hi dear,

can help me to finish this assignment with good quality and be on time please?

there is a sample of the presentation. 

  

My group will take care of the sections on the introduction, background information on the campaign, individual and group level and the rest I have to do.

Week Three Assignment – Group Presentation, the topic Get Smart Know When Antibiotics Work.

Each group will use the CDC Gateway to Health Communication & Social Marketing Practice hub for this assignment. Please visit  the campaign website (http://www.cdc.gov/healthcommunication/campaigns/index.html) to identify a unique campaign (e.g. no groups will present on the same program or campaign) and then develop a group presentation that categorizes the health promotion methods used/directed/created for individual, group, organizational, community, and societal audience levels. A group blog platform will be provided within BB to work on the presentation collaboratively.

Students will be randomly assigned to groups of three at the start of the course. Students will work together in their groups to collaborate and create a PowerPoint presentation with a voiceover narrative. Instructions for recording voiceover narrative are located in BB Week 3 within the assignment instructions.

·  Group Presentation Assignment Description – Word Document (78.8 KB)

·  Group Presentation Rubric – Word Document (78.4 KB)

·  Sample Group Presentation Click for more options – PowerPoint File (2.57 MB)  This topic (National Influenza Vaccination Week) is not available for students to select.

·  Review of  National Influenza Week CDC Campaign (sample) and Associated Method Click for more options s document – Word Document (17.8 KB)

·  How to Record a Voiceover to PPT Click for more options – Word Document (74 KB)

The group presentation is 50 points. Presentations will be submitted to two locations by Sunday of the third week 1/27, 11:59 pm PST for full credit:

1) To the review of group presentations discussion board located in week 4

2)To the group presentation assignment link

Click on the “Week Three Assignment – Group Presentation” link above to submit your assignment, as well as to get more information regarding the due date and grading rubric.

Video Review of the Group Presentation Assignment:

https://cfvod.kaltura.com/p/1700302/sp/170030200/thumbnail/entry_id/1_qudwomci/version/100011

Watch Media

  

Campaign Presentation Review Video   One (09:28)

https://cfvod.kaltura.com/p/1700302/sp/170030200/thumbnail/entry_id/1_4jpaa3gc/version/100011

Watch Media

  

Campaign Presentation Review Video   2 (09:39)

Thanks,


Group Presentation Self and Peer Assessment:

Group projects often create stress for students, and sometimes the work is unequally shared. For the group presentation assignment, member contributions will be evaluated as part of the learning experience. Each team member will evaluate their own, and each other’s level of contribution to the group presentation by completing the assessment. The score received from this evaluation will be used toward each student’s overall course grade (see grading summary). Each group member rating, the self-rating, and the team feedback will be reviewed.

These ratings will be summed and averaged to produce an overall score. For example: Self-rating: 24/24; colleague #1 rated you 20/24; colleague #2 rated you 19/24; colleague #3 rated you 23/24; colleague #4 rated you 22/24. Sum (24+20+19+23+22) = 108/4 = 21.6 (average). Your assessment score is 21.6/24. This score will then be divided by 24. 21.6/24 = .90 or 90%. Therefore, this group member will receive 90% for the group grade assessment. This method will be applied for each group member. 

Additionally, the scoring form includes how well each member: Attends group meetings regularly and arrives on time; contributes meaningfully to group discussions; completes group assignments on time; prepares work in a quality manner; demonstrates a cooperative and supportive attitude; contributes significantly to the success of the project.

Comments are also required: Feedback on team dynamics; effectiveness, helpful or problematic coalition member behaviors, and learnings from the process for your personal future group member behavior.

View the assessment form in BB week 3.

*Timely submission by the due date is critical to fairly grading the group project. Each student’s input is valued and confidential. *

The assessment is 24 points. Assessments are due the third week, Sunday, 11:59 pm PST for full credit.

National Influenza Week

Introduction

Health promotion methods

Health communication interventions

Influence attitudes, perceptions, awareness, knowledge and social norms

Strategic health communication

Effective at influencing behavior

Social psychology, health education, mass communication, marketing to develop and deliver influential health promotion and prevention messages

Flu Vaccine

Immunization programs encouraged to use strategies to increase coverage

National Influenza Week (NIVW)

Centers for Disease Control and Prevention (2016)

Established in 2005 to highlight the importance of continuing the flu vaccine through the holidays

December 4-10 2016

Goal : to communicate the importance of flu vaccination for people who are at high risk for developing
flu-related complications.

December for NIVW to remind people that even though the holiday season has arrived, it is not too late to get your flu vaccine.

Vaccine manufacturers have projected that as many as 157 million – 168 million doses of injectable flu vaccine

Individual Level

Working With the Media

Matte Article

Matte articles (also known as mat/matte releases or formatted releases) are formatted, ready-to-print articles that are free to use in any publication (cdc, 2016)

Audience – General Public

Flu symptoms, CDC recommendations, the type of vaccination recommended, understanding how it’s spread, information.

2015 – 2016 Flu Season / 2016 – 2017 Flu Season

Available in English and Spanish (2015-2016)

Group Level

Health Communications

Pregnant Women

Recommendations by the Centers for Disease Control and Prevention

Provides information on why pregnant women need the flu shot

Symptoms

Information to obtain more information

Only available in English

Organizational Level

Building and Sustaining Coalitions

Advisory Committee on Immunization Practices (ACIP)

ACIP provides annual recommendations for the prevention and control of influenza

meets by teleconference once to twice per month throughout the year

Discussions include topics such as influenza surveillance, vaccine effectiveness and safety, vaccine coverage, program feasibility, cost-effectiveness, and vaccine supply.

ACIP recommendations rega

Group Presentations – Campaigns

Within the text there are examples of health promotion methods utilized at specific population levels. See below:

INDIVIDUAL LEVEL

Health Communication (Ch 4)

Presentations (Chs 7 and 8)

Print Materials (Ch 9)

Working with the Media (Ch 10)

GROUP LEVEL

Health Communication (Ch 4)

Presentations (Chs 7 and 8)

Support Groups (Ch 6)

Print Materials (Ch 9)

 

ORGANIZATIONAL LEVEL

Health Communication (Ch 4)

Social Marketing (Ch 5)

Print Materials (Ch 9)

Working with the Media (Ch 10)

Facilitating Groups (Ch 11)

Building and Sustaining Coalitions (Ch 12)

 

COMMUNITY LEVEL

Health Communication (Ch 4)

Social Marketing (Ch 5)

Print Materials (Ch 9)

Working with the Media (Ch 10)

Facilitating Groups (Ch 11)

Building and Sustaining Coalitions (Ch 12)

Using Advocacy to Affect Policy (Ch 13)

Using Media Advocacy to Influence Policy  (Ch 14)

SOCIETY LEVEL

Health Communication (Ch 4)

Social Marketing (Ch 5)

Working with the Media (Ch 10)

Also, review p.91 in the test for information on channels/associated methods.

Let’s review the Influenza Week Campaign: https://www.cdc.gov/flu/resource-center/nivw/index.htm (Students may not choose this campaign as an option for the presenation)

Key messages: https://www.cdc.gov/flu/resource-center/nivw/nivw-key-points.htm

Evaluative stats https://www.izsummitpartners.org/content/uploads/2016/05/16c-1-Daigle-CDC-Flu-Communications-Campaign-2016-2017-Planning.pdf slides 4&5

Individual – Flyer. It’s Not Too Late – p.210 Why for individuals? Easy to carry, review etc…

Group – Poster (Seniors) – p.211 Why for groups? Easy to display to specific portions of the population or those from specific demographics. Images help associate. Also, check out materials/methods for groups more susceptible to flu. Blog-A-thon as well.

Organizational: Newsletters – p.211 & 239 Why for organizational use? Can use within organizational channels and/or personalize to the organization. Also, check out the materials/methods for businesses/employers. Blog-A-Thon also.

Community: Social Media – Technology p.91 is a method to reach specific community audiences (e.g. Facebook, Twit

Group Presentation

Students will be randomly assigned to groups of three. Students will work together in their groups to collaborate and create a PowerPoint presentation with a voiceover narrative. Instructions for recording voiceover narrative are located in BB Week 3.

The group presentation is 50 points. Presentations will be submitted to two locations by Sunday of the third week, 11:59 pm PST for full credit:

1) To the review of group presentations discussion board

2)To the group presentation assignment link

A group blog platform will be provided within BB to work on the presentation collaboratively.  The group blog platform can be accessed in BB Week 3. Additional research beyond the website will be needed to develop a complete presentation.
Students need to email the instructor with the selected CDC campaign by Sunday of the first week.

Each group will use the CDC Gateway to Health Communication & Social Marketing Practice (http://www.cdc.gov/healthcommunication/campaigns/index.html) website to identify a unique (e.g. no groups will present on the same program or campaign) CDC campaign and then develop a group presentation that categorizes the health promotion methods used/directed/created for individual, group, organizational, community, and societal audience levels.

For this presentation, students will Identify each of the five levels of health promotion methods that the campaign used/directed/created for individual, group, organizational, community, and societal audiences.  For example, a public service announcement is a method used to reach a specific community audience by a local agency or in a larger context to influence societal audiences. Use your text as a reference for specific methods as well as the extensive list of chapters containing methods associated with each of the required audiences. A list of chapters associated with methods specific to audience levels as well as a review of a CDC health communication campaign and applied methods is accessible in BB Week 3.

Students will:

· Describe the campaign. When did the campaign run or begin running? What are some key messages the campaign communicates? Provide and describe at least two evaluative statistics (e.g. demonstrating success rates) relative to the health outcomes in connection with the campaign.

· Provide one health promotion method example for each audience type (Individual, group, etc..). Remember, some of the same methods can be used

Group Presentation PPT – Grading Rubric

(CLO 1, 2, 5, 7; PLO 1, 5, 7)

 

Levels of Achievement

Criteria

Excellent

Very Good

Good

Fair

Poor

Failing

Campaign Description

Weight 5.00%

100.00 %

The campaign is clearly and accurately described. When the campaign ran or began running is provided clearly. The key messages the campaign communicates are described and explained. At least two evaluative statistics relative to the health outcomes in connection with the campaign are correctly provided and described and explained.

90.00 %

The campaign is clearly and accurately described. When the campaign ran or began running is provided clearly. The key messages the campaign communicates are described and explained. At least two evaluative statistics relative to the health outcomes in connection with the campaign are correctly provided, described and explained.

80.00 %

The campaign is accurately described. When the campaign ran or began running is provided. The key messages the campaign communicates are described, but some additional explanation is needed. At least two evaluative statistics relative to the health outcomes in connection with the campaign are provided, but some additional details are needed.

70.00 %

The campaign is described. When the campaign ran or began running is not clearly provided. Description of the key messages the campaign communicates need improvement. One evaluative statistic relative to the health outcomes in connection with the campaign are provided, but some additional details are needed.

60.00 %

The campaign is described. When the campaign ran or began running is not clearly provided. Description of the key messages the campaign communicates need improvement. Less than one evaluative statistic relative to the health outcomes in connection with the campaign are provided, but some additional details are needed.

0.00 %

Missing

Individual Level 

Weight 15.00%

100.00 %

A unique program or campaign identified from CDC Gateway to Health Communication & Social Marketing Practice and the health promotion method for the individual audience level was clearly and accurately described. What the method consisted of (fact sheet; s

Get Smart Know When Antibiotics Work

Alex Bough and Samaneh Moradiadib

Introduction

Health Communication influences:

Health knowledge, attitudes, awareness, norms, and values

Health communication influences behavior from:

Social psychology, health education, mass communication, and marketing

To be the most effective a wide range of message strategies and communication channels must be used

Get Smart, Know When Antibiotics Work

Aims to help fight antibiotic resistant resistance and improve antibiotic usage

Get Smart! Know When Antibiotics Work

At least 47 million antibiotic prescriptions each year are unnecessary causing side effects and increasing patient’s chances at becoming antibiotic resistant

Each year in the United States at least 2 million people get infected with antibiotic-resistant bacteria – at least 23,000 people die as a result

Antibiotic resistance means the bacteria that is treated by the antibiotic mutates to become resistant to the antibiotic this causes this bacteria to rapidly multiply which increases transmittal rate and decreases the ability to treat the infection

Individual Level

Print Materials

Brochures, fact sheets, posters – also available in different languages

Video and Podcasts

Videos are located on YouTube and the Podcast is also available in Spanish

Social Media

Prewritten messages that can be copied and pasted on social media channels

Group Level

For Healthcare Professionals

Symptom relief guide that healthcare professionals can print and provide to their patients to alleviate symptoms without prescribing antibiotics

Group Level cont’d

Healthcare Professionals

Watchful Waiting

A guide a healthcare professional can print and complete, directing a patient to wait for X amount of days to see if their symptoms subside before taking the antibiotics

*If you feel better there is no need to take the antibiotics!*

References

Centers for Disease Control and Prevention (2018). Antibiotic Prescribing and Use. Retrieved from https://www.cdc.gov/antibiotic-use/index.html

Centers for Disease Control and Prevention (2017). Antibiotic Prescribing and Use in Doctor’s Offices. Retrieved from https://www.cdc.gov/antibiotic-use/community/index.html

Centers for Disease Control and Prevention (2016). Materials and References. Retrieved from https://www.cdc.gov/antibiotic-use/community/materials-references/index.html

Centers for Dis

Health Communication*

Health Promotion Strategies & Tactics (COH430)

National University

* Bensley, R.J., & Brookins-Fisher, J. (2009). Community health education methods. Third edition. Boston: Jones and Bartlett Publishers, Inc.

*

Chapter 4 Learning Objectives

1. Identify and explain the five phases in the Strategic Health Communication Campaign Model.

2. Discuss practical application of the model.

3. Determine strategies to overcome challenges and effective health communication.

4. Recognize common strategies for health communication.

Information Source: ©2008 Jones and Bartlett Publishers, LLC (www.jbpub.com)

*

Marketing and Health Communication

  • Special niche for marketing in health education
  • What is “marketing”
  • Formulated program based on consumer research
  • Involves analysis, planning, implementation and control
  • Goal: achieve organizational goals and objectives through voluntary exchange of values with target population

*

Social Marketing

  • Based on marketing
  • Is “the process for influencing human behavior on a larger scale, using marketing principles for the purpose of societal benefit rather than commercial profit” (Smith, 2000, p.11).
  • For messages to take hold programmatic elements must be added – these elements add up to social marketing

*

Health Communication Defined

  • To implement, we need to examine:
  • How health issues are viewed by target population
  • What message strategies (campaigns) are most significant to target population
  • How the target population will access health information

*

Healthy People 2010 defines health communication as:

“… the art and technique of informing influencing, and motivating individual, institutional, and public audiences about important health issues” (U.S. Department of Health and Human Services, Chapter 11).

*

  • Influences
  • Health knowledge
  • Attitudes
  • Awareness
  • Norms
  • Values
  • Success begins with the consumer

Health Communication

Information Source: ©2008 Jones and Bartlett Publishers, LLC (www.jbpub.com)

*

*

*

  • Influences behavior by drawing from
  • Social psychology
  • Health education (behavioral theories)
  • Mass communicati

    Social Marketing*

    Health Promotion Strategies & Tactics (COH430)

    National University

    * Bensley, R.J., & Brookins-Fisher, J. (2009). Community health education methods. Third edition. Boston: Jones and Bartlett Publishers, Inc.

    *

    Chapter 5 Learning Objectives

    1. Learn the differences between marketing and social marketing.

    2. Understand the social marketing process.

    3. Learn tips and techniques to overcome social marketing concerns.

    Information Source: ©2008 Jones and Bartlett Publishers, LLC (www.jbpub.com)

    *

    *

    • Marketing
    • Analysis, planning, implementation, and control of carefully formulated programs
    • Based on consumer research
    • Designed to bring about voluntary exchanges of values
    • Purpose of achieving organizations’ goals and objectives
    • Special niche for marketing in health education

    Social Marketing – Introduction

    Information Source: ©2008 Jones and Bartlett Publishers, LLC (www.jbpub.com)

    *

    *

    Marketing and Health Communication

    • What is “marketing”
    • Formulated program based on consumer research
    • Involves analysis, planning, implementation and control
    • Goal: achieve organizational goals and objectives through voluntary exchange of values with target population

    *

    Social Marketing – Defined

    • Based on marketing
    • Is “the process for influencing human behavior on a larger scale, using marketing principles for the purpose of societal benefit rather than commercial profit” (Smith, 2000, p.11).
    • For messages to take hold programmatic elements must be added – these elements add up to social marketing

    *

    Social Marketing is not Health Communication

    • Health Communication is:
    • “…crafting and delivery of messages and strategies based on consumer research to promote the health of individuals and communities” (Bensley & Brookins-Fisher, p.105).

    *

    Social Marketing and Public Health

    • Used successfully to:
    • increase health care and health education program use
    • Improve client satisfaction
    • Achieve social and health behavior change
    • Effective in:
    • Increasing contraceptive use
    • Reducing blood pressure
    • Increasing consumption of fruits and vegetables

    *

    *

    • Marketing plan
    • Developing and Selecting
      Print Materials*

      Health Promotion Strategies & Tactics (COH430)

      National University

      * Bensley, R.J., & Brookins-Fisher, J. (2009). Community health education methods. Third edition. Boston: Jones and Bartlett Publishers, Inc.

      *

      *

      Chapter 9 Learning Objectives

      1. Recognize diversity of print materials and purposes of each type.

      2. Identify steps for developing print materials.

      3. Summarize tips and techniques for developing print materials.

      4. Identify challenges in developing print materials.

      Information Source: ©2008 Jones and Bartlett Publishers, LLC (www.jbpub.com)

      *

      *

      • If developed properly
      • Can be effective in providing information
      • Motivating behavior change
      • Directing audience members to needed services

      Print Materials

      Information Source: ©2008 Jones and Bartlett Publishers, LLC (www.jbpub.com)

      *

      *

      *

      • The development process
      • Takes time
      • Requires attention to many details
      • Content
      • Font
      • Layout
      • Readability
      • Cultural appropriateness

      Print Materials

      Information Source: ©2008 Jones and Bartlett Publishers, LLC (www.jbpub.com)

      *

      *

      *

      • Play a vital role in health education
      • Encompass a broad spectrum of media
      • Provide tangible messages
      • Reinforce oral communication
      • Stand alone to convey information

      Print Materials

      Information Source: ©2008 Jones and Bartlett Publishers, LLC (www.jbpub.com)

      *

      *

      *

      *

      Traditional

      • Pamphlets/brochures
      • Flyers
      • Posters
      • Newsletters

      Non-Traditional

      • Billboards
      • Calendars
      • Bookmarks
      • Restaurant place mats
      • Stickers
      • Grocery bag stuffers

      Types of Printed Materials

      Print Materials

      Information Source: ©2008 Jones and Bartlett Publishers, LLC (www.jbpub.com)

      *

      *

      Pamphlets

      • Most basic and common method
      • Easily distributed and tailored to meet audience needs
      • Reach indiv

        Working with the Media*

        Health Promotion Strategies & Tactics (COH430)

        National University

        * Bensley, R.J., & Brookins-Fisher, J. (2009). Community health education methods. Third edition. Boston: Jones and Bartlett Publishers, Inc.

        *

        *

        Chapter 10 Learning Objectives

        1. Explain steps for utilizing media avenues.

        2. Discuss tips and techniques for effectively working with media.

        3. Summarize strategies to overcome challenges in working with the media.

        Information Source: ©2008 Jones and Bartlett Publishers, LLC (www.jbpub.com)

        *

        *

        Media can be a powerful alley for

        furthering a cause

        • Health educators work with the media
        • Create allies to further a cause
        • Encourage individuals to take action
        • Educate the public
        • Important health issues
        • Pu