There are so many different "theories" and ideas about protein. According to Fink and Mikesky, the daily recommendation of proteins for athletes is 10-35% (depending on level and amount of activity).
9/12 Watch the following video and annotate any information that you feel is important to know, and explain the information in your own words.
Final Oral PowerPoint Presentation
In this final assignment you will integrate the work you've done throughout the term, critically evaluating all that you've learned to develop a presentation on your community needs and a proposed practice plan that would address the needs of your community. This plan does not have to be the realistic version of what you will do when you graduate. Instead, think of this as a future aspiration. We're developing a plan for how a midwife could impact your community–not just what you will do in your first job. I hope you follow these plans someday, but what I know is that you can't reach a goal that you can't dream about, so for today we are just going to dream about the best work a midwife could do in your community. You will deliver your presentation to your small group and course faculty during weeks 10 & 11. After each presentation, we’ll have time for group discussion and feedback.
Each student will have 8-10 minutes to deliver their presentation. Please practice your timing! You will be asked to stop if you are more than 1 minute overtime, and you could lose points for all sections that you didn't complete!
Correct APA guidelines must be followed. See NM700 Tool Box. Slides should use images and bullets and should not be wordy. (25-30 words per slide is an acceptable guideline). Follow these best practices for slide presentations.Links to an external site.
Submit slides as a pdf file to the dropbox the day you present.
Provide a summary of your findings from your Community Perspective assignment. Use tables, bar charts, and/or pie charts as appropriate to display your findings. Include information that helps your audience to interpret the information you'll share, including:
5. Community Needs (1-2 slides) 1 minute
6. How will you serve this community as a CNM? (1 slides) <1 minutes
After gathering all of the information about your community and its members, identify your plan to serve women and families of this community.
To meet the needs of the community:
7. Practice model (3 slides) 2-3 minute
How will you address:
8. Office management (staffing-partners) (1-2 slides) 1 minute
Create a catchy name: jade wellness TWM & Birthing Center , slogan: We focus on pre/ante & postpartum wellness while welcoming women in every stage of life, and/or logo for your practice: uploaded, birth center, or new service line!
11. Remember to upload slides as a pdf file to the assignment drop box before your presentation starts.
Click this link and fill out the form for EACH of your team members. This form will open and you will fill it out for one team member >> then submit. You will see a link on the next screen to complete another form. You will do this for each team member.
This requires correct grammar, punctuation, and APA format. This will also be used to post for a Group Discussion on cultural communication. You will need to do a running head, but you do not need an abstract. Use the following headings as a template and answer all questions. One citationmust come from a refereed journal article, one from a textbook, and one from an Internetsource. This has a page limit of 5 to 7 pages, excluding the reference listDiscuss your own culture’s pattern of communication using Purnell’s Domains of Culture as a guide. Speak to each one of the following points:
Complete the following for your stakeholder analysis and findings report.
Conduct a stakeholder analysis.
Use the analysis approach of your selected model and conduct a stakeholder analysis to assess the change impacts.
Describe the methods you used and what you observed from your stakeholder analysis.
Analyze 3-5 stakeholders.
Create a change diagram or model of the inputs and outputs needed to reach the targeted change state.
Align the inputs and outputs to your stakeholder analysis.
Refer to systems thinking research to help illustrate the big picture and interactions within.
Analyze the organization's culture and climate for change.
Describe the organization's corporate culture such as the leadership structure, organizational structure, and internal systems. In other words, what are the goals, roles, procedures, and relationships? Consider the different roles and responsibilities.
Summarize the mission and vision of the organization and how they tie in with the organization's business practices or the way they operate.
Include stories about the organization that supports or conflict with the organization's stated values, beliefs, et cetera.
Assess the organization's readiness for change.
Summarize the stakeholder analysis and organization culture.
Discuss the themes you found from the analysis.
Use the models/components you selected and frame the organization's readiness for change.
Please read and respond to at least two of your peers' initial postings. You may want to consider the following questions in your responses to your peers:
Please be sure to validate your opinions and ideas with citations and references in APA format.
Describe the chemical and electrical processes used in neurotransmission.
The chemical and electrical processes are ways the brain uses to communicate actions to the rest of the body. The difference between the two are how they transmit this information. Chemical synapses utilize neurotransmitters to relay messages via a small gap that results in durable and intricate communication. In chemical transmission, neurotransmitters are released from presynaptic neural cells to postsynaptic receptors, (Pereda A. E., 2014). Erroneous amounts of specific neurotransmitters have been identified to contribute to various neurological disorders such as, Parkinson disease, schizophrenia, depression, and Alzheimer disease, (Pereda A. E., 2014). Electrical synapses is a more direct, simple, and faster form of communication that sends information by way of electrical signals directly through gap junctions, (Borroto-Escuela et al., 2024). Electrical synapses occur in the cytoplasm of adjoining cells that are directly connected by clusters of intercellular channels.
Depolarizations are referred to as excitatory postsynaptic potentials because they promote the probability that an action potential will be fired in the postsynaptic cell. In contrast, hyperpolarization is identified as an inhibitory postsynaptic potential because it decreases the chances of an action potential. In both scenarios, the principle is the same as neurotransmitters bind to receptors, but the determining factor depends on the type of receptor that will result in either depolarization or hyperpolarization, (Purves D, Augustine GJ, Fitzpatrick D, et al., 2001).
The absolute refractory period is known as a duration of time where a neuron is nonreactive to any stimuli after the start of an action potential, (Sheffler Z., Reddy V., and Pillarisetty L. 2025). The relative refractory period is what happens following the absolute refractory period where the neurons membrane potential is hyperpolarized. During hyperpolarization, the chances of an action potential is decreased, (Jankowska, E., Kaczmarek, D., & Hammar, I. 2022).
Resources:
Borroto-Escuela, D. O., Gonzalez-Cristo, E., Ochoa-Torres, V., Serra-Rojas, E. M., Ambrogini, P., Arroyo-García, L. E., & Fuxe, K. (2024). Understanding electrical and chemical transmission in the brain. Frontiers in cellular neuroscience, 18, 1398862. https://doi.org/10.3389/fncel.2024.1398862Links to an external site.
Jankowska, E., Kaczmarek, D., & Hammar, I. (2022). Long-term modulation of the axonal refractory period. The European journal of neuroscience, 56(7), 4983–4999. https://doi.org/10.1111/ejn.15801
Pereda A. E. (2014). Electrical synapses and their functional interactions with chemical synapses. Nature reviews. Neuroscience, 15(4), 250–263. https://doi.org/10.1038/nrn3708Links to an external site.
Purves D, Augustine GJ, Fitzpatrick D, et al., editors. Neuroscience. 2nd edition. Sunderland (MA): Sinauer Associates; 2001. Excitatory and Inhibitory Postsynaptic Potentials. Available from: https://www.ncbi.nlm.nih.gov/books/NBK11117/
Sheffler ZM, Reddy V, Pillarisetty LS. Physiology, Neurotransmitters. [Updated 2023 May 1]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2025 Jan-. Available from: https://www.ncbi.nlm.nih.gov/sites/books/NBK539894/Links to an external site.
Neurotransmitters Discussion
The chemical and electric process of neurotransmission is characterized by an electrical impulse in the first neuron that is changed into a chemical signal between the first and second neuron via a process called excitation-secretion coupling. Chemical information gets signaled between the first and second neurons to change genetic functioning and molecules. This happens by converting the chemical information in the first neuron back to an electrical impulse in the second neuron (Stahl, 2021.)
Depolarizations are referred to as excitatory postsynaptic potentials because it increases the likelihood that an action potential might occur. It moves the membrane potential closer to threshold. Hyperpolarization is referred to as inhibitory postsynaptic potential because it decreases the likelihood of an action potential occurring. This brings the membrane potential away from the threshold (Akter, 2024.)
The differentiation between absolute and relative refractory periods is during an absolute refractory period it is not possible to create another action potential. A relative refractory period limits the amount of action potential that a neuron can fire (Akter, 2024.)
References
Akter, F. (2024). Neuroscience for neurosurgeons (3rd ed.). Cambridge University Press. https://books.google.com/books?id=cjXuEAAAQBAJ&lpg=PA72&ots=_zeACuUTQN&dq=absolute%20and%20relative%20refractory%20period%20neurotransmission&lr&pg=PA72#v=onepage&q&f=falseLinks to an external site.
Stahl, S. M. (2021). Stahl's essential psychopharmacology: Neuroscientific basis and practical applications (5th ed.). Cambridge University Press.
Literature Search
Clement-Okooboh, M. (2012). Recording our professional development just became easier: Using a learning management system. Proceedings of the European conference on Information Management & Evaluation, pp.431-434.
Kruger, D.; Inman, S.; Ding, Z.; Kang, Y.; Kuna, P.; Liu, Y.; Lu, X.; Oro, S.; Wang, Y. Improving Teacher Effectiveness: Designing Better Assessment Tools in Learning Management Systems. Future Internet, 7, 484-499.
Kwan, A. (2012). From cherry picking to convergence: Migrating e-learning delivery to an LMS (learning management system) – the COLeLIO experience. International Journal of Advanced Corporate Learning, 5(3), pp. 58-63.
Porter, G. W. (2013). Free choice of learning management systems. Interactive Technology and Smart Education, 10(2), 84-94.
Web Sites:
Blackboard, http://www.blackboard.com/
Moodle, http://moodle.com/
The Session Long Project for this course requires students to develop a Technology-Based Learning Compendium*. This compendium will consist of a series of web-based resources and scholarly readings addressing various aspects of technology-based learning. Think of a compendium as a list or a brief summary of a larger work that you are creating. Each entry in your compendium will contain detailed information – including an annotated bibliography, and analysis and synthesis of research data. As you continue your career you should add other resources as you discover them. This SLP should continue to expand beyond this course.
* Compendium = a brief summary of content related to a specific issue; a list or inventory of items related to a particular subject area.
The following topics will be included in your Compendium, and each topic will be completed as you progress through the five modules during the Session Long Project:
Module 2 – Learner Readiness
