The teaching plan proposal

 

The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues
Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.
You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher:

Estimated Time Teaching Will Last: Location of Teaching:

Supplies, Material, Equipment Needed: Estimated Cost:

Community and Target Aggregate:

Sample Solution

The subsequent area starts translating jus in bello or what activities might we at any point arrange as passable in wars (Begby et al (2006b), Page 323). To start with, it is never to kill blameless individuals in wars, upheld by Vittola’s most memorable recommendation deliberately. This is generally acknowledged as ‘all individuals have a right not to be killed’ and assuming that a fighter does, they have disregarded that right and lost their right. This is additionally upheld by “non-soldier resistance” (Frowe (2011), Page 151), which prompts the topic of warrior capability referenced later in the article. This is supported by the bombarding of Nagasaki and Hiroshima, finishing WWII, where millions were eagerly killed, just to get the point of war. Nonetheless, some of the time regular people are unintentionally killed through battles to accomplish their objective of harmony and security. This is upheld by Vittola, who infers proportionality again to legitimize activity: ‘care should be taken where evil doesn’t offset the potential advantages (Begby et al (2006b), Page 325).’ This is additionally upheld by Frowe who makes sense of it is legitimate to inadvertently kill, at whatever point the warrior has full information on his activities and tries to finish his point, however it would include some major disadvantages. Nonetheless, this doesn’t conceal the reality the accidental actually killed blameless individuals, showing impropriety in their activities. In this manner, it relies again upon proportionality as Thomson contends (Frowe (2011), Page 141). This prompts question of what meets all requirements to be a warrior, and whether it is legitimate to kill each other as soldiers. Soldiers are individuals who are involved straightforwardly or in a roundabout way with the conflict and it is legitimate to kill ‘to protect the blameless from hurt… rebuff scalawags (Begby et al (2006b), Page 290).However, as referenced above regular citizen can’t be hurt, showing warriors as the main genuine focuses on, one more state of jus in bello, as ‘we may not utilize the blade against the people who have not hurt us (Begby et al (2006b), Page 314).’ likewise, Frowe proposed warriors should be distinguished as warriors, to keep away from the presence of hit and run combat which can wind up in a higher demise count, for instance, the Vietnam War. Additionally, he contended they should be essential for the military, remain battle ready and apply to the principles of jus in bello. (Frowe (2011), Page 101-3). This proposes Frowe looks for a fair, simply battle between two members staying away from non-warrior passings, however couldn’t this prompt higher demise rate for soldiers, as the two sides have moderately equivalent opportunity to win since both utilize comparable strategies? By the by, seemingly Frowe will contend that warrior can legitimately kill one another, showing this is simply, which is likewise upheld by Vittola, who states: ‘it is legal to draw the blade and use it against criminals (Begby et al (2006b), Page 309).’ what’s more, Vittola communicates the degree of military strategies utilized, yet never arrives at a resolution regardless of whether it’s legitimate to continue these activities, as he continually tracked down a center ground, where it very well may be legitimate to do things like this however never consistently (Begby et al (2006b), Page 326-31). This is upheld by Frowe, who estimates the authentic strategies as per proportionality and military need. It relies upon the extent of how much harm done to each other, to pass judgment on the activities after a conflict. For instance, one can’t just nuke the fear monger bunches all through the center east, since it isn’t just corresponding, it will harm the entire populace, a potentially negative result. All the more significantly, the sold

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