Health Education Tool Development Essay Example for Free

Health Education Tool Development Essay Modify or create a health education tool that is appropriate for your participating family. Ensure that your tool achieves the following:  · Identifies the family’s health and educational needs  · Establishes educational goals and objectives  · Uses appropriate educational methods  · Uses the appropriate language and literacy level  · Is sensitive to the family’s cultural or religious background  · Makes use of the types of technology resources available to the family  · Include all supporting materials (handouts, Internet resources, demonstrations, or sample materials) Explain how you will deliver your health education tool to the participating family. Address the following:  · How the tool was selected, modified, or created  · Why the tool is appropriate for the family  · How the tool addresses the family’s health needs  · How the tool relates to the Healthy People 2020 Health Indicators  · How the tool coordinates with, complements, or replaces community health services  · If you modified an existing health education tool in any way, provide a reference to the original material. Prepare a 10-minute presentation of your health education tool. You many use one of the following formats:  · In class oral presentation  · Microsoft ® PowerPoint ® including speaker’s notes  · Video of yourself presenting the information uploaded to a video sharing website such as Youtube.com (Submit a link to your facilitator)  · Another format approved by your facilitator Note. You will not a Find needed answers here https://bitly.com/12BuYnS Speak with your professors daily to build strong relationships. Professors are the ultimate resource and can do a lot to help you along the way. Be sure to help if the opportunity presents itself and ask a lot of questions. Maintaining these good relationships can be advantageous while you are going to college. General Questions General General Questions Resources: Windshield Survey; Community Assessment; Family Assessment; and Assignment Grading Criteria: Health Education Tool Development and Presentation Modify or create a health education tool that is appropriate for your participating family. Ensure that your tool achieves the following:  · Identifies the family’s health and educational needs  · Establishes educational goals and objectives  · Uses appropriate educational methods  · Uses the appropriate language and literacy level  · Is sensitive to the family’s cultural or religious background  · Makes use of the types of technology resources available to the family  · Include all supporting materials (handouts, Internet resources, demonstrations, or sample materials) Explain how you will deliver your health education tool to the participating family. Address the following:  · How the tool was selected, modified, or created  · Why the tool is appropriate for the family  · How the tool addresses the family’s health needs  · How the tool relates to the Healthy People 2020 Health Indicators  · How the tool coordinates with, complements, or replaces community health services  · If you modified an existing health education tool in any way, provide a reference to the original material. Prepare a 10-minute presentation of your health education tool. You many use one of the following formats:  · In class oral presentation  · Microsoft ® PowerPoint ® including speaker’s notes  · Video of yourself presenting the information uploaded to a video sharing website such as Youtube.com (Submit a link to your facilitator)  · Another format approved by your facilitator Note. You will not actually deliver this health education tool to the participating family. The tool is developed and presented only to your classmates and facilitator. Submit the following with your assignm

To Kill a Mockingbird by Harper Lee :: To Kill a Mockingbird Essays

Analysis of Major Characters Scout - Scout is a very unusual little girl, both in her own qualities and in her social position. She is unusually intelligent (she learns to read before beginning school), unusually confident (she fights boys without fear), unusually thoughtful (she worries about the essential goodness and evil of mankind), and unusually good (she always acts with the best intentions). In terms of her social identity, she is unusual for being a tomboy in the prim and proper Southern world of Maycomb. One quickly realizes when reading To Kill a Mockingbird that Scout is who she is because of the way Atticus has raised her. He has nurtured her mind, conscience, and individuality without bogging her down in fussy social hypocrisies and notions of propriety. While most girls in Scout's position would be wearing dresses and learning manners, Scout, thanks to Atticus's hands-off parenting style, wears overalls and learns to climb trees with Jem and Dill. She does not always grasp social niceties (she tells her teacher that one of her fellow students is too poor to pay her back for lunch), and human behavior often baffles her (as when one of her teachers criticizes Hitler's prejudice against Jews while indulging in her own prejudice against blacks), but Atticus's protection of Scout from hypocrisy and social pressure has rendered her open, forthright, and well meaning. At the beginning of the novel, Scout is an innocent, good-hearted five-year-old child who has no experience with the evils of the world. As the novel progresses, Scout has her first contact with evil in the form of racial prejudice, and the basic development of her character is governed by the question of whether she will emerge from that contact with her conscience and optimism intact or whether she will be bruised, hurt, or destroyed like Boo Radley and Tom Robinson. Thanks to Atticus's wisdom, Scout learns that though humanity has a great capacity for evil, it also has a great capacity for good, and that the evil can often be mitigated if one approaches others with an outlook of sympathy and understanding. Scout's development into a person capable of assuming that outlook marks the culmination of the novel and indicates that, whatever evil she encounters, she will retain her conscience without becoming cynical or jaded. Though she is still a child at the end of the book, Scout's p erspective on life develops from that of an innocent child into that of a near grown-up.

Africa and the Americas 1492 to 1750 Dbq

From 1492 to 1750 in the Americas and Africa, there were social and political changes such as a shift of power in the Americas— the power going from the natives to European dominance, a change in the demographics of the Americas— Europeans became a part of the population and the population of natives decreased dramatically, and a change in the demographics of Africa—Africans were taken from their homes and sold for slavery. In the Americas there was a dramatic political shift of power going from the natives to Europeans.Document two suggests that when the Europeans came in, they destroyed the great cities that the natives had already built and established. Hernan Cortes, in his letter to King Charles V, states â€Å"This great city of Tenochtitlan†¦Ã¢â‚¬ , â€Å"The city is as large as Seville or Cordoba†¦ †, â€Å"their [the natives] fashion of living was almost the same as in Spain, with just as much harmony and order†¦Ã¢â‚¬  suggestin g that the cities the Natives had already established were as great as the Spanish’s, before they took over and destroyed them.As a European conqueror Cortes would have seen the greatness of these cities and witnessed how they functioned, also being able to compare it to the cities of Spain, from which he was born and lived in. In his letter he seems honest but contradictory because while he says â€Å"their [the natives] fashion of living was almost the same as in Spain, with just as much harmony and order†¦Ã¢â‚¬  he follows that statement with â€Å"†¦considering these people were barbarous†¦ — hinting that although they lived almost as extravagantly as the Spanish, he still considered them of less worth than Europeans. Natives were used as slaves to mine silver at the Potosi silver mine for the Spanish (document five). Document Five is an excerpt of Compendium and Description of The West Indies written by Spanish priest, Antonio Vazquez de Espinosa , who would have been able to experience the tough and dangerous working conditions that the natives were forced to endure, so his writings would have been mostly accurate, if not partially influenced by his moral beliefs.By the 18th century, Europeans had claimed large territories in the Americas, land which had previously been ruled by the natives, and began to colonize the land (document six). There was also a change in the demographics of the Americas. Document one shows where early European explorers began to populate the Americas. Another legal document comparing the native population and the European population in the Americas from the beginning of the 15th century to the end of the 18th century would help in the understanding of the change in the demographics.Document three displays the effect that the European diseases, such as smallpox, had on the natives, causing death. Another document, such as a diary entry by a native explaining the effects of smallpox on others around him would be particularly helpful in gaining insight of the situation. By 1735 the social ladder in the Americas was completely different— â€Å"Spaniards or Whites, Mestizos, Indians or Natives, and Negroes† (document eight). This shows how the Europeans took over control of the native population, put themselves above the natives, and saw themselves as a higher rank because of skin color.Jorge Juan and Antonio de Ulloa were able to experience it themselves and see how the Europeans believed they were better because of â€Å"riches, rank, and power†. In Africa there was a large social change in the demographics. Africans, even noblemen and their sons, would be taken from their homes in the middle of the night by Whites and forced into slavery; This shows that even their social status had no effect on whether or not they would be enslaved (document four). King Alfonso of Kongo would have seen what was happening to his people.He explains in his letter to King Joa o of Portugal that he knows that his people are enslaving the African men—â€Å"out of great desire for the wares and things of your kingdoms, which are brought here by your people and in order to satisfy their disordered appetite, seize many of our people, freed and exempt men. † From the 15th century to the 18th century the number of slaves being shipped from Africa to the Americas increased greatly, as did the number of deaths in transit (document seven).Document four only speaks of men being enslaved and knowing that while more Africans were enslaved the population remained consistant, it can be concluded that this was a main factor in the increased practice of polygamy in Africa. A document comparing the amount of females to males before and after slavery would be useful in explaining the increase of polygamy in African society.

Did Medieval People Think the Earth War Flat

There is a piece of common knowledge about the Middle Ages we have heard repeated over and over again: that medieval people thought the earth was flat. In addition, theres a second claim weve heard a few times: that Columbus faced opposition to his attempt to find a western route to Asia because people thought the earth was flat and hed fall off. Widespread facts with one very, very big problem: Columbus, and many if not most medieval people, knew the earth was round. As did many ancient Europeans, and those since. The Truth By the Middle Ages, there was a widespread belief among the educated that the Earth was a globe. Columbus did face opposition on his voyage, but not from people who thought he’d drop off the edge of the world. Instead, people believed he’d predicted too small a globe and would run out of supplies before he made it around to Asia. It was not edges of the world people feared, but the world being too big and round for them to cross with the technology available. Understanding the Earth as a Globe People in Europe probably did believe that the earth was flat at one stage, but that was in the very early ancient period, possible before the 4th century BCE, the very early phases of European civilization. It was around this date that Greek thinkers began to not only realize the earth was a globe but calculated the precise dimensions of our planet. There was much discussion about which competing size theory was correct, and whether people lived on the other side of the world. The transition from the ancient world to the medieval one is often blamed for a loss of knowledge, a â€Å"move backward†, but the belief that the world was a globe is evident in writers from across the period. The few examples of those who doubted it have been stressed instead of the thousands of examples of those who didn’t. Why the flat Earth myth? The idea that medieval people thought the earth was flat appears to have spread in the late nineteenth century as a stick with which to beat the medieval Christian church, which is often blamed for restricting intellectual growth in the period. The myth also taps into people’s ideas of â€Å"progress† and of the medieval era as a period of savagery without much thought. Professor Jeffrey Russell argues that the Columbus myth originated in a history of Columbus from 1828 by Washington Irving, which claimed that theologians and experts of the period opposed funding the voyages because the earth was flat. This is now known to be false, but anti-Christian thinkers seized upon it. Indeed, in a presentation summarizing his book ‘Inventing the Flat Earth: Columbus and Modern Historians,’  Russell states: No one before the 1830s believed that medieval people thought that the Earth was flat.