Category: Public Health

Part 1

Read the following SPL overview and review the tables that follow.

SPL Overview

Throughout your program you will be introduced to the many challenges leaders face in managing complex individual and group dynamics. Leaders today must shape organizational culture, communicate value systems, model ethical behavior, engage and inspire followers, and manage diversity. To achieve these tasks effectively, leaders must be able to integrate scholarship and practice. Integrating scholarship and practice involves obtaining a theoretical understanding of core leadership principles through scholarly research and study. Integrating scholarship and practice also means that leaders convert their theoretical understanding into daily, observable leadership behaviors and practices. Leaders who integrate scholarship and practice are typically effective in both personal and professional arenas. Leaders who integrate scholarship and practice are also able to lead organizations during difficult and challenging times.

There is a difference between being a scholar and a practitioner. According to Winter and Griffiths (2000), a scholar possesses reliable and impartial theoretical knowledge. Scholars obtain this knowledge by studying theory and conducting research. Practitioners, conversely, possess application-based knowledge specifically geared toward the workplace. As University of Phoenix doctoral students, you will have the opportunity to obtain, enact, and create both scholar and practitioner knowledge.

Leadership Practice

In his highly publicized book,Good to Great, Jim Collins (2001) portrayed a level-5 leader as an individual who displays a balance between humility and will. Level 5 leaders are self-aware individuals who are able to conduct honest, rigorous, and candid self-appraisal. They articulate their strengths and weaknesses and are able to integrate feedback from others and from the research they conduct. Level 5 leaders know how to integrate theory and practice; they have scholarly knowledge of leadership theory and can translate that theory into effective leadership behavior. Level 5 leaders transform theory into practice through their ability to create organizational discipline in 3 arenas: disciplined employees, disciplined thinking, and disciplined behaviors and actions. When organizations display discipline, leaders do not have to maintain a strict chain of command. When organizational members demonstrate disciplined thinking, leaders do not have to impose bureaucracy. When organizations display disciplined behaviors and actions, leaders do not have to exercise unnecessary control.

One critically important characteristic of level 5 leaders is that they display internal consistency. In statistics, internal consistency means that test items measure the same idea or concept. For leaders, internal consistency means that leaders’ actions and behaviors are consistent with or match their communication and intentions. For example, it is inconsistent to say you are a participative leader if you micromanage people. It is inconsistent to say you are a servant leader (Greenleaf, 1977), yet display egocentric, individualistic behavior. As doctoral students, it is important to convert the scholarship gained through online study and coursework into internally consistent leadership practice. It is only with this level of consistency and emotional maturity that leaders will gain trust and commitment from followers.

Determining Your Strategic Fit

As doctoral students, your challenge is to assess yourself and determine your strategic fit. Determining your strategic fit means using critical thinking to evaluate how you will maintain a balance between your scholarly and practitioner experience. You must determine if you possess the 21st-century competencies needed to lead organizations, how you will acquire the competencies you lack, and how to add your own findings to the existing understanding of organizations and leadership. You must determine how you will balance the scholar/practitioner relationship, that is, how you will translate the theoretical knowledge you gain in each course into observable, leadership actions and behaviors. You must strive for internal consistency by having the courage to critically analyze, using available literature and data, and adjusting your behaviors and actions to ensure that they match your words. If you notice inconsistencies, do not proceed with actions that do not successfully pass your assessment and mirror your desired state.

Practitioner: Stage 1

Common Features	Student Stance on Feature	Faculty Response to Feature
Early writing is marked by an emphasis on practical experience.	Because I believe it, or I have experienced it, thats good enough to state as reality.	Says who?
Opinion is confounded with factual information.	Can exhibit ontological arrogance.	Use citations.
Citations are absent or ineffective.	Can be (unintentionally) egocentric and sociocentric.	Use scholarly tone.
Supporting evidence is absent or regarded as unnecessary.	There isnt a student stance.	Provide supporting evidence.
Critical-thinking operations are absent.	There isnt a student stance.	There isnt a faculty response.

Scholar: Stage 2

Common Features	Student Stance on Feature	Faculty Response to Feature
Almost every sentence is supported with an in-text citation.	Ive been told I dont have an opinion at CDS until I get to Ch. 5 of my dissertation.	Where is your voice, your informed opinion, and your reasoned judgment?
Triangulation with professional experience/context is absent.	Im afraid to offer anything that I cannot find external supporting evidence for in the existing literature.	Can you make any connections with your own professional experience and/or context?
New models, new critical questions, additional viewpoints, etc. are absent.	There isnt a student stance.	There isnt a faculty response.

Scholar-Practitioner-Leader: Stage 3

Common Features	Student Stance on Feature
Student voice is evident, especially at the synthesis stage.	I can use my voice when I build from the literature and my experience.
Evidence from the literature is interwoven with professional experience.	My voice must be tentative, that is, not stated as declarative fact.
A new model, theory, or application is suggested.	My voice must be nuanced.
Critical questions are asked, based upon analysis and evaluation.	I cannot confuse fact from opinion.
A dialogic style is evident.	I can ask powerful critical reflective and reflexive questions at any time.

Keep in mind that when you integrate your own voice by bringing scholarship and practice together, you are reaching stage 3. You need courage to build upon the published scholarship by adding your professional experience and voice in a skilled manner.

Write a 250- to 300-word response to the following:

• Reflect on how your writing may be biased toward your own ideas and your own situatedness. Use these questions as a guide:
• How has your writing changed since beginning the doctoral program?
• How may your writing be out of alignment to the elements of the SPL model?
• What are some areas still needing improvement?

References

• Collins, J. (2001).Good to great: Why some companies make the leap and others don’t. Harper Business.
• Greenleaf, R. (1977).Servant leadership. Paulist Press.
• Winter, R., & Griffiths, M. (2000).The academic qualities of practice: What are the criteria for a practice-based PhD? Studies in Higher Education, 25(1), 2537.

Part 2

View the AES Model

Write a 250- to 300-word response to the following:

• What are the components of the three-stage model?
• What are the different types of thinking associated with AES?
• What might the challenges be to reach synthesis?

Part 3

This assignment will challenge you to identify the assumptions, context, situatedness, and embedded logic of an argument through the close reading of a non-scholarly text. This is not an exercise in determining whether the author is right or wrong in their position, as these value judgments are typically irrelevant to the purpose of scholarship. Instead, unearthing these components through an analytical process allows you to discover evidence of (conscious or unconscious) “decisions” made by the author in their writing. This evidence will (in turn) assist you in making valid, empirically driven claims regarding the text.

Complete the Critical Reading using your selected text.

In the role of a leadership consultant, propose a systemic change for an organisation, that responds to a set of external factors that are impacting the effectiveness of the organisation. LO1 Examinea range of leadership theories, approaches and the research evidencewhich supports them. LO2 Evaluatecontemporary management challenges and organisational environmentsin healthcare and public health settings. LO3 Demonstrate knowledge of planning, managementand evaluation skills to lead effective initiatives in health settings byemploying a range of tools, mechanisms and frameworks to prioritise and planfeasible change.Ref Referencing style- Harvard style In order to do this, you must put together a 3000-word report

just use case study 1 which is in the PDF and no AI please and don’t overcomplicate just follow the instructions.

Overview

In this assignment, you will complete the first steps in the creation of a program plan for a collaborative public health promotion project for your chosen disadvantaged population. To accomplish this, you must identify those factors intrinsic to that population that will provide criteria for development of the most effective strategy to ensure a collaborative and participatory planning and decision-making process.

Instructions

Having identified a public health issue and the needs of a disadvantaged population impacted by your selected issue, identify health organizations currently working to meet the needs of this population group that might be relevant to the health issue you plan to address in your course project, and who could potentially be strategic partners in your plan.

Using the peer-reviewed articles you chose from the Capella library and your Internet research from the Centers for Disease Control and other relevant websites, complete the following:

• Find the data trends related to the impact of the issue on your selected population (use a graph or chart to demonstrate the data trends). Compare and contrast the effectiveness of current preventative health care and health promotion efforts.
• Identify the relevant federal and state policies and evidence-based studies that provide guidance related to the promotion of healthy behaviors in this population.
• Include a list of health-related organizations that serve the area in which your target population is located, whose mission and goals align with your chosen issue, and who might partner with you on your health promotion plan. From this list of organizations, identify organizational members (by role) whom you would include on an interprofessional planning team consisting of stakeholders in your chosen community and/or health issue.
• After locating data to support your choice of target population and the issue you have identified, indicate briefly how you plan to identify and prioritize viable options for addressing the health issue. You will research, design, and present a list of these options to a group of stakeholders in your next assignment.

Additional Requirements

• Length: 57 pages (plus cover page and references).
• Font: Times New Roman 12 pt., double spaced.
• References: At least six properly cited scholarly resources.

Refer to the helpful links in Resources as you complete your assignment.

Hi, I need help finishing my final project paper. Ive already started it, but Im not done and I want to make sure everything is correct.

This paper is very important for my grade, so I really need to follow the rubric carefully. I attached the rubric (screenshots), my draft paper, our project poster, and the script from our PSA since I cant send the audio.

Our project is about encouraging Latino and immigrant communities in Southern California to get screened early for diabetes, even if they dont have insurance or legal status. We focus on connecting them to free or low-cost clinics. Our target audience is older immigrant adults, and we use young adults (ages 1530) to help share the message with their families. We are using the Health Belief Model to explain the risks of not getting screened and why its important.

I need help completing the paper based on the rubric, improving what I already wrote, and making sure everything matches the requirements (like goals, objectives, intervention, barriers, logic model, and evaluation plan).

Also, the paper must include in-text citations and a references page in APA format. It needs to be written in Times New Roman, 12-point font, double-spaced, and in paragraph form using full sentences for each section. Please use simple wording and avoid advanced or complicated language.

Please make sure all writing is original and sounds like student work. Do not copy or plagiarize anything.

If you have access to Turnitin, please run my assignment through Turnitin. The assignment needs to have a 0% AI report. Please send me the report once the assignment is completed.

Hii, I need help with my final project paper. This assignment is worth a lot of my grade, so I want to make sure I do it correctly and follow the rubric exactly. Ive attached the rubric and all my previous assignments (Group Assignments 14), which need to be used to write this final paper.

The paper is an Executive Evaluation Summary Report, so its not new workits basically putting together and improving what I already did. It needs to be clear, organized, and focused on key findings and recommendations, not long or overly detailed.

Please carefully follow the instructions in the rubric and use my past assignments as the main source when writing the paper. Also, the paper has to be in paragraph form (no bullet points), single-spaced, 12-point font, and no more than 3 pages (not including the map and references).

I also need to include PDFs of all sources used, labeled with the authors last name and year.

NON-ADHERENCE TO ANY OF THESE SUBMISSION GUIDELINES WILL RESULT IN A 0 ON THE ASSIGNMENT.

ASSIGNMENT COMPONENTS:

1. Program Overview & Evaluation Purpose ( page max) – This section should be evidence-informed but brief (23 key citations maximum). Think: What does a funder need to know in 2 minutes?

Provide a concise overview that answers the following:

• What is the big public health issue your program addresses?
• What gap does your program address?
• Who is the population of interest?
• What is the purpose of the evaluation?

2. Evaluation Design & Methods ( page max)

Summarize the core methodological decisions of your evaluation:

• Study design (experimental, quasi-experimental, non-experimental)
• Participants and recruitment (who, how many, comparison group, if applicable)
• Data collection methods (quantitative, qualitative, or mixed methods)
• List your outcomes. Provide key measurement tool information per outcome (name / citations of validated scales; basic scoring info; mention any tool adaptations)
• Timeline of data collection (e.g., pre/post, follow-up)

3. Key Findings (1 page max)

This is the center of the report.

• Clearly state findings for each outcome of interest
• Indicate whether each outcome was met or not met
• Briefly interpret what the findings mean (not just what they show)
• Select 12 visuals that represent your most important findings (table, bar chart, or figure) – think about what would be most useful for your key stakeholders to see

4. Recommendations & Lessons Learned ( page max) – Recommendations should be realistic, specific, and appropriate for your population and setting.

Based on your findings and relevant literature:

• Provide 3 clear, actionable recommendations
• Tie each recommendation directly to:
  • a specific outcome, and
  • best practices or evidence from the literature
  • Identify key strengths and limitations of your evaluation. Is there anything your stakeholders should know?

5. Provide an updated Map — make sure it accurately reflects which outcomes were met / not met

6. Works Cited / References Page

Rubric: Executive Evaluation Summary Report_RUBRIC.docx

Hii, I need help with my final project paper. This assignment is worth a lot of my grade, so I want to make sure I do it correctly and follow the rubric exactly. Ive attached the rubric and all my previous assignments (Group Assignments 14), which need to be used to write this final paper.

The paper is an Executive Evaluation Summary Report, so its not new workits basically putting together and improving what I already did. It needs to be clear, organized, and focused on key findings and recommendations, not long or overly detailed.

Please carefully follow the instructions in the rubric and use my past assignments as the main source when writing the paper. Also, the paper has to be in paragraph form (no bullet points), single-spaced, 12-point font, and no more than 3 pages (not including the map and references).

I also need to include PDFs of all sources used, labeled with the authors last name and year.

NON-ADHERENCE TO ANY OF THESE SUBMISSION GUIDELINES WILL RESULT IN A 0 ON THE ASSIGNMENT.

ASSIGNMENT COMPONENTS:

1. Program Overview & Evaluation Purpose ( page max) – This section should be evidence-informed but brief (23 key citations maximum). Think: What does a funder need to know in 2 minutes?

Provide a concise overview that answers the following:

• What is the big public health issue your program addresses?
• What gap does your program address?
• Who is the population of interest?
• What is the purpose of the evaluation?

2. Evaluation Design & Methods ( page max)

Summarize the core methodological decisions of your evaluation:

• Study design (experimental, quasi-experimental, non-experimental)
• Participants and recruitment (who, how many, comparison group, if applicable)
• Data collection methods (quantitative, qualitative, or mixed methods)
• List your outcomes. Provide key measurement tool information per outcome (name / citations of validated scales; basic scoring info; mention any tool adaptations)
• Timeline of data collection (e.g., pre/post, follow-up)

3. Key Findings (1 page max)

This is the center of the report.

• Clearly state findings for each outcome of interest
• Indicate whether each outcome was met or not met
• Briefly interpret what the findings mean (not just what they show)
• Select 12 visuals that represent your most important findings (table, bar chart, or figure) – think about what would be most useful for your key stakeholders to see

4. Recommendations & Lessons Learned ( page max) – Recommendations should be realistic, specific, and appropriate for your population and setting.

Based on your findings and relevant literature:

• Provide 3 clear, actionable recommendations
• Tie each recommendation directly to:
  • a specific outcome, and
  • best practices or evidence from the literature
  • Identify key strengths and limitations of your evaluation. Is there anything your stakeholders should know?

5. Provide an updated Map — make sure it accurately reflects which outcomes were met / not met

6. Works Cited / References Page

Rubric: Executive Evaluation Summary Report_RUBRIC.docx

Develop a Concept Map using the software app Called “Mindomo”; and only use student free trial.

Helps Build a Framework for writing your Term paper

• Software|Expert Software Applications

Mindomo is an all-in-one visual tool for mind mapping, concept mapping and outlining. It helps students develop collaborative learning skills by allowing them to create and collaborate.

Part 1

The initial stage of cognitive development, defined as dualism by Perry (1968/1999), is defined by Thoma (1993) as: characterized by a view that objective and immutable answers exist for most questions and that authorities or experts know or can discover the eternal truths. The dualism, students hold a black or white, right or wrong, view of the world and have little tolerance for uncertainty and ambiguity. Knowledge is regarded as timeless and absolute. Learning is viewed as a process of the transmission of facts and truths from the teacher to the student (p. 129).

Paul and Elder (2014) refer to habitual thinking as biased, distorted, partial, uninformed, and often downright prejudiced. Everyone is biased. A persons view is always partial, partisan, and problematic (Eisenberg et al., 2014).

Write a 250- to 300-word response to the following:

• How can you retarget the mechanism you use to identify bias in others and to identify bias in yourself?
• What is the experience of switching perspectives like for you?
• How fully are you able to inhabit the perspective of another?
• What barriers prevent you from letting go of your own worldview?

part 2

Read Critically Reflective Practice

Write a 250- to 300-word response to the following:

• Define and discuss Brookfields 4 lenses.
• Describe how viewing a situation through each of Brookfields 4 lenses affects your perspective on a topic you are passionate about.

Part 3

Refer to the article you read in Wk 1 Discussion 2 – Critically Reflective Practice, Critically Reflective Practice,

Locate a minimum of 1 additional peer-reviewed article on perspective switching, differing perspectives, or another relevant topic.

Identify 1 of the following types of events of your choice and 1 example of the event to use for this assignment:

• An event that affected more than 1 person
• An event that has occurred in society to more than 1 person
• An event that has occurred in your professional field to more than 1 person

Use the student paper template to write a 500- to 700-word synthesized discussion on the chosen event and describe how the event could be perceived from each of Brookfields 4 lenses. Consider using Level I headings for each of Brookfields 4 lenses to organize your discussion.

This Critical Thinking (CT) assignment builds on the assignments from Modules 4 and 6.

Write an Introduction based on the references identified in the Module 4 CT assignment and the annotated bibliography created in the Module 6 CT assignment. The Introduction should provide an overview, background, and explanation of the research topic you chose. Include an overview of your research question, what software might be used in your analysis, and ethical principles in research. Week 9s module lecture provides guidance on writing introductions for research papers.

Your introduction should meet the following requirements: