Why is the definition of health important to health policy? Define the term “target population” as it relates to health policy. How do societal influences impact the identification and definition process of policy?

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Process of Identification & Definition
Review the World Health Organization’s (WHO) definition of health in Chapter 7 of your textbook. Then, write a research paper fulfilling the following requirements.

  • Why is the definition of health important to health policy?
  • Define the term “target population” as it relates to health policy.
  • How do societal influences impact the identification and definition process of policy?
  • Research a healthcare organization and highlight how their policies align or misalign with the WHO’s definition of health.

The paper

  • Must be 4 to 6 double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • 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 use at least four scholarly sources in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

 

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

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Did you identify with the people and situations in the selection? How? If not, how do you engage differently in interpersonal communication in similar situations to the ones described and analyzed?

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This option allows you to choose from a selection of several chapters of books by scholar Deborah Tannen that are available electronically from the APUS library. As with the other option, your paper should be at least five pages (roughly 1,250 words) in length. Additional sources or references are not required for this assignment, but if you quote, paraphrase, or summarize a source (including the reading or the text), you must document it following APA format.

These are the questions/points to ponder that you can use to develop your reaction paper, but feel free to ask yourself additional questions. Remember that this paper should give your reaction to what you have read, meaning you may agree, disagree, or both. However, you cannot merely say you agree. You must explain why clearly.

1. After reading the selection you have chosen, think about either your own situation that reflects the subject of the reading or about situations with which you are familiar, or both. You should not use full names or real people, please! It is preferable to give people aliases rather than use their names.

2. Outline some of the characteristics of the communication situations described and analyzed in the reading.

3. Did you identify with the people and situations in the selection? How? If not, how do you engage differently in interpersonal communication in similar situations to the ones described and analyzed?

4. After reading the selection, what knowledge did you gain about interpersonal communication in general?

 

 

Here is the selection of readings:

Conversational Style: Analyzing Talk Among Friends
(2005)
Deborah Tannen

http://site.ebrary.com/lib/apus/docDetail.action?docID=10254482

Read Chapters Two, Three, and Four

 

Family Talk: Discourse and Identity in Four American Families
(2007)
Deborah Tannen, Shari Kendall, and Cynthia Gordon, eds.

http://site.ebrary.com/lib/apus/Doc?id=10194219

Read Chapter 1 plus any other chapter, 2-11

 

Gender and Discourse
(1994)
Deborah Tannen

http://site.ebrary.com/lib/apus/docDetail.action?docID=10086928

Read Introduction and Chapter 3

 

You’re Wearing That? Understanding Mothers and Daughters in Conversation
(2006)
Deborah Tannen

http://site.ebrary.com/lib/apus/docDetail.action?docID=10124874

Read any chapter

 

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Please prepare a reflective essay in which you address each of the following items: 1. Descriptions of how you feel you improved your knowledge, skills, abilities, and yourself in this session through this course. 2. Evaluation of the work you did during the session for the class and explanations of ways you could have performed better.

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Please prepare a reflective essay in which you address each of the following items:
1. Descriptions of how you feel you improved your knowledge, skills, abilities, and yourself in this session through this course.
2. Evaluation of the work you did during the session for the class and explanations of ways you could have performed better.
3. Topics you have identified that you did not understand or were not successful in trying to implement and suggestions you may
have about how to improve the course material on those topics.
4. Ways you might measure the future effects of what you have learned in this course or your future progress/improvement;
5. State whether you achieved the course objectives (listed on the module 6 home page and course syllabus page)
As your study in this course draws to a close, it is important to integrate the course content to ensure a comprehensive understandin
g of the concepts presented in each module. It is also important to “step back” and reflect on new levels of understanding, skills, an
d knowledge that were developed as a result of your efforts put forth throughout this course. It is particularly important to reflect on t
he course objectives (what you were intended to learn in this course).
As your write your essay please reflect on the course objectives (what you were intended to learn in this course).
The course objectives are:
1. Identify the nature of financial information used by corporations. Module 1
2. Use financial information provided by organizations in order to perform basic financial analysis of a business organization. M
odule 1
3. Describe the time value of money and identify the determinants of net present value and the discount rate. Module 2.
4. Use basic tools employed by financial analysts and executives including time value of money and present value calculation.
Module 2.
5. Explain the idea of financial information flow. Module 3
6. Describe the kinds of data and information flow within a basic transaction processing system. Module 3
7. Distinguish among different approaches to the assessment of investment in information technology. Module 4
8. Perform basic calculations pertinent to IT investment decisions. Module 4
9. Identify the major IT issues concerning the compliance requirements of financial reporting. Module 5
10. Reflect upon and integrate course concepts. Module 6

To close out this course please proceed to the module 6 threaded discussion forum and then the Self-Reflective Essay.

As your study in this course draws to a close, it is important to integrate the course content to ensure a comprehensive understandin
g of the concepts presented in each module. It is also important to “step back” and reflect on new levels of understanding, skills, an
d knowledge that were developed as a result of your efforts put forth throughout this course. It is particularly important to reflect on t
he course objectives (what you were intended to learn in this course).
As your write your essay please reflect on the course objectives (what you were intended to learn in this course).
The course objectives are:
1. Identify the nature of financial information used by corporations. Module 1
2. Use financial information provided by organizations in order to perform basic financial analysis of a business organization. M
odule 1
3. Describe the time value of money and identify the determinants of net present value and the discount rate. Module 2.
4. Use basic tools employed by financial analysts and executives including time value of money and present value calculation.

 

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What does an early childhood professional need to know in order to understand the situation and needs of these children and families?

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Action Plan 1: Supporting Children’s Needs Following a Disaster

This week, you have been learning about the ways that children are continually influenced by the world in which they live, particularly the microsystem of the family. You have also learned that microsystems are not the only source of influence on children’s development. Sometimes changes in the larger world—t he chronosystem—also impact the microsystems of family, school, and community.

As the world entered the 21st century, a number of events and tragedies have greatly affected the lives of children and families. In the United States, acts of terrorism, natural disasters, the wars in Afghanistan and Iraq, and greater economic uncertainty have brought about dramatic changes. The increased presence of the mass media in everyday life brings traumatic events into nearly every home, often in real time, potentially increasing their impact on every microsystem. Supporting young children and advising families in how to meet children’s needs in the face of these challenges is often part of the work of early childhood professionals.

For your first Action Plan, you will think about the ramifications of such events by exploring the effects of Hurricane Katrina, which impacted the lives of young children in New Orleans, Mississippi, and Alabama through physical and emotional distress. This distress was further exacerbated by Katrina-related challenges faced by their families, such as finding housing and jobs. For some families, these challenges have continued over a period of years. Lessons learned from Katrina about how we can support young children and their families can be applied to many situations.

Action Plan Professional Scenario: Imagine you are an early childhood professional working with young children and families in the Gulf region who are still struggling with the effects of Hurricane Katrina.

Before you create your Action Plan, consider:

  • What does an early childhood professional need to know in order to understand the situation and needs of these children and families?
  • What ideas and advice from experts may be useful in assisting children and families?
  • What can early childhood professionals do to help, either directly, by suggesting activities and advice, or by referring the family to other community resources and professionals?

The following steps will help you address the above points and, in turn, create an Action Plan that may be useful in your future work.

1. What You Need to Know: Learning About the Impact of Katrina

Review and reflect on the following four resources. The first article was written immediately after Hurricane Katrina. The other articles provide updates on the current situation for some victims of Katrina.

  • Divorce Stalks Katrina Survivors (PDF)
  • Nearly 40,000 Katrina Families Still in Mobile Homes (PDF)
  • Helping Katrina-affected Children Recover
    http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6150569/apps/s/content.asp?ct=8648287

2. Ideas and Advice: Checking Resources

Review the following links which offer resources for helping young children, including those affected by Katrina and disasters that have occurred since. Take notes on ideas that you think would be valuable for children coping with the kinds of Katrina-related issues that you have read about.

  • How to Help Kids Cope with Disaster: Ten Tips (PDF)
  • Helping Children Cope with Natural Disasters
    http://www.acf.hhs.gov/programs/occ
  • Helping Children after a Natural Disaster: Information for Parents and Teachers (PDF)

3. Taking Action: Supporting Children and Families in Need

Consider what you have learned about the components of microsystems, in this case, children’s needs with respect to their family life and routines and their sense of security. For Action Plan 1, write:

  • Five bullet points covering essential information with regard to what early childhood professionals need to know in order to understand the needs of young children and their families who have been affected by a natural disaster such as Hurricane Katrina
  • Five bullet points covering useful information and/or suggestions from experts
  • Two problems related to the impact of Katrina with regard to disruption of children’s family life and routines and sense of security, and specific ways you, as an early childhood professional, could support the child and family that would help to address these problems
  • A summary of how what you have learned about the effects of Hurricane Katrina will help you and other early childhood professionals support children’s needs following this type of disaster

Assignment length: 2–3 pages

 

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Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Two Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.

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Games in the Classroom

Recall that one of the major benefits of using technology in the classroom is the ability to differentiate instruction to meet the needs of every student in every lesson. Just as each student grows and develops at different rates, research tells us that students also learn in different ways. Jane McGonagall is an expert at differentiation through the use of games, which is sometimes described as a form of gamification. As featured in her engaging TED Talk (2010), Gaming can make a better world; she discusses gamification in classroom contexts.

Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Two Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.

Compose a formal written response that addresses the following;

Content Instructions

·         Gamification Influences (1 point): Evaluate the potential influences gamification can have on teaching and learning.

·         Gamification and Motivation (1 point): Evaluate the science behind learner motivation and its connection with gamification.

·         Differentiation Support (2 points): Analyze how gamifying supports differentiated ways to teach and learn.

·         Technologies (1 point): Discuss how specific technologies and gamification are being used to enhance teaching and learning and motivate learners.

Written Communication Instructions

·         Length Requirement (1 point): Five to seven pages including the title and references pages.

·         Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

·         Source Requirement (1 point): Utilize at least three sources in addition to TED (2010) video. All sources on the references page need to be used and cited correctly within the body of the assignment.

·         APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.

 

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment

 

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Provide a link to the video you viewed and a succinct description of the video’s focus, such as the grade-level of students, the educator(s) involved, and the subject being taught (e.g., science or language arts).

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Student Motivation and Technology
This discussion provides an opportunity to evaluate a variety of digital and assistive technologies for supporting diverse learners. Based on the required readings from Housand & Housand (2012), McCombs (2000), and Page (2002), you know that research shows that effective technology integration can support student motivation, engagement, and interest in learning. Furthermore, research has shown that through thoughtful integration of audio, video, and other media, instruction can be differentiated, ultimately increasing a student’s motivation to learn. To explore this research, in this discussion you will analyze how technology integration can be used as a method of intervention to meet the needs of diverse learners. To prepare for this discussion, review the Week Two Instructor Guidance and the Required Resources for the week. Next, access either The Teaching Channel or Edutopia and conduct a search using the key words “using technology for learning motivation” or similar. Select one video that can inform your response to the discussion points below. If for some reason you are unable to support your response to this discussion using the video option, please contact your instructor for an alternative way to complete this discussion.
Initial Post: Respond with an initial post that includes the following components:1.

1.     Provide a link to the video you viewed and a succinct description of the video’s focus, such as the grade-level of students, the educator(s) involved, and the subject being taught (e.g., science or language arts).

2.     In at least one paragraph, describe how the technology is being used in the video and describe what you observed in the video that informs you that students’ motivation is increased or otherwise supported due to the use of the technology.

3.     Next, succinctly describe how the use of the technology promotes students’ engagement during the learning process.

 

4.     Finally, describe the extent to which the use of technology and its motivating factors outweighs the potential challenges the educator might face in acquiring the technology and learning how to effectively implement it.

 

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Discuss how UDL and the incorporation of technology can be used to individualize learning for students with varied backgrounds, learning styles, and abilities and thereby create increased opportunities for learning.

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Introduction to UDL

This discussion is an opportunity for you to apply the principles of Universal Design for Learning (UDL) in the design of instruction and assessment. In essence, UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for all learners. To prepare for this discussion, in addition to reviewing the Required Resources for Week Three, view the CAST (2010) video UDL at a glance and the Week Three Instructor Guidance where additional assistance for excelling in this discussion and intellectual elaboration about UDL is provided.
Initial Post: Create an initial response that addresses the following areas.

1.     Provide a succinct summary, in your own words, of the key concepts that make up UDL.

2.     Discuss how UDL and the incorporation of technology can be used to individualize learning for students with varied backgrounds, learning styles, and abilities and thereby create increased opportunities for learning.

3.     Discuss the impact that using UDL may have on your current or anticipated teaching or professional role.

 

4.     Share an idea; including what you learned to inform your initial response to this discussion, how might you include what you’ve learned about UDL in your plan for the Week Six Final Project: Community Event?

 

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State the principle and checkpoint (number and description) analyzed. e. Describe the specific example or resource selected (title given), the age group intended for, and the content area it covers.

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UDL Guidelines: Examples and Resources

This discussion is an opportunity to further demonstrate your ability to apply the principles of Universal Design for Learning (UDL) to the design of instruction and assessment. As you learned last week from reading Edyburn (2013) Chapter 5 and viewing the CAST (2010) video UDL at a glance, the three main principles supporting UDL are to Provide Multiple Means of (a) Representation (the “what of learning), (b) Action and Expression (the “how” of learning), and (c) Engagement (the “why” of learning). For this discussion you will review technology checkpoints as they relate to the three main principles of UDL. IT may be helpful to review the Week Three Instructor Guidance page where UDL is explored in the intellectual elaboration and to take time now to review your feedback from the Week Three assessments as well. Then, to prepare for this discussion, read the Week Four Instructor Guidance and then visit the UDL guidelines – version 2.0: Examples and resources (2014) website. At the website, select the principle you have been assigned based on your last name using the list below. You will then choose one checkpoint from the principle you have been assigned to review.

o    If your last name begins with A-J: Choose one checkpoint from any of the three guidelines from Principle 1. Provide Multiple Means of Representation.

o    If your last name begins with K-O: Choose one Checkpoint from any of the three guidelines from Principle 2 Provide Multiple Means of Action and Expression.

o    If your last name begins with P-Z: Choose one checkpoint from any of the three guidelines from Principle 3 Provide Multiple Means of Engagement

Within the checkpoint there are several examples and/or resources that support the principle and checkpoint. Next, choose one example/resource that interests you to explore, interact with, and evaluate. You may also choose to consider examples geared toward the grade level you are currently teaching, have experience in, or intend to teach.
Initial Post: Create a Jing tutorial or other multimedia-based presentation with software such as Present.me to showcase the specific UDL checkpoint example selected. Include the link to your Jing tutorial or presentation featuring the example/resource selected as well as written responses to the discussion points below. Your written response needs to be between one and two paragraphs in length. One of the ways to make your discussion engaging and effective is by including audio of your voice alongside a presentation of the information you have investigated. You can talk through these points during your tutorial. Keep in mind, the maximum length of a Jing video is five minutes so it will help to create a presentation in PowerPoint first that is five slides long with each slide covering one of the five points below. If for some reason you are unable to complete this discussion using the recommended technology, please contact your instructor for an alternative way to respond.

d.            State the principle and checkpoint (number and description) analyzed.

e.    Describe the specific example or resource selected (title given), the age group intended for, and the content area it covers.

f.     Describe the example/resource explored explaining how it works

g.    Address each of the “Key Considerations” for the checkpoint.

 

h.    Share an idea you have for how this resource might be used effectively during instruction or assessment opportunities in your current classroom or your future practice.

 

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Evaluate how the video has strengthened or otherwise changed your views about differentiated instruction? Do you have a deeper understanding and appreciation for differentiated instruction now? Why/ Why not?

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Minimizing Modifications for Individual Students
This discussion is an opportunity for you to apply the principles of Universal Design for Learning (UDL) in relationship to constructivism and meeting the needs of all students. To prepare for this discussion, aside from reviewing the Week Four Instructor Guidance, you will need to view the video UDL Minimizes modifications for individual students at the CAST website. To view the video, you will need to sign up for a free CAST account.
Initial Post: Create an initial response that addresses the following areas.

a.    Evaluate how the video has strengthened or otherwise changed your views about differentiated instruction? Do you have a deeper understanding and appreciation for differentiated instruction now? Why/ Why not?

b.    Analyze the benefits for both students and the teacher when instruction follows the UDL framework when compared to the practice of isolating learners and planning for specific modifications for individual students.

 

c.    Discuss what you learned in the video about setting up a non-threatening learning environment that does not isolate students. For example, what connections can you make between this and what you observed when analyzing the lesson during Week Three and when evaluating the example or resource in the Week Four Discussion 1.

 

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