1. Research and discuss the economic problems U.S. cities have faced which have had a direct impact on the fire service.

2.  Research three (3) fire departments that have faced serious economic  problems and then discuss the solutions that were implemented by that  department to counter the effects of the economic downturn.
3. Discuss whether the solutions have been a success or failure.

Do not use first-person such as “I believe”.  Just provide facts and back those facts up with your sources.

 United Airlines offers compensation for flight delays, cancellations, and denied boarding. To claim compensation, visit united.com and navigate to the “Help Center.” Review the eligibility criteria for compensation under the “Travel Disruptions” section. Submit a claim via the online form, providing flight details and a description of the issue. For further assistance, contact customer service. Compensation may include meal vouchers, hotel accommodations, or monetary compensation for significant delays or involuntary denied boarding. For baggage issues, report immediately at the airport and keep receipts for any necessary purchases due to delayed baggage.

 https://www.reservationsale.com/blog/united-airlines-compensation-policy

Course: Masters of Public Health

Unit: community and safety education

Assessment 3 Safety and Education Activity

Task ##[Pls make slides and speakers notes for each slides]

Education is a basic element of social change. A community strengths-based approach to safety education places you as a facilitator to help others broaden their understanding of their own lives. By understanding their own lives, people may then be able to strategise changes in response to emergency and disaster situations. The problem-posing educational approach introduced in this unit is a contemporary and useful way to collaborate in the education process with community members and is particularly relevant to safety education. Additionally, the problem-posing educational approach provides an educational opportunity to develop a discussion starter and strategise actions in response to your chosen safety issue for the selected community. Given this, in Assessment 3 you will focus on the application of this problem-posing educational approach to formulate a safety and education activity, through collaboration with another person, that is relevant to your selected safety issue and suits the safety and education needs of the chosen community. For Assessment 3, you will need to use peer-reviewed literature to critically analyse the safety issue. The problem-posing educational approach and the use of relevant peer-reviewed literature should be used to critically analyse the safety and community needs of your chosen community. 

Assessment 3 is a recorded PechaKucha presentation with annotated speaker notes documenting your problem-posing educational approach. A PechaKucha is a recorded PowerPoint presentation of 20 slides with 20 seconds allocated to each slide. There are three main parts to this presentation: naming, dialogue and reflection, and strategy. To reflect a community strengths-based approach, you will be collaborating with a classmate, a work colleague or a member of the identified community you had nominated in Activity 3.1 Forum to complete the activities of the problem-posing educational approach.

When designing this presentation, the following questions must be answered:

 
NAMING

1. What does the literature say about your chosen safety issue and the selected community’s safety and education?
##[Chosen safety issue: Pedestrian safety in Melbourne CBD] ##[selected community: Immigrants and International students]

 
DIALOGUE AND REFLECTION

2. What is your discussion starter for the safety issue?

3. What were the results of the problem-posing discussion with your collaborator? What insights did you gain through this process regarding the safety and education needs of your chosen community? (Referring back to Module 4, discussion questions include: What do you see is happening here from your own viewpoint? Why do you think is happening?)

 
STRATEGY

4. What feasible strategies were discussed for the chosen community based on their safety and education needs regarding the safety issue?

5. What aspect(s) of this problem-posing process will you develop into a safety education activity to meet the community’s safety and education needs regarding the safety issue?

6. How is this problem-posing approach useful for safety and community-based learning? (Using the literature, you must provide a rationale for or refutation of this approach)

Note that there are six points that need to be covered in the PechaKucha presentation (1 slide per question specified above). It is up to you to decide how you will allocate the remaining 14 slides (for a total of 20 slides). You will need to include your annotated speech directly into the speaker notes section of the PowerPoint presentation.

  Week 7 Assignment: Final Report Video Presentation

Introduction

For this assignment, you will create a final report on your data analysis project in the form of a PowerPoint document and a 3-minute video in which you present the information in your PowerPoint. See What You Need to Know for Week 7 for resources that will help you with both PowerPoint and creating your video presentation. The goal is to be succinct, substantive, and to convey the problem statement, factors which cause the problem, key findings from the literature, graphics for each factor, data analysis, and evidence-based recommendations.

Instructions

1. Use the Data Analysis Project Report Presentation Template to create your PowerPoint presentation.
2. In your PowerPoint presentation include the following:
   • A statement of the problem addressed by your data analysis.
   • The factors that cause the problem and the units of measurement used to measure each.
   • A summary of key findings about the problem in the literature.
   • A presentation of the data.
   • An analysis of the data.
   • Evidence-based recommendations for team implementation.
   • Conclusion, including how you would communicate implementation priorities to a diverse set of stakeholders.
   • References.
3. Record a 3–5 minute presentation in Kaltura with the webcam on and the slide concurrently visible. See Using KalturaLinks to an external site. for help.
   • Use short, bullet point phrases with citations (or numbers for a footnoted reference list) on each slide.
4. Select the PowerPoint Outline view, copy the text in this outline view, and paste it into a Word document.
5. Submit the Word document to Turnitin as a draft.
   • Review the Turnitin report, make any needed changes, and resubmit the revised Word document to Turnitin before submitting the content for grading.

Submission Requirements

Submit the following documents in the Assignment area:

• Your PowerPoint document.
• Your 3–5 minute Kaltura video presentation with video and slide windows visible.
• A copy of the exact Word document that was submitted to TurnItIn.
• If you are completing a Track 1 project (a project in your own workplace), you must also present your data analysis final report in your workplace and submit a Workplace Presentation Summary that includes the following:
  • Titles of attendees at the meeting where you presented your final data analysis.
  • Date and time of your presentation.
  • Whether the meeting was on-site or remote.
  • A bullet point list of feedback you received.

Additional Requirements

• PowerPoint Format: Use the Data Analysis Project Report Presentation Template.
  • Use the speaker’s notes section of each slide to develop your talking points, but make sure all citations on the slide are visible to viewers.
• Video Format: Display both PowerPoint slides and a webcam video of you presenting the information contained in the slides. Your video must be a continuously narrated presentation, which does not require the viewer to manually advance each slide.
• Video Length: A maximum of 3–5 minutes.
• Content: Make your presentation concise and succinct. Do not include distracting or non-value-added elements.
• APA Formatting: Format any in-text citations and references according to current APA style and formatting. Evidence and APALinks to an external site. can help with this.

Competencies Measured

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

• Competency 1: Execution: Translate strategy to develop and maintain optimal organizational performance in health care settings.
  • Present the data used in a data analysis project and analyze the results of the project.
  • Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
• Competency 2: People: Create an organizational climate that values and supports employees and colleagues in health care settings.
  • State the conclusions from a data analysis project, including how to communicate implementation priorities to a diverse set of stakeholders.
• Competency 3: Transformation: Facilitate a change process that effectively involves patients, communities, and professionals in the improvement and delivery of health care and wellness.
  • Summarize key findings from authoritative literature that provide external perspectives about a problem.
• Competency 4: Change Leadership: Apply evidence-based change leadership practices in complex, dynamic healthcare environments.
  • Create a PowerPoint presentation and record a 3–5 minute video with webcam and PowerPoint slide content conveying the final report of a data analysis project.
• Competency 5: Team Development: Develop high-performing teams by inspiring individual excellence and leading talent development in healthcare organizations.
  • Present evidence-based recommendations for team implementation based on a data analysis project.

View Rubric
 

References

Baykal, S., Karakurt, M. N., Çakır, M., & Karabekiroğlu, K. (2018). An Examination of the Relations Between Symptom Distributions in Children Diagnosed with Autism and Caregiver Burden, Anxiety and Depression Levels.
Child and Adolescent Psychiatry and Mental Health, 12(1), 1-10.

https://doi.org/10.1186/s13034-018-0253-5

Grey, I. M., Honan, R., McClean, B., & Daly, M. (2005). Evaluating the effectiveness of teacher training in Applied Behaviour Analysis. 
Journal of Intellectual Disabilities, 
9(3), 209-227.

https://doi.org/10.1177/1744629505056695

Parker, M. L., & Molteni, J. (2017). Structural family therapy and autism spectrum disorder: Bridging the disciplinary divide. 
The American Journal of Family Therapy, 
45(3), 135-148. https://doi.org/10.1080/01926187.2017.1303653

Singh, N. N., Lancioni, G. E., Medvedev, O. N., Hwang, Y.-S., & Myers, R. E. (2020). A Component Analysis of the Mindfulness-Based Positive Behavior Support (MBPBS) Program for Mindful Parenting by Mothers of Children with Autism Spectrum Disorder.
Journal of Developmental and Physical Disabilities, 32(4), 523-545.

https://doi.org/10.1007/s10882-020-09753-0

Suarez-Balcazar, Y., Balcazar, F., Garcia Torres, M., Garcia, C., & Arias, D. L. (2022). Goal Setting with Latinx Families of Children with Intellectual and Developmental Disabilities: Case Studies.
Behavior Analysis in Practice, 15(2), 546-561. https://doi.org/10.1007/s40617-021-00607-x

Summers, J. A., Houlding, C. M., & Reitzel, J. A. M. (2004). Behavior Management Services for Children with Autism/PDD: Program Description and Patterns of Referral.
Journal of Developmental and Physical Disabilities,19(2), 95-101.

https://doi.org/10.1177/10883576040190020401