Develop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community that you identified from the topic list provided. 

Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunization.
Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation.
Historically, nurses have made significant contributions to community and public health with regard to health promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. Caring for a population involves identifying the factors that place the population’s health at risk and developing specific interventions to address those factors. The community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that investigates causes of various diseases in a specific population (CDC, 2012; Healthy People 2030, n.d.).As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups, and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and the ability understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component to making informed decisions and to the teaching learning process (CDC, 2012; Healthy People 2030, n.d.).It is essential to develop trust and rapport with community members to accurately identify health needs and help them adopt health promotion, health maintenance, and disease prevention strategies. Cultural, socio-economical, and educational biases need to be taken into consideration when communicating and developing an individualized treatment and educational plan. Social, economic, cultural, and lifestyle behaviors can have an impact on an individual’s health and the health of a community. These behaviors may pose health risks, which may be mitigated through lifestyle/behaviorally-based education. The environment, housing conditions, employment factors, diet, cultural beliefs, and family/support system structure play a role in a person’s levels of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a basis for the development of an individualized plan. The health professional may use a genogram or sociogram in this process.What is a genogram? A genogram, similar to a family tree, is used to gather detailed information about the quality of relationships and interactions between family members over generations as opposed to lineage. Gender, family relationships, emotional relationships, lifespan, and genetic predisposition to certain health conditions are components of a genogram. A genogram, for instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person has green eyes.What is a sociogram? A sociogram helps the health professional to develop a greater understanding of these factors by seeing inter-relationships, social links between people or other entities, as well as patterns to identify vulnerable populations and the flow of information within the community.References
Centers for Disease Control and Prevention. (2012). Lesson 1: Introduction to epidemiology. In Principles of Epidemiology in Public Health Practice (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section1.htmlU.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeopleDemonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations. 

Analyze a community health concern that is the focus of a health promotion plan.

Competency 2: Propose health promotion strategies to improve the health of populations. 

Explain why a health concern is important for health promotion within a specific population.
Establish agreed-upon health goals in collaboration with participants.

Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health. 

Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

Your Online ePortfolio
Creating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.Using ePortfolio to Build Your Career
As you are preparing to tell your story in the professional world, leverage your ePortfolio artifacts to demonstrate the knowledge and competencies you have gained through your program in professional conversations, performance reviews, and interviews. To do that, reflect on the knowledge and skills you have gained from your courses and the elements you have put in your portfolio, along with how you have already applied these things to your professional life or how you might apply them in the future. Next, create your story or talking points to tell your professional story.Privacy Statement
Capella complies with privacy laws designed to protect the privacy of personal information. While you may voluntarily share your own information publicly, you are obligated to protect the personal information of others that may be associated with your academic or professional development. Before sharing information and material in any ePortfolio that is set up to be shared externally to your program at Capella, please consider privacy obligations in relation to protected populations who may be included or referenced in your academic or clinical work. Refer to the Family Educational Rights and Privacy Act (FERPA) and/or the Health Insurance Portability and Accountability Act (HIPAA) if you have specific questions or concerns about your choices.Note: Assessment 1 must be completed first before you are able to submit Assessment 4.Preparation
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a hypothetical clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment is the foundation for the implementation of your health promotion educational plan (Assessment 4).You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assessment (Assessment 4).To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern, and hypothetical individuals or groups living in the community. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility. You may choose any health issues from the list provided in the instructions.In the Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.Please choose one of the topics below:
Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunizations.
Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).
In addition, you are encouraged to:
Complete the Vila Health: Effective Interpersonal Communications simulation.
Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.
Review the MacLeod article, “Making SMART Goals Smarter.”
Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.Instructions
Health Promotion Plan

Choose a specific health concern as the focus of your hypothetical health promotion plan. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence. 

Bullying.
Teen Pregnancy.
LGBTQIA + Health.
Sudden Infant Death (SID).
Immunizations.
Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation. (MUST address all tobacco products).

Describe in detail the characteristics of your chosen hypothetical individual or group for this activity.
Discuss why your chosen population is predisposed to this health concern and why they can benefit from a health promotion educational plan.
Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.
Identify their potential learning needs.
Identify expectations for this educational session and offer suggestions for how the individual or group needs can be met.
Health promotion goals need to be clear, measurable, and appropriate for this activity.
Document Format and Length
Your health promotion plan should be 3-4 pages in length.Supporting Evidence
Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format.Graded Requirements
The requirements outlined below correspond to the grading criteria in the 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.
Analyze the health concern that is the focus of your health promotion plan. 

Consider underlying assumptions and points of uncertainty in your analysis.

Explain why a health concern is important for health promotion within a specific population. 

Examine current population health data.
Consider the factors that contribute to health, health disparities, and access to services.

Discussion RequirementsA substantive comment should be approximately 300 words or more for each of the responses (2 responses TOTAL).Read the initial comments posted by your classmates and reflect upon them.Before writing your comments:Review the Discussion grading rubric to see what is expected for an excellent discussion, in order to earn full credit.Review some resources to help you synthesize, such as the following:Sullivan, J. (2011). Strategies for Synthesis Writing. Retrieved from http://www.findingdulcinea.com/features/edu/Strategies-for-Synthesis-Writing.htmlNOTE: You are required to cite sources and include a reference list for the second post if it is simply your opinion. However, if your opinion is based on facts (as it should be), it is good practice to strengthen your position by citing sources.Be sure to meet all of the criteria in the rubric, as noted in the instructions above.Third post for each module discussion:Read the initial and secondary comments posted by your classmates and reflect upon them.Directly respond to at least one classmate in a way that extends meaningful discussions, adds new information, and/or offers alternative perspectives.MY DISCUSSION (DO NOT RESPOND TO THIS POST PLEASE)(DO NOT RESPOND TO THIS POST PLEASE)(DO NOT RESPOND TO THIS POST PLEASE)(DO NOT RESPOND TO THIS POST PLEASE)Classmates and Professor,My biggest fear in cyberspace is the hacking of personal financial details by criminals. I imagine cyber criminals hacking into financial institutions and gaining access to the data on personal financial status and gaining access to that person’s finances. Banks and financial institutions should have strict ways of safeguarding the customer’s details and maintaining strong passwords that cannot be broken into. They should come up with ways of protecting personal data and make sure the data is not breached and that it is kept safe (Hartwig & Wilkinson, 2014). They should also introduce antivirus to their computers so that they are not easily broken into.The governments should think about cybercrime and try to come up with policies that can guard against cyber-crime. They should also consider coming up with a force that will prevent this serious crime and even establish a law-enforcing department where cyber-crime can be dealt with. Cybercrime is becoming the greatest threat to national security, and this should be addressed by all governments. There should be a global concern about cybercrime, and it is high time professionals are sought to deal with these cybercrimes (Causey, 2013). It should be a concern of all parliaments to come up with laws that deal with cybercrime and establish a force to deal with these crimes.I would rate cybercrime in the United States as the greatest threat to national security. Placing it at number one is because the threats are increasing daily in number and magnitude, and they have become a threat to national security and economic growth. Cyber-criminals are going to the extent of hacking the federal government’s information, leading to a severe breakdown of the national security system (Boot, Max, 2015). The United States has many threats to its security, such as terrorist attacks and nuclear weapons like those mounted by Russia, but cyber threats remain a threat to national security. Governments should train professionals who can fight this cybercrime and develop policies that deter this crime from happening. Individuals and companies should also look for ways of ensuring their computers are safe such as coming up with strong passwords for their computers.PedroReferencesBoot, M. (2015, July 12). What Is the Greatest Threat to U.S. National Security? Retrieved from Commentary: https://www.commentarymagazine.com/max-boot/greate…Causey, B. (2013 , January). How to Conduct an Effective IT Security Risk Assessment. Retrieved from Informative Week Reports: https://security.vt.edu/content/dam/security_vt_ed…Hartwig, R. P., & Wilkinson, C. (2014, June). Cyber Risks: The Growing Threat. Retrieved from Insurance Information Institute: https://www.iii.org/sites/default/files/docs/pdf/p…RESPONSE 1Classmates,There are several concerns about cyberspace. The first being that cybersecurity may fall out of step with cyber-attacks and cybercrimes; especially within the confines of business and government organizations. Mr. Singer highlights an interesting fact that MBA programs aren’t unanimously incorporating courses that cover cybersecurity as an integral part of management (Singer, 2014). Although the article is dated, I found that a mainstay is information technology MBAs that offer courses in cybersecurity and cybersecurity management practices. I’m not suggesting that if cybersecurity is a core course throughout all MBAs, regardless of concentration, that it will diminish the cybersecurity concern. Albeit, it will help guide smart and sound cybersecurity-related decisions for managers throughout businesses and government organizations. It will most likely also help account for proactive funding allotments instead of ‘after-the-fact’ adjustments and funding appropriations.Separately, the concern that as the cyber realm continues to expand and grow; both in size and complexity, as do the risks and vulnerabilities. For example, the U.S. critical infrastructure is highly interconnected and dependent on other critical infrastructures. Nearly all 17 different critical infrastructure sectors have some reliance on the energy infrastructure sector. If the power grid is hacked, disabled or otherwise incapacitated: agriculture, transportation, communication, energy, information technology, and other sectors will be undermined as well. This heavy reliance should be considered intimately when developing national security strategies and national cybersecurity programs.Cyber threats rank amongst the top 5 greatest threats to the U.S. Although, I don’t feel it’s that simple of an answer because national security threat categories (e.g. nuclear, cyber, terrorism, etc) and the actors behind those threats are intertwined. As ex-Chairman, Joint Chiefs of Staff, Joe Dunford mentioned that Russia, China, North Korea, and the Islamic State are amongst the top existential threats (Boot, 2015). The means of how those nations pose threats to our national security changes as time progresses. Cyber being the latest and most potent in decades since the Cold War and the nuclear escalation between the U.S. and U.S.S.R. The, then Director of National Intelligence, Daniel Coats, mentioned that the tactics of our well-known adversaries continue to change and diversify, but the actors perpetrating the attacks are more consistent (Fredericks, 2019). I agree; I think that the greatest threat is a two-part answer, in which Russia or China would top the greatest sponsor of attacks against the United States. Secondly, the great threat by means of the type they utilize to attack with would be cyber-based.BishopReferences:Boot, M. (2015, July 12). What Is the Greatest Threat to U.S. National Security? Retrieved from: https://www.commentarymagazine.com/max-boot/greatest-threat-to-national-security/Fredericks, B. (2019, January 29). Intel officials reveal the greatest threats to US national security. Retrieved from: https://nypost.com/2019/01/29/intel-officials-reveal-the-greatest-threats-to-us-national-security/Singer, P.W. (2014, January 12). What Americans should fear in cyberspace. Retrieved from: http://www.latimes.com/opinion/op-ed/la-oe-singer-cyber-security-20140122-story.html#ixzz2rB3lXtNMRESPONSE 2Classmate and Professor,What is your biggest fear in cyberspace?Cyberspace threats are and will still be a problem for many people (Singer, 2014). The reason is that almost all aspects of life are becoming technologically driven. Thus, as long as we use the Internet, there will be cyber risks. Conversely, my biggest fear in cyberspace is a phishing attack. The type of attack is becoming rampant and increasing at an alarming rate. There is also a lot of security gaps within the new technology. Therefore, cybercriminals are going to take this advantage and attack people from different angles. With phishing, cybercriminals can easily attempt to obtain sensitive information such as usernames and passwords by posing as a trustworthy entity in the electronic communication medium. Phishing is the biggest fear in cyberspace because it quickly lures users by communication purporting to be from trusted sources such as banks and social media sites. Equally, phishing cybercriminals use technology and human knowledge to manipulate people into actions that serve the purposes of the attackers.Where do you think cyber threats rate compared to all threats to U.S. national security? Justify your answer.Compared to the weapon of mass destruction and other attacks, a cyber attack is the number one risk to U.S national security. The argument is based on the recent pool that concluded that “Americans are more afraid of a cyber attack than they are of Iranian nuclear weapons, the rise of China or climate change (Boot, 2015)”. Cyber attacks are a big deal. Once launched, they can cause electrical blackouts and breaches to national security secrets. They can also lead to the failure of military equipment. Equally, cyber threats to U.S national security are increasing in terms of severity of impact, scale, and frequency. The range and method s of cyber attacks are also expanding by targeting different systems in the U.S national security. Certainly, there are increasing threats in the cyber world, which puts the U.S national security at more risks.ThomasReferencesBoot, M. (2015). What Is the Greatest Threat to U.S. National Security? Commentary Magazine. Retrieved from https://www.commentarymagazine.com/max-boot/greate…Singer, P. (2014). What Americans should fear in cyberspace. Los Angeles Times. Retrieved from https://www.latimes.com/opinion/op-ed/la-oe-singer…_________________________________________________________________________________________________Module 4 – BackgroundPOINTS OF DISTRIBUTION (PODS) AND THE STRATEGIC NATIONAL STOCKPILERequired ReadingAlameda County. (2012). Points of dispensing: Just in time training videos 1-10. Retrieved from http://www.acphd.org/phep/podtraining.aspxCarbon County Public Health (2014) Point of dispensing operations. Retrieved from DHHS (n.d). BARDA strategic plan: 2011-1016. Retrieved from https://www.phe.gov/about/barda/Documents/barda-st…FEMA (2016) Emergency Support Function (ESF) #8, National Response Framework. (read Coordination for obtaining, assembling, and delivering medical equipment and supplies to the incident area.) Retrieved from https://www.fema.gov/media-library-data/1470149644…Hernandez, I., Ramirez-Marquez, J.E., Starr, D., McKay, R., Guthartz, S., . . . Barcellona, J. (2015). Optimal staffing strategies for points of dispensing. Computers and Industrial Engineering, 83, 172-183. Available at Trident Online Library.Khan, S. & Richter, A. (2012). Dispensing mass prophylaxis — The search for the perfect solution. Homeland Security Affairs 8(3). Retrieved from https://www.hsaj.org/articles/206Oregon Public Health Division (2012) Mass prophylaxis point of dispensing (POD) field operation guide. Retrieved from https://www.oregon.gov/oha/PH/PREPAREDNESS/PARTNER…Paul, J. A., & Hariharan, G. (2012). Location-allocation planning of stockpiles for effective disaster mitigation. Annals of Operations Research, 196(1) 469-490. Available at Trident Online Library.Potter, M.A., Brown, S.T., Lee, B.Y., Grefenstette, J., Keane, C.R., Lin, C.J., . . .Burke, D.S. (2012). Preparedness for pandemics: Does variation among states affect the nation as a whole? Journal of Public Health Management Practice, 18(3), 233-240. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC37582… . Read “Discussions and Limitations” and “Conclusions.”Rebman, T., Loux, T.M., Zink, T.K., Swick, Z., & Wakefield, M.(2015). Infection prevention and mass vaccination training for U.S. point of dispensing staff and volunteers: A national study. American Journal of Infection Control, 43, 222-227. Available at Trident Online Library.Required WebsitesCDC 12 Hour Push Package. https://www.cdc.gov/phpr/stockpile/pushpackage.htmCDC Strategic National Stockpile. https://www.cdc.gov/phpr/stockpile/index.htmGovernment Response to Coronavirus, COVID-19. https://www.usa.gov/coronavirus

This assignment is due at the end of Week 3, Sunday at 11:59 p.m. MT. The guidelines and rubric for this assignment are located and listed below.Week 3: Quality Improvement Model Application (Links to an external site.)PurposeThe purpose of this assignment is to (a) provide examples of a quality improvement initiative or patient safety issue in any healthcare delivery setting, (b) explore the contributing factors for this adverse medical outcome, (c) apply quality improvement theories and philosophies to a healthcare management project, (d) demonstrate an understanding of quality improvement tools by correctly choosing and using them in specific cases, and (e) recognize the extent of problems of patient safety in medical care.Course OutcomesThrough this assignment, the student will demonstrate the ability to do the following.Apply frameworks and theories for improving quality of care in various healthcare systems. (CO 1)Use critical inquiry to evaluate the design, implementation, and outcomes of quality and safety improvement strategies. (CO 3)Advance knowledge, skills, and attitudes necessary for the continuous improvement of quality and safety in healthcare. (CO 5)Due Date: Submit by Sunday 11:59 p.m. MT at the end of Week 3.Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:Monday = 10% of total possible point reductionTuesday = 20% of total possible point reductionWednesday = 30% of total possible point reductionIf the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows:Monday = 10% of total possible point reductionTuesday = 20% of total possible point reductionWednesday = 30% of total possible point reductionTotal Points Possible: 230RequirementsAssignment Criteria for the Paper1. Identify any existing quality concern or an existing patient safety issue and provide the rationale for choosing this issue.2. Explain the background and scope of the problem.3. Analyze the issue based on the appropriate quality philosophy.4. Identify the regulatory guidelines, internal and/or external benchmarks, or evidence-based practice standards surrounding the issue—explain what that expectation is and why. 5. Use the appropriate quality improvement tools to improve the quality outcome.6. Describe how you could or will get involved in this initiative to make a difference and move it forward to enactment.7. Summarize the content in concluding statements.8. The body of the scholarly paper is to be 3–5 pages in length, excluding title and reference pages.9. Grammar, spelling, punctuation, references, and citations are consistent with formal academic writing and APA format as expressed in the current edition.10. Include a minimum of four references published within the past 5 years, not including your textbook. References may include scholarly websites of organizations or government agencies and must be presented using APA current edition format for electronic media.Preparing the PaperCategoryPoints%DescriptionIntroduction and quality concern2511%Identify a quality issue/patient safety issue and provide a rationale.Background and scope of the problem209%Analyze the problem from a literature review and a practical point of view.Goals of improvement209%Identify three goals to improve the problem.Quality philosophy application3515%Using a quality model, analyze the patient safety concern and the intervention to bridge the gaps.Identification of the regulatory guidelines and internal/external benchmarks or EBP standards for this issue4017%Discuss all related factors to this problem and explain what the expectation is and why.Quality process tool and improvement recommendation4017%Apply appropriate quality improvement tools to improve the quality outcome; provide illustrations for all tools used (flowchart, gap analysis, root cause analysis, etc.). Choose at least two tools for implementation.Conclusion157%Provide summary and concluding statements.APA style104%Text, title page, and reference page(s) are completely consistent with APA current edition format.Scholarly references157%Paper is 3–5 pages in length, excluding the cover and reference pages. References include a minimum of 4 scholarly references, excluding the course text.Grammar and spelling104%Rules of grammar, spelling, word usage, and punctuation are consistent with formal written work.Total230100%A quality assignment will meet or exceed all of the above requirements.RubricQuality Improvement Model Application Guidelines With Scoring RubricQuality Improvement Model Application Guidelines With Scoring RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIntroduction and quality concern25 ptsExceptional (100%) Outstanding or highest level of performanceIntroduction offers broad overview of topic narrowing to key concepts to be presented. Purpose statement is clear. All elements provided.20 ptsExceeds (88%) Very good or high level of performanceIntroduction includes issue and purpose. Statement present but may lack a key component.16 ptsMeets (80%) Competent or satisfactory level of performanceIntroduction of topic issue lacks occasional important element or specificity. One element provided.10 ptsNeeds Improvement (38%) Poor or failing level of performanceIntroduction of topic issue has multiple instances of inaccuracies. None of the required elements present or no introduction.0 ptsDeveloping (0) Unsatisfactory level of performanceIntroduction is not present.25 ptsThis criterion is linked to a Learning OutcomeBackground and scope of the problem20 ptsExceptional (100%) Outstanding or highest level of performanceSuccinctly defines problem and population with significant demographics; describes depth of the problem and numbers affected.18 ptsExceeds (88%) Very good or high level of performanceDefines problem, some elements may not be fully developed; rare inaccuracy.16 ptsMeets (80%) Competent or satisfactory level of performanceIdentifies problem with lack of depth and occasional important elements or specificity.8 ptsNeeds Improvement (38%) Poor or failing level of performanceIdentifies problem with multiple instances of inaccuracies or one or more elements missing.0 ptsDeveloping (0) Unsatisfactory level of performanceOverview of health problem is not present.20 ptsThis criterion is linked to a Learning OutcomeGoals of improvement20 ptsExceptional (100%) Outstanding or highest level of performanceComprehensive and realistic benefits to nursing profession presented.18 ptsExceeds (88%) Very good or high level of performanceBenefits to nursing profession stated with adequate clarity or realism.16 ptsMeets (80%) Competent or satisfactory level of performanceBenefits to nursing profession stated but lack clarity or realism.8 ptsNeeds Improvement (38%) Poor or failing level of performanceBenefits to nursing profession stated but unrealistic.0 ptsDeveloping (0) Unsatisfactory level of performanceBenefits to nursing profession absent.20 ptsThis criterion is linked to a Learning OutcomeQuality philosophy application35 ptsExceptional (100%) Outstanding or highest level of performanceApplication to problem/concern is fully developed and comprehensive.25 ptsExceeds (88%) Very good or high level of performanceApplication to problem/concern is adequately present or model mostly linked to project.20 ptsMeets (80%) Competent or satisfactory level of performanceApplication to problem/concern is minimally present or model not always linked to project.15 ptsNeeds Improvement (38%) Poor or failing level of performanceModel is not linked to project.0 ptsDeveloping (0) Unsatisfactory level of performanceApplication to problem/concern is absent.35 ptsThis criterion is linked to a Learning OutcomeIdentify regulatory guidelines, internal/external benchmarks and EBP standards40 pts(100%) Outstanding or highest level of performanceAble to discuss all related factors.32 ptsExceeds (88%) Very good or high level of performanceAble to discuss all related factors but there are some missing details.25 ptsMeets (80%) Competent or satisfactory level of performanceDiscussed some related factors but there are some that are missing.15 ptsNeeds Improvement (38%) Poor or failing level of performanceDiscussion is minimal and most of the factors are missing.0 ptsDeveloping (0) Unsatisfactory level of performanceNo discussion of related factors.40 ptsThis criterion is linked to a Learning OutcomeImprovement process and recommendations40 ptsExceptional (100%) Outstanding or highest level of performanceDecision recommendation thoroughly discussed. Discusses at least two tools.32 ptsExceeds (88%) Very good or high level of performanceDecision recommendation developed with rare inaccuracies; Discusses at least one tool.25 ptsMeets (80%) Competent or satisfactory level of performanceDiscussion of the decision recommendation lacks occasional important elements or specificity but one tool is discussed.15 ptsNeeds Improvement (38%) Poor or failing level of performanceDiscussion of the decision recommendation has multiple instances of inaccuracies and/or is vague. One tool discussed.0 ptsDeveloping (0) Unsatisfactory level of performanceDiscussion of the decision recommendation is absent. No tools discussed.40 ptsThis criterion is linked to a Learning OutcomeConclusion15 ptsExceptional (100%) Outstanding or highest level of performanceProvides distinct summary with concluding statements regarding the future direction and focus of the project; reflects key elements of the paper.12 ptsExceeds (88%) Very good or high level of performanceProvides distinct summary with concluding statements regarding the future direction and focus of the project; does not summarize key elements of the paper.8 ptsMeets (80%) Competent or satisfactory level of performanceProvides distinct summary with no concluding statements; no summarization of key elements of the paper.4 ptsNeeds Improvement (38%) Poor or failing level of performanceNo distinct summary; concluding statements found at the end in the general body of the paper.0 ptsDeveloping (0) Unsatisfactory level of performanceNo distinct summary or conclusion provided.15 ptsThis criterion is linked to a Learning OutcomeAPA10 ptsThere are no APA format errors in the text, title page, and/or reference page(s).8 ptsThere are 1–2 APA format errors in the text, title page, and/or reference page(s).6 ptsThere are 3–4 APA format errors in the text, title page, and/or reference page(s).4 ptsThere are 5 APA format errors in the text, title page, and/or reference page(s).0 ptsThere are 6 or more APA format errors in the text, title page, and/or reference page(s).10 ptsThis criterion is linked to a Learning OutcomeScholary15 ptsThe table provided is utilized. References include 2 or more scholarly resources, excluding the course text, and may include scholarly websites.12 ptsThe table provided is utilized. References include a minimum of 2 scholarly resources, excluding course text. One of the references utilized was not scholarly.8 ptsThe table provided is not utilized and/or references contain a minimum of 2 resources, excluding course text. One or more references utilized is not a scholarly resource.4 ptsThe table provided is not utilized and/or references utilized are not scholarly and/or fewer than 2 resources were utilized.0 ptsOnly one resource was utilized.15 ptsThis criterion is linked to a Learning OutcomeRules of grammar, spelling, word usage, and punctuation are consistent with formal written work.10 ptsRules of grammar, spelling, word usage, and punctuation are consistent with formal written work with no exceptions.8 ptsRules of grammar, spelling, word usage, and punctuation are consistent with formal written work with 1–2 exceptions.6 ptsRules of grammar, spelling, word usage, and punctuation are consistent with formal written work with 3–4 exceptions.4 ptsgrammar, spelling, word usage, and punctuation are not followed with errors.0 ptsRules of grammar, spelling, word usage, and punctuation are not followed with 6 or more errors.10 pts

Architectural Studies  – Modern Architecture History 
Assignment 1:  Early Developments to Avant Gardes     ?
Chapters: 
1. Early Developments of Modernity: Formant Forces, Factors, and Structures 
2. The Avant Garde Period: Revolutions in Society and Form: Futurism and Soviet Avant Garde 
3. The Avant Garde Period: Craft, Industry and Abstraction for the reconstruction of Europe: Neoplasticism and The Bauhaus 
Instructions: 
1. Awnser 4 out of 5 Questions: Research the web, as well printed material, including the Provided Textbook. 
2. TEXTBOOK: Modern Architecture since 1900
3. Single-paragraph response for every question, augmented by Image Reference illustrations. 
4. All citations and bibliographical references in all assignments should be included, per standard format, which is APA APA system of referencing is available from various sources, example: http://ww.citationmachine.net/apa/cite-a-book
Questions: 
1.  Describe three forces in the development of modernity. These could be scientific, ideological, or technological. 
-Reference: Themes:
Possible answers:
-Humanism – Challenging of religious dogma, and placement of the human at the center of knowledge, and social aspirations.
-Emergence of the Bourgeoisie; a secular, independent class of intellectuals, tradesmen and craftsmen (in the Bourg, or city)
-Industrial Revolution – increased production and normalization of goods
-The move from feudalism to capitalism (abstraction of wealth)
-Enlightenment – Development of science as main source of knowledge; prevalence of reason over belief.  ?
2.  Describe three forces in the development of modern architecture. Briefly explain those relationships. (Use WJR Curtis.)    ?
-Reference: Themes:
Possible answers: 
-Change of Program: From royalty and religion to secular programs, first ‘public buildings’
-Abandonment of the classical styles; search for expressions that emerge from new materials/methods.
-New materials: Iron (first, then steel) concrete, sheet glass, etc. —> factory-produced and normalized
-Elimination of ornament, which responded to new manufacturing processes.  ?
3.  The Futurist Movement, politics and morals aside, produced extraordinary and transformative insight on the nature of form and space. ??
– Describe two main themes, constant in their work. Relate them to their cultural context.   ??
Cite specific examples of works.   ???
-Reference: Themes:
-In painting: The study of LIGHT as a phenomenon and effects ,The representation of SPEED (of movement) as the new force, and source of beauty,. Cars, locomotives, airplanes…  Dynamism OK too.
-SOCIAL UPHEAVAL and revolts
-In architecture: Verticality.  Expression of new materials Glass and Steel. Expression of systems of mechanical conveyance: Railways, elevators, escalators, etc.
-Context: A discontent with the old regime, manifested in the stasis of the architectures of the past (The weight of Rome.) A desire to tear down the existing and begin anew.
4.  Examine how the language of De Stijl developed. Use Curtis to provide at least: ??
– one technique or principle that was abandoned or rejected ??
– one agent of change (or one influence) ??
– one seminal project that illustrates that transition   
-Reference: Themes:
Perspective was abandoned for the use of the axonometric. Symmetry was also abandoned.
Cubism, FLW’s Robie House,
Rietveld-Schroeder House, Red-Blue chair  ?
5.  What does it mean that constructivists rejected “art for art’s sake”? What is the implication in their work, whether it was art, design, or architecture? Mention / use two drivers of form.   
-Art had to be useful; at the service of the new society and the “new man” (modern, productive, dynamic…)
-Rejection of historicism or representational characteristics -architecture should be functional, its agenda is change; therefore it is abstract in its emphasis, or its metaphors are abstract.
-Abstraction also as product of the application and expression of industrial languages and processes. 
-Absence of ornament, or reduction of ornament to the strictly constructive -joinery, fasteners, material combinations, etc
-Angular or curved geometries that aim at defying gravity, and produce a sense of dynamic equilibrium. An emphasis on irregular, diagonal, oblong formsRejection of the stasis and weight of stability and symmetry (they were sick of it!), for the pursuit of dynamic, energetic form; one that projects into the future.
-Tectonic expression and clarity in the application of materials; intersection and assembly.
-Perspectival spatial design; transparency and exaggerated perspectives.Repetition, iteration, rhythm, arrays…Emphasis on three-dimensional design -as opposed to extruded 2D
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2__2
Architectural Studies  – Modern Architecture History 
Assignment 2:  Le Corbusier 
Chapters: 
1. Le Corbusier: The Consolidation of the Language of Modern Architecture
Instructions: 
1. Awnser 4 out of 5 Questions: Research the web, as well printed material, including the Provided Textbook. 
2. TEXTBOOK: Modern Architecture since 1900
3. Single-paragraph response for every question, augmented by Image Reference illustrations. 
4. All citations and bibliographical references in all assignments should be included, per standard format, which is APA APA system of referencing is available from various sources, example: http://ww.citationmachine.net/apa/cite-a-book
Questions:
1.  Why do we say that the Dom-i-No system and the 5 Points for a New Architecture are game changers? How are both related, and what is new in the resulting architecture?    -?
-Reference: Themes:
-Domi-i-No because it separated the structure from the enclosures of a building… -?
-5-Points because it enabled unprecedented flexibility in design, and allowed more light and air into space   
-The Dom-i-No is the framework around which the 5 points are built. The resulting architecture is economical, flexible and open, transparent and spatial.  
2.   Explain what the Architectural Promenade is, in one paragraph. Illustrate with one example.   ?
-Reference: Themes:
-The walk through an architecture; a designed path and set of sequential experiences, woven with the placement, and form of architectural elements in space. Some form of this explanation.   ?
3.  Provide three defining (new) characteristics of the design of the Unité d’Habitation de Marseille   
-Reference: Themes:
-Units: All face two views (mountains and sea), have double heights, light and spatiality in a narrow space
-All-in-one program, contains basic services: Living, groceries, laundry, day-care, gymnasium
-Roof terrace as main open space with relation to the sky and the viewsIdeas of the Ville Radieuse applied to one building
-First brutalist building ever (we didn’t talk about this yet)  ?
4.  Three Differences between the first period of Le Corbusier (Purism, “the machine to live in”) and his later work (Post-WWII) Give one reason for this transformation. (use and reference W.J.R. Curtis)    
-Reference: Themes:
-Move towards raw expression of form and material – BrutalismEmphasis on mass and walls, departing from Dom-i-No, pilotis, etc
-The “building within a building”
-The development of the Brise-Soleil
-Reasons:  India (poverty and exuberance) and the horrors of WWII. “Loss of faith in the machine”  ?
5.  Some people speak of a 6th point of architecture, what would that be? Explain why it is so important, and what other principle it supports.   
-Reference: Themes:
-The use of ramps. Ramps free the sight of the viewer from looking down, and allow the enjoyment of the spatial experience.
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3—3
Architectural Studies  – Modern Architecture History 
Assignment 3:  
Chapters: 
1. Post WWII Internationalization of Modernism, the Atomic Era 
Instructions: 
1. Awnser 4 out of 5 Questions: Research the web, as well printed material, including the Provided Textbook. 
2. TEXTBOOK: Modern Architecture since 1900
3. Single-paragraph response for every question, augmented by Image Reference illustrations. 
4. All citations and bibliographical references in all assignments should be included, per standard format, which is APA APA system of referencing is available from various sources, example: http://ww.citationmachine.net/apa/cite-a-book
Questions: 
1.  Name three characteristics of Scandinavian architecture/ design which differ from their contemporary European counterparts (Constructivism, Bauhaus, Le Corbusier…). Name two important designers and ?their works. (Use W.J.R. Curtis)   
-Reference: Themes:
Characteristics:   ?  
a. Softer, curved forms influenced by nature, or responding to site’s natural configuration , etc       
b. Use of handmade or traditional materials (wood, brick…) in modern adaptation       
c. Connection of architecture to the ground, and the landscape  (as opposed to “levitating” on columns)  
Designers/Works:?  
a. Alvar Aalto – Paimio Sanatorium, Villa Mairea, bentwood furniture 
b. Eric Gunnar Asplund – Woodland Cemetery Crematorium, Stockholm Exhibition Bldg       
c. Arne Jacobsen – Bellavista housing   
2.  Briefly describe two characteristics or constructive elements of Ludwig Mies Van Der Rohe’s architecture.    
-Provide one building example.
-What was a “side-effect” of this, in relation to technology and architectural spatiality?  
-Reference: Themes:
–  Limitless, unobstructed horizontal transparent space -The “air sandwich”  
– Constructive minimalism; precision and proportion. -LESS IS MORE
– Expression of materials; constructive detail  
– The cross-shaped chromed pillars at Barcelona and Tugendhat   
3.  How was the response of modernism to health crises reflected in the architecture of the time?  Provide one building example.  What was a “side-effect” of this, in relation to technology and architectural spatiality?   
-Reference: Themes:
-Emphasis on daylight penetration, and ventilation, access to exterior. (Essentially, an application of LC’s Sun, fresh air and Greenery)
-Building examples:   Paimio Sanatorium -Alvar Aalto, Lovell Health House -Richard Neutra 
-Side effect: Transparent and translucent architecture. (GLASS) See thru, like radiographs.
4. Name three architects of the Case Study program, and one important built work by each one of them.   
-Reference: Themes:
-Eames                     Eames House     ?-CSH #8                         ????  
-Entenza House      -CSH #9 
-Pierre Koenig          W. Bailey House    -CSH #21B                   ??????
-Stahl House      ? -CSH #22 
-Craig Elwood          Fields House    ?  -CSH #18
-BRichard Neutra       S. Bailey House     -CSH #20A  
5.  Contrast LC’s Villa Savoye and AA’s Villa Mairea, in terms of : 
-their approach to siting
-their approach to material expression
-Reference: Themes:
-Siting: Savoye “floats,” it separates itself, differentiates itself from nature. It asserts its artificial nature, its abstraction.   Mairea embraces the site’s topography, it is firmly grounded. Mairea blends with the natural landscape.
-Material Expression: Savoye is white and abstract, in smooth concrete and glass; artificial.  Mairea incorporates stone, wood siding, and other materials that relate to the site.
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IntroductionThis assessment is dedicated to emotional intelligence (EQ). Emotional intelligence was pioneered by Daniel Goleman and has four main components: self-awareness, social awareness, self-management, and relationship management (Daft, 2015). Emotional intelligence is loosely defined as an individual’s ability to “perceive, identify, understand and manage emotions in self and others” (Daft, 2015, p. 146). Experts argue that emotional intelligence is a better predictor of successful decision making and interpersonal relationships than cognitive intelligence, or IQ (Daft, 2015).Additionally, emotional intelligence is now recognized as a critical factor in leadership development. Your work on this assessment will build on the completion of a personal leadership assessment that examines five critical domains from a high level that you have already completed in the first assessment. You will look specifically at emotional intelligence. By completing this assessment, you will evaluate your EQ and explore the role that EQ plays in successful leadership.ReferenceDaft, R. L. (2015). The leadership experience (6th ed.). Stamford, CT: Cengage.Demonstration of ProficiencyBy successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:Competency 1: Assess one’s leadership style in a professional setting.Discuss the different elements of emotional intelligence.Analyze the reason for health care leaders to develop their emotional intelligence skills.Competency 2: Explain cultural competence and its relevance to health care management.Establish the impact of emotional intelligence on cultural competence in health care organizations.Evaluate personal competence with regards to emotional intelligence.Discuss how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations.Competency 3: Analyze communication styles and its impact on teamwork and collaboration.Explain the impact of emotional intelligence on relationships and communication effectiveness in health care organizations.Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with health care professionals.Demonstrate effective communication through writing and proper use of APA style.Communicate in a professional and effective manner, writing content clearly and logically, with the correct use of grammar, punctuation, and spelling.PreparationThis assessment is based on the media piece in the Vila Health: Emotional Intelligence activity. Be sure you have worked through the scenario before you start this assessment.InstructionsThis assessment has three main parts, a discussion of the different elements of emotional intelligence as it relates to the scenario from the Vila Health media piece, a self-evaluation of your current state of emotional intelligence, and an analysis of the impact and benefits of health care leaders being competent with regards to emotional intelligence.Part 1: Elements of Emotional IntelligenceRelevant Scoring Guide Criteria:Discuss the different elements of emotional intelligence.Demonstrate effective communication through writing and proper use of APA style.Communicate in a professional and effective manner, writing content clearly and logically, with the correct use of grammar, punctuation, and spelling.For this first part of your assessment, discuss the scene and what happened between Christina Robledo and the two nurses. You can draw upon your answers to the question from the media piece, as well as consider the following:Do you feel the nurses demonstrated strong emotional intelligence in their communications with Christina? Why or why not?What are the key elements of emotional intelligence that were demonstrated in this scenario?Which key elements of emotional intelligence were lacking from the scenario?How might the scenario have turned out differently if these elements had been demonstrated?Part 2: Emotional Intelligence Self-EvaluationRelevant Scoring Guide Criteria:Evaluate personal competence with regards to emotional intelligence.Demonstrate effective communication through writing and proper use of APA style.Communicate in a professional and effective manner, writing content clearly and logically, with the correct use of grammar, punctuation, and spelling.The second part of the assessment will focus on a brief self-evaluation of your current state with regards to emotional intelligence. Consider the following after using the elements of emotional intelligence from the resources in this course, your personal research, and the ones you applied to your discussion of the Vila Health media piece:Reflect on your interaction with othersDo you feel you are able to identify and understand others’ emotions?Are you able to control your emotions when dealing with others?Which specific elements of emotional intelligence do you feel are the strongest in you?Which elements of emotional intelligence would you like to improve?Part 3: Impact of Emotional Intelligence for Health Care LeadersRelevant Scoring Guide Criteria:Analyze the reason for health care leaders to develop their emotional intelligence skills.Explain the impact of emotional intelligence on relationships and communication effectiveness in health care organizations.Establish the impact of emotional intelligence on cultural competence in health care organizations.Discuss how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations.Demonstrate effective communication through writing and proper use of APA style.Communicate in a professional and effective manner, writing content clearly and logically, with the correct use of grammar, punctuation, and spelling.This third and final part of the assessment requires you to analyze the need, impact, and benefits of health care leaders being competent with regards to emotional intelligence. As you work to address the scoring guide criteria relevant to this section consider the following:Describe the elements of emotional intelligence and explain why it is important for health care leaders to develop their skills in each area.Thinking back to the Vila Health media piece, if you were one of the nurses, how could you have communicated differently with Christinato to acknowledge her concerns and her emotions?Are there any specific examples from your professional or personal life where you have utilized your emotional intelligence to improve communication with others?Either in relation to the Vila Health media piece or your professional practice and career, how does an organization’s culture impact visibility or need of emotionally intelligent leaders and individuals.How does an emotionally intelligent environment impact professional practice and personal interactions within an organization?With regards to either the Vila Health media piece or your professional practice and career, how can emotional intelligence be used to improve teamwork and collaboration?How might one be able to tell if teamwork and collaboration are valued at an organization? Additional RequirementsStructure: Include a title page and a reference page.Length: 6–9 pages, not including the title and reference page.References: Cite at least three current scholarly or professional resources.Format: Use APA style for references and citations.You may wish to refer to the following APA resources to help with your structure, formatting, and style:APA Style and Format.APA Paper Tutorial.APA Paper Template.You may use the first person for the portions of your reflection where it is appropriate to do so.Font: Times New Roman font, 12 point, double-spaced for narrative portions only.SCORING GUIDEUse the scoring guide to understand how your assessment will be evaluated.VIEW SCORING GUIDECRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHEDDiscuss the different elements of emotional intelligence.Does not list the different elements of emotional intelligence.Lists the different elements of emotional intelligence.Discusses the different elements of emotional intelligence.Discusses the different elements of emotional intelligence providing examples.Evaluate personal competence with regards to emotional intelligence.Does not identify personal competence with regards to emotional intelligence.Identifies personal competence with regards to emotional intelligence, but does not provide a thorough evaluation.Evaluates personal competence with regards to emotional intelligence.Evaluates personal competence with regards to emotional intelligence with specific reference to best practices and the elements of emotional intelligence.Analyze the reason for health care leaders to develop their emotional intelligence skills.Does not describe the reason for health care leaders to develop their emotional intelligence skills.Describes the reason for health care leaders to develop their emotional intelligence skills.Analyzes the reason for health care leaders to develop their emotional intelligence skills.Analyzes the reason for health care leaders to develop their skills in all areas of emotional intelligence.Explain the impact of emotional intelligence on relationships and communication effectiveness in health care organizations.Does not identify the impact of emotional intelligence on relationships and communication effectiveness in health care organizations.Identifies the impact of emotional intelligence on relationships and communication effectiveness in health care organizations.Explains the impact of emotional intelligence on relationships and communication effectiveness in health care organizations.Specifies the impact of emotional intelligence on relationships and communication effectiveness in health care organizations.Establish the impact of emotional intelligence on cultural competence in health care organizations.Does not describe the impact of emotional intelligence on cultural competence in health care organizations.Describes the impact of emotional intelligence on cultural competence in health care organizations.Establishes the impact of emotional intelligence on cultural competence in health care organizations.Analyzes the impact of emotional intelligence on cultural competence in health care organizations.Discuss how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations.Does not discuss how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations.Identifies how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations.Discusses how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations.Discusses how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations, providing examples.Demonstrate effective communication through writing and proper use of APA style.Does not demonstrate effective communication through writing and proper use of APA style.Demonstrates communication through writing and use of APA style with a few errors.Demonstrates effective communication through writing and proper use of APA style.Demonstrates effective communication through writing and proper use of APA style with no significant errors, and supports analysis.Communicate in a professional and effective manner, writing content clearly and logically, with the correct use of grammar, punctuation, and spelling.Does not communicate in a professional and effective manner. Written content is unclear or unorganized, and there are many errors in the use of grammar, punctuation, and spelling.Communication is not consistently professional, clear, and logical; there are errors in the use of grammar, punctuation, or spelling distract from the message.Communicates in a professional and effective manner; writes content clearly and logically with the correct use of grammar, punctuation, and spelling.Communication is professional, effective, and insightful; content is clear, logical, and persuasive; grammar, punctuation, and spelling are without errors.