details What do we know about COVID-19 risk factors? What have we learned from epidemiological studies? Specifically, we want to know what the literature reports about: Data on potential risks factors Smoking, pre-existing pulmonary disease Co-infections (determine whether co-existing respiratory/viral infections make the virus more transmissible or virulent) and other co-morbidities Neonates and pregnant women Socio-economic and behavioral factors to understand the economic impact of the virus and whether there were differences. Transmission dynamics of the virus, including the basic reproductive number, incubation period, serial interval, modes of transmission and environmental factors Severity of disease, including risk of fatality among symptomatic hospitalized patients, and high-risk patient groups Susceptibility of populations Public health mitigation measures that could be effective for control
.
Task descriptionA list with information about movies needs to .docx
Task description
A list with information about movies needs to be organised in a database.
The list contains the following data, for each movie:
Movie Title, year of release, country, runtime; director name with their year of birth and nationality, main actors name with their year of birth and nationality.
The database should be populated with the data listed below, and queries should be created so that the users can:
List name and surname of all actors in alphabetical order
List name and surname of all directors in alphabetical order
List title of all English movies in descending order of publication year
List name and surname of all people who have had a role of both director and actor in the same film
List name and surname of all people who have acted in a film produced in the same country as their nationality, in ascending order of year of birth.
List the name, surname and year of birth of all people who are both actors and directors.
Create a view for listing name and surname of all people who have acted in more than one movie, indicating the number of movies they have acted in.
Create a view showing all people and the title of the movies they have directed, so that those who have directed no movies have a null value shown against them.
Are the views in (7) and (8) updatable? Why? Give an example of updatable view.
Give an example of correlated nested query on the assignment database, explaining why it is correlated.
Deliverable:
Produce a report including:
a brief description of the ER model of the database and its mapping into tables;
the SQL statements for creating the tables;
the SQL statements for populating the tables;
the SQL statements for solving the queries (1) to (8);
your answer to questions (9) and (10).
data for populating the database:
Silence of the Lambs, 1991, USA, 118min, DIRECTOR: Jonathan Demme, 1944, USA ACTORS: Anthony Hopkins, 1937, Welsh Jodie Foster, 1962, USA
Last of the Mohicans, 1992, USA, 122min, DIRECTOR: Michael Mann, 1943, USA ACTORS: Daniel Day-Lewis, 1957, English
Life is Beautiful, 1997, Italian, 124min, DIRECTOR: Roberto Benigni, 1952, Italian, ACTORS: Roberto Benigni, 1952, Italian
The Good, The Bad and The Ugly, 1966, Italian, 180min, DIRECTOR: Sergio Leone, 1929, Italian, ACTORS: Clint Eastwood, 1930, USA, Lee Van Cleef, 1925, USA
Dr. Strangelove, 1964, English, 93min, DIRECTOR: Stanley Kubrick, 1928, USA ACTORS: Peter Sellers, 1925, English
Escape from Alcatraz, 1979, USA, 112min, DIRECTOR: Donald Siegel, 1912, USA, ACTORS: Clint Eastwood, 1930, USA
Eyes Wide Shut, 1999, USA, 160min, DIRECTOR: Stanley Kubrick, 1928, USA, ACTORS: Tom Cruise, 1962, USA Nicole Kidman, 1967, USA
Midnight in the Garden of Good and Evil, 1997, USA, 155min, DIRECTOR: Clint Eastwood, 1930, USA, ACTORS: Kevin Spacey, 1959, USA
American Beauty, 1999, USA, 121min, DIRECTOR: Sam Mendes, 1965, English, ACTORS: Kevin Spacey, 1959, USA
.
Task 4 Cenere, Gill, Lawson, and Lewis (2015) state that Everyth.docx
Task 4:
Cenere, Gill, Lawson, and Lewis (2015) state that "Everything we do in meetings comes down to the decision making aspects" (p. 374). Discuss this statement in 350 words.
Task 6
: Go to your local council website's recycling page. Discuss how it disseminates information, paying particular attention to the website's use of different channels and/or media. (350 words)
Task 9:
Locate a brief audio file online (from digital radio, You Tube, etc). Using the audio file as an example, discuss audio as an effective channel of communication. Include the audio file link in your blogpost. (350 words)
.
Task A. [20 marks] Data Choice. Name the chosen data set(s) .docx
Task A. [20 marks] Data Choice.
Name the chosen data set(s) (from module resources, UCI ML Repository or other open data sources or own collection) and describe the data (e.g. attribute types and values, source of data) Comment by Abdulrahman Alkandari: In this part on the red section is a link where I got the data and their a summary on the data
[5 marks]
Adult data set for salary prediction of 50K less or more
http://archive.ics.uci.edu/ml/datasets/adult
Describe the data mining problem (and background) you will address e.g. as a classification, prediction, association, clustering, or text mining related exercise
[5 marks] Classification and predicting, association rule task mining Comment by Abdulrahman Alkandari: The data mininig problem chosen to view this data
Introduce the specific data mining question(s) related to the problem, with specific reference to the dataset(s) and the expected or proposed outcome of the data mining task upon completion Comment by Abdulrahman Alkandari: In the red section the questions are.
How to predict the salaries based on the genders and other charateristics.
And finding the income of the adults
[10 marks]
Predicting the salaries and the best rules needed in knowing the income of the adults by reading the data.
The main aim of this coursework is to critically analyse data sources and data sets, critically evaluate possible data analytics challenges and solutions, choose, design and implement data mining algorithms to the chosen data, and apply the data mining techniques to specific case studies. The coursework is worth 100 marks, and the distribution of marks is detailed on the marking scheme.
You are expected to explore one or two chosen data set(s) of your choice from open data mining/machine learning (re)sources, to develop case studies and apply data mining techniques on the data set(s) for supervised and/or unsupervised learning, as motivated and decided by which is suitable (depending on the data set characteristics). Tasks A, B, and G are compulsory, and you must choose 2 tasks from C, D, E, and F:
Task A. [20 marks] Data Choice.
Name the chosen data set(s) (from module resources, UCI ML Repository or other open data sources or own collection) and describe the data (e.g. attribute types and values, source of data)
[5 marks]
Adult data set for salary prediction of 50K less or more
http://archive.ics.uci.edu/ml/datasets/adult
Describe the data mining problem (and background) you will address e.g. as a classification, prediction, association, clustering, or text mining related exercise
[5 marks] Classification and predicting, association rule task mining
Introduce the specific data mining question(s) related to the problem, with specific reference to the dataset(s) and the expected or proposed outcome of the data mining task upon completion
[10 marks]
Predicting the salaries and the best rules needed in knowing the income of the adults by reading the data.
Task B. [20 marks] Data.
Task A Restaurant have an interested in creating a new grading s.docx
Task
A Restaurant have an interested in creating a new grading system for their customers. This is critical as the restaurant wants to delivery high standard satisfaction outcomes to improve and standardize the quality of the service they deliver and to have the possibility to partnership with other restaurants in the region. The new system ideally should assess fairly the waiters and waitresses, the cooks, and the suppliers.
· Analyze the main clients and stakeholders (restaurants, customers, suppliers) and build a research method to assess the actual picture of satisfaction of all stockholders. This method will to assess the new grading system as soon as the project is put into practice in the restaurant.
· Identify and prepare the information to convince your boss that your project makes sense and it is necessary to put into practice. You need to be convincing. Prepare a power point with 5 slides that you will have to use to convince the board of directors. Enclose it in Moodle too.
· Create an action plan: tell how are you going to create your team and how you will coordinate it. Which are the tasks and timing will be necessary
· Build up a task list
· Establish and action plan
· Schedule and Budget (and a justification)
· Close the project and assess on the risks of failure Formalities
· Individual work.
· Length of the assignment 1500 words
· Relate your work to the concepts delivered in class.
· Font: Arial 12,5pts. Line-spacing: default. Text-align: Justified.
· Bibliography/References, if needed, has to be quoted in Harvard style.
· You may use Appendixes. These and the References do not count for the total wordcount.
LAUNCH: WEEK 8 / DELIVERY: WEEK 10 – Submission by 23:59hrs GMT+1 (Barcelona’s time). This task is worth 40% of your overall grade for this subject.
It assesses the following learning outcomes:
· Describe the need for a project-based approach inside organizations
· Understand the role of project management as a strategic element inside organizations
· Critically assess the roles and responsibilities of a project manager
· Evaluate how to select, develop, plan, schedule and measure its outcomes and risks.
Rubrics
Exceptional 90-100
Good 80-89
Fair 70-79
Fail <70
Critical analysis (25%)
Student effectively assesses the impact of project on the company. Student engages with theory/data in a critical manner.
Student fairly assesses the impact of project on the company. Students attempt to engage with theory/data in a critical manner.
Student fairly assesses the impact of project on the company, although some key aspects might be missing. Student may be unsuccessful in attempts to engage critically with theory/data.
Student fail to assesses the impact of project on the company, although some key aspects might be missing. Student makes no attempt to engage with theory/data in a critical manner.
Critical evaluation (25%)
Student effectively engages in critical e.
Task 3 - Week Three Discussion - TCPIP Transport Layer Features.docx
Task 3 - Week Three Discussion - TCP/IP Transport Layer Features
There are five main features of TCP/IP that are highlighted in the book. List and describe each of the features and describe if any of these features are supported by UDP. You initial post should be no less than 350 words.
.
Task 1 Which groups are you going to deal withWhen thinking.docx
Task 1
Which groups are you going to deal with?
When thinking of all the groups associated with Incident Response you need to understand the different focus each might have. Pick one group from the book, in the news, or in your workplace and discuss their varying objectives. How do they influence the contingency plans?
Examples:
Executive Leadership
Site Security
Information Security
Facilities
Note: I need in one page only and I need references and citation and plagiarism free
APA format
Task 2
End User participation
Why do you think it is important to include end users in the process of creating the contingency plan? What are the possible pitfalls of end user inclusion?
Note: I need in one page only and I need references and citation and plagiarism free,
APA format
.
TASK 2 Describe your nutrition education teaching sessio.docx
TASK 2: Describe your nutrition education teaching session with your patient and/or their family. What teaching methods will you use (explanation, discussion, demonstration, handouts, etc.)? In your own words, write a paragraph detailing three specific points that you will need to teach your patient about his/her new diet. In addition, give at least one tip to avoid potential herb/nutrient/drug interactions.
· Add more specifics into this education plan
Nutritional Education
One of the critical parts of providing care to women during gestation period is nutritional education (Bedgood, 1983). There exists a correlation between the health of a mother and her child and the nutritional education she receives during her gestation period. Adhering to a nutritional plan provided by the doctor may be challenging if the mother is not properly educated on the need of proper nutrition as well as how to take the nutritious food.
My education teaching session of the client will be done during the first Saturdays of every month throughout the gestation period. The main objective of the teaching education sessions is to help the client transition to the newly modified diet. The client is expected to come along with her husband for the sessions. The teaching sessions have been scheduled on Saturdays of every month to correspond to her clinic appointments. Apart from helping her transition smoothly to a prescribed diet, the session will also allow me to assess her health condition particularly her recovery process. Any changes in her diet plan will be made during these sessions based on how she responds.
The method of teaching will be verbal and visual. Passing information verbally is direct and will give her opportunity to ask questions and engage in meaningful discussions. Visuals learning will be provided to help her engage better with materials as well as to boost her thinking skills throughout the learning sessions. Each learning session is scheduled to last for three hours. Different ways of preparing food will be demonstrated during the program. I also expect questions from the husband and her concerning ways of supporting her through the gestation period to ensure that she takes the right diet in the right quantities and at the right time.
Goals of The Nutrition Education Teaching Session:
· Smooth transition from regular diet to the prescribed nutrition plan. This involves developing a positive attitude towards healthy eating and providing motivation.
· Healthy mental being through positive thinking and engagement in various activities. A healthy diet goes in hand with maintaining a positive mental health.
· Assist the client on ways in which she can source dilatory foods without spending a lot of resources. Based on her financial condition, she needs to understand how source food with the limited resources.
· The program will teach her how to prepare various foods without destroying the nutrients required by the body. For example, avoidin.
Task 1 Kirk (2016) states that the topic of color can be a mine.docx
Task 1:
Kirk (2016) states that the topic of color can be a minefield. The judgement involved with selecting the right amount of color for a particular application can be daunting. With regards to visualizations, there are different levers that can be adjusted to create the desired effects (Kirk, 2016). The levers are associated with the HSL (Hue, Saturation, Lightness) color cylinder. Select and elaborate on one of the following:
Color Hue Spectrum
Color Saturation Spectrum
Color Lightness Spectrum
.
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BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
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How to Build a Module in Odoo 17 Using the Scaffold Method
Target popultion AdolescentIn your first two project assignment.docx
- 1. Target popultion: Adolescent In your first two project assignments, you identified a culturally diverse target population, proposed advocacy activities to assist that population, and then recommended appropriate prevention and education methods designed to promote individual, cultural, and community wellness and resilience. For your final project assignment, building upon the work you did in Units 4 and 6, you will develop a program designed to meet at least one of the needs of your the target population you have identified during the course of this project. Your program plan should include: How the needs of your target population influenced the decision to design and manage your proposed mental health program. The appropriate models, methods, and principles of program development and service delivery. The roles that finance, administration, and data will play in the development of your proposed program. How you plan to apply principles, models, and needs assessment results to drive program modifications. Reference materials from your studies and additional academic peer-reviewed research from the Capella Library to support your work.