This document discusses teen pregnancy at multiple levels - national, state, and local. At the national level, the US has higher teen birth rates than other developed countries despite declines. Each year, teen childbearing costs the US $6 billion in lost tax revenue and $2 billion in public expenditures. In California in 2005, there were 96,490 teen pregnancies among girls aged 15-19, with Hispanic girls having the highest rates and numbers of teen births. In San Diego, with a teen population of 709,916, there were 26,385 teen pregnancies in the past year, with Latinas having disproportionately higher rates. Risk factors for teen pregnancy are discussed at each level and include socioeconomic status, education,
Teen pregnancy in the United StatesTeen pregnancy in the Unite.docxmattinsonjanel
Teen pregnancy in the United States
Teen pregnancy in the United States
The National Campaign to Prevent Teen Pregnancy was founded in 1996 and has its headquarters in Washington D.C. and has nearly 200 organizations and media outlets which serve as partners. The National Campaign to Prevent Teen and Unplanned Pregnancy’s main agenda seeks to improve the lives and future prospects of children and families by ensuring that children are born into stable, two-parent families who have a commitment to and are ready for the demanding task of raising the next generation. Their strategy is aimed at the prevention of teen pregnancy and unplanned pregnancy among single, young adults by supporting a combination of responsible values and behavior by both men and women and responsible policies in both the public and private sectors. Their actions are aimed at improving child and family well-being therefore reducing the prevalence rate of poverty by providing more opportunities for the teenagers to complete their education or achieve other life goals while advocating for fewer abortions towards the creation of a stronger nation.
Teenage pregnancies have resulted to a total of 273,105 babies who were born to women aged 15–19 years, for a live birth rate of 26.5% per 1,000 women in this age group. There has been a decline in teen pregnancies with a drop of 10% in 2013. The birth rates declined at 13% for women aged 15–17 years, and 8% for women aged 18–19 years (Child Trends, 2014). Still, the U.S. teen pregnancy rate is substantially higher than in other western industrialized nations (Clay, et al, 2012). The national teen pregnancy rate has been declining steadily over the last two decades which has been attributed to the combination of an increased percentage of adolescents who are waiting to have sexual intercourse and the increased use of contraceptives by teens. The teen pregnancy rate includes the pregnancies that end in a live birth, as well as those that end in abortion or miscarriage resulting from fetal loss. In the United States 4 in 10 teens get pregnant at least once before they reach the age of 20 which leads to the teenagers dropping out of school with more than 50% of teen mothers never completing school. The trends show that less than 10% of the fathers marry the mother of their child and that almost a half of the teen mothers get their second child within the first 24 months since 80% of teens who do not use protective methods have higher chances of becoming pregnant.
Teen birth rates have been declining significantly in the recent years, however, despite these declines, there still exists a lot of disparities that need to be properly addressed (Dessen, 2005). There are substantial disparities that persist in teen birth rates, and teen pregnancy and childbearing which continue to carry significant social and economic costs. In 2013, the Hispanic teen birth rates were still more than two times higher than the rate for ...
Running Head Teen Pregnancy 1Teen Pregnancy .docxtoltonkendal
Running Head: Teen Pregnancy 1
Teen Pregnancy 2
Teen Pregnancy
Name
Institution
Date
Teen Pregnancy
Introduction
Early sexual activity is one of the major issues in the development of adolescents. Different surveys such as Youth Risk Behavior Survey and National Survey of Family Growth have established that most adolescents engage in sexual activities at earlier ages. However, older adolescents aged 15 years and older have recorded a reduction in sexual activity whereas those that are younger have recorded increased sexual activity. There are different factors that make adolescents engage in sexual activities. Some of these factors include peer pressure to engage in sexual activity, adolescents that mature earlier and the influence of the new media. The use of drugs as well as alcohol leads to reduced inhibitions hence, influencing unprotected sexual activity. Boys and girls that smoke or take alcohol are at risk of early sexual activity. This is because the use of these substances influences their decision making in social contexts.
Fake references According Peters, 2017, early sexual activity is associated with teen pregnancy. Teenage pregnancy has been a national concern for many decades. Teenage pregnancy in most cases complicates the development of adolescents and it leads to a difficultshift to young adulthood. This leads to potential limited economic and most important educational opportunities. There has been a significant teenage pregnancy decline in the last three decades. However, based on the National Campaign aimed at preventing teen pregnancy shows that out of ten girls, four of them get pregnant before they are twenty years old. Compared to other industrialized countries, United States has the highest teen pregnancy, abortion and birth rates (Peters, 2017).
Population Impacted and how they are affected.
Sexual risk behavior among adolescents in the United States is a major health concern. According to Rebecca et al, 2011, approximately 800,000 girls aged between fifteen and nineteen years get pregnant every year. In recent years, the proportion of sexually experienced adolescents has decreased. However, 34 percent of the ninth graders and 61 percent of the 12th graders agree to having had sexual intercourse. Of those that go to high school, 7 percent agree to have sex before their thirteenth birthday. Fake data
In 2015, 229,715babies were born to mothers aged between 15 years and 19 years. This represented a birth rate of approximately 22 per 1,000 girls in the 15-19 age group. This was a record low showing a drop of 8 percent from the previous year, 2014. There was also a significant drop of 9% for girls aged 15 to 17 and 7% for women between 18 years and 19 years. The decline was attributed to abstinence of teens from sexual activity and those that are were sexually active using birth control ...
Surname 1Table of Contents2Causes of Teenage .docxmattinsonjanel
Surname 1
Table of Contents
2Causes of Teenage Abortion in United States
2Introduction
2Background Information
4Causes of Teen Abortion
4Peer Influence
4Self-esteem
5Continuation with Education
6Societal pressure.
6Conclusion
8Worked cited
9Appendix
Name:
Proffessor:
Course:
Date:
Causes of Teenage Abortion in United States
Introduction
The rate of abortion among teenagers of between 15 years old and 19 years old has been declined. The decline of teenage abortion between 1990 and 2008 has been statistically shown to be about 56 percent. According to a study carried out by Child Trends Data Bank, the decline in the rates of abortion has been common for both younger and older teens (Child Trends DATA BANK, 1). In the American society, about one quarter of all teen pregnancies are ended through abortion. The research carried out by Child Trends Data Bank thus found out that teens resort to abortion because of several reasons which include peer influence, intentions to further education, issues of self-esteem, and pressure from societal factors. This paper is going to focus on the causes that are rooted in the teen abortion in the American society.Background Information
Abortion refers a deliberate act of terminating of a human pregnancy, which is normally undertaken within the initial 28 weeks of a pregnancy. According to a research carried out by Gutmacher Institute, 18 % of the women that obtain abortions in the U.S. are teenagers. The research further indicated that more than half of all abortions in United States are done by young women of around 20 years of age (Guttmacher Institute, 1).
According to American government records, an increase of teenage abortion was experienced during the 1970s (Luscombe, 1). It however stabilized in the years of 1980s at around the rate of 43 females per 1,000 females between the ages of 15 years old and 19 years old. A decline was then experienced to a rate of about 18 females per every 1,000 females by the year 2008. Though great declines have been experienced in the case of older teenagers, there has been a general decline even for the younger teens.
In the case of the different ethical\ETHNIC communities in the U.S population, rates for black, white, and Hispanic women have shown a substantial fall since the 1990s. However, for the case of Hispanic women, the decline started at a later time which was round 1993. In the case of white teens, the rates of abortion have decreased by about 68 percent. The second highest decrease in abortion rates is the case of the Hispanic teens, which is about 52 percent. In the case of black teens, the abortion rate has fallen by about 49 percent. The above decreases in rates are relative to the times when abortion rates were at their peaks (Kelleher, 1).
The decrease in the rates of teenage abortion has been attributed by the decline in the teenage pregnancy, with around 1985 being the year when teenage pregnancies were at its peak in the Ameri ...
Risk factorsComment 1There are several predisposing fact.docxcarlstromcurtis
Risk factors
Comment 1
There are several predisposing factors to adolescent pregnancy. They include a lack of parental guidance. Adolescent sexual behaviour which is promiscuous in nature. Exploitation by older men who lure young girls with money and other material things. Sexual abuse or rape and socio-economic. Inadequate knowledge about protected sexual intercourse. Peer pressure and teenage drinking which impairs the ability to make wise decisions.
Community resources
Teen Pregnancy Prevention Program
- The design focuses on the promotion of safe sexual and reproductive health practices so that there is reduction of unplanned pregnancies and sexually transmitted infections among adolescents through the provision of community outreach, health education and positive youth development
Parenting Teen Program
It focuses on the provision of mothers at risk with the opportunity to get training and guidance on job, parenting and life skills. It also dwells on social, academic and independent living skill development among these mothers.
Pregnancy rates
There has been a steep fall in the teen pregnancy rate. By the year 2011 according to the data that is available, the rate was 62 pregnancies per 1,000 teen girls (age 15-19); some 5,270 teen pregnancies. Therefore the teen pregnancy rate has reduced by 57% since 1988. Since 2008, the teen pregnancy rate has changed by -10%
Commentary on rate
There has been a reduction in the teen pregnancy rate. One of the possible reasons that can be attributed to this reduction is that there is increased utilization of contraception in is Nevada. Research has demonstrated an increase in the contraceptive prevalence rate. This has been achieved through the public health campaigns that raise awareness about teenage pregnancies. There has been provision of free barrier contraceptives to the sexually active demographic.
Comment 2
Adolescent pregnancy is a very risky for both the adolescent and the baby. The body of an adolescent has not fully matured enough to provide and support a growing child, let alone the adolescent as well. The adolescent age is very important and is considered the stage where children learn to explore their sexuality while peer pressure influences their thoughts, behavior, likes and dislikes. The media also influences how adolescents perceive themselves as well as others around them. Girls are more sensitive to social media and lack of parental support, proper education on dangers of drugs, sex and violence can lead to poor health habits that are hard to break as they grow into adults. Based on Center of Disease and Control (CDC) the rate of adolescent pregnancy had decreased by 9% from 2013 to 2014. In California, the rate of adolescent pregnancy ages 15- 19 years of age has decreased to 25.7 % out of every 1,000 females in the past 10 years according to the California Department of Public health. The decrease in adolescent/ teen birth rates is said to be contributed to soci ...
Teenage pregnancy is pregnancy in human females under the age of 20. A pregnancy can take place after the start of puberty before the first menstrual period but usually occurs after the onset. In well-nourished girls, menarche usually takes place around the age of 12 or 13.
Pregnant teenagers face many of the same obstetrics issues as other women. There are, however, additional medical concerns for mothers aged below 15 years of age. For mothers aged 15–19, risks are associated more with socioeconomic factors than with the biological effects of age. Risks of low birth weight, premature labor, anemia, and pre-eclampsia are connected to the biological age itself, as it was observed in teen births even after controlling for other risk factors (such as utilization of antenatal care etc.).
In developed countries, teenage pregnancies are often associated with social issues, including lower educational levels, higher rates of poverty, and other poorer life outcomes in children of teenage mothers. Teenage pregnancy in developed countries is usually outside of marriage, and carries a social stigma in many communities and cultures. By contrast, teenage parents in developing countries are often married, and their pregnancies welcomed by family and society. However, in these societies, early pregnancy may combine with malnutrition and poor health care to cause medical problems.
Teenage pregnancies appear to be preventable by comprehensive sex education and access to birth control. Abstinence-only sex education does not appear to be effective.
Through generations teenage pregnancy has converted into one of the Philippines' most challenging social issues. Becoming pregnant at such an early age brings multiple obstacles such as, lower expectations of finishing high school, not attending college, and less success in the job industry. Not only do these obstacles regard the teenage parents but harm their unborn child in academic and health issues, for instance tending to score less optimally on assessments of cognitive development and academic achievement, and also tend to exhibit more problem behaviors than other children. Other than social dilemmas there are certain health issues that are more likely to appear in a teenage pregnancy for example the baby is more likely to have a low birth weight, to be born before term, and have developmental delay.
The issue we focus on is premarital sex among teenager that results to teenage pregnancy. Further explanation will be discussed in the parts to follow.
Teen pregnancy in the United StatesTeen pregnancy in the Unite.docxmattinsonjanel
Teen pregnancy in the United States
Teen pregnancy in the United States
The National Campaign to Prevent Teen Pregnancy was founded in 1996 and has its headquarters in Washington D.C. and has nearly 200 organizations and media outlets which serve as partners. The National Campaign to Prevent Teen and Unplanned Pregnancy’s main agenda seeks to improve the lives and future prospects of children and families by ensuring that children are born into stable, two-parent families who have a commitment to and are ready for the demanding task of raising the next generation. Their strategy is aimed at the prevention of teen pregnancy and unplanned pregnancy among single, young adults by supporting a combination of responsible values and behavior by both men and women and responsible policies in both the public and private sectors. Their actions are aimed at improving child and family well-being therefore reducing the prevalence rate of poverty by providing more opportunities for the teenagers to complete their education or achieve other life goals while advocating for fewer abortions towards the creation of a stronger nation.
Teenage pregnancies have resulted to a total of 273,105 babies who were born to women aged 15–19 years, for a live birth rate of 26.5% per 1,000 women in this age group. There has been a decline in teen pregnancies with a drop of 10% in 2013. The birth rates declined at 13% for women aged 15–17 years, and 8% for women aged 18–19 years (Child Trends, 2014). Still, the U.S. teen pregnancy rate is substantially higher than in other western industrialized nations (Clay, et al, 2012). The national teen pregnancy rate has been declining steadily over the last two decades which has been attributed to the combination of an increased percentage of adolescents who are waiting to have sexual intercourse and the increased use of contraceptives by teens. The teen pregnancy rate includes the pregnancies that end in a live birth, as well as those that end in abortion or miscarriage resulting from fetal loss. In the United States 4 in 10 teens get pregnant at least once before they reach the age of 20 which leads to the teenagers dropping out of school with more than 50% of teen mothers never completing school. The trends show that less than 10% of the fathers marry the mother of their child and that almost a half of the teen mothers get their second child within the first 24 months since 80% of teens who do not use protective methods have higher chances of becoming pregnant.
Teen birth rates have been declining significantly in the recent years, however, despite these declines, there still exists a lot of disparities that need to be properly addressed (Dessen, 2005). There are substantial disparities that persist in teen birth rates, and teen pregnancy and childbearing which continue to carry significant social and economic costs. In 2013, the Hispanic teen birth rates were still more than two times higher than the rate for ...
Running Head Teen Pregnancy 1Teen Pregnancy .docxtoltonkendal
Running Head: Teen Pregnancy 1
Teen Pregnancy 2
Teen Pregnancy
Name
Institution
Date
Teen Pregnancy
Introduction
Early sexual activity is one of the major issues in the development of adolescents. Different surveys such as Youth Risk Behavior Survey and National Survey of Family Growth have established that most adolescents engage in sexual activities at earlier ages. However, older adolescents aged 15 years and older have recorded a reduction in sexual activity whereas those that are younger have recorded increased sexual activity. There are different factors that make adolescents engage in sexual activities. Some of these factors include peer pressure to engage in sexual activity, adolescents that mature earlier and the influence of the new media. The use of drugs as well as alcohol leads to reduced inhibitions hence, influencing unprotected sexual activity. Boys and girls that smoke or take alcohol are at risk of early sexual activity. This is because the use of these substances influences their decision making in social contexts.
Fake references According Peters, 2017, early sexual activity is associated with teen pregnancy. Teenage pregnancy has been a national concern for many decades. Teenage pregnancy in most cases complicates the development of adolescents and it leads to a difficultshift to young adulthood. This leads to potential limited economic and most important educational opportunities. There has been a significant teenage pregnancy decline in the last three decades. However, based on the National Campaign aimed at preventing teen pregnancy shows that out of ten girls, four of them get pregnant before they are twenty years old. Compared to other industrialized countries, United States has the highest teen pregnancy, abortion and birth rates (Peters, 2017).
Population Impacted and how they are affected.
Sexual risk behavior among adolescents in the United States is a major health concern. According to Rebecca et al, 2011, approximately 800,000 girls aged between fifteen and nineteen years get pregnant every year. In recent years, the proportion of sexually experienced adolescents has decreased. However, 34 percent of the ninth graders and 61 percent of the 12th graders agree to having had sexual intercourse. Of those that go to high school, 7 percent agree to have sex before their thirteenth birthday. Fake data
In 2015, 229,715babies were born to mothers aged between 15 years and 19 years. This represented a birth rate of approximately 22 per 1,000 girls in the 15-19 age group. This was a record low showing a drop of 8 percent from the previous year, 2014. There was also a significant drop of 9% for girls aged 15 to 17 and 7% for women between 18 years and 19 years. The decline was attributed to abstinence of teens from sexual activity and those that are were sexually active using birth control ...
Surname 1Table of Contents2Causes of Teenage .docxmattinsonjanel
Surname 1
Table of Contents
2Causes of Teenage Abortion in United States
2Introduction
2Background Information
4Causes of Teen Abortion
4Peer Influence
4Self-esteem
5Continuation with Education
6Societal pressure.
6Conclusion
8Worked cited
9Appendix
Name:
Proffessor:
Course:
Date:
Causes of Teenage Abortion in United States
Introduction
The rate of abortion among teenagers of between 15 years old and 19 years old has been declined. The decline of teenage abortion between 1990 and 2008 has been statistically shown to be about 56 percent. According to a study carried out by Child Trends Data Bank, the decline in the rates of abortion has been common for both younger and older teens (Child Trends DATA BANK, 1). In the American society, about one quarter of all teen pregnancies are ended through abortion. The research carried out by Child Trends Data Bank thus found out that teens resort to abortion because of several reasons which include peer influence, intentions to further education, issues of self-esteem, and pressure from societal factors. This paper is going to focus on the causes that are rooted in the teen abortion in the American society.Background Information
Abortion refers a deliberate act of terminating of a human pregnancy, which is normally undertaken within the initial 28 weeks of a pregnancy. According to a research carried out by Gutmacher Institute, 18 % of the women that obtain abortions in the U.S. are teenagers. The research further indicated that more than half of all abortions in United States are done by young women of around 20 years of age (Guttmacher Institute, 1).
According to American government records, an increase of teenage abortion was experienced during the 1970s (Luscombe, 1). It however stabilized in the years of 1980s at around the rate of 43 females per 1,000 females between the ages of 15 years old and 19 years old. A decline was then experienced to a rate of about 18 females per every 1,000 females by the year 2008. Though great declines have been experienced in the case of older teenagers, there has been a general decline even for the younger teens.
In the case of the different ethical\ETHNIC communities in the U.S population, rates for black, white, and Hispanic women have shown a substantial fall since the 1990s. However, for the case of Hispanic women, the decline started at a later time which was round 1993. In the case of white teens, the rates of abortion have decreased by about 68 percent. The second highest decrease in abortion rates is the case of the Hispanic teens, which is about 52 percent. In the case of black teens, the abortion rate has fallen by about 49 percent. The above decreases in rates are relative to the times when abortion rates were at their peaks (Kelleher, 1).
The decrease in the rates of teenage abortion has been attributed by the decline in the teenage pregnancy, with around 1985 being the year when teenage pregnancies were at its peak in the Ameri ...
Risk factorsComment 1There are several predisposing fact.docxcarlstromcurtis
Risk factors
Comment 1
There are several predisposing factors to adolescent pregnancy. They include a lack of parental guidance. Adolescent sexual behaviour which is promiscuous in nature. Exploitation by older men who lure young girls with money and other material things. Sexual abuse or rape and socio-economic. Inadequate knowledge about protected sexual intercourse. Peer pressure and teenage drinking which impairs the ability to make wise decisions.
Community resources
Teen Pregnancy Prevention Program
- The design focuses on the promotion of safe sexual and reproductive health practices so that there is reduction of unplanned pregnancies and sexually transmitted infections among adolescents through the provision of community outreach, health education and positive youth development
Parenting Teen Program
It focuses on the provision of mothers at risk with the opportunity to get training and guidance on job, parenting and life skills. It also dwells on social, academic and independent living skill development among these mothers.
Pregnancy rates
There has been a steep fall in the teen pregnancy rate. By the year 2011 according to the data that is available, the rate was 62 pregnancies per 1,000 teen girls (age 15-19); some 5,270 teen pregnancies. Therefore the teen pregnancy rate has reduced by 57% since 1988. Since 2008, the teen pregnancy rate has changed by -10%
Commentary on rate
There has been a reduction in the teen pregnancy rate. One of the possible reasons that can be attributed to this reduction is that there is increased utilization of contraception in is Nevada. Research has demonstrated an increase in the contraceptive prevalence rate. This has been achieved through the public health campaigns that raise awareness about teenage pregnancies. There has been provision of free barrier contraceptives to the sexually active demographic.
Comment 2
Adolescent pregnancy is a very risky for both the adolescent and the baby. The body of an adolescent has not fully matured enough to provide and support a growing child, let alone the adolescent as well. The adolescent age is very important and is considered the stage where children learn to explore their sexuality while peer pressure influences their thoughts, behavior, likes and dislikes. The media also influences how adolescents perceive themselves as well as others around them. Girls are more sensitive to social media and lack of parental support, proper education on dangers of drugs, sex and violence can lead to poor health habits that are hard to break as they grow into adults. Based on Center of Disease and Control (CDC) the rate of adolescent pregnancy had decreased by 9% from 2013 to 2014. In California, the rate of adolescent pregnancy ages 15- 19 years of age has decreased to 25.7 % out of every 1,000 females in the past 10 years according to the California Department of Public health. The decrease in adolescent/ teen birth rates is said to be contributed to soci ...
Teenage pregnancy is pregnancy in human females under the age of 20. A pregnancy can take place after the start of puberty before the first menstrual period but usually occurs after the onset. In well-nourished girls, menarche usually takes place around the age of 12 or 13.
Pregnant teenagers face many of the same obstetrics issues as other women. There are, however, additional medical concerns for mothers aged below 15 years of age. For mothers aged 15–19, risks are associated more with socioeconomic factors than with the biological effects of age. Risks of low birth weight, premature labor, anemia, and pre-eclampsia are connected to the biological age itself, as it was observed in teen births even after controlling for other risk factors (such as utilization of antenatal care etc.).
In developed countries, teenage pregnancies are often associated with social issues, including lower educational levels, higher rates of poverty, and other poorer life outcomes in children of teenage mothers. Teenage pregnancy in developed countries is usually outside of marriage, and carries a social stigma in many communities and cultures. By contrast, teenage parents in developing countries are often married, and their pregnancies welcomed by family and society. However, in these societies, early pregnancy may combine with malnutrition and poor health care to cause medical problems.
Teenage pregnancies appear to be preventable by comprehensive sex education and access to birth control. Abstinence-only sex education does not appear to be effective.
Through generations teenage pregnancy has converted into one of the Philippines' most challenging social issues. Becoming pregnant at such an early age brings multiple obstacles such as, lower expectations of finishing high school, not attending college, and less success in the job industry. Not only do these obstacles regard the teenage parents but harm their unborn child in academic and health issues, for instance tending to score less optimally on assessments of cognitive development and academic achievement, and also tend to exhibit more problem behaviors than other children. Other than social dilemmas there are certain health issues that are more likely to appear in a teenage pregnancy for example the baby is more likely to have a low birth weight, to be born before term, and have developmental delay.
The issue we focus on is premarital sex among teenager that results to teenage pregnancy. Further explanation will be discussed in the parts to follow.
CDade-GraduateIntern-IDPH-OWHFS-MaternalMortality-FinalReportChelsea Dade, MS
As a part of my contribution to Illinois’s Maternal Mortality review process, I was tasked to investigate the maternal mortality review committees, related literature, and other related reports of 26 states, plus Washington D.C. and Illinois. The goal of this project was to give my supervisors and IDPH staff an overview of what has worked, what isn’t working in terms of maternal mortality reduction recommendations in other states. In addition to including incidence rates, racial breakdowns, and other markers, I examined the methods that states used to present their maternal mortality data. The latter refers to graphics selections, terminology, and other creative considerations that might have been used to impact a reader’s connection and understanding of the issue in a state’s report.
It is important to acknowledge that not every state had an existing report. Furthermore, in my analysis I found that even for states with existing maternal mortality review committees, reports were not always readily accessible online. Moreover, every state with an existing review committee do not always have a list of recommendations. Therefore, the following summaries are a couple of examples from my complete 26 state analysis, featured on the states of Louisiana, North Carolina, New Jersey, and Ohio, as they were able to provide a direct list of official recommendations.
Accident Up Ahead!Listen to this text being read aloud by a hu.docxmehek4
Accident Up Ahead!
Listen to this text being read aloud by a human being by clicking on this link.
Answer questions #1 and #2 and then answer #3 or #4.
1. When an accident or disaster occurs, many people will panic or just stand there looking. Why do they react that way? (Answer using a short paragraph.)
2. What fears and doubts does Jody have to overcome as she works? What helps her to keep going? (Answer using two short paragraphs.)
3. Write a paragraph about an accident that you experienced as a victim, an observer, or the person who helped the victim.
or
4. As one of the Fortins or Jodouins, write a letter to Jody Stevens thanking her for what she did.
Accident Up Ahead!
JANICE TYRWHITT
THE NORTHBOUND BUS had scarcely left North Bay, Ontario, when-at 1:30 a.m. on Saturday, October 11, 1975-it came to an abrupt halt. Peering out the bus window at Highway 11, Jody Stevens saw a line of taillights stretching into the night. "There must be an accident up ahead," she said to her seatmate. "I had better get out and help." Jody, a young nurse from Toronto, was on her way home to spend Thanksgiving (and celebrate her twenty-fourth birthday) with her family in Timmins. An October drizzle soaked her shoulders as she trudged past a quarter mile of stopped traffic to an eerie scene. In the flickering light of Coleman lamps and road flares, she saw the two-lane highway spattered with blood. An old school bus converted into a camper lay on its side in the ditch. A hunter's pickup truck was stalled in the left lane, the bodies of two moose lolling grotesquely from the back. Off the right shoulder was a silver Mercedes-Benz with a smashed hood. In the lane between them a silent ring of people had gathered round a fourth vehicle-a blue 1973 Ford, a crumpled wreck, with four people in it.
"I think they're all dead," a burly man told Jody.
She caught her breath and thought, Well, Stevens, what do you do now? Jody had packed a lot of experience into the two years since her graduation as a registered nurse, most recently at the Toronto East General Hospital. She threw off her corduroy coat and crawled into the back seat of the crushed car.
While Jody was riding north, twenty-six-year-old Charles Jodouin, his wife Jeanne, and her parents Omer and Lucie Fortin, were driving south from Timmins to visit Jeanne's sister in Kingston. Despite the late hour, traffic in both directions was fairly heavy. They were less than three miles out of North Bay when, suddenly, the left rear wheel spun off an oncoming converted school bus: it flew straight into the grill of a pickup truck moving south just ahead of the Jodouins. Then, out of control, the camperbus skidded across the centre line and sideswiped the Jodouins' blue Ford. A split second later a brand-new Mercedes, travelling behind the camper, also slammed into the Jodouins.
Scrambling into the wrecked blue Ford, Jody found herself in a welter of blood and splintered glass. Trapped in the driver's se.
Access the annual report provided in Course Materials to complete .docxmehek4
Access
the annual report provided in Course Materials to complete the Financial Reporting Problem, Part 1 assignment due in Week Six.
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Create a table to summarize any dollar value answers. Then Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft
®
Word document.
Format
your paper and presentation consistent with APA guidelines.
.
Access the Internet to acquire a copy of the most recent annual re.docxmehek4
Access
the Internet to acquire a copy of the most recent annual report for the publicly traded company used to complete the Financial Reporting Problem, Part 1 assignment due in Week Six. (In week six, I wrote about Apple’s financial report)
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft® Word document.
Include
a copy of the company’s balance sheet and income statement.
Format
your paper and presentation consistent with APA guidelines.
.
Acc 290 Final Exam MCQs) Which financial statement is used to de.docxmehek4
Acc 290 Final Exam MCQs
) Which financial statement is used to determine cash generated from operations?
A. Income statement
B. Statement of operations
C. Statement of cash flows
D. Retained earnings statement
2) In terms of sequence, in what order must the four basic financial statements be prepared?
A. Balance sheet, income statement, statement of cash flows, and capital statement
B. Income statement, capital statement, statement of cash flows, and balance sheet
C. Balance sheet, capital statement, statement of cash flows, and income statement
D. Income statement, capital statement, balance sheet, and statement of cash flows
3. In classifying transactions, which of the following is true in regard to assets?
A. Normal balances and increases are debits
B. Normal balances and decreases are credits
C. Normal balances can either be debits or credits for assets
D. Normal balances are debits and increases can be debits or credits
4. An increase in an expense account must be
A. debited
B. credited
C. either debited or credited, depending on the circumstances
D. capitalized
5. ABC Corporation issues 100 shares of $1 par common stock at $5 per share, which of the following is the correct journal entry?
C. Correct ANSWER (Go with this Option)
6. In the first month of operations, the total of the debit entries to the cash account amounted to $1,400 and the total of the credit entries to the cash account amounted to $600. The cash account has a
A. $600 credit balance
B. $1,400 debit balance
C. $800 debit balance
D. $800 credit balance
7. Which ledger contains control accounts?
A. Accounts receivable subsidiary ledger
B. General ledger
C. Accounts payable subsidiary ledger
D. General revenue and expense ledger
8. Smith is a customer of ABC Corporation. Smith typically purchases merchandise from ABC on account. Which ledger would ABC use to keep track of the details of Smith’s account?
A. Accounts receivable subsidiary ledger
B. Accounts receivable control ledger
C. General ledger
D. Accounts payable subsidiary ledger
9. Under the cash basis of accounting
A. revenue is recognized when services are performed
B. expenses are matched with the revenue that is produced
C. cash must be received before revenue is recognized
D. a promise to pay is sufficient to recognize revenue
10. Under the accrual basis of accounting
A. cash must be received before revenue is recognized
B. net income is calculated by matching cash outflows against cash inflows
C. events that change a company’s financial statements are recognized in the period they occur rather than in the period in which the cash is paid or received
D. the ledger accounts must be adjusted to reflect a cash basis of accounting before financial statements are prepared under generally accepted accounting principles
11. The Vintage Laundry Company purchased $6,500 worth of laundry supplies on June 2 and.
AC2760
Week 2 Assignment
Read the following scenario, and complete the form on the following worksheet:
On March 1, 2012, Mitch Quade established Mitch Realty, which completed the following transactions during the month:
(a)
Mitch Quade transferred cash from a personal bank account to an account to be used for the business in exchange for capital stock, $18,000.
(b)
Purchase supplies on account, $1,200.
(c)
Earned sales commission, receiving cash, $14,000.
(d)
Paid rent on office and equipment for the month, $2,800.
(e)
Paid creditor on account, $750.
(f)
Paid office salaries, $3,000.
Instructions:
1
Journalize entries for transactions (a) through (f).
Omit the journal entry explanations. Please use the drop-down list (right of the cell) to enter the account description box on the worksheet.
2
Post the journal entries the T accounts, placing the appropriate letter to the left of each amount to identify the transactions.
Determine the account balance after all posting is complete.
Accounts containing only a single entry do not need a balance.
3
Prepare and unadjusted trial balance as of March 31, 2012.
1.
Journal - Mitch Realty
Description
Debit
Credit
(a)
(b)
(c)
(d)
(e)
(f)
2.
Ledger - Mitch Realty
Cash
Capital Stock
(a)
(d)
(a)
(c)
(e)
(f)
Sales Commission
Bal.
(c)
Supplies
Office Salaries Expense
(b)
(f)
Accounts Payable
Rent Expense
(e)
(b)
(d)
Bal.
3.
MITCH REALTY
Unadjusted Trial Balance
March 31, 2012
Debit
Credit
Cash
Supplies
Accounts Payable
Capital Stock
Sales Commissions
Rent Expense
Office Salaries Expense
-
-
.
AC1220 Lab 5.1IntroductionJake determines that owning the .docxmehek4
AC1220 Lab 5.1
Introduction
Jake determines that owning the building where Jake’s Computer Sales and Repair operates makes more sense than leasing the facility. On June 1, 20x1, Jake exchanges a $180,000 note payable for the following fixed assets:
·
Land
·
Land improvements, including fencing, paving, lighting, and signage
·
Building
Jake hires an independent appraiser who assigns the following market values to the assets:
Asset
Fair Market Value
Land
$23,500
Land improvements
$8,000
Building
$164,500
Requirement 1
Jake must allocate the $195,000 among three asset classes: land, land improvements, and building.
a. Compute the total fair market value (FMV) of the lump-sum purchase of assets.
Asset
Fair Market Value
Land
$23,500
Land improvements
8,000
Building
164,000
Total
b. Express land improvements and building as a percentage of the total FMV and allocate the purchase price of $180,000 to land improvements and building—the computation is completed for land.
Asset
Fair Market Value
% of Total Fair Market Value
Purchase Price
Cost of Asset
Land
$23,500
12%
$180,000
$21,600
Land improvements
180,000
Building
180,000
Total
c. Journalize the purchase of the assets, using the allocated costs computed in Requirement 1b.
Date
Account and Explanation
Debit
Credit
6/1/x1
To record purchase of land, land improvements, and building
Requirement 2
a. Classify each of the following spending items as either a capital expenditure or an expense. Indicate the correct choice with an “x”:
Spending
Capital Expenditure
Expense
Routine repairs to fencing, $120 (cash)
Renovation of building, including addition to warehouse, $15,000 (on account)
Resurfaced paving, extending the remaining useful life of the paving from 3 to 5 years, $1,000 (cash)
b. Journalize the expenditures described in Requirement 2a.
Date
Account and Explanation
Debit
Credit
6/1/x1
To record repairs to fencing
6/1/x1
To record renovation of building
6/1/x1
To record extraordinary repair
Requirement 3
a. Using the straight-line depreciation method, compute the depreciation expense and the accumulated depreciation that would be recorded at December 20x1. Completing the shaded cells in the following table:
Date
Asset Cost
Depreciable Cost
Straight-line Depreciation Rate
Depreciation Expense
Accumulated Depreciation
Book Value
Jun 1, 20x1
1/5 x 6/12
b. Using the double-declining balance method, compute the depreciation expense and the accumulated depreciation that would be recorded at December 20x1. Complete the shaded cells in the following table:
Date
Asset Cost
Depreciable Cost
Double-Declining Depreciation Rate
Depreciation Expense
Accumulated Depreciation
Book Value
Jun 1, 20x1
c. Assume that a truck is expected to be driven 7,000 miles through December 31, 20x1, and that each mile driven represents one production unit. Usi.
Abstract(Provide the main generalizable statement resulting .docxmehek4
Abstract
(
Provide the main generalizable
statement
resulting from the paper briefly)
Introduction
(Explain what the assignment is about to the reader briefly)
Anthropology definition
: according to Schaefer (2010) is “……………………………………………..” (p.5).
Interpretation: In your own words
Example: from your experiences
How does the discipline interface with sociology? Connect anthropology with sociology
Psychology definition
:
Interpretation:
Example:
How does it interface with sociology?
Political Science definition
:
Interpretation:
Example:
How does discipline interface with sociology?
Economics definition
:
Interpretation:
Example:
How does discipline interface with sociology?
Sociology definition
:
Interpretation:
Example:
How does discipline interface with sociology?
.
Abusive relationships are at the core of the Coetzee novel, whether .docxmehek4
Abusive relationships are at the core of the Coetzee novel, whether men and their abuse of women, individuals and their abuse of animals, and men and their abuse of other men. What does Coatzee want to convey to the reader about the nature of abuse and violence in relationships? How does he see both as emblematic of South Africa?
5 page paper on this topic above and include quotes or textual examples from the book.
.
Abraham, J., Sick, B., Anderson, J., Berg, A., Dehmer, C., & Tufano, A. (2011).
Selecting a provider: What factors influence patients' decision making?
Journal of Healthcare Management
,
56
(2), 99–114.
Chullen, C. L., Dunford, B. B., Angermeier, I., Boss, R. W., & Boss, A. D. (2011).
Minimizing deviant behavior in healthcare organizations: The effects of supportive leadership and job design
.
Journal of Healthcare Management
,
55
(6), 381–397.
Compare the two studies by analyzing their samples. Use the following questions to guide you.
What sampling design is used?
Is the sample size adequate?
How does the sample affect the validity of the conclusions of the study?
.
Abraham, J., Sick, B., Anderson, J., Berg, A., Dehmer, C., & Tufano, A. (2011).
Selecting a provider: What factors influence patients' decision making?
Journal of Healthcare Management
,
56
(2), 99–114.
·
Chullen, C. L., Dunford, B. B., Angermeier, I., Boss, R. W., & Boss, A. D. (2011).
Minimizing deviant behavior in healthcare organizations: The effects of supportive leadership and job design
.
Journal of Healthcare Management
,
55
(6), 381–397.
Compare the two studies by analyzing their samples. Use the following questions to guide you.
1.
What sampling design is used?
2.
Is the sample size adequate?
.
A.Da la correcta conjugación para cada oración.(Give the corre.docxmehek4
A.
Da la correcta conjugación para cada oración.
(Give the correct verb conjugation in F
ormal Commandfor each sentence)
.
Top of Form
1.
_______________
Ud. la cama. (hacer)
2.
______________ Uds. la mesa. (poner)
3.
______________
Ud. a tiempo. (salir)
4.
_____________
Uds. a la fiesta. (venir)
5.
_____________ Ud. la verdad. (decir)
6.
______________ Uds. a la fiesta. (ir)
7.
______________Ud. bueno. (ser)
8.
______________ Uds. la información. (saber)
9.
______________ Ud. en la clase a tiempo.
(estar)
10.
______________ Uds. respecto a sus profesores.
(dar)
11.
______________ Ud. a clase. (ir)
12.
______________ Uds. buenos. (ser)
13.
______________
Ud. el libro en la mochila. (poner)
14.
______________ Uds. de la casa a las ocho.
(salir)
15.
______________
Ud. a mi casa. (venir)
Bottom of Form
.
Abraham Lincoln is considered by many historians to be the greatest .docxmehek4
Abraham Lincoln is considered by many historians to be the greatest American President. His drive to end slavery and to unify the nation was at great personal cost. For this assignment, you will access two important primary sources authored by Abraham Lincoln.
Using the Internet, review the following primary source document:
[Lincoln, A.?]. [ca. 1863].
The Emancipation Proclamation
. Archived document, U.S. National Archives & Records Administration. Retrieved from
http://www.archives.gov/exhibits/featured_documents/
emancipation_proclamation/transcript.html
In addition, research the Internet for
The Gettysburg Address.
The
Webliography
for this module contains a link to this resource.
Based on your analysis of all the readings for this module, respond to the following:
What is Lincoln’s perception of liberty and equality?
Why did he place so much importance on the destruction of slavery and the continuation of one nation?
What examples from both documents demonstrate both civil liberties and rights?
Support your statements with appropriate scholarly references.
Write your initial response in a minimum of 300 words. Apply APA standards to citation of sources.
.
About half of the paid lobbyists in Washington are former government.docxmehek4
About half of the paid lobbyists in Washington are former government staff members or former members of Congress. Why would interest groups employ such people? Why might some reformers want to limit the ability of interest groups to employ them? On what basis might an interest group argue that such limits are unconstitutional?
.
ABC sells 400 shares of its $23 par common stock for $27. The entry .docxmehek4
ABC sells 400 shares of its $23 par common stock for $27. The entry would entail credit(s. to __________.
A. Cash for $9,200
B. Paid-in Capital in Excess of Par-Common for $800; Common Stock for $10,800
C. Paid-in Capital in Excess of Par-Common for $1,600; Common Stock for $9,200
D. Common Stock for $10,800
.
ABC company is increasing its equity by selling additional shares to.docxmehek4
ABC company is increasing its equity by selling additional shares to the public and also by converting its retained earnings. The total amount to be raised is $1,000. Given that the size of retained earnings is $300, how much should be raised externally (by issuing new shares)?
a) $700 b) $705 c) $1,000 d) $1,005 e) $300
.
A.The unification of previously fractious and divided Arab tribes.docxmehek4
A.
The unification of previously fractious and divided Arab tribes
B.
The capitulation of Jewish and Christian leaders
C.
Direct military assistance from the Sasanid state
D.
The exhaustion of the Byzantine Empire after Pyrrhic victories over the Ostrogoths and Vandals
.
More Related Content
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CDade-GraduateIntern-IDPH-OWHFS-MaternalMortality-FinalReportChelsea Dade, MS
As a part of my contribution to Illinois’s Maternal Mortality review process, I was tasked to investigate the maternal mortality review committees, related literature, and other related reports of 26 states, plus Washington D.C. and Illinois. The goal of this project was to give my supervisors and IDPH staff an overview of what has worked, what isn’t working in terms of maternal mortality reduction recommendations in other states. In addition to including incidence rates, racial breakdowns, and other markers, I examined the methods that states used to present their maternal mortality data. The latter refers to graphics selections, terminology, and other creative considerations that might have been used to impact a reader’s connection and understanding of the issue in a state’s report.
It is important to acknowledge that not every state had an existing report. Furthermore, in my analysis I found that even for states with existing maternal mortality review committees, reports were not always readily accessible online. Moreover, every state with an existing review committee do not always have a list of recommendations. Therefore, the following summaries are a couple of examples from my complete 26 state analysis, featured on the states of Louisiana, North Carolina, New Jersey, and Ohio, as they were able to provide a direct list of official recommendations.
Accident Up Ahead!Listen to this text being read aloud by a hu.docxmehek4
Accident Up Ahead!
Listen to this text being read aloud by a human being by clicking on this link.
Answer questions #1 and #2 and then answer #3 or #4.
1. When an accident or disaster occurs, many people will panic or just stand there looking. Why do they react that way? (Answer using a short paragraph.)
2. What fears and doubts does Jody have to overcome as she works? What helps her to keep going? (Answer using two short paragraphs.)
3. Write a paragraph about an accident that you experienced as a victim, an observer, or the person who helped the victim.
or
4. As one of the Fortins or Jodouins, write a letter to Jody Stevens thanking her for what she did.
Accident Up Ahead!
JANICE TYRWHITT
THE NORTHBOUND BUS had scarcely left North Bay, Ontario, when-at 1:30 a.m. on Saturday, October 11, 1975-it came to an abrupt halt. Peering out the bus window at Highway 11, Jody Stevens saw a line of taillights stretching into the night. "There must be an accident up ahead," she said to her seatmate. "I had better get out and help." Jody, a young nurse from Toronto, was on her way home to spend Thanksgiving (and celebrate her twenty-fourth birthday) with her family in Timmins. An October drizzle soaked her shoulders as she trudged past a quarter mile of stopped traffic to an eerie scene. In the flickering light of Coleman lamps and road flares, she saw the two-lane highway spattered with blood. An old school bus converted into a camper lay on its side in the ditch. A hunter's pickup truck was stalled in the left lane, the bodies of two moose lolling grotesquely from the back. Off the right shoulder was a silver Mercedes-Benz with a smashed hood. In the lane between them a silent ring of people had gathered round a fourth vehicle-a blue 1973 Ford, a crumpled wreck, with four people in it.
"I think they're all dead," a burly man told Jody.
She caught her breath and thought, Well, Stevens, what do you do now? Jody had packed a lot of experience into the two years since her graduation as a registered nurse, most recently at the Toronto East General Hospital. She threw off her corduroy coat and crawled into the back seat of the crushed car.
While Jody was riding north, twenty-six-year-old Charles Jodouin, his wife Jeanne, and her parents Omer and Lucie Fortin, were driving south from Timmins to visit Jeanne's sister in Kingston. Despite the late hour, traffic in both directions was fairly heavy. They were less than three miles out of North Bay when, suddenly, the left rear wheel spun off an oncoming converted school bus: it flew straight into the grill of a pickup truck moving south just ahead of the Jodouins. Then, out of control, the camperbus skidded across the centre line and sideswiped the Jodouins' blue Ford. A split second later a brand-new Mercedes, travelling behind the camper, also slammed into the Jodouins.
Scrambling into the wrecked blue Ford, Jody found herself in a welter of blood and splintered glass. Trapped in the driver's se.
Access the annual report provided in Course Materials to complete .docxmehek4
Access
the annual report provided in Course Materials to complete the Financial Reporting Problem, Part 1 assignment due in Week Six.
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Create a table to summarize any dollar value answers. Then Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft
®
Word document.
Format
your paper and presentation consistent with APA guidelines.
.
Access the Internet to acquire a copy of the most recent annual re.docxmehek4
Access
the Internet to acquire a copy of the most recent annual report for the publicly traded company used to complete the Financial Reporting Problem, Part 1 assignment due in Week Six. (In week six, I wrote about Apple’s financial report)
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft® Word document.
Include
a copy of the company’s balance sheet and income statement.
Format
your paper and presentation consistent with APA guidelines.
.
Acc 290 Final Exam MCQs) Which financial statement is used to de.docxmehek4
Acc 290 Final Exam MCQs
) Which financial statement is used to determine cash generated from operations?
A. Income statement
B. Statement of operations
C. Statement of cash flows
D. Retained earnings statement
2) In terms of sequence, in what order must the four basic financial statements be prepared?
A. Balance sheet, income statement, statement of cash flows, and capital statement
B. Income statement, capital statement, statement of cash flows, and balance sheet
C. Balance sheet, capital statement, statement of cash flows, and income statement
D. Income statement, capital statement, balance sheet, and statement of cash flows
3. In classifying transactions, which of the following is true in regard to assets?
A. Normal balances and increases are debits
B. Normal balances and decreases are credits
C. Normal balances can either be debits or credits for assets
D. Normal balances are debits and increases can be debits or credits
4. An increase in an expense account must be
A. debited
B. credited
C. either debited or credited, depending on the circumstances
D. capitalized
5. ABC Corporation issues 100 shares of $1 par common stock at $5 per share, which of the following is the correct journal entry?
C. Correct ANSWER (Go with this Option)
6. In the first month of operations, the total of the debit entries to the cash account amounted to $1,400 and the total of the credit entries to the cash account amounted to $600. The cash account has a
A. $600 credit balance
B. $1,400 debit balance
C. $800 debit balance
D. $800 credit balance
7. Which ledger contains control accounts?
A. Accounts receivable subsidiary ledger
B. General ledger
C. Accounts payable subsidiary ledger
D. General revenue and expense ledger
8. Smith is a customer of ABC Corporation. Smith typically purchases merchandise from ABC on account. Which ledger would ABC use to keep track of the details of Smith’s account?
A. Accounts receivable subsidiary ledger
B. Accounts receivable control ledger
C. General ledger
D. Accounts payable subsidiary ledger
9. Under the cash basis of accounting
A. revenue is recognized when services are performed
B. expenses are matched with the revenue that is produced
C. cash must be received before revenue is recognized
D. a promise to pay is sufficient to recognize revenue
10. Under the accrual basis of accounting
A. cash must be received before revenue is recognized
B. net income is calculated by matching cash outflows against cash inflows
C. events that change a company’s financial statements are recognized in the period they occur rather than in the period in which the cash is paid or received
D. the ledger accounts must be adjusted to reflect a cash basis of accounting before financial statements are prepared under generally accepted accounting principles
11. The Vintage Laundry Company purchased $6,500 worth of laundry supplies on June 2 and.
AC2760
Week 2 Assignment
Read the following scenario, and complete the form on the following worksheet:
On March 1, 2012, Mitch Quade established Mitch Realty, which completed the following transactions during the month:
(a)
Mitch Quade transferred cash from a personal bank account to an account to be used for the business in exchange for capital stock, $18,000.
(b)
Purchase supplies on account, $1,200.
(c)
Earned sales commission, receiving cash, $14,000.
(d)
Paid rent on office and equipment for the month, $2,800.
(e)
Paid creditor on account, $750.
(f)
Paid office salaries, $3,000.
Instructions:
1
Journalize entries for transactions (a) through (f).
Omit the journal entry explanations. Please use the drop-down list (right of the cell) to enter the account description box on the worksheet.
2
Post the journal entries the T accounts, placing the appropriate letter to the left of each amount to identify the transactions.
Determine the account balance after all posting is complete.
Accounts containing only a single entry do not need a balance.
3
Prepare and unadjusted trial balance as of March 31, 2012.
1.
Journal - Mitch Realty
Description
Debit
Credit
(a)
(b)
(c)
(d)
(e)
(f)
2.
Ledger - Mitch Realty
Cash
Capital Stock
(a)
(d)
(a)
(c)
(e)
(f)
Sales Commission
Bal.
(c)
Supplies
Office Salaries Expense
(b)
(f)
Accounts Payable
Rent Expense
(e)
(b)
(d)
Bal.
3.
MITCH REALTY
Unadjusted Trial Balance
March 31, 2012
Debit
Credit
Cash
Supplies
Accounts Payable
Capital Stock
Sales Commissions
Rent Expense
Office Salaries Expense
-
-
.
AC1220 Lab 5.1IntroductionJake determines that owning the .docxmehek4
AC1220 Lab 5.1
Introduction
Jake determines that owning the building where Jake’s Computer Sales and Repair operates makes more sense than leasing the facility. On June 1, 20x1, Jake exchanges a $180,000 note payable for the following fixed assets:
·
Land
·
Land improvements, including fencing, paving, lighting, and signage
·
Building
Jake hires an independent appraiser who assigns the following market values to the assets:
Asset
Fair Market Value
Land
$23,500
Land improvements
$8,000
Building
$164,500
Requirement 1
Jake must allocate the $195,000 among three asset classes: land, land improvements, and building.
a. Compute the total fair market value (FMV) of the lump-sum purchase of assets.
Asset
Fair Market Value
Land
$23,500
Land improvements
8,000
Building
164,000
Total
b. Express land improvements and building as a percentage of the total FMV and allocate the purchase price of $180,000 to land improvements and building—the computation is completed for land.
Asset
Fair Market Value
% of Total Fair Market Value
Purchase Price
Cost of Asset
Land
$23,500
12%
$180,000
$21,600
Land improvements
180,000
Building
180,000
Total
c. Journalize the purchase of the assets, using the allocated costs computed in Requirement 1b.
Date
Account and Explanation
Debit
Credit
6/1/x1
To record purchase of land, land improvements, and building
Requirement 2
a. Classify each of the following spending items as either a capital expenditure or an expense. Indicate the correct choice with an “x”:
Spending
Capital Expenditure
Expense
Routine repairs to fencing, $120 (cash)
Renovation of building, including addition to warehouse, $15,000 (on account)
Resurfaced paving, extending the remaining useful life of the paving from 3 to 5 years, $1,000 (cash)
b. Journalize the expenditures described in Requirement 2a.
Date
Account and Explanation
Debit
Credit
6/1/x1
To record repairs to fencing
6/1/x1
To record renovation of building
6/1/x1
To record extraordinary repair
Requirement 3
a. Using the straight-line depreciation method, compute the depreciation expense and the accumulated depreciation that would be recorded at December 20x1. Completing the shaded cells in the following table:
Date
Asset Cost
Depreciable Cost
Straight-line Depreciation Rate
Depreciation Expense
Accumulated Depreciation
Book Value
Jun 1, 20x1
1/5 x 6/12
b. Using the double-declining balance method, compute the depreciation expense and the accumulated depreciation that would be recorded at December 20x1. Complete the shaded cells in the following table:
Date
Asset Cost
Depreciable Cost
Double-Declining Depreciation Rate
Depreciation Expense
Accumulated Depreciation
Book Value
Jun 1, 20x1
c. Assume that a truck is expected to be driven 7,000 miles through December 31, 20x1, and that each mile driven represents one production unit. Usi.
Abstract(Provide the main generalizable statement resulting .docxmehek4
Abstract
(
Provide the main generalizable
statement
resulting from the paper briefly)
Introduction
(Explain what the assignment is about to the reader briefly)
Anthropology definition
: according to Schaefer (2010) is “……………………………………………..” (p.5).
Interpretation: In your own words
Example: from your experiences
How does the discipline interface with sociology? Connect anthropology with sociology
Psychology definition
:
Interpretation:
Example:
How does it interface with sociology?
Political Science definition
:
Interpretation:
Example:
How does discipline interface with sociology?
Economics definition
:
Interpretation:
Example:
How does discipline interface with sociology?
Sociology definition
:
Interpretation:
Example:
How does discipline interface with sociology?
.
Abusive relationships are at the core of the Coetzee novel, whether .docxmehek4
Abusive relationships are at the core of the Coetzee novel, whether men and their abuse of women, individuals and their abuse of animals, and men and their abuse of other men. What does Coatzee want to convey to the reader about the nature of abuse and violence in relationships? How does he see both as emblematic of South Africa?
5 page paper on this topic above and include quotes or textual examples from the book.
.
Abraham, J., Sick, B., Anderson, J., Berg, A., Dehmer, C., & Tufano, A. (2011).
Selecting a provider: What factors influence patients' decision making?
Journal of Healthcare Management
,
56
(2), 99–114.
Chullen, C. L., Dunford, B. B., Angermeier, I., Boss, R. W., & Boss, A. D. (2011).
Minimizing deviant behavior in healthcare organizations: The effects of supportive leadership and job design
.
Journal of Healthcare Management
,
55
(6), 381–397.
Compare the two studies by analyzing their samples. Use the following questions to guide you.
What sampling design is used?
Is the sample size adequate?
How does the sample affect the validity of the conclusions of the study?
.
Abraham, J., Sick, B., Anderson, J., Berg, A., Dehmer, C., & Tufano, A. (2011).
Selecting a provider: What factors influence patients' decision making?
Journal of Healthcare Management
,
56
(2), 99–114.
·
Chullen, C. L., Dunford, B. B., Angermeier, I., Boss, R. W., & Boss, A. D. (2011).
Minimizing deviant behavior in healthcare organizations: The effects of supportive leadership and job design
.
Journal of Healthcare Management
,
55
(6), 381–397.
Compare the two studies by analyzing their samples. Use the following questions to guide you.
1.
What sampling design is used?
2.
Is the sample size adequate?
.
A.Da la correcta conjugación para cada oración.(Give the corre.docxmehek4
A.
Da la correcta conjugación para cada oración.
(Give the correct verb conjugation in F
ormal Commandfor each sentence)
.
Top of Form
1.
_______________
Ud. la cama. (hacer)
2.
______________ Uds. la mesa. (poner)
3.
______________
Ud. a tiempo. (salir)
4.
_____________
Uds. a la fiesta. (venir)
5.
_____________ Ud. la verdad. (decir)
6.
______________ Uds. a la fiesta. (ir)
7.
______________Ud. bueno. (ser)
8.
______________ Uds. la información. (saber)
9.
______________ Ud. en la clase a tiempo.
(estar)
10.
______________ Uds. respecto a sus profesores.
(dar)
11.
______________ Ud. a clase. (ir)
12.
______________ Uds. buenos. (ser)
13.
______________
Ud. el libro en la mochila. (poner)
14.
______________ Uds. de la casa a las ocho.
(salir)
15.
______________
Ud. a mi casa. (venir)
Bottom of Form
.
Abraham Lincoln is considered by many historians to be the greatest .docxmehek4
Abraham Lincoln is considered by many historians to be the greatest American President. His drive to end slavery and to unify the nation was at great personal cost. For this assignment, you will access two important primary sources authored by Abraham Lincoln.
Using the Internet, review the following primary source document:
[Lincoln, A.?]. [ca. 1863].
The Emancipation Proclamation
. Archived document, U.S. National Archives & Records Administration. Retrieved from
http://www.archives.gov/exhibits/featured_documents/
emancipation_proclamation/transcript.html
In addition, research the Internet for
The Gettysburg Address.
The
Webliography
for this module contains a link to this resource.
Based on your analysis of all the readings for this module, respond to the following:
What is Lincoln’s perception of liberty and equality?
Why did he place so much importance on the destruction of slavery and the continuation of one nation?
What examples from both documents demonstrate both civil liberties and rights?
Support your statements with appropriate scholarly references.
Write your initial response in a minimum of 300 words. Apply APA standards to citation of sources.
.
About half of the paid lobbyists in Washington are former government.docxmehek4
About half of the paid lobbyists in Washington are former government staff members or former members of Congress. Why would interest groups employ such people? Why might some reformers want to limit the ability of interest groups to employ them? On what basis might an interest group argue that such limits are unconstitutional?
.
ABC sells 400 shares of its $23 par common stock for $27. The entry .docxmehek4
ABC sells 400 shares of its $23 par common stock for $27. The entry would entail credit(s. to __________.
A. Cash for $9,200
B. Paid-in Capital in Excess of Par-Common for $800; Common Stock for $10,800
C. Paid-in Capital in Excess of Par-Common for $1,600; Common Stock for $9,200
D. Common Stock for $10,800
.
ABC company is increasing its equity by selling additional shares to.docxmehek4
ABC company is increasing its equity by selling additional shares to the public and also by converting its retained earnings. The total amount to be raised is $1,000. Given that the size of retained earnings is $300, how much should be raised externally (by issuing new shares)?
a) $700 b) $705 c) $1,000 d) $1,005 e) $300
.
A.The unification of previously fractious and divided Arab tribes.docxmehek4
A.
The unification of previously fractious and divided Arab tribes
B.
The capitulation of Jewish and Christian leaders
C.
Direct military assistance from the Sasanid state
D.
The exhaustion of the Byzantine Empire after Pyrrhic victories over the Ostrogoths and Vandals
.
A.Escribe la forma correcta del verbo en españolNosotros siem.docxmehek4
A. Escribe la forma correcta del verbo en español
Nosotros siempre_____________coca cola con la pizza. (drink)
Tú ________________________________ en Buenos Aires. (live)
Ellos ______________________________el pastel. (divide)
Yo _________________________la comida mexicana. (eat)
Paco ________________________el dinero en la caja. (hides)
Vosotros __________________________estudiar. (should)
Ramón y Carlos _______________________en el parque. (run)
La maestra __________________________ la puerta. (opens)
Yo _______________________el cuatro de Pedro. (describe)
Él _________________________el carro. (sells)
Tú ___________________un regalo para tu cumpleaños. (receive)
Los estudiantes______________________el libro. (read)
Vosotros ________________________a la clase de arte. (attend)
Ella ___________________________hacer la tarea. (promises)
Alejandra y yo ___________________a hablar español. (learn)
El hombre ____________________descubre el tesoro. (discovers)
Uds. ________________________las escaleras. (go up, climb)
Ud. ________________________el examen. (cover)
El niño _________________________la ventana. (breaks)
Las mujeres_________________________en Dios. (believe)
Escribe en español
We drink milk. _________________________________________
He breaks the window.____________________________________
They open the door.______________________________________
You (pl. Spain) promise to write.____________________________
I learn to speak Spanish.___________________________________
Contesta las preguntas
¿Dónde vives?____________________________________________
¿Lees muchos libros?______________________________________
¿Comes mucha comida mexicana?____________________________
¿Debes estudiar todos los días?_______________________________
¿Recibes buenas notas en todas tus clases?______________________
.
A.Both countries fought for independence from Great Britain, b.docxmehek4
A
.
Both countries fought for independence from Great Britain, but the United States won, and China did not.
B
.
Both countries were colonized, but the United States went on to become a major imperial power, and China did not.
C
.
Both countries established colonies in India, but the United States established commercial control, and China did not.
D
.
Both countries established colonies in the Caribbean, but the United States’ colonies rebelled, and China’s did not.
.
a.A patent purchased from J. Miller on January 1, 2010, for a ca.docxmehek4
a.
A patent purchased from J. Miller on January 1, 2010, for a cash cost of $5,640. When purchased, the patent had an estimated life of fifteen years.
b.
A trademark was registered with the federal government for $10,000. Management estimated that the trademark could be worth as much as $200,000 because it has an indefinite life.
c.
Computer licensing rights were purchased on January 1, 2010, for $60,000. The rights are expected to have a four-year useful life to the company.
Compute the acquisition cost of each intangible asset.
patent
trademark
licensing rights
.
A.) Imagine that astronomers have discovered intelligent life in a n.docxmehek4
A.) Imagine that astronomers have discovered intelligent life in a nearby star system. Imagine you are part of a group submitting a proposal for who on Earth should speak for the planet and what 50-word message should be conveyed. Be sure to answer all three questions below, if you choose this option.
(A) Who should speak for Earth and why?
(B) What should this person say in 50 words?
(C) Why is this message the most important compared to other things that could be said?
Instructions: should be at least 200 words.
B.) Observing Jupiter’s Moons
Big Idea: Sky objects have properties, locations, and predictable patterns of movements that can be observed and described.
Goal: Students will conduct a series of inquiries about the position and motion of Jupiter’s moons using prescribed Internet simulations.
Computer Setup:
Access http://space.jpl.nasa.gov/ and
a) Select THE MOON in the “Show me _______ “ drop down menu
b) Select THE SUN in the “as seen from _______ “ drop down menu
c) Select the radio button “I want a field of view of ____ degrees” and set the drop down menu to 0.5
d) Select the check box for EXTRA BRIGHTNESS and then Select “Run Simulator”
Phase I: Exploration
1) The resulting image shows what one would see looking through a special telescope. In this picture, where is the observer with the special telescope located?
2) How does the image change if you INCREASE the field of view?
3) What is the exact date of the image?
4) Astronomers typically mark images based on the time it currently is in Greenwich, England, called UTC. What is the precise time of the image?
5) Using a ruler to measure the distance on the screen between the middle of Earth and the middle of the Moon, what is the measured distance? You do NOT need to know the exact number of kilometers, but simply a ruler-measurement you can compare other measurements you make later. Alternately, you can use the edge of a blank piece of paper held in the landscape orientation and mark the positions of Earth and Moon or the Squidgit ruler found on the last page.
6) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by 1 hour and determine the new distance between the Earth and Moon.
7) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by one day from when you started and determine the new distance between the Earth and Moon.
8) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by three days from when you started and determine the new distance between the Earth and Moon.
9) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by five days from when you started and determine the new distance between the Earth and Moon.
10) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by 10 days from when you s.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Teen Pregnancy Precede-Proceed Phase 1 Although we have s.docx
1. Teen Pregnancy
Precede-Proceed Phase 1: Although we have seen pregnancy
rates decline in the past two
decades, substantial health disparities remain in both social and
economic aspects for teenagers
that are at risk. Many individuals are affected nationwide
directly and indirectly, from being the
teenagers who face unplanned pregnancies to lost tax revenue.
Both social and behavior factors
exist and have a major impact on teenagers living in the United
States. Many teenagers are
easily influenced by their peers, but they also serves as targets
of the media. We must improve
adolescent reproductive health in central San Diego by
improving the behaviors with
encouraging positive attitudes, extracurricular activities, and
offering counseling services.
Strategies used in sex education courses at high schools can be
improved by including
information about health services that are offered in the
community and not only encourage the
2. delay of sexual intercourse, but also provide education on the
risks associated risky sexual
behavior. There are many studies that have been conducted on
sex education and teen
pregnancy. Our health promotion program and plan will
incorporate the most effective strategies
previously used.
Precede-Proceed Phase 2 (National Level): “Despite declines
since 1991, the teen birth
rate in the United States remains as much as nine times higher
as in other developed countries”
(Pazol, et. al. 2011). This is unusual for being such an
industrialized, developed country. “Each
year, teen childbearing costs the United States approximately $6
billion in lost tax revenue and
nearly $2 billion in public expenditures” (Pazol et. al, 2011).
According to Jessica Pika,
Assistant Director, Communications for The National Campaign
to Prevent Teen and Unplanned
Pregnancy Organization states, teen pregnancy is a major issue
for the U.S. because it not only
affects pregnant teens, but their family, friends, and people they
have never met (i.e., taxpayers
3. who pay for “teen childbearing costs” (personal communication,
November 20, 2012). Teen
pregnancy affects everyone (J. Pika, personal communication,
November 20, 2012). Since teen
pregnancy can be prevented, this is a lot of money that the
country is losing annually.
“Approximately one third of the teenaged females in the United
States becoming pregnant and
once pregnant, are at risk of becoming pregnant again” (Basch,
2011). Getting pregnant once
during one’s teenage years raises the risk of conceiving again.
In a recent interview with Marcy
Clayson an Engagement Specialist at Planned Parenthood a
statement she made advocates for
Basch’s belief about teen pregnancy risks of conceiving again,
she stated, “A lot of our teen
moms are children of teen parents. That is a common factor. It’s
almost a social norm in their
communities. We make sure that our teens know that they can
prevent an unplanned for a second
pregnancy once they’ve graduated and received further
education.”
Precede-Proceed Phase 2 (State Level): On the state level, in
2005, teen pregnancy of
4. Californian girls, ages 15-19 years old, according to The
National Campaign to Prevent Teen and
Unplanned Pregnancy (2012), was 96, 490. The 2005 California
teen pregnancy rate for girls of
the same age range (i.e., 15-19 years old) was 75 compared to
the United States (U.S.) teen
pregnancy rate of 70 (The National Campaign to Prevent Teen
and Unplanned Pregnancy, 2012).
The number of California teenage girls who gave birth in 2010
ages 15-19 years old was 43, 149
(The National Campaign to Prevent Teen and Unplanned
Pregnancy, 2012). Furthermore,
during 2010, the number of Californian “girls under 15” who
gave birth was 433 (The National
Campaign to Prevent Teen and Unplanned Pregnancy, 2012).
The 2010 California “teen birth
rate” for girls ages 15-17 years old was 16.4 while girls ages
18-19 years old was 53.4 (The
National Campaign to Prevent Teen and Unplanned Pregnancy,
2012). The “number of teenage
births” data in California was further narrowed down to
“race/ethnicity” (The National
5. Campaign to Prevent Teen and Unplanned Pregnancy, 2012).
Therefore, “Hispanic girls” in
2010 had 31, 580 teenage births (The National Campaign to
Prevent Teen and Unplanned
Pregnancy, 2012). This population had the highest “number of
teenage births” than other
ethnicities (e.g., “Non-Hispanic White girls” had 5, 800 teenage
births and “Non-Hispanic Black
girls” had 3, 737) (The National Campaign to Prevent Teen and
Unplanned Pregnancy, 2012).
Furthermore, “Hispanic girls’” 2010 California “teen birth
rate”, 48.1, also had the highest rate
than other ethnicities (e.g., “Non-Hispanic White girls” had
14.1 and “Non-Hispanic Black girls”
had 37.7) (The National Campaign to Prevent Teen and
Unplanned Pregnancy, 2012).
Precede-Proceed Phase 2 (Local Level): With a teen population
of 709, 916 in the city of
San Diego alone, according to the County Health Ranking,
statistics within the past year, there
have been 26,385 teen pregnancies. (County Health Rankings.
2012) In a city with such a diverse
group of ethnicities it has been found that when it comes to teen
pregnancy, San Diegans with
6. Hispanic background tend to have a higher pregnancy rate.
Pregnancy and birth rates among
teenage Latinas are actually high nationwide and locally. Rates
among Latina teens have failed
to decline as rapidly as rates among other ethnic groups. While
Latinos comprise just over a
third of the teenage population in San Diego County, Latinas
account for more than three-
quarters of teen births in the area. (National Campaign to
Prevent Teen and Unplanned
Pregnancy, 2012)
Precede-Proceed Phase 2 (Risk Factors at the National Level): It
is commonly found that
teenagers, who live in areas where their community has a lower
socioeconomic status, have a
greater risk of risky sexual behavior and getting pregnant.
“Many studies show that adolescents
who live in disadvantaged communities with high poverty rates
are more likely to have sex,
become pregnant, and give birth. In contrast, teens who live in
more affluent communities are
less likely to engage in risky sexual activity” (Manlove et. al,
2002). Unfortunately, it has also
7. been shown that “teen childbearing also perpetuates a cycle of
disadvantage; teen mothers are
less likely to finish high school, and their children are more
likely to have low school
achievement, drop out of high school, and give births
themselves as teens” (Pazol, 2011).
According to Talia Perez, a Community Engagement Specialist
from Planned Parenthood of the
Pacific Southwest, Planned Parenthood has a program called
Teen Success. The national average
of teens that have a second pregnancy is 20%. Perez explains
that Teen Success is for pregnant
or parenting teens and helps these individuals prevent a second
pregnancy by helping them focus
on school, graduate from high school, and seek secondary
education. Teen Success started in
1990. For teens enrolled in Teen Success, only 4% have a
second pregnancy, which is
significantly lower than the national average. There are many
risk factors associated with teen
pregnancy and risky sexual behavior. These not only include
gender, age, race and ethnicity but
also the following: attitudes (i.e. peer pressure, social
acceptance), the adolescent’s family, and
8. involvement in activities. According to a study conducted on
teen pregnancy and the risk
factors, “Teens whose parents talk about sex and birth control
with their children, and
communicate strong disapproval of sexual activity, are more
likely to have positive reproductive
health outcomes” (Manlove, et. al, 2002). To support this
statement, Jessica Pika, Assistant
Director, Communications for The National Campaign to
Prevent Teen and Unplanned
Pregnancy Organization states, open and honest and
communication between parents and teens
will help increase awareness about how to prevent and reduce
teen pregnancy because teens are
knowledgeable about the options of abstinence, having safer sex
with the use of contraceptives,
or having unsafe sex with a higher risk of becoming pregnant
(personal communication,
November 20, 2012). Parents who also talk to their teens not
only on sex, but also love, dating,
and good relationships increase their teens’ awareness on sex
and relationships (J. Pika, personal
9. communication, November 20, 2012). In addition, it also has to
do with social acceptance, the
teenagers’ attitudes on sex, and the perception of sex among
their peers. One major factor is,
“those who believe sexual experience will increase others’
respect for them are also more likely
to have sex” (Manlove, et. al, 2002). Another report shows that
school involvement and/or
involvement in extracurricular activities play a significant role.
“Adolescents’ engagement and
performance in school, religious activities, and sports (among
girls) are all associated with more
positive reproductive health behaviors, which indicates that
involving teens in positive activities
may help them avoid other risk-taking behaviors” (Manlove, et.
al, 2002).
Precede-Proceed Phase 2 (Risk Factors at the State Level): No
single state has the same
number of racial/ethnic populations. Therefore, teen pregnancy
may affect different racial/ethnic
populations differently. In the state of California, African
American and Latina teens have the
highest number and risk for teen pregnancy. Many studies have
not shown any genetic risk
10. factors associated to teen pregnancy yet. However the risk
factors that greatly affect teenagers,
such as Latina teens who reside in California, are behavioral
and environmental. According to
MedlinePlus (2012), “poor academic performance” and poverty
can be both behavioral and
environmental risk factors that increase the risk of teenage girls
becoming pregnant. For
example, “poor academic performance” can be both behavioral
and environmental because some
teenagers do not believe that education is important or they may
have to fill in the role of a
parent to a younger sibling if they live in a single parent
household, which in turn leads them to
not have education as their number one priority (MedlinePlus,
2012). Furthermore, where a
teenager lives may not have the best schools/universities, hence
“poor academic performance”
(MedlinePlus, 2012). Latina teenagers have the risk factors that
MedlinePlus listed. To support
this claim, Frost and Driscoll (2006) explain, “Latinas’ higher
rates in poverty and lower
educational attainment place them at a higher risk of teen
11. pregnancy and also translate into fewer
resources to cope with the difficulties of teen parenting” (as
cited in Biggs, Antonia, Ralph,
Minnis, Arons, Marchi, Lehrer, Braveman, Brindis, 2010, p.
78). From this quote, having fewer
resources is an environmental risk factor for teenagers
regardless of their race/ethnicity because
they have fewer coping and educational methods if they have
disadvantaged lives. Another
behavioral risk factor that increases the risk of teen pregnancy
is having an “older male partner”
(MedlinePlus, 2012). In California, Latina teens “are more
likely than teens of other
racial/ethnic groups to choose partners who are significantly
older, placing them at higher risk
for early childbearing” (Darroch, Landry, & Oslak, 1999 as
cited in Biggs et al., 2010, p. 79).
An environmental risk factor that increases the risk of teenage
girls becoming pregnant is
experiencing “gangs and gang activity” in their neighborhood
(Richardson & Nuru-Jeter, 2012,
p. 69). “Studies show that adolescent involvement with gangs
is associated with risky sexual
behavior, including lower use of condoms” (Richardson &
12. Nuru-Jeter, 2012, p. 69). Thus, teen
girls (e.g., Latinas) whose partners are affiliated with a gang
have a high “incidence of
pregnancy” (Richardson & Nuru-Jeter, 2012, p. 70).
Precede-Proceed Phase 2 (Risk Factors at the Local Level):
Latino teens in fact share
many of the same common goals and concerns with those of
other ethnic backgrounds.
However, it is still clear that there are also differences as well.
Young Latina mothers are likely
to face different circumstances than those of non-Hispanic
mothers. Latinos not only have lower
educational and income levels throughout San Diego, but they
are also more likely to be located
in high poverty neighborhoods (e.g., Skyline, Lincoln Park,
Paradise Hills, Barrio-Logan, Logan
Heights, etc.) (Murphy-Erby, 2011). The types of contraception
used by Latinos also contribute
to higher pregnancy rates. Latino teens are less likely than
other ethnic groups to use condoms
and are less likely than white teens to use birth control pills.
Furthermore, Latino teens are more
13. likely to use less effective approaches, such as the pull out
method as well as the rhythm methods
(East, 2010).
Precede-Proceed Phase 3 (Predisposing, Enabling, and
Reinforcing factors): One
predisposing factor of teen pregnancy is not having the
knowledge of contraceptives. Some teens
have never been educated about contraceptives where they are
available. Another predisposing
factor is the glamorization of teen pregnancy on
television/movies. An enabling factor of teen
pregnancy low income/ underserved teens do not have “access
to health care facilities” because
they are not aware that they can utilize their community health
clinic services (Mckenzie,
Neigor, & Thackeray, 2009, p. 22) Another enabling factor is
resources are not available, such as
health care facilities and social support from family and friends,
without these resources teens
have a higher risk of risky and unsafe sexual activities. One
reinforcing factor of teen pregnancy
is peer pressure. Having an older partner or being in a long-term
relationship, a teenage girl
might be pressured to have sex without protection. Another
14. reinforcing factor is some teens do
not have parents that discourage risky and unsafe sexual
activities because parent-teen they do
not have an open and honest parent-teen relationship
Precede-Proceed Phase 4 (Goal, Objectives, and Interventions)
are listed below:
The teen pregnancy rates have declined nationally but at state
and local areas, there do still exist
issues. This is especially the case among Latino adolescents.
Our goal is to reduce the teen
pregnancy rates within the Latino community in central San
Diego County. San Diego Teen
Pregnancy Prevention Program (STEPPP) will help lower the
teen pregnancy rate in central San
Diego by incorporating new curriculum in the high schools’ sex
education course. Students will
be offered the chance to enroll in the sex education course upon
parental consent. We will pilot
test STEPPP in the central San Diego area to compare between
STEPPP at Garfield High School
and the current sex education course at Lincoln High School,
using the quasi-experimental
15. design.
1.1 Process Objective: STEPPP would be pilot tested at Garfield
High School and Lincoln High
School (control). Program staff members and volunteers will
disseminate informational
brochures on how to prevent and reduce teen pregnancy. In
addition, there will be flyers listing
resources that are available at local community health clinics.
The information will be targeting
25% (target: entire freshman class) of high school students
when they are taking a sex education
course (upon parental consent).
1.1 Activities/Strategies: The informational brochures and
flyers will be available at schools and
other facilities such as the following locations: YMCA, school
nurse’s office, school
advisor/counselor’s office, and where parent-teacher
conferences are generally held. The
information would not only reach our target population but also
parents and others in the
community.
2.1 Learning (Awareness) Objective: After listening to guest
speakers, half of the students in the
16. sex education course would be able to identify multiple risk
factors of teen pregnancy that
individually affect them.
2.1 Activities/Strategies: Guest speakers (e.g., pregnant teens,
teen mothers, family and friends
of pregnant teens, health care workers who work with pregnant
teens and their families) will
visit and share personal experiences with the students enrolled
in the sex education course. The
students will be able to have open discussions with the guest
speakers after they have made
their presentation.
2.2 Learning (Knowledge) Objective: During the group
discussions, 2 out of 4 high school
students will be able to explain the risk factors of teen
pregnancy and how those risk factors
impact their life in an ecological perspective.
2.2 Activities/Strategies: The class will be divided into small
groups to complete an assignment
through discussion. The instructor(s) will have handouts for the
students. These handouts will
include teen pregnancy topics in an ecological perspective. Each
17. group will also be given a
script/scenario to role-play/act out in front of the class. Role-
playing in certain scenarios can
help students learn more about teen pregnancy and how they can
protect themselves. Incentives
(e.g. gift cards, movie tickets, etc.) will be given after the
completion of the group
discussion/presentation.
2.3 Learning (Attitude) Objective: After the completion of the
sex education course, 50% of
students would pledge to refrain from unsafe sexual activities.
2.3 Activities/Strategies: Pledge cards will be handed out to the
students and they will have the
opportunity to make their pledge individually.
2.4 Learning (Skill) Objective: Upon completion the sex
education course, at least 75% of
student can demonstrate resistance strategies to having unsafe
sexual activities.
2.4 Activities/Strategies: Pre- and post-test assessments/surveys
will be given to Garfield high
school students to gather information and data to see if they are
grasping the concepts and other
learning objectives of the course. Handouts and pamphlets on
18. teen pregnancy prevention will
be given to the students. Multiple group discussions will be
held in the duration of the sex
education course to help the students further understand the risk
factors and potential
disadvantages of those directly/indirectly affected by teen
pregnancy.
3.1 Action/Behavioral: By the end of a semester, the majority of
the students who complete the
sex education course will comply with their pledge to refrain
from unsafe sexual activities.
3.1 Activities/Strategies: Pledge cards will be handed out to the
students and they will be given
the opportunity to make their pledge individually.
4.1 Environmental Objective: During the sex education course,
a majority of students will have
access to newly built-in/placed condom dispensers in the
advisor/counselor’s and school nurse’s
offices.
4.1 Activities/Strategies: Newly built condom dispensers will be
installed in the school advisors
and school nurse’s offices.
19. 4.2 Environmental Objective: As part of the sex education
course, 100% of the students (those
with parental consent) will participate in a field trip to local
community health clinics, which will
allow them to learn more about the facilities and their services.
4.2 Activities/Strategies: Field trip to local community health
clinics; access to community
resources. Each community health clinic will have a tour guide
(staff member who works at the
facility) to show students the different areas of the clinic. The
tour guide will also explain to the
students the different services and classes that are offered to
teenagers. The students will have
the chance to make appointments or sign up for classes if they
so choose to and ask questions
during the field trip.
4.3 Environmental Objective: During the sex education course,
100% of students will have
access to the newly created student Facebook page (co-
partnered with local community health
clinics through community organization and community
building) that will include not only the
upcoming events of the high school, but links to local
20. community health clinics and their
upcoming events. This will serve as a resource for students,
parents, and others in the
community. Instructors and other staff members can encourage
students to visit the high school’s
Facebook page to access information. On the Facebook page,
there will be public service
announcements (PSAs) that students can watch.
4.3 Activities/Strategies: The students will have a classroom
activity that includes browsing the
Internet for local community health clinics. The Facebook page
will serve as one of the internet
resources and as a social media tool for the students. There will
be public service announcements
for students to watch.
5.1 Outcome: To lower teen pregnancy rates among the Latino
population in central San Diego
by 10% within a year time span.
Activities/Strategies: Implementation of the objectives’
activities and strategies listed above into
the sex education course.
21. Precede-Proceed Phase 5 (Implementation): STEPPP will be
pilot
tested/implemented at Garfield High School and compared the
current sex education course at
Lincoln High School. This will begin January 2013 for the
spring semester of the academic year.
Precede-Proceed Phase 6 (Process Evaluation): Key informant
interviews from local
community health clinics will be conducted prior to the start of
STEPPP. Data will also be
gathered from internet sources and other agencies/organizations
associated with teens and teen
pregnancy prevention in the community. In order for the pilot
testing to begin, it must be
presented to and be approved by the stakeholders. During the
pilot testing, the program will take
effect and be available to students at Garfield High School. The
program will include multiple
group activities that will help reinforce making healthy choices.
By implementing new strategies
into the sex education course, we can better equip each
generation with tools to make healthier,
safer decisions in life. In addition, collaboration with local
community health clinics will help
22. with facilitating field trips and other activities. For satisfaction
evaluation of STEPPP, we can
include questions in the pre- and post test assessments. Many of
the interventions will be
measured through the pre- and post test assessments. Evaluators
will be assigned to sit in the sex
education class during key classroom activities (those
mentioned in the Learning Objectives) to
observe the interactions between students and instructors.
Surveys will be given to students after
each key classroom activity for the evaluators to interpret and
prepare for monthly staff
meetings. Monthly meetings will be held for program staff
members to assess the quality and
effectiveness of the current methods used as the learning
objectives of STEPPP.
Precede-Proceed Phase 7 (Impact Evaluation): According to
McKenzie, Neiger, and Thackeray
(2009), “impact evaluation relates to changes in behavior, and,
in some cases, changes in
awareness, knowledge, attitudes, and skills” (p. 359). As
program planners of STEPPP, we will
evaluate these changes (i.e., behavior, awareness, knowledge,
23. attitudes, and skills) in high school
students through observations and pre- and post-test
assessments/surveys. There will be a weekly
assessment of number of people accessing student Facebook
page by using a website counter.
Program staff will observe students throughout the course of
the sex education program. As for
the field trip, we will assess the number of participating
students who signed in the sign-in sheet.
They will observe the students’ behaviors through the various
activities/strategies implemented,
such as visiting guest speakers, group discussions, and role-
playing scenarios. Changes in the
students will also be evaluated through pre- and post-test
assessments/surveys. These pre- and
post-test assessments/surveys will have both closed and open-
and closed-ended questions. An
agency will be assigned to evaluate, analyze, and interpret the
results.
Precede-Proceed Phase 8 (Outcome Evaluation):
Outcome: By the end of program the evaluating consultant will
identify that the quasi-
24. experimental design was implemented throughout STEPPP.
With our target population mainly
aimed towards Latino teens to the Central San Diego region we
concentrated our focus on two
specific schools that we felt would benefit most with the
program (Lincoln High School and
Garfield High School.) Both schools we’re chosen due to their
location and student population.
Garfield High School is well known for taking in troubled teens
as well as teen moms/soon to be
teen mothers throughout the San Diego county, therefore
implementing the program into the
school would give those students who need it the most the
proper education and allow them to be
aware of different available resources that are open for their
taking. Lincoln High school was
also chosen because of a Regional Occupational Program (ROP)
that they already have
implemented into their school. We felt that by being able to
compare Lincoln High School’s
ROP to STEPPP would improve education to the teens in the
future.
Reporting: After one academic school year, the results of
STEPPP will be presented to
25. the program staff, Garfield High School’s officials, Lincoln
High School officials, parents, the
San Diego County Office of Education, the community, the
local community health clinics, and
the County of San Diego: Health and Human Services Agency.
The STEPPP results will be
reported to these stakeholders in order to evaluate and improve
the quality and effectiveness of
the program for future endeavors (McKenzie, Neiger, &
Thackeray, 2009, p.336). Further
explanations and presentations will be given to show how much
of an impact the program has
made on the students at Garfield High and the possibilities that
could arise if implemented to
Lincoln High School as well. Key informants will also be
brought back to emphasize on the
different area’s they found would be beneficial to implement
within the STEPPP program, to
further explain the thought process and reasoning as to why
certain activities were chosen. A
display of numerous activities (pre- and post tests, surveys,
field trip sign in sheets etc.) that were
done by the students would be displayed for the viewers to see
26. and take note on the progress
STEPPP has made in educating them. STEPPP continues its
program at Garfield high, and is
also implemented at Lincoln the following year. Other local
schools in the Central San Diego
region are open to partake in the STEPPP and eventually will be
open to all of San Diego in the
coming years.
References
Basch, C. (2011). Teen pregnancy and the achievement gap
among urban minority youth.
27. American School Health Association. 81(10), 614-618.
Biggs, M., Ralph, L., Minnis, A.M., Arons, A., Marchi, K.S.,
Lehrer, J.A., Braveman, P.A., &
Brindis, C.D. (2010). Factors associated with delayed
childbearing: From the voices of
expectant Latina adults and teens in California. Hispanic
Journal Of Behavioral
Sciences, 32(1), 77-103. Retrieved from
http://ezproxy.nu.edu/login?url=http://search.ebscohost.com/log
in.aspx?direct=true&db=
eric&AN=EJ876995&site=eds-live
East, P. L., & Chien, N. C. (2010). Family dynamics across
pregnant Latina adolescents'
transition to parenthood. Journal Of Family Psychology, 24(6),
709-720.
doi:10.1037/a0021688
McKenzie, J.F., Neiger, B.L., & Thackeray, R. (2009).
Planning, implementing, & evaluating
health promotion programs: A primer (5
th
ed..). San Francisco, CA: Pearson Benjamin
Cummings.
28. Manlove, J., Terry-Humen, E., Papillo, A. Franzetta, K.,
Williams, S., Ryan, S. (2002).
Preventing teenage pregnancy, childbearing, and sexually
transmitted diseases: what the
research shows. Child Trends.
MedlinePlus. (2012, October 23). Adolescent pregnancy.
Retrieved from
http://www.nlm.nih.gov/medlineplus/ency/article/001516.htm
Murphy-Erby, Y., Stauss, K., Boyas, J., & Bivens, V. (2011).
Voices of Latino parents and teens:
Tailored strategies for parent-child communication related to
sex. Journal Of Children &
Poverty, 17(1), 125. doi:10.1080/10796126.2011.531250
http://ezproxy.nu.edu/login?url=http://search.ebscohost.com/log
in.aspx?direct=true&db=eric&AN=EJ876995&site=eds-live
http://ezproxy.nu.edu/login?url=http://search.ebscohost.com/log
in.aspx?direct=true&db=eric&AN=EJ876995&site=eds-live
Pazol, K., Warner, L., Gavin, L., Callaghan, W., Spitz, A.,
Anderson, J., Barfield, W., Kann, L.
(2011). Vital signs: teen pregnancy – United States, 1991-2009.
Morbidity and mortality
weekly report, 60(13).
29. Richardson, D., & Nuru-Jeter, A. (2012). Neighborhood
contexts experienced by young
Mexican-American women: Enhancing our understanding of risk
for early childbearing.
Journal Of Urban Health: Bulletin of The New York Academy
Of Medicine, 89(1), 59-73.
Retrieved from
http://ezproxy.nu.edu/login?url=http://search.ebscohost.com/log
in.aspx?direct=true&db=
cmedm&AN=22143409&site=eds-live
San Diego, California, Teen birth rate, County Health Rankings.
(2012). County Health
Rankings. Retrieved from
http://m.countyhealthrankings.org/node/357/14
State Profiles: The National Campaign to Prevent Teen and
Unplanned Pregnancy. (2012).
The National Campaign to Prevent Teen and Unplanned
Pregnancy.
http://www.thenationalcampaign.org/state-data/state-
profile.aspx?state=California
State profiles: California. (2012). The National Campaign to
Prevent Teen and Unplanned
Pregnancy. Retrieved from
http://www.thenationalcampaign.org/state-data/state-
31. brings teenagers out of their rooms to bask in the sun for a
perfect tan, however being exposed to
the sun without protection can be drastically life changing.
Phase 1: Quality of life: Social Diagnosis
Teens have a perception that sun bathing is a great way to have
perfect skin or even
going to the Tanning Salon. Most teens are not aware of the
future damages that the sun may
cause them; it can alter their image in a negative way and even
become dangerous and deadly.
When there is an abnormal growth of cells in the body this
disease is called, Cancer (CDC,
2014). Skin cancer is when the cancer cells start in the skin
(CDC, 2014). This disease does not
favor any race, culture, age and/or gender; it can affect anyone
(CDC, 2014). Skin Cancer is a
topic that not many teenagers are aware of. Teens may be talked
to or lectured on in regards to
drinking/texting and driving or safer sex, and/or a healthier
diet. A subject like cancer is not easy
to teach in high schools, although informing high school
students of what they can do now can
prevent them from developing skin cancer later may be
32. accomplished in several ways. This
health education program will target the age group between 15
to 19-year-old high school
students attending Otay Ranch High School of the high risk for
the most common skin cancer.
The following pages will explain the data collection and
analysis found in skin cancer at a
SKIN CANCER AWARENESS 2
national, state, and local level. Describes the genetic,
behavioral, and environmental risk factors
associated with skin cancer, and express the need of a program
focus. The intervention strategies
will be later discussed, as well as the process and outcome
evaluation of the health education
program.
PHASE 2: EPIDEMIOLOGICAL ASSESSMENT
Epidemiology of Skin Cancer
Skin Cancer is the most common form of cancer and also the
fastest growing cancer.
There are three types of skin cancer: basal cell carcinoma,
squamous cell carcinoma, and
33. melanoma. According to the American Cancer Society there are
3.5 million of cases of basal and
squamous cell skin cancer, and 73,000 of melanoma in 2015
(ACS, 2015). The latest data
gathered by the EPA, states that in California, melanoma makes
up 75% of all skin cancer in the
state (2009). The same report states that in California, there are
800 deaths a year which is about
2 deaths per day (2009), making it a health problem that
requires more awareness than it has
been receiving. The determinants of Skin Cancer may be due to
genetic, behavioral or
environmental risk factors.
Genetic Risk Factors
Genetics plays a big role in determining an individual’s
chances of getting Skin Cancer.
The Center for Disease Control and Prevention 1999- 2011
surveillance of the incidence rate and
death rate of Skin Cancer reveals just how Caucasians are
disproportionately affected by skin
cancer, compared to other races. White men and white women
have the highest rates of
incidence and deaths due to Skin Cancer (CDC, 2014). Nine of
34. ten who are diagnosed with the
most dangerous form of skin cancer, melanoma are White (CDC,
2014). Even when the rates of
SKIN CANCER AWARENESS 3
incidence for Asians/Pacific Islander, Hispanics, Blacks and
American Indians/Alaskan Natives
are combined, they are still at a lower rate compared to the
white population. The results are also
the same when comparing the death rates. The race with the
lowest rates or incidence and deaths
was the African American population.
An article in a periodical for genetics refers to different studies
conducted that would
explained that the reason for this disparity is due to
pigmentation. People with pigmentation
traits such as: fair skin, blue or green eye color, red and blonde
hair and freckles are at a higher
risk of getting skin cancer (Vogan, 2008). Darker pigmentation,
which is determined by
chromosomes, according to the same article, has the ability to
protect the skin from the sun
35. damage (Vogan, 2008).
Behavioral Risk Factors
Genetics is a risk factor for skin cancer that no one can control,
and is determined by
nature. Fortunately, a change in behavior can help lower the
risk of getting skin cancer. The
behaviors linked to skin cancer are over exposure to the sun,
use of indoor tanning, not wearing
sun-protective clothing, and lack of sunscreen usage. By
reducing sun exposure, not using indoor
tanning, wearing proper clothing and using sun screen before
exposure can dramatically reduce
the chances of getting skin cancer.
It is a well-known fact that sun exposure has many benefits
including mood
enhancement, and providing the body with vitamin D, but too
much exposure can harm the skin
due to the suns’ ultraviolet radiation. Ultra violet radiation has
been linked to premature aging,
eye damage, a suppressed immune system, and other skin
damage (WHO, 2015). Using
sunscreen can reduce damage done to the skin, and prevent skin
cancer growth. Unfortunately,
36. SKIN CANCER AWARENESS 4
not everyone uses sunscreen. According to a study, sunscreen
usage in the general population has
fallen rapidly and only 30% actually use sunscreen (Johnson,
2011). The study suggest that it
may be due to the perceived susceptibility being low, and the
lack of skin cancer knowledge
(Johnson, 2011). Some people who get skin cancer do not get it
from the sun, instead they get it
from an alternative way of tanning with the use of tanning
bed/booths. There are thousands of
tanning salons all across the United States, and over a thousand
in California alone. These
bed/booths are used to achieve a darker complexion without sun
bathing. A study in Europe
found that artificial UV lights from these tanning beds/booths
increases the risk of melanoma by
75%, if expose to it before the age of 35 (Benmaharnia, 2013).
Environmental Risk Factors
The environment an individual is in has an influence on their
risk of getting Skin Cancer.
37. Due to the fact that California has such beautiful weather, and
the sun is out majority of the year
increases the risk of developing a skin cancer later in life.
Since the weather is so beautiful in
California, most individuals find themselves enjoying activities
outdoors. Any injury to the skin
can result in abnormal skin cell growth, which can happen
outdoors during these activities.
Phase 3: Educational and Ecological Assessment
Predisposing factors may include lack of education, as the main
reason individuals do
not protect themselves against skin cancer. Bringing awareness
to the topic may help parents in
teaching, and practicing healthy ways to protect their skin.
Since some skin cancer do not
develop until later in life, protecting your skin is important at
younger ages. Some parents may
feel that applying sunscreen takes too much time, and they do
not want to keep reapplying even
if they initially put it on their children. Of course this becomes
more difficult if society deems
SKIN CANCER AWARENESS 5
38. tan skin to be fashionable, and in style. Individuals may also
have a low perception that skin
cancer can happen to them, and that may prevent themselves
from protecting themselves.
Enabling factors would be the individual’s accessibility to
proper protection from the
sun’s ultra-violet (UV) light. Along with being uneducated
about the risk of skin cancers, some
individuals might not know where or just cannot afford
sunscreens. Wearing sunscreen is one of
the main steps to protecting your skin, however, proper hats,
and UV protective clothing is also
available. Once again this goes back to accessibility to these
types of resources.
Reinforcing factors would be to not develop skin cancer in the
future; this is the main
reward for protecting your skin. Protecting your skin from UV
damage can also keep you
looking younger, and can slow the aging process. Over exposed
skin, especially in the face can
result in wrinkles faster than aging alone. Protecting your skin
can keep your youthful glow, and
wearing sunscreen is a major contributor to protection.
39. Program Focus
The health education program name that will be implemented is
called, “Sun Safe:
SASSE”. SASSE stands for S: Sunscreen use, A: Avoid peak
midday sun exposure, S: Stay in
the shade, S: Sun safe clothing, E: Exposure limitation. Health
educators will visit one high
school campus from the Sweetwater High School District during
the month of July, to educate
students of their risk, and inform them of preventative measures
that can be taken.
Phase 4: Intervention Strategies
SKIN CANCER AWARENESS 6
Program Goal and Objectives
Goals Statement:
High School.
Process Objective:
40. speaker with skin cancer
to discuss their experience with the cancer.
contact sunscreen companies to
help provide free samples of sunscreen for the students.
Learning Objective:
High School students be
aware of sun safety practices.
majority of the students
from Otay Ranch High School will be able to identify abnormal
skin spots.
% of Otay Ranch High
School students will be able
to identify three risk factors for skin cancer.
Behavioral Objective:
High School students will
intend to wear sunscreen daily between the hours of 10am- 2pm,
when outdoors.
Environmental Objective:
41. SKIN CANCER AWARENESS 7
at Otay Ranch High School
will be covered by shade structures.
ol year, all locker rooms at Otay
Ranch High School will have
sun screen pumps installed.
Outcome:
attended the “SASSE” health
awareness program will use sunscreen more than students from
another high school who
did not participate in the program.
Health Communication Strategies/Health Education Strategies
for Process Objectives
In order to have a successful health awareness program,
program planners need to have
certain strategies in place to fulfill the programs process,
learning, behavioral, and outcome
objectives. To complete the process objective program planners
42. will need certain materials such
as age appropriate brochures, and visual aids. Program leaders
will write a proposal to
Sweetwater High School District to allow our curriculum in the
Otay Ranch High School. After
receiving approval from the district, program planners will then
reach out to patients who are
willing to share their experiences living with skin cancer with
students. After confirmation from
these patients, we will then schedule them as guest speakers for
our presentations. Program
planners will contact several sunscreen companies in order to
receive free sample to be
distributed to the students. Otay Ranch High School has about
2,750 students, they will be
divide by grade level in order to reach as many students as
possible during the month of July.
The program will consist of eight presentation being conducted
over a month long period of
time. The first week of July will be for the freshman class,
second week for sophomores, third
week for juniors, and the fourth week for seniors. The
presentations will be held in the
43. SKIN CANCER AWARENESS 8
gymnasium on Tuesdays, and Thursdays during the Extended
Learning Period (ELP) at which
time we will divide each grade into two separate classes
alphabetically.
There will be a list of student names, and a sign in sheet that a
program planner will supervise to
ensure accuracy of attendance. Those who could not attend on
Tuesday’s presentation can attend
Thursday’s presentation for make-up.
Health Communication Strategies/Health Education Strategies
for Learning and Behavior
Objectives
Informal interviews with three students from Otay
Ranch High School revealed that skin
cancer was not believed to be a major health issue concerning
high school students. They
believed that there were much more important health concerns,
such as teen pregnancy, under
age alcohol consumption, marijuana use, and obesity. Due to the
fact that perceived
susceptibility to getting skin cancer is low, behaviors that can
44. help prevent skin cancer is not
practiced. Therefore, the behavior change model that will be
used to change the health behavior
of these students will be the Health Belief Model.
Students attending Otay Ranch High School currently
have no form of skin cancer
awareness, nor has the school ever had a skin cancer awareness
program. That means that there
are almost 3,000 students who are probably not informed on
how to identify skin abnormalities,
risk factors of skin cancer, or sun safety practices that could
help prevent it. In order to reach
these learning objectives, program planners will demonstrate
the proper way to apply sunscreen,
and bring visual aids of clothing and accessories that can help
protect the skin from sun
exposure. The program planners will also present pictures of
skin abnormalities that indicate skin
cancer to provide a guide and be able to know what these
abnormalities look like. All
SKIN CANCER AWARENESS 9
45. information provided in the curriculum will be researched based
and distributed through power
point presentation, but a portion will be provided by a guest
speaker who will be a young skin
cancer survivor. The guest speaker will be able to highlight risk
factors through their personal
experience.
As stated earlier, the Health Belief Model (HBM) was
used to confirm the need for this
awareness program. By using the HBM, getting someone to
change his or her behavior may be
challenging, however with the in-depth presentation on Sun
Safe: “SASSE” program, using the
Health Communication Strategy will be more effective.
Especially, in the point made on “A”,
“A” is the acronym meaning to “Avoid” sun exposure during the
mid-day peak hours of 10am-
2pm when outdoors. Thus, by end of the presentation the
majority of Otay Ranch High School
students will intend to use sunscreen when outdoors specifically
between the mid-day peak hours
of 10am-2pm.
Environmental Change Strategies for Environmental Objective
46. The step to full fill an Environmental Objective is using
the Environmental Change
Strategy. By using this strategy, the goal will be met by having
shade structures installed in the
lunch area at Otay Ranch High school. In addition to installing
shade structures, hand pumps of
sunscreen will also be installed in the locker rooms for
everyone to use in a quick and easy
application. The first step is to write a proposal to the
Sweetwater High School District
requesting the need for an environmental change on the shade
structure, and the installation on
sunscreen hand pumps at the Otay Ranch High School. The head
coordinator of the Sun Safe:
SASSE program will write this proposal. This process may take
a few weeks to a few months.
After getting the approval for both proposals by the district, the
shade structures will be installed
SKIN CANCER AWARENESS 10
as well as the sunscreen hand pumps for Otay Ranch High
School. The maintenance of the shade
structure will be included in the proposal for the general
47. maintenance on high school premises to
take care of. To maintain each hand pump in the locker rooms
of Otay Ranch High School the
Associated Student Body (ASB) or assistant student coaches
will refill all hand pumps as
needed.
Health Communication Strategies/Health Education Strategies
for Outcome Objective
To complete a successful awareness program, the
outcome objective is to ensure that
majority of those who attended the “SASSE” health awareness
program at Otay Ranch High,
will use sunscreen more than other high schools in the district.
Program planners will conduct
surveys at the end of the school year, in order to measure how
effective our curriculum was at
Otay Ranch High School compared to the district. Marketing
this program will not be necessary,
due to the fact, after approval from the school district this
program will be implemented into the
curriculum.
Phase 5: Implementation
The “Sun Safe: SASSE”, skin cancer awareness
48. program will be implemented in the
month of July. Between the months of May and June, the pilot
test and revisions will be
completed in time for full implementation of the program. All
students of the Otay Ranch High
School will be in attendance for a 45 minute long presentation
during the schools Extended
Learning Period on Tuesdays, and Thursdays. The students will
be meeting in the school
gymnasium for an informative power point presentation on skin
cancer, and an anecdotal
presentation from a young survivor of skin cancer.
SKIN CANCER AWARENESS 11
Phase 6: Process Evaluation
To assess the quality of the program content and
implementation, the program planners
must conduct a process evaluation. The process evaluation will
be used to measure how the
program was successfully implemented according to the
49. programs process objectives.
Qualitative data collected via survey by the students who
attended the intervention program at
Otay Ranch High School will be compared to the survey
conducted at the comparison school. A
timeline checklist in the form of a Gantt chart provides a
measurement of program status, in
which program planners will follow.
Gantt Chart
M
a
r
A
p
r
M
a
y
J
u
52. r
Prepare curriculum - -
Purchase supplies necessary for
presentation
- -
Contact & secure possible
speakers for the presentation
- -
Seek approval from district for
shade structure construction
- -
Solicit sun screen samples - -
Pilot test -
Make revisions based on pilot
test evaluation
-
Pre-test survey for ORHS and
comparison school
-
Full implementation for
Freshmen students of ORHS
---
Full implementation for
53. Sophomore students of ORHS
---
Full implementation for Junior
students of ORHS
---
Full implementation for Senior
students of ORHS
---
Conduct post-test surveys for
all students of ORHS after the
presentations
----- ----- ------ -----
SKIN CANCER AWARENESS 12
Continue to check on
environmental objectives
- - - -
Construction of shade structure
and sunscreen pumps should be
54. complete
-
Conduct surveys for all
students of ORHS on
effectiveness of new structure
and sunscreen pumps
-
Conduct a post-test survey for
behavior objective
-
Conduct surveys for all
students of comparison school
-
Evaluate the program - - - - --- ---- ---- ---- - - - - - - - -
Write final report -
The programs process objectives were to secure a skin cancer
survivor speaker, whom
would attend the intervention presentations, and secure
sunscreen samples provided by sunscreen
companies. The students via a post program survey will
55. evaluate the programs expert speaker.
By completing this survey, this will measure how well or poorly
the expert speaker reached the
students. Upon receiving free samples of sunscreen given by
varies companies along with
sunscreen pumps provided by the school district, programs
planners would observe usage by the
students.
Phase 7: Impact Evaluation
In order to determine the effectiveness of the
intervention, an impact evaluation must be
conducted. Through this evaluation the program planners will
be able to determine if the
learning, behavior and environmental objectives has been
achieved. The evaluation design will
be based on quantitative data collected from students who
attended the intervention, and students
from the comparison school who did not attend the invention.
SKIN CANCER AWARENESS 13
The learning objectives include teaching the students sun
safety practices, identifying
56. abnormal skin spot and identifying risk factors for skin cancer.
To determine if the intervention
was the cause of the students to new gain knowledge, a pre-test
will be conducted a month prior
to the implementation of the program. The pre-test would give
an insight of what students knew
prior to the intervention. By doing so, it would rule out any
confounding variable that could
possibly have an effect on the validity of the results. A post-test
would then be conducted soon
after the presentation to determine their knowledge on risk
factors of skin cancer, identifying
abnormal skin spots and sun safety practices.
The behavior objective is to encourage Otay Ranch High
School students to wear sunscreen
daily especially during peak hours while outdoors. The pre-test
would include information on
their daily sun screen use. The post-test for the behavioral
objective would be conducted later on
in the year to determine behavior change.
The environmental objective include the construction of
a shade structure to provide
students protection from the sun while eating at the lunch area
57. and sunscreen pumps in locker
rooms for all students especially those that play outdoor sports.
Program planners will constantly
check on the status of construction to ensure the objective is
achieved. One month after the
constructions has been completed, students at Otay Ranch High
School will be surveyed on their
use of the new environmental change made in their school and
also their satisfaction with the
change. This allows the program planners to determine if the
environmental change served its
purpose and if it should be proposed to other high schools as a
part of skin cancer prevention
measure for young adults.
SKIN CANCER AWARENESS 14
Phase 8: Outcome Evaluation
While assessing the need of skin cancer, setting a goal, listing
objectives, and
implementing a program including numerous intervention
strategies are equally important in
58. program planning, the most crucial and critical phase is
Evaluation. In following the Precede-
Proceed model, phase 8 is measuring the outcome evaluation.
Having a beneficially health
awareness program that will improve the quality of life for the
community is ultimately what
health program planners want to achieve.
The outcome evaluation includes a strong outcome evaluation
design with rationale as to
why this design was chosen. A design that is worthy of its time
and effort for a positive health
awareness program is Quasi-experimental design. This design
is a pretest-protest design, which
includes an experimental group, and a comparison group. The
experimental group in this
program is Otay Ranch High School, and the comparison group
is Olympian High School. With
this chosen design the SASSE awareness program potentially
will have a great impact on its
target population. A pretest will be conducted for both groups
in June. In following the method
of collecting data for the quasi-experimental design, the
program planners will create a survey
59. for the students at Otay Ranch High School, and at Olympian
High School. After the
intervention, the posttest will be conducted for both schools.
All data collected from the pre/post
test will ultimately provide necessary feedback to stakeholders
to assess how well or poorly the
program was implemented. Program planners will coordinate
with stakeholders to further
improve program design, and implementation.
SKIN CANCER AWARENESS 15
Conclusion
Skin Cancer is a serious health problem that affects millions of
Americans, and thousands
of Californians. Skin cancer has claimed lives of Californians
daily, and will continue to claim
lives unless preventative measures are being made. The best
way to tackle this health problem is
to provide education on this issue to populations whom are at a
great risk, for example the young
60. adults. The “Sun Safe: SASSE” program was created to do just
that. It targets students from Otay
Ranch High School, and provide them with education on the
topic of skin cancer prevention. The
program planners use the Health Belief Model to change the
perception of the health problem
due to the student’s low level of perceived susceptibility.
Program planners have learning,
behavioral, environmental, and outcome objectives that are
intended to reduce the risk of skin
cancer in high school students. In order to achieve this goal,
the program planners plan to use
Health Communication Strategies/Health Education Strategies.
In order to ensure their objectives
have been met, program planners will use quantitative, and
qualitative data collection to evaluate
the programs effectiveness. If the program proves to be
effective, then the program planners will
propose a statewide implementation, and hopefully a nation
wide implementation of the
program. With great optimism this program will be used as a
model across the United States, in
reducing the incidence rate of skin cancer among 15 to 19 year
olds.
61. SKIN CANCER AWARENESS 16
References
Benmarhnia, T., Léon, C., & Beck, F. (2013). Exposure to
indoor tanning in france: A population
based study. BMC Dermatology, 13, 6.
doi:http://dx.doi.org/10.1186/1471-5945-13-6
Center of Disease Control. (2014, August). CDC - Skin Cancer
Rates by Race and
Centers for Disease Control and Prevention (CDC). (2014).
Basic Information About Skin
Cancer. Retrieved May 12, 2015, from
http://www.cdc.gov/cancer/skin/basic_info/index.htm
Eastlake High School. (2015). Eastlake High School | About Us.
Retrieved from
http://elh.sweetwaterschools.org/about-us
Johnson, M. M. (2011). A SKIN CANCER MODEL: RISK
PERCEPTION, WORRY AND
62. SUNSCREEN USAGE. Economics, Management and Financial
Markets, 6(2), 253-262.
Retrieved from
http://ezproxy.nu.edu/login?url=http://search.proquest.com/docv
iew/884339020?accounti
d=25320
Otay Ranch High School. (2015). Otay Ranch High School |
About Us. Retrieved from
http://orh.sweetwaterschools.org/about-us/
Sweetwater Union High School District. (n.d.) School.
Retrieved May 12, 2015, from
http://www.sweetwaterschools.org/schools/
Vogan, K. (2008). Cancer genetics: Pigmentation and skin-
cancer risk. Nature Reviews.
Genetics, 9(7), 502. doi:http://dx.doi.org/10.1038/nrg2409
http://www.cdc.gov/cancer/skin/basic_info/index.htm
http://elh.sweetwaterschools.org/about-us
http://ezproxy.nu.edu/login?url=http://search.proquest.com/docv
iew/884339020?accountid=25320
http://ezproxy.nu.edu/login?url=http://search.proquest.com/docv
iew/884339020?accountid=25320
http://orh.sweetwaterschools.org/about-us/
SKIN CANCER AWARENESS 17
63. World Health Organization. (2014). WHO | Health effects of
UV radiation. Retrieved from
http://www.who.int/uv/health/en/
COH 380 Signature Assignment – Final Paper Rubric
(Condensed)
Criteria
Outstanding = 100%
INTRODUCTION = 2% of grade (2 total points)
Introduction:
PLO 4 CLO 4
2% Weight (2 pts.)
Public health problem (need) and its relevance are clearly and
concisely described.
NEEDS ASSESSMENT = 25% of grade (25 total points)
Program Planning Model:
3% Weight (3 pts.)
64. Program planning model is used correctly throughout the paper.
Relevant Primary Data Source (i.e., Key Informant Interview)
PLO 4 CLO 4
3% Weight (3 pts.)
Includes a primary data source that is relevant to the chosen
health topic and priority population. Data source is clearly
described including: who; where they work; the nature of their
work; whom they work with; how their data is relevant to the
needs assessment.
Relevant Secondary Data:
PLO 4 CLO 4
10% Weight (10 pts.)
Uses relevant secondary data to thoroughly and clearly describe
the health problem and its impact on the priority population.
Relevant data includes most of the following: death, incidence,
prevalence, morbidity, and mortality rates; data demonstrating
the economic burden of the problem; cultural considerations;
data on social problems related to the heath problem
Genetic Risk Factors
PLO 4 CLO 4
3% Weight (3 pts.)
Needs assessment clearly describes all of the genetic/biological
risk factors associated with the health problem and the priority
population.
Behavioral Risk Factors
PLO 4 CLO 4
3% Weight (3 pts.)
Needs assessment clearly describes all of the behavioral risk
factors associated with the health problem and the priority
population.
Environmental Risk Factors
(i.e., Non-Behavioral) Risk Factors)
PLO 4 CLO 4
3% Weight (3 pts.)
Needs assessment clearly describes all of the environmental risk
factors associated with the health problem and the priority
65. population.
Conclusion/Program Focus
2% Weight (2 pts.)
Needs assessment clearly and concisely explains the factors that
will become the focus and the purpose of the intervention.
PROGRAM PLANNING = 36% of grade (36 total points)
Goal Statement
PLO 5 CLO 5
2% Weight (2 pts.)
The program goal is simple and concise. It includes both the
priority population and what will change as a result of the
program.
Process Objective(s)
PLO 5 CLO 5
2% Weight (2 pts.)
Objective is written following SMART guidelines. One or more
process objectives that are relevant to the program and which
could be realistically achieved. Objective(s) are properly
written and contain all of the following: the outcome to be
achieved (what); the conditions (when the change will occur) ;
the criterion for deciding when the objective has been achieved
(how much change) ; and the priority population (who will
change).
Activities & Strategies for Reaching Process
Objective(s)
PLO 5 CLO 5
5% Weight (5 pts.)
Specific and detailed activities strategies to reach each process
objective are described. Activities are appropriate for the
priority population and are likely to bring about behavior
change to meet the stated objective. Activities are based on best
practices, experiences, or processes.
Impact Objective: Learning Objective(s)
PLO 5 CLO 5
2% Weight (2 pts.)
Objective is written following SMART guidelines. One or more
66. learning objectives that are relevant to the program and which
could be realistically achieved. Objective(s) are properly
written and contain all of the following: the outcome to be
achieved (what); the conditions (when the change will occur) ;
the criterion for deciding when the objective has been achieved
(how much change) ; and the priority population (who will
change).
Activities & Strategies for Reaching Learning Objective(s)
PLO 5 CLO 5
5% Weight (5pts.)
Specific and detailed activities and strategies to reach each
learning objective are described. Activities are appropriate for
the priority population and are likely to bring about behavior
change to meet the stated objective. Activities are based on best
practices, experiences, or processes.
Impact Objective: Behavioral Objective(s)
PLO 5 CLO 5
2% Weight (2 pts.)
Objective is written following SMART guidelines. One or more
behavioral objectives that are relevant to the program and which
could be realistically achieved. Objective(s) are properly
written and contain all of the following: the outcome to be
achieved (what); the conditions (when the change will occur) ;
the criterion for deciding when the objective has been achieved
(how much change) ; and the priority population (who will
change).
Activities and Strategies for Reaching Behavioral Objective(s)
PLO 5 CLO 5
5% Weight (5 pts.)
Specific and detailed activities and strategies to reach each
behavioral objective are described. Activities are appropriate
for the priority population and are likely to bring about
behavior change to meet the stated objective. Activities are
based on best practices, experiences, or processes.
Impact Objective:
Environmental Objective(s)
67. PLO 5 CLO 5
2% Weight (2 pts.)
Objective is written following SMART guidelines. One or more
environmental objectives that are relevant to the program and
which could be realistically achieved. Objective(s) are properly
written and contain all of the following: the outcome to be
achieved (what); the conditions (when the change will occur) ;
the criterion for deciding when the objective has been achieved
(how much change) ; and the priority population (who will
change).
Activities and Strategies for Reaching Environmental
Objective(s)
PLO 5 CLO 5
5% Weight (5 pts.)
Specific and detailed activities and strategies to reach each
environmental objective are described. Activities are
appropriate for the priority population and are likely to bring
about behavior change to meet the stated objective.
Activities are based on best practices, experiences, or processes.
Outcome Objective(s)
PLO 5 CLO 5
2% Weight (2 pts.
Objective is written following SMART guidelines. One or more
Outcome objectives that are relevant to the program and which
could be realistically achieved. Objective(s) are properly
written and contain all of the following: the outcome to be
achieved (what); the conditions (when
the change will occur); the criterion for deciding when the
objective has been achieved (how much change); and the
priority population (who will change).
Health Promotion/Education
Materials
PLO 5
2% Weight (2 pts.)
Health promotion/education or other program materials needed
for activities or to reach each objective are described in detail.
68. Marketing
PLO 5
1% Weight (1 pt.)
Marketing materials needed for activities or to reach each
objective are described in detail.
Timeline (GANTT CHART)
PLO 5 CLO 6
1% Weight (1 pt.)
A GANTT Chart is provided and includes due dates (program
timeline) for each activity are clear, realistic and demonstrate
progress towards completing the activity and reaching the
objective.
PROGRAM EVALUATION = 29% of grade (29 total points)
(Process): Activities
PLO 7 CLO 6 & 7
3% Weight (3 pts.)
Specific and detailed activities to reach each process evaluation
objective are described. Activities cover all elements of a
process evaluation: fidelity, dose, recruitment, reach, response,
and context.
(Process): Measure/Data
PLO 7 CLO 7
3% Weight (3 pts.)
At least 4 different measures are used and collected to conduct a
process evaluation. Measures are relevant and realistic to
collect.
(Impact): Learning Objective Activities & Data
PLO 7 CLO 6 & 7
5% Weight (5 pts.)
Specific and detailed evaluation activities to reach each
learning objective are described. All learning objectives are
measured and evaluation data are relevant and realistic to
collect
(Impact): Behavioral Objective Activities & Data
PLO 7 CLO 6 & 7
5% Weight (5 pts.)
69. Specific and detailed evaluation activities to reach each
behavioral objective are described. All behavioral objectives
are measured and evaluation data are relevant and realistic to
collect
(Impact): Environmental Objective Activities & Data
PLO 7 CLO 6 & 7
5% Weight (5 pts.)
Specific and detailed evaluation activities to reach each
environmental objective are described. All environmental
objectives are measured and evaluation data are relevant and
realistic to collect
(Outcome): Design
PLO 7 CLO 7
3% Weight (3 pts.)
Outcome evaluation design and the rationale for choosing the
design are clearly and concisely described.
(Outcome): Measure/Data
PLO 7 CLO 6 & 7
3% Weight (3 pts.)
Data collected to measure outcome objectives are relevant and
realistic to collect.
Reporting
2% Weight (2 pts.)
Evaluation reporting is clearly described in the evaluation
activities. All stakeholders are included in the reporting
process.
REFERENCES AND OTHER = 8% of grade (8 total points)
APA 6th Edition
In-text Citations*
1% Weight (1 pt.)
*Note: Include in Needs Assessment Draft
The vast majority of in-text citations are in correct APA 6th
edition format. The vast majority of claims are supported with
appropriate references (e.g., scholarly, government, textbook).
APA 6th Edition References*
1% Weight (1 pt.)
70. *Note: Include in Needs Assessment Draft
The vast majority of references are in proper APA 6th edition
format. Very appropriate sources are cited.
Writing Style
2% Weight (2 pts.)
The paper is well organized both overall and at the paragraph
level. Sentences are smooth and carefully crafted. There are
virtually no errors in punctuation, spelling, grammar or usage.
Timely Submission
2% Weight (2 pts.)
The final paper is submitted early or on-time.
SIGNATURE ASSIGNMENT PAPER GUIDELINES
Groups of approximately 3-4 students will work together to
develop a health program addressing a significant public health
problem for a chosen target population. The health promotion
program will be described in a 10-page minimum to 15-page
maximum, paper using in-text citations with APA 6th edition
references and formatting. Additional paper requirements
include:
Paper Requirements:
· Title page, table of contents, section headers (Level 1) and
sub-headers (Level 2), and references
· Times New Roman, 12-point, 1-inch margins, double spaced,
first line hanging indent 0.5”
71. · Prepare and submit one comprehensive group paper. This
paper should include revisions from any drafts and an
evaluation plan of your health program.
· Your final paper should include all revised drafts which come
together into one paper. Be sure to proof read your paper
making sure sections transition smoothly, rather than being
abruptly put together.
Suggestions:
· Have someone else read your paper to make sure it makes
sense to them and to provide feedback on grammar.
· Read your paper out loud when proof reading your paper.
Sometimes you hear the errors that your eyes have missed.
· Schedule an appointment with the National University Writing
Center for assistance with writing the paper in terms of
grammar, sentence structure, organization, APA 6th edition
formatting, APA 6th edition in-text citations and reference
page.
Please see the Grading Rubric and Course Syllabus/Outline for
additional information.
Please note: All sections in bold and underlined must be used as
Level 1 Section Headers. All sections that come under this
section in bold are to serve as Level 2 headers. Please use the
exact same words as provided below, except for chapters and
page numbers which are given for your reference.
Introduction & Needs Assessment
· Public Health Problem: Clearly defines and describes the
assigned public health topic (see Relevant Secondary Data
below as this is how it should be defined).
· Target population: Clearly identifies 1 specific target
population
· Program Planning Model (See Ch. 3): Identifies and uses an
approximateProgram planning model that is used correctly
throughout the paper.
· Relevant Primary Data Source (i.e., Use Content from the Key
Informant Interviews): Concisely summarizes in 1-4 paragraphs
72. a primary data source that is relevant to the chosen health topic
and priority population. Data source is clearly described
including: who; where they work; the nature of their work;
whom they work with; how their data is relevant to the needs
assessment.
· Relevant Secondary Data: Uses relevant secondary data to
thoroughly and clearly describe the health problem and its
impact on the priority population. Relevant data includes most
of the following: death, incidence, prevalence, morbidity, and
mortality rates; data demonstrating the economic burden of the
problem; cultural considerations; data on social problems
related to the heath problem
· Needs Assessment (See Ch 4): To include all of the following
information:
· Risk factors
· Genetic Risk Factors-Clearly describes all of the
genetic/biological risk factors associated with the health
problem and the priority population.
· Behavioral Risk Factors- Clearly describes all of the
behavioral risk factors associated with the health problem and
the priority population.
· Environmental Risk Factors- clearly describes all of the
environmental risk factors associated with the health problem
and the priority population.
· Conclusion/Program Focus: Clearly and concisely explains the
factors that will become the focus and the purpose of the
intervention.
Program Planning
· Goal Statement: The program goal is simple and concise. It
includes both the priority population and what will change as a
result of the program.
· Process Objectives (See Box 6.5, pg. 143): Objective is
written following SMART guidelines. One or more process
objectives that are relevant to the program and which could be
realistically achieved. Objective(s) are properly written and
73. contain all of the following: the outcome to be achieved (what);
the conditions (when the change will occur) ; the criterion for
deciding when the objective has been achieved (how much
change): and the priority population (who will change).
· Activities & Strategies for Reaching Process Objective(s):
Specific and detailed activities strategies to reach each process
objective are described. Activities are appropriate for the
priority population and are likely to bring about behavior
change to meet the stated objective. Activities are based on best
practices, experiences, or processes.
· Impact Objective: Learning Objective(s) (See Box 6.5, pg.
143; Box 6.6, pg. 145): Objective is written following SMART
guidelines. One or more learning objectives that are relevant to
the program and which could be realistically achieved.
Objective(s) are properly written and contain all of the
following: the outcome to be achieved (what); the conditions
(when the change will occur) ; the criterion for deciding when
the objective has been achieved (how much change) ; and the
priority population (who will change).
· Activities & Strategies for Reaching Learning Objective(s):
Specific and detailed activities and strategies to reach each
learning objective are described. Activities are appropriate for
the priority population and are likely to bring about behavior
change to meet the stated objective. Activities are based on best
practices, experiences, or processes.
· Impact Objective: Behavioral Objective(s) (See Box 6.5, pg.
144; Box 6.6, pg. 145): Objective is written following SMART
guidelines. One or more behavioral objectives that are relevant
to the program and which could be realistically achieved.
Objective(s) are properly written and contain all of the
following: the outcome to be achieved (what); the conditions
(when the change will occur) ; the criterion for deciding when
the objective has been achieved (how much change) ; and the
priority population (who will change).
· Activities and Strategies for Reaching Behavioral
Objective(s): Specific and detailed activities and strategies to
74. reach each behavioral objective are described. Activities are
appropriate for the priority population and are likely to bring
about behavior change to meet the stated objective. Activities
are based on best practices, experiences, or processes.
· Impact Objective: Environmental Objective(s) (See Box 6.5,
pg. 144; Box 6.6, pg. 145): Objective is written following
SMART guidelines. One or more environmental objectives that
are relevant to the program and which could be realistically
achieved. Objective(s) are properly written and contain all of
the following: the outcome to be achieved (what); the
conditions (when the change will occur) ; the criterion for
deciding when the objective has been achieved (how much
change) ; and the priority population (who will change).
· Activities and Strategies for Reaching Environmental
Objective(s): Specific and detailed activities and strategies to
reach each environmental objective are described. Activities are
appropriate for the priority population and are likely to bring
about behavior change to meet the stated objective.
· Outcome Objective(s) (See Box 6.5, pg. 145; Box 6.6, pg.
145): Objective is written following SMART guidelines. One or
more Outcome objectives that are relevant to the program and
which could be realistically achieved. Objective(s) are properly
written and contain all of the following: the outcome to be
achieved (what); the conditions (when
· the change will occur) ; the criterion for deciding when the
objective has been achieved (how much change) ; and the
priority population (who will change).
· Health Promotion/Education Materials: Health
promotion/education or other program materials needed for
activities or to reach each objective are described in detail.
· Marketing: Marketing materials needed for activities or to
reach each objective are described in detail.
· Timeline (GANTT CHART Fig 12.4, p. 326): A GANTT Chart
is provided and includes due dates (program timeline) for each
activity are clear, realistic and demonstrate progress towards
completing the activity and reaching the objective. The GANTT
75. Chart can be embedded directly into the paper or provided as an
attachment. If an attachment, the paper still needs to have this
section header and then refer the reader to the attachment.
Program Evaluation
· (Process): Activities: Specific and detailed activities to reach
each process evaluation objective are described. Activities
cover all elements of a process evaluation: fidelity, dose,
recruitment, reach, response, and context.
· (Process): Measure/Data (See Ch 14-15): At least 4 different
measures are used and collected to conduct a process
evaluation. Measures are relevant and realistic to collect.
· (Impact): Learning Objective Activities & Data: Specific and
detailed evaluation activities to reach each learning objective
are described. All learning objectives are measured, and
evaluation data are relevant and realistic to collect.
· (Impact): Behavioral Objective Activities & Data: Specific
and detailed evaluation activities to reach each behavioral
objective are described. All behavioral objectives are
measured, and evaluation data are relevant and realistic to
collect
· (Impact): Environmental Objective Activities & Data: Specific
and detailed evaluation activities to reach each environmental
objective are described. All behavioral objectives are
measured, and evaluation data are relevant and realistic to
collect
· (Outcome):Design: Outcome evaluation design and the
rationale for choosing the design are clearly and concisely
described.
· (Outcome): Measure/Data: Data collected to measure outcome
objectives are relevant and realistic to collect.
· Reporting: Evaluation reporting is clearly described in the
evaluation activities. All stakeholders are included in the
reporting process.
References
· APA style in-text citations must be used throughout the
76. document. No direct quotes longer than 2 sentences will be
accepted. Only 2 direct quotes are allowed in the entire research
paper.
· References page (not counted in page limit) contains reliable
or scholarly sources (no non-scholarly resources such as
WebMD, Wikipedia, etc. are permitted) and has no or minor
errors.
· Signature assignment must include at least 5 of which 3
references must be from different peer-reviewed journals; no
non-scholarly references will be permitted (e.g., no WebMD,
Wikipedia, etc.).
Running head: [TITLE]
1
Running Head: Tobacco Control Program
2
Group #2 – Tobacco Control Program
COH 380 – Health Promotion Program, Planning and Evaluation
Professor Hoolihan
May 20, 2018
77. Introduction
Tobacco use is a risk factor for a wide variety of health
problems. In the United States alone, tobacco use kills more
than 480,000 individuals each year, wherein more than 41,000
of these deaths are due to secondhand smoke exposure (Centers
for Disease Control and Prevention, 2018). Surprisingly,
cigarette smoking is higher among individuals currently serving
in the military, particularly those personnel who have been
deployed (Centers for Disease Control and Prevention, 2018).
For instance, tobacco use prevalence, including both smokeless
and smoking, is lowest among Air Force (40%) personnel and
highest among Marines (61%) (Smith, Poston, Haddock, &
Malone, 2016). In this case, health promotion through tobacco
control program provides an excellent opportunity to encourage
military personnel smokers and nonsmokers to improve health
status by preventing tobacco use.
Health Problem
Almost every organ in the body is at risk due to tobacco use.
Cigarette smoking accounts for at least 30% of all cancer
deaths, with most of the case caused by tobacco use is lung
cancer (National Institute of Health, 2018). Also, tobacco use
can cause lung diseases such as chronic bronchitis, emphysema,
asthma, and chronic obstructive pulmonary disease (COPD)
(National Institute of Health, 2018). Additionally, smoking
cigarette can also increase the risk for developing
cardiovascular diseases including stroke, heart attack, vascular
disease, and aneurysm (National Institute of Health, 2018).
Program Planning Model
In this tobacco control program, PRECEDE-PROCEED planning
model is utilized. PRECEDE stands for Predisposing,
Reinforcing, and Enabling Constructs in
78. Educational/Environmental Diagnosis and Evaluation; and
PROCEED spells out Policy, Regulatory, and Organizational
Constructs in Educational and Environmental Development (as
cited in McKenzie, Neiger, & Thackeray, 2017). This planning
model has eight phases: (1) social assessment, (2)
epidemiological assessment, (3) educational and ecological
assessment, (4) administrative & policy assessment and
intervention alignment, (5) implementation, (6) process
evaluation, (7) impact evaluation, (8) outcome evaluation
(McKenzie, Neiger, & Thackeray, 2017).
Phase 1: Social assessment and situational analysis
The data used in this study was collected from the service-level
health promotion leaders in the military such in the different
branches of the Naval Hospitals, Army Medical Centers, and
Air Force bases. These data include the medical history of the
military personnel who experienced smoking cigarette in the
past and those who are currently smoking.
Phase 2: Epidemiological assessment
It is important to consider the impact of tobacco use on the
different military branches such as in the Army, Navy, Air
Force, and Marine Corps divisions. The level of stress in the
military is a behavioral risk factor for tobacco use. Smoking
cigarette is perceived as a method for countering stress.
Furthermore, the military population is ethnically diverse. It is
essential to examine the ethnic background that drives the
behavioral aspect of tobacco use.
Phase 3: Educational and ecological assessment
Every military personnel have different missions and level of
stress provided by the workforce. And each personnel have
different beliefs, traditions, and way of coping with tension and
stress before and after duties.
Phase 4: Administrative & policy assessment and intervention
alignment
It is significant to define the framework of tobacco use by
assessing the work policy, health intervention, and personal
behavior in the military groups.
79. Needs Assessment
Primary Data Collection
According to a recent interview conducted, there are different
issues for a different segment of the population, for example,
Mental Health Smokers, Substance Abuse Smokers, Coping
Smokers, Social Smokers, Regular Smokers and Parolee
Smokers all have different needs. The most smokers are not
willing to implement a change with smoking habits until they
are ready to do so. The strategies have been active with clients
who are eager to be educated, supported and connected to
resources to plan for a quit attempt. These groups need support
groups and Local Smoking Cessation Programs.
Secondary Data Collection
Proof based prescribed procedures for tobacco control have
been generally advanced and have prevailing with regards to
diminishing tobacco use in the United States. The advisory
group perceives, notwithstanding, that recognizing the accepted
procedures for particular and assorted populaces can be testing
(Eriksen, 2000). Decreasing tobacco utilize faces uncommon
difficulties since tobacco items are lawful and simple to get,
exceptionally addictive, and vigorously advanced by a tobacco
industry that burns through billions of dollars a year to advance
tobacco as a component of the American culture (Rogers, 2010).
Making a sans tobacco culture will rely upon building up a
situation that empowers forbearance and makes numerous kinds
of successful help and consolation open to differing populaces.
A wellbeing needs evaluation is a deliberate technique to survey
the present and conceivable medical problems confronting a
populace. From this confirmation needs and asset assignment
that will enhance wellbeing and decrease disparities can be
agreed. Needs appraisals can be more extensive than wellbeing
and can incorporate measurements, for example, financial,
similar to the case with this evaluation. Needs assessments are
frequently structured as follows:
Definition of the issue
Epidemiological necessities appraisal
80. Comparative needs evaluation
Current administration arrangement
Corporate necessities evaluation (partner sees)
Identification of neglected needs
Recommendations for change
This structure freely takes after the Stevens and beam system
and draws on the NICE direction for Health Needs Assessment
yet is separated to center around the partner sees and new
advancements on the Tobacco Control plan.
Conclusion
This paper will focus on health promotion for the military
personnel who are at risk for developing smoking-related
diseases such as lung cancer and diseases and cardiovascular
diseases due to tobacco use.
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