How are these deep, underlying assumptions shared throughout all levels of the organization, including the executive level; division, department, and/or team levels; and the individual level?

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Analyze the deep, underlying assumptions of your organization. You may analyze either your current or past employer, a volunteer organization, or any group in which you have participated. If you have never formally worked for an organization, feel free to analyze a club, team, or any other organization you have been a part of. Feel free to use pseudonyms for your organization, leaders, and any other individuals mentioned in your essay.

1. Incorporate elements from the unit lesson and readings, specifically analyzing the following categories of deep, underlying assumptions within your organization: a. deep assumptions about reality and truth, b. deep assumptions about the nature of time and space, and c. deep assumptions about human nature, activity, and relationships. (Your essay should especially focus on this category of deep assumptions.)

2. How are these deep, underlying assumptions shared throughout all levels of the organization, including the executive level; division, department, and/or team levels; and the individual level? How are these assumptions perpetuated at each level?

3. Have you observed any of these deep assumptions being challenged? If so, explain the scenario and the outcome. If not, why do you think the organization’s deep, underlying assumptions are typically not challenged in your organization?

Your Essay must be a minimum of two pages and be in APA style

 
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Develop a procedure to ensure this type of violation would not occur again in your mock organization/agency.

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Code of Ethics

Prior to beginning work on this assignment, read the articles The Contributions of Credentialing and the Code of Ethics to Quality Assurance in the Health Education/Promotion Profession (Links to an external site.)Links to an external site. and Does Health Promotion need a Code of Ethics? Results from an IUHPE mixed method survey (Links to an external site.)Links to an external site.. It will also be helpful to review the Center for Disease Control and Prevention’s web page on Public Health Ethics Training Materials (Links to an external site.)Links to an external site..

Examine ethical concerns, a trait of professionalism within the  health education profession, and review the case studies in your course  textbook (pp. 18-28). Download and familiarize yourself with the Code of Ethics for the Health Education Profession (Links to an external site.)Links to an external site. from your resource materials. Develop a paper that addresses the following:

  • Understanding the Code: (minimum 1.5 pages)
    • Describe the purpose of a code of ethics for health educators.
    • In one paragraph each (total of six paragraphs for this section) –  describe each of the six articles of the “Code of Ethics for the Health  Education Profession” (ask yourself the questions below as you formulate  each paragraph):
      • What does each article mean?
      • Why is this important to health educators and recipients of health education services?
  • Creating a Code Violation:
    • Create a mock example of a violation of any of the articles/sections.
      • Examples of violations from Article IV are outlined in the cases  printed on pages 18 through 28 of your textbook. You are not permitted  to copy or even develop any similar cases as written in the textbook.  This will result in a zero on this portion of your paper.
      • This is where you can be as creative as you wish. It does not have  to be a realistic example, but it must show a violation of the article  and section(s) in which you are detailing. Have fun with this!
  • Resolving the Violation:
    • If you were the person in charge when this violation occurred, outline the steps you would take to resolve it.
    • Develop a procedure to ensure this type of violation would not occur again in your mock organization/agency.

The Ethical Dilemma Assignment

  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must include an introduction and conclusion paragraph. Your  introduction paragraph needs to end with a clear thesis statement that  indicates the purpose of your paper. For more information, please visit  the following web pages from the Ashford Writing Center: Introductions and Conclusions (Links to an external site.)Links to an external site. and Thesis Statements (Links to an external site.)Links to an external site..
  • Must use at least two scholarly (in addition to the course text),  one can be the actual “Code of Ethics for the Health Education  Profession” itself. Visit the Ashford University Library to locate a  minimum of two scholarly sources that support your main ideas. Be sure  to integrate your research rather than simply inserting it (for more  information, please review this Integrating Research (Links to an external site.)Links to an external site. video). Please be sure to view the Quick ‘n’ Dirty (Links to an external site.)Links to an external site. tutorial for more information on the Ashford University Library, the research process, and library search tips.
 
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Describe the types of problems, the client needs, and the underlying causes of problems and unmet needs.

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In social work practice and in program development, it is possible to make faulty assumptions about what clients need and what social work activities will lead to. Consider the following:

A team of social workers meets to discuss their services to low-income young mothers. One social worker states that what the young mothers need most is information about community resources. She proposes that the social workers’ activities consist of making referrals to programs for public assistance for income support, food stamps, medical insurance, employment agencies, and educational resources. However, another team member points out that most clients are referred to their program from the public welfare office and health care programs. This suggests that the clients tend to possess knowledge of these common resources and have been able to access them.

How might the team explore what problems bring the clients to their agency? What might the team learn from client assessments? How can the team verify the desired outcomes of their services? Developing a logic model will help the team see a logical connection between problems, needs, intervention activities, and corresponding outcomes. This series of logical connections leads to formulating a theory of change, that is, a theory about how our work leads to the outcomes for clients.

To prepare for this Discussion, imagine that you are part of a work group charged with creating a logic model and generating a theory of change. Select a practitioner-level intervention for which you are interested in analyzing connections. Consider how a logic model might be applied to that practice.

Post a logic model and theory of change for a practitioner-level intervention. Describe the types of problems, the client needs, and the underlying causes of problems and unmet needs. Identify the short- and long-term outcomes that you think would represent an improved condition. Then describe interventions that would lead to a change in the presenting conditions. Be sure to search for and cite resources that inform your views.

 
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Examine at least three leadership skills you would require in order  to be successful in promoting effective discussions aimed at finding  solutions, while building both personal and educational skills for the  teens.

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Building Support Groups in a Health Education Setting

 

Prior to completing this discussion, review the qualities of a good leader in Table 6-1 on page 141 of your course textbook.

According to Bensley and Brookins-Fisher (2009), “Support groups are  structured groups that focus on a specific problem, task or theme and  incorporate both interpersonal and educational gains” (p. 133). In other  words, support groups are developed in order to brainstorm and discuss  solutions to a problem and in doing so the individuals gain both  personal and educational skills.

Part I: Keeping in mind the importance and role of  support groups, imagine you are tasked with starting a support group for  overweight teens (both male and female) in a high school setting.

  • Examine at least three leadership skills you would require in order  to be successful in promoting effective discussions aimed at finding  solutions, while building both personal and educational skills for the  teens. (Please note that just providing a list of skills is  inappropriate. You must identify the skill and explain what it means  when applied to this population. Those two elements combined – identify  and explain – make up the examination as required.)

Part II: After making your appraisal of the necessary leadership skills needed to operate this support group,

  • Examine elements of effective health education programs and create  an introductory script that you would use to introduce this support  group to sophomores (15- to 16-year olds) at a local high school  assembly (assume more than 100 students are in the audience of all  heights and weights). You will be in the school’s gymnasium and the  principal has asked you to introduce the concept of this support group  and to invite interested participants to attend. Be conscious that the  gym will contain young men and women of all different body compositions,  so you will not want to draw unwanted attention to anyone. This is part  of the challenge of this exercise.

What is your pitch? Consider the following questions when you write your script:

  • How can you use your leadership skills in a speech to pique the interest of high school sophomores to attend this support group?
  • To earn respect as a professional, identify the traits of  professionalism that you want to display and provide examples of ways  you can display them to this audience.

Your initial post must utilize at least two scholarly sources, in addition to your textbook.  The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site.  table offers additional guidance on appropriate source types. Sources  must be cited according to 6th edition APA format as outlined in the  Ashford Writing Center in the In-Text Citation Guide (Links to an external site.)Links to an external site. and In-Text Citation Helper (Links to an external site.)Links to an external site. video. Please be sure to view the Quick ‘n’ Dirty (Links to an external site.)Links to an external site. tutorial for more information on the Ashford University Library, the research process, and library search tips.

 
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provide a narrative explanation that shows how the developed theory can close the “gap” identified in the first part of the project.

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Having a Public Health Leadership Theory is essential to any public health leader. With a well-constructed theory, you integrate leadership perspectives into practice in order to offer solutions to public health problems. Also, with a visual representation of your theory, you may present another way to highlight your research with effective design and theory implementation.

For this Project Assignment, you complete another part of your Public Health Leadership Theory based upon your understanding of leadership perspectives you have reviewed in this course. In addition, you must use a systems thinking approach in the development of your visual representation of your personal Public Health Leadership Theory. As you post your visual representation, you may find using a computer scanner helpful in scanning your image and attaching it to your post.

The Assignment (3 pages):

This week you will provide a visual representation of your public health leadership theory. It can be a table, schematic diagram, graph, or any other representation you choose.  Please feel free to be creative. However, the focus MUST be on leadership.  Be sure to provide a narrative explanation that shows how the developed theory can close the “gap” identified in the first part of the project. Additionally explain how it incorporates system thinking. Remember your theory can be based on those that we have learned about or your own.  There is no wrong theory.  What matters is the explanation of how it addresses the gap and uses system thinking.  While this doesn’t have to be addressed now, keep in mind the last part of the project will involve presenting a methodology that tests the developed theory empirically.

 
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Explain how and      why you would use that sub-competency.

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Each week of this course, you will be reviewing and reflecting upon the national competencies for health education specialists. There are seven areas of responsibility that you will review in depth each week through your reflective journal entry.

Visit the National Commission for Health Education Credentialing (Links to an external site.)Links to an external site. (NCHEC) website and download a copy of the Areas of Responsibility for Health Education Specialists (Links to an external site.)Links to an external site.. This document is considered “The Bible” for health educators as it shows the competencies that are firmly established as the national standards for the field. All total, there are 258 sub-competencies organized into 36 competencies within seven major areas of responsibility.

For Week Four, you will focus on Area 7: Communicate, Promote, and Advocate for Health, Health Education/Promotion, and the Profession. Area 7 contains four competencies and many sub-competencies, which are listed in the PDF document (from 7.1 to 7.4.11). In your journal this week, review this area in its entirety, and address the following:

  • Imagine that you are the Senior Health Education      Specialist for your community. Describe a pressing health issue in your      community (e.g., high smoking rates, high substance abuse, low compliance      with the seatbelt laws, significant adult onset diabetes, etc.).
  • Using your skills (as listed in this competency area),      how would you tackle this health issue? In your response, you must apply      at least three of the competencies/sub-competencies noted in Area 7 and be      specific in how you plan to apply those competencies. Please note that      simply stating you would “use No. 7.2.9” is not enough. Explain how and      why you would use that sub-competency.

Your journal entry may be a PowerPoint presentation, video, screencast, or a typed document. You will submit your work through Waypoint. No APA formatting is necessary. All presentations must be at least 5 minutes in length. If you use a video or screencast, please make sure you copy the link onto a Word document and then upload the document. This is reflection work and the goal is to critically look at the competencies as well as your insights and beliefs into how they fit into the health educator’s daily routine. There are no right or wrong answers; this is pure personal reflection.

 
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Describe how you will weave ethics and your research of the statistics you derived for this assignment into the laws/policies you propose

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Given the abundance of active shooter incidents within the United States, such as those in Orlando, Las Vegas, Parkland, and Santa Fe, we are going to explore the public health and policy issues related to firearms.

Directions:

· First, provide a summary (one to two page only as summary, double-spaced of the gun laws for a U.S. state of your choice).

o You must provide the name of the state and specifics regarding Right to Keep and Bear Arms, along with state constitutional provisions, right to carry laws, castle doctrine, and no net loss.

o You may cut-and-paste the specifics for each from these websites and others, but make sure to add summaries, at the very least, with how you interpret them.

o Some useful websites:
http://www.gunlawsbystate.com/#!/home/terms-of-access-and-use/

https://www.nraila.org/gun-laws/

· Search and add statistics for your state that deal with injuries and deaths caused by firearms as well as any reports or other research related to these statistics so that you may then evaluate the impact of these policy on public health and health equity.

o In this research, having statistics organized by year will be helpful, particularly if you can provide dates of when policies and laws were enacted and compare statistics both pre- and post-implementation of policies and laws.

· Advocate for policies/laws/programs that will serve to help reduce the risk of firearms and other devices (e.g. knives, explosives) being used to cause injury, death, and destruction to innocent people in the United States.

o Do you choose “tougher” gun purchasing laws? If so, describe your law/policy and advocate for its passage. Propose at least one strategy, though you will likely need more, to identify stakeholders, build coalitions, and try to appeal to those who may oppose your policies and/or legislation because it may interfere with their rights and liberties as citizens protected by the U.S. Constitution?

· Describe how you will weave ethics and your research of the statistics you derived for this assignment into the laws/policies you propose. It is a common theme of public health to do what is best for the health of the population, even if it may infringe upon others’ personal rights.

· Mitigation/Prevention: What, if any, security policies would you want to pass and enforce in public venues such as hotels, stadiums, outdoor concert/party areas regarding firearms, explosives, knives, etc.? For example, would you propose metal detectors in hotels in an effort to prevent guests from bringing in weapons? Is that feasible? Include at least one page of ideas regarding these plans

Format: Double-spaced, minimum of 6 pages of text total including the summary (does NOT include tables, figures, graphs, etc.). 12-point font, 1-inch margins. Make sure you have headings for each section.

 
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Develop a     pre-assessment in the social studies content area that aligns to the     standards and unit that your mentor teacher shared with you during     Clinical Field Experience A.

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Part 1: Pre-assessment and Implementation

Follow these steps for this week’s field experience:

  1. Discuss with your mentor teacher your expectations for     identifying, selecting, and working with a small group of students.     From your previous observation in your field experience classroom,     identify students in the classroom environment that would benefit     from additional learning support. Share this information with your     mentor teacher to determine 3-5 students, above, at, or below     standard achievement, to work with on standards specific to the     social studies content area for this classroom.
  2. Develop a     pre-assessment in the social studies content area that aligns to the     standards and unit that your mentor teacher shared with you during     Clinical Field Experience A. This pre-assessment can be oral,     written, or completed through technology. The pre-assessment should     identify how well selected students know the concept and provide     data that would allow you to determine learning gaps and needs in     order to develop an appropriate lesson to support learning   needs.
  3. Share the pre-assessment with your mentor teacher and     ask for his or her feedback.
  4. Implement the pre-assessment     that you created with the selected group of students and use the     data to prepare for Clinical Field Experience C.

Part 2: Reflection

In 250-500 words, summarize and reflect on your field experience   including the steps you took to identify students for the   pre-assessment and their pre-assessment results.

Additionally consider:

  1. How did the pre-assessment provide data to determine the     learning gaps and needs of students?
  2. What challenges did     you face when developing and delivering the pre-assessment?
  3. Explain how you will use your findings in your future     professional practice.

Submit your reflection and the pre-assessment as one deliverable.

APA format is not required, but solid academic writing is expected.

 
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What were the attributes that made “urban” environments different from small towns?

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Midterm Exam 1: Introduction to Urban Studies (UPPP 4)

Directions: All students are required to choose between one of the following two

essay options. Answers should be approximately one to two pages long (double space,

12-point font and 1-inch margins). The paper should not exceed two pages (this does not

include the bibliography).

You are expected to use as many readings as possible to support your answers. We

are assessing you on your knowledge of course materials (lectures and readings).

Please use standard citations1 and include a bibliography. Please submit only in

MS Word or PDF (not Pages or Google Docs).

Due Wednesday, October 31 at 9:00 a.m. through Canvas.

Instructions: Your answers must be written in a standard essay format consisting of

a short introduction with a thesis statement, supporting paragraphs, and a

conclusion. The essay must address the three parts of the general prompt. Good

luck!

Essay Option 1: What makes urban environments unique?

1a. What were the attributes that made “urban” environments different from small

towns?

1b. How did these attributes of urban environments shape human relations and

cultures?

1c. . Identify the mechanisms that make cities more prone to freedom than other

environments.

Essay Option 2: Compare and contrast old and new urban environments.

2a. What were the classical characteristics of older cities (e.g. late 19th and early 20th

century)?

2b. How have the characteristics of cities changed over the past 50 years, and what

caused these changes?

2c. How does a place like Los Angeles (newer type of city) magnify or reduce the

problems identified by Louis Wirth in Chicago (older type of city)?

1 https://owl.english.purdue.edu/owl/resource/747/2/

 
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Write a 1,050- to 1,200-word paper (do not exceed word count, must meet minimum word count) that includes the following: Introduction with the full name and date of the EEOC lawsuit selected from the EEOC Newsroom 

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  • Resources: the Equal Employment Opportunity Commission (EEOC) website  press releases (https://www.eeoc.gov/); Local news website for news item
  • Explore the EEOC website to learn more about the organization.
  • Click the About the EEOC link and select Newsroom. Select a press release from the Newsroom about an employee lawsuit published within the last six months (include date in paper)
  • Search the Internet to find at least one news item from a news organization about the lawsuit you selected from the EEOC Newsroom, preferably select a news item from the state in which the incident occurred. Clearly identify the news item (Name of news item, author/news source, date) in paper.

Write a 1,050- to 1,200-word paper (do not exceed word count, must meet minimum word count) that includes the following:

  • Introduction with the full name and date of the EEOC lawsuit selected from the EEOC Newsroom
  • A description of the compliance issue (racism, sexism, ageism, religion and so on) that led to the lawsuit and its ramifications for the organization
  • A brief summary of the functions of the EEOC in one paragraph
  • The EEOC’s role in the lawsuit you selected from the EEOC Newsroom
  • Whether or not this lawsuit promotes social change; justify your reasoning
  • A comparison of the EEOC Newsroom press release to the news item from the state where the lawsuit occurred. What accounts for the differences?
  • Strategies you would implement, if you were a senior manager of this company, to ensure future compliance and inclusion in the multicultural workplace. (Use and cite strategies from Understanding and Managing Diversity text).

Include references to the EEOC Newsroom press release and News item.

Format your paper according to 300 course-level APA guidelines. See Student Resources for guidelines.

Submit your Microsoft® Word assignment to the Assignment Files tab.

 
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