you will be adding descriptions of the visual elements you observe in the artworks you placed in your art gallery. The purpose of this unit assignment is to demonstrate that you can apply what you learned about visual elements to your gallery artworks.
Begin by reviewing your Unit II feedback and making any necessary revisions.
Place one Visual Elements slide directly after the artwork it describes.
Next, research the elements using Chapter 3 of your textbook.
Make sure you describe all of the visual elements from Chapter 3 using complete sentences. Questions to consider are included below:
o Line: Describe what kind of lines are in the artwork (vertical, horizontal, diagonal, thick, thin, etc.). What do the lines do? Do they lead your eye to something?
o Shape: Describe what kind of shapes are in the artwork and where they appear. Are there circular shapes in clouds, rectangular shapes in buildings?
o Light: Where is the light coming from? What is it highlighting?
o Color: What colors are used? Are the colors bright, tints, muted? Are they different shades of one hue?
o Texture: Is there a pattern on some area in the artwork? Is there a paint texture such as impasto?
o Mass: Is the artwork heavier in one area?
o Time: Is there anything in the artwork that gives the sense of time? Is it a daytime or nighttime scene?
o Motion: Is motion depicted? Are people walking, running, floating, or climbing toward something?
You must use at least your textbook as an outside source. Be sure to follow APA format for all sources used, including the textbook. When adding your own opinion or observation, you will not need a citation as it is an original thought.
Please submit your full presentation thus far, which should include the previous updated segments and the segment for this unit.
This segment must include a minimum of five PowerPoint slides
|you will be adding descriptions of the visual elements|
|15577||Blog: “Layers of Me”: Cultural Identity|
1. Compare and contrast disinfection and sterilization, citing examples of substances of used in the processes. (20 mks)
2. State any ten terminologies used in microbiology and their definitions. (20 mks)
3. Compare and contrast the structure of a fungal cell and bacterial cell. (20 mks)
4. Describe types of media used in microbiology and how they are prepared. (20 mks)
5. Describe type of stains and their uses in microbiology. (20 mks)
6. Viruses are not living organisms. Discuss.
7. A disadvantage of microorganisms far outweighs their advantages. Discuss. (20 mks)
8. Outline factors that determine distribution of microorganisms in an ecosystem. (20 mks)
9. Explain methods used in cleaning in microbiology laboratory. ( 20 mks)
10. Explain the importance of microbiology.
11. Formulate other questions to help master microbiology 1. (20 mks)
|Microbiology 1 Revision questions|
150 words min EACH, 1 scholar source (no older than 5 yrs) Each, APA format, in one of them as a question at the end that pertains to the topic .
RESPOND TO ----------->
Coalitions consist of different organizations and individuals that share a common goal. Coalitions can be used to evoke change in the community and solve public health problems. In order to accomplish these goals, a coalition needs successful and effective leadership (Wendl & Cramer, 2018). Initiating and sustaining a coalition involves effective leadership, membership, resources, and serendipity. Without leadership, coalitions would cease to exist (Mason, Gardner, Outlaw, & O’Grady, 2016). Leaders of a coalition need to have a high skill level in order to evaluate, initiate, and lead a coalition properly. Effective leaders within a coalition need to work well with others and be able to collaborate with individuals, organizations, and the community. Leaders also need to review the administrative structure of their coalition to assess for strengths and weaknesses. To effectively lead a coalition, a leader needs to have vision, a clear direction, be able to communicate effectively, and be accessible to other members of the coalition (Wendl & Cramer, 2018). Leaders can be inspirational or organizational. Inspirational leaders use personal strengths and constructive criticism to positively influence others. They motivate their members by encouraging them to have new ideas and solve problems. Organizational leaders are time and task-oriented, manage meetings, and monitor assignments. Both types of leaders are needed to lead a coalition (Mason et al., 2016). Effective, strong, and collaborative leadership is necessary to successfully lead a coalition and accomplish its goals (Wendl & Cramer, 2018).
I believe the elements necessary for effective leadership within a coalition are also applicable to my professional practice as a registered nurse. As a nurse, you act as a leader of your patient’s care. Just like the leader of a coalition, you need to have a high skill level set in order to effectively evaluate and lead your patient’s plan of care. Nurses are constantly evaluating their patients and the circumstances surrounding their care. Just like the leader of a coalition, nurses need to work well with others and collaborate with individuals and organizations. Nurses need to work well and collaborate with patients, family members, physicians, nurse assistants, administration, and many other people involved in the care of their patients. Nurses can also possess traits of both an inspirational leader and/or an organizational leader. Nurses can motivate their patients to better their health, motivate other nurses to further their education, effectively manage time by scheduling patient-related tests or meetings, and monitor the progress of their patients. All of these elements are seen in both organizational and inspirational leaders.
The elements needed to create and preserve an effective coalition are leadership, membership, resources, and serendipity, which is the ability to grasp the moment. The most important element is leadership. Coalitions cannot succeed without excellent leadership. Coalition leaders can be inspirational or organizational. An inspiring leader will use his or her personal strengths to motivate and assist coalition members to make decisions. This leader will encourage others to solve problems, take risks, and bring new ideas to the table. An organizational leader will follow up with members in between meetings to keep the agenda moving forward and ensure communication among the members. Often, both types of leaders are desired to serve the coalition but sometimes one person can serve in both roles (Bowers-Lanier, 2016).
The elements for effective leadership in a coalition are applicable to both my personal and professional life. In nursing, whether one is a formal or informal leader, staff will look towards and follow someone who motivates and inspires them. A person with passion, integrity, and kindness can inspire a team to meet organization goals. Nursing is hard work and teams need that person to look up to and trust. Strong leadership that can keep front-line staff engaged can benefit any organization by creating a culture that recruits and maintains staff (Bradley et al., 2018). In my personal life, I would like to think I am successful as a leader in both roles. My young adult children see me working, going to school, and still managing my home. I hope to be inspiring and motivating them to follow their own dreams, to do more, learn more, and be more. That being said, it also takes good communication skills and every now and then, conflict management skill. It all takes patience, commitment, and empathy. I believe that a key strategy for success, as a leader at home or at work, is that everyone is on board with the goals.
|Please respond to post as if it were me. Do not copy what they say in the posts word for word.|
APA format MSN degree 2 references fromWalden University Library must be peer review 1 and half pages not including reference. Due 3/16/2018 at 10pm EST
nfections Immune Disorders, and Compensatory Mechanisms
For the purpose of this assignment, I have chosen to write about Systemic Lupus Erythematosus and Psoriasis. Systemic Lupus Erythematosus (SLE) is an autoimmune disease that causes inflammation in different tissues of the body. Autoimmune diseases affect approximately 8% of the population, affecting more women than men (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). Autoimmune diseases occur when the body’s immune system attacks its own tissues. The diagnosis of SLE is based on a combination of clinical findings and laboratory evidence. Familiarity (Medscape, 2017). Systemic Lupus Erythematosus has the potential to be life-threatening and the symptoms of SLE include fatigue, pain or swelling in joints, skin rashes, and fevers (CDC, 2018).
The treatment for Systemic Lupus Erythematosus consists mainly of drugs that prevent inflammation including hydroxychloroquine and corticosteroids. approved by the FDA for the (CDC,2018). Additionally, systemic lupus erythematous (SLE) often require treatment with intense immunosuppression. For example, high dose corticosteroids with the alkylating agent cyclophosphamide, antimetabolites such as methotrexate, azathioprine, or biological therapy such as rituximab or belimumab (Berman, & Belmont, 2017). It is vital to educate the patients of the potential side effects of these drugs including the risk for infection, inclusive of bacteria, viruses, and fungi (Berman, & Belmont, 2017).
Psoriasis is a chronic autoimmune skin disease that is characterized by rapid growth of skin cells. Some of the symptoms of Psoriasis include patches of thick red skin and silvery scales. The areas where these patches are more commonly found are the elbows, knees, scalp, lower back, face, palms, and soles of feet (CDC, 2016).
Treatments for psoriasis range from creams and ointments for affected areas and ultraviolet light therapy to drugs, for example, methotrexate. Topical calcipotriol and betamethasone dipropionate cutaneous foam consider the safest and effective topical treatments for mild-to-moderate psoriasis, however, adherence to the treatment is crucial for its effectiveness. Appropriate patient education is important for a patient to follow the treatment recommendation (Svendsen, Andersen, Andersen, & Andersen, 2018).
Arcangelo, V. P., Peterson, A. M., Wilbur, V. & Reinhold, J. A. (Eds.). (2017).
Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA:
Lippincott Williams & Wilkins.
Berman, N., & Belmont, H. M. (2017). Disseminated cytomegalovirus infection complicating
active treatment of systemic lupus erythematosus: an emerging problem. Lupus, 26(4),
Lupus. (2018, January 08). Retrieved March 15, 2018, from
Psoriasis. (2016, February 09). Retrieved March 14, 2018, from https://www.cdc.gov/psoriasis/
Svendsen, M. T., Andersen, F., Andersen, K. H., & Andersen, K. E. (2018). Can an app
supporting psoriasis patients improve adherence to topical treatment? A single-blind
randomized controlled trial. BMC Dermatology, 18(1), 2. doi:10.1186/s12895-018-0071-
Systemic Lupus Erythematosus (SLE). (2017, December 06). Retrieved March 14, 2018, from
|infections Immune Disorders, and Compensatory Mechanisms|
BSc Health and Social Care
Health Promotion: Challenges and Opportunities
Module Tutor: Katie Bannister
Tel: 01204 903865
Module Pre-requisites: None
Web link to Module Specification: https://modules.bolton.ac.uk/HSO5004
Web link to Moodle Class: http://moodle2.bolton.ac.uk/course/view.php?id=6553#section-0
A combination of lectures, individual and small group tutorials, alongside group based activities will be used to develop knowledge and understanding.
Theory will be linked with examples from health and social care through the use of numerous case studies and workshops. This is aimed at enabling you to develop a clear understanding, of ways the theory and academic knowledge link with health and social care practice.
Weeks 9 and 10 will include tutorials (group/individual) in which you have the opportunity to discuss your progress on the module with your tutor and to show them a plan of your assignment. To complete the module successfully you must also allocate a substantial amount of independent study time.
The Module Tutor’s contact details are provided at the top of this page. You must check your University of Bolton email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these mediums.
Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt; however responses will be longer in holiday periods.
This module will aim to examine the principles and dynamics of Health Promotion in relation to individual and structural contexts, with consideration of the contribution Health Promotion makes to health and social care.
You will explore different approaches, settings and levels through which health may be promoted; examining the role of Health Promotion within health and social care. Social and Economic determinants of health will be explored in relation to health promotion, education and prevention approaches.
· Introduction to Concepts of Health and Health Promotion
· Current Issues in Health Promotion
· Theory of Health Promotion
· Assessing Client Needs
· Changing Client Behaviour
· Getting the Health Promotion Message Across
· Ethical Issues in Health Promotion
· Health Promotion Events
Bolton Values and Employability skills: This module also serves to develop employability skills with particular emphasis on the following: (D= Developed, T= Taught, A = Assessed)
Communication Skills: T,A,D
Team Working: T,A,D
Organisation & Planning: T,A,D
Action planning: T,A,D
Personal Impact and Confidence: T,A,D
Environmental Sustainability: D
Social, public and ethical responsibility: D
Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take.
We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your assignment work to be marked and feedback provided not less than 15 working days from the deadline date. However, please note that that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change.
Please take time you read/listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development, and can therefore help you improve on future grades.
NB: Please note that this module calendar may be subject to change.
Formative assessment is an important aid to learning. It is designed to provide you with feedback on your progress and inform development. It can be used to identify any areas which would benefit from extra attention on your part, or extra support from your tutor. It does not contribute to the overall formal assessment for the module.
Informal formative assessment is provided in this module through:
- Group activities and discussion related to the learning outcomes
- Group tutorial sessions in preparation for the Health Promotion Event
- Tutorial feedback on Health Promotion Event group planning
- Individual tutorial and feedback on Health Promotion Report
- Study skills workshops
10. Indicative Reading:
Cragg, L., Davies, M. and Macdowall, W. (eds) (2013) Health promotion theory. Second edition. Maidenhead, Berkshire: McGraw Hill Education.
Davies, M. and Macdowall, W. (2013) Health Promotion Theory. 2nd ed. Maidenhead:
Frances, W. & Mabhala, A. (2009) Key concepts in public health. London: Sage
Gottwald, M. and Goodman-Brown, J. (2012a) A guide to practical health promotion.
Maidenhead: Open University Press.
Green, J., Cross,R., Tones,K. & Woodall, J. (2015) Health promotion: planning & strategies. Third edition. London: Sage
Hubley, J., Woodall, J. & Copeman, J. (2013) Practical health promotion. Cambridge: Polity
Laverack, G. (2016) Public health: power, empowerment and professional practice. 3rd
edition. London: Palgrave.
Naidoo, J. & Wills, J. (2016) Foundations for health promotion. Fourth edition. Edinburgh: Bailliere Tindall
Naidoo,J. & Wills, J. (2010) Developing practice for public health and health promotion. Third edition. Edinburgh: Bailliere Tindall
Naidoo,J. & Wills, J. (2016) Foundations for Health Promotion. Fourth edition. Oxford: Elsevier
Nicholson, B.; McKimm,J.& Allen,A.K. (2016) Global health. London: Sage
Scriven, A. & Ewles, L. (2010) Promoting Health: A practical guide. Sixth edition. Edinburgh: Bailliere Tindall
Seedhouse, D. (2009) Ethics: the heart of health care. 3rd ed. Chichester: John Wiley
Tones, K. & Green, J. (2010) Health promotion: planning & strategies. Second edition. London: Sage
Frances, W. & Mabhala, M. (2009) Key concepts in public health. London: Sage (online)
Graham, H. and MyiLibrary (2007) Unequal lives: health and socioeconomic inequalities.
Maidenhead: Open University Press (online)
Laverack, G. (2014) The pocket guide to health promotion. Maidenhead: Open University
Naidoo,J. & Wills, J. (2010) Developing practice for public health and health promotion. Third edition. Edinburgh: Bailliere Tindall (online)
Scriven, A. & Ewles, L. (2010) Promoting Health: A practical guide. Sixth Edition. Edinburgh: Bailliere Tindall (online)
Will, N. (2015) Health promotion practice. Second edition. Maidenhead: Open
Department of Health (2004) Choosing health: making healthier choices easier. http://webarchive.nationalarchives.gov.uk/+/dh.gov.uk/en/publicationsandstatistics/publications/publicationspolicyandguidance/dh_4094550
Department of Health (2010) Healthy Lives, Healthy People: Our Strategy for Public Health in England. https://www.gov.uk/government/publications/healthy-lives-healthy-people-our-strategy-for-public-health-in-england
Department of Health (2011) No health without mental health: a cross-government mental health outcomes strategy for people of all ages – a call to action. https://www.gov.uk/government/publications/no-health-without-mental-health-a-cross-government-mental-health-outcomes-strategy-for-people-of-all-ages-a-call-to-action
Department of Health (2011) Healthy lives healthy people: update and way forward. https://www.gov.uk/government/publications/healthy-lives-healthy-people-update-and-way-forward
Institute of Health Equity (2010) The Marmot Review: Post – 2010 Strategic Review of health Inequalities. Fair Society, Healthy Lives. http://www.instituteofhealthequity.org/projects/fair-society-healthy-lives-the-marmot-review
· Royal College of Nursing Publishing (RCNS)
· Health Promotion International
· Health Promotion
· Total Health
· Health Promotion Practice
· Promotion & Education
1. Assignments should be word-processed in Arial or Calibri Light 12 point font, be double-spaced, on A4 size paper. Writing should appear on only one side of the paper, be fully justified and with each page being numbered in the footer, numbering to be centred.
2. There should be a title page detailing the programme, module title, assignment title, student number, marking Tutor and date of submission. Do not put your name on the assignment. It is good practice to put your student number in the top left hand side of the header of each page, and the date of submission in the top right.
3. If there is a word count limit for your programme please include the following text:
Word Count: You are expected to revise and edit your assignment to remain within +/- 10% of the indicative word length outlined. In order to ensure that word counts can easily be checked you should include a note of the word count as identified by your word processing package. A deduction should be made from this figure for all tables, figures, appendices and references which DO NOT count towards the overall word limit.
Students who exceed a specified word limit for a written assessment shall be subject to the following penalty system.
· Up to 10% over the specified word length = no penalty
· 10 – 20% over the specified indicative word length = 5 marks subtracted but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment.
· More than 20% over the indicative word length = if the assessment would normally gain a pass mark, then the final mark to be the pass mark for the assessment.
· Assignments shorter than the indicative word length will not have marks deducted (even if these are more than 10% short). However, it is likely to be an exceptional piece of work that covers the assignment requirements fully in much less than the set word count, less 10%.
4. All written work must be referenced using the Harvard System, full details of which are available from the University’s Library website:
5. Unless otherwise notified by your Module Tutor, electronic copies of assignments, saved as a Word document, should be uploaded to the Moodle area for this module. Your Tutor will explain the process. If you experience problems uploading your assignment to the designated area, then you must forward an electronic copy as an attached to your Module Tutor, BEFORE the due deadline. The time you send the email with your assignment as an attachment, will evidence the time the assessment was submitted.
6. Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13).
7. Submission of assessments may be done on or before the published submission date. Assignments not available at this time will be considered as “late” unless an extension has been previously agreed, with the Programme Leader for your programme.
8. Students who fail to submit assessments by the specified date (without an extension being granted or without accepted Mitigating Circumstances) will be subject to the following penalties:
· Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.
· More than 7 calendar days late = 1 mark will be awarded.
Please note that it is your responsibility to ensure that the assignment is submitted in the format/s specified in the Module Guide or on the Assessment Brief.
YOU SHOULD ALWAYS ENSURE YOU KEEP A COPY OF ANY ASSIGNMENT SUBMITTED BY WHATEVER METHOD
9. In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment submission deadline may be granted by your Programme Leader, following firstly discussing the problem with the Module Tutor. You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline.
Requests for extensions for periods longer than 14 calendar days must be made using the Mitigating Circumstances procedures.
Requests for extensions which take a submission date past the end of the module (normally week 15) must also be made using the Mitigating Circumstances procedures.
Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it.
Please refer to the Assessment Regulations for further details:
Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin.
Please note that penalties apply if academic misconduct is proven. See the following link for further details:
Module Number and Name: HSO5004 Health Promotion: Challenges and Opportunities
Assessment Number 1: Health Promotion Event (50%)
Submission Deadline: 04/12/2017
Module Number and Name: HSO5004 Health Promotion: Challenges and Opportunities
Assessment Number 2: Report (50%)
Assessment Title: Health Promotion Report
Assessment Length: 1500 words
Submission Deadline: 08/01/2018
There will be two parts to the assessment.
The first assessment will require you working within small groups to plan and present a Health Promotion Event in order to promote specific health targets. This will also include the production of an information leaflet related to the health promotion issue.
For the second part you will submit a 1,500 word report to justify your chosen topic and target group and how the event was evaluated. These assessments will require the application of the learning and knowledge developed during taught sessions, which are linked with the learning outcomes of this module.
Be careful to attend to all the above elements of the assignment.
Strict confidentiality must be maintained throughout.
Remember to use the Harvard referencing system and also to compile and include a full bibliography.
Secondary Research Level HE5 - It is expected that the Reference List will contain between ten and fifteen sources. As a MINIMUM the Reference List should include two refereed academic journals and three academic books
Specific Assessment Criteria
First class (70%+): This piece of work shows evidence of wider research with reference to a number of differing academic viewpoints. The essay has recognised relevantly and discussed in detail, all the required external environmental factors which affect the management operation of mega events. Several reasoned and logical arguments have been developed well and supported by a wide range of appropriately researched literature. Reference to two or more academic models is clear, relevant and informative. Presentation is of a high standard, and in the appropriate essay style. The high number of appropriate sources has been referenced accurately and to a high standard.
Second class (50-69%): A clear and informative piece of work with evidence of wider research and discussion. The essay has correctly recognised and discussed, all the required external environmental factors which affect the management operation of mega events. Some reasoned arguments have been developed and supported by a good number of sources. Reference to two academic models is clear. Presentation is of a good standard, in the appropriate essay style. A good number of appropriate sources have been referenced well, with most complying with the Harvard style.
Third class (40-49%): A reasonable attempt has been made at researching the essay but greater in depth discussion and academic debate is required. The essay has recognised the external environmental factors which affect the management operation of mega events, however mostly the discussion is superficial and lacking in any depth. Reference to two academic models has been attempted. Presentation of the essay is limited, and Only the minimum of 5 sources has been provided, with at least one academic text and two academic journals included.
Fail: Students who do not meet the requirements of a third class grade will not successfully complete the assessment activity.
Please also see Section 12 for General Assessment criteria.
See Section 11 Guidelines for the Preparation and Submission of written coursework, which will give you details on how to submit your work electronically. You are required to submit only electronic copies of your written assessments, unless your Module Tutor advises you otherwise.
· Do not cut and paste phrases or paragraphs from published sources. You should seek to use your own words to explain concepts and theory.
· If you wish to refer to specific quotes from published sources then you must use full Harvard presentation. See BISSTO for clear guidance.
· Do not share work with other students.
Health and Social Care
This report is going to talk about type 2 diabetes, the effect of type 2 diabetes, the communities in which type 2 diabetes is common, how to maintain this illness and where to seek help if suffering from type 2 diabetes.
Diabetes is defined has when the blood sugar is abnormal, and this occurs when the body is either not responding enough to insulin, or the cell in the body is not responding to the insulin that the body is producing. Diabetes is also known as melitus which is also classified into two types; - type 1 diabetes and type 2 diabetes. In this report type 2 diabetes will be the focus.
Type 2 diabetes is defined has when a person’s pancreas is not producing enough of insulin, or the person’s is not reacting to insulin which can also be called insulin resistant. This disease affects estimated one third of an adult age 20 and older and there has been a rise in the figure indicating that people with type 2 diabetes tends to be living longer because they are managing the disease rightly. (diabetes, you and confidence, 2018).
Type 2 diabetes has been chosen in other to raise the awareness in the Bolton area as the statistic shows that in Bolton environment cases of are rising every day. Figures shows that 19,200 people have been diagnosed with type 2 diabetes, and the figure keeps rising daily there are also a lot of people at the risk of having type 2 diabetes. (Boltonshealthmatters.org, 2018). In the UK 4.5 million of people are living with diabetes, around 700 people are diagnosed with diabetes a day, 90 percent of 100 people diagnosed diabetes has type 2 diabetes and statistics shows that fewer more men have been diagnosed with diabetes which indicates that 56 per cent of adult with diabetes in the UK are men while the remaining 44 per cent are women. (Diabetes-resources-production.s3-eu-west-1.amazonaws.com, 2018).
The target groups in this report are the Asian and African communities as the group of people are most likely to suffer from the type2 diabetes disease. According to the report on JSNA, Black and people of Asian descendants are more likely to have diabetes compare to the white population, so it is safe to expect higher prevalence in the black and Asian community. Keeping in mind that when there has been a case of diabetes in the family, there would be a higher rate of types 2 diabetes in the family especially the close families could be at risk. (Boltonshealthmatters.org, 2018).
Patients with type 2 diabetes are recommended to visit their doctors as to seek advices on what to do to maintain their situation. In Bolton there are several diabetes centres that are ready to assist patients with type 2 diabetes. Some patients might have to maintain their diabetes with insulin or tablets either way the patients are to visit their G.P for advice as to what to do and how to go about it.
Exercises can help in maintaining type 2 diabetes because if patient is overweight and has been diagnosed with type 2 diabetes it will be highly recommended to lose weight in other for them to have a better life. An obesity patient is highly prone to type 2 diabetes. Royal Bolton hospital run blood glucose clinic for people to go for their blood test for them to keep record of their blood glucose and to maintain a healthy blood sugar level.
Planning of the event that occurred on the 4th of December 2017. Each student was given tasks to research on type 2 diabetes, using the SMART PLAN which is the specific objective of the event, the measurable result of the event, the achievable result of the event, the realistic and relevant model approach that was used for the event and the time the event was convened.
· The Objective of the event was to create an awareness to the public of Bolton including the staffs and students of Bolton university. The Asian and black origin of Bolton and anyone that was around in the time of the event. To make sure it was convened to people that type 2 diabetes is real and the effect on peoples’ lives are immeasurable if it’s not maintained properly.
· The measurable target of the event was to be able to prevent the mortality rate in Bolton and to inform people of they high mortality rate that is in Bolton due to type 2 diabetes. Bolton has been classified to be in the PURPLE GROUP ZONE which is the classification of the groups are in the high risk of diabetes in the UK. The statistic shows the proportion of within ages 40-65 years old age group from the Asian and Black origin in Bolton community are highly diagnosed with type 2 diabetes often then other tribes. The measurable targets is to advice people on how to maintain their type 2 diabetes and that could help in lowering the mortality rate in Bolton.
· The event was achievable by doing a lot of research on type 2 diabetes, by using JNSA to look at the statistics on type 2 diabetes and the effect on Bolton community. On the day of the event, people were given questionnaires to fill and questions to answer, choices of foods (healthy and non-healthy) were placed on the table for people to choose which so many people preferred to choose the non-healthy ones even though they knew event was about choosing the right choice for their health.
· The model approach that was used on the day the was the Health Promotion approach and models which was promoting good living to the Bolton community especially those that are at high risk of type 2 diabetes.
· The time the event took place was between 9-12 on the 4th of December 2017 in the chancellor’s hall Bolton university.
· The evaluation and the recommendations were the data that were collected from the questionnaires that were given out to the members of the public on the day of the event and the turn out of the event. The event was successful as the questionnaires were all given out and more were printed, people reacted positively to the information that were convened to them and gave their own opinion too on the questionnaires.
The event was delivered early hours of the morning the day of the event which had a little bit of bad effect on the event, people were rushing into their classrooms either for to give lectures or to have lectures, so some people found it inconsiderate to stop them on their way to their already very busy planned day to participate in an event that could take 10 minutes out of the scheduled time. Some took the questionnaires and offered to come back but never did.
On the day of the event there way a lot of information given to the peoples and there is also information on the board for people to read from, leaflets were given out, blood test were done, and questions were answered to the best of the students’ knowledge. Nevertheless, if the event is to occur again there are other issues that would be put into consideration like; -
· Choosing the right tie of the day.
· Doing a lot of research on the chosen subject.
· Great communication within the group.
· Choosing the right spot to be able to reach passer-by in other to share information on type 2 diabetes.
In conclusion the type 2 diabetes event was a success, many people turned out. Information were shared to inform people about the maintenance of type 2 diabetes, people were advised to eat healthily and exercise regularly. where to seek for help and information, clinics around Bolton. There are other ways type 2 diabetes sufferer can get the information needed to maintain their situation. They can visit their GP for more information, they can walk into diabetes clinics, people were also informed of all health risks that type 2 diabetes can result to if not maintained properly.
Below are the pictures from the health promotion event.
Boltonshealthmatters.org(2018)[online]http://www.boltonshealthmatters.org/sites/default/files/NICE-35.pdf [Accessed 6 Jan. 2018].
diabetes, A., you, W. and confidence, M. (2018). About Type 2 diabetes. [online] Diabetes UK. Available at: https://www.diabetes.org.uk/Type-2-diabetes? [Accessed 6 Jan. 2018].
Diabetes-resources-production.s3-eu-west-1.amazonaws.com. (2018). lhttps://diabetes-resources-production.s3-eu-storage/migration/pdf/DiabetesUK_Facts_Stats_Oct16.pdf [Accessed 6 Jan. 2018].
Boltonshealthmatters.org. (2018). Diabetes JSNA | Boltons Health Matters.http://www.boltonshealthmatters.org/content/diabetes-jsna [Accessed 8 Jan. 2018].
THIS IS THE TUTOR’S COMENT ON THIS REPORT PLEASE TAKE NOTE OF THE CORRECTIONS THAT NEEDS TO BE DONE.
Thank you for submitting your report, please review comments below which explain how you met the learning outcomes and any points for future development.
LO3: Examine Health Promotion theory and public policy in relation to planning intervention.
You have used the SMART plan to structure how you planned the event and that is good, however, you make reference to a measurable target which is to prevent the mortality rate in Bolton due to type 2 diabetes. This is a very unrealistic target that cannot be achieved in a 3 hour health promotion event. You must not be too ambitious with your plans and ensure any objectives are achievable and realistic such as raising awareness about type 2 diabetes and giving information about how to manage it etc. You have not made any reference to planning models, health promotion models or the theory of identified needs and so you have not passed this learning outcome. I would recommend you read over your classroom notes and access the Moodle site for further information and book a tutorial with me to discuss.
LO4: Assess the need for Health Promotion within the local community and plan an appropriate Health Promotion intervention.
You have provided good definitions of diabetes and make it clear which type you are going to focus on in the report. Just be aware of referencing (see comments in text). In addition, you must be explicit about who and where the facts and figures relate to e.g. you say that the disease affects one third of adults over the age of 20, is this nationally, globally or locally? You have presented the data about the prevalence of diabetes in a clear and logical manner and have included local and national statistics which demonstrates a comparative need. The justification for the topic is very good.
The information you present for the justification of the target population is good and it is interesting you have chosen this particular group of people. To develop this point it would be useful to include the prevalence of Asian and African individuals accessing the university and also the demographics of this group in Bolton.
You appear to have misunderstood identified needs and have not included Bradshaw's taxonomy as advised to do so in the report guidance. I have added a comment in text explaining what identified needs are. To ensure you understand theory it is advisable to review lesson content as you go through the module and to ask for tutor or peer support if there is anything you are unclear about.
You have not included the group plan or the predicted and actual responses to the questionnaire with a discussion about the responses. These were required for the report and clearly outlined in the report guidance provided for you.
The content in the report is good in that you have a good understanding of type 2 diabetes and are able to discuss the event, however, the report required you to focus on the theory of health promotion and there is very little evidence of this so you have not passed.
|This module will aim to examine the principles and dynamics of Health Promotion|
SPA 340 speech and language envelopment.
The questions in the project are about a script, you have to read it first and then answer.
SPA 340 – Language Development
Project 1: Preschool Language: Development of Early Syntax
Due Date: See Syllabus
Guidelines for answers:
· For this assignment you do not need to describe context.
· Please use quotes or highlights when you refer to something a child has said within your text. For example, a child may omit a word; you must transcribe sentences exactly as it was said.
· Your assignment should be typed. Put your answers in list form, not essay.
· Please underline the portion of a sentence that answers the question.
i.e. Find a contractible auxiliary. ‘I am going to the store later.’
· Please use table format provided for your answers.
· A transcription of Ella and Molly's conversations will be available for you to use during your analysis.
Children you will be observing on video:
Ella: 21 months
Child 1: Ella 21 months
1. Find one example where Ella clearly imitates her mother’s 3-word utterance. (3 points)
2. Find an utterance where Ella omits a pronoun. What pronoun did Ella omit? (3 points)
3. Find 1 example where Ella produces an utterance with contractible copula. (3 points)
4. Find an utterance that contains a Brown’s Semantic Relation. Write the utterance and state which semantic relation it is. (3 points)
5. Find an utterance that contains an infinitive (not semi-infinitive). (3 points)
6. Find an utterance that contains an uncontractible copula. (3 points)
7. Use the handouts of Brown’s Stages provided to you. Which stage characterizes Ella’s language? Provide at least three points why her language is appropriately characterized by that stage. (6 points)
Child 2: Molly 2;10
8. Find 1 utterance where Molly produces negation. (3 points)
9. Find 1 other utterance where Molly produces negation with irregular third person. (3 points) (This utterance should be different than the example in #8)
10. Molly produces an utterance in which she omits an obligatory ‘to be’ form. Provide the utterance and the name of the form (Brown’s grammatical morpheme). (3 points)
11. Listen for the following morphological structures in Molly’s language. Provide the number of examples requested for each. Give the entire utterance but specify which aspect represents the target utterance. (12 points). 2 examples each of: regular third person, irregular past tense, present progressive tense,
12. Find 2 utterances in which Molly produces subject-auxiliary inversion. One is with a modal (write the modal in italics). (5 points)
13. Find one example in which Molly produces a conjoining sentence (a coordinate conjunction). (5 points)
14. Give an example of Semantics, Morphology, Phonology, Syntax, and Pragmatics in Molly’s conversation. Keep your answers short, but include an example. EXAMPLE of how to write answers: Semantics: use of pronoun “I” (5 points).
Transcription Project 1