| Course | PU699 Master of Public Health Capstone |
|---|---|
| Unit | Unit 8 |
| Paper type | Stakeholder presentation |
| Length | About 880 words, 6 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | Master of Public Health (MPH) |
| Updated | October 2026 |
Free sample paper for PU699 Unit 8
Nineteen of Sixty-Four, Then Thirty-Eight: A Unit 8 Stakeholder Presentation Asking a Composite City's Parks and Health Boards for One Pilot Season of Same-Day Beach Advisories, Slide by Slide With Speaker Notes
[Student Name]
Purdue University Global
PU699: Master of Public Health Capstone
Unit 8 Stakeholder Presentation
[Instructor Name]
[Date]
Port Alder, its boards and its figures are composite; the methods, the standard and the research cited are real.
Slide 1. Title
On screen: Same-Day Beach Advisories: A Pilot for Summer 2026. Port Alder Health Department, with the Parks Department and Beach Lifeguard Service. Speaker notes: Thank the boards. State that the head lifeguard and the parks director are present and that both have reviewed the protocol. Department position.
Slide 2. The Request
On screen: Approve one pilot season of the revised advisory protocol at the four public beaches. Approve 9,700 dollars from the beach program budget. Speaker notes: Say plainly that this is a pilot with an evaluation at the end, and that the boards will see the results in October before deciding anything permanent. Department position, cleared by the health director.
Slide 3. What Happens Now
On screen: one bar chart. Exceedance days at our beaches, 2024 and 2025: 64. Days with an advisory up: 19. Caption: Our advisories are based on water sampled the day before. Speaker notes: Explain in one sentence that the laboratory test takes a day. Do not use the term persistence. Writer's analysis, reviewed by the director. The whole case rests on one comparison the department had never made: the advisory log set beside the next day's laboratory results.
Slide 4. Why
On screen: a photo of the Mill Creek mouth after rain, with a line: Bacteria rise with rain and fall within a day. Speaker notes: Water changes faster than our test. Cite that this is a well-described problem at Great Lakes beaches, including Chicago's (Nevers & Whitman, 2011). Writer's analysis.
Slide 5. What a Morning Estimate Would Have Done
On screen: two bars per beach for Mill Creek, North Pier, Lakeside and Alder Point, showing exceedance days caught by yesterday's result and by the morning estimate. Caption: Same number of false advisories. Not better at Alder Point. Speaker notes: Say the model was tested on a season it had not seen. Say clearly that it did worse at Alder Point, where gulls and sand rather than rain drive bacteria, and that the protocol keeps the current rule there. Writer's analysis.
Slide 6. A Lifeguard's Morning Under the Pilot
On screen: a timeline. 6:30 model run. 7:15 text to lifeguards. 7:45 flags up. 8:00 beaches open. 8:00 to 9:00 samples as now. Speaker notes: Credit the head lifeguard, whose comment moved the posting time ahead of opening. Department position.
Slide 7. What Changed After We Listened
On screen: three changes. Posting moved to 7:45. Gull observations added at Alder Point. Signs in English and Spanish say swimming not advised rather than closed. Speaker notes: Each change came from the lifeguard service or the parks department. Department position.
Slide 8. Cost and What We Will Report
On screen: 9,700 dollars, mostly a rapid laboratory test pilot at Mill Creek. October report: exceedance days with an advisory up, and advisories on clean days, by beach, against 2024 and 2025. Speaker notes: The rapid test gives an answer within roughly three hours of sampling (Haugland et al., 2005), and federal criteria allow it for beach notification (U.S. Environmental Protection Agency [EPA], 2012), but during the pilot it will not change posted advisories. Department position.
Slide 9. What We Are Not Claiming
On screen: This pilot will not show fewer illnesses. It will show whether our signs match the water. Speaker notes: End on this. Then repeat the request.
Handout for Building and Beach Neighbors
A two-page handout for residents and businesses near the beaches explains in plain language what the new signs mean, why some advisories may appear on dry days, and how to check the day's status on the web page. It names one phone number for questions and is printed in English and Spanish.
Question Sheet
1. Will beaches close more often? The model was set to post the same number of advisories as the current method; it posts them on different days.
2. Why not use the rapid test everywhere now? It costs more, uses a different bacterium and has not yet been compared with our model here.
3. What if the model is wrong? It will be, sometimes. So is the current method, more often. The October report will show both.
4. Who decides each morning? The on-call specialist, following written rules, with a log the boards can inspect.
5. Is this a permanent change? No. It is one season, with a report before any decision.
Why the Presentation Is Built This Way
Board members are not epidemiologists, and the parks director and head lifeguard sit in the room. The map of the request, the single chart and the lifeguard's morning are chosen so that people who will carry out the protocol hear their own work described. Every speaker note is tagged as department position or writer's analysis, because a capstone presenter cannot commit the department to anything the director has not approved.
References
Haugland, R. A., Siefring, S. C., Wymer, L. J., Brenner, K. P., & Dufour, A. P. (2005). Comparison of Enterococcus measurements in freshwater at two recreational beaches by quantitative polymerase chain reaction and membrane filter culture analysis. Water Research, 39(4), 559-568. https://doi.org/10.1016/j.watres.2004.11.011
Nevers, M. B., & Whitman, R. L. (2011). Efficacy of monitoring and empirical predictive modeling at improving public health protection at Chicago beaches. Water Research, 45(4), 1659-1668. https://doi.org/10.1016/j.watres.2010.12.010
U.S. Environmental Protection Agency. (2012). Recreational water quality criteria (Office of Water 820-F-12-058). U.S. Environmental Protection Agency.
The Purdue Global PU699 Unit 8 instructions
Unit 8 usually asks you to prepare a presentation of your capstone for stakeholders who could adopt or support it. Identify the audience and the decision you want, and state the request early. Present only the evidence the audience needs, in plain language with simple visuals, and include results that complicate your case. Show how the work affects the people who would carry it out, and what changed after you consulted them. Give costs and how results will be reported. Prepare speaker notes, distinguishing your analysis from positions your organization has approved. Add a handout and anticipated questions. Most prompts expect eight to twelve slides and a recorded or live delivery of about fifteen minutes.
Inside the PU699 Unit 8 example
The presentation is laid out slide by slide, each with on-screen text and speaker notes tagged as department position or writer's analysis. The request appears on slide two. Slide three carries the single chart, and a highlighted line notes the comparison it rests on. Slide five shows results by beach, including the weaker beach, explained in a margin note. A timeline slide credits the head lifeguard, and another lists three changes made after consultation. Cost and the October report follow, with a statement of what the pilot will not show. A short neighbor handout and a five-question sheet with answers close the package. Every slide carries no more than one figure, so the board hears the point rather than reads it.
PU699 Unit 8 rubric: what earns full points
Stakeholder presentations in PU 699 are typically scored on audience fit and clarity of the ask. Points go to an early, specific request and evidence chosen for the audience. Credit rises for honest presentation of results that complicate the case and for showing how stakeholders shaped the work. Instructors value speaker notes that separate the presenter's analysis from organizational positions. Visual clarity, timing and a useful handout earn marks. Anticipating objections with prepared answers shows readiness. Citations belong in notes or a reference slide. Presentations that bury the request or overload slides with data generally lose points. A request small enough to approve at one meeting, such as a single pilot season, usually scores better than a sweeping proposal.
PU699 Unit 8 help from the desk
The most common mistake is leading with background and methods so the audience does not know what is being asked until the end. Put the request near the start. Another is showing every analysis; choose the one chart that matters. Students sometimes hide weak results, which damages trust when they surface. Show them. Avoid committing your organization to anything not approved. Prepare for the obvious objection. If you need slides and notes built from your capstone deliverable, send us the documents and the audience and we will draft the presentation. Rehearse the question you most fear and put its answer on the question sheet. Keep the request on screen at the end.
Get a PU699 Unit 8 example written to your instructions
List who will be in the room, what they have the power to decide, and what your site has cleared you to say for it; add the time limit and the Unit 8 prompt and rubric. Its request sized to that room, the free first custom sample follows those instructions and takes 24-48h. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
More PU699 papers and MPH samples
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- PU699 Unit 6: Seminar Reflection
- PU699 Unit 7: Deliverable Draft
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- PU699 Unit 10: Capstone Portfolio
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PU699 Unit 8 questions, answered
Can I present on behalf of my organization in a capstone?
Only within what the organization has approved. Many capstone presenters speak as a staff member or intern, and anything stated as the agency's position should be cleared by someone with authority first. Marking which statements are cleared and which are your own analysis protects the site and usually impresses instructors. If nothing has been cleared, present everything as analysis.
Does a recorded presentation count if the real audience never sees it?
Many sections accept a recorded or class-delivered version built for the named audience, since meeting schedules rarely fit a ten-unit term. State the intended audience on the title slide and write for them anyway. Delivering it, live or recorded, remains yours; a sample can supply the slides, the speaker notes and the question sheet.
Where can I find a free PU699 Unit 8 sample paper?
The complete Unit 8 slide deck with speaker notes, handout and question sheet for the beach advisory pilot is available on this page.
Should a stakeholder presentation include results that weaken the case?
Yes. A board that discovers a weak result later will doubt the rest, so it is better shown on a slide with the response to it.
What belongs in speaker notes for a capstone presentation?
What to say, the evidence behind it, and whether each point is your own analysis or a position your organization has approved.