Description ID 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 ‫وقت البدء‬ 45344.95133 45352.72792 45358.95499 45360.97855 45372.98023 45373.9702 45374.85302 45374.99017 45375.00406 45346.0864 45354.9695 45362.93837 45374.93472 45375.08156 45375.89267 45412.73367 45413.75647 45346.0864 45354.9695 45362.93837 45374.93472 45375.08156 45375.89267 45412.73367 45413.75647 45341.91969 45341.9238 45341.92441 45341.93899 45341.94353 45341.94031 45360.84997 45370.89284 45371.93447 45374.91273 45374.9778 45381.89884 45412.26206 45412.71428 45413.98554 45411.98968 45412.33111 45412.72789 45412.7408 45412.87578 ‫ر‬ ‫ون‬ ‫وقت اإلكمال‬ ‫ االسم‬Language ‫وقت آخر تعديل‬ ‫ر‬ ‫البيد اإللكب ي‬ 45344.957 anonymous English (United Kingdom) 45352.73277 anonymous English (United Kingdom) 45358.95965 anonymous English (United Kingdom) 45360.98703 anonymous English (United Kingdom) 45372.99157 anonymous English (United Kingdom) 45373.97111 anonymous English (United Kingdom) 45374.85443 anonymous English (United States) 45374.99265 anonymous English (United Kingdom) 45375.00716 anonymous English (United Kingdom) 45346.09109 anonymous ‫العربية‬ 45354.97531 anonymous ‫العربية‬ 45362.94235 anonymous English (United Kingdom) 45374.9377 anonymous ‫العربية‬ 45375.08303 anonymous English (United States) 45375.89676 anonymous English (United States) 45412.73546 anonymous ‫العربية‬ 45413.75815 anonymous English (United States) 45346.09109 anonymous ‫العربية‬ 45354.97531 anonymous ‫العربية‬ 45362.94235 anonymous English (United Kingdom) 45374.9377 anonymous ‫العربية‬ 45375.08303 anonymous English (United States) 45375.89676 anonymous English (United States) 45412.73546 anonymous ‫العربية‬ 45413.75815 anonymous English (United States) 45341.92632 [email protected] SHEFFA AL SHABAN ‫العربية‬ 45341.92639 [email protected] ANWAR AL MUQRIN ‫العربية‬ 45341.93006 [email protected] AMAL ABU SAAB ‫العربية‬ 45341.94561 [email protected] HAWRA AL KHAIRI ‫العربية‬ 45341.94896 [email protected] BADOUR ALANEZI ‫العربية‬ 45341.95392 [email protected] ZAHRAA ALJOMAIA ‫العربية‬ 45360.93064 anonymous English (United States) 45370.89917 anonymous English (United Kingdom) 45371.9403 anonymous English (United States) 45374.91778 anonymous English (United States) 45374.97935 anonymous English (United States) 45381.90353 anonymous English (United States) 45412.26801 anonymous English (United States) 45412.71639 anonymous English (United States) 45413.9985 anonymous English (United States) 45411.99082 anonymous 45412.33494 anonymous 45412.73269 anonymous 45412.74192 anonymous 45412.88103 anonymous School Branch: Which branch of the school do you attend? Hail Riyadh Riyadh Dammam Dammam Dammam Riyadh Riyadh Riyadh Hail Riyadh Dammam Riyadh Riyadh Dammam Najran Najran Hail Riyadh Dammam Riyadh Riyadh Dammam Najran Najran Dammam Dammam Dammam Dammam Dammam Dammam Riyadh Aljubail Dammam Riyadh Riyadh Hail Najran Hail Tabuk – Najran – Hail – Najran – Najran – Najran Gender : Female Female Female Female Male Male Male Female Male Female Female Female Female Male Male Female Female Female Female Female Female Male Male Female Female Female Female Female Female Female Female Female Male Female Male Female Female Female Female Female FEMALE FEMALE FEMALE FEMALE FEMALE Age Group : Marital Status : 30years or older Married 25-29years oldSingle 25-29years oldSingle 18-24years oldSingle 25-29years oldSingle 25-29years oldSingle 30years or older Married 25-29years oldSingle 30years or older Married 18-24 years oldSingle 30 years or older Single 25-29 years oldSingle 18-24 years oldSingle 30 years or older Married 18-24 years oldSingle 30 years or older Single 25-29 years oldSingle 18-24 years oldSingle 30 years or older Single 25-29 years oldSingle 18-24 years oldSingle 30 years or older Married 18-24 years oldSingle 30 years or older Single 25-29 years oldSingle 30 years or older Married 18-24 years oldSingle 30 years or older Married 18-24 years oldSingle 25-29 years oldMarried 18-24 years oldMarried 25-29 years oldSingle 30 years or older Married 25-29 years oldSingle 30 years or older Married years old 18-24Single 25-29 years oldMarried years old 18-24Single 30 years or older Married 30 years or older Married 18-24 years oldMarried 30 years or older Single 18-24 years oldSingle 18-24 years oldSingle 30 years or older Married Number of Children : 1 None None None None None 3or more None 3or more None None None None 2 None None None None None None None 2 None None None 2 None 1 None 1 None Employed full-time Employed full-time Employed full-time Employed full-time Unemployed Employed full-time Unemployed Employed full-time Employed full-time None None None None 2 Employment Status : a. Playgroud and receational facilities Employed full-time Good Employed full-time Good Employed full-time Not sure Unemployed Poor Employed part-time Good Employed part-time Excellent Employed full-time Excellent Employed full-time Good Employed full-time Good Unemployed Excellent Unemployed Poor Unemployed Fair Unemployed Excellent Employed full-time Fair Unemployed Good Employed full-time Excellent Employed full-time Excellent Unemployed Excellent Unemployed Poor Unemployed Fair Unemployed Excellent Employed full-time Fair Unemployed Good Employed full-time Excellent Employed full-time Excellent Employed full-time Excellent Other (please specify) __________ Poor Employed full-time Good Unemployed Poor Unemployed Not sure Unemployed Poor None Fair 1 Good None Poor 3 or more Good 3 or more Excellent 2 Good None Good 3 or more Good 3 or more Good Unemployed Employed full-time Option 1 Unemployed Option 1 Unemployed Employed full-time Option 1 – b. Classroom spaces and learning environments Excellent Excellent Good Fair Good Excellent Excellent Good Good Excellent Fair Good Good Good Excellent Excellent Excellent Excellent Fair Good Good Good Excellent Excellent Excellent Excellent Good Good Excellent Excellent Good Excellent Excellent Good Fair Excellent Good Excellent Good Excellent Option 1 Option 2 c. Restrooms and hygiene facilities Excellent Excellent Excellent Fair Good Excellent Excellent Fair Good Excellent Poor Fair Fair Good Excellent Excellent Excellent Excellent Poor Fair Fair Good Excellent Excellent Excellent Good Good Good Fair Excellent Fair Good Good Not sure Fair Excellent Good Excellent Good Good Excellent Good Option 1 Option 2 Good Poor d. Safety and security measures Good Good Excellent Poor Good Excellent Excellent Good Good Excellent Good Good Excellent Good Excellent Excellent Good Excellent Good Good Excellent Good Excellent Excellent Good Good Good Good Fair Excellent Good Not sure Excellent Excellent Good Excellent Good Excellent Good Excellent Good Good Good Good Fair a. Tutoring and academic support programs Interested Very interested Very interested Interested Very interested Very interested Very interested Very interested Interested Very Interested Interested Not Very Interested Very Interested Interested Very Interested Very Interested Very Interested Very Interested Interested Not Very Interested Very Interested Interested Very Interested Very Interested Very Interested Very interested Interested Neutral Neutral Very interested Interested Interested Interested Neutral Neutral Very interested Very interested Very interested Neutral Very interested Good Good Good Good Fair b. Sports teams and physical education classes Interested Interested Not interested at all Interested Very interested Interested Not interested at all Interested Interested Very Interested Very Interested Interested Interested Neutral Very Interested Very Interested Interested Very Interested Very Interested Interested Interested Neutral Very Interested Very Interested Interested Very interested Interested Very interested Very interested Not very interested Very interested Very interested Very interested Neutral Not very interested Very interested Very interested Interested Neutral Very interested Good Excellent Good Good Fair c. Art, music, and creative expression activities Very interested Neutral Not interested at all Interested Very interested Very interested Neutral Neutral Interested Very Interested Very Interested Interested Very Interested Not Very Interested Very Interested Very Interested Very Interested Very Interested Very Interested Interested Very Interested Not Very Interested Very Interested Very Interested Very Interested Neutral Neutral Very interested Very interested Not interested at all Interested Very interested Neutral Very interested Not very interested Very interested Very interested Neutral Neutral Not very interested Very interested Very interested Interested Interested Neutral d. Clubs and extracurricular activities Neutral Interested Not interested at all Interested Very interested Interested Not interested at all Interested Interested Very Interested Very Interested Interested Neutral Neutral Very Interested Very Interested Interested Very Interested Very Interested Interested Neutral Neutral Very Interested Very Interested Interested Interested Interested Very interested Interested Not very interested Neutral Interested Interested Very interested Not very interested Very interested Very interested Neutral Neutral Neutral Very interested Very interested Interested Interested Not interested at all e. social events and community gatherings Very interested Neutral Very interested Interested Very interested Very interested Very interested Interested Interested Very Interested Very Interested Very Interested Very Interested Interested Very Interested Very Interested Neutral Very Interested Very Interested Very Interested Very Interested Interested Very Interested Very Interested Neutral Not very interested Interested Neutral Neutral Neutral Neutral Interested Very interested Interested Not very interested Very interested Very interested Neutral Neutral Neutral Very interested Interested Interested Interested a. Road injuries and safety precautions A lot A lot Some Some A lot A lot A lot Some Some A Lot Some Some A Lot Not Sure A Lot Some A Lot A Lot Some Some A Lot Not Sure A Lot Some A Lot A lot Some A little A lot Some A lot Some A lot A lot Some A lot A lot A lot A lot Nothing at all Very interested Very interested Interested Interested Not interested at all b. Substance abuse and its effects A lot Some Some Some Some A lot A lot A little Some A Lot Some Some Some Nothing at All A Lot Some A Lot A Lot Some Some Some Nothing at All A Lot Some A Lot A lot Some A little Some A lot A lot Some Some A little A little A lot A lot A lot A lot Nothing at all Very interested Very interested Interested Interested Not interested at all c.obesity and health eating habits A lot A lot A lot A lot A lot Some A lot Some Some A Lot A Lot Some A Lot Some Some Some Some A Lot A Lot Some A Lot Some Some Some Some A lot A lot A lot Some A lot A lot Some A lot A lot A little A lot A lot Some A lot A lot Not sure A lot Some Some Some d.Chronic diseases like diabetes and asthma A lot A lot A lot A little Some A lot A lot A little A little A Lot A Lot A Little A Lot Not Sure Some Some A Lot A Lot A Lot A Little A Lot Not Sure Some Some A Lot A lot Some A lot Some A little A lot Some A lot A lot Some A lot A lot Some A lot Nothing at all Not sure Some Some Some Some e.Ischemic heart disease A lot A lot A lot A little Some A lot A lot Some A little A Lot A Lot A Little Some Not Sure A Little Some A Lot A Lot A Lot A Little Some Not Sure A Little Some A Lot A lot A little Some Not sure Some A lot Some Some A lot A little A lot A lot A little A lot Nothing at all Not sure A lot Some Some Some f.Stroke g.Lower respiratory infection A lot A lot Some Some A lot A lot A little A little A lot Some A lot A lot A lot A lot Some A little A little Some A Lot A Lot Some A Lot A Little A Little Some A Lot Not Sure A Little Some Some Some Some A Lot A Lot A Lot A Lot Some A Lot A Little A Little Some A Lot Not Sure A Little Some Some Some Some A Lot A Lot A lot A lot A little A little Some A little Not sure Not sure A little A lot A lot A lot Some Some Some Some A lot A lot A little A little A lot A lot A lot A lot A little Some A lot A lot Nothing atNothing all at all Not sure Not sure A lot Some Some Some Some Some Some Some h.Cancers i. Alzeimer’s disease Some A lot Some Some A little Nothing at all A little A little A lot A lot A lot A lot A lot Nothing at all Some A little Some Some A Lot A Lot Some Some Some A Little Some Some Not Sure Nothing at All A Lot A Lot Some Some A Lot A Lot A Lot A Lot Some Some Some A Little Some Some Not Sure Nothing at All A Lot A Lot Some Some A Lot A Lot A lot A lot A lot Some Some Some A little A little A little Some A lot A lot Some Some A lot A lot A lot A lot A little A little A lot A lot A lot A lot A little Some A lot A lot Nothing at all Nothing at all Not sure Not sure A lot A little Some Some Some Some A little A little . Preferred Health Awareness Activities: Rate the following health awareness activities from the most interesting to the least i Presentations;Workshops;Discussions;Cooking classes and nutrition education sessions;role plays;Fitness challenges and exer Fitness challenges and exercise programs;Workshops;Discussions;Presentations;role plays;Cooking classes and nutrition educ Presentations;Discussions;Cooking classes and nutrition education sessions;Fitness challenges and exercise programs;Worksh Workshops;role plays;Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Discussions Presentations;Workshops;Discussions;role plays;Fitness challenges and exercise programs;Cooking classes and nutrition educ Presentations;Workshops;Discussions;Cooking classes and nutrition education sessions;role plays;Fitness challenges and exer Discussions;Workshops;Presentations;Fitness challenges and exercise programs;role plays;Cooking classes and nutrition educ Discussions;Presentations;role plays;Workshops;Fitness challenges and exercise programs;Cooking classes and nutrition educ role plays;Discussions;Presentations;Workshops;Cooking classes and nutrition education sessions;Fitness challenges and exer Cooking classes and nutrition education sessions;Fitness challenges and exercise programs;Workshops;Presentations;Discuss Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Discussions;Role-plays ;Presentati Fitness challenges and exercise programs;Workshops;Role-plays ;Discussions;Presentations;Cooking classes and nutrition edu Presentations;Workshops;Role-plays ;Cooking classes and nutrition education sessions;Discussions;Fitness challenges and exe Discussions;Presentations;Workshops;Role-plays ;Fitness challenges and exercise programs;Cooking classes and nutrition edu Role-plays ;Workshops;Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Discussion Presentations;Workshops;Discussions;Role-plays ;Fitness challenges and exercise programs;Cooking classes and nutrition edu Workshops;Presentations;Discussions;Cooking classes and nutrition education sessions;Fitness challenges and exercise progr Cooking classes and nutrition education sessions;Fitness challenges and exercise programs;Workshops;Presentations;Discuss Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Discussions;Role-plays ;Presentati Fitness challenges and exercise programs;Workshops;Role-plays ;Discussions;Presentations;Cooking classes and nutrition edu Presentations;Workshops;Role-plays ;Cooking classes and nutrition education sessions;Discussions;Fitness challenges and exe Discussions;Presentations;Workshops;Role-plays ;Fitness challenges and exercise programs;Cooking classes and nutrition edu Role-plays ;Workshops;Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Discussion Presentations;Workshops;Discussions;Role-plays ;Fitness challenges and exercise programs;Cooking classes and nutrition edu Workshops;Presentations;Discussions;Cooking classes and nutrition education sessions;Fitness challenges and exercise progr Fitness challenges and exercise programs;Workshops ;Presentations ;Discussions ;role-plays ;Cooking classes and nutrition ed Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Presentations ;Discussions ;Works Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Workshops ;Discussions ;Presenta Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Presentations ;Workshops ;Discus Workshops ;Presentations ;role-plays ;Discussions ;Fitness challenges and exercise programs;Cooking classes and nutrition ed Fitness challenges and exercise programs;Presentations ;Cooking classes and nutrition education sessions;Workshops ;Discus Discussions ;Fitness challenges and exercise programs;role-plays ;Workshops ;Presentations ;Cooking classes and nutrition ed Workshops ;Discussions ;Presentations ;Fitness challenges and exercise programs;role-plays ;Cooking classes and nutrition ed Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Workshops ;role-plays ;Discussion Presentations ;Fitness challenges and exercise programs;Workshops ;Discussions ;Cooking classes and nutrition education ses Workshops ;Discussions ;Presentations ;Cooking classes and nutrition education sessions;Fitness challenges and exercise prog Presentations ;Discussions ;Fitness challenges and exercise programs;role-plays ;Workshops ;Cooking classes and nutrition ed Fitness challenges and exercise programs;role-plays ;Workshops ;Cooking classes and nutrition education sessions;Presentati Cooking classes and nutrition education sessions;Fitness challenges and exercise programs;role-plays ;Workshops ;Presentati Presentations ;Workshops ;Discussions ;role-plays ;Cooking classes and nutrition education sessions;Fitness challenges and ex Not sure Not sure Some Some Some Would love to participate in Extracurricular Activities ? Might participate Might participate Not sure Might participate Probably won’t participate Not sure Might participate Definitely won’t participate Probably won’t participate Probably won’t participate Might participate Might participate Might participate Probably won’t participate Might participate Not sure Might participate Probably won’t participate Might participate Might participate Might participate Probably won’t participate Might participate Not sure Might participate Might participate Not sure Might participate Not sure Not sure Not sure a.Might participate a.Might participate a.Might participate a.Might participate b.Not sure c.Probably won’t participate b.Not sure a.Might participate b.Not sure Not sure A lot Some Some A little :Preferred Timing for Extracurricular ActivitieWhen would you prefer extracurricular activities to be scheduled ? Early morning No preference No preference Afternoon, before classes Afternoon, before classes Early morning Afternoon, before classes No preference Afternoon, before classes Afternoon, before classes No preference Afternoon, before classes Afternoon, before classes Afternoon, before classes Afternoon, before classes Afternoon, before classes Early morning Afternoon, before classes No preference Afternoon, before classes Afternoon, before classes Afternoon, before classes Afternoon, before classes Afternoon, before classes Early morning – No preference – No preference – Early morning – No preference – Early morning – No preference c. No preference a. Early morning b. Afternoon, before classes b. Afternoon, before classes c. No preference c. No preference a. Early morning b. Afternoon, before classes a. Early morning Presentations;Discussions ;Role-plays;Workshops ;Cooking classes and nutrition education sessions ;Fitness challenges Workshops ;Fitness challenges and exercise programs ;Role-plays;Discussions ;Presentations;Cooking classes and nutriti Workshops ;Presentations;Fitness challenges and exercise programs ;Role-plays;Cooking classes and nutrition education Fitness challenges and exercise programs ;Cooking classes and nutrition education sessions ;Workshops ;Presentations; ps Preferred Days for Extracurricular Activities ? On weekdays On weekends No preference No preference On weekdays On weekdays On weekdays On weekends On weekdays On weekdays On weekends On weekdays On weekdays On weekends On weekdays On weekdays On weekends On weekdays On weekends On weekdays On weekdays On weekends On weekdays On weekdays On weekends No preference On weekends on weekdays No preference No preference No preference c. No preference a. On weekends b. On weekends a. On weekends a. On weekends a. On weekends a. On weekends a. On weekends a. On weekends Definitely won’t participate; Probably won’t participate; Might participate ; Not sure ; Definitely won’t participate; Not sure ; Might participate ; Probably won’t participate; Might participate ; Not sure ; Probably won’t participate; Definitely won’t participate; ;Presentations;Discussions ;Role-plays; Preferred Format of Activities: How would you prefer extracurricular activities to be conducted ? Virtual (online) On-site (in-person) Virtual (online) On-site (in-person) On-site (in-person) On-site (in-person) On-site (in-person) Virtual (online) Virtual (online) Virtual (online) On-site (in-person) On-site (in-person) On-site (in-person) Virtual (online) On-site (in-person) On-site (in-person) On-site (in-person) Virtual (online) On-site (in-person) On-site (in-person) On-site (in-person) Virtual (online) On-site (in-person) On-site (in-person) On-site (in-person) On-site (in-person) Virtual (online) Virtual (online) On-site (in-person) No preference On-site (in-person) Virtual (online) Virtual (online) On-site (in-person) On-site (in-person) Virtual (online) Virtual (online) On-site (in-person) Virtual (online) Virtual (online) No preference;Afternoon, before classes ;Early morning ; Afternoon, before classes ;Early morning ;No preference; Early morning ;Afternoon, before classes ;No preference; No preference;Early morning ;Afternoon, before classes ; :Suggestions and Comments Is there anything else you would like to share or suggest to improve our school community and a no thanks There will be outings to change the mood of the students no I suggest having student activities on the same day as the lectures so we can attend NO Thanks No thanks To improve people encouragement, that would needs prizing program which can enhance participation until it come as habit MORE ACTEVIYT Ahmed zoyd alanazi no nothing else i would like to share thankyou to have more extracurricular activities by motivation students Organise regular community feedback sessions to gather input and suggestions for improving community service initiatives. A No and Thank you I would like to recommend increase parking no No I prefer that the activities be practical and that the person enjoys performing them no nothing else i would like to share thankyou to have more extracurricular activities by motivation students Organise regular community feedback sessions to gather input and suggestions for improving community service initiatives. A No and Thank you I would like to recommend increase parking no No I prefer that the activities be practical and that the person enjoys performing them increase sports activity no nothing Events, attendance, coffee and a small restaurant ‫يتم عمل مجموعات تطوعية للجامعهال‬ improve the restroom hygiene would be more better to make a renovation for them because they are old. Most of the doors N No No Nothing Increase activity for me I like good On weekends ;On weekends ;No preference; On weekends ;On weekends ;No preference; On weekends ;On weekends ;No preference; Thank you for your participation! Your input is valuable to us 5 5 5 5 5 5 5 5 5 nity service initiatives. Additionally, consider implementing a peer mentorship program where experienced volunteers guide newer memb nity service initiatives. Additionally, consider implementing a peer mentorship program where experienced volunteers guide newer memb old. Most of the doors are broken and it’s better to Colours in the walls – Virtual (online) ;- On-site (in-person) – Virtual (online) ;- On-site (in-person) – On-site (in-person) ;- No preference; ;- No preference; ;- No preference;- Virtual (online) ; .. nothing, thank Option you 1 thank you Option 1 Thank Option 1 no thank yuo ed volunteers guide newer members, fostering a supportive and inclusive environment within the school community. ed volunteers guide newer members, fostering a supportive and inclusive environment within the school community. l community. l community. College of Health Sciences Department of Public Health ASSIGNMENT COVER SHEET Course name: Health Planning Course number: PHC 274 CRN 24699 Students enrolled in PHC 274 in Spring 2024 will plan and conduct a community needs assessment within the school to prioritize community service activities. Students will be provided a data collection tool survey to gather information from their peers in the course regarding community needs. Assignment title or task: After gathering relevant and actionable information for community service planning, students will consolidate their findings from the community needs assessment in a unified structured report. This sheet is the cover for the report. 1. 2. 3. 4. Shahad alqahtani Asail almutairi Htoon alshahri Zahraa alorayyidh Students ID: 1. 2. 3. 4. S210027222 s210034740 s210034140 s2100078562 Submission date: 18-5-2024 Student Name: Group Number: 1 Instructor name: Dr Soni Ali Grade: ….. out of 10 Release Date: Sunday, 11 Feb 2024 Due Date: Saturday, 18 May 2024 Page 1 of 7 College of Health Sciences Department of Public Health Instructions for submission: • • • • • • Final report must be submitted with properly filled cover sheet (Name, ID, CRN, Submission date) in word document, Pdf is not accepted. Text size 12-Times New Roman with 1.5-line spacing. Heading should be Bold The text color should be Black Do proper paraphrasing to avoid plagiarism with proper references. References must be in APA format Page 2 of 7 College of Health Sciences Department of Public Health Community Needs Report This summary is the climax of endeavors by students (CRN: 24699) from the Saudi Electronic University, as a part of their coursework in PHC 274 Wellbeing Arranging. It embodies the discoveries from a review of 21 students, pointed toward recognizing the local area’s requirements and requesting students’ suppositions on different features of the scholastic climate and related exercises. Demographic Information: 1. School Branch: The pie diagram shows the dissemination of students across various branches. Most of the students (56.52%) go to the Jeddah branch, trailed by Demmam (26.08.%), and Riyadh (17.39%). 2. Gender: The student population consists of 100% females . 0 4 Jeddah Male JeddahFemale Demmam Female 12 6 Riyadh Female Madina Female Page 3 of 7 College of Health Sciences Department of Public Health 3. Age Group: The students (54.16%) are in the 18-24 years old age group in majority, and the students of 25-29 years old (29.16%). Students with 30 years or older are (20.83%). 4. Marital Status: 17 students (70.83%) are single in total, 29.16% are married with a number of 7 only. 2 1 18-24 Single 2 18-24 Married 25- 29 Single 1 25- 29 Married 13 2 30 Plus Single 30 Plus Married 25-29 Divorced 30 Plus Divorced 3 0 5. Number of Children: The majority of students (66.66%) do not have children (n= 16), while 20.83% have one child (n = 5), 4.16% have two children and 8.33% have more than 3 children. 2 1 Have No Children Have One Child 5 Have two Children 16 Have 3 or More Page 4 of 7 College of Health Sciences Department of Public Health 6. Employment Status: 54.16% of students are unemployed, 29.16% are employed full time, and 16.66% are employed part time. 4 Unemployed Employed full-time 13 7 Employed parttime Community Needs Assessment: 1. Physical Environment and Infrastructures: The majority of the students evaluated the playground and recreational facilities as excellent and good (each on 38.1%), classroom spaces and learning environments as fair (38.1%), and restrooms and hygiene facilities as ‘fair’ (38.1%). rating from most of the students. 2. Academic Life and Social Activities: Tutoring and academic support programs were appraised by students as “very interested” (52.1%), sports groups and actual schooling classes as “very interested” (57.1%), and clubs and extracurricular exercises were evaluated as ‘Very interested’ (52.4%) by most students. Workmanship, music, and innovative articulation exercises were evaluated as “very interested” (42.9%), and get-togethers and local meetings got a “very interested” (57.1%)’ rating from most of the students. Page 5 of 7 College of Health Sciences Department of Public Health 3. Awareness about Health Topics: A considerable number of students have a substantial understanding (‘A lot’ – 38.1%) or moderate knowledge (‘Some’ – 47.6%) regarding road injuries and safety measures. Awareness levels for substance abuse and its consequences are ‘Some’ (61.9%) or ‘A lot’ (33.3%). Knowledge about obesity and proper nutrition is high (‘A Lot’ – 66.3%) or moderate (‘some’ – 33.7%), and the same pattern is observed for chronic conditions such as diabetes and asthma (‘A Lot’ – 42.9%, ‘Some’ – 33.3%). Ischemic heart disease awareness is consistent across the board (33.3% for all categories), while knowledge of stroke and lower respiratory infections is predominantly ‘Some’ (52.4% each). Understanding of cancers (‘some’ – 42.9%) and Alzheimer’s disease (evenly distributed at 33.3% across all levels) varies among the students. 4. Preferred Health Awareness Activities: Workshops are highly favored (‘most interesting’ 38.1%), with presentations deemed ‘somewhat interesting’ by 42.9% of students, ranking them among the top health awareness activities. Discussions also hold significant interest (‘most interesting’ – 38.1%). Role-playing activities hold a ‘most interesting’ rating of 23.8%, whereas cooking classes and nutrition education sessions are well-received (‘most interesting’ – 42.9%). Fitness challenges and exercise programs are equally popular (‘most interesting’ – 42.9%), with presentations being less favored. 5. Extracurricular Activities: A large majority of students (76.2%) are inclined to engage in extracurricular activities, while a minority (23.8%) is likely to abstain. 6. Preferred Timing for Extracurricular Activities: Nearly half of the students (47.6%) show a preference for participating in extracurricular activities during the afternoon, prior to their classes. 7. Preferred Days for Extracurricular Activities: A significant portion of students (61%) favor weekends for extracurricular activities, whereas 19% express no particular preference. 8. Preferred Format of Activities: A majority of students (61.9%) show a preference for on-site (in-person) activities, while an equal percentage of students (19%) either favor virtual (online) activities or have no specific preference. Suggestions and Comments: Page 6 of 7 College of Health Sciences Department of Public Health 1. While the wellbeing and safety efforts are appraised as fantastic, persistent improvement is the key. Students propose the execution of ordinary security mindfulness projects to keep up with and work on the ongoing principles. 2. Interest in mentoring and scholarly help is obvious. Students suggest the foundation of mentoring meetings, after-school help habitats, and online assets to take special care of different advancing necessities and timetables. 3. To increment mindfulness about ischemic coronary illness and Alzheimer’s sickness, understudies propose arranging well-being fairs, welcoming clinical experts for talks, and coordinating these subjects into the educational plan through intelligent modules. Conclusion: Generally, this study survey directed by the dynamic students of the Saudi Electronic University has enlightened the assorted embroidery of student information and inclinations inside the local scholastic area. It has displayed an energetic commitment to well-being points, an unmistakable tendency towards intelligent and functional well-being mindfulness exercises, and a solid interest in enhancing the instructive experience through extracurricular undertakings. The understudies’ voices, as caught in this report, mirror the aggregate energy to learn, develop, and flourish in a strong and dynamic school or university climate. Thank you to all the students who participated in the survey. Your input is valuable to us. Page 7 of 7 Purchase answer to see full attachment

Description

ID
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
‫وقت البدء‬
45344.95133
45352.72792
45358.95499
45360.97855
45372.98023
45373.9702
45374.85302
45374.99017
45375.00406
45346.0864
45354.9695
45362.93837
45374.93472
45375.08156
45375.89267
45412.73367
45413.75647
45346.0864
45354.9695
45362.93837
45374.93472
45375.08156
45375.89267
45412.73367
45413.75647
45341.91969
45341.9238
45341.92441
45341.93899
45341.94353
45341.94031
45360.84997
45370.89284
45371.93447
45374.91273
45374.9778
45381.89884
45412.26206
45412.71428
45413.98554
45411.98968
45412.33111
45412.72789
45412.7408
45412.87578
‫ر‬
‫ون‬
‫وقت اإلكمال‬
‫ االسم‬Language
‫وقت آخر تعديل‬
‫ر‬
‫البيد اإللكب ي‬
45344.957 anonymous
English (United Kingdom)
45352.73277 anonymous
English (United Kingdom)
45358.95965 anonymous
English (United Kingdom)
45360.98703 anonymous
English (United Kingdom)
45372.99157 anonymous
English (United Kingdom)
45373.97111 anonymous
English (United Kingdom)
45374.85443 anonymous
English (United States)
45374.99265 anonymous
English (United Kingdom)
45375.00716 anonymous
English (United Kingdom)
45346.09109 anonymous
‫العربية‬
45354.97531 anonymous
‫العربية‬
45362.94235 anonymous
English (United Kingdom)
45374.9377 anonymous
‫العربية‬
45375.08303 anonymous
English (United States)
45375.89676 anonymous
English (United States)
45412.73546 anonymous
‫العربية‬
45413.75815 anonymous
English (United States)
45346.09109 anonymous
‫العربية‬
45354.97531 anonymous
‫العربية‬
45362.94235 anonymous
English (United Kingdom)
45374.9377 anonymous
‫العربية‬
45375.08303 anonymous
English (United States)
45375.89676 anonymous
English (United States)
45412.73546 anonymous
‫العربية‬
45413.75815 anonymous
English (United States)
45341.92632 [email protected] SHEFFA AL SHABAN
‫العربية‬
45341.92639 [email protected] ANWAR AL MUQRIN
‫العربية‬
45341.93006 [email protected] AMAL ABU SAAB
‫العربية‬
45341.94561 [email protected] HAWRA AL KHAIRI
‫العربية‬
45341.94896 [email protected] BADOUR ALANEZI
‫العربية‬
45341.95392 [email protected] ZAHRAA ALJOMAIA
‫العربية‬
45360.93064 anonymous
English (United States)
45370.89917 anonymous
English (United Kingdom)
45371.9403 anonymous
English (United States)
45374.91778 anonymous
English (United States)
45374.97935 anonymous
English (United States)
45381.90353 anonymous
English (United States)
45412.26801 anonymous
English (United States)
45412.71639 anonymous
English (United States)
45413.9985 anonymous
English (United States)
45411.99082 anonymous
45412.33494 anonymous
45412.73269 anonymous
45412.74192 anonymous
45412.88103 anonymous
School Branch: Which branch of the school do you attend?
Hail
Riyadh
Riyadh
Dammam
Dammam
Dammam
Riyadh
Riyadh
Riyadh
Hail
Riyadh
Dammam
Riyadh
Riyadh
Dammam
Najran
Najran
Hail
Riyadh
Dammam
Riyadh
Riyadh
Dammam
Najran
Najran
Dammam
Dammam
Dammam
Dammam
Dammam
Dammam
Riyadh
Aljubail
Dammam
Riyadh
Riyadh
Hail
Najran
Hail
Tabuk
– Najran
– Hail
– Najran
– Najran
– Najran
Gender :
Female
Female
Female
Female
Male
Male
Male
Female
Male
Female
Female
Female
Female
Male
Male
Female
Female
Female
Female
Female
Female
Male
Male
Female
Female
Female
Female
Female
Female
Female
Female
Female
Male
Female
Male
Female
Female
Female
Female
Female
FEMALE
FEMALE
FEMALE
FEMALE
FEMALE
Age Group : Marital Status :
30years or older
Married
25-29years oldSingle
25-29years oldSingle
18-24years oldSingle
25-29years oldSingle
25-29years oldSingle
30years or older
Married
25-29years oldSingle
30years or older
Married
18-24 years oldSingle
30 years or older
Single
25-29 years oldSingle
18-24 years oldSingle
30 years or older
Married
18-24 years oldSingle
30 years or older
Single
25-29 years oldSingle
18-24 years oldSingle
30 years or older
Single
25-29 years oldSingle
18-24 years oldSingle
30 years or older
Married
18-24 years oldSingle
30 years or older
Single
25-29 years oldSingle
30 years or older
Married
18-24 years oldSingle
30 years or older
Married
18-24 years oldSingle
25-29 years oldMarried
18-24 years oldMarried
25-29 years oldSingle
30 years or older
Married
25-29 years oldSingle
30 years or older
Married
years old 18-24Single
25-29 years oldMarried
years old 18-24Single
30 years or older
Married
30 years or older
Married
18-24 years oldMarried
30 years or older
Single
18-24 years oldSingle
18-24 years oldSingle
30 years or older
Married
Number of Children :
1
None
None
None
None
None
3or more
None
3or more
None
None
None
None
2
None
None
None
None
None
None
None
2
None
None
None
2
None
1
None
1
None
Employed full-time
Employed full-time
Employed full-time
Employed full-time
Unemployed
Employed full-time
Unemployed
Employed full-time
Employed full-time
None
None
None
None
2
Employment Status : a. Playgroud and receational facilities
Employed full-time
Good
Employed full-time
Good
Employed full-time
Not sure
Unemployed
Poor
Employed part-time
Good
Employed part-time
Excellent
Employed full-time
Excellent
Employed full-time
Good
Employed full-time
Good
Unemployed
Excellent
Unemployed
Poor
Unemployed
Fair
Unemployed
Excellent
Employed full-time
Fair
Unemployed
Good
Employed full-time
Excellent
Employed full-time
Excellent
Unemployed
Excellent
Unemployed
Poor
Unemployed
Fair
Unemployed
Excellent
Employed full-time
Fair
Unemployed
Good
Employed full-time
Excellent
Employed full-time
Excellent
Employed full-time
Excellent
Other (please specify) __________
Poor
Employed full-time
Good
Unemployed
Poor
Unemployed
Not sure
Unemployed
Poor
None
Fair
1
Good
None
Poor
3 or more
Good
3 or more
Excellent
2
Good
None
Good
3 or more
Good
3 or more
Good
Unemployed
Employed full-time
Option 1
Unemployed
Option 1
Unemployed
Employed full-time
Option 1
– b. Classroom spaces and learning environments
Excellent
Excellent
Good
Fair
Good
Excellent
Excellent
Good
Good
Excellent
Fair
Good
Good
Good
Excellent
Excellent
Excellent
Excellent
Fair
Good
Good
Good
Excellent
Excellent
Excellent
Excellent
Good
Good
Excellent
Excellent
Good
Excellent
Excellent
Good
Fair
Excellent
Good
Excellent
Good
Excellent
Option 1
Option 2
c. Restrooms and hygiene facilities
Excellent
Excellent
Excellent
Fair
Good
Excellent
Excellent
Fair
Good
Excellent
Poor
Fair
Fair
Good
Excellent
Excellent
Excellent
Excellent
Poor
Fair
Fair
Good
Excellent
Excellent
Excellent
Good
Good
Good
Fair
Excellent
Fair
Good
Good
Not sure
Fair
Excellent
Good
Excellent
Good
Good
Excellent
Good
Option 1
Option 2
Good
Poor
d. Safety and security measures
Good
Good
Excellent
Poor
Good
Excellent
Excellent
Good
Good
Excellent
Good
Good
Excellent
Good
Excellent
Excellent
Good
Excellent
Good
Good
Excellent
Good
Excellent
Excellent
Good
Good
Good
Good
Fair
Excellent
Good
Not sure
Excellent
Excellent
Good
Excellent
Good
Excellent
Good
Excellent
Good
Good
Good
Good
Fair
a. Tutoring and academic support programs
Interested
Very interested
Very interested
Interested
Very interested
Very interested
Very interested
Very interested
Interested
Very Interested
Interested
Not Very Interested
Very Interested
Interested
Very Interested
Very Interested
Very Interested
Very Interested
Interested
Not Very Interested
Very Interested
Interested
Very Interested
Very Interested
Very Interested
Very interested
Interested
Neutral
Neutral
Very interested
Interested
Interested
Interested
Neutral
Neutral
Very interested
Very interested
Very interested
Neutral
Very interested
Good
Good
Good
Good
Fair
b. Sports teams and physical education classes
Interested
Interested
Not interested at all
Interested
Very interested
Interested
Not interested at all
Interested
Interested
Very Interested
Very Interested
Interested
Interested
Neutral
Very Interested
Very Interested
Interested
Very Interested
Very Interested
Interested
Interested
Neutral
Very Interested
Very Interested
Interested
Very interested
Interested
Very interested
Very interested
Not very interested
Very interested
Very interested
Very interested
Neutral
Not very interested
Very interested
Very interested
Interested
Neutral
Very interested
Good
Excellent
Good
Good
Fair
c. Art, music, and creative expression activities
Very interested
Neutral
Not interested at all
Interested
Very interested
Very interested
Neutral
Neutral
Interested
Very Interested
Very Interested
Interested
Very Interested
Not Very Interested
Very Interested
Very Interested
Very Interested
Very Interested
Very Interested
Interested
Very Interested
Not Very Interested
Very Interested
Very Interested
Very Interested
Neutral
Neutral
Very interested
Very interested
Not interested at all
Interested
Very interested
Neutral
Very interested
Not very interested
Very interested
Very interested
Neutral
Neutral
Not very interested
Very interested
Very interested
Interested
Interested
Neutral
d. Clubs and extracurricular activities
Neutral
Interested
Not interested at all
Interested
Very interested
Interested
Not interested at all
Interested
Interested
Very Interested
Very Interested
Interested
Neutral
Neutral
Very Interested
Very Interested
Interested
Very Interested
Very Interested
Interested
Neutral
Neutral
Very Interested
Very Interested
Interested
Interested
Interested
Very interested
Interested
Not very interested
Neutral
Interested
Interested
Very interested
Not very interested
Very interested
Very interested
Neutral
Neutral
Neutral
Very interested
Very interested
Interested
Interested
Not interested at all
e. social events and community gatherings
Very interested
Neutral
Very interested
Interested
Very interested
Very interested
Very interested
Interested
Interested
Very Interested
Very Interested
Very Interested
Very Interested
Interested
Very Interested
Very Interested
Neutral
Very Interested
Very Interested
Very Interested
Very Interested
Interested
Very Interested
Very Interested
Neutral
Not very interested
Interested
Neutral
Neutral
Neutral
Neutral
Interested
Very interested
Interested
Not very interested
Very interested
Very interested
Neutral
Neutral
Neutral
Very interested
Interested
Interested
Interested
a. Road injuries and safety precautions
A lot
A lot
Some
Some
A lot
A lot
A lot
Some
Some
A Lot
Some
Some
A Lot
Not Sure
A Lot
Some
A Lot
A Lot
Some
Some
A Lot
Not Sure
A Lot
Some
A Lot
A lot
Some
A little
A lot
Some
A lot
Some
A lot
A lot
Some
A lot
A lot
A lot
A lot
Nothing at all
Very interested
Very interested
Interested
Interested
Not interested at all
b. Substance abuse and its effects
A lot
Some
Some
Some
Some
A lot
A lot
A little
Some
A Lot
Some
Some
Some
Nothing at All
A Lot
Some
A Lot
A Lot
Some
Some
Some
Nothing at All
A Lot
Some
A Lot
A lot
Some
A little
Some
A lot
A lot
Some
Some
A little
A little
A lot
A lot
A lot
A lot
Nothing at all
Very interested
Very interested
Interested
Interested
Not interested at all
c.obesity and health eating habits
A lot
A lot
A lot
A lot
A lot
Some
A lot
Some
Some
A Lot
A Lot
Some
A Lot
Some
Some
Some
Some
A Lot
A Lot
Some
A Lot
Some
Some
Some
Some
A lot
A lot
A lot
Some
A lot
A lot
Some
A lot
A lot
A little
A lot
A lot
Some
A lot
A lot
Not sure
A lot
Some
Some
Some
d.Chronic diseases like diabetes and asthma
A lot
A lot
A lot
A little
Some
A lot
A lot
A little
A little
A Lot
A Lot
A Little
A Lot
Not Sure
Some
Some
A Lot
A Lot
A Lot
A Little
A Lot
Not Sure
Some
Some
A Lot
A lot
Some
A lot
Some
A little
A lot
Some
A lot
A lot
Some
A lot
A lot
Some
A lot
Nothing at all
Not sure
Some
Some
Some
Some
e.Ischemic heart disease
A lot
A lot
A lot
A little
Some
A lot
A lot
Some
A little
A Lot
A Lot
A Little
Some
Not Sure
A Little
Some
A Lot
A Lot
A Lot
A Little
Some
Not Sure
A Little
Some
A Lot
A lot
A little
Some
Not sure
Some
A lot
Some
Some
A lot
A little
A lot
A lot
A little
A lot
Nothing at all
Not sure
A lot
Some
Some
Some
f.Stroke g.Lower respiratory infection
A lot
A lot
Some
Some
A lot
A lot
A little A little
A lot
Some
A lot
A lot
A lot
A lot
Some
A little
A little Some
A Lot
A Lot
Some
A Lot
A Little A Little
Some
A Lot
Not Sure A Little
Some
Some
Some
Some
A Lot
A Lot
A Lot
A Lot
Some
A Lot
A Little A Little
Some
A Lot
Not Sure A Little
Some
Some
Some
Some
A Lot
A Lot
A lot
A lot
A little A little
Some
A little
Not sure Not sure
A little
A lot
A lot
A lot
Some
Some
Some
Some
A lot
A lot
A little A little
A lot
A lot
A lot
A lot
A little Some
A lot
A lot
Nothing atNothing
all
at all
Not sure Not sure
A lot Some
Some
Some
Some
Some
Some
Some
h.Cancers i. Alzeimer’s disease
Some
A lot
Some
Some
A little
Nothing at all
A little
A little
A lot
A lot
A lot
A lot
A lot
Nothing at all
Some
A little
Some
Some
A Lot
A Lot
Some
Some
Some
A Little
Some
Some
Not Sure Nothing at All
A Lot
A Lot
Some
Some
A Lot
A Lot
A Lot
A Lot
Some
Some
Some
A Little
Some
Some
Not Sure Nothing at All
A Lot
A Lot
Some
Some
A Lot
A Lot
A lot
A lot
A lot Some
Some
Some
A little
A little
A little
Some
A lot
A lot
Some
Some
A lot
A lot
A lot
A lot
A little
A little
A lot
A lot
A lot
A lot
A little
Some
A lot
A lot
Nothing at all
Nothing at all
Not sure Not sure
A lot A little
Some
Some
Some
Some
A little
A little
. Preferred Health Awareness Activities: Rate the following health awareness activities from the most interesting to the least i
Presentations;Workshops;Discussions;Cooking classes and nutrition education sessions;role plays;Fitness challenges and exer
Fitness challenges and exercise programs;Workshops;Discussions;Presentations;role plays;Cooking classes and nutrition educ
Presentations;Discussions;Cooking classes and nutrition education sessions;Fitness challenges and exercise programs;Worksh
Workshops;role plays;Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Discussions
Presentations;Workshops;Discussions;role plays;Fitness challenges and exercise programs;Cooking classes and nutrition educ
Presentations;Workshops;Discussions;Cooking classes and nutrition education sessions;role plays;Fitness challenges and exer
Discussions;Workshops;Presentations;Fitness challenges and exercise programs;role plays;Cooking classes and nutrition educ
Discussions;Presentations;role plays;Workshops;Fitness challenges and exercise programs;Cooking classes and nutrition educ
role plays;Discussions;Presentations;Workshops;Cooking classes and nutrition education sessions;Fitness challenges and exer
Cooking classes and nutrition education sessions;Fitness challenges and exercise programs;Workshops;Presentations;Discuss
Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Discussions;Role-plays ;Presentati
Fitness challenges and exercise programs;Workshops;Role-plays ;Discussions;Presentations;Cooking classes and nutrition edu
Presentations;Workshops;Role-plays ;Cooking classes and nutrition education sessions;Discussions;Fitness challenges and exe
Discussions;Presentations;Workshops;Role-plays ;Fitness challenges and exercise programs;Cooking classes and nutrition edu
Role-plays ;Workshops;Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Discussion
Presentations;Workshops;Discussions;Role-plays ;Fitness challenges and exercise programs;Cooking classes and nutrition edu
Workshops;Presentations;Discussions;Cooking classes and nutrition education sessions;Fitness challenges and exercise progr
Cooking classes and nutrition education sessions;Fitness challenges and exercise programs;Workshops;Presentations;Discuss
Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Discussions;Role-plays ;Presentati
Fitness challenges and exercise programs;Workshops;Role-plays ;Discussions;Presentations;Cooking classes and nutrition edu
Presentations;Workshops;Role-plays ;Cooking classes and nutrition education sessions;Discussions;Fitness challenges and exe
Discussions;Presentations;Workshops;Role-plays ;Fitness challenges and exercise programs;Cooking classes and nutrition edu
Role-plays ;Workshops;Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Discussion
Presentations;Workshops;Discussions;Role-plays ;Fitness challenges and exercise programs;Cooking classes and nutrition edu
Workshops;Presentations;Discussions;Cooking classes and nutrition education sessions;Fitness challenges and exercise progr
Fitness challenges and exercise programs;Workshops ;Presentations ;Discussions ;role-plays ;Cooking classes and nutrition ed
Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Presentations ;Discussions ;Works
Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Workshops ;Discussions ;Presenta
Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Presentations ;Workshops ;Discus
Workshops ;Presentations ;role-plays ;Discussions ;Fitness challenges and exercise programs;Cooking classes and nutrition ed
Fitness challenges and exercise programs;Presentations ;Cooking classes and nutrition education sessions;Workshops ;Discus
Discussions ;Fitness challenges and exercise programs;role-plays ;Workshops ;Presentations ;Cooking classes and nutrition ed
Workshops ;Discussions ;Presentations ;Fitness challenges and exercise programs;role-plays ;Cooking classes and nutrition ed
Fitness challenges and exercise programs;Cooking classes and nutrition education sessions;Workshops ;role-plays ;Discussion
Presentations ;Fitness challenges and exercise programs;Workshops ;Discussions ;Cooking classes and nutrition education ses
Workshops ;Discussions ;Presentations ;Cooking classes and nutrition education sessions;Fitness challenges and exercise prog
Presentations ;Discussions ;Fitness challenges and exercise programs;role-plays ;Workshops ;Cooking classes and nutrition ed
Fitness challenges and exercise programs;role-plays ;Workshops ;Cooking classes and nutrition education sessions;Presentati
Cooking classes and nutrition education sessions;Fitness challenges and exercise programs;role-plays ;Workshops ;Presentati
Presentations ;Workshops ;Discussions ;role-plays ;Cooking classes and nutrition education sessions;Fitness challenges and ex
Not sure
Not sure
Some
Some
Some
Would love to participate in Extracurricular Activities ?
Might participate
Might participate
Not sure
Might participate
Probably won’t participate
Not sure
Might participate
Definitely won’t participate
Probably won’t participate
Probably won’t participate
Might participate
Might participate
Might participate
Probably won’t participate
Might participate
Not sure
Might participate
Probably won’t participate
Might participate
Might participate
Might participate
Probably won’t participate
Might participate
Not sure
Might participate
Might participate
Not sure
Might participate
Not sure
Not sure
Not sure
a.Might participate
a.Might participate
a.Might participate
a.Might participate
b.Not sure
c.Probably won’t participate
b.Not sure
a.Might participate
b.Not sure
Not sure
A lot
Some
Some
A little
:Preferred Timing for Extracurricular ActivitieWhen would you prefer extracurricular activities to be scheduled ?
Early morning
No preference
No preference
Afternoon, before classes
Afternoon, before classes
Early morning
Afternoon, before classes
No preference
Afternoon, before classes
Afternoon, before classes
No preference
Afternoon, before classes
Afternoon, before classes
Afternoon, before classes
Afternoon, before classes
Afternoon, before classes
Early morning
Afternoon, before classes
No preference
Afternoon, before classes
Afternoon, before classes
Afternoon, before classes
Afternoon, before classes
Afternoon, before classes
Early morning
– No preference
– No preference
– Early morning
– No preference
– Early morning
– No preference
c. No preference
a. Early morning
b. Afternoon, before classes
b. Afternoon, before classes
c. No preference
c. No preference
a. Early morning
b. Afternoon, before classes
a. Early morning
Presentations;Discussions ;Role-plays;Workshops
;Cooking classes and nutrition education sessions ;Fitness challenges
Workshops
;Fitness challenges and exercise programs ;Role-plays;Discussions ;Presentations;Cooking classes and nutriti
Workshops
;Presentations;Fitness challenges and exercise programs ;Role-plays;Cooking classes and nutrition education
Fitness challenges and exercise programs ;Cooking classes and nutrition education sessions ;Workshops
;Presentations;
ps
Preferred Days for Extracurricular Activities ?
On weekdays
On weekends
No preference
No preference
On weekdays
On weekdays
On weekdays
On weekends
On weekdays
On weekdays
On weekends
On weekdays
On weekdays
On weekends
On weekdays
On weekdays
On weekends
On weekdays
On weekends
On weekdays
On weekdays
On weekends
On weekdays
On weekdays
On weekends
No preference
On weekends
on weekdays
No preference
No preference
No preference
c. No preference
a. On weekends
b. On weekends
a. On weekends
a. On weekends
a. On weekends
a. On weekends
a. On weekends
a. On weekends
Definitely won’t participate; Probably won’t participate; Might participate
; Not sure ;
Definitely won’t participate; Not sure ; Might participate
; Probably won’t participate;
Might participate
; Not sure ; Probably won’t participate; Definitely won’t participate;
;Presentations;Discussions ;Role-plays;
Preferred Format of Activities: How would you prefer extracurricular activities to be conducted ?
Virtual (online)
On-site (in-person)
Virtual (online)
On-site (in-person)
On-site (in-person)
On-site (in-person)
On-site (in-person)
Virtual (online)
Virtual (online)
Virtual (online)
On-site (in-person)
On-site (in-person)
On-site (in-person)
Virtual (online)
On-site (in-person)
On-site (in-person)
On-site (in-person)
Virtual (online)
On-site (in-person)
On-site (in-person)
On-site (in-person)
Virtual (online)
On-site (in-person)
On-site (in-person)
On-site (in-person)
On-site (in-person)
Virtual (online)
Virtual (online)
On-site (in-person)
No preference
On-site (in-person)
Virtual (online)
Virtual (online)
On-site (in-person)
On-site (in-person)
Virtual (online)
Virtual (online)
On-site (in-person)
Virtual (online)
Virtual (online)
No preference;Afternoon, before classes ;Early morning
;
Afternoon, before classes ;Early morning
;No preference;
Early morning
;Afternoon, before classes ;No preference;
No preference;Early morning
;Afternoon, before classes ;
:Suggestions and Comments Is there anything else you would like to share or suggest to improve our school community and a
no thanks
There will be outings to change the mood of the students
no
I suggest having student activities on the same day as the lectures so we can attend
NO Thanks
No thanks
To improve people encouragement, that would needs prizing program which can enhance participation until it come as habit
MORE ACTEVIYT
Ahmed zoyd alanazi
no nothing else i would like to share thankyou
to have more extracurricular activities by motivation students
Organise regular community feedback sessions to gather input and suggestions for improving community service initiatives. A
No and Thank you
I would like to recommend increase parking
no
No
I prefer that the activities be practical and that the person enjoys performing them
no nothing else i would like to share thankyou
to have more extracurricular activities by motivation students
Organise regular community feedback sessions to gather input and suggestions for improving community service initiatives. A
No and Thank you
I would like to recommend increase parking
no
No
I prefer that the activities be practical and that the person enjoys performing them
increase sports activity
no
nothing
Events, attendance, coffee and a small restaurant
‫يتم عمل مجموعات تطوعية للجامعهال‬
improve the restroom hygiene would be more better to make a renovation for them because they are old. Most of the doors
N
No
No
Nothing
Increase activity
for me I like good
On weekends ;On weekends
;No preference;
On weekends ;On weekends
;No preference;
On weekends
;On weekends ;No preference;
Thank you for your participation! Your input is valuable to us
5
5
5
5
5
5
5
5
5
nity service initiatives. Additionally, consider implementing a peer mentorship program where experienced volunteers guide newer memb
nity service initiatives. Additionally, consider implementing a peer mentorship program where experienced volunteers guide newer memb
old. Most of the doors are broken and it’s better to Colours in the walls
– Virtual (online) ;- On-site (in-person)
– Virtual (online) ;- On-site (in-person)
– On-site (in-person)
;- No preference;
;- No preference;
;- No preference;- Virtual (online) ;
..
nothing, thank
Option
you 1
thank you Option 1
Thank
Option 1
no thank yuo
ed volunteers guide newer members, fostering a supportive and inclusive environment within the school community.
ed volunteers guide newer members, fostering a supportive and inclusive environment within the school community.
l community.
l community.
College of Health Sciences
Department of Public Health
ASSIGNMENT COVER SHEET
Course name:
Health Planning
Course number:
PHC 274
CRN
24699
Students enrolled in PHC 274 in Spring 2024 will plan and conduct a community
needs assessment within the school to prioritize community service activities.
Students will be provided a data collection tool survey to gather information from
their peers in the course regarding community needs.
Assignment title or task:
After gathering relevant and actionable information for community service
planning, students will consolidate their findings from the community needs
assessment in a unified structured report.
This sheet is the cover for the report.
1.
2.
3.
4.
Shahad alqahtani
Asail almutairi
Htoon alshahri
Zahraa alorayyidh
Students ID:
1.
2.
3.
4.
S210027222
s210034740
s210034140
s2100078562
Submission date:
18-5-2024
Student Name:
Group Number:
1
Instructor name:
Dr Soni Ali
Grade:
….. out of 10
Release Date: Sunday, 11 Feb 2024
Due Date: Saturday, 18 May 2024
Page 1 of 7
College of Health Sciences
Department of Public Health
Instructions for submission:






Final report must be submitted with properly filled cover sheet (Name, ID, CRN, Submission
date) in word document, Pdf is not accepted.
Text size 12-Times New Roman with 1.5-line spacing.
Heading should be Bold
The text color should be Black
Do proper paraphrasing to avoid plagiarism with proper references.
References must be in APA format
Page 2 of 7
College of Health Sciences
Department of Public Health
Community Needs Report
This summary is the climax of endeavors by students (CRN: 24699) from the Saudi Electronic
University, as a part of their coursework in PHC 274 Wellbeing Arranging. It embodies the discoveries
from a review of 21 students, pointed toward recognizing the local area’s requirements and requesting
students’ suppositions on different features of the scholastic climate and related exercises.
Demographic Information:
1. School Branch: The pie diagram shows the dissemination of students across various branches.
Most of the students (56.52%) go to the Jeddah branch, trailed by Demmam (26.08.%), and
Riyadh (17.39%).
2. Gender: The student population consists of 100% females .
0
4
Jeddah Male
JeddahFemale
Demmam Female
12
6
Riyadh Female
Madina Female
Page 3 of 7
College of Health Sciences
Department of Public Health
3. Age Group: The students (54.16%) are in the 18-24 years old age group in majority, and the
students of 25-29 years old (29.16%). Students with 30 years or older are (20.83%).
4. Marital Status: 17 students (70.83%) are single in total, 29.16% are married with a number of 7
only.
2
1
18-24 Single
2
18-24 Married
25- 29 Single
1
25- 29 Married
13
2
30 Plus Single
30 Plus Married
25-29 Divorced
30 Plus Divorced
3
0
5. Number of Children: The majority of students (66.66%) do not have children (n= 16), while
20.83% have one child (n = 5), 4.16% have two children and 8.33% have more than 3 children.
2
1
Have No Children
Have One Child
5
Have two Children
16
Have 3 or More
Page 4 of 7
College of Health Sciences
Department of Public Health
6. Employment Status: 54.16% of students are unemployed, 29.16% are employed full time, and
16.66% are employed part time.
4
Unemployed
Employed full-time
13
7
Employed parttime
Community Needs Assessment:
1. Physical Environment and Infrastructures: The majority of the students evaluated the
playground and recreational facilities as excellent and good (each on 38.1%), classroom spaces
and learning environments as fair (38.1%), and restrooms and hygiene facilities as ‘fair’ (38.1%).
rating from most of the students.
2. Academic Life and Social Activities: Tutoring and academic support programs were appraised
by students as “very interested” (52.1%), sports groups and actual schooling classes as “very
interested” (57.1%), and clubs and extracurricular exercises were evaluated as ‘Very interested’
(52.4%) by most students. Workmanship, music, and innovative articulation exercises were
evaluated as “very interested” (42.9%), and get-togethers and local meetings got a “very
interested” (57.1%)’ rating from most of the students.
Page 5 of 7
College of Health Sciences
Department of Public Health
3. Awareness about Health Topics: A considerable number of students have a substantial
understanding (‘A lot’ – 38.1%) or moderate knowledge (‘Some’ – 47.6%) regarding road
injuries and safety measures. Awareness levels for substance abuse and its consequences are
‘Some’ (61.9%) or ‘A lot’ (33.3%). Knowledge about obesity and proper nutrition is high (‘A
Lot’ – 66.3%) or moderate (‘some’ – 33.7%), and the same pattern is observed for chronic
conditions such as diabetes and asthma (‘A Lot’ – 42.9%, ‘Some’ – 33.3%). Ischemic heart
disease awareness is consistent across the board (33.3% for all categories), while knowledge of
stroke and lower respiratory infections is predominantly ‘Some’ (52.4% each). Understanding of
cancers (‘some’ – 42.9%) and Alzheimer’s disease (evenly distributed at 33.3% across all levels)
varies among the students.
4. Preferred Health Awareness Activities: Workshops are highly favored (‘most interesting’ 38.1%), with presentations deemed ‘somewhat interesting’ by 42.9% of students, ranking them
among the top health awareness activities. Discussions also hold significant interest (‘most
interesting’ – 38.1%). Role-playing activities hold a ‘most interesting’ rating of 23.8%, whereas
cooking classes and nutrition education sessions are well-received (‘most interesting’ – 42.9%).
Fitness challenges and exercise programs are equally popular (‘most interesting’ – 42.9%), with
presentations being less favored.
5. Extracurricular Activities: A large majority of students (76.2%) are inclined to engage in
extracurricular activities, while a minority (23.8%) is likely to abstain.
6. Preferred Timing for Extracurricular Activities: Nearly half of the students (47.6%) show a
preference for participating in extracurricular activities during the afternoon, prior to their
classes.
7. Preferred Days for Extracurricular Activities: A significant portion of students (61%) favor
weekends for extracurricular activities, whereas 19% express no particular preference.
8. Preferred Format of Activities: A majority of students (61.9%) show a preference for on-site
(in-person) activities, while an equal percentage of students (19%) either favor virtual (online)
activities or have no specific preference.
Suggestions and Comments:
Page 6 of 7
College of Health Sciences
Department of Public Health
1. While the wellbeing and safety efforts are appraised as fantastic, persistent improvement
is the key. Students propose the execution of ordinary security mindfulness projects to
keep up with and work on the ongoing principles.
2. Interest in mentoring and scholarly help is obvious. Students suggest the foundation of
mentoring meetings, after-school help habitats, and online assets to take special care of
different advancing necessities and timetables.
3. To increment mindfulness about ischemic coronary illness and Alzheimer’s sickness,
understudies propose arranging well-being fairs, welcoming clinical experts for talks, and
coordinating these subjects into the educational plan through intelligent modules.
Conclusion:
Generally, this study survey directed by the dynamic students of the Saudi Electronic University has
enlightened the assorted embroidery of student information and inclinations inside the local scholastic
area. It has displayed an energetic commitment to well-being points, an unmistakable tendency towards
intelligent and functional well-being mindfulness exercises, and a solid interest in enhancing the
instructive experience through extracurricular undertakings. The understudies’ voices, as caught in this
report, mirror the aggregate energy to learn, develop, and flourish in a strong and dynamic school or
university climate.
Thank you to all the students who participated in the survey. Your input is valuable to us.
Page 7 of 7

Purchase answer to see full
attachment

Share This Post

Email
WhatsApp
Facebook
Twitter
LinkedIn
Pinterest
Reddit

Order a Similar Paper and get 15% Discount on your First Order

Related Questions

Assignment help Director’s Reflection: Preschool Culturally Responsive Practices 1. Here’s why what you are doing is so important! (Explain the importance of culturally responsive practices in supporting positive identity development and social competence in young children. 1-2 paragraphs) 2. This is what I observed as your strengths and areas that need improvement. (Analyze cultural responsiveness with regard to the environment, curriculum, and as demonstrated through teaching practices by explaining three strengths and three opportunities for improvement you observed in the preschool classroom related to culturally responsive practices that support young children and their families. 1-2 pages). 3. Here are my recommendations. (Explain  three evidence-based strategies with rationales that would strengthen culturally responsive practices within the classroom  overall AND  three evidence-based strategies that address the areas that need improvement.  Supportive research must be included. 1-2 pages)

Assignment help Director’s Reflection: Preschool Culturally Responsive Practices 1. Here’s why what you are doing is so important! (Explain the importance of culturally responsive practices in supporting positive identity development and social competence in young children. 1-2 paragraphs) 2. This is what I observed as your strengths and areas that

attached Final Paper Introduction: For the final paper, you will propose a research study related to health care. In each week of the course, you will craft components of a proposed study. This first assignment starts your project. It is recommended you review Week 6 – Final Paper instructions for more information. Assignment Introduction: In research, it is almost impossible to study the whole population. Instead, researchers get a sample of the population to make inferences about the variables in the study. For this assignment, you will prepare an in-service education presentation to new research coordinators for a healthcare organization based on types of sampling. For this assignment, you will create a PowerPoint presentation with speaker notes. In your presentation, · Describe the sampling approach, the intent of the sampling approach, the procedure for selection of participants, and the potential biases for each type of sampling listed below: · Simple random sampling · Systematic sampling · Stratified sampling · Cluster sampling · Convenience sampling · Snowball sampling · Compare and contrast the advantages and disadvantages of at least two sampling techniques. · Examine three data analysis tools from the following list: · ANOVA Single Factor · ANOVA Two Factor with Replication · ANOVA Two Factor without Replication · Correlation · Covariance · Descriptive Statistics · Exponential Smoothing · F-Test Two-Sample for Variances · Histogram · Rank and Percentile · Regression · t-Test Paired Two Sample Means · Z-Test, Two Sample for Means · Describe a healthcare example of the type of study used for each tool you selected. The PowerPoint slides should include key concepts, and the details should be listed in the speaker notes. The recommendation is that you access Garr Reynolds’ Presentation Zen Design Tips Links to an external site. , which provides useful assistance with creating successful PowerPoint presentations. Submit your PowerPoint presentation through Waypoint. You can also review the Writing Center’s resource How to Make a PowerPoint Presentation Links to an external site. . The Types of Sampling presentation

attached Final Paper Introduction: For the final paper, you will propose a research study related to health care. In each week of the course, you will craft components of a proposed study. This first assignment starts your project. It is recommended you review Week 6 – Final Paper instructions for

You will write your three (3) to four (4) page paper based on your research, class materials that were covered in your textbook, source materials from the meeting, and evaluations and observations about your local government.  The paper must be formatted Chicago style or MLA or a similar style you know how to use.  Aside from the 3 to 4 written pages you must also have a cover page with your info, course name, my name, date and paper’s title, as well, as a formal bibliography page using Chicago style. To view this style, go to   All sources MUST BE cited.  1. Apply concepts and materials that you have learned in the course to observations and reflections about the process of local government. 2. What was the purpose of the meeting?  Look at the meeting’s agenda as it’s displayed on the video (most times) and what you witnessed as a spectator at the meeting and explain what it was about.   3. What did you observe in this meeting- Who was in attendance- which government officials? Who were the participants?  Was there an opportunity for public/residents to comment?  If so, when? 4. Was there a clear distinction among the politicians (elected officials) and the administration (public administrators)?  Define them.  Who were the public administrators at the meeting? 5. What did you learn from the experience?  What did this experience teach you about local politics and the political process?  Do you understand how and why local government’s decisions and enforcement of the law has a much stronger/ bigger impact on your day-to-day life than Federal and state governments? OPTIONAL VIDEOS to choose from to write your paper on: 1. Regular Meeting – Newark Municipal Council – 6/5/2024   to an external site. 2. Regular Meeting – Newark Municipal Council – 5/22/2024 3.  Regular Meeting – Newark Municipal Council – January – 24 – 2024   4. Regular Meeting – Newark Municipal Council – February 1, 2023 5. Regular Meeting – Newark Municipal Council – December 6, 2023 6. Regular Meeting – Newark Municipal Council – December 7, 2022  

You will write your three (3) to four (4) page paper based on your research, class materials that were covered in your textbook, source materials from the meeting, and evaluations and observations about your local government.  The paper must be formatted Chicago style or MLA or a similar style you

1. Based on the above Find and explain the economic order quantity and the total inventory cost per annum. The costs of placing an order are Rs. 150 per order. It is estimated that 1000 units will be used in the next 12 months. The carrying cost per month is Rs. 2.50. Assuming that the demand is deterministic and continuous and that no stock-outs are allowed, determine the optimal order quantity. The annual requirements for a particular raw material are 2,000 units costing Re. 1 each to the manufacturer. The ordering cost is Rs. 10 per order and the carrying cost 16% per annum of the average inventory value. 1. Based on the above Find and explain the economic order quantity and the total inventory cost per annum. Question 1 Answer: EOQ = Total Inventory Cost per annum = Rs. The costs of placing an order are Rs. 150 per order. It is estimated that 1000 units will be used in the next 12 months. The carrying cost per month is Rs. 2.50. Assuming that the demand is deterministic and continuous and that no stock-outs are allowed, determine the optimal order quantity. 2. Based on the above, explain the following  What is the time between the placing of orders? The procurement lead time is one month. What is the re-order point based on the on-hand inventory level?

1. Based on the above Find and explain the economic order quantity and the total inventory cost per annum. The costs of placing an order are Rs. 150 per order. It is estimated that 1000 units will be used in the next 12 months. The carrying cost per month is

  Biostatistics focuses on the treatment and analysis of data from biological, biomedical, and health-related studies. As you begin your journey into biostatistics, this discussion focuses on its real-world use. As part of federal regulations, states must conduct an external quality review of its contracted Medicaid managed care organizations and prepaid inpatient health plans. For your state or a neighboring state, find the External Quality Review Organization (EQRO) report available on the .gov website. Review the Advanced Internet Search TechniquesLinks to an external site. resource for more information on how to conduct a web search. (You may wish to include these search terms as you locate the EQRO report for your selected state: external quality review organization, quality improvement, improvement plan, or performance improvement.) For your initial post, after reviewing the report’s table of contents, Locate a section of the report that used statistical methods and summarize the methods and results. Include the target subjects or participants and possible cultural factors (e.g., customs, preferences, communication styles, or heritage). Include data analysis tools used and how this report can make an impact on health care. After reviewing the information, determine why it would be of interest to managed care organizations and the state health organization. If you were representing the managed care organization, explain how you would use this information to improve your enrollees’ health status.

  Biostatistics focuses on the treatment and analysis of data from biological, biomedical, and health-related studies. As you begin your journey into biostatistics, this discussion focuses on its real-world use. As part of federal regulations, states must conduct an external quality review of its contracted Medicaid managed care organizations and

#1  The SBAR (Situation, Background, Assessment, Recommendation) communication tool is effective in healthcare settings primarily because it provides a clear, concise framework for communications, which is crucial in high-stakes environments. Studies have shown that SBAR improves communication clarity and reduces errors, particularly during handoffs between healthcare providers. For instance, it standardizes the information exchange, ensuring critical details are not overlooked, thus enhancing patient safety and improving clinical outcomes (Kaiser Permanente, 2009; Haig et al., 2006). The structured nature of SBAR allows for quick, effective exchanges that are essential in emergency situations, contributing to its effectiveness as a communication tool in healthcare. #2   Effective communication in important to promote patient safety. According to Müller et al., 2018, the SBAR communication tool has been shown to improve the safe treatment of patients, even though there is limited data on the topic. To me, the SBAR tool allows one to communicate clearly and concisely. The situation explains what is going on now. The background reminds the provider of why the patient is here. The assessment goes into further detail about why the nurse feels the need to contact the doctor. The recommendation is then presented to the doctor by the nurse to request an intervention to further patient care. Always verbalize and repeat any orders given by the provider. The scenario in my video is a real-life recent event that is still playing itself out. I have learned from the module videos some tips on the importance of relevant facts when speaking to the doctor. At times I feel I include too much detail and at times have found myself sending two messages rather than one in a close time frame. I am working on these faults to improve my communication actively.

#1  The SBAR (Situation, Background, Assessment, Recommendation) communication tool is effective in healthcare settings primarily because it provides a clear, concise framework for communications, which is crucial in high-stakes environments. Studies have shown that SBAR improves communication clarity and reduces errors, particularly during handoffs between healthcare providers. For instance, it

Unit 3 Research for Strategic Development Assignment v1.0 13/02/23 For: ATHE Level 7 Diploma in Strategic Management ATHE Level 7 Extended Diploma in Strategic Management Unit 3 Research for Strategic Development Assignment Assignment Scenario Your research must be related to a topic associated with strategic business development. To achieve the learning outcomes at the standards provided, you must prepare a portfolio which includes all the work completed for the following tasks. When citing sources of information that you have used for your research, provide a reference using an appropriate format, e.g., Harvard. Task 1 In section one of your portfolio, you should: • Identify a valid area for research to support the strategic development of a business area • Explain the aim, scope and objectives for a chosen area of research • Prepare a research proposal and project plan including success criteria, key milestones and critical pathways Extension activities To achieve a Merit, you must justify how the research area you have chosen supports the achievement of an aspect of strategic business development. Learning outcomes and assessment criteria LO1 AC 1.1, 1.2, 1.3, 1M1 Task 2 In section two of the portfolio, you need to: • Complete a review of different literature sources identifying those which are most appropriate for your chosen area of research • Use different research methodologies to gather data from primary and secondary sources (the data must be sufficient to ensure you can make valid conclusions) Extension activities To achieve a Merit, you must justify the research methodologies chosen. Learning outcomes and assessment criteria LO2 AC 2.1 2.2 2M1 Unit 3 Research for Strategic Development Assignment v1.0 13/02/23 Task 3 In section three of the portfolio, you must present all your research findings in an appropriate format for the target audience. You must: • Provide a comprehensive explanation of the purpose, methodologies and findings • Use the information collected to explain your conclusions and recommendations Extension activities To achieve a Distinction, you must analyse how the findings of your research can be used in a specific strategic business context. Learning outcomes and assessment criteria LO3 AC 3.1, 3.2, 3D1 Task 4 On completion of your research project, you must prepare a reflective log which contains an evaluation of the skills you used while undertaking the research. The reflective log should be included in section four of your portfolio and must include: • A review of your own skills using personal reflection and feedback • Recommendations on ways to improve your personal skills while undertaking research Extension activities To achieve a Merit, you must include a plan to improve your own research skills in your reflective log. Learning outcomes and assessment criteria LO4 AC 4.1, 4.2, 4M1 Note: When citing sources of information that you have used, provide a reference using an appropriate format, e.g., Harvard. Unit 3 Research for Strategic Development Assignment v1.0 13/02/23 Guidelines for assessors The assignments submitted by learners must achieve the learning outcomes and meet the standards specified by the assessment criteria for the unit. To achieve a merit or distinction grade, the learners must demonstrate that they have achieved all the criteria set for these grades. Where work for the pass standard is marginal, assessors can take account of any extension work completed by the learners. The suggested evidence listed below is how learners can demonstrate that they have met the required standards. The command verbs contained within the AC are highlighted in bold in the suggested evidence boxes. Task number LOs and AC Suggested evidence PASS Suggested additional evidence MERIT Suggested additional evidence DISTINCTION 1. LO1 AC 1.1, 1.2, 1.3 1M1 The learner should ensure that the tutor has approved their choice of research area/ hypothesis. AC1.1 The learner may consider different areas of research but will identify one which is linked to the strategic business development. AC1.2 The learner will need to explain clearly and in detail the aim, scope and objectives of the research which is to be undertaken. AC1.3 The learner will produce a research proposal with the development of suitable research question(s) or hypotheses for the selected area of research. The learner must produce specific success criteria which are related to the achievement of the research proposal. The success criteria should be referred to in the reflective log which is required for Task 4. 1M1 The learner must produce detailed written justification for the choice of research area showing how it is directly related to an aspect of strategic business development. Unit 3 Research for Strategic Development Assignment v1.0 13/02/23 The final proposal must be presented in writing. However, it could be accompanied by oral or written evidence of viva with tutor/assessor with observation statement recording discussions, questions and answers. The plan must be clearly presented, and a tabular form would be useful. It should be a tool which the learner will use in completing the research. 2 LO2 AC 2.1, 2.2 2M1 AC2.1 The learner should prepare a detailed literature review and accurate bibliography in an appropriate referencing format. The review will identify literature sources which are pertinent as well as those which are not. A wide range of appropriate and relevant information sources must have been considered, including academic journals, reports, texts and valid online material AC2.2 The learner will then apply research methodologies using primary and secondary sources. This must provide sufficient information so that valid conclusions can be drawn. 2M1 The learner must produce a comprehensive explanation of their reasons for choosing the research methodologies and justify why each is fit for purpose. 3 LO3 AC 3.1, 3.2 3D1 AC3.1 The learner must explain the research purpose, methodologies, and findings. The learner should choose the most appropriate format in which to present their research findings. In most cases, this is likely to be a final written report 3D1 The learner will produce a written piece of work that analyses how the findings of the research can be used in a specific business context. The analysis should examine Unit 3 Research for Strategic Development Assignment v1.0 13/02/23 demonstrating that the learner has: • applied relevant research methods for the area and type of research undertaken • provided a comprehensive explanation of the purpose, methodologies and findings • referenced all sources using a recognised system AC3.2 The report should explain conclusions and recommendations using the information collected. It should draw on an analysis of the research findings in justifying results and conclusions and should consider research methods and techniques, as well as the validity of the findings. each part in detail, identifying the main findings and their relationship to the business context. 4 LO4 AC 4.1, 4.2 4M1 AC4.1 The learner will be required to prepare a reflective log that reviews their own learning in carrying out research investigations. This will be a written review based on the learner’s own experiences. AC 4.2 The learner will draw on the review for AC 4.1 in order to identify and recommend ways to improve their own skills while undertaking research 4M1 The learner will produce a detailed plan with clear specific actions, in timeframes, to show how their skills will be improved for future research.

Unit 3 Research for Strategic Development Assignment v1.0 13/02/23 For: ATHE Level 7 Diploma in Strategic Management ATHE Level 7 Extended Diploma in Strategic Management Unit 3 Research for Strategic Development Assignment Assignment Scenario Your research must be related to a topic associated with strategic business development. To achieve the

Unit 3 Research for Strategic Development Assignment v1.0 13/02/23 For: ATHE Level 7 Diploma in Strategic Management ATHE Level 7 Extended Diploma in Strategic Management Unit 3 Research for Strategic Development Assignment Assignment Scenario Your research must be related to a topic associated with strategic business development. To achieve the learning outcomes at the standards provided, you must prepare a portfolio which includes all the work completed for the following tasks. When citing sources of information that you have used for your research, provide a reference using an appropriate format, e.g., Harvard. Task 1 In section one of your portfolio, you should: • Identify a valid area for research to support the strategic development of a business area • Explain the aim, scope and objectives for a chosen area of research • Prepare a research proposal and project plan including success criteria, key milestones and critical pathways Extension activities To achieve a Merit, you must justify how the research area you have chosen supports the achievement of an aspect of strategic business development. Learning outcomes and assessment criteria LO1 AC 1.1, 1.2, 1.3, 1M1 Task 2 In section two of the portfolio, you need to: • Complete a review of different literature sources identifying those which are most appropriate for your chosen area of research • Use different research methodologies to gather data from primary and secondary sources (the data must be sufficient to ensure you can make valid conclusions) Extension activities To achieve a Merit, you must justify the research methodologies chosen. Learning outcomes and assessment criteria LO2 AC 2.1 2.2 2M1 Unit 3 Research for Strategic Development Assignment v1.0 13/02/23 Task 3 In section three of the portfolio, you must present all your research findings in an appropriate format for the target audience. You must: • Provide a comprehensive explanation of the purpose, methodologies and findings • Use the information collected to explain your conclusions and recommendations Extension activities To achieve a Distinction, you must analyse how the findings of your research can be used in a specific strategic business context. Learning outcomes and assessment criteria LO3 AC 3.1, 3.2, 3D1 Task 4 On completion of your research project, you must prepare a reflective log which contains an evaluation of the skills you used while undertaking the research. The reflective log should be included in section four of your portfolio and must include: • A review of your own skills using personal reflection and feedback • Recommendations on ways to improve your personal skills while undertaking research Extension activities To achieve a Merit, you must include a plan to improve your own research skills in your reflective log. Learning outcomes and assessment criteria LO4 AC 4.1, 4.2, 4M1 Note: When citing sources of information that you have used, provide a reference using an appropriate format, e.g., Harvard. Unit 3 Research for Strategic Development Assignment v1.0 13/02/23 Guidelines for assessors The assignments submitted by learners must achieve the learning outcomes and meet the standards specified by the assessment criteria for the unit. To achieve a merit or distinction grade, the learners must demonstrate that they have achieved all the criteria set for these grades. Where work for the pass standard is marginal, assessors can take account of any extension work completed by the learners. The suggested evidence listed below is how learners can demonstrate that they have met the required standards. The command verbs contained within the AC are highlighted in bold in the suggested evidence boxes. Task number LOs and AC Suggested evidence PASS Suggested additional evidence MERIT Suggested additional evidence DISTINCTION 1. LO1 AC 1.1, 1.2, 1.3 1M1 The learner should ensure that the tutor has approved their choice of research area/ hypothesis. AC1.1 The learner may consider different areas of research but will identify one which is linked to the strategic business development. AC1.2 The learner will need to explain clearly and in detail the aim, scope and objectives of the research which is to be undertaken. AC1.3 The learner will produce a research proposal with the development of suitable research question(s) or hypotheses for the selected area of research. The learner must produce specific success criteria which are related to the achievement of the research proposal. The success criteria should be referred to in the reflective log which is required for Task 4. 1M1 The learner must produce detailed written justification for the choice of research area showing how it is directly related to an aspect of strategic business development. Unit 3 Research for Strategic Development Assignment v1.0 13/02/23 The final proposal must be presented in writing. However, it could be accompanied by oral or written evidence of viva with tutor/assessor with observation statement recording discussions, questions and answers. The plan must be clearly presented, and a tabular form would be useful. It should be a tool which the learner will use in completing the research. 2 LO2 AC 2.1, 2.2 2M1 AC2.1 The learner should prepare a detailed literature review and accurate bibliography in an appropriate referencing format. The review will identify literature sources which are pertinent as well as those which are not. A wide range of appropriate and relevant information sources must have been considered, including academic journals, reports, texts and valid online material AC2.2 The learner will then apply research methodologies using primary and secondary sources. This must provide sufficient information so that valid conclusions can be drawn. 2M1 The learner must produce a comprehensive explanation of their reasons for choosing the research methodologies and justify why each is fit for purpose. 3 LO3 AC 3.1, 3.2 3D1 AC3.1 The learner must explain the research purpose, methodologies, and findings. The learner should choose the most appropriate format in which to present their research findings. In most cases, this is likely to be a final written report 3D1 The learner will produce a written piece of work that analyses how the findings of the research can be used in a specific business context. The analysis should examine Unit 3 Research for Strategic Development Assignment v1.0 13/02/23 demonstrating that the learner has: • applied relevant research methods for the area and type of research undertaken • provided a comprehensive explanation of the purpose, methodologies and findings • referenced all sources using a recognised system AC3.2 The report should explain conclusions and recommendations using the information collected. It should draw on an analysis of the research findings in justifying results and conclusions and should consider research methods and techniques, as well as the validity of the findings. each part in detail, identifying the main findings and their relationship to the business context. 4 LO4 AC 4.1, 4.2 4M1 AC4.1 The learner will be required to prepare a reflective log that reviews their own learning in carrying out research investigations. This will be a written review based on the learner’s own experiences. AC 4.2 The learner will draw on the review for AC 4.1 in order to identify and recommend ways to improve their own skills while undertaking research 4M1 The learner will produce a detailed plan with clear specific actions, in timeframes, to show how their skills will be improved for future research.

Unit 3 Research for Strategic Development Assignment v1.0 13/02/23 For: ATHE Level 7 Diploma in Strategic Management ATHE Level 7 Extended Diploma in Strategic Management Unit 3 Research for Strategic Development Assignment Assignment Scenario Your research must be related to a topic associated with strategic business development. To achieve the

Week 4 Paper Firefighters have to make quick decisions on a fire scene.  The decisions they make can mean the difference between being successful and unsuccessful. After completing this week’s readings and conducting your research into this topic, write a paper that answers the following: 1.  Discuss the actions firefighters can take to limit the spread of a structure fire? I want you to think about line choice, GPM’s, ventilation, offensive, and defensive attacks as well as any other relevant information.  2. Discuss the decisions a firefighter could make that would make a fire situation worse? Be sure to base your information on facts and not opinion, and be sure that first person is not used in your paper. Assignment Requirements: 1. Two Full APA Formatted Pages (This does not count the title page or the reference page) 2. Two Academically Respected Sources (Good sources that are respected in this field) 3. APA 7th Edition (Guides located at the bottom of this page)  4. Word Document (Use Microsoft Word only) (Do not submit a PDF or a Pages document)Paper Expectations: The Writing Assignment Expectations document I provided at the bottom of this page goes into detail on the following information.1. Page Number – The page number must appear in the upper right corner of the header on each page of the paper. 2. Title Page – APA 7th Edition3. Main Parts of the Paper – The main parts or sections of the paper include the Introduction, Body and Conclusion 4. Headings – Headings are required in the paper so that the reader can distinguish between your key points throughout the body of the paper. 5. Citing Sources – Cite your quoted and paraphrased material using APA 7th Edition6. Reference Page – Reference all material using APA 7th Edition and be sure to pay attention to the indenting for each source. Page Setup:1. Times New Roman font throughout the paper2. 12 Point font size throughout the paper3. Double Spaced4. 1 inch Page Margins: Top, Bottom, Left and Right (Not 1.25 inches) The instructions provided must be followed or points will be deducted. 

Week 4 Paper Firefighters have to make quick decisions on a fire scene.  The decisions they make can mean the difference between being successful and unsuccessful. After completing this week’s readings and conducting your research into this topic, write a paper that answers the following: 1.  Discuss the actions firefighters

INSTRUCTIONS ATTACHED Module 3 Assignment 1: Measuring CRM Success Overview For this assignment, you will prepare a deliverable in your choice of format (written document, memo, infographic, PowerPoint, etc). that describes data points (or metrics) which can be used to track CRM Plan results. Please follow the instructions below and prepare your document. Be sure to follow APA guidelines.  Refer to the APA Resources in the Academic Support area of the “Student Resources” button on our course Home page. Instructions In Module 3, we learned about CRM metrics, or data points, that allow us to measure the results of a CRM plan. 1. 1. Choose a product or service that you are familiar with. You may choose the same product or service that you used for last week’s discussion when you created a buyer persona, or you may choose a different product or service. 2. Consider what types of data (metrics) that marketers might want to measure to determine how well they are managing customer relationships. You may wish to review the various metrics noted in the article  “How to Measure CRM Success (Plus 13 Metrics You Should Know)”Links to an external site. 3. Choose three (3) metrics. Do not choose Customer Lifetime Value since we are addressing CLV in the next assignment.  4. Create a presentation in the format of your choice that does the following: · Describe each of the metrics you selected. Be sure to: · Name the metric · Describe what it measures · Explain how measuring that particular data point can help the company to understand how well they are managing their customer relationships.

INSTRUCTIONS ATTACHED Module 3 Assignment 1: Measuring CRM Success Overview For this assignment, you will prepare a deliverable in your choice of format (written document, memo, infographic, PowerPoint, etc). that describes data points (or metrics) which can be used to track CRM Plan results. Please follow the instructions below and

 In this module, we focused on the value of CRM metrics in measuring CRM efforts. We also discussed the importance of first setting goals. Consider the following scenario, then answer the questions. Scenario: You work for a company that currently does not have a CRM plan. Your manager tells you that they’re going to buy a CRM Software Platform this week and “you’ll have everything you need to make the company more profitable.” Explain to your manager the importance of first setting goals and how measuring metrics (measured by the CRM software platform) can help the company to become more profitable. In response posts, provide additional insight into your peers’ ideas and perspectives.

 In this module, we focused on the value of CRM metrics in measuring CRM efforts. We also discussed the importance of first setting goals. Consider the following scenario, then answer the questions. Scenario: You work for a company that currently does not have a CRM plan. Your manager tells you

1) Create an introduction and detailed outline of your research topic paper( the topic should be any topic related to reverse logistics). List at least four references, using library articles. The This outline can follow the following format as far as section headings. You can add more sections. But there must be at least six sections highlighted by * and section titles (Narrative format). Create section titles: Introduction Background Literature Review Findings Conclusion References Incorporate at least six references from articles listed within the online APUS library. 2) Your research paper should be 8 to 10 pages not including the Title page, abstract and reference page.The paper must include a thesis statement and must contain at least one research question to be answered or a hypothesis to be tested. The assignment must be a research paper in which you draw conclusions based on high-quality research referencing academic or scholarly sources. The sources you use must represent research not the opinion of authors. Expect to use our online library and to find peer-reviewed journal articles textbooks and reports from think tanks and government agencies such as CRS or GAO as your sources.The body of the paper must be at least 2280 words to earn full credit for the assignment, and you must support your research with at least four peer-reviewed sources that are cited and referenced.This final paper should be between 8 to 10 pages for the content, not counting the title page or the reference page.

1) Create an introduction and detailed outline of your research topic paper( the topic should be any topic related to reverse logistics). List at least four references, using library articles. The This outline can follow the following format as far as section headings. You can add more sections. But there