Travis Barnhart completed a computer skills course at the Kansas City Public Library on May 1, 2015. The course was titled "Computer Skills for the Workplace" and was part of the library's lifelong learning program.
The document discusses essential skills for the 21st century workplace. It identifies key skills like reading, document use, numeracy, communication, critical thinking, working with others, computer literacy, and continuous learning. It emphasizes that these skills are more important now than basic skills from the past like reading, writing and arithmetic. The document provides details on each skill area and advises conducting a self-audit to identify gaps and set goals for acquiring skills to succeed in today's workplace.
The document outlines Hayley Ip's aims and objectives for a project involving Rubik's cubes. Her first aim was to widen the Rubik's cube community by making tutorials and posting them on YouTube. She evaluated this aim by noting a tutorial was viewed 211 times, showing they widened the community. Her second aim was to make an offline timer using Visual Basic. She created a survey to evaluate if the timer was downloadable and easy to use, which respondents answered positively. Her third aim was to make a logo for the website. A survey evaluated that the logo conveyed a positive feeling and was suitable and recognizable. Her fourth aim was to make a functional website, which she evaluated through a survey that found navigation and layout were
The Social Capital of Migrants and Individual ICT Useftr_
Is there a difference in habitualised Internet use between migrants and non migrants, once statistical controls taken into account?
Based on representative data from the European Social Survey 2003 in countries with strong Internet developement there is no difference between migrants & non-migrants. In countries with many young migrants there is a significant higher rate of users among migrants.
A detailed multivariate analysis at the country level shows that in all of the European countries studied age, educational attainment, income but not gender influence the domestication of the Internet. Another important, positive influences is bridging social capital (associations), but less bonding capital (strong links with friends, in Nordic countries).
Social, interpersonal trust (in countries except Nordic welfare regimes) and trust in institutions (in other welfare regimes) increases the odds of regularly using the Internet.
Welfare regime allows to group countries together.
This document discusses how information technology can support student-centered learning. It describes two learning theories: constructivism where students build their own learning, and social constructivism where knowledge is constructed through social contexts. The document suggests teachers can use computers as information tools, communication tools, and constructive tools to support student-centered learning. It provides examples of how students can use technology for word processing, presentations, internet research, and collaboration. The goal is for teachers to facilitate more active and independent learning by students using information technology.
Alyssa Valino is seeking a call center position to utilize her communication skills and ability to work well with others. She has experience as a practice teacher at Bacoor National High School from October 2012 to January 2013. Valino earned a Bachelor of Secondary Education degree majoring in English from the University of Perpetual Help System DALTA in 2013. She is proficient in English and Filipino with computer skills in Microsoft Office and online searching using Google.
Lesson 11 - The computer as the teacher's toolNorris Bregente
The document discusses how computers can support constructivist and social constructivist learning paradigms. It explains that constructivism involves individuals constructing their own knowledge, while social constructivism recognizes that social influences also impact learning. The computer can act as an information tool by providing vast resources, a communication tool by enabling collaboration, and a constructive tool by allowing students to organize and present ideas. It posits that the computer facilitates creative social knowledge building and enhances project communication, supporting both constructivist learning theories.
The document discusses the role of computers in education as tutors through computer-assisted instruction (CAI). It describes how CAI can be used for drill-and-practice exercises to reinforce learning, as well as for simulations, instructional games, and problem-solving software. The computer plays the role of tutor but does not replace the teacher, who remains responsible for planning lessons, evaluating students, and facilitating learning. When integrated effectively into lessons, CAI has the potential to enhance students' thinking and collaboration skills.
The document discusses the role of computers as tutors in education. It describes how computers can take on tutorial roles by delivering instruction, reinforcing learning through drill and practice, and providing feedback to students. However, the teacher still must plan learning objectives, ensure students have prerequisite knowledge, and evaluate student achievement. When used for drill and practice, computers are best limited to 20-30 minutes to reinforce basic skills and not replace in-person teaching entirely. The computer serves as a tutor in the new age of learning but does not replace the teacher, who adopts a new role as facilitator.
The document discusses essential skills for the 21st century workplace. It identifies key skills like reading, document use, numeracy, communication, critical thinking, working with others, computer literacy, and continuous learning. It emphasizes that these skills are more important now than basic skills from the past like reading, writing and arithmetic. The document provides details on each skill area and advises conducting a self-audit to identify gaps and set goals for acquiring skills to succeed in today's workplace.
The document outlines Hayley Ip's aims and objectives for a project involving Rubik's cubes. Her first aim was to widen the Rubik's cube community by making tutorials and posting them on YouTube. She evaluated this aim by noting a tutorial was viewed 211 times, showing they widened the community. Her second aim was to make an offline timer using Visual Basic. She created a survey to evaluate if the timer was downloadable and easy to use, which respondents answered positively. Her third aim was to make a logo for the website. A survey evaluated that the logo conveyed a positive feeling and was suitable and recognizable. Her fourth aim was to make a functional website, which she evaluated through a survey that found navigation and layout were
The Social Capital of Migrants and Individual ICT Useftr_
Is there a difference in habitualised Internet use between migrants and non migrants, once statistical controls taken into account?
Based on representative data from the European Social Survey 2003 in countries with strong Internet developement there is no difference between migrants & non-migrants. In countries with many young migrants there is a significant higher rate of users among migrants.
A detailed multivariate analysis at the country level shows that in all of the European countries studied age, educational attainment, income but not gender influence the domestication of the Internet. Another important, positive influences is bridging social capital (associations), but less bonding capital (strong links with friends, in Nordic countries).
Social, interpersonal trust (in countries except Nordic welfare regimes) and trust in institutions (in other welfare regimes) increases the odds of regularly using the Internet.
Welfare regime allows to group countries together.
This document discusses how information technology can support student-centered learning. It describes two learning theories: constructivism where students build their own learning, and social constructivism where knowledge is constructed through social contexts. The document suggests teachers can use computers as information tools, communication tools, and constructive tools to support student-centered learning. It provides examples of how students can use technology for word processing, presentations, internet research, and collaboration. The goal is for teachers to facilitate more active and independent learning by students using information technology.
Alyssa Valino is seeking a call center position to utilize her communication skills and ability to work well with others. She has experience as a practice teacher at Bacoor National High School from October 2012 to January 2013. Valino earned a Bachelor of Secondary Education degree majoring in English from the University of Perpetual Help System DALTA in 2013. She is proficient in English and Filipino with computer skills in Microsoft Office and online searching using Google.
Lesson 11 - The computer as the teacher's toolNorris Bregente
The document discusses how computers can support constructivist and social constructivist learning paradigms. It explains that constructivism involves individuals constructing their own knowledge, while social constructivism recognizes that social influences also impact learning. The computer can act as an information tool by providing vast resources, a communication tool by enabling collaboration, and a constructive tool by allowing students to organize and present ideas. It posits that the computer facilitates creative social knowledge building and enhances project communication, supporting both constructivist learning theories.
The document discusses the role of computers in education as tutors through computer-assisted instruction (CAI). It describes how CAI can be used for drill-and-practice exercises to reinforce learning, as well as for simulations, instructional games, and problem-solving software. The computer plays the role of tutor but does not replace the teacher, who remains responsible for planning lessons, evaluating students, and facilitating learning. When integrated effectively into lessons, CAI has the potential to enhance students' thinking and collaboration skills.
The document discusses the role of computers as tutors in education. It describes how computers can take on tutorial roles by delivering instruction, reinforcing learning through drill and practice, and providing feedback to students. However, the teacher still must plan learning objectives, ensure students have prerequisite knowledge, and evaluate student achievement. When used for drill and practice, computers are best limited to 20-30 minutes to reinforce basic skills and not replace in-person teaching entirely. The computer serves as a tutor in the new age of learning but does not replace the teacher, who adopts a new role as facilitator.
The document discusses how computers have impacted jobs and the workplace. It describes how certain jobs, like printing and secretarial work, have been heavily impacted by technology. Printing used to be done manually on presses but is now digitized. Secretaries no longer need to type documents by hand and make corrections, as employees can now type directly into computers. While some jobs have been lost due to automation, new jobs in fields like technology have emerged. The document also discusses concepts like teleworking and hot-desking where employees work remotely or share workspaces.
A code of ethics in the workplace defines acceptable and unacceptable behaviors for employees. It aims to encourage ethical conduct but also avoids legal issues. A code of ethics addresses potential conflicts of interest, improper use of company resources, and relationships with contractors. It prohibits illegal acts like theft and issues like harassment, discrimination, and hostile work environments. Large companies may involve outside experts to help develop the code of ethics to address all organizational levels and potential conflicts.
This document discusses the roles of computers and information and communication technology (ICT) in education. It outlines how ICT provides amplified learning through tools like computer-assisted instruction, which allows for self-directed and self-paced learning. ICT also enables communication through media like email, chat rooms, and news services. Audiovisual media like multimedia presentations and educational software are discussed. Common computer programs that support education like Microsoft Office, PowerPoint, Excel, and internet browsers are also listed.
Educational technology can play two roles - as a teacher delivering instructional content, or as a partner in the learning process. From a constructivist perspective, technology serves as a tool for learners to construct knowledge through interaction, representation of ideas, and collaboration. It provides contexts for problem-solving and opportunities for reflection. Research shows that technology enhances learning, understanding, motivation and the development of critical thinking skills when implemented properly in a learner-centered way.
This document discusses four conceptual models of learning: meaningful learning, discovery learning, generative learning, and constructivism. It provides details on each model: meaningful learning focuses on making new learning relevant to prior knowledge and experiences; discovery learning emphasizes generating new ideas through engaging activities rather than following set instructions; generative learning stresses actively creating meaning from information rather than just storing it; and constructivism is based on the principle that learning involves building personal understanding through activities and environment. Common themes across the models are that learning is an active process where learners set goals, make connections, and build knowledge based on their experiences.
1. The document provides tips for assembling and troubleshooting a personal computer (PC). It describes the main components of a PC including the motherboard, processor, memory, storage drives, ports, and cables.
2. It outlines the step-by-step process for assembling a PC, including installing the power supply, motherboard, RAM, hard drive, floppy drive, video card, and connecting all necessary cables.
3. Troubleshooting tips include checking that all components and cables are properly installed and connected, ensuring correct BIOS settings, and observing error messages during startup to isolate potential issues.
This document discusses the roles of teachers, learners, and computers in computer-assisted instruction (CAI). The teacher's role is to ensure students have the needed knowledge and skills for computer activities, set learning objectives, plan structured activities to meet objectives, and evaluate student achievement. The learner's role is to receive information, understand instructions, apply knowledge during activities. The computer's role is to act as a tutor by providing a learning environment, reinforcing learning through drill-and-practice, and providing feedback. The document also provides guidance for teachers on integrating drill-and-practice programs and describes characteristics of effective tutorial software.
The document discusses various concepts related to computer networks including:
1. A computer network connects multiple computers allowing them to share resources and information. It consists of nodes like computers, printers, and other devices connected by communication channels.
2. Key network components include routers, switches, hubs, bridges and gateways which help connect and direct traffic between nodes and segments.
3. Networks can be classified based on transmission medium (wired vs wireless), size (LAN, MAN, WAN), management method (peer-to-peer, client-server), and topology.
IT ENTERS A NEW LEARNING ENVIRONMENT PART 1elly_gaa
The document discusses two types of learning: meaningful learning and rote learning. Meaningful learning involves relating new information to prior knowledge through active, intentional, and cooperative processes. It results in a full understanding of concepts. Rote learning involves verbatim memorization without connections to existing knowledge. The document advocates for meaningful learning over rote learning in educational environments.
Nature and principles of teaching and learning mathJunarie Ramirez
This document discusses effective teaching of mathematics. It outlines three phases of mathematical inquiry: (1) abstraction and symbolic representation, (2) manipulating mathematical statements, and (3) application. It also discusses the nature and principles of teaching mathematics, including that mathematics relies on both logic and creativity. Effective teaching requires understanding what students know and challenging them, as well as using worthwhile tasks to engage them intellectually. Teachers must have mathematical knowledge and commit to students' understanding.
This document discusses four conceptual models for integrating technology into teaching and learning: meaningful learning, discovery learning, generative learning, and constructivism. It describes each model, with meaningful learning focusing on relating new experiences to prior knowledge, discovery learning differentiating from direct instruction, generative learning involving active meaning-making and drawing inferences, and constructivism involving students building understanding through learning activities and environment. The document contrasts traditional rote memorization approaches with modern technology-enabled approaches that encourage students to apply ideas to personal experiences and relate new information to what they already know.
There are several conceptual models of learning that can be effectively supported through educational technology, including meaningful learning, constructivism, and generative learning. Meaningful learning connects new experiences to existing knowledge through hands-on activities and relating classroom lessons to real-world examples. Discovery learning allows students to uncover new ideas through engaging personally with open-ended tasks. Different models are suited to different instructional goals and subject matters.
Lesson 11 The Computer as The Teachers Toolangelyn perez
The document discusses the role of computers as teaching tools based on constructivist and social constructivist learning theories introduced by Piaget and Bruner. It outlines five ways teachers can use computers: as an informative tool to provide vast amounts of information; as a communication tool for video conferencing and global communication; as a constructive tool for students to manipulate information and build new knowledge; as a co-constructive tool for students to work cooperatively; and as a situating tool to create virtual reality environments. The computer has the potential to foster creative, social knowledge building when used as the teacher's tool in the classroom.
The document discusses how technology can enhance learning environments by allowing students to take a more active role in discovering and constructing knowledge. It describes four key learning theories supported by technology: meaningful learning through relating new concepts to prior experience, discovery learning by exploring new ideas, generative learning by mentally connecting concepts, and constructivism by actively problem-solving real-world issues through hands-on activities and simulations. Overall, the document advocates for learning approaches empowered by technology that engage students in knowledge generation rather than passive memorization.
lesson 8:higher thinking skills through it based projects (EDUCtech2).part1Carren Pangilinan
This document discusses four IT-based projects to engage students in higher-level thinking: 1) Resource-based projects require students to research a topic and organize information to answer questions, going beyond textbooks; 2) Simple creations focus on planning, making, and designing using software; 3) Guided hypermedia projects use hypermedia as an instructional or communication tool; 4) Web-based projects involve students creating and posting web pages on a given topic. The key elements are creating a learning environment where students demonstrate skills like searching, organizing, and synthesizing information.
The document discusses how computer technology has transformed into an information and communication technology (ICT) that can be used in education to enhance learning experiences. It provides examples of how computers and the internet can be utilized for communication, multimedia presentations, and interactive learning activities. The uses of different ICT tools like radio, television, and computers in education are also examined.
Computers as information and communication technologyJunarie Ramirez
The document discusses the uses of computers as information and communication technology (ICT) in education. It describes how computers can be used as both instructional media through audiovisual aids like multimedia, and communication media through the Internet for email, chat rooms, blogs, and accessing educational websites and resources. It explains that with the advent of the personal computer (PC) and microprocessor, the distinction between instructional and communication media has merged, as the PC allows for both audiovisual creation and media communication through various software programs preinstalled on modern PCs.
Lesson 8: Higher Thinking Skills Through IT Based Projectsmiss yhda
The document discusses different approaches to producing self-made multimedia projects, including using tools like PowerPoint for instruction or creating multimedia presentations that combine various media to simulate a news show. While students can create web pages on topics, building full websites may be too sophisticated and time-consuming for most; however, posting pages online allows for a wider audience and linking to other sites.
This document discusses the role of computers in education and classroom instruction. It describes how computers can serve as tutors, relieving teachers of some instructional duties. It also outlines the roles and responsibilities of teachers and students in computer-assisted instruction. Teachers must plan objectives and activities, while students receive information and apply their knowledge. The computer delivers instruction, reinforcement, and feedback. Computer programs are best for reinforcing basic skills through repetitive practice exercises. The document provides suggestions for how teachers can integrate drill and practice programs into their lessons.
Planned Parenthood of Kansas & Mid-Missouri (PPKM) will establish an HIV prevention program for white men who have sex with men (MSM) called H.E.R.O. (Healthy Empowerment Radiating Outward), which is based on the MPowerment Project.
The document discusses how computers have impacted jobs and the workplace. It describes how certain jobs, like printing and secretarial work, have been heavily impacted by technology. Printing used to be done manually on presses but is now digitized. Secretaries no longer need to type documents by hand and make corrections, as employees can now type directly into computers. While some jobs have been lost due to automation, new jobs in fields like technology have emerged. The document also discusses concepts like teleworking and hot-desking where employees work remotely or share workspaces.
A code of ethics in the workplace defines acceptable and unacceptable behaviors for employees. It aims to encourage ethical conduct but also avoids legal issues. A code of ethics addresses potential conflicts of interest, improper use of company resources, and relationships with contractors. It prohibits illegal acts like theft and issues like harassment, discrimination, and hostile work environments. Large companies may involve outside experts to help develop the code of ethics to address all organizational levels and potential conflicts.
This document discusses the roles of computers and information and communication technology (ICT) in education. It outlines how ICT provides amplified learning through tools like computer-assisted instruction, which allows for self-directed and self-paced learning. ICT also enables communication through media like email, chat rooms, and news services. Audiovisual media like multimedia presentations and educational software are discussed. Common computer programs that support education like Microsoft Office, PowerPoint, Excel, and internet browsers are also listed.
Educational technology can play two roles - as a teacher delivering instructional content, or as a partner in the learning process. From a constructivist perspective, technology serves as a tool for learners to construct knowledge through interaction, representation of ideas, and collaboration. It provides contexts for problem-solving and opportunities for reflection. Research shows that technology enhances learning, understanding, motivation and the development of critical thinking skills when implemented properly in a learner-centered way.
This document discusses four conceptual models of learning: meaningful learning, discovery learning, generative learning, and constructivism. It provides details on each model: meaningful learning focuses on making new learning relevant to prior knowledge and experiences; discovery learning emphasizes generating new ideas through engaging activities rather than following set instructions; generative learning stresses actively creating meaning from information rather than just storing it; and constructivism is based on the principle that learning involves building personal understanding through activities and environment. Common themes across the models are that learning is an active process where learners set goals, make connections, and build knowledge based on their experiences.
1. The document provides tips for assembling and troubleshooting a personal computer (PC). It describes the main components of a PC including the motherboard, processor, memory, storage drives, ports, and cables.
2. It outlines the step-by-step process for assembling a PC, including installing the power supply, motherboard, RAM, hard drive, floppy drive, video card, and connecting all necessary cables.
3. Troubleshooting tips include checking that all components and cables are properly installed and connected, ensuring correct BIOS settings, and observing error messages during startup to isolate potential issues.
This document discusses the roles of teachers, learners, and computers in computer-assisted instruction (CAI). The teacher's role is to ensure students have the needed knowledge and skills for computer activities, set learning objectives, plan structured activities to meet objectives, and evaluate student achievement. The learner's role is to receive information, understand instructions, apply knowledge during activities. The computer's role is to act as a tutor by providing a learning environment, reinforcing learning through drill-and-practice, and providing feedback. The document also provides guidance for teachers on integrating drill-and-practice programs and describes characteristics of effective tutorial software.
The document discusses various concepts related to computer networks including:
1. A computer network connects multiple computers allowing them to share resources and information. It consists of nodes like computers, printers, and other devices connected by communication channels.
2. Key network components include routers, switches, hubs, bridges and gateways which help connect and direct traffic between nodes and segments.
3. Networks can be classified based on transmission medium (wired vs wireless), size (LAN, MAN, WAN), management method (peer-to-peer, client-server), and topology.
IT ENTERS A NEW LEARNING ENVIRONMENT PART 1elly_gaa
The document discusses two types of learning: meaningful learning and rote learning. Meaningful learning involves relating new information to prior knowledge through active, intentional, and cooperative processes. It results in a full understanding of concepts. Rote learning involves verbatim memorization without connections to existing knowledge. The document advocates for meaningful learning over rote learning in educational environments.
Nature and principles of teaching and learning mathJunarie Ramirez
This document discusses effective teaching of mathematics. It outlines three phases of mathematical inquiry: (1) abstraction and symbolic representation, (2) manipulating mathematical statements, and (3) application. It also discusses the nature and principles of teaching mathematics, including that mathematics relies on both logic and creativity. Effective teaching requires understanding what students know and challenging them, as well as using worthwhile tasks to engage them intellectually. Teachers must have mathematical knowledge and commit to students' understanding.
This document discusses four conceptual models for integrating technology into teaching and learning: meaningful learning, discovery learning, generative learning, and constructivism. It describes each model, with meaningful learning focusing on relating new experiences to prior knowledge, discovery learning differentiating from direct instruction, generative learning involving active meaning-making and drawing inferences, and constructivism involving students building understanding through learning activities and environment. The document contrasts traditional rote memorization approaches with modern technology-enabled approaches that encourage students to apply ideas to personal experiences and relate new information to what they already know.
There are several conceptual models of learning that can be effectively supported through educational technology, including meaningful learning, constructivism, and generative learning. Meaningful learning connects new experiences to existing knowledge through hands-on activities and relating classroom lessons to real-world examples. Discovery learning allows students to uncover new ideas through engaging personally with open-ended tasks. Different models are suited to different instructional goals and subject matters.
Lesson 11 The Computer as The Teachers Toolangelyn perez
The document discusses the role of computers as teaching tools based on constructivist and social constructivist learning theories introduced by Piaget and Bruner. It outlines five ways teachers can use computers: as an informative tool to provide vast amounts of information; as a communication tool for video conferencing and global communication; as a constructive tool for students to manipulate information and build new knowledge; as a co-constructive tool for students to work cooperatively; and as a situating tool to create virtual reality environments. The computer has the potential to foster creative, social knowledge building when used as the teacher's tool in the classroom.
The document discusses how technology can enhance learning environments by allowing students to take a more active role in discovering and constructing knowledge. It describes four key learning theories supported by technology: meaningful learning through relating new concepts to prior experience, discovery learning by exploring new ideas, generative learning by mentally connecting concepts, and constructivism by actively problem-solving real-world issues through hands-on activities and simulations. Overall, the document advocates for learning approaches empowered by technology that engage students in knowledge generation rather than passive memorization.
lesson 8:higher thinking skills through it based projects (EDUCtech2).part1Carren Pangilinan
This document discusses four IT-based projects to engage students in higher-level thinking: 1) Resource-based projects require students to research a topic and organize information to answer questions, going beyond textbooks; 2) Simple creations focus on planning, making, and designing using software; 3) Guided hypermedia projects use hypermedia as an instructional or communication tool; 4) Web-based projects involve students creating and posting web pages on a given topic. The key elements are creating a learning environment where students demonstrate skills like searching, organizing, and synthesizing information.
The document discusses how computer technology has transformed into an information and communication technology (ICT) that can be used in education to enhance learning experiences. It provides examples of how computers and the internet can be utilized for communication, multimedia presentations, and interactive learning activities. The uses of different ICT tools like radio, television, and computers in education are also examined.
Computers as information and communication technologyJunarie Ramirez
The document discusses the uses of computers as information and communication technology (ICT) in education. It describes how computers can be used as both instructional media through audiovisual aids like multimedia, and communication media through the Internet for email, chat rooms, blogs, and accessing educational websites and resources. It explains that with the advent of the personal computer (PC) and microprocessor, the distinction between instructional and communication media has merged, as the PC allows for both audiovisual creation and media communication through various software programs preinstalled on modern PCs.
Lesson 8: Higher Thinking Skills Through IT Based Projectsmiss yhda
The document discusses different approaches to producing self-made multimedia projects, including using tools like PowerPoint for instruction or creating multimedia presentations that combine various media to simulate a news show. While students can create web pages on topics, building full websites may be too sophisticated and time-consuming for most; however, posting pages online allows for a wider audience and linking to other sites.
This document discusses the role of computers in education and classroom instruction. It describes how computers can serve as tutors, relieving teachers of some instructional duties. It also outlines the roles and responsibilities of teachers and students in computer-assisted instruction. Teachers must plan objectives and activities, while students receive information and apply their knowledge. The computer delivers instruction, reinforcement, and feedback. Computer programs are best for reinforcing basic skills through repetitive practice exercises. The document provides suggestions for how teachers can integrate drill and practice programs into their lessons.
Planned Parenthood of Kansas & Mid-Missouri (PPKM) will establish an HIV prevention program for white men who have sex with men (MSM) called H.E.R.O. (Healthy Empowerment Radiating Outward), which is based on the MPowerment Project.
The document is testimony from Travis Barnhart in support of the Kansas Healthy Youth Act. It discusses Barnhart's professional experience working in HIV prevention and sex education. It outlines common sexual health myths that are perpetuated among youth. Statistics are provided showing poor sexual health outcomes for teens. Concerns are raised about the negative impact of abstinence-only education, particularly for LGBT youth. Comprehensive sex education is argued to help address myths and improve youth sexual health.
Synergy Services TLP is a housing and skills development program that assists youth between the ages of 16 and 21 transition from being homeless or in state custody to successful adult independent living.
The document is Kansas' comprehensive HIV prevention program plan for 2012-2016. It provides contact information for the program and describes the required and recommended program components being implemented, including HIV testing, prevention with positives, condom distribution, and evidence-based interventions. It identifies the cities bearing the largest burden of HIV in Kansas and the funding allocated to each. Goals, objectives, and annual targets are provided for expanding HIV testing, linking those infected to care, and enrolling high-risk negatives in prevention programs.
This document provides an agenda for an International AIDS Day candlelight memorial service to be held on May 7, 2000 at Gage Park Amphitheatre. The service will include a prelude, lighting of a memorial candle, welcome, invocation, proclamation, dove release, keynote speaker, reading of names of those lost to AIDS and lighting of candles by loved ones, closing thoughts by a reverend, and singing by all gathered. Special thanks are given to various organizations for their support of the event.
2017 Planned Parenthood Great Plains Sexual & Reproductive Health Expanding A...Travis Barnhart
Includes portions of the conference program highlighting presentation by Travis Barnhart.
Planned Parenthood Great Plains' second annual conference, Sexual and Reproductive Health: Expanding Access to Care, is a gathering place for medical professionals, academics, policy advocates, social service professionals and private sector partners from the region. On the heels of PPGP's recent expansion in four states, this year's conference is dedicated to increasing access to high quality, specialized health care for the many diverse communities we all collectively serve across our region.
2012 HIV/AIDS/STDs & Human Sexuality Education Regional ConferenceTravis Barnhart
Includes portions of conference program highlighting presentations by Travis Barnhart
National HIV/AIDS Strategies: Where Do We Fit?
Sponsored by:
Iowa Department of Education
Kansas State Department of Education
Missouri Department of Health & Senior Services
Wyoming Department of Education
Kansas Department of Health & Environment
Region VII U.S. Department of Health and Human Services, Office of the Assistant Secretary of Health, Office of Public Health & Science, Office on Women's Health
2013 HIV/AIDS/STDs & Human Sexuality Annual ConferenceTravis Barnhart
Includes portions of the conference program highlighting presentations by Travis Barnhart.
Best of the Past
Best of the Future
Sponsored by
Iowa Department of Education
Kansas Department of Health & Environment
Kansas State Department of Education
Missouri Department of Health & Senior Services
The researchers conducted a study of discrimination in Topeka, Kansas in response to a request from Concerned Citizens for Topeka. They surveyed over 1,600 residents and held focus groups. Key findings include:
- 50% of respondents reported experiencing discrimination based on attributes like race, gender, sexual orientation etc.
- Minority groups reported much higher rates of discrimination than whites, with over 80% of Hispanic, African American, biracial and multiracial individuals experiencing it.
- Types of discrimination reported included verbal abuse (30%), employment discrimination (30%), and physical violence (8%).
- Qualitative data provided personal accounts of feeling victimized and experiencing discrimination in many aspects of life.
Mid America Freedom Band Rainbow Revolution Concert 2009Travis Barnhart
The document provides information about an upcoming concert by the Mid America Freedom Band celebrating the LGBT rights movement through music. The concert, titled "Rainbow Revolution", will take place on November 29, 2009 at Unity Temple on the Plaza in Kansas City, Missouri at 8:00pm. The concert will feature music written by gay individuals and music from the gay rights movement. Special guests will include State Senator Jolie Justus and organist Robert Rowlett. Tickets can be purchased for $15 through the band's website or by calling 816-931-3338.
Little Black Book of Gay Hookup Apps and SitesTravis Barnhart
This guide was developed by Travis Barnhart in October 2012 when he was working as the HIV Prevention Program Manager at the Kansas Department of Health & Environment. It was designed for disease intervention specialists who investigate new cases of HIV and other sexually transmitted infections.
From the booklet:
The e-hook-up - everybody's doing it!
This little black book gives you a quick guide to the most popular hookup apps and websites currently used by gay, bisexual, and other men who have sex with men.
This guide reviews how these apps/sites are accessed, how they work, and how you can use search features to locate members.
A word of caution: like most guides explaining anything electronic, this guide will be out of date as soon as it is printed. The best advice is to play around with the app/site to figure out how it works and see if there are ways to search or filter for specific users.
Thank you and enjoy!
2012 Kansas Jurisdictional HIV Prevention PlanTravis Barnhart
The Kansas Department of Health and Environment (KDHE) HIV/AIDS Program and the Kansas Advisory Council on HIV/AIDS (KACHA) have committed to fulfilling the goals of the NHAS within the State of Kansas and work together as partners in the continued effort to develop and coordinate an effective, ongoing, and comprehensive HIV plan for the State of Kansas. This plan
is described in the 2012 Kansas Jurisdictional HIV Prevention Plan.
Creating the Kansas Advisory Council on HIV/AIDS (KACHA)Travis Barnhart
The document discusses the integration of Kansas' two HIV/AIDS planning groups - the Ryan White Part B Planning Body and the HIV Prevention Community Planning Group - into a single group called the Kansas Advisory Council on HIV/AIDS (KACHA). It describes the history and activities of the separate groups, the process of integrating them, the current structure and membership of KACHA, upcoming activities, and lessons learned. The integration process took place over two years and aimed to improve coordination, reduce costs, and better address HIV/AIDS across the prevention and care continuum in Kansas.
This document is a record of completion from the Kansas City Public Library for Travis Barnhart who completed an Introduction to PC Troubleshooting course on May 7, 2015 under the Lifelong Learning program.