SO YOU ARE COMPILING TOGETHER A POWERPOINT PRESENTATION 15-20 SLIDES ON TEENAGE SMOKING AS A HEALTH CRISIS. I HAVE A DRAFT POWERPOINT. YOU ARE TO ADD TO WHAT I HAVE WITH MORE CONTENT AND MORE REFERENCES. PLEASE INCLUDE ALL THE MATERIAL I WILL GIVE YOU. YOU ARE DOING THE POWERPOINT AND SLIDES AND I WILL RECORD AUDIO MYSELF.Select a topic and get instructor approval to move forward with it. Select your target community group that you will focus on educating. It should consist of approximately 10 individuals. A minimum of two different teaching sessions should be presented to the same group at least one week apart.Once your topic is approved and a teaching group is chosen, you will create a teaching plan, hold your teaching sessions, and then evaluate the implementation.The final product you submit will be a presentation that details the entire process: your chosen topic, the teaching style you used, and an evaluation of your actual teaching. (See categories below for details to include.)Prepare a 15- to 20-slide presentation that is a minimum of 20 minutes in duration. You should have APA formatted in-text citations within your slides for any outside sources used and your final slide should be a reference slide that lists all resources used for the assignment.Items to Include in Presentation: Provide a comprehensive statement of the problem using the epidemiological process including the distribution, determinants, and deterrents. Incorporate at least four current literature review findings as a theoretical base for your project/paper. Describe community resources available to meet the need of the specific community in this problem area. Summarize the resources available and describe their effectiveness for the community. Describe your selected group. Identify and summarize the learner needs of your selected group. What are the needs? Why does this group need to be educated on your chosen topic?Identify and describe developmental and teaching/learning theory/theories used and why they are appropriate to the learners you targeted.Describe in behavioral terms your specific planning process for your project and overall teaching goal for your participants.Evaluate your teaching experience. Reflect on the following questions. What went well? What did not? What would you change if you were teaching this topic to a similar group at a later date and why?

Social workers often identify client problems that suggest the need for a new or more focused service. Rather than bemoaning the lack of resources, many social workers consider creating new services in the future. They might next imagine what an appropriate service or program would look like. This week, you generate a needs assessment plan for a program that meets an unmet need of your choice. To prepare for this Discussion, review the examples of needs assessments presented in both of the readings. Consider the elements of a needs assessment plan that you must include in your own plan. Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.) Oxford University Press. (For review) Chapter 6, “Needs Assessment” (pp. 115–143) Chapter 7, “Crafting Goals and Objectives” (pp. 149–168) By Day 3 Post a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted. Identify the sources of information that you might use when conducting a needs assessment, including potential informants. Explain who among these potential informants would be valuable resources and why. Identify steps for obtaining credible, unbiased information.

Assignment: Recognizing a Problem There is a tendency among managers to quickly resolve problems even though they may not full understand or appreciate the many causal factors contributing to the problem. As a result, these managers function like firefighters, putting quick fixes to problems in hopes that they will be resolved. In reality, some problems are resolved whereas, in many cases, the perceived solution is short lived and non-effective. On the other hand, there are managers who suffer from a phenomenon known as “analysis paralysis”. They become so obsessed with identifying and analyzing “all” of the casual factors associated with a problem that the manager may never get around to implementing a solution.Keeping in mind the case of the home health agency that we have discussed since Module 1. As Sara’s supervisor, how would you approach her case to ensure timely solution is implemented in regards to the concern of disease outbreak? What are the limitations of your approach? Expectations: 1 page, 3 cited sources from required Reading. NO PLAGIARISM! Module 1 backgroundCongratulations! You have been hired as Assistant Manager of a Home Health Care Agency. The agency offers a wide range of skilled medical services such as nursing care, physical therapy, occupational therapy from qualified medical professionals. The agency also provides home health aide services including assistance with activities of daily living, such as bathing and eating.Your supervisor told you that she recently received a call from an advocate whom an employee consulted via the Employee Assistance Program because the employee felt that she had been treated unfairly after contracting an illness. She explained that a few months ago, one of your agency’s home health aides, Sara, became ill. Sara had been coughing for approximately six weeks, lost weight without trying, had no appetite, was having difficulty sleeping, and had an intermittent fever. She became concerned and went to see a healthcare professional who diagnosed her with active tuberculosis (TB).Sara missed a lot of time from work while completing treatment for TB. Her physician cleared her to return to work after she was no longer contagious. Upon returning to work, Sara felt isolated because her boss and co-workers refused to spend time with her. She heard that someone from the agency’s Human Resources Department told her co-workers her diagnosis. The stressful circumstances at work became even worse when another home health aide started to display the same symptoms Sara had.Your supervisor has asked you to review the entire situation and how it was handled by the agency. Each module includes information about epidemiology, health statistics, public health, health communication and advocacy, health literacy, healthcare delivery systems, the Affordable Care Act, ethical considerations, human resources management, legal aspects, cultural and global perspectives, and financial considerations for the organization.Your methodology over the next few weeks will be to arrange interviews with the relevant individuals, departments, and agencies, in addition to researching professional and scholarly sources, educational videos, and news articles. You will evaluate the information you gather throughout the course of your investigation in order to determine the best course of action. Ultimately, the information will be used to formulate policies and create an employee education presentation.Required ReadingBates, B. R. (2016). Health communication and mass media: An integrated approach to policy and practice. Farnham, GB: Routledge.Campbell, J. R., Sasitharan, T., & Marra, F. (2015). A systematic review of studies evaluating the cost utility of screening high-risk populations for latent tuberculosis infection. Applied Health Economics and Health Policy, 13(4), 325-340.Centers for Disease Control and Prevention. (2016). Crisis and emergency risk communication (CERC). Retrieved from https://emergency.cdc.gov/CERC/#tabs-1198595-2 Centers for Disease Control and Prevention. (2005). Crisis and emergency risk communication (CERC) Basics. [Card]. Retrieved from https://emergency.cdc.gov/cerc/resources/pdf/basic_cerc_zcard.pdfPigg, R. M., Stellefson, M. L., & Paige, S. R. (2015). Will genomics alter risk assessment methodology in health behavior research? American Journal Of Health Studies, 30(3), 146-150.Pierannunzi C, Xu F, Wallace RC, Garvin W, Greenlund KJ, Bartoli W, et al. (2016). A methodological approach to small area estimation for the Behavioral Risk Factor Surveillance System. Prev Chronic Dis, 13, 150480. DOI: http://dx.doi.org/10.5888/pcd13.150480Stevens, A.C., Courtney-Long, E.A., Okoro, C.A., & Carroll, D.D. (2016). Comparison of 2 disability measures, Behavioral Risk Factor Surveillance System, 2013. Prev Chronic Dis,13, 160080. DOI: http://dx.doi.org/10.5888/pcd13.160080Zamudio, C., Krapp, F., Choi, H. W., Shah, L., Ciampi, A., Gotuzzo, E. . . . Brewer, T. F. (2015). Public transportation and tuberculosis transmission in a high incidence setting. PLoS One, 10(2) doi:http://dx.doi.org/10.1371/journal.pone.0115230