Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first essay of:
Diabetes: A group of diseases that result in high blood sugar.
o Potential Health Impacts: Can lead to complications like heart disease, stroke,
kidney disease, eye problems, and nerve damage.
Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?
This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.
You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in the first essay to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you will develop a PowerPoint presentation with speaker notes to communicate your plan.
Complete the following:
Prepare a 9–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include the speaker notes
Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.
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Presentation Format and Length
You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.
The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:
Title slide:
Health promotion plan title.
Your name.
Date.
Course number and title.
References (at the end of your presentation).
Be sure to apply correct APA formatting to your references.
Supporting Evidence
Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.
Graded Requirements
The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
Present your health promotion plan to your hypothetical audience.
Tailor the presentation to the needs of your hypothetical audience.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
Which aspects of the session would you change?
How might those changes improve future outcomes?
Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed speaker notes are provided.
Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
Competency 4: Integrate principles of social justice in community health interventions.
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Present a health promotion plan to a hypothetical individual or a group within a community.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed speaker notes are provided.
Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
Deliver a professional, effective on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.
Follow APA style and formatting guidelines for citations and references.
Author: admin
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Title: Implementing a Health Promotion Plan for Diabetes: A Hypothetical Educational Session Title: “Improving Community Health: Evaluating Educational Session Outcomes and Implementing a Health Promotion Plan”
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“The Power Dynamics of Gender in H.G. Wells’ The Island of Dr. Moreau”
Its an Researcehd Argumewntative essay so you need to argue why Moreau hold the most power and why there are not many female characters in the novel. Here are some sources:
Figgins, Kristen. “‘Are We Not
Men?’: Science, Sympathy, and Women in Adaptations of H.G. Well’s The Island
of Dr. Moreau.” LFQ, 2019,
lfq.salisbury.edu/_issues/47_3/are_we_not_men_science_sympathy_and_women_in_adaptations_hg_wells.html.
Accessed 30 Apr. 2024.
“Gender and Power
Dynamics.” University of Auckland, www.auckland.ac.nz/en/students/student-support/personal-support/be-well/healthy-relationships/gender-and-power-dynamics.html. Accessed 30 Apr. 2024.
Harper Webb, Charles.
“Power Dynamics in Relationships Between Men.” Psychology Today, 22 July 2022, www.psychologytoday.com/us/blog/drawing-the-curtains-back/202207/power-dynamics-in-relationships-between-men. Accessed 30 Apr.
2024.
Rajasekaran, Dr. V.,
and K Rajesh. “”Political Traditions and Power Structures in H.G. Well’s: The
Island of Dr. Moreau.” ResearchGate, Apr. 2017, www.researchgate.net/publication/315836233_Political_Traditions_and_Power_Structures_in_HG_Wells’s_The_Island_of_Dr_Moreau. Accessed 30 Apr.
2024.
Thompson, Matthew.
“‘The White Face of Moreau’: Race, Gender, and Animalism in the Literature of
the Imperial Campaign.” University of
Nottingham, vol. 12, no. 2041–6776, 2020, cccneb.instructure.com/courses/19374/pages/synthesis-slash-rae-sources-wells?module_item_id=1490859. Accessed 30 Apr.
2024. -
Title: Exploring Course Assignments and Understanding International Banking
Course Learning Content and Assignments
This assignment has 3 parts:
Review the Assignments for this course, accessed by clicking on the “Assignment” tab in each Unit, and then selecting “View Details” for each Assignment, reviewing the description, type, and deliverables. What questions do you have about these assignments in Units 1 – 4? What questions do you have about the overarching Unit 5 assignment? Although not due until the end of the class, it is important that you begin planning for this project early in the course. What are your initial thoughts about how you will approach this assignment? Explain.
Explain the differences between domestic banks and international banks.
How do U.S. companies use international banks?
In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings. -
“Exploring Different Ways to Show Comparisons to a Benchmark in Data Visualizations”
From the exercise of chapter 4: *****Exercise 4 Attached******
Scout out some public data visualizations (such as in the Wall Street Journal or the New York Times) and look for different ways that people show comparison to a benchmark—sometimes it’s a dashed line, sometimes it’s one consistent brand color, and sometimes it’s a simple x on the graph. Find three different ways others have shown comparisons to a target or benchmark.
If you tried to add the benchmark line to the spark-line in that last example, you probably noticed that you can’t format the benchmark line to make it a different color. Or so you think! This is where code comes in handy, as discussed in Chapter 3. Grab code (with gratitude) from this site at http://msdn.microsoft.com/en-us/library/office/ff197606%28v=office.15%29.aspx and test out different colors!
Believe it or not, some pretty amazing people have developed plug-ins for Excel that make bullet chart development a relative breeze. Some are free and some cost a bit. Search “bullet chart Excel plug in” to find them. But be a little careful. My plug-in worked fine in Excel 2010 but didn’t work at all when I upgraded to Excel 2013. They can break. They won’t operate for someone else who gets your file with your lovely bullet graphs. For those reasons, I prefer to rely on what Excel contains on its own. Even so, it’s worth it to take a look around at the plug-ins available. Pick one and plug it into Excel. Make a bullet graph and then see if you can reverse-engineer it. Try to explain how the plug-in is maximizing different parts of Excel to craft the graph. Submit all required documentation -
“Exploring Perspectives: 9 Reaction Papers on Assigned Readings”
You will be writing 9 DIFFERENT reaction papers which is explained in the instructions pdf.
The readings let you know what parts of the assigned reading need to be read and reacted to and if there is no designated page numbers; the whole reading/chapter is to be read.
Some of the readings are links that are in the instructions pdf while others can be found in the attached files. -
“Comprehensive Analysis of Key Concepts in [Course Name] Final Exam Study Guide”
Please answer the 9 questions in the attached document called (Final Exam Study Guide). When you answer them put notes for each question as well as a 500 word response to each. I have attached readings that may be necessary to answer the questions as well as a study guide from the same class from last years final…the questions are different but some of the information may help.
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“Implementing Change: A Comprehensive Presentation of a Curriculum Change Plan”
CURRICULUM CHANGE PLAN: PART 7 – CURRICULUM CHANGE PRESENTATION
ASSIGNMENT INSTRUCTIONS
OVERVIEW
You have learned about many curriculum theory topics. You have also worked on several parts
of your curriculum change plan. With this assignment, you will use your previous assignment
information to develop a comprehensive curriculum change plan presentation. This assignment
prepares you to synthesize and present your curriculum theory information in a useful way for
potential stakeholders.
INSTRUCTIONS
1. Develop a detailed technology-based presentation about your curriculum change plan. In this
presentation, you will describe your curriculum change plan to your selected stakeholders.
You can choose your preferred technology program (e.g., PowerPoint, Prezi, Adobe Spark,
Nearpod, Sway, etc.).
The following is the order for your presentation, along with the number of slides required:
a. 3 Slides: Introduction/Need for Curriculum Change Plan
b. 3 Slides: Information from the Curriculum Change Plan: Part 1 – Research Matrix
Assignment
c. 3 Slides: Information from the Curriculum Change Plan: Part 2 – Philosophies and
Issues for Change Assignment
d. 3 Slides: Information from the Curriculum Change Plan: Part 3 – Textbook or
Digital Resource Chart Assignment
e. 3 Slides: Information from the Curriculum Change Plan: Part 4 – Core Decisions
Assignment
f. 3 Slides: Information from the Curriculum Change Plan: Part 5 – Curriculum
Knowledge and Implementation Assignment
g. 3 Slides: Information from the Curriculum Change Plan: Part 6 – Technology and
Innovation Plan Assignment
h. 3 Slides: Expected Timeline for Curriculum Change
i. 3 Slides: Conclusion
j. 3 Slides: References – Follow APA rules for References slides. For example, make
sure that all references utilize a hanging indent.
Avoid grammatical and spelling errors. Develop a presentation that is organized and viewer-
friendly. Use correct APA formatting. Use images with permission if needed and cite and
reference accordingly. Follow the presentation order above.
2. Check the Curriculum Change Plan: Part 6 – Curriculum Change Presentation Grading
Rubric.
3. Submit your completed presentation as a PDF or actual file, not a hyperlink. This will best
allow the instructor to post comments on the pages of the presentation.
EDUC 771
Page 2 of 2
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. -
“Leadership Style Analysis: Comparing Matsushita’s Approach to Other Styles in the Case Study”
Task one 1 : • For questions 1 ; question 1 is about Matsushita Leadership style
each leadership style has certain charactristics associated with it , which is also mentioned in the slides.
Go back to the slider and choose any leadership style that matches the character mentioned in case study For questions 2 : review them and compare it with the leadership characteristics of Matsushita which is mentioned in the case study. Solve it again so that the answer matches the text.
(To answer the questions, you need to lookat the slides and case studiesand getsome brief information from google scholar)
• For questions 3 : Solve it again and explain it. Make the answer clear
For questions 4: He wants to clarify from the text how this leader dealt with loss and disappointment. Solve it again so that the answer matches the text. I suggest that you read the case study, Understand it, and attempt to answer the questions. •Regarding references, some questions require additional information from a Google search, so you may want to add 2 more references .
it has to be harvard referencing.
this task will take 400 words . -
“The Birth of Venus: A Historical and Artistic Analysis”
In-Class Presentation
Students will give a presentation on their object to the rest of the class. These will be short, 10-minute presentations using PowerPoint or similar. Students are required to conduct in-depth research on the object in order to place it into its broader historical context, addressing issues of function and use, iconography, and social, religious, and artistic significance, as relevant. (Divide into caregories in slides)
The power point I have to do is on The Birth of Venus. I will paste a picture of the work. You should decribe what the print actually depicts. Its the bieth of venus, what is the story of the actual story of the birth of venus?
General information about the work of art (title, date, period, medium, as appropriate).
Description/visual analysis of the work of art
Scholarly analysis based on research you have done about the topic. Information may include function and use; social, religious, and/or artistic significance; or other topics, as relevant.
Footnotes or endnotes
Bibliography
Clearly labeled illustrations of any works of art discussed (from Google images, etc.)
Last slide should be a bibliography of sources used
Graded on:
Evidence of research on topic and appropriate use of sources
Thoughtful reflection on topic
Oral presentation skills (articulateness, volume, liveliness, etc.)
Clarity of presentation (organization, use of images, etc.) -
“Peaceful Impact: The Inspiring Stories of Civil Rights and Environmental Activists”
Reporter: Good evening, everyone. Tonight, we delve into the inspiring stories of two groups who have peacefully impacted change, as highlighted in the recent Newsela articles. Joining me is my esteemed colleague, Sarah, who has extensively researched these remarkable movements. Welcome, Sarah.
Sarah: Thank you for having me, John. It’s a pleasure to be here.
Reporter: Let’s start with the first group mentioned in the articles. Sarah, could you tell our viewers about the civil rights activists and their significant contributions?
Sarah: Absolutely, John. The civil rights activists, particularly during the 1960s, spearheaded a powerful movement for racial equality in the United States. Led by iconic figures like Dr. Martin Luther King Jr., these individuals organized peaceful protests, such as the Montgomery Bus Boycott and the Selma to Montgomery marches, to challenge segregation and discriminatory laws.
Reporter: It’s truly remarkable how their nonviolent actions sparked a nationwide conversation and led to significant legislative changes, like the Civil Rights Act of 1964 and the Voting Rights Act of 1965.
Sarah: Exactly, John. Their courage and resilience in the face of adversity paved the way for progress and inspired future generations to continue fighting for justice and equality.
Reporter: Moving on to the second group mentioned in the articles, environmental activists have been making waves globally. What can you tell us about their efforts, Sarah?
Sarah: Environmental activists, John, have been instrumental in raising awareness about the urgent need to address climate change and protect our planet. From grassroots movements to international initiatives like Fridays for Future, individuals of all ages are advocating for sustainable practices and policy changes.
Reporter: Their dedication to preserving the environment for future generations is commendable. Through peaceful protests, tree planting initiatives, and educational campaigns, they’re making a tangible difference in communities worldwide.
Sarah: Absolutely, John. Their collective action serves as a reminder that we all have a role to play in safeguarding our planet and ensuring a sustainable future for all.
Reporter: Thank you, Sarah, for sharing these enlightening insights with us. It’s clear that both civil rights activists and environmentalists are driving positive change through peaceful means.
Sarah: Thank you for having me, John. Let’s continue to support and amplify the voices of these impactful groups as they strive for a better world.
[The camera fades out as the conversation comes to a close, leaving viewers inspired by the stories of these transformative movements.]