The essence of leadership top three insights ESSAY

The essence of leadership top three insights

The qualities of leaders and leadership have been explored in books, speaker series, videos, and other venues. Throughout the second half of the class, you will be exposed to the concepts of leadership and the experiences of individual professionals and programs as they take leadership roles in addressing the health of individuals and communities. This assignment asks you to reflect on the lessons and experiences that are discussed in the readings, videos, recorded interviews, and the special guests, and to identify your top three insights into leadership and how those insights can be applied in Public Health practice.
Leadership Modules and Materials for Synthesis
Modules 3 & 4 will provide the material to use in your synthesis for this assignment, including:
Readings from the professional literature – Both modules include readings about programmatic efforts in Public Health, commentaries on language use and other considerations for professionals, and the role of public health practitioners in responding to health needs in the U.S.
The COVID-19 Viewbook will present the efforts of individual alumni from the Public Health programs at SJSU in response to the COVID-19 pandemic.
Videos on leadership.
Interviews with select authors from articles in Health Promotion Practice in which they are asked about their topics, as well as their personal and professional identities.
Guest speakers – we will be joined by guest speakers, either in person or by video during the semester. They will talk about their experiences as public health professionals in general as well as during times of emergency response and disaster preparedness.
From these experiences and assigned readings/viewings you will write a 3-4 page paper that identifies and describes your three key takeaways and insights into leadership for Public Health professionals and those entering into the profession, along with methods to incorporate your takeaways into your professional practice. This will require careful consideration of the materials and guest visits to both organize your takeaways, assist in your synthesis of the information, and in writing the paper with citations/references to the specific materials. Submissions may be in either a traditional format or in a memo-style format. Regardless of the style, the submission must adhere to APA format and style requirements as outlined in the syllabus.
You must include at least five references from classroom materials; no more than two videos from the video playlist may be used unless the submission has a minimum of 5 other material types.
******Choose 4 from this list:
1) Azar, C. F., & Ruiz, Y. (2003). “We Are All Public Health”: September 11 and its Aftermath Through the Eyes of Public Health Educators at Ground Zero. Health Promotion Practice, 4(4), 362–366. https://doi.org/10.1177/1524839903255771 (Links to an external site.)
(Links to an external site.)This article describes the experience of two SJSU MPH graduates and their experience working in the 9/11 response, just out of school.
2) Taylor, L., Miro S., Bookbinder, S., & Slater, T. (2008). Innovative infrastructure in New Jersey: Using health education professionals to inform and educate during a crisis. Health Promotion Practice, 9(4), 88-95. https://doi-org.libaccess.sjlibrary.org/10.1177/1524839908321944
3) Article and Conversation (to be read after the article)
Roe, K. M. (2020). Our Lane in the COVID-19 Pandemic. Health Promotion Practice, 21(4), 481–483. https://doi.org/10.1177/1524839920928603 (Links to an external site.) (Links to an external site.)“There is a place for us in the COVID-19 response but to do our part, we must be thoughtful, true, and ready.” The HPP Editor-in-Chief writes about the many ways in which health promotion professionals responded in the early days of the pandemic. She writes about the impact of the 1918 pandemic on her own family’s experience and compares the early days of COVID to the early days of HIV/AIDS. “We don’t know how or when this will end. But we know the power of our lane.”
Conversation with the Author: HPP Bookshelf – Roe.pdf Download HPP Bookshelf – Roe.pdf
4) Schulz, A. J., Mehdipanah, R., Chatters, L. M., Reyes, A. G., Neblett, E. W., & Israel, B. A. (2020). Moving health education and behavior upstream: Lessons from COVID-19 for addressing structural drivers of health inequities. Health Education & Behavior, 47(4), 519–524. https://doi.org/10.1177/1090198120929985 (Links to an external site.)
(Links to an external site.)
5) Quinn, S. (2008). Crisis and emergency risk communication in a pandemic: A model for building capacity and resilience of minority communities. Health Promotion Practice, 9(4), 18-25. https://doi-org.libaccess.sjlibrary.org/10.10.1177/1524839908324022 (Links to an external site.)
6) Smith, A., Thomas, E., Snoswell, C., Haydon, H., & Mehrotra, A. (2020). Telehealth for global emergencies: Implications for corona virus disease (COVID-19). Journal of Telemedicine and Telecare, 2(5), 309-313. https://doi.org/10.1177/1357633X20916567
7) Twigg, J., & Mosel, I. (2017). Emergent groups and spontaneous volunteers in urban disaster response. Environment and Urbanization, 29(2), 443-458. https://doi.org/10.1177/0956247 817721413

8) Rowel, R., Sheikhattari, P., Barber, T., & Evans-Holland, M. (2012). Introduction of a guide to enhance risk communication among low-income and minority populations: A grassroots community engagement approach. Health Promotion Practice, 13(1), 124-132. https://doi-org.libaccess.sjlibrary.org/10.1177/1524839910390312 (Links to an external site.)
9) Greene-Moton, E., & Minkler, M. (2020). Cultural competence or cultural humility? Moving beyond the debate. Health Promotion Practice, 21(1), 142–145. https://doi.org/10.1177/1524839919884912 (Links to an external site.) (Links to an external site.)
HPP Snapshot – Don’t Deny Yourself A Seat at the Table.pdf Download HPP Snapshot – Don’t Deny Yourself A Seat at the Table.pdf
10) Quinn, K. G., Wolfe, H., & Vergeront, J. (2019). “Don’t deny yourself a seat at the Table”: Supporting the leadership development of MSM of color in HIV services. Health Promotion Practice. https://doi.org/10.1177/1524839919850563 (Links to an external site.)
11) Lee, M. M., & Navarro, A. (2018). Prioritizing racial equity: How efforts to advance racial equity helped shape the W.K. Kellogg food & fitness initiative. Health Promotion Practice, 19(1_suppl), 24S-33S. https://doi.org/10.1177/1524839918783970

****choose 2 from Video link below: https://www.youtube.com/playlist?list=PLZT-AvJ94X7UJu432Gt4yhiVZNAXnx5VU

Submission Requirements
your submission should include the standard assignment details as outlined in the course syllabus: APA 7th edition style including a cover page, page numbers, Times Roman 12 point font, 1” margins, the use of level I headings at a minimum, and the use of in-text citations and a reference page. Your paper should be double-spaced. You may choose to write this in a traditional essay-style format or a memo-style format. Regardless of the format, regular English grammar and APA formatting and style requirements must be adhered to.
You will also submit your paper to Turnitin.com to assess the originality and you must achieve an originality score of 15% or less. Papers will not be accepted with an originality score greater than 15% and will be considered late until submitted at 15% or less, with 5 points deducted per day.
The instructor will not be following up with people who do not meet originality score requirements and will assign the grade that is appropriate for the submission in Canvas at the deadline unless contacted by the student at or before the submission deadline. It is the responsibility of each student to achieve this originality score and if above 15% to notify the instructor, revise the paper, and resubmit to Canvas.
No papers, original or revised, will be accepted after seven days and a score of zero will be assigned.
Grading
Your paper will be assessed for professionalism in content, grammar, and writing style. The categories for each and percentages are listed below:
Writing and professional style (spelling, grammar, sentence and paragraph structure, use of active voice): 20%.
Use of APA 7th Edition style and referencing: 10%
Identification of 3 Take take-aways with discussion and actions for each: 60% (20% each)
The professionalism of submission, including the minimum number of citations/references and adherence to assignment guidelines: 10%

The essence of leadership top three insights ESSAY

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