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Discussion 1 Complete the attached CHE 110 rubric and template below, the topic is vaccination. Discussion 2  Complete the attach ENG 123 rubric the topic is cyber security.   You have clearly and coherently established the thesis argument for your research paragraph. Moreover, you have discussed your key points as possible topics of your body paragraphs. Now, you need to integrate your credible evidence with your own thoughts. Please be sure that all of your sources have authors associated with them. You have included a counter argument to further strengthen your claim. In addition, your conclusion summarizes your thesis and key points, but you could articulate insights based on your researched analysis.  Write in THIRD person (NO form of you or I). Please be sure to include the Reference or Works Cited page for the remaining submissions. You have a good Writing Plan here, and now, you need to develop that to compose a final draft. Remember that you are writing a formal, professional paragraph. Please use credible sources and approach the writing in this manner:  Paragraph 1: Introduction with your thesis statement that contains three strong key points.  Paragraphs 2, 3, & 4: Using each key point, thoroughly discuss your claim, using credible sources to support your own ideas. Each paragraph should cover a specific key point. Paragraph 5: Discuss and refute the counter argument(s) in a separate paragraph.  Paragraph 6: Conclude with articulated and nuanced insights of your original claim, drawing from your analysis.   You should have a Reference or Works Cited page with sources listed alphabetically, according to the authors last names, following the formatting guidelines of either APA or MLA format.   Overall, your first draft is clear and coherent, but please address the following issues: 1.  For your final paragraph draft, you might want to eliminate My topic will focus on... and begin with Cyber security awareness is essential, for most firms to not invest nor have proper security plans in place in case of current changes in a data breach. That way, you state your claim right at the beginning.    2. Eliminate all references to yourself. Just state what comes after the expletives, It is... CHE 110 Final Project Guidelines and Rubric Overview The final project for this course is the creation of a presentation. Community health educators promote health and prevent disease through education that leads to changes in behavior. Health educators address lifestyle and health issues such as nutrition, substance abuse, and pregnancy by providing information and knowledge on these issues to the public. While there are many methods that health educators use to do this, one of the primary means is by presenting to various audiences. To this end, you will develop a presentation on a community health issue for your summative assessment. This will give you a small taste of what it is like to be a community health educator. For your presentation, you will be placed in the role of a community health educator in the county of your choice; you can select the county where you live, or a county in an area of interest to you. You will then select a public health issue from the list below, or you may select an issue not on the list with your instructor’s approval. The issue you select should be of professional interest to you. Next, you will identify a group of community stakeholders in the county you selected who could help address your issue. You may select one from the list below or come up with your own, with your instructor’s approval. After selecting a county, a public health issue, and a community stakeholder group, you are ready to develop your presentation. The audience for your presentation is the community stakeholder group you selected, and the goal of your presentation is to educate that audience on the specific health issue you selected, soliciting their support and involvement in addressing the issue. Your presentation will be informed by research and data from the County Health Rankings and Roadmaps website, in addition to other relevant resources. Public Health Issues: Teen pregnancy Substance abuse Obesity Other with instructor approval Community Stakeholder Groups: Church pastors or other religious leaders Grocery store managers Local physicians Community center director School officials Parent Teacher Organization (PTO) Other with instructor approval http://www.countyhealthrankings.org/ The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Four and Six. The final project will be submitted in Module Seven. In this assignment you will demonstrate your mastery of the following course outcomes:  Apply basic principles of community health education in communicating with specific audiences about public health issues and their impact  Identify roles and responsibilities of community health educators in addressing public health issues  Illustrate how fundamental aspects of community health education programs can be used to address public health issues  Articulate how key intervention and prevention strategies can be used to support health behavior changes in communities Prompt Your presentation should address the following prompt: Select a county, a public health issue, and a group of community stakeholders. Use the County Health Rankings and Roadmaps website and other relevant resources to research your issue. Remember that the audience for your presentation is the group of community stakeholders within the county you selected. You will need to include speaker notes with your presentation so that your instructor will know what you would say if you were actually presenting to this group. Specifically the following critical elements must be addressed: I. Communication With Audience: Be sure that you tailor your presentation for the audience you selected. For instance, if you are presenting to a group of physicians, the language and terminology that you use might be different than if you are presenting to a school PTO. II. Introduction: In this section, you will discuss your role as a community health educator in addressing public health issues. Specifically, you should address the following: A. Role and Responsibilities: Explain your professional role and responsibilities as a community health educator, focusing on the issue you selected. In other words, what do you do as a community health educator related to the issue? B. Work: Describe the typical areas in which community health educators work, focusing on the issue you selected. In other words, where else might your audience see you? Examples of locations you might discuss include private health agencies, health clinics, nongovernmental health agencies, and community-based organizations. C. Goal: In your role as a community health educator, what is your specific goal in this presentation related to the issue you selected? For instance, you might want to prevent or reduce instances of the issue you selected or a problem connected to it. Or you might want to promote healthy lifestyle choices in a particular area. III. Public Health Issue: In this section, you will apply basic principles of community health education to the issue you selected. Then, you will illustrate how aspects of community health education programs can be used to address the issue. Specifically, you should address the following: A. Issue: Describe the public health issue that you selected, basing your description on principles of community health education. http://www.countyhealthrankings.org/ http://www.countyhealthrankings.org/ B. Risk Factors: What are the risk factors for the issue? For example, is there a population that is more likely to face this issue? Or are there behaviors that typically lead to the issue? Your response should be based on principles of community health education. C. Impact: How does the issue impact the community? For instance, does the issue affect public safety in the community? Does the issue affect the local tax rate? Your response should be based on principles of community health education. D. Community Need: Explain why the issue is a need in the community. In other words, why should this issue be addressed? Support your explanation with relevant data and research. E. Program: Illustrate, concisely and broadly, how this issue could be addressed in the community. In other words, provide a brief, broad description of a community health education program that could be developed to address the issue. For example, you might develop a nutrition program to educate the community on making healthier diet choices. F. Stakeholder Involvement: How can the stakeholders you are presenting to be involved in addressing the issue? For instance, you might ask grocery store owners to donate healthy snacks to an afterschool program, or you might ask the community center director to provide meeting space for a support group. IV. Educational Information: In the concluding section of your presentation, you will explain how intervention and prevention strategies can be used to support health behavior changes in the community. Specifically, you should address the following: A. Health Behavior: Based on the data and your research of the issue, what changes in behavior should occur in order to see improvement in the issue? For example, setting specific and measurable weight loss goals could be a behavior change when working to reduce obesity. B. Resources: Describe the resources and health services that are available to support these health behavior changes. In other words, what resources could the community use to support the health behavior changes you identified? C. Strategies: How can key prevention and intervention strategies be used to support the changes in behavior that you identified? For instance, you might explain a prevention strategy such as community education around developing the knowledge, attitudes, and skills needed to make good choices or change harmful behaviors. Milestones Milestone One: Draft of Public Health Issue In Module Four, you will submit a draft of the Public Health Issue section (critical element III above) of your final project. This milestone is graded with the Milestone One Guidelines and Rubric. Milestone Two: Educational Information In Module Six, you will submit a draft of the Educational Information section (critical element IV above) of your final project. This milestone is graded with the Milestone Two Guidelines and Rubric. Final Submission: Presentation In Module Seven, you will submit a presentation. It should be a complete, polished artifact containing all of the critical elements of the final project. It should reflect the incorporation of feedback gained throughout the course. This submission is graded with the Final Project Rubric. Final Project Rubric Guidelines for Submission: Your presentation should contain approximately 8–10 slides and use Prezi, PowerPoint, or another comparable presentation tool. Make sure that you include speaker notes so that your instructor knows what you would say if you were to actually give the presentation. Include at least seven references cited in APA format. Critical Elements Exemplary (100\%) Proficient (85\%) Needs Improvement (55\%) Not Evident (0\%) Value Communication With Audience [CHE-110-01] Meets “Proficient” criteria and presentation expertly balances needs of selected audience with community health education principles Tailors presentation appropriately for selected audience Tailors presentation for selected audience, but tailoring is not always appropriate Does not tailor presentation for selected audience 6 Introduction: Role and Responsibilities [CHE-110-02] Meets “Proficient” criteria and explanation of professional role and responsibilities is especially well-aligned to selected issue Explains professional role and responsibilities as community health educator, focusing on selected issue Explains professional role and responsibilities as community health educator, but with gaps in clarity, detail, or focus on selected goal Does not explain professional role and responsibilities as community health educator 8 Introduction: Work [CHE-110-02] Meets “Proficient” criteria and explanation demonstrates nuanced understanding of roles of community health educators Describes typical areas in which community health educators work, focusing on selected issue Describes typical areas in which community health educators work, but with gaps in clarity, detail, or focus on selected issue Does not describe typical areas in which community health educators work 8 Introduction: Goal [CHE-110-02] Meets “Proficient” criteria and goal is especially well-aligned to public health issue Identifies specific goal in presentation related to selected issue Identifies goal in presentation, but goal lacks specificity or is not related to selected issue Does not identify goal in presentation 8 Public Health Issue: Issue [CHE-110-01] Meets “Proficient” criteria and response demonstrates strong grasp of using basic principles of community health education in communicating about public health issues Describes selected public health issue based on principles of community health education Describes selected public health issue based on principles of community health education, but with gaps in clarity, detail, or relevance of principles to issue Does not describe selected public health issue based on principles of community health education 6 Public Health Issue: Risk Factors [CHE-110-01] Meets “Proficient” criteria and response demonstrates strong grasp of using basic principles of community health education in communicating about risk factors for public health issues Identifies risk factors for issue based on principles of community health education Identifies risk factors for issue based on principles of community health education, but with gaps in detail, accuracy, or relevance of principles to risk factors Does not identify risk factors for issue based on principles of community health education 6 Public Health Issue: Impact [CHE-110-01] Meets “Proficient” criteria and response demonstrates strong grasp of using basic principles of community health education in communicating about impact of public health issues Explains how issue impacts the community based on principles of community health education Explains how issue impacts the community based on principles of community health education, but with gaps in detail, accuracy, or relevance of principles to impact of issue Does not explain how issue impacts the community based on principles of community health education 6 Public Health Issue: Community Need [CHE-110-03] Meets “Proficient” criteria and response demonstrates deep understanding of using data and research in addressing public health issues through community health education programs Explains why issue is a need in the community, supporting response with relevant data and research Explains why issue is a need in the community, but with gaps in detail, accuracy, or support Does not explain why issue is a need in the community 8 Public Health Issue: Program [CHE-110-03] Meets “Proficient” criteria and response demonstrates keen insight into connection between community health education programs and identified issues Illustrates, concisely and broadly, how issue could be addressed in community Illustrates how issue could be addressed in community, but response is wordy, overly specific, or contains irrelevant information Does not illustrate how issue could be addressed in community 8 Public Health Issue: Stakeholder Involvement [CHE-110-03] Meets “Proficient” criteria and response demonstrates keen insight into connection between stakeholder involvement and development of community health education programs Explains how stakeholders can be involved in addressing issue Explains how stakeholders can be involved in addressing issue, but with gaps in detail or accuracy Does not explain how stakeholders can be involved in addressing issue 8 Educational Information: Health Behavior [CHE-110-04] Meets “Proficient” criteria and response demonstrates strong grasp of using data and research to identify health behavior changes Identifies changes in behavior that should occur in order to see improvement in issue, based on data and research Identifies changes in behavior that should occur in order to see improvement in issue, but response has gaps in detail or accuracy, or is not based on data and research Does not identify changes in behavior that should occur in order to see improvement in issue 8 Educational Information: Resources [CHE-110-04] Meets “Proficient” criteria and description demonstrates keen insight into supporting health behavior changes Describes resources and health services that are available to support health behavior changes Describes resources and health services that are available to support health behavior changes, but with gaps in detail or accuracy Does not describe resources and health services that are available to support health behavior changes 8 Educational Information: Strategies [CHE-110-04] Meets “Proficient” criteria and key prevention and intervention strategies are especially well- aligned to identified health behavior changes Articulates how key prevention and intervention strategies can be used to support identified changes in behavior Articulates how key prevention and intervention strategies can be used to support identified changes in behavior, but with gaps in detail or accuracy Does not articulate how key prevention and intervention strategies can be used to support identified changes in behavior 8 Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas 4 Total 100\% CHE 110 Final Project Guidelines and Rubric Overview Prompt Milestones Milestone One: Draft of Public Health Issue Milestone Two: Educational Information Final Submission: Presentation Final Project Rubric Accessibility Report Filename: CHE 110 Final Project Guidelines and Rubric.pdf Report created by: Organization: [Enter personal and organization information through the Preferences > Identity dialog.] Summary The checker found no problems in this document. Needs manual check: 2 Passed manually: 0 Failed manually: 0 Skipped: 1 Passed: 29 Failed: 0 Detailed Report Document Rule Name Status Description Accessibility permission flag Passed Accessibility permission flag must be set Image-only PDF Passed Document is not image-only PDF Tagged PDF Passed Document is tagged PDF Logical Reading Order Needs manual check Document structure provides a logical reading order Primary language Passed Text language is specified Title Passed Document title is showing in title bar Bookmarks Passed Bookmarks are present in large documents Color contrast Needs manual check Document has appropriate color contrast Page Content Rule Name Status Description Tagged content Passed All page content is tagged Tagged annotations Passed All annotations are tagged Tab order Passed Tab order is consistent with structure order Character encoding Passed Reliable character encoding is provided Tagged multimedia Passed All multimedia objects are tagged Screen flicker Passed Page will not cause screen flicker Scripts Passed No inaccessible scripts Timed responses Passed Page does not require timed responses Navigation links Passed Navigation links are not repetitive Forms Rule Name Status Description Tagged form fields Passed All form fields are tagged Field descriptions Passed All form fields have description Alternate Text Rule Name Status Description Figures alternate text Passed Figures require alternate text Nested alternate text Passed Alternate text that will never be read Associated with content Passed Alternate text must be associated with some content Hides annotation Passed Alternate text should not hide annotation Other elements alternate text Passed Other elements that require alternate text Tables Rule Name Status Description Rows Passed TR must be a child of Table, THead, TBody, or TFoot TH and TD Passed TH and TD must be children of TR Headers Passed Tables should have headers Regularity Passed Tables must contain the same number of columns in each row and rows in each column Summary Skipped Tables must have a summary Lists Rule Name Status Description List items Passed LI must be a child of L Lbl and LBody Passed Lbl and LBody must be children of LI Headings Rule Name Status Description Appropriate nesting Passed Appropriate nesting Back to Top Title of Presentation Use the “design” tab above to select an interesting but appropriate design for your presentation. As you work on each slide, reflect on the readability of that design and font size for your audience. Select this text and replace with your subtitle. Introduction You may change the layout of each slide in this template by choosing the “home” tab and clicking on “layout.” Public Health Issue Educational Information Conclusion References List your references here in APA format. ENG 123 Final Project Guidelines and Rubric Overview Put the argument into a concrete shape, into an image, some hard phrase, round and solid as a ball, which they can see and handle and carry home with them, and the cause is half won. —Ralph Waldo Emerson Persuasion is a constant in each of our lives. No matter where we look, what we read, what we see, or who we interact with, we are inevitably going to encounter some form of persuasion. Advertisements want us to buy things. Newspapers and television want to convince us of how we should feel about events. We are put into positions where we must defend our thoughts and beliefs to others, and the process we apply is typically some form of persuasion. Persuasive writing is one of the most powerful forms of writing—it has the ability to influence one’s thoughts, and also the ability to change one’s mind about a particular issue. The persuasive essay is an ideal tool for supporting an opinion on an issue using researched facts and information. It also gives you the chance to recognize an opposing viewpoint and refute it, noting that those who hold the opposing viewpoint are the intended audience of the piece. In this assignment, you will write a persuasive essay that makes an argument about a change or a current issue in your major, a major you are interested in pursuing, or your field of work. The project has one milestone, which will be submitted earlier in the course to scaffold learning and ensure quality final submissions. This milestone will be submitted in Module Five. The final submission is due in Module Seven. In this assignment, you will demonstrate your mastery of the following course outcomes:  Develop stylistically appropriate writing that incorporates strategies for writing to a given audience, subject, and purpose  Incorporate feedback from peer review for improving the quality and effectiveness of one’s own writing  Write informative introductions; coherent theses; well-developed, organized, and supported body paragraphs; and conclusions that are persuasive and supported by effective research  Utilize appropriate research for developing a well-informed position through written composition Prompt For this essay, you will identify an issue in your current major, a major you are interested in pursuing, or your field of work. You will then establish an argument and support that argument with research and relevant evidence. Specifically, the following critical elements must be addressed: I. Introduction: This is where readers will have a chance to get an idea of what your essay will be about and what you will prove throughout. Do not give all of your information away here, but give readers a sample of what is to come. Do not forget to review your writing plan to make sure you are hitting all of the points that you planned out, while also stating your claim. A. Provides an overview of the issue you have selected, briefly describing main points and your argument. B. Compose an engaging thesis that states the argument that you will prove and support throughout your essay. This statement will give direction to your essay and should be well thought out. II. Body: The body is your opportunity to describe and support your argument in depth. Make sure your thoughts and evidence are clear and organized in a way that is easy for readers to follow and understand. A. Be sure that you write multiple paragraphs that are focused, clearly state their intent, and move logically from one to the other, building the thesis argument as the essay progresses. B. Your body paragraphs should support your argument by combining thoughts and ideas with evidence from sources. There is no such thing as a right or wrong argument; the key is how it is supported and the quality of the evidence used. C. Address and refute any opposing viewpoints to your argument. This is your chance to discredit any opposing views, thus strengthening your own. III. Conclusion: Think of the conclusion as a review of your argument. Use this section to restate your argument and remind readers of your supporting evidence. Think of this as your last chance to persuade readers to agree with you. A. Review your argument. This section should consist of a review of your main points employed to support your argument. Think of this as your last chance to prove your point or your closing arguments. B. Your conclusion should articulate insights about your argument established through your essay. This should follow logically from your essay, referring to key points or quotes used to support your argument. ENG 123 Final Project Rubric Guidelines for Submission: Your persuasive essay must be 5–7 pages in length (plus a cover page and references) and must be written in MLA or APA format. Save your work in a Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Then, check your writing for errors. Once you have proofread your document, submit it via the Final Project: Persuasive Essay link in Brightspace. Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Introduction: Overview Provides an overview of the issue being analyzed and briefly describes main points of argument (100\%) Provides an overview of the issue being analyzed and briefly describes main points of argument, but there are issues regarding accuracy (55\%) Does not provide an overview of issue being analyzed (0\%) 7.5 Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Introduction: Thesis Meets “Proficient” criteria, and thesis is exceptionally clear and concise (100\%) Composes a thesis that states the argument that will be supported and proven throughout the essay (85\%) Composes a thesis, but there are issues related to clarity or relevancy (55\%) Does not compose a thesis (0\%) 7.5 Body: Intent Writes multiple paragraphs that are focused, clearly state their intent, and build the thesis argument (100\%) Writes multiple paragraphs, but writing does not build the thesis argument (55\%) Does not write multiple paragraphs (0\%) 7.5 Body: Body Paragraphs Meets “Proficient” criteria and supports argument with a masterfully constructed combination of thoughts and evidence (100\%) Communicates argument through body paragraphs by combining thoughts and ideas with evidence (85\%) Communicates argument through body paragraphs but does not combine thoughts and ideas with evidence (55\%) Does not communicate argument through body paragraphs (0\%) 45 Body: Opposing Viewpoints Meets “Proficient” criteria and demonstrates keen insight into both sides of argument (100\%) Addresses and refutes opposing viewpoints in a way that strengthens the argument (85\%) Addresses and refutes opposing viewpoints but not in a way that strengthens the argument (55\%) Does not address or refute opposing viewpoints (0\%) 7.5 Conclusion: Review Meets “Proficient” criteria, and response is clear and contextualized (100\%) Reviews claim and summarizes key supporting points of essay (85\%) Reviews claim and summarizes key supporting points, but there are issues regarding alignment to the intent of the thesis (55\%) Does not review claim (0\%) 7.5 Conclusion: Insights Meets “Proficient” criteria and offers nuanced insight into the relationship between the evidence and the claim (100\%) Articulates insights about argument established through the analysis, following argument logically and referring to key points or quotes used to support argument (85\%) Articulates insights about argument established through the essay, but does not follow argument logically or does not refer to key points or quotes used to support claim (55\%) Does not articulate insights about argument (0\%) 7.5 Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format (100\%) Submission has no major errors related to citations, grammar, spelling, syntax, or organization (85\%) Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (55\%) Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas (0\%) 10 Total 100\% ENG 123 Final Project Guidelines and Rubric Overview Prompt ENG 123 Final Project Rubric