Instruction NURS-FPX4060 Assessment 1 Health Promotion Plan Develop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community.
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a hypothetical clinical learning experience focused on health promotion associated with a specific community health concern or health need. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment is the foundation for the implementation of your health promotion educational plan (Assessment 4). Preparation For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern or health need affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility. To prepare for this assessment, first select one health concern or health need from the Assessment 01 Supplement: Health Promotion Plan [PDF] Download Assessment 01 Supplement: Health Promotion Plan [PDF] resource (Attached). • Consider the populations potentially affected by that concern or health need, and hypothetical individuals or groups living in the community. • Then investigate your chosen concern or need and best practices for health improvement, based on supporting evidence. In addition, you are encouraged to: • Complete the Vila Health: Effective Interpersonal Communications simulation. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement. • Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete. • Review the MacLeod article, “Making SMART Goals Smarter.” Note: You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your Assessment 4 (Health Promotion Plan Presentation). In Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified. Instructions To complete your hypothetical health promotion plan, please use the following outline to guide your work: Health Promotion Plan • To begin, first select a health issue or need that will be the focus of your assessment from the Assessment 01 Supplement: Health Promotion Plan [PDF] Download Assessment 01 Supplement: Health Promotion Plan [PDF] resource. (Attached) • After you select one specific health concern or health need from the resource above, next investigate the concern or need and best practices for health improvement, based on supporting evidence. • Create a scenario as if this project were being completed face-to-face. • Identify the chosen population and include demographic data (location, lifestyle, age, race, ethnicity, gender, marital status, income, education, employment). • Describe in detail the characteristics of your chosen hypothetical individual or group for this activity and how they are relevant to this targeted population. • Discuss why your chosen population is predisposed to this health concern or health need and why they can benefit from a health promotion educational plan. • Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment. • Identify their potential learning needs. Collaborate with the individual or group on SMART goals that will be used to evaluate the educational session (Assessment 4). • Identify the individual or group’s current behaviors and outline clear expectations for this educational session and offer suggestions for how the individual or group needs can be met. • Health promotion goals need to be clear, measurable, and appropriate for this activity. Consider goals that will foster behavior changes and lead to the desired outcomes. Document Format and Length Your health promotion plan should be 3–4 pages in length. Supporting Evidence Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources published within the past five years, using APA format. Graded Requirements The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. • Analyze the health concern that is the focus of your health promotion plan. o Consider underlying assumptions and points of uncertainty in your analysis. • Explain why a health concern is important for health promotion within a specific population. o Examine current population health data. o Consider the factors that contribute to health, health disparities, and access to services. • Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants. • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format. o Write with a specific purpose and audience in mind. o Adhere to scholarly and disciplinary writing standards and APA formatting requirements. Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.

Describe three barriers that have slowed down the progress of advanced practice nursing and strategies to help overcome these barriers. (Saunders, 2014) Submission Instructions: Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points. You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.) All replies must be constructive and use literature where possible. Please post your initial response by 11:59 PM ET Thursday, and comment on the posts of two classmates by 11:59 PM ET Sunday. You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.

Assessment 1: Individual Report (50%)
In this assignment, you will investigate the relationship between sustainability and strategic business management, with a particular focus on how sustainability initiatives contribute to an organisation’s competitive advantage. You will also explore the dynamics of founder teams within entrepreneurial and business environments, examining their roles, responsibilities, and ethical considerations.
 
Drawing from relevant theories, frameworks, and case studies, critically analyse how organisations can develop and execute sustainability strategies that foster long-term competitive advantages. Use real-world examples to illustrate how firms have successfully utilised sustainability initiatives to gain a competitive edge.
 
Examine the role of strategic managers focused on sustainability within organisations. How do these roles differ from traditional strategic management roles in terms of responsibilities and objectives?
 
Investigate the dynamics of founder teams in entrepreneurial ventures. What are the key roles within these teams, and how do team members negotiate their responsibilities and rewards? Consider the influence and power dynamics in these discussions, particularly in the context of ethical decision-making.
 
(LO1 and LO4)
 
2000 WORDS

SPIRITUAL ASSESSMENT ASSIGNMENT INSTRUCTIONS

 Overview-Important Definitions

Holistic Nursing: The American Holistic Nurses Association (AHNA & ANA 2013. p. 1) created the following definition in 1998; “all nursing practice that has healing the whole person as its goal….honors the interconnectedness of self, others, nature, and spirituality.”

 Spirituality: The feelings thoughts, experiences, and behaviors that arise from a search for meaning. That which is generally considered sacred or holy. Usually though not universally, considered to involve a sense of connection with an absolute, imminent, or transcendent spiritual force, however named, as well as the conviction that meaning, value, direction, and purpose are valid aspects of the individual and universe. The essence of being and relatedness that permeates all life and is manifested in one’s knowing, doing and being. The interconnectedness with self, others, nature, and God/Life Force/Absolute/Transcendent. Not necessarily synonymous with religion (AHNA & ANA, 2013, p. 91)

 “Spiritual assessments not only glean religious beliefs and practices, but also query a person’s meaning and purpose in life and how that may have changed due to the present health experience” (AHNA & ANA p. 12).

 AHNA & ANA. (2013). Holistic Nursing: Scope and standards of practice, 2nd Edition. Silver Spring, MD: Nursebooks.org.

 Preparation

First read chapter 22 in Blais and Hayes and complete the Spiritual Assessment online learning module. 

 Interview

Then complete a spiritual assessment on someone in your community. Use the form found below the rubric. Use bullet points or numbers rather than complete sentences. Be sure to choose an appropriate tool. You can use the assessment from the chapter on spirituality found in your textbook, or choose one found in the literature or online such as the

HOPE tool: http://www.aafp.org/afp/2001/0101/p81.html  

FICA tool: http://smhs.gwu.edu/gwish/clinical/fica/spiritual-history-tool

FACT tool: http://www.professionalchaplains.org/files/resources/reading_room/spiritual_history_tool_fact_larocca_pitts.pdf

During the interview you will choose an appropriate spiritual nursing action based on your assessment and state how/why you chose the nursing action. What was the result of the action (e.g. what did the interviewee think of the nursing action and/or how did they respond to the nursing action?). What are your thoughts on the experience of doing this assessment (e.g. main takeaway(s), surprises, reactions). Please keep the form to three or fewer pages.

 

RUBRIC

Element	Element Fully Addressed	Element Partially Addressed	Element Insufficient or Not Addressed	Pts Poss	Pts Earned
¨ Appropriate assessment tool chosen, Source & Reference Included (2 pts)				2
¨ Assessment sufficiently covers all areas of the tool				20
¨ Nursing action appropriate ¨ Nursing action based on the assessment and how chosen ¨ Results of action included				8
¨ Includes own thoughts/takeaways on experience of doing the assessment				6
Spelling, Grammar, APA Free of spelling, typographical, and grammatical errors, uses bullet points or numbering, reference in proper APA				4
Total Points				40

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SPIRITUAL ASSESSMENT FORM

(Please keep information you fill in to two-three pages)

Student Name____________________ Professor Name_______________________

Date: __________ Interviewee Initials________ Age ______Gender______

Pertinent Diagnosis (if any) _________________________________________

Short description of interviewee and how you know them (don’t give away person’s identity): _______________________________________________________

Name of tool__________________  

Source (Citation)______________ (include reference at bottom of form):

Questions Asked-use bullet points	Interviewee Responses-use bullet points
Nursing Action(s)-use bullet points	Why Chosen-use bullet points
Result of Nursing Action:  Interviewee thoughts/reactions-use bullet points	Your own thoughts/take-aways-use bullet points

 

Signature Assignment:

Understanding disease conditions specific to advanced primary care is vital to ensuring proper and timely diagnosis and treatment, which can improve patient healthcare outcomes. This assignment aims to evaluate one disease condition in the adult population and explore current evidence-based guidelines and treatments to determine a proper plan of care.

This assignment will focus on the following course student learning outcomes (CSLO):

1. Evaluate the role of the advanced practice nurse (APN) and the Family Nurse Practitioner (FNP) in particular, as it relates to obtaining a health history, performing a health assessment on adolescents, adults, and elderly from diverse cultural groups presenting with chronic and some acute physical and emotional concerns to an ambulatory, acute and/or managed health care delivery system (EOPSLO # 1, 2, 3, 4, 9).
2. Examine the principles and theories applicable to risk assessment and primary, secondary, and tertiary prevention to promote the optimum health of clients experiencing chronic or multisystem health problems (EOPSLO# 3 and 8).
3. Compare and contrast the possible interrelationships and impact of demographic characteristics, health beliefs, values, family situations, environment, and community resources on the incidence and management outcome of chronic and some acute conditions of adult clients (EOPSLO # 2, 6, 7, and 9)
4. Incorporate epidemiological, social, and environmental research data in the assessment, holistic planning, and outcome evaluation of interventions aimed at diagnosing and managing the adult client’s health/illness status, with emphasis on common chronic illnesses of adult individuals of diverse ethnic and cultural groups (EOPSLO # 6, 7, and 9).
5. Examine the interrelationships and influences of genetics, age, gender, race/ethnicity, socioeconomic status, mental health, lifestyle, family situation, culture or subculture, health beliefs, and values on the differential diagnosis and selection of screening and therapeutic agents for the management of selected chronic and multisystem illnesses of adult clients, families, and groups (EOPSLO# 3, 8 and 9).
6. Synthesize the following concepts in the advanced nursing care of the client experiencing chronic multisystem illness: the advanced nurse-client relationship, client teaching-coaching function, professional role enactment, client empowerment, mutual participation in health care decision-making, ethics, client education and counseling, change theory and process, and collaboration in health care delivery (i.e., interdisciplinary, multidisciplinary, multicultural teams and global nursing) (EOPSLO # 2, 3, 4, 7, and 9).
7. Compare and contrast pharmacological and non-pharmacological/alternative therapeutic measures for the client experiencing chronic and/or multisystem diseases considering pharmacotherapeutics prescriptive legal requirements for APNs and polypharmacy issues (EOPSLO# 6, 7, and 9). 
8. Utilize computer technology in synthesizing scientific and research-based knowledge regarding health care issues and problems of multicultural, multiethnic adults and populations at risk for health disparities (EOPSLO# 5, 8, and 9).

Instructions: Please choose one adult health condition learned in the course. Once the health condition is chosen, you are to write a three-to-five-page paper in APA format, 7th edition, with the following sections and level 2 headings:

Introduction

• Brief overview of adult health
• Introduce the disease condition chosen
• Importance of understanding the condition

Presentation of Condition

• Describe the condition chosen and its pathophysiology.
• What signs/symptoms can be found in the patient?
• Identify if presentation variations can be based on culture, race, ethnicity, age, etc.

Diagnosis of Condition

• Diagnostic testing (including imaging, labs, and other necessary evaluations based on condition)
• Clinical evaluation via medical history and physical examination

Treatment of Condition

• Medications
• Treatments
• Managing symptoms (if needed)
• Non-pharmacological treatments (if applicable)

Potential Health Risks if Left Untreated

• Physical and mental health risks

Recent Evidence-Based Advancements in Condition

• Choose one evidence-based treatment shown to improve the condition within the last 5 years.
• Briefly summarize the treatment and results.

Conclusion

• Recap points discussed in the paper
• Importance of management and early diagnosis (if applicable)

DATA EXERCISE #1

Due at the end of week 3

This project is closely related to the course objectives and learning resources provided for the course. This project is based on the course learning resources studied during Week 1:

·       Chapter 6 of the textbook “The Macroeconomic Perspective”,

·       Chapter 2 from the book “Concepts and Methods of the U.S. National Income and Product Accounts”,

·        “Measuring the Economy: A Primer on GDP and the National Income and Product Accounts”.

Purpose of the Data Exercises

The data exercises are designed to ensure that students are familiar with the methodology of collecting and analyzing data from the web. Each exercise includes collecting the required data, creating a graph or table to present this information, and writing three to four double-spaced data analysis pages. Students should aim to provide clear insights and interpretations rather than merely presenting data.

Data Exercise Requirements

1.     Textbook and Learning Resources as a Reference: Students must use the assigned textbook, as well as chapters from “Concepts and Methods of the U.S. National Income and Product Accounts”, and “Measuring the Economy: A Primer on GDP and the National Income and Product Accounts”, provided in Content > Unit 1 > Learning Resources as a primary reference for their analysis. This ensures a strong theoretical foundation and context for the data being analyzed.

2.     Current Data and References: All data used must be the most recent available data. Students must include references from recent news articles, journals, or other credible sources to support their analysis. This requirement aligns with the expectation to use up-to-date Bureau of Labor Statistics (BLS) or Bureau of Economic Analysis (BEA) data.

3.     Focus on Analysis –While charts and graphs are necessary to present data visually, the focus should be on explaining the significance of the data.

4.     Elimination of First-Person Language: Students must avoid using the first person in their papers. Instead, reflections and analyses should be restated in the third person. This enhances objectivity and professionalism in academic writing.

Format of the Project:

The Data Exercise must be posted to the LEO Student Assignments as a Attachments are limited to a maximum two files in doc, docx., xls. xlsx., or rtf. formats. OTHER FORMATS ARE NOT ACCEPTABLE, will not be reviewed or graded.

Please note that hand-written and scanned works, pdf. files, jpg. files, as well as files posted in google drive, will not be accepted or graded.

No more than 20% of the text of the project should be made up of quotes.

The UMGC is seeking professional/business style communications with appropriate citations/references. The students’ grades will not be reduced because of a lack of strict adherence to a particular style.  We suggest students utilize one of the styles as a guide to their work. As a preferred guide, APA -7th edition is most used in social sciences such as economics, business and finance. Please use Content > Course Overview > Course Resources > page 4 > Writing Resources as a guide how to use APA -7th edition in your work.

Written projects:

1. Must be typed, double-spaced, in 12-point Times New Roman or Arial font, with one-inch margins
2. Must have professional/business style of the title page
3. Must have appropriate in-text citations and professional/business style of the reference list 
4. Must be prepared using word processing software (Microsoft Word preferred).
5. If you are using Excel to calculate or create charts, please also submit the Excel file to support your calculations.

 

Data exercise #1 Assignment

Consists of two parts.

Part 1: Expenditures Approach to Calculating GDP (weight 45% of the assignment grade)

Please read!

GDP for each quarter is not ¼ of the annual GDP. GDP for each quarter is an annual estimate based on the results of each quarter.

  “BEA estimates the nation’s GDP for each year and each quarter. But new GDP statistics are released every month. Why? Because for each quarter, BEA estimates GDP three times. The advance estimate, coming about a month after the quarter’s end, is an early look based on the best information available at that time. The second estimate and third estimate each incorporate additional source data that weren’t available the month before, improving accuracy.” (www.bea.gov).

“BEA publishes estimates of levels at annual rates (for most series) for ease of comparisons with related and historical data. For example, in its February 2, 2004 personal income and outlays release, BEA estimated that personal income for December 2003 was $9,335.8 billion at an annual rate. This is easily compared to BEA’s estimates of personal income for the fourth quarter of 2003 ($9,312.6 billion, at an annual rate) and for the entire year of 2003 ($9,187.4 billion). “(www.bea.gov).

Published

January 13, 2006

Complete the following exercise

Visit the Bureau of Economic Analysis website at www.bea.gov. From the drop-down menu under “Data”, click on “by Economics Account”.

Then click on “National”> “Gross Domestic Product > and “Full Release and Tables”. (To find “Full Release and Tables” you need to scroll down the page to the section “Current Release”.

Use table 3 (Gross Domestic Product: Level and Change from Preceding Period). Tables are located at the end of the Release, so you need to scroll all the way down to the tables.

The left columns are nominal GDP (and its components) and the right half represents real GDP (chained 2017 dollars).

1.     Collect and Present the required data (20% of the project grade)

a)    Create the table that contains the most recent available data from Bureau of Economic Analysis (BEA) website. Please note that using the data for previous years and/or previous estimates will produce grade zero for this part of the project.

 

You need this information from both parts of table 3- (nominal GDP (and its components) from left columns and real GDP (chained 2017 dollars) from the right part of the table 3). Omit the intermediate lines found in Table 3 on the web site.

 

·       Gross domestic product

·       Personal consumption expenditures

·       Gross private domestic investment

·       Net exports of goods and services

·       Government consumption expenditures and gross investment

 

b) Calculate the percentage (the proportion) of each category in nominal GDP and in real GDP.

Using Nominal GDP:

[Personal consumption expenditures / Nominal GDP]*100%

[Gross private domestic investment / Nominal GDP]*100%

[Net exports of goods and services / Nominal GDP]*100%

[Government consumption expenditures and gross investment/ Nominal GDP]*100%

 

And using Real GDP:

[Personal consumption expenditures / Real GDP]*100%

[Gross private domestic investment / Real]*100%

[Net exports of goods and services / Real GDP]*100%

[Government consumption expenditures and gross investment/ Real GDP]*100%

 Present the data and the results of your calculations that you received in parts (a) and (b) as a table(s) in your project. 

2.     Write a report (2 pages or more double – spaced), which contains an analysis of the results you received (25% of the project grade)

In this report consider, but do not be limited to the following:

1. Why was the nominal GDP greater than the real GDP? By how much?
2. GDP is composed of several categories. What category makes up the largest portion of GDP? What category makes up the smallest portion of GDP?
3. What is “Gross private domestic investment”? What does gross private domestic investment measure?
4. Please analyze the significance of the data and results of calculations that you received for this Data exercise on the nominal and real GDP, its categories. Please include references from recent news articles, journals, or other credible sources to support your analysis.
5. What is “Net exports of goods and services”? Why it is negative?
6. In the left part of table 3 (nominal GDP) find the category “National defense”. How much was the National defense for the most recent available quarter? Calculate percentage of National defense out of “Government consumption expenditures and gross investment”. Calculate percentage of National defense out of GDP.
7. Please analyze the significance of the data and results of calculations that you received for this Data exercise on the net exports of goods and services and national defense. Please include references from recent news articles, journals, or other credible sources to support your analysis.
8. Reflection– the students should write a paragraph in their own words reflecting on specifically what they learned from the assignment and how they think they could apply what they learned in the workplace and/or in everyday life.

 

Part 2: Income Approach to Calculating GDP (weight 45% of the assignment grade)

Complete the following exercise:

Go to http://www.bea.gov/

Visit the Bureau of Economic Analysis website at www.bea.gov. From the drop-down menu under “Data”, click on “by Economics Account”. Then click on “National”, “Gross Domestic Product, and “Full Release and Tables”. Use table 7 (Relation of Gross Domestic Product, Gross National Product, and National Income) and table 8 (Personal Income and its Disposition).

1.     Collect and present the required data (20% of the project grade)

 

Create the table that contains the most recent available data from Bureau of Economic Analysis (BEA) website. Please note that using the data for previous years and/or previous estimates will produce grade zero for this part of the project. Omit the intermediate lines found in Tables 7 and 8 on the web site.

 

·       Gross domestic product

·       Gross national product

·       Net national product (you should calculate it as Gross national product minus Consumption of fixed capital)

·       National income

·       Personal income

·       Personal Disposable Income

·       Personal Savings

 Present this table in your project.

2.     Write a report in your own words (2 pages or more double-spaced), which contains the analysis of the results you received. (25% of the project grade).

 

In this report consider, but do not be limited to the following:

1.     What is the difference between gross domestic product (GDP) and gross national product (GNP)? What is the difference in what GDP measures compared to GNP?

2. Based on the table, what calculations must you make to determine GNP from GDP?
3. Please analyze the significance of the data that you received for this Data exercise on GNP. Please include references from recent news articles, journals, or other credible sources to support your analysis.
4. What is national income (NI)? What does NI measure?
5. Which was higher this year, GNP or NI? By how much?
6. What calculations must you make to determine NI from GNP?
7. NI is composed of several categories. What category makes up the largest portion of NI?
8. Please analyze the significance of the data that you received for this Data exercise on National Income and its categories. Please include references from recent news articles, journals, or other credible sources to support your analysis.
9. What calculations must you make to determine Personal Income from National Income?
10. What calculations must you make to determine Personal Disposable Income and Personal Savings?
11. Please analyze the significance of the data that you received for this Data exercise on Personal Income, Personal Disposable Income, and Personal Savings? Please include references from recent news articles, journals, or other credible sources to support your analysis.
12. Reflection– the students should write a paragraph in their own words reflecting on specifically what they learned from the assignment and how they think they could apply what they learned in the workplace and/or in everyday life.

 PRESENTATION OF THE DATA EXERCISE (10%) of the project grade):

• Organization, format, and presentation of paper including professional/business style of the title page, introduction, body, and summary. Begin each section with a subheading; use the subheadings described in the assignment (3% of the project grade).

·       Use of tables, figures, and other graphics to summarize and support analysis presented in the paper. All tables and charts should have the numbering system: “Table 1”, a substantive title, and a reference to the source of the information. (3% of the project grade).

·       Use of the assigned textbook and learning resources provided in the course as a primary reference for the analysis, recent news articles, journals, or other credible sources, appropriate in-text citations and professional/business style of the reference list.  (4% of the project grade).

FIN 320 Final Project Milestone One Guidelines and Rubric

Overview

This milestone is the first in a series of connected assignments leading up to your Final Project. In Milestone One, you’ll analyze and evaluate a business’s financial health and recommend financing options that can improve it. Use the Final Project Business Options List to choose the business that you’ll examine in your Final Project. Then use Mergent Online to locate the latest quarterly financial statements for the business: the balance sheet, the income statement, and the cash flow statement.

Scenario

The CFO of your company has asked for your support in preparing a report for the business’s board of directors. Many of the board members are new, and some of them have little background in finance. With this in mind, you will need to write a report that all board members can easily understand.

Directions

Write a short paper that introduces the business you chose for your final project.

Specifically, you must address the following rubric criteria:

·         Business Selection: Select a company from the Final Project Business Options List and describe the business you chose, including the business name and what the business offers consumers.

·         Financial Statements: Using Mergent Online, look up the balance sheet, the income statement, and the cash flow statement for the latest fiscal quarter for the business you chose. Use these statements to accurately report the following values:

·         Financial Statement Role: Explain why financial statements are important to a business and how they help a business determine its financial health.

·         Cash Flow Management: Use a financial news story from the past two months as an example to explain why cash flow management is important to a business and its financial health.

What to Submit

Your submission should be a 4- to 5-paragraph Microsoft Word document with 12-point Times New Roman font, double spacing, and one-inch margins. All sources should be cited using APA style. Include the Balance Sheet and Income Statement from Mergent Online with your submission.

ISMART Goals
For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in your goal-
setting process. You will list a minimum of five professional goals that you would like to accomplish during the clinical experience in this term. For each goal, you must provide an
explanation of how the goal is representative of each of the SMART characteristics: Specific, Measurable, Attainable, Realistic, Timely. Be sure to answer the following questions for
each goal summary: Can you measure it? Is it attainable? Is it realistic? What is the time frame you have set for completing that goal?
Format: Each goal summary should be at least 100 words – totaling 500 words for this assignment (added to the speaker notes). The presentation is original work and logically
organized, formatted, and cited in the current APA style, including citation of references. The presentation should consist of 10-15 slides (excluding the introduction and reference
page).
How to Format a PowerPoint Presentation in APA Style ›
Goodwin University. (2019, October). APA style – 7th edition. https://goodwin.libguides.com/c.php?g=29109&p=7298502
This Assignment must be submitted to Turnitin.

Coaching Model Analysis Assignment Instructions

For this assignment you will prepare and submit an analysis of the coaching process model in your text. This assignment is intended to help you make connections between theory and practice and to critically assess the utility of the proposed model. Your analysis must include 2 sections in current APA format:

1.     An edited version of the Coaching Model Flow Chart (2 pages, found under Additional Recourses in the assignment) and

2.     A critical analysis of the utility of the model that includes a partial redesign (3 pages).

For Section 1: Using the Coaching Model Flow Chart (provided under Additional Recources and adapted from your course text) you will make comments on the document by reflecting on and analyzing your own coaching practice. The comments you make in the flow chart should be specific examples of applying the model to your sport and your coaching practice, to the extent that this is possible.

·       When not possible, you must comment on the reason why aptness does not apply and relate to #3 in Section 2 below.

·       Note: The comments must be shown on the actual Coaching Model Flow Chart. It is advised that you print the chart, write your comments on the chart, and then scan and upload the chart to your computer. You can submit this with the second portion of your assignment.

For Section 2: Using the 3 sections outlined in Chapter 7 of your text, critically assess the utility of the model for coaching your sport according to the following:

1.     Sport Specificity,

2.     Systematic Coaching Behaviors; and

3.     Adapting the Model

·       Note: This section must include the re-design of 1 component of the model that you have identified as not apt for your coaching context in Section 1 (use examples on page 157 of your text as examples).

 

Please review the Coaching Model Analysis Grading Rubric for further information.

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Storytelling 

Create a PowerPoint presentation that showcases your ability to tell a story. 

Introduction: Instructions

This portfolio work project will give you practice with professional writing expectations, as well as motivating and persuading others by telling a story.

Create a brief slide presentation, with graphics, and preferably your voice presenting, that analyzes the tools and strategies that leaders can use to build trust and collaboration, and explains why you believe storytelling is one effective tool for you to use to lead your team.

• -The Creating a Presentation in the MBA Program Resources and the Guidelines for Effective PowerPoint Presentations [PDF] Download Guidelines for Effective PowerPoint Presentations [PDF]document will help you with this presentation.

• -The Ariel Group explains that a story needs to follow a basic four-step format that gently leads the audience into the story, through the story, and connecting the story:
  • Executive Essentials: Storytelling.

Use this format, based on page 9 of the Ariel group resource, to create six slides (not including cover page and references):

• -Slide 1. Cover slide with title and your name, and a graphic for interest (be sure to credit graphic artist in the reference slide).

• -Slide 2. Introduce the subject matter or business content, much as the introduction to a paper would do.
  • *Example: “NASA has a reputation for communication issues among teammates, but our team is going to change all of that. This presentation does this and that.”

• -Slide 3. Building Trust and Collaboration. Discuss the importance of trust and collaboration in the workplace, then identify and discuss at least two tools or strategies (other than storytelling) leaders can use for building trust and fostering collaboration.

• -Slide 4. Storytelling. Explain ways in which leaders can use storytelling to build trust and relationships.

• -Slide 5. Transition into the story. This slide should transition into your story, setting the expectations of the audience of what is to come.
  • *Example: “I once worked at another company that had some major communications issues. It wasn’t life or death like here at NASA, but we did have some serious problems in communications that impacted our ability to be effective. Let me share with you a story to illustrate a vision of how we can work together . . .”

• -Slide 6. Tell the Story. This slide should actually tell your story:
  • *Set the stage.
  • *Describe the conflict.
  • *Describe the resolution.
    • *Example: “About 10 years ago I was working as a shift leader at a manufacturing facility where safety was supposedly part of the culture, yet we had a frighteningly bad safety record . . .” Continue the story.

• -Slide 7. Connect the story to a teaching point or subject matter. This slide should bring your story back to the issue at hand.
  • Example: “In this situation, we learned this and that. Here at NASA, we can do the same thing. We can prove that communications this and that.” Think of this like explaining the moral of the story.

• -Slide 8. References. Include references here.

**Write the notes on each slide**

   

For this last assessment in our course, please focus on these resources:

• The Ariel Group. (2011). Executive essentials: Storytelling [PDF]. https://www.arielgroup.com/

• Talks at Google. (2016, April 01). Carmine Gallo: “The storyteller’s secret” [Video]Links to an external site.
  Minimize Video. | Transcript YouTube. https://www.youtube.com/watch?v=RbA2eHO_YdY

Khosla Ventures. (2014, June 11). The unbreakable laws of storytelling [Video]Links to an external site.

.| Transcript YouTube. https://www.youtube.com/watch?v=uUsib8wsKdM

• Bates, S. (2017). Tell us another one: Successful leadership through storytelling. American Salesman, 62(5), 25-29.

• Muir, C. (2007). Leadership through storytelling. Business Communication Quarterly, 70(3), 367-369.

Deliverable Format 

• -Content and Organization. Attach a PowerPoint presentation that has a cover page, seven content slides per the above, and a references slide. You must have exactly eight slides—learning to follow established guidelines is important in school and the workplace.
• -Audio Presentation. Your slides must be presented with audio; this is an important part of storytelling. Most learners simply record directly into PowerPoint, but you may use other recording software if you wish, as long as your courseroom faculty can access it without a password to see your slides and hear your presentation. If you have a disability that makes audio a problem discuss it with your faculty or coach.
• -Slide Appearance. Your slides should be modern, professional, and effective. This means using color and some graphic design. Templates in PowerPoint can help with this. There are many free graphics websites you can use for graphics. Be sure to provide an APA citation for any graphics.
• -Presenter Notes. Note that your slides should not be text heavy. However, you should make ample use of presenter notes. While the presenter notes do not have to be a word-for-word transcript, they should be very close to what you say in your audio.
• -References. Your presentation must be evidence based, and as such must have APA formatted citations. This includes a reference slide at the end, but also intext citations on the slides themselves or in the presenter notes.

Refer to the writing resources in the MBA Program Resources, especially paying attention to the MBA Academic and Professional Document Guidelines, under Writing Skills, for more information