Module 3 – SLPHEALTH PROMOTION PROGRAM PLAN, MISSION STATEMENT, GOALS AND INTERVENTIONSBased on the information you collected in the Module 1 and Module 2 SLPs, discuss the mission statement, the goal

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Module 3 – SLPHEALTH PROMOTION PROGRAM PLAN, MISSION STATEMENT, GOALS AND INTERVENTIONSBased on the information you collected in the Module 1 and Module 2 SLPs, discuss the mission statement, the goals, and the objectives of your health promotion program/intervention. What strategies and types of interventions would you use? What settings would you use for your program?SLP Assignment ExpectationsPlease make sure that all assignment questions are specifically answered, that your answers are clear, and your paper is well organized. Provide enough depth, while paying attention to grammar, spelling, and punctuation. Your paper needs to be 2 pages long.Your assignment will not be graded until you have submitted an Originality Report with a Similarity Index (SI) score

Module 3 – SLPHEALTH PROMOTION PROGRAM PLAN, MISSION STATEMENT, GOALS AND INTERVENTIONSBased on the information you collected in the Module 1 and Module 2 SLPs, discuss the mission statement, the goal
Module 3 – Background HEALTH PROMOTION PROGRAM PLAN, MISSION STATEMENT, GOALS AND INTERVENTIONS Required Reading U.S. Department of Health and Human Services. Planned approach to community health: Guide for the local coordinator. Atlanta, GA: U.S. Department of Health and Human Services, Department of Health and Human Services, Centers for Disease Control and Prevention. National Center for Chronic Disease Prevention and Health Promotion. Retrieved from  Interventions [PowerPoint presentation]. (n.d.)
Module 3 – SLPHEALTH PROMOTION PROGRAM PLAN, MISSION STATEMENT, GOALS AND INTERVENTIONSBased on the information you collected in the Module 1 and Module 2 SLPs, discuss the mission statement, the goal
DIABETES 6 Diabetes Mellitus Elizabeth Davis Trident International University Dr. Angela Willson June 29, 2020 Introduction A person is said to be diabetic when he or she has high blood sugar. This may be due to low insulin production by the pancreas or the cells in the body are not responding appropriately to insulin (Lal, 2016). Diabetes mellitus can also be due to both issues which are the pancreas being unable to make sufficient insulin that is required and the cell not responding appropriately to insulin. The food we eat is supposed to be processed and changed to glucose or sugars so that it can be used as energy and when a person is diabetic the food not properly processed to be used as energy. Insulin is used to aid glucose into getting in the cells of the human body, if the pancreas is unable to make sufficient insulin or the cells do not respond appropriately to the insulin then sugars accumulate in the human blood leading to diabetes. The two types of diabetes are Type 1 and Type 2. Type 1 diabetes is a consequence of the pancreas being unable to make sufficient insulin leading to the patients taking insulin injections to supplement. Type 1 diabetes affects people in early teenage years or adulthood. The cells in the body may resist insulin or the pancreas may not be able to make sufficient insulin leading to type 2. 90% of all people suffering from diabetes in the world are Type 2 while 10% of them are Type 1 (Lal, 2016). People suffering from diabetes can treat and manage the condition through lifestyle change that includes monitoring blood sugar levels, taking medication as prescribed by the physician, maintain a balanced diet and engaging in physical activities. Magnitude of the Disease The number of current cases is likely to increase as more people are diagnosed with the condition daily. According to the CDC Diabetes Report card (2018), the prevalence rate of diabetes mellitus is high among blacks than whites. African American is more likely to develop diabetes than whites. The numbers among African Americans have increased over the last 30 years leading to increased diabetic complications like amputations and kidney failure. The leading cause of diabetes among African Americans are biological risk factors including obesity. The prevalence rate of obesity among African Americans is the major risk factor of diabetes. The other cause is resistance to insulin among African Americans. The rate of complications among African Americans is also high due to racial disparities in healthcare in the U.S. and poor glycemic control. Diabetes incidence shows the rate at which new cases are diagnosed and has been going down from 2015 (CDC, 2018). The number of new diabetes mellitus had been on the increase from the 80’s until the year 2015 when the number of new cases started decreasing. However, it is estimated that 1 in 3 Americans have a blood sugar that is greater than what is usually considered normal. They cannot be considered to be diabetic because the blood sugar levels are below the limit. The number of diabetics has been on the rise with estimates of over 34 million by 2020. This can also be attributed to certain policies that have allowed people with diabetes mellitus to live longer. Diabetes self-management education programs have been on the rise with more people having access to them. Diabetes self-management involves lifestyle change where the person is able to manage the disease through monitoring their blood sugar levels, taking medications as prescribed by the physician, engaging in a healthy diet and physical exercises. These education programs have been able to reach most people with more diabetics opting to managing the disease. Managing the disease allows the person to avoid the risk of complications. This policy of diabetes self-management education has had an effect on public health in improving the quality of life and prolonging the lives of people living with diabetes. People are able to make informed decisions about their health as they are able to manage the conditions. Social Determinants of Diabetes Mellitus Health disparities is high in the U.S. leading to increased complications among African Americans. These health disparities have increased the prevalence rate of diabetes among African Americans. This is because health disparities have a major impact on the outcomes of the patients. Health disparities like related to African Americans include glycemic control, blood pressure control and lipid control. Social determinants of health are the environment where people are born, live, age and the healthcare system (Walker et al., 2016). The connection between diabetes and social determinants is strong as it involves economic status, level of education and neighborhood. This is because the risk factor of diabetes mellitus is high among those with low socioeconomic condition. The diabetes-related mortality rate is higher with people with lower education. The number of people with diabetes mellitus is high among those with less than high school education (CDC, 2018). According to CDC Report Card (2018), socioeconomic position is one of the important determinants when implementing effective interventions for diabetes mellitus. Those with college education have access to information about diabetes self-management and are more likely to manage the condition. Low health literacy and financial distress are likely to lead to depression one of the poor health outcomes in diabetes. References Centers for Disease Control and Prevention. Diabetes Report Card 2017. (2018). Atlanta, GA: Centers for Disease Control and Prevention, US Dept. of Health and Human Services. Lal, B Suresh. (2016). DIABETES: CAUSES, SYMPTOMS AND TREATMENTS. Walker J. Rebekah., Williams Joni & Leonard Egede. (2016). Influence of Health, Ethnicity and Social Determinants of Health on Diabetes Outcomes. The American Journal of Medical Sciences Symposium Article Volume 351 Issue 4 P366-373.
Module 3 – SLPHEALTH PROMOTION PROGRAM PLAN, MISSION STATEMENT, GOALS AND INTERVENTIONSBased on the information you collected in the Module 1 and Module 2 SLPs, discuss the mission statement, the goal
Hello and Welcome:   This is a shorter version of the Trident Writing Style Guide found on the Portal under My Resources 
This information will serve as general writing information.  I know most of you have good writing ability and experience, but it is always good to review. Here is a list of writing requirements and links to help you in areas for which you may need assistance. In the module feedback, in the event there are weaknesses in your writing, I will refer you to this list.
As a reminder, Trident is a writing University so you are graded both on your content and your writing skills for clarity of information.
   EXAMPLE OF AN APA WELL WRITTEN RESEARCH PAPER   USE THE EXAMPLE AS A GUIDE BUT BE SURE TO USE ALL THE SUGGESTIONS PROVIDED BELOW   Here are a few helpful hints to improve your wiring.  Many of you will not make the same errors, but it still doesn’t hurt to review what some common errors are.   Please review my comments from previous papers and don’t make the same errors.  It is frustrating when I write something and then the next paper still hasn’t corrected the problems.  I don’t want to sound too whiney!!!!  But please honor my time by reading my comments and I will honor your time spent writing by spending a great deal of time making those comments.  Is it a deal?   Every paper you write for this program should include an opening introduction and a concluding paragraph.  The opening should be a general introduction into the paper, address the problem you are covering in the paper, and provide a one or two sentence roadmap to the organization of the paper. This is the thesis of the essay. Do not write what you are going to do, rather what is this essay about. ALSO, for many modules the assignment has multiple parts, and ALL parts are to be addressed in the introduction. The conclusion is a recap of what is in the paper.  It should not include new information it is simply a summary of the paper.  If people read nothing but the conclusion, they should be able to say generally what the paper is about.   The concluding section should be labeled – conclusion. And, as in the intro, do NOT write stating what you have written. OUTLINE: You should get into the habit of creating an outline before you write.  If you just can’t get yourself to write one before you write, you should try to outline your paper after it is complete. Academic papers need to be well-organized and follow a logical flow.  Outlines really help you clarify your thinking.   Good writing is good thinking!  Before you begin your papers, work on your overall conceptualization about the topic. The outline should have citations so you will know which references you have chosen will go where.  APA does not suggest this, but it is a most helpful guide and if an assignment asks that you create and to submit and outline, I request that you do add citations. Your papers should have transition sentences between sections.  This allows you to tell the reader you are about to go in a different direction.  For example, between a section on free speech and safe spaces a transition sentence might be something as simple as – “As campuses attempt to honor the tradition of free speech, they are also compelled to uphold the value of providing safe spaces where under represented students can experience psychological and intellectual support.”   It doesn’t need to be complicated.  Just let the reader know you are about to change direction.  See below for headings, as they will be necessary for a larger transition between assignment requirements.  Carefully edit your papers.  Ask yourself if there is a way to say something in a more concise way.  (for example, the first version I wrote of that sentence was – Ask yourself over and over again if there is a way to say what you are saying in a more straightforward and concise way.)  You might want to download Grammarly (an editing program) and run your papers through that system.  It will tell you when you have long sentences and are using the passive voice.  Long sentences aren’t always bad.  However, they often make the reading more difficult.  Writing a beautiful academic sentence is a bit different than writing a sentence for other types of documents.   You should spend an equal amount of time editing your papers as you do write them (SEE below How to Proof your Papers).  I KNOW this is a pain.  Often after you write them, you are ready to be done. Or you are finishing them at the last minute, not leaving time to edit.  I really get that because I hate editing my papers after I have taken the time to write them.  It’s the hardest work of writing.  But it is THE difference between a strong paper and a poor paper.  BE VERY CAREFUL ABOUT WHAT YOU ARE TELLING YOURSELF ABOUT YOUR WRITING!!  You might have been told you are a good writer as I thought I was until I started writing  in my doctoral program, I had a crisis of confidence.  My papers were crucified… red marks everywhere (this was before track changes). The more I lost my confidence, the harder it was to “crank out” articles, chapters, etc. It wasn’t until I started telling myself that I was a decent writer who still needed to improve and sharpen my skills that I began to enjoy writing.   You have got to be careful about what you tell yourself about your writing, both good and bad.   You are going to get back papers with many comments on them throughout your academic career.  That’s a good thing because then you can improve.  You all have MORE than enough raw ability to be great academic writers.  But anything worth having is worth working hard to obtain.     Please follow the directions for the correct coversheet format. YOUR NAME
 Trident University International
 Module 1 Case Study
 INSTRUCTOR NAME (for me Dr. Willson) NOTE – 2 ll’s 
 Copy the assignment’s actual questions or tasks on the cover page (you can copy them from the module).     2.     APA format is required.  All students must use in body citations for your work. If you do not understand how to do this, please let me know and I’d be happy to help you.   Wikipedia MAY NOT BE USED AS A REFERENCE; the TUI library should provide you with adequate resources. PLEASE DO USE THE LIBRARY – NEWSPAPERS ARE NOT APPROPRIATE REFERENCES. If you find information in a newspaper that references a study, go find the study and use that to support your work. In a rare case a newspaper article might be important but it must be an exception when there is no other data that can work. 3.  Please use headings for all your work. A heading is a word or phrase NOT a copy and paste of the question or assignment requirement. If assignments asked to you discuss multiple issues, each should have a heading.  As you read research papers, you will see each section has a heading, think of these as chapter titles. There are two reasons for this, first; will keep you on track to assure you do not miss any requirements, and second for the reader/graded (me in this case) to grade your paper without having to search to assure you have not missed any of the requirements. Your papers should flow and the headings will make this process easier.    EXAMPLE
 Importance of Being Ernest
 Examples of Being Earnest
 Pros and Cons of Being Earnest
 4.     Please use good college level writing skills, which include both an introductory paragraph and a concluding paragraph. 

As stated earlier, it is expected that your writing be at college level. When an assignment requests information, write in such a way the reader (ME) does not need to search for the data.    5.  Work to make your sentences precise.  Broad sweeping statements are not acceptable in academic writing.  For example, “US citizens believe in the right of individuals to freely express their opinions” is a very broad and sweeping statement.   A more precise version would be “A recent Pew survey (2017) on social attitudes indicates that 75% of US citizens support the concept of free speech.” NOTE: although at times an assignment might request you to “list”, it is still required that you start your paper with an introduction, you may list your items but you must still use an essay format that includes your list.
 Here are a few websites that may help you.  Please DO NOT use colloquialism, slang or jargon in your work unless it is necessary to explain your ideas.
Writing Styles (APA is preferred)
 Word Usage =
Grammar Rules and sentence structure
 More Grammar Rules  (note the links at the bottom of the page)     IT IS MOST IMPORTANT THAT YOU USE SEVERAL SENTENCE STRUCTURES.  Sentence Structure – Simple vs complex and/or compound Walden University Learning Center     FORMAL VS. INFORMAL WRITING  – In the event you are not clear about the differences please review these links, 

Formal writing means the use of pronouns are only appropriate for quotes, interviews, etc., do not use contractions, vary your sentence structure and write as if you are writing not speaking.
Many students write using the pronoun “I” I will, I think, etc. This is not appropriate. Even if the assignment requests your opinion you should not write “I think”. A well written heading would lead the reader to know it is what you think… as an example a heading  might  be
Opinion on  XXX = Then you give it without writing “I”…
   Tips for Formal Writing by Dr. James A. Bednar
T here are many other sites, just Google good writing skills.
I know this is a lot of information, but it is designed to assist you with your work (writing) .    Please let me know if I can help you in.

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