Community Teaching Workplan Proposal

From the researches, it is common wisdom that uninsured adults reported overall health, compared to the individuals who were enrolled in medical insurance facilities like the Medicaid. They are less likely to report multiple health conditions. However, the reason behind the number of uninsured individuals reporting less issues of hypertension is the fact that most of these issues go unnoticed. These conditions were more likely undiagnosed and uncontrolled. The research found out that about 80% of the uninsured adults had an uncontrolled condition, compared to the 63.4% of the insured adults. This shows that technically, uninsured adults had more issues with hypertension, only that they were not diagnosed and their conditions are not

Cooper L.A., & Roter D.L., & Carson K.A., & Bone L.R., & Larson S.M., & Miller E.R. III, & Levine D.M. (2011). A randomized trial to improve patient-centered care and hypertension control in underserved primary care patients. Journal of General Internal Medicine, 26, 1297 â[euro]" 1304. 10.1007/s11606-011-1794-6

Based on the improvement strategies and work on the CCC that you have completed up to this point, put together a numbered list of at least six presentation topics you might have an interest in researching and developing for the Week 6 assignment. Rank the topics with your strongest choice at the top of the list and the others in descending order.

Describe the central focus and purpose of the content you will teach in the learning segment.

Determining college readiness is an essential part in determining who will qualify as a good candidate for admission into a college or a university. The last thing that colleges want is for students to qualify for admission and drop out, this affects drop out rate and graduation rate. According Robin Chait and Andrea Venezia (2009),

The following is the outline of the Plan that the student is advised to follow as closely as possible. Each topic will address one or few specific competencies or learning outcomes. Each competency will be graded and assessed using the attached rubric.

Tu, K., Chen, Z., Lipscombe, L. L., & for the Canadian Hypertension Education Program Outcomes,Research Taskforce. (2008). Prevalence and incidence of hypertension from 1995 to 2005: A population-based study. CMAJ : Canadian Medical Association Journal, 178(11), 1429-1435.

The event will have a heavy focus on students with direct links to the curriculum. It is recommended for students from grade 5 upwards and there is a range of downloadable content and teaching materials.

High blood pressure increases your risk for heart disease and stroke, two leading causes of death for both Florida and the United States (Centers for disease control, 2017). High blood pressure, also called hypertension, is known as the “silent killer” because it often has no warning signs or symptoms, and many people do not know they have it. Hypertension damages blood vessels in the organs, reducing their ability to work properly (National institute of diabetes and digestive and kidney diseases, 2016). About 1 of 3 U.S. adults—or about 75 million people—have high blood pressure. Only 54% of these people have their high blood pressure under control (Centers for disease control, 2017). Hypertension education, which focuses on controlling the disease with medication, diet, and losing weight, is important in preventing or delaying the progression of serious complications. Most people diagnosed with hypertensive disease will need to see a medical professional who will recommend lifestyle changes to help you control and prevent high blood pressure (Ignatavicius & Workman, 2006, p. 1742).

Directions: Develop an educational series proposal for your community using one of the following four topics:

In “Working With Your Advisory Council to Improve Your CTE Program,” select at least 3 key ideas which might be useful to you in establishing an effective CTE advisory committee. Post 4 to 5 paragraphs with your response.

Directions: Develop an educational series proposal for your community using one of the following four topics:

There is no uniformed look when trying to pick out an American in a group of people. America is a diverse place with diverse people and the English language is our universal connector. So why is it that when people who don’t “look American” speak English no one cares to listen? Being in the Korean Culture Club (KCC) and the Future Teacher Learning Community (FTLC) has showed me that no matter what appearance we may show our true communication is in how we speak through education, participation, expression, and performance.

In today’s time it gets easy to forget about the outside world. We live such a busy life that we usually forget about how many people there are that need our help. It gets so easy for us to not even think about it since it is not happening to us. This is something that to me hits close to home. Growing up in India I was born in extreme poverty. While living in poverty we did not receive much help from others and my family and I were on our own. After coming to America I realized how important it is to give back to the community. After coming to University of Wisconsin- Parkside I learned about the Community Based Learning Certificate. This certificate is super helpful and important for everyone to get because it helps motivate you to give back to the community, it helps gain new knowledge in a completely new learning environment, and helps you become a more happier person with a fulfilled heart.

Approximately one in every three adult’s ages 20 years old and older are diagnosed with high blood pressure or hypertension. Hypertension affects 78 million people in the United States and is equally prevalent in both men and woman (Crabtree et al., 2013). Hypertension is a major risk factor for cardiovascular disease (Hajjar & Kotchen, 2003). It can lead to stroke, myocardial infarction, renal failure, heart failure, neurological issues, and death if not detected early and not treated properly (James, Oparil, Carter, & et al., 2014). Approximately 9.4 million deaths in 2010 were attributed to high blood pressure (Angell, De Cock, & Frieden, 2015). About 54% of strokes, 47% of coronary heart disease, and 25 % of other cardiovascular diseases are attributed to high blood pressure (Arima, Barzi, & Chalmers, 2011).