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  • [Solved] assitant needed kk ac

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    please see attachment **files (1)** – ## discussions222.docx **## discussions222.docx** Many organizations have difficulties controlling their inventory. Reflecting on your present or past jobs, think about practices that could cause problems controlling the organization's inventory. Then explain on…

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    Assignment Prompt & Instructions

    please see attachment

    **files (1)**

    – ## discussions222.docx

    **## discussions222.docx**

    Many organizations have difficulties controlling their inventory.  Reflecting on your present or past jobs, think about practices that could cause problems controlling the organization's inventory.  Then explain one of these practices, why it was or could be considered a problem with controlling inventory, and what could be changed to keep this practice from being a problem.

    Consider the dilemma you face as a leader and chief financial officer of a company that is struggling to maintain a positive cash flow, even though the company is reporting a substantial positive net income. Maybe the problem is so severe that there is often insufficient cash to pay ordinary business expenses, like utilities, salaries, and payments to suppliers. Assume that you have been asked to communicate to your Stakeholders about your company’s year, in retrospect, as well as your vision for the company’s future.

    For this discussion, write a memo that expresses your insights about past experience and present prospects for the company. Note that the challenge of the assignment is to keep your integrity intact, while putting a positive spin on the situation, as much as is reasonably possible. How can you envision the situation turning into a success story?

    **## discussions222.docx**

    Many organizations have difficulties controlling their inventory.  Reflecting on your present or past jobs, think about practices that could cause problems controlling the organization's inventory.  Then explain one of these practices, why it was or could be considered a problem with controlling inventory, and what could be changed to keep this practice from being a problem.

    Consider the dilemma you face as a leader and chief financial officer of a company that is struggling to maintain a positive cash flow, even though the company is reporting a substantial positive net income. Maybe the problem is so severe that there is often insufficient cash to pay ordinary business expenses, like utilities, salaries, and payments to suppliers. Assume that you have been asked to communicate to your Stakeholders about your company’s year, in retrospect, as well as your vision for the company’s future.

    For this discussion, write a memo that expresses your insights about past experience and present prospects for the company. Note that the challenge of the assignment is to keep your integrity intact, while putting a positive spin on the situation, as much as is reasonably possible. How can you envision the situation turning into a success story?

  • [Solved] health education

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    **files (1)** – ## Healthprogramadmin.2.docx **## Healthprogramadmin.2.docx** To this point in the course the bulk of our discussion has been on the role of the health educator as an organizational manager and how that relates to different areas of the organization. With this information in mind, I …

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    Assignment Prompt & Instructions

    **files (1)**

    – ## Healthprogramadmin.2.docx

    **## Healthprogramadmin.2.docx**

    To this point in the course the bulk of our discussion has been on the role of the health educator as an organizational manager and how that relates to different areas of the organization. With this information in mind, I would like you to explain the concept of a health educator as both a manager and a leader (both within and outside of the organization). Please do not forget to highlight the role within specific to group management and the management of accounting concepts.
    Your submission should be 3 pages in length and should utilize at least 3 additional peer reviewed sources beyond the textbook.

    You must submit all of your resources and highlight where you found the information that you used. You must include page numbers from the textbook and articles for your references.

    Fallon, L. F., & Zgodzinski, E. J. (2012). Essentials of Public Health Management, 3rd ed.Sudbury, MA: Jones & Bartlett Learning.

    **## Healthprogramadmin.2.docx**

    To this point in the course the bulk of our discussion has been on the role of the health educator as an organizational manager and how that relates to different areas of the organization. With this information in mind, I would like you to explain the concept of a health educator as both a manager and a leader (both within and outside of the organization). Please do not forget to highlight the role within specific to group management and the management of accounting concepts.
    Your submission should be 3 pages in length and should utilize at least 3 additional peer reviewed sources beyond the textbook.

    You must submit all of your resources and highlight where you found the information that you used. You must include page numbers from the textbook and articles for your references.

    Fallon, L. F., & Zgodzinski, E. J. (2012). Essentials of Public Health Management, 3rd ed.Sudbury, MA: Jones & Bartlett Learning.

  • [Solved] Math

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    [>Algebra homework help](https://www.sweetstudy.com/fields/mathematics-algebra) – [\ \ Screenshot2026-02-27at8.37.34PM.png](https://www.sweetstudy.com/files/screenshot2026-02-27at8-37-34pm-png "Screenshot2026-02-27at8.37.34PM.png")

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    Assignment Prompt & Instructions

    [>Algebra homework help](https://www.sweetstudy.com/fields/mathematics-algebra)

    – [\
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    Screenshot2026-02-27at8.37.34PM.png](https://www.sweetstudy.com/files/screenshot2026-02-27at8-37-34pm-png "Screenshot2026-02-27at8.37.34PM.png")

  • [Solved] The future of Nursing

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    **files (1)** – ## Thefutureofnursing.docx **## Thefutureofnursing.docx** It is anticipated that the initial discussion post should be in the range of 250-300 words. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your…

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    **files (1)**

    – ## Thefutureofnursing.docx

    **## Thefutureofnursing.docx**

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. All posts should be supported by a minimum of 2 scholarly sources ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to current APA format.

    Please answer the following question for your initial discussion post:

    1. If it was up to you, what should the future of nursing look like? Focus on Nursing Practice, Nursing Leadership OR Nursing Education.

    2. For ONE of these 3 areas:

    · Discuss an improvement or an innovation for the future of nursing.

    · What is needed to make that vision for an improvement or an innovation a reality?

    · How would this improvement or innovation change the way nurses practice, lead, or educate (based on your focus area of nursing)?

    · Please be sure to validate your opinions and ideas with citations and references in APA format.

    · The discussion requirements include that you upload a file of the full-text article for each listed Reference.

    **## Thefutureofnursing.docx**

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. All posts should be supported by a minimum of 2 scholarly sources ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to current APA format.

    Please answer the following question for your initial discussion post:

    1. If it was up to you, what should the future of nursing look like? Focus on Nursing Practice, Nursing Leadership OR Nursing Education.

    2. For ONE of these 3 areas:

    · Discuss an improvement or an innovation for the future of nursing.

    · What is needed to make that vision for an improvement or an innovation a reality?

    · How would this improvement or innovation change the way nurses practice, lead, or educate (based on your focus area of nursing)?

    · Please be sure to validate your opinions and ideas with citations and references in APA format.

    · The discussion requirements include that you upload a file of the full-text article for each listed Reference.

  • [Solved] Education homework

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    In-depth study guidance and analytical solution covering Education homework.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] What is Methodology

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    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics) How do I identify specific mixed-methods designs (e.g., convergent parallel, explanatory sequential) and how do I make clear the sequence and Priority of qualitative vs. quantitative strands. Which one should I do …

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    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics)

    How do I identify specific mixed-methods designs (e.g., convergent parallel, explanatory sequential) and how do I make clear the sequence and Priority of qualitative vs. quantitative strands. Which one should I do first and second? How can I integrate the two?

    How do i fully explain the justification for secondary data analysis?

  • [Solved] Assigment .Apa seven . All instructions attached.

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    **files (1)** – ## ArticleGradingTable.docx **## ArticleGradingTable.docx** **Module 6:** _Article Grading Table_ **Instructions** Prepare a data extraction of 5 peer reviewed journals. As a DNP, you need to be able to evaluate peer reviewed journals and appropriately appraise the articles to evalua…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## ArticleGradingTable.docx

    **## ArticleGradingTable.docx**

    **Module 6:** _Article Grading Table_

    **Instructions**

    Prepare a data extraction of 5 peer reviewed journals. As a DNP, you need to be able to evaluate peer reviewed journals and appropriately appraise the articles to evaluate if the information can be used to answer the clinical question.

    **Clinical Question:**

    In patients diagnosed with Tuberculosis
    **(P)** is a CT scan
    **(I)** compared to MRI
    **(C)** more accurate diagnosing
    **(O)** TB caverns during patient assessment T?

    P = Patient Population – TB Patients

    I = Intervention or issue – CT scan

    C = Comparison Intervention or Status – Comparison of a CT vs MRI

    O = Outcome – Diagnosing accuracy (TB Caverns)

    T: Time – Patient assessment

    Based on the question above please complete the following:

    1. Find 5 peer reviewed journals articles

    2. Read the articles (take notes, look for key points)

    3. Fill out the form for each article – John Hopkins Article Appraisal Form (Microsoft Word file)

    4. Return the forms for evaluation and grading

    **Use an Essay Format**

    · You must present your writing double-spaced, in a Times New Roman, Arial or Courier New font, with a font size of 12.

    · Pay attention to grammar rules (spelling and syntax).

    · Your work must be original and must not contain material copied from books or the internet.

    · When citing the work of other authors, include citations and references using APA style to respect their intellectual property and avoid plagiarism.

    · Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

    Contribute a minimum of 5 pages. It should include at least 3 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through Turnitin to check for plagiarism.

    **fficial Rubric for Case Study Rubric**

    | | | |
    | — | — | — |
    | – Official Rubric for Case Study Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCritical Thinking and Logical Reasoning<br>Development of Ideas | **40 to >36.0 ptsExcellent** The case study provided all basic and complex details are considered, and the situation, problem, or diagnosis is identified. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents excellent evidence, arguments, or examples to support the alternatives, solutions, or the required information.<br> <br>**36 to >32.0 ptsGood** The case study provided the most basic and complex details are considered, and the situation, problem, or diagnosis is identified. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents good evidence, arguments, or examples to support the alternatives, solutions, or the required information.<br> <br>**32 to >28.0 ptsFair** The case study provided some basic and complex details, identifying the situation, problem, or diagnosis. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents limited evidence, arguments, or examples to support the alternatives, solutions, or the required information.<br> <br>**28 to >24.0 ptsPoor** The case study provided only minimal details and lacked a clear identification of the situation, problem, or diagnosis. The thought process to present alternatives, solutions, or the required information is not linked to the analysis. Finally, the student presents weak or no evidence, arguments, or examples to support the alternatives, solutions, or the required information.<br> <br>**24 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 40 pts |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery | **25 to >23.0 ptsExcellent** The response shows exemplary mastery of the theoretical concepts applicable to the situation, recognizing all basic and complex factors. Furthermore, based on the case study presented, the response exceeds the requested information.<br> <br>**23 to >20.0 ptsGood** The response shows good mastery of the theoretical concepts applicable to the situation, recognizing the most basic and complex factors. Based on the situation presented, the response complies with the information requested.<br> <br>**20 to >18.0 ptsFair** The response shows fair mastery of the theoretical concepts applicable to the situation, recognizing the basic factors. However, based on the situation presented, the response minimally complies with the information requested.<br> <br>**18 to >15.0 ptsPoor** The response does not show mastery of the professional theoretical concepts applicable to the situation. Analysis misses many factors and details. The response does not comply with the information requested.<br> <br>**15 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 25 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics, Grammar, and APA | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure. Sentences are not too long and are complete sentences.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >6.0 ptsPoor** Severe (8 – 10) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**6 to >0 ptsUnacceptable** Unacceptable (11 or more) typos, spelling, grammatical, punctuation, or translation errors. | 10 pts |
    | This criterion is linked to a Learning OutcomeFormat<br>Organization and Presentation of Information | **10 to >9.0 ptsExcellent** The document has a high level of professional appearance. Material is formatted exceptionally well, presented in a highly organized fashion, and aligned with assignment requirements. Includes sections and subtitles as required.<br> <br>**9 to >8.0 ptsGood** The document has a good, professional appearance. Overall, the material is formatted and presented in an organized fashion, aligned with assignment requirements. Includes sections and subtitles as required.<br> <br>**8 to >7.0 ptsFair** The presentation of information does not appear professional or approaching proficiency. For example, the assignment missed required sections, subtitles, or other elements.<br> <br>**7 to >6.0 ptsPoor** The presentation of information lacks a clear demonstration of a professional appearance. The assignment is missing several required sections, subtitles, or other elements.<br> <br>**6 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 10 pts |

    Total Points: 100

    **## ArticleGradingTable.docx**

    **Module 6:** _Article Grading Table_

    **Instructions**

    Prepare a data extraction of 5 peer reviewed journals. As a DNP, you need to be able to evaluate peer reviewed journals and appropriately appraise the articles to evaluate if the information can be used to answer the clinical question.

    **Clinical Question:**

    In patients diagnosed with Tuberculosis
    **(P)** is a CT scan
    **(I)** compared to MRI
    **(C)** more accurate diagnosing
    **(O)** TB caverns during patient assessment T?

    P = Patient Population – TB Patients

    I = Intervention or issue – CT scan

    C = Comparison Intervention or Status – Comparison of a CT vs MRI

    O = Outcome – Diagnosing accuracy (TB Caverns)

    T: Time – Patient assessment

    Based on the question above please complete the following:

    1. Find 5 peer reviewed journals articles

    2. Read the articles (take notes, look for key points)

    3. Fill out the form for each article – John Hopkins Article Appraisal Form (Microsoft Word file)

    4. Return the forms for evaluation and grading

    **Use an Essay Format**

    · You must present your writing double-spaced, in a Times New Roman, Arial or Courier New font, with a font size of 12.

    · Pay attention to grammar rules (spelling and syntax).

    · Your work must be original and must not contain material copied from books or the internet.

    · When citing the work of other authors, include citations and references using APA style to respect their intellectual property and avoid plagiarism.

    · Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

    Contribute a minimum of 5 pages. It should include at least 3 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **Submission Instructions:**

    · Submit your assignment by 11:59 PM Eastern on Sunday.

    · Review the rubric to determine how your assignment will be graded.

    · Your assignment will be run through Turnitin to check for plagiarism.

    **fficial Rubric for Case Study Rubric**

    | | | |
    | — | — | — |
    | – Official Rubric for Case Study Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCritical Thinking and Logical Reasoning<br>Development of Ideas | **40 to >36.0 ptsExcellent** The case study provided all basic and complex details are considered, and the situation, problem, or diagnosis is identified. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents excellent evidence, arguments, or examples to support the alternatives, solutions, or the required information.<br> <br>**36 to >32.0 ptsGood** The case study provided the most basic and complex details are considered, and the situation, problem, or diagnosis is identified. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents good evidence, arguments, or examples to support the alternatives, solutions, or the required information.<br> <br>**32 to >28.0 ptsFair** The case study provided some basic and complex details, identifying the situation, problem, or diagnosis. Next, the thought process to present alternatives, solutions, or the required information is linked to the analysis. Finally, the student presents limited evidence, arguments, or examples to support the alternatives, solutions, or the required information.<br> <br>**28 to >24.0 ptsPoor** The case study provided only minimal details and lacked a clear identification of the situation, problem, or diagnosis. The thought process to present alternatives, solutions, or the required information is not linked to the analysis. Finally, the student presents weak or no evidence, arguments, or examples to support the alternatives, solutions, or the required information.<br> <br>**24 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 40 pts |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery | **25 to >23.0 ptsExcellent** The response shows exemplary mastery of the theoretical concepts applicable to the situation, recognizing all basic and complex factors. Furthermore, based on the case study presented, the response exceeds the requested information.<br> <br>**23 to >20.0 ptsGood** The response shows good mastery of the theoretical concepts applicable to the situation, recognizing the most basic and complex factors. Based on the situation presented, the response complies with the information requested.<br> <br>**20 to >18.0 ptsFair** The response shows fair mastery of the theoretical concepts applicable to the situation, recognizing the basic factors. However, based on the situation presented, the response minimally complies with the information requested.<br> <br>**18 to >15.0 ptsPoor** The response does not show mastery of the professional theoretical concepts applicable to the situation. Analysis misses many factors and details. The response does not comply with the information requested.<br> <br>**15 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 25 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics, Grammar, and APA | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure. Sentences are not too long and are complete sentences.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >6.0 ptsPoor** Severe (8 – 10) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**6 to >0 ptsUnacceptable** Unacceptable (11 or more) typos, spelling, grammatical, punctuation, or translation errors. | 10 pts |
    | This criterion is linked to a Learning OutcomeFormat<br>Organization and Presentation of Information | **10 to >9.0 ptsExcellent** The document has a high level of professional appearance. Material is formatted exceptionally well, presented in a highly organized fashion, and aligned with assignment requirements. Includes sections and subtitles as required.<br> <br>**9 to >8.0 ptsGood** The document has a good, professional appearance. Overall, the material is formatted and presented in an organized fashion, aligned with assignment requirements. Includes sections and subtitles as required.<br> <br>**8 to >7.0 ptsFair** The presentation of information does not appear professional or approaching proficiency. For example, the assignment missed required sections, subtitles, or other elements.<br> <br>**7 to >6.0 ptsPoor** The presentation of information lacks a clear demonstration of a professional appearance. The assignment is missing several required sections, subtitles, or other elements.<br> <br>**6 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 10 pts |

    Total Points: 100

  • [Solved] V HLS

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    see attached **files (2)** – ## V.docx – ## UnitV.pdf **## V.docx** The Office of Innovation and Collaboration is the Department of Homeland Security (DHS) Science and Technology (S&T) Directorate's conduit to a broad network of external partners. It provides the homeland security community outreach…

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    Assignment Prompt & Instructions

    see attached

    **files (2)**

    – ## V.docx

    – ## UnitV.pdf

    **## V.docx**

    The Office of Innovation and Collaboration is the Department of Homeland Security (DHS) Science and Technology (S&T) Directorate's conduit to a broad network of external partners. It provides the homeland security community outreach and access to partnerships with world-class subject matter experts, resources, and innovative tools.

    Discuss why it is important to leverage innovation and collaboration relationships with the private sector. Do you believe DHS should prioritize providing federal funding for colleges and universities or grants to private businesses for emerging technologies related research? Why, or why not? Explain your rationale.

    **## UnitV.pdf**

    HLS 3306, Homeland Security Technology 1

    Course Learning Outcomes for Unit V

    Upon completion of this unit, students should be able to:

    1. Examine current technologies used in homeland security.
    1.1 Explain the impact and role of the Internet of Things (IoT) in homeland security.
    1.2 Discuss physical security technologies used to address risk and protect U.S. critical

    infrastructure.

    5. Describe the future of homeland security technologies.
    5.1 Discuss new or emerging physical security technologies used in homeland security.

    Required Unit Resources

    Chapter 6: Physical Security Technologies: Protecting Assets and Critical Infrastructure through
    Technology

    In order to access the following resources, click the links below.

    The following Cybersecurity & Infrastructure Security Agency webpage contains links to information on each
    of the critical infrastructure sectors. Information provided includes sector-specific overviews, plans, resources,
    and training.

    Cybersecurity & Infrastructure Security Agency. (2020). Critical infrastructure sectors. Department of

    Homeland Security. https://www.cisa.gov/critical-infrastructure-sectors

    Baggott, S. S., & Santos, J. R. (2020). A risk analysis framework for cyber security and critical infrastructure

    protection of the U.S. electric power grid. Risk Analysis: An International Journal, 40(9), 1744–1761.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=bsu&AN=146025874&site=ehost-live&scope=site

    Unit Lesson

    The lesson for this unit is presented in the following PowerPoint presentation and consists of both slide
    content and additional information provided in the audio narration. Click the speaker icon if it is shown on a
    slide to hear the additional lesson audio content.

    Unit V Lesson PowerPoint Presentation

    You may also access this presentation with a transcript of the audio portions in printable form in the Unit V
    PowerPoint PDF.

    A transcript for the audio portion of each slide can be viewed in the speaker notes section of each individual
    slide.

    UNIT V STUDY GUIDE

    Technology Innovations and
    Emerging Physical Security
    Technologies in Critical Infrastructures

    [https://www.cisa.gov/critical-infrastructure-sectors](https://www.cisa.gov/critical-infrastructure-sectors)

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=146025874&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=146025874&site=ehost-live&scope=site)

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=146025874&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=146025874&site=ehost-live&scope=site)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-143935398_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935398_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-143935396_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935396_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-143935396_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935396_1)

    HLS 3306, Homeland Security Technology 2

    UNIT x STUDY GUIDE

    Title

    Suggested Unit Resources

    In order to access the following resource, click the link below.

    The following Department of Homeland Security webpage contains information on federally funded research
    and development centers for homeland-security-related technologies. Follow the links contained on the page
    to learn more about the mission and operation of the Homeland Security Systems Engineering and
    Development Institute (HSSEDI) and the Homeland Security Operational Analysis Center (HSOAC).

    Department of Homeland Security. (n.d). Federally funded research and development centers.

    https://www.dhs.gov/science-and-technology/ffrdcs

    [https://www.dhs.gov/science-and-technology/ffrdcs](https://www.dhs.gov/science-and-technology/ffrdcs)

    – Course Learning Outcomes for Unit V
    – Required Unit Resources
    – Unit Lesson
    – Suggested Unit Resources

    **## UnitV.pdf**

    HLS 3306, Homeland Security Technology 1

    Course Learning Outcomes for Unit V

    Upon completion of this unit, students should be able to:

    1. Examine current technologies used in homeland security.
    1.1 Explain the impact and role of the Internet of Things (IoT) in homeland security.
    1.2 Discuss physical security technologies used to address risk and protect U.S. critical

    infrastructure.

    5. Describe the future of homeland security technologies.
    5.1 Discuss new or emerging physical security technologies used in homeland security.

    Required Unit Resources

    Chapter 6: Physical Security Technologies: Protecting Assets and Critical Infrastructure through
    Technology

    In order to access the following resources, click the links below.

    The following Cybersecurity & Infrastructure Security Agency webpage contains links to information on each
    of the critical infrastructure sectors. Information provided includes sector-specific overviews, plans, resources,
    and training.

    Cybersecurity & Infrastructure Security Agency. (2020). Critical infrastructure sectors. Department of

    Homeland Security. https://www.cisa.gov/critical-infrastructure-sectors

    Baggott, S. S., & Santos, J. R. (2020). A risk analysis framework for cyber security and critical infrastructure

    protection of the U.S. electric power grid. Risk Analysis: An International Journal, 40(9), 1744–1761.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=bsu&AN=146025874&site=ehost-live&scope=site

    Unit Lesson

    The lesson for this unit is presented in the following PowerPoint presentation and consists of both slide
    content and additional information provided in the audio narration. Click the speaker icon if it is shown on a
    slide to hear the additional lesson audio content.

    Unit V Lesson PowerPoint Presentation

    You may also access this presentation with a transcript of the audio portions in printable form in the Unit V
    PowerPoint PDF.

    A transcript for the audio portion of each slide can be viewed in the speaker notes section of each individual
    slide.

    UNIT V STUDY GUIDE

    Technology Innovations and
    Emerging Physical Security
    Technologies in Critical Infrastructures

    [https://www.cisa.gov/critical-infrastructure-sectors](https://www.cisa.gov/critical-infrastructure-sectors)

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=146025874&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=146025874&site=ehost-live&scope=site)

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=146025874&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=146025874&site=ehost-live&scope=site)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-143935398_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935398_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-143935396_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935396_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-143935396_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935396_1)

    HLS 3306, Homeland Security Technology 2

    UNIT x STUDY GUIDE

    Title

    Suggested Unit Resources

    In order to access the following resource, click the link below.

    The following Department of Homeland Security webpage contains information on federally funded research
    and development centers for homeland-security-related technologies. Follow the links contained on the page
    to learn more about the mission and operation of the Homeland Security Systems Engineering and
    Development Institute (HSSEDI) and the Homeland Security Operational Analysis Center (HSOAC).

    Department of Homeland Security. (n.d). Federally funded research and development centers.

    https://www.dhs.gov/science-and-technology/ffrdcs

    [https://www.dhs.gov/science-and-technology/ffrdcs](https://www.dhs.gov/science-and-technology/ffrdcs)

    – Course Learning Outcomes for Unit V
    – Required Unit Resources
    – Unit Lesson
    – Suggested Unit Resources

    **## V.docx**

    The Office of Innovation and Collaboration is the Department of Homeland Security (DHS) Science and Technology (S&T) Directorate's conduit to a broad network of external partners. It provides the homeland security community outreach and access to partnerships with world-class subject matter experts, resources, and innovative tools.

    Discuss why it is important to leverage innovation and collaboration relationships with the private sector. Do you believe DHS should prioritize providing federal funding for colleges and universities or grants to private businesses for emerging technologies related research? Why, or why not? Explain your rationale.

    **## UnitV.pdf**

    HLS 3306, Homeland Security Technology 1

    Course Learning Outcomes for Unit V

    Upon completion of this unit, students should be able to:

    1. Examine current technologies used in homeland security.
    1.1 Explain the impact and role of the Internet of Things (IoT) in homeland security.
    1.2 Discuss physical security technologies used to address risk and protect U.S. critical

    infrastructure.

    5. Describe the future of homeland security technologies.
    5.1 Discuss new or emerging physical security technologies used in homeland security.

    Required Unit Resources

    Chapter 6: Physical Security Technologies: Protecting Assets and Critical Infrastructure through
    Technology

    In order to access the following resources, click the links below.

    The following Cybersecurity & Infrastructure Security Agency webpage contains links to information on each
    of the critical infrastructure sectors. Information provided includes sector-specific overviews, plans, resources,
    and training.

    Cybersecurity & Infrastructure Security Agency. (2020). Critical infrastructure sectors. Department of

    Homeland Security. https://www.cisa.gov/critical-infrastructure-sectors

    Baggott, S. S., & Santos, J. R. (2020). A risk analysis framework for cyber security and critical infrastructure

    protection of the U.S. electric power grid. Risk Analysis: An International Journal, 40(9), 1744–1761.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=bsu&AN=146025874&site=ehost-live&scope=site

    Unit Lesson

    The lesson for this unit is presented in the following PowerPoint presentation and consists of both slide
    content and additional information provided in the audio narration. Click the speaker icon if it is shown on a
    slide to hear the additional lesson audio content.

    Unit V Lesson PowerPoint Presentation

    You may also access this presentation with a transcript of the audio portions in printable form in the Unit V
    PowerPoint PDF.

    A transcript for the audio portion of each slide can be viewed in the speaker notes section of each individual
    slide.

    UNIT V STUDY GUIDE

    Technology Innovations and
    Emerging Physical Security
    Technologies in Critical Infrastructures

    [https://www.cisa.gov/critical-infrastructure-sectors](https://www.cisa.gov/critical-infrastructure-sectors)

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=146025874&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=146025874&site=ehost-live&scope=site)

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=146025874&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=146025874&site=ehost-live&scope=site)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-143935398_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935398_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-143935396_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935396_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-143935396_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935396_1)

    HLS 3306, Homeland Security Technology 2

    UNIT x STUDY GUIDE

    Title

    Suggested Unit Resources

    In order to access the following resource, click the link below.

    The following Department of Homeland Security webpage contains information on federally funded research
    and development centers for homeland-security-related technologies. Follow the links contained on the page
    to learn more about the mission and operation of the Homeland Security Systems Engineering and
    Development Institute (HSSEDI) and the Homeland Security Operational Analysis Center (HSOAC).

    Department of Homeland Security. (n.d). Federally funded research and development centers.

    https://www.dhs.gov/science-and-technology/ffrdcs

    [https://www.dhs.gov/science-and-technology/ffrdcs](https://www.dhs.gov/science-and-technology/ffrdcs)

    – Course Learning Outcomes for Unit V
    – Required Unit Resources
    – Unit Lesson
    – Suggested Unit Resources

    **## V.docx**

    The Office of Innovation and Collaboration is the Department of Homeland Security (DHS) Science and Technology (S&T) Directorate's conduit to a broad network of external partners. It provides the homeland security community outreach and access to partnerships with world-class subject matter experts, resources, and innovative tools.

    Discuss why it is important to leverage innovation and collaboration relationships with the private sector. Do you believe DHS should prioritize providing federal funding for colleges and universities or grants to private businesses for emerging technologies related research? Why, or why not? Explain your rationale.

    **## UnitV.pdf**

    HLS 3306, Homeland Security Technology 1

    Course Learning Outcomes for Unit V

    Upon completion of this unit, students should be able to:

    1. Examine current technologies used in homeland security.
    1.1 Explain the impact and role of the Internet of Things (IoT) in homeland security.
    1.2 Discuss physical security technologies used to address risk and protect U.S. critical

    infrastructure.

    5. Describe the future of homeland security technologies.
    5.1 Discuss new or emerging physical security technologies used in homeland security.

    Required Unit Resources

    Chapter 6: Physical Security Technologies: Protecting Assets and Critical Infrastructure through
    Technology

    In order to access the following resources, click the links below.

    The following Cybersecurity & Infrastructure Security Agency webpage contains links to information on each
    of the critical infrastructure sectors. Information provided includes sector-specific overviews, plans, resources,
    and training.

    Cybersecurity & Infrastructure Security Agency. (2020). Critical infrastructure sectors. Department of

    Homeland Security. https://www.cisa.gov/critical-infrastructure-sectors

    Baggott, S. S., & Santos, J. R. (2020). A risk analysis framework for cyber security and critical infrastructure

    protection of the U.S. electric power grid. Risk Analysis: An International Journal, 40(9), 1744–1761.
    https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
    ct=true&db=bsu&AN=146025874&site=ehost-live&scope=site

    Unit Lesson

    The lesson for this unit is presented in the following PowerPoint presentation and consists of both slide
    content and additional information provided in the audio narration. Click the speaker icon if it is shown on a
    slide to hear the additional lesson audio content.

    Unit V Lesson PowerPoint Presentation

    You may also access this presentation with a transcript of the audio portions in printable form in the Unit V
    PowerPoint PDF.

    A transcript for the audio portion of each slide can be viewed in the speaker notes section of each individual
    slide.

    UNIT V STUDY GUIDE

    Technology Innovations and
    Emerging Physical Security
    Technologies in Critical Infrastructures

    [https://www.cisa.gov/critical-infrastructure-sectors](https://www.cisa.gov/critical-infrastructure-sectors)

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=146025874&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=146025874&site=ehost-live&scope=site)

    [https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=146025874&site=ehost-live&scope=site](https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=146025874&site=ehost-live&scope=site)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-143935398_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935398_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-143935396_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935396_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-143935396_1](https://online.columbiasouthern.edu/bbcswebdav/xid-143935396_1)

    HLS 3306, Homeland Security Technology 2

    UNIT x STUDY GUIDE

    Title

    Suggested Unit Resources

    In order to access the following resource, click the link below.

    The following Department of Homeland Security webpage contains information on federally funded research
    and development centers for homeland-security-related technologies. Follow the links contained on the page
    to learn more about the mission and operation of the Homeland Security Systems Engineering and
    Development Institute (HSSEDI) and the Homeland Security Operational Analysis Center (HSOAC).

    Department of Homeland Security. (n.d). Federally funded research and development centers.

    https://www.dhs.gov/science-and-technology/ffrdcs

    [https://www.dhs.gov/science-and-technology/ffrdcs](https://www.dhs.gov/science-and-technology/ffrdcs)

    – Course Learning Outcomes for Unit V
    – Required Unit Resources
    – Unit Lesson
    – Suggested Unit Resources

  • [Solved] question

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## Jurnalarticles805.docx **## Jurnalarticles805.docx** **Journal Entry 1** · What is the difference between facilitating learning and teaching information​? **Journal Entry 2** · Imagine that the parents in your class are not pleased with the authentic measures for assessment being …

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    $6.99

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    Assignment Prompt & Instructions

    **files (1)**

    – ## Jurnalarticles805.docx

    **## Jurnalarticles805.docx**

    **Journal Entry 1**

    · What is the difference between facilitating learning and teaching information​?

    **Journal Entry 2**

    · Imagine that the parents in your class are not pleased with the authentic measures for assessment being used. They want to know if their children are doing as well as others. Based on standardized test scores, they want to know if their child is above, below, or at grade level. You are convinced that authentic assessment is the right way to evaluate children. What can you do to help parents understand and accept the authentic assessment strategies?

    **Journal Entry 3**

    ·  How has diversity affected your teaching – either this year or in the past?

    ·  What accommodations/modifications have you made?

    **Journal Entry 4**

    · How can you encourage receptive and expressive language development opportunities in the classroom?

    **Journal Entry 5**

    · “The meaning comes from what they know about language and from their experiences,” was cited in the text.

    · How does this statement and what we have learned about the 3 cueing systems impact how our students understand the English language?

    or

    · If this statement is in fact true, how does it impact our ENLs, students from poverty or our special needs population?

    **Journal Entry 6**

    ·  Looking at “Characteristics of Able Readers and Writers”, which 2 do you think your students need the most help with, and what can you do to help them?

    **Journal Entry 7**

    · In your experience, what content subject areas pose the most difficulty for your students (either in reading or writing)?

    · Why do you think this is the case?

    · How can you help overcome this area of difficulty?

    **Journal Entry 8**

    · How does family literacy affect your teaching?

    **## Jurnalarticles805.docx**

    **Journal Entry 1**

    · What is the difference between facilitating learning and teaching information​?

    **Journal Entry 2**

    · Imagine that the parents in your class are not pleased with the authentic measures for assessment being used. They want to know if their children are doing as well as others. Based on standardized test scores, they want to know if their child is above, below, or at grade level. You are convinced that authentic assessment is the right way to evaluate children. What can you do to help parents understand and accept the authentic assessment strategies?

    **Journal Entry 3**

    ·  How has diversity affected your teaching – either this year or in the past?

    ·  What accommodations/modifications have you made?

    **Journal Entry 4**

    · How can you encourage receptive and expressive language development opportunities in the classroom?

    **Journal Entry 5**

    · “The meaning comes from what they know about language and from their experiences,” was cited in the text.

    · How does this statement and what we have learned about the 3 cueing systems impact how our students understand the English language?

    or

    · If this statement is in fact true, how does it impact our ENLs, students from poverty or our special needs population?

    **Journal Entry 6**

    ·  Looking at “Characteristics of Able Readers and Writers”, which 2 do you think your students need the most help with, and what can you do to help them?

    **Journal Entry 7**

    · In your experience, what content subject areas pose the most difficulty for your students (either in reading or writing)?

    · Why do you think this is the case?

    · How can you help overcome this area of difficulty?

    **Journal Entry 8**

    · How does family literacy affect your teaching?

  • [Solved] Community Health

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attached. **files (1)** – ## Assign4Instruction.docx **## Assign4Instruction.docx** Create a slide presentation of the health promotion plan you developed in Assessment 1. Complete the following: · Prepare a 12–14 slide PowerPoint presentation with detailed speaker notes that reflects you…

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    Assignment Prompt & Instructions

    Please see attached.

    **files (1)**

    – ## Assign4Instruction.docx

    **## Assign4Instruction.docx**

    Create a slide presentation of the health promotion plan you developed in Assessment 1.

    Complete the following:

    · Prepare a 12–14 slide PowerPoint presentation with detailed speaker notes that reflects your presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well-organized and submitted as a separate Word document. Be sure to include a transcript of the voice-over (please refer to the PowerPoint resources in the Academic Resources). The transcript must be submitted on a separate Word document.

    · Simulate the face-to-face educational session, addressing the health concern and health goals of your selected community individual or group.

    · Imagine collaborating with the participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

    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 in the scoring guide to see how your work will be assessed.

    · Present a health promotion plan tailored for an individual or group within a community.

    · Tailor the presentation to the needs of your chosen community audience.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    · Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    · How do you think participants would react to the session?

    · Which aspects of the session would you change?

    · How might those changes improve future outcomes?

    · Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators (LHIs).

    · What changes would you recommend to better align the session with Healthy People 2030 objectives and LHIs?

    Scoring Requirements:

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

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

    · Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    · Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

    · Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

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

    · Present a health promotion plan tailored for an individual or a group within a community.

    · Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    · Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.

    **## Assign4Instruction.docx**

    Create a slide presentation of the health promotion plan you developed in Assessment 1.

    Complete the following:

    · Prepare a 12–14 slide PowerPoint presentation with detailed speaker notes that reflects your presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well-organized and submitted as a separate Word document. Be sure to include a transcript of the voice-over (please refer to the PowerPoint resources in the Academic Resources). The transcript must be submitted on a separate Word document.

    · Simulate the face-to-face educational session, addressing the health concern and health goals of your selected community individual or group.

    · Imagine collaborating with the participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

    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 in the scoring guide to see how your work will be assessed.

    · Present a health promotion plan tailored for an individual or group within a community.

    · Tailor the presentation to the needs of your chosen community audience.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    · Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    · How do you think participants would react to the session?

    · Which aspects of the session would you change?

    · How might those changes improve future outcomes?

    · Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators (LHIs).

    · What changes would you recommend to better align the session with Healthy People 2030 objectives and LHIs?

    Scoring Requirements:

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

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

    · Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    · Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

    · Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and LHIs.

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

    · Present a health promotion plan tailored for an individual or a group within a community.

    · Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    · Slides are easy to read and error-free. Detailed audio, transcript, and speaker notes are provided. Audio is clear, organized, and professionally presented.