"Decision Issues for Approach SelectionSummaryDiscussion QuestionsAppendixAssumptions upon which this chapter is based:Ethical considerations are at the heart of decisions about plan-ning.Ethics guide appropriate actions on the part of the planner andchoices about the appropriate vehicle for developing the plan.Useful to ethical decision-making is critical thinking, to deter-mine whether ethical absolutism or ethical relativism is calledfor in the situation.Planners may prefer one approach over another or be moreskilled in one program planning approach; thus, using differentapproaches may require professional growth and develop-ment.Both prescriptive and emergent planning approaches representstrengths and challenges, depending on the context for plan-ning.You, the reader, are likely a practitioner (or soon to be practi-tioner) wishing to be an effective program planner. You may be aclinician who implements programs and wants them to ‘‘work.’’You may have experienced the unfortunate situation in which youhave been tasked with carrying out programs that were poorlydesigned or so rigidly prescribed that they restricted the workyou were trying to accomplish. Perhaps you need the skills to dosound rational planning for the purpose of accessing funding fora program to which you are very committed. You "program coordinator in a human service agency, forced to carry outinitiatives that use approaches insensitive to cultural needs. What-ever your circumstance, chances are you want to be a professionalwhose work has integrity and who has the capacity to use appro-priate tools for problem-solving, decision-making, and planning.In Chapters 3 and 4, we examined two approaches to planningbased on different sets of assumptions. In Chapter 3, we focused onthe logic of rational planning in which prescriptive approaches arelinear layouts of plans of action to solve a social problem based onthe assumptions that when planning, one knows where one isgoing. Planners who use these approaches generally do so asexperts with predetermined goals developed from an expert per-spective. This approach has been termed ‘‘reverse-order planning’’(Brody, 2000, pp. 77–78) where the results to be achieved areidentified early and the planner pursues a logic model or a problem-solving model to bring them about.In Chapter 4, we examined interpretive planning, an emergentapproach, focused on understanding stakeholders’ perspectives as ameans of continual information gathering and analysis for problem-solving. The logic of this planning process is a nonlinear process ofengagement, sense-making, and discovery, interacting continually asa program design unfolds. In this approach, goals emerge in process,and may change, revealing ‘‘forward-sequence planning,’’ whichbegins wherever one can start (Brody, 2000, pp. 77–78).We believe that there are places for both rational program plan-ning ...
Writing an essay on planning poses more challenges than initially meets the eye. While planning is a familiar concept, it encompasses a wide variety of facets across personal, organizational, and strategic contexts. Crafting a coherent essay demands a deep understanding of how planning impacts outcomes in different situations and the difficulties faced during the planning process. Additionally, an essay must strike a balance between specificity and breadth, while considering the dynamic nature of planning over time. Overall, writing about this multifaceted topic requires careful research, analysis, and the ability to present a comprehensive yet engaging overview.
This document provides an overview of planning and decision making processes. It discusses determining organizational goals and objectives, selecting courses of action, developing plans, and implementing and controlling plans. Key aspects covered include need assessment, establishing objectives, generating and evaluating alternatives, selecting alternatives, formulating derivative plans, and monitoring implementation. Various decision making approaches, styles, and conditions are also outlined.
This document provides an overview of the course MDP 7101: Education Planning: Concepts and Issues. It discusses key concepts related to educational planning including definitions, characteristics, reasons for planning, and factors that affect educational planning. It also covers educational planning theories, models, approaches, and challenges related to educational planning in developing countries. Various types of planning are defined, such as strategic, tactical, operational, centralized, decentralized, and hybrid planning. Formal and informal planning as well as standing and ad hoc planning are also discussed.
This document provides an overview of action planning and implementation tools that can be used by change leaders. It discusses various models and approaches for action planning, such as Beer's six steps, Jick's 10 commandments, and Kotter's eight-stage process. The document then focuses on specific tools for action planning, including to-do lists, responsibility charting, contingency planning, flow charting, surveys, and training tools. It provides examples and explanations of how to use commitment charts, adoption continuum analysis, and cultural mapping to assess stakeholders and monitor progress.
The document discusses various concepts and theories related to strategic planning. It covers theories of planning such as rational comprehensive planning and pragmatic incrementalism. It also discusses different typologies of planning theories including Faludi's distinction between substantive and procedural theory. Additionally, it outlines four major planning theories: philosophical synthesis, rationalism, organizational development, and empiricism. Finally, it defines strategic planning as helping determine an organization's long-term direction, scope, and resources to match its changing environment and meet stakeholder expectations.
Creative Methods for Designing Confident Life DecisionsMarce Milla
This was my final project for my Design Management masters program at SCAD Savannah. I was interested in discovering if Design Thinking tools and methods could be applied to a more everyday life realm and have a positive impact in the decision making process of graduate students.
Writing an essay on planning poses more challenges than initially meets the eye. While planning is a familiar concept, it encompasses a wide variety of facets across personal, organizational, and strategic contexts. Crafting a coherent essay demands a deep understanding of how planning impacts outcomes in different situations and the difficulties faced during the planning process. Additionally, an essay must strike a balance between specificity and breadth, while considering the dynamic nature of planning over time. Overall, writing about this multifaceted topic requires careful research, analysis, and the ability to present a comprehensive yet engaging overview.
This document provides an overview of planning and decision making processes. It discusses determining organizational goals and objectives, selecting courses of action, developing plans, and implementing and controlling plans. Key aspects covered include need assessment, establishing objectives, generating and evaluating alternatives, selecting alternatives, formulating derivative plans, and monitoring implementation. Various decision making approaches, styles, and conditions are also outlined.
This document provides an overview of the course MDP 7101: Education Planning: Concepts and Issues. It discusses key concepts related to educational planning including definitions, characteristics, reasons for planning, and factors that affect educational planning. It also covers educational planning theories, models, approaches, and challenges related to educational planning in developing countries. Various types of planning are defined, such as strategic, tactical, operational, centralized, decentralized, and hybrid planning. Formal and informal planning as well as standing and ad hoc planning are also discussed.
This document provides an overview of action planning and implementation tools that can be used by change leaders. It discusses various models and approaches for action planning, such as Beer's six steps, Jick's 10 commandments, and Kotter's eight-stage process. The document then focuses on specific tools for action planning, including to-do lists, responsibility charting, contingency planning, flow charting, surveys, and training tools. It provides examples and explanations of how to use commitment charts, adoption continuum analysis, and cultural mapping to assess stakeholders and monitor progress.
The document discusses various concepts and theories related to strategic planning. It covers theories of planning such as rational comprehensive planning and pragmatic incrementalism. It also discusses different typologies of planning theories including Faludi's distinction between substantive and procedural theory. Additionally, it outlines four major planning theories: philosophical synthesis, rationalism, organizational development, and empiricism. Finally, it defines strategic planning as helping determine an organization's long-term direction, scope, and resources to match its changing environment and meet stakeholder expectations.
Creative Methods for Designing Confident Life DecisionsMarce Milla
This was my final project for my Design Management masters program at SCAD Savannah. I was interested in discovering if Design Thinking tools and methods could be applied to a more everyday life realm and have a positive impact in the decision making process of graduate students.
Strategic planning determines an organization's goals and plans. This document discusses strategic planning models and their benefits. It describes the "basic", "goal-based", "alignment", and "organic" models. It also covers an alternative model called "Appreciative Inquiry", which focuses on an organization's strengths rather than problems. The document provides guidance on strategic planning including when to conduct it, who should be involved, and how to avoid pitfalls.
The document outlines the steps for conducting an education needs assessment. It discusses that an education needs assessment establishes the need for a particular project by examining audience interest, knowledge, and environmental issues. The needs assessment process involves planning, defining participants, designing data collection strategies, gathering and analyzing data, and reporting results to identify priority needs. Key steps include using the TOP model to guide data collection, determining appropriate sampling, designing instruments, and analyzing both qualitative and quantitative data collected. The overall goal is to systematically identify any gaps in existing education services to effectively design new education projects.
This document discusses strategic planning and its importance as a management tool. It provides details on strategic planning processes, including analyzing the external environment, developing shared visions and goals, creating strategic and operational plans, and identifying objectives, resources, risks and timelines. The key points are that strategic planning helps organizations anticipate and plan for the future, guides tactical decision-making, and is an important process for setting goals and allocating resources to achieve them.
This document discusses the importance of planning for libraries. It defines planning as deciding in advance what to do, how to do it, when to do it, and who will do it. Planning gives direction and meaning to a library's operations and helps it achieve its goals and objectives. The key aspects of planning discussed are: establishing planning objectives and premises, examining alternative courses of action, evaluating alternatives, selecting a course of action, developing derivative plans, and creating budgets. Good planning is important for any organization to succeed, while unrealistic planning can lead to failure.
Planning is an analytical process that involves assessing the future, determining objectives in that future context, developing alternative courses of action to achieve objectives, and selecting courses of action. The document discusses factors in planning like time, data collection/analysis, levels of planning, flexibility, and accountability. It provides details on various planning techniques like forecasting, Delphi technique, and trend projection. The steps in strategic planning are outlined, including developing a vision, mission, goals, and strategies. Political, economic, social, and technological factors must be considered in planning.
Knowledge Management in Project-Based OrganizationsOlivier Serrat
Projects ought to be vehicles for both practical benefits and organizational learning. However, if an organization is designed for the long term, a project exists only for its duration. Project-based organizations face an awkward dilemma: the project-centric nature of their work makes knowledge management, hence learning, difficult.
UNDP Design Thinking Toolkit for Country Country LearningTaimur Khilji
This document provides a toolkit for facilitating South-South learning exchanges using a design thinking approach. The toolkit outlines a four phase process: Align, Understand, Translate, and Develop. The Align phase involves getting buy-in from key stakeholders, articulating motivations, and agreeing on a challenge. It also involves creating a working group and changemaker team. The goal is to identify a problem area and get agreement on a challenge to focus the project.
This document provides an introduction to the case study method for analysis. It explains that a case study describes a real-life problem or situation without conclusions, placing the reader in the role of a decision-maker. Effective preparation for case studies involves carefully reading and analyzing the case to identify key problems and alternative solutions, prioritize issues, and develop recommendations. There is typically no single right answer, as cases aim to reflect real-world ambiguity. The case method helps to improve problem-solving and decision-making skills through active engagement in analyzing details, selecting strategies, and defending choices in discussion.
The document provides an evaluation of the Understanding by Design framework's implementation and impact on instructional design processes. It assesses whether participants have followed the practices and if it has helped them achieve their goals and improve outcomes. The stakeholders want to ensure the new framework is properly preparing and assisting instructional designers. They aim to provide a standardized framework and identify any challenges experienced using the Understanding by Design consultation framework. The evaluation will examine if program objectives and outcomes were achieved.
This document is a capstone project presentation by Tunisia I.E. Al-Salahuddin for their Master's degree in Organizational Leadership from Colorado State University Global Campus. The presentation reflects on the various courses taken in the program and how they have helped develop the student's leadership skills and knowledge. It discusses topics like managing performance, business ethics, human resources, research skills, organizational theory, decision making, communication, diversity, and the capstone project. The presentation also covers analyzing individuals and groups, developing strategies and enhancing organizational capacity, evaluating human behavior, creating lifelong learning, promoting culture, assessing challenges, and the skills the student can bring to an organization.
Running head EVALUATION OF CLINICAL PRACTICE PROGRAM EVALUATIO.docxcharisellington63520
Running head: EVALUATION OF CLINICAL PRACTICE: PROGRAM EVALUATION
EVALUATION OF PRACTICE: PROGRAM EVALUATION
Title Page
Adhering to APA 6th Edition Standards
Abstract
This will be the summary for the paper.
Agency/Program
Provide a narrative description of the program and the agency (e.g., theoretical model/framework, agency mission, program goals, target population, community context, need being addressed by the program, length and duration, mode of delivery etc.).
Review of the Literature
Present a comprehensive review of the “best practice” literature associated with the target population’s identified need (e.g., best practices for preventing teen pregnancy among adolescent girls; best practices for intervening with substance using older adult veterans; best practices for improving parenting skills and family functioning). In this section, students must attend to the best practices associated with a given problem area (e.g. teen pregnancy, substance use, poor parenting skills), as well as relevant developmental (adolescence, adulthood, older adulthood) and cultural (e.g., race/ethnicity, immigration status, military/war culture) factors.
Program Assessment
Here you provide the finding of your assessment of program performance in the domains of service utilization and program organization. Be sure that you answer each of the following questions. NOTE: You can present these findings in question/answer format. Yes or No responses are not acceptable – you must be analytical in your assessment and provide deep well thought out responses.
How many persons are receiving services?
Are those receiving services the intended targets?
Are they receiving the proper amount, type, and quality of service? Students will evaluate the extent to which their agency’s program is consistent with best practices. This section requires specific examples of how the agency’s program is/is not supported by the best practice literature.
Are there targets who are not receiving services or subgroups within the target population who are underrepresented among those receiving services?
Are members of the target population aware of the program?
Are necessary program functions being performed adequately?
Is staffing sufficient in numbers and competencies for the functions that must be performed?
Is the program well organized? Does staff work well with each other?
Does the program coordinate effectively with the other programs and agencies with which it must interact?
Are resources, facilities, and funding adequate to support important program functions?
Are resources used effectively and efficiently?
Is the program in compliance with requirements imposed by its governing board, funding agencies, and higher-level administration?
Is the program in compliance with applicable professional and legal standards?
Is performance at some program sites or locales significantly better or poorer than at others?
Are participants satisfied with their.
Drivers and tools for internationalization of Higher Education InstitutionsMagda Ferro
This document provides a literature review and conceptual framework on the internationalization of higher education institutions. It discusses:
1) Approaches to internationalization, including program-based vs organization-based strategies, and activity/competency/ethos/process frameworks.
2) Definitions of internationalization from various authors, emphasizing it as an integrating process.
3) Rationales or motivations for internationalization identified in literature, including academic, socio-cultural, political and economic rationales.
4) Multi-level determinants that influence universities' internationalization strategies, including national, institutional and individual factors.
The document lays conceptual groundwork to understand drivers, approaches and definitions of international
The document discusses several models and approaches to strategic planning, as there is no single perfect model for every organization. It describes six different models: 1) Vision-based/goals-based model which focuses on mission, vision, goals and action plans; 2) Issues-based model which addresses current major issues; 3) Alignment model which ensures alignment of mission and resources; 4) Scenario planning model which considers different future scenarios; 5) Organic/self-organizing model which is more flexible and values-driven; and 6) Real-time planning which is ongoing and adapts to rapid changes. The key message is that organizations should select and modify approaches depending on their unique purposes, cultures and environments.
This document provides an overview of decision making and how it relates to the management function of planning. It discusses the origins of management science and different approaches to decision making, including routine vs nonroutine decisions, objective vs bounded rationality, and decisions made under certainty, risk and uncertainty. The key points covered are:
- Decision making is an essential part of planning and is required in all management functions.
- Management science began during World War II to help solve complex problems.
- Decisions range from routine to nonroutine and managers must use bounded rationality due to limited time/resources.
- Decisions can be classified based on the level of certainty in their outcomes.
This document outlines key concepts in health planning, including:
1. Health planning aims to improve health outcomes by linking needs and resources through strategic action. There are different types like health system and population health planning.
2. Critical success factors include defining clear questions, choosing appropriate strategic or operational planning processes, engaging stakeholders, effective project management, and commitment to monitoring and evaluation.
3. Strategic planning addresses broad issues over multiple years while operational planning focuses on specific objectives and implementation within existing frameworks.
Strategic planning is a method for composing a plan which relates th.pdfnageswara1958
Strategic planning is a method for composing a plan which relates the overall vision of a
company or organization down to the individual programs and activities necessary to accomplish
it. Strategic planning is best defined as looking at where you want to go in the future and putting
together the resources, assets, and personnel to get there. What differentiates strategic from other
forms of planning is the focus on a broader goal for the future, a vision of what place in the
market the company wishes to pursue. The overall purpose of strategic planning is “to determine
where your market is going and find a way to continue servicing it (Your 2007 Strategic Plan
2006).” To accomplish this, a strategic plan relates an organization’s vision, its overall goals,
down to the individual programs, activities, and technologies which will attempt to accomplish
the vision. Once these programs are identified, a strategic plan will encompass an overall
business plan, or roadmap, which provides a structured timeline for accomplishing these
programs as well as the organizational vision.Regardless of which level of the organization is
performing the planning there are certain elements which it must possess in order to be
successful.These elements which include the following: long range direction, a framework for
linking decisions, being a living document, and being organizationally specific.
Long Range Direction :- The most important aspect of strategic planning is the focus on the long
term vision of the organization. Vision is the organization’s view of where it will be in future in
terms of its market, size, and accomplishments. Setting goals and milestones to be reached
within a certain timeframe will keep the organization focused on what it wants to accomplish.
This long range planning is essential to strategic planning because it sets a target. As Molvig
says, “long range planning looks at where you want to be in five years, strategic planning focuses
on how to position yourself to get there.” (Molvig 1993) In addition to analyzing where the
company wishes to be in the future, strategic planning involves determining what outside forces
may impact the vision. The actions of competitors, technological breakthroughs on the horizon,
and threats from changes in the world environment are just a few of the external forces which
should be considered in a good plan.
Framework for Linking Decisions:- Decisions are made at every level of an organization. From
the CEO down to the individual program managers resources are allocated, budgets developed
and schedules planned and carried out. Minztberg states, “The assumption of strategic planning
seems to be that objectives are decided upon the top management for the entire organization,
which in turn evoke the process of formulating strategy.” (Mintzberg, The Fall and Rise of
Strategic Planning 1994) Many times, each tier has complete autonomy and little direction
provided to link the decisions into a serious, well-c.
The reframing matrix is a technique that examines problems from different perspectives. It places a problem in the middle of a four-box grid and analyzes it from four typical business perspectives: program, planning, potential, and people. This expands the number of solutions by considering how different stakeholders would view the problem. The matrix can also analyze a problem from the viewpoints of various stakeholder groups like staff, clients, and partners. Looking at issues through multiple lenses helps uncover more creative solutions.
Strategic thinking involves taking a systems perspective, focusing on strategic intent, embracing intelligent opportunism and alternative strategies, and thinking in time between the present and the future. It questions assumptions and considers new opportunities. Strategic planning operationalizes strategic thinking by determining how to implement the chosen strategic direction through resource allocation. Both are important - strategic thinking to reinvent the future and strategic planning to support it through analysis and execution. Leaders balance strategic thinking for novelty with planning for efficiency.
ESSAY #4In contrast to thinking of poor people as deserving of bei.docxLinaCovington707
ESSAY #4
In contrast to thinking of poor people as deserving of being poor, use the sociological perspective to explain poverty
without
“blaming the victim.” In other words, what conditions in society create poverty? You should use the Newman book extensively to help you with this question.
Your response should be about 500 words.
Essay 4 Rubric
Essay 4 Rubric
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得分
此标准已链接至学习结果
Clarity and professionalism
查看较长的说明
Paper is well-written, free of typos and grammatical errors, and well-organized; it's clear that the student spent some time editing the paper
3.0
得分
Poorly written; many typos and mistakes; difficult to follow or understand; appears that little time was spent on crafting a professional essay
0.0
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Sociological Understanding
查看较长的说明
Paper uses a sociological approach to explaining the causes of poverty. Paper pulls often from the Newman material. No 'victim blaming' in the paper.
27.0
得分
Paper is not sociological. Paper does not identify social structural causes of poverty. Paper contains elements of 'victim blaming,' or individual explanations for poverty.
15.0
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No paper submitted
0.0
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分
总得分:
30.0
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Essay # 3 Instructions Representations of War and Genocide .docxLinaCovington707
Essay # 3 Instructions
Representations of War and Genocide
:
In 1000-1200 words, discuss the novel, Edwidge Danticat’s
Farming of the Bones
, represent genocide and massacre. Focus on why in history, The Parsley massacre is not called a genocide, rather a massacre.
Even though the parsley massacre was clearly an act of genocide, history calls it a massacre. Before discussing the novel, explain in your words the definitions of “massacre” and “genocide”?
This is the time you should refer to the documentary and discuss why does the author mention genocides in history as far back as the Armenian genocide but do not mention the Parsley massacre. What are the factors that might contribute to its absence in history? This is the first part of your essay.
The second part is to discuss testimonies of survivors of the genocide.
In many ways,
The Farming of Bones
is also a meditation on survival. Each character in the novel—Amabelle, Sebastien, Father Romain, Man Denise, Man Rapadou, just to name a few—have different methods of survival. Can you discuss these? Are there any characters in particular that have survived with a better quality of life than others? What does it mean to survive?
How does the novel differ from the documentaries in terms of survival testimony? Why do you think the author chose to write a historical fiction novel versus a non-fiction novel like I am Malala or Persepolis?
Length: 1000-1200 words
Style: Times New Roman, Double-space, Size 12
please use the PowerPoint
.
More Related Content
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Strategic planning determines an organization's goals and plans. This document discusses strategic planning models and their benefits. It describes the "basic", "goal-based", "alignment", and "organic" models. It also covers an alternative model called "Appreciative Inquiry", which focuses on an organization's strengths rather than problems. The document provides guidance on strategic planning including when to conduct it, who should be involved, and how to avoid pitfalls.
The document outlines the steps for conducting an education needs assessment. It discusses that an education needs assessment establishes the need for a particular project by examining audience interest, knowledge, and environmental issues. The needs assessment process involves planning, defining participants, designing data collection strategies, gathering and analyzing data, and reporting results to identify priority needs. Key steps include using the TOP model to guide data collection, determining appropriate sampling, designing instruments, and analyzing both qualitative and quantitative data collected. The overall goal is to systematically identify any gaps in existing education services to effectively design new education projects.
This document discusses strategic planning and its importance as a management tool. It provides details on strategic planning processes, including analyzing the external environment, developing shared visions and goals, creating strategic and operational plans, and identifying objectives, resources, risks and timelines. The key points are that strategic planning helps organizations anticipate and plan for the future, guides tactical decision-making, and is an important process for setting goals and allocating resources to achieve them.
This document discusses the importance of planning for libraries. It defines planning as deciding in advance what to do, how to do it, when to do it, and who will do it. Planning gives direction and meaning to a library's operations and helps it achieve its goals and objectives. The key aspects of planning discussed are: establishing planning objectives and premises, examining alternative courses of action, evaluating alternatives, selecting a course of action, developing derivative plans, and creating budgets. Good planning is important for any organization to succeed, while unrealistic planning can lead to failure.
Planning is an analytical process that involves assessing the future, determining objectives in that future context, developing alternative courses of action to achieve objectives, and selecting courses of action. The document discusses factors in planning like time, data collection/analysis, levels of planning, flexibility, and accountability. It provides details on various planning techniques like forecasting, Delphi technique, and trend projection. The steps in strategic planning are outlined, including developing a vision, mission, goals, and strategies. Political, economic, social, and technological factors must be considered in planning.
Knowledge Management in Project-Based OrganizationsOlivier Serrat
Projects ought to be vehicles for both practical benefits and organizational learning. However, if an organization is designed for the long term, a project exists only for its duration. Project-based organizations face an awkward dilemma: the project-centric nature of their work makes knowledge management, hence learning, difficult.
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This document provides a toolkit for facilitating South-South learning exchanges using a design thinking approach. The toolkit outlines a four phase process: Align, Understand, Translate, and Develop. The Align phase involves getting buy-in from key stakeholders, articulating motivations, and agreeing on a challenge. It also involves creating a working group and changemaker team. The goal is to identify a problem area and get agreement on a challenge to focus the project.
This document provides an introduction to the case study method for analysis. It explains that a case study describes a real-life problem or situation without conclusions, placing the reader in the role of a decision-maker. Effective preparation for case studies involves carefully reading and analyzing the case to identify key problems and alternative solutions, prioritize issues, and develop recommendations. There is typically no single right answer, as cases aim to reflect real-world ambiguity. The case method helps to improve problem-solving and decision-making skills through active engagement in analyzing details, selecting strategies, and defending choices in discussion.
The document provides an evaluation of the Understanding by Design framework's implementation and impact on instructional design processes. It assesses whether participants have followed the practices and if it has helped them achieve their goals and improve outcomes. The stakeholders want to ensure the new framework is properly preparing and assisting instructional designers. They aim to provide a standardized framework and identify any challenges experienced using the Understanding by Design consultation framework. The evaluation will examine if program objectives and outcomes were achieved.
This document is a capstone project presentation by Tunisia I.E. Al-Salahuddin for their Master's degree in Organizational Leadership from Colorado State University Global Campus. The presentation reflects on the various courses taken in the program and how they have helped develop the student's leadership skills and knowledge. It discusses topics like managing performance, business ethics, human resources, research skills, organizational theory, decision making, communication, diversity, and the capstone project. The presentation also covers analyzing individuals and groups, developing strategies and enhancing organizational capacity, evaluating human behavior, creating lifelong learning, promoting culture, assessing challenges, and the skills the student can bring to an organization.
Running head EVALUATION OF CLINICAL PRACTICE PROGRAM EVALUATIO.docxcharisellington63520
Running head: EVALUATION OF CLINICAL PRACTICE: PROGRAM EVALUATION
EVALUATION OF PRACTICE: PROGRAM EVALUATION
Title Page
Adhering to APA 6th Edition Standards
Abstract
This will be the summary for the paper.
Agency/Program
Provide a narrative description of the program and the agency (e.g., theoretical model/framework, agency mission, program goals, target population, community context, need being addressed by the program, length and duration, mode of delivery etc.).
Review of the Literature
Present a comprehensive review of the “best practice” literature associated with the target population’s identified need (e.g., best practices for preventing teen pregnancy among adolescent girls; best practices for intervening with substance using older adult veterans; best practices for improving parenting skills and family functioning). In this section, students must attend to the best practices associated with a given problem area (e.g. teen pregnancy, substance use, poor parenting skills), as well as relevant developmental (adolescence, adulthood, older adulthood) and cultural (e.g., race/ethnicity, immigration status, military/war culture) factors.
Program Assessment
Here you provide the finding of your assessment of program performance in the domains of service utilization and program organization. Be sure that you answer each of the following questions. NOTE: You can present these findings in question/answer format. Yes or No responses are not acceptable – you must be analytical in your assessment and provide deep well thought out responses.
How many persons are receiving services?
Are those receiving services the intended targets?
Are they receiving the proper amount, type, and quality of service? Students will evaluate the extent to which their agency’s program is consistent with best practices. This section requires specific examples of how the agency’s program is/is not supported by the best practice literature.
Are there targets who are not receiving services or subgroups within the target population who are underrepresented among those receiving services?
Are members of the target population aware of the program?
Are necessary program functions being performed adequately?
Is staffing sufficient in numbers and competencies for the functions that must be performed?
Is the program well organized? Does staff work well with each other?
Does the program coordinate effectively with the other programs and agencies with which it must interact?
Are resources, facilities, and funding adequate to support important program functions?
Are resources used effectively and efficiently?
Is the program in compliance with requirements imposed by its governing board, funding agencies, and higher-level administration?
Is the program in compliance with applicable professional and legal standards?
Is performance at some program sites or locales significantly better or poorer than at others?
Are participants satisfied with their.
Drivers and tools for internationalization of Higher Education InstitutionsMagda Ferro
This document provides a literature review and conceptual framework on the internationalization of higher education institutions. It discusses:
1) Approaches to internationalization, including program-based vs organization-based strategies, and activity/competency/ethos/process frameworks.
2) Definitions of internationalization from various authors, emphasizing it as an integrating process.
3) Rationales or motivations for internationalization identified in literature, including academic, socio-cultural, political and economic rationales.
4) Multi-level determinants that influence universities' internationalization strategies, including national, institutional and individual factors.
The document lays conceptual groundwork to understand drivers, approaches and definitions of international
The document discusses several models and approaches to strategic planning, as there is no single perfect model for every organization. It describes six different models: 1) Vision-based/goals-based model which focuses on mission, vision, goals and action plans; 2) Issues-based model which addresses current major issues; 3) Alignment model which ensures alignment of mission and resources; 4) Scenario planning model which considers different future scenarios; 5) Organic/self-organizing model which is more flexible and values-driven; and 6) Real-time planning which is ongoing and adapts to rapid changes. The key message is that organizations should select and modify approaches depending on their unique purposes, cultures and environments.
This document provides an overview of decision making and how it relates to the management function of planning. It discusses the origins of management science and different approaches to decision making, including routine vs nonroutine decisions, objective vs bounded rationality, and decisions made under certainty, risk and uncertainty. The key points covered are:
- Decision making is an essential part of planning and is required in all management functions.
- Management science began during World War II to help solve complex problems.
- Decisions range from routine to nonroutine and managers must use bounded rationality due to limited time/resources.
- Decisions can be classified based on the level of certainty in their outcomes.
This document outlines key concepts in health planning, including:
1. Health planning aims to improve health outcomes by linking needs and resources through strategic action. There are different types like health system and population health planning.
2. Critical success factors include defining clear questions, choosing appropriate strategic or operational planning processes, engaging stakeholders, effective project management, and commitment to monitoring and evaluation.
3. Strategic planning addresses broad issues over multiple years while operational planning focuses on specific objectives and implementation within existing frameworks.
Strategic planning is a method for composing a plan which relates th.pdfnageswara1958
Strategic planning is a method for composing a plan which relates the overall vision of a
company or organization down to the individual programs and activities necessary to accomplish
it. Strategic planning is best defined as looking at where you want to go in the future and putting
together the resources, assets, and personnel to get there. What differentiates strategic from other
forms of planning is the focus on a broader goal for the future, a vision of what place in the
market the company wishes to pursue. The overall purpose of strategic planning is “to determine
where your market is going and find a way to continue servicing it (Your 2007 Strategic Plan
2006).” To accomplish this, a strategic plan relates an organization’s vision, its overall goals,
down to the individual programs, activities, and technologies which will attempt to accomplish
the vision. Once these programs are identified, a strategic plan will encompass an overall
business plan, or roadmap, which provides a structured timeline for accomplishing these
programs as well as the organizational vision.Regardless of which level of the organization is
performing the planning there are certain elements which it must possess in order to be
successful.These elements which include the following: long range direction, a framework for
linking decisions, being a living document, and being organizationally specific.
Long Range Direction :- The most important aspect of strategic planning is the focus on the long
term vision of the organization. Vision is the organization’s view of where it will be in future in
terms of its market, size, and accomplishments. Setting goals and milestones to be reached
within a certain timeframe will keep the organization focused on what it wants to accomplish.
This long range planning is essential to strategic planning because it sets a target. As Molvig
says, “long range planning looks at where you want to be in five years, strategic planning focuses
on how to position yourself to get there.” (Molvig 1993) In addition to analyzing where the
company wishes to be in the future, strategic planning involves determining what outside forces
may impact the vision. The actions of competitors, technological breakthroughs on the horizon,
and threats from changes in the world environment are just a few of the external forces which
should be considered in a good plan.
Framework for Linking Decisions:- Decisions are made at every level of an organization. From
the CEO down to the individual program managers resources are allocated, budgets developed
and schedules planned and carried out. Minztberg states, “The assumption of strategic planning
seems to be that objectives are decided upon the top management for the entire organization,
which in turn evoke the process of formulating strategy.” (Mintzberg, The Fall and Rise of
Strategic Planning 1994) Many times, each tier has complete autonomy and little direction
provided to link the decisions into a serious, well-c.
The reframing matrix is a technique that examines problems from different perspectives. It places a problem in the middle of a four-box grid and analyzes it from four typical business perspectives: program, planning, potential, and people. This expands the number of solutions by considering how different stakeholders would view the problem. The matrix can also analyze a problem from the viewpoints of various stakeholder groups like staff, clients, and partners. Looking at issues through multiple lenses helps uncover more creative solutions.
Strategic thinking involves taking a systems perspective, focusing on strategic intent, embracing intelligent opportunism and alternative strategies, and thinking in time between the present and the future. It questions assumptions and considers new opportunities. Strategic planning operationalizes strategic thinking by determining how to implement the chosen strategic direction through resource allocation. Both are important - strategic thinking to reinvent the future and strategic planning to support it through analysis and execution. Leaders balance strategic thinking for novelty with planning for efficiency.
Similar to Decision Issues for Approach SelectionSummaryDiscussion Questions (20)
ESSAY #4In contrast to thinking of poor people as deserving of bei.docxLinaCovington707
ESSAY #4
In contrast to thinking of poor people as deserving of being poor, use the sociological perspective to explain poverty
without
“blaming the victim.” In other words, what conditions in society create poverty? You should use the Newman book extensively to help you with this question.
Your response should be about 500 words.
Essay 4 Rubric
Essay 4 Rubric
标准
等级
得分
此标准已链接至学习结果
Clarity and professionalism
查看较长的说明
Paper is well-written, free of typos and grammatical errors, and well-organized; it's clear that the student spent some time editing the paper
3.0
得分
Poorly written; many typos and mistakes; difficult to follow or understand; appears that little time was spent on crafting a professional essay
0.0
得分
3.0
分
此标准已链接至学习结果
Sociological Understanding
查看较长的说明
Paper uses a sociological approach to explaining the causes of poverty. Paper pulls often from the Newman material. No 'victim blaming' in the paper.
27.0
得分
Paper is not sociological. Paper does not identify social structural causes of poverty. Paper contains elements of 'victim blaming,' or individual explanations for poverty.
15.0
得分
No paper submitted
0.0
得分
27.0
分
总得分:
30.0
,满分 30.0
上一页
下一页
.
Essay # 3 Instructions Representations of War and Genocide .docxLinaCovington707
Essay # 3 Instructions
Representations of War and Genocide
:
In 1000-1200 words, discuss the novel, Edwidge Danticat’s
Farming of the Bones
, represent genocide and massacre. Focus on why in history, The Parsley massacre is not called a genocide, rather a massacre.
Even though the parsley massacre was clearly an act of genocide, history calls it a massacre. Before discussing the novel, explain in your words the definitions of “massacre” and “genocide”?
This is the time you should refer to the documentary and discuss why does the author mention genocides in history as far back as the Armenian genocide but do not mention the Parsley massacre. What are the factors that might contribute to its absence in history? This is the first part of your essay.
The second part is to discuss testimonies of survivors of the genocide.
In many ways,
The Farming of Bones
is also a meditation on survival. Each character in the novel—Amabelle, Sebastien, Father Romain, Man Denise, Man Rapadou, just to name a few—have different methods of survival. Can you discuss these? Are there any characters in particular that have survived with a better quality of life than others? What does it mean to survive?
How does the novel differ from the documentaries in terms of survival testimony? Why do you think the author chose to write a historical fiction novel versus a non-fiction novel like I am Malala or Persepolis?
Length: 1000-1200 words
Style: Times New Roman, Double-space, Size 12
please use the PowerPoint
.
Essay 1 What is the role of the millennial servant leader on Capito.docxLinaCovington707
Essay 1: What is the role of the millennial servant leader on Capitol Hill in the 21st century?
Essay 2: Identify the most pressing public policy issue affecting your community. If you were a Member of Congress, what measures would you take to address this issue? (I want the public policy issue to focus on the school to prison pipeline in Mississippi)
Responses should equal to a total of two pages for each essay which is four pages in total.
.
ESSAY #6Over the course of the quarter, you have learned to apply .docxLinaCovington707
ESSAY #6
Over the course of the quarter, you have learned to apply the sociological perspective to the world around you. How has taking a sociological perspective changed the way you view our social environment and/or society? In other words, how has the sociological imagination changed your view of things? Provide at least two examples to illustrate.
Your response should be about 500-750 words.
Essay 6 Rubric
Essay 6 Rubric
标准
等级
得分
此标准已链接至学习结果
Sociological Understanding
查看较长的说明
Paper demonstrates that student learned at least two key ideas/concepts/themes this quarter. Paper is reflective.
27.0
得分
Paper includes fewer than two examples of key themes that the student learned. Little reflection.
15.0
得分
No paper submitted
0.0
得分
27.0
分
此标准已链接至学习结果
Clarity and professionalism
查看较长的说明
Paper is well-written, free of typos and grammatical errors, and well-organized; it's clear that the student spent some time editing the paper
3.0
得分
Poorly written; many typos and mistakes; difficult to follow or understand; appears that little time was spent on crafting a professional essay
0.0
得分
3.0
分
总得分:
30.0
,满分 30.0
上一页
下一页
.
Errors
Keyboarding Errors
Capitlalization Errors
Abbreviation errors
Number Expression Errors
Scholarship Search
Subject Verb Agreement
Pronoun Problems
Sentence Construction
Comma Errors
Other punctuation errors
Format Errors: Letters and Memos
Format Errors: Report and job search documents
Editing for content, clarity and conciseness
.
Epidemiological ApplicationsDescribe how the concept of multifacto.docxLinaCovington707
Epidemiological Applications
Describe how the concept of multifactorial etiology relates to the natural history of disease and the different levels of prevention. How should the nurse incorporate these concepts into health promotion of clients in community settings? How should the nurse approach client risk in these health promotion activities?
Disease Outbreak
Select an infectious disease and research the CDC website for information about the disease, its natural history, presenting symptoms, and outbreak characteristics. Identify an occurrence of the disease by searching the Internet for recent reports of this disease, and compare that episode or occurrence with information from the CDC website. How closely did that outbreak resemble the case definition?
.
Epidemic, Endemic, and Pandemic Occurrence of Disease(s)One aspect.docxLinaCovington707
Epidemic, Endemic, and Pandemic Occurrence of Disease(s)
One aspect of epidemiology is the study of the epidemic, endemic, and pandemic occurrence of disease(s).
Some critics may argue diseases and conditions such as bird flu are endemic in many countries, and some may argue human immunodeficiency virus (HIV) or AIDS is a series of epidemics.
Using the South University Online Library or the Internet, research about the various epidemic, endemic, and pandemic occurrence of disease(s).
Based on your research and understanding, answer the following questions:
At what point does a disease become an epidemic, endemic, or pandemic? What are the parameters that define each of these states of a disease's effect?
Do you agree that bird flu, HIV, or AIDS could be described as a series of epidemics? Why or why not?
Should we study epidemiology and disease control as a complement to the provision of healthcare services? Why or why not?
Disease control has evolved since the discoveries and achievements of these epidemiological pioneers
—
Hippocrates, John Snow, Pasteur, and Koch. Explain the impact of at least one major historical contribution on the current status of epidemiological practices. How can history potentially shape and impact our future work in public health and clinical medicine? Explain.
.
ENVIRONMENTShould the US support initiatives that restrict carbo.docxLinaCovington707
ENVIRONMENT
Should the US support initiatives that restrict carbon emissions (or carbon pollution)?
1000 - 1200 words persuasive essay
Must include minimum of three sources with in-text citations
Microsoft word document in APA format including Title page, Reference page
.
ePortfolio Completion
Resources
Discussion Participation Scoring Guide
.
Throughout this course, we have addressed the following areas:
Helping relationships.
Human services theory and practice.
Theoretical models of practice.
The multidisciplinary approach.
Professional development goals.
Pick
one
of these areas to share with your peers. Your initial post in this discussion may be a draft of one portion of the assignment in this unit. Address why you chose this particular area and its significance to your work in the field.
.
eproduction and Animal BehaviorReproduction Explain why asexually.docxLinaCovington707
eproduction and Animal Behavior
Reproduction: Explain why asexually reproducing organisms are generally found in environments that do not change very much through time, while sexually reproducing organisms are very successful in environments that change dramatically through time.
Animal Behavior: How does an animal’s behavior aid survival and reproduction? Provide an example to illustrate your comments. In your response, be sure to include information from the reading to support your answer.
Copyright
.
Envisioning LeadershipIdentifying a challenge that evokes your pas.docxLinaCovington707
Envisioning Leadership
Identifying a challenge that evokes your passion, understanding its historical and contemporary contexts, and bringing together the community of people needed to respond to this challenge—these are essential steps that make change possible. What kind of person is needed to lead such efforts? What characteristics make an effective leader?
Throughout your program of study, you have been encouraged to think about leadership. You have met, via video and audio podcasts, many inspiring and committed leaders in the early childhood field. This week, the Learning Resources have encouraged you to delve even deeper into the characteristics of leaders.
For this Discussion, without hesitation, jot down at least 10 characteristics that come to mind when you think of a leader. Put your list aside, and review this week's Learning Resources on leadership.
Now, think about the early childhood field and the various situations that call for leaders to interact and work effectively with families, colleagues, organizations, government agencies, etc. Consider the thinking and characteristics that stood out for you from the readings you just reviewed. Then, identify four characteristics you believe to be the most essential for leaders in the early childhood field today.
By Wednesday, post
:
Your list of four leadership characteristics selected from this week's Learning Resources that you think are essential for leaders in the early childhood field today and why you think each is vital.
Three mind-opening realizations about leadership that struck you from the Learning Resources this week. (Be sure to tell the reason[s] these caught your attention, and cite your sources.)
.
EnvironmentOur environment is really important. We need to under.docxLinaCovington707
Environment
Our environment is really important. We need to understand it and then would we be able to look after it. To manage our natural environment responsibly, governments, industry and the community need detailed, trusted and timely environmental information.
Good information is essential to make sound decisions (individually and/or collectively) on issues affecting our environment.
View/review information in the below attached power point then answer questions that follows prompt!
Week 2 Env. Samp ppt(2).pptx
Questions
Give 2 definitions of “Environment”?
Give 4 reasons why we are so concern about the Environment?
Give 2 definitions of Pollution?
Give 5 effects of pollution on Human?
Give 5 effects of pollution on Animals
Give 5 effects of pollution on plants, fruits and vegetables?
Explain pollution effects on outer space? (what is the name of the effect)
Explain Urban Pollution?
Explain outer space pollution?
.
Environmental Awareness and Organizational Sustainability Please .docxLinaCovington707
"Environmental Awareness and Organizational Sustainability" Please respond to the following:
Use the Internet to research one (1) environmentally aware organization and its actions. Next, examine the selected organization’s relationship between sustainability, ethical decision making, and social responsibility. Provide one (1) example of this organization demonstrating environmental awareness.
Determine the major effects that an organization’s environmental awareness has on its sustainability. Recommend one (1) approach that HR can take to use an organization’s environmental awareness in order to attract and retain top talent.
.
EnterobacteriaceaeThe family Enterobacteriaceae contains some or.docxLinaCovington707
Enterobacteriaceae
The family Enterobacteriaceae contains some organisms living in the intestines without harming the host and some organisms that are harmful to the host.
Research Enterobacteriaceae.
Based on your research, respond to the following:
What is meant by the term "enteric pathogen"?
Why are anaerobic organisms generally not seen in a routine fecal specimen or culture?
What are the indole test, methyl red test, voges-proskauer test, and citrate test (IMViC) reactions? Describe in detail all four reactions (what media is used, important ingredients, what each reaction measures, and what positive and negative results mean).
Create a flowchart for the isolation and identification of specific enteric bacteria from fecal samples.
.
Ensuring your local region is prepared for any emergency is a comp.docxLinaCovington707
Ensuring your local region is prepared for any emergency is a complex task requiring the coordination and collaboration of multiple stakeholders. What are the greatest challenges to coordination and collaboration in your area? What needs to be done to overcome those challenges in order to facilitate improved multi-agency coordination and collaboration?
.
ENG 2480 Major Assignment #3Essay #2 CharacterAnaly.docxLinaCovington707
ENG
2480
Major Assignment #
3
Essay #2
:
Character
Analysis Essay
Paper Specifications:
2
Full Pages
, excluding Work
s
Cited page. Typed. Double Spaced.
One-inch
Margins.
12pt. Font
.
Times New Roman. Proper MLA
.
Submit
.doc,
.
docx
,
odt
.,
or .rtf Files Only
***Do not paste the essay into the assignment forum
text box
. Attach the document instead***
Due Date: Monday,
June
1
9
, 201
7
in Blackboard by
11
:
00
pm
Using the STEAL method or Foil Characters
concept
, a
nalyze how the author
constructs a
character.
Your analytical argument should focus on how
the author creates
the character
and how the author uses the character
to embody
the theme of the work.
Find one scholarly source to help support your essay’s thesis.
Choose
only one character
from the following list
as your main point of analysis
:
•
Oscar Wilde’s
The Importance of Being Earnest
:
o
Lady
Bracknell
o
Miss Prism
o
Cecily
•
Robert Louis Stevenson’s
The Strange Case of Dr. Jekyll and Mr. Hyde
:
o
Mr. Poole
o
Mr. Gabriel John
Utterson
o
Dr. Hastie Lanyon
Remember, always establish clear criteria during your argumentation. You need a clear thesis to guide the essay and argumentative topic sentences to guide each paragraph. You are essentially discussing
how
an author creates the personality of a fictional character and how
that
character helps develop the meaning and significance of a work
, so make sure you assert your interpretation.
Do not summarize!
Consider that your audience has read the work
and
has
been exposed to the key literary
te
rms, so you do not need to define them.
Do not evaluate!
Avoid judging how well the author
writes or how good or bad the poem is
. Analyze the importance of the
literary device and remain objective
.
***
Numerous essays exist about these works. Do not be tempted to plagiarize! Use close reading and your critical thinking skills to approach your selected topic
***
Grading Scale
Title Is Helpful, Informative, and Reflective
0 to
5
Points
Presentation and Strength of the Introduction, Body, and Conclusion.
0 to 10 Points
Clearly Stated Thesis.
Must Be Analytical and Reflect the Assignment.
0 to 10 Points
Focus: Staying on Topic. Always Developing and Sticking to the Thesis
and Assignment
.
0 to 10 Points
Every Paragraph Has an Argumentative Topic Sentence. Every Paragraph Has Support or Examples or Details Explaining the Topic Sentence.
0 to 10 Points
Flow: Transitions (not simply transitional words) and Logical Progressions or Movements Between Paragraphs and Sentences Connecting Their Different Ideas.
0 to 10 Points
Organization, Order, and Structure.
0 to 10 Points
Using and Developing a Logical and In-depth Approach to Claims.
Strong Analysis without Over-Summarization.
0 to 10 Points
Vivid Descriptions. “Show. Do Not Tell.” Substantial, In-depth Detail
and Textual / Visual Evidence
.
0 to 10 Points
Clear Language that Explains and Expresses Each Idea in an Und.
English EssayMLA format500 words or moreThis is Caue types of .docxLinaCovington707
English Essay
MLA format
500 words or more
This is Caue types of essay (Only the causes/ not the effect)
Do not cite anything from outside source
Topic: what are the causes of Divorce?
Download the File Below to see the Form of the Essay.
Due By 4/26/2017 11 pm
*** Important note: Do not use hard or complicated words. Simple essay with easy word. ***
.
Eng 2480 British Literature after 1790NameApplying Wilde .docxLinaCovington707
Eng
2480 British Literature after 1790
Name:
Applying Wilde to Wilde (100 points)
Instructions:
Discuss how Wilde applies the ideas of aestheticism and the arguments from
The Critic as Artist
to
The Importance of Being Earnest
. What notions of living to the fullest exist in the play? What notions of living intensely and passionately do the characters reinforce? How is the play (as a creative work) acting as a critical work, as well? What does the work critique?
This response should
be around 250 to 300 words,
not
including the quotes.
Always cite specifics from the texts
.
*NEED IT COMPLETED BY 8pm eastern
.
English 1C Critical Thinking Essay (6 - 6 12 pages, MLA 12pt font .docxLinaCovington707
English 1C: Critical Thinking Essay (6 - 6 1/2 pages, MLA 12pt font times new roman)
Due Date: (8/2/17)
Assignment: Consider one of the topics: I choose to propose my own topic. (received teacher's approval)
Requirements: Use 1-2 in class philosophical texts (I have them in the attachment) and 3-4 academic sources (requires research) to analyze, explore, and make connections to each other. Needs to have at least one quote in each body paragraph.
My proposed topic:
In class, my teacher he talks about a scenario where people from different cultures tend to have different views and values, but people who were raised in both cultures can have an internal conflict between their cultures, causing to choose one over the other, have a mix of both (as in a hybrid form of culture), or identify themselves to another culture that lies somewhere in between, or maybe even reject both cultures.
In Nietzsche's essay "On Truth and Lying in an Extra-Moral Sense", he says "for between two absolutely different spheres such as subject and object, there can be no expression, but as most an aesthetic stance, I mean an allusive transference, a stammering translation into a completely foreign medium. For this, however, in any case a freely fictionalizing and freely inventive middle sphere and middle faculty is necessary." In connection to people who have lived in two different cultures this inventive "middle ground” and “aesthetic stance” is essential for them to embrace their own set of values and beliefs.
For the research part of the essay, I wanted to explore people who have immigrated to another country from their own home country since a young age, for their development is heavily influenced by the struggles of living in multiple cultures. (I’m one of them myself). In sociology, Ruben Rumbaut was the first to coin the term “1.5 generation immigrant”, which means the people who have arrived in another country before their adolescence. Based on the age in which they immigrated, some of these immigrants might feel a stronger connection to a particular culture where some might feel they belong right in the middle, being unable to identify themselves to either of their ethnicities. (Just providing possible examples)
Optional (If there isn’t enough topics): Also for immigrants who might choose one culture over another. It can possibly relate to another philosophical text. In Plato’s “The Allegory of the Cave,” Aristotle argues that there are two mediums of knowledge that exists: the physical/sensory world(cave), where people(prisoners) are living happily in an illusion, and the intelligible world, where people can achieve a perfect form of knowledge through learning philosophy. For people, who have acquired the “perfect knowledge” of philosophy, when they go back to the sensory world, they will have a better and clearer perception of the world than those in the sensory world. They also have developed a responsibility of “quietly ruling” the people in the sensor.
ENGL 227World FictionEssay #2Write a 2-3 page essay (with work.docxLinaCovington707
ENGL 227
World Fiction
Essay #2
Write a 2-3 page essay (with works cited page) on one of the following topics:
1.
D.H. Lawrence “The Rocking Horse Winner”
·
Describe the relationship between mother and son in this story.
How is this relationship central to the story’s themes of luck,
money, and dysfunctional families?
2.
Shirley Jackson “The Lottery”
·
Describe the importance of tradition in the community depicted in this story. What does the author appear to be saying about its effects upon society?
3.
Franz Kafka “A Hunger Artist”
·
What is Kafka suggesting about the nature of the relationship between the artist and society?
Cite examples of the artist’s attitude toward his “art” and regulations as well as society’s changing attitude toward the artist.
4.
Clarice Lispector “The Smallest Woman in the World”
·
What does the story appear to be implying about the nature of human love?
Be sure to examine love as it is described in the narrator’s depiction of Little Flower as well as in her depiction of the various readers’ reactions to the story of Little Flower.
Relate this to the overall theme of the story.
5.
Jack London “To Build a Fire”
·
Examine the difference between actions based on knowledge and those based on instinct as depicted in the behaviors of the man and the dog.
What does London seem to be saying about the nature and the value of both approaches to navigating the world?
Relate this to Naturalism.
6.
Ernest Hemingway “Hills Like White Elephants”
·
Hemingway is famous for his “iceberg theory” of narrative in which sparse prose suggests deeper elements of character and theme.
What does the dialogue suggest about the two protagonists?
What is the attitude of each toward their predicament?
·
What will change, depending on how the predicament is resolved? How does each envision the possibility of a shared future? Be sure to support your interpretation with quotations and connect character with theme.
·
Examine how the story’s setting is related to character, theme, and action (conflict).
7.
Flannery O’Connor “A Good Man is Hard to Find”
·
Discuss O’Connor’s use of humor in this story.
What kind of tone is developed at the beginning of the story through humor?
How does the tone change as we move toward the story’s conclusion?
8.
Jorge Luis Borges “Emma Zunz”
·
Examine Emma’s attitude toward sexuality.
How does this attitude relate to the crime she commits?
Why does she decide to add a sexual component to her set-up of Loewenthal?
Consider the element of sacrifice.
9.
Raymond Carver “A Small, Good Thing”
·
Discuss the theme of communication in relationships in the story, including the Weisses, the baker, Doctor Francis, and Franklin’s family.
10.
Yukio Mishima “Patriotism”
While Takeyama waits for his wife to take a bath, he thinks, “Was it death he was now waiting for? Or wild ecstasy of the senses?
The two seemed to overlap, almost as if the object of his bodily desire was death itself.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Decision Issues for Approach SelectionSummaryDiscussion Questions
1. "Decision Issues for Approach SelectionSummaryDiscussion
QuestionsAppendixAssumptions upon which this chapter is
based:Ethical considerations are at the heart of decisions about
plan-ning.Ethics guide appropriate actions on the part of the
planner andchoices about the appropriate vehicle for developing
the plan.Useful to ethical decision-making is critical thinking,
to deter-mine whether ethical absolutism or ethical relativism is
calledfor in the situation.Planners may prefer one approach
over another or be moreskilled in one program planning
approach; thus, using differentapproaches may require
professional growth and develop-ment.Both prescriptive and
emergent planning approaches representstrengths and
challenges, depending on the context for plan-ning.You, the
reader, are likely a practitioner (or soon to be practi -
tioner) wishing to be an effective program planner. You may be
aclinician who implements programs and wants them to
‘‘work.’’You may have experienced the unfortunate situation in
which youhave been tasked with carrying out programs that
were poorlydesigned or so rigidly prescribed that they
restricted the workyou were trying to accomplish. Perhaps you
need the skills to dosound rational planning for the purpose of
accessing funding fora program to which you are very
committed. You "program coordinator in a human service
agency, forced to carry outinitiatives that use approaches
insensitive to cultural needs. What-ever your circumstance,
chances are you want to be a professionalwhose work has
integrity and who has the capacity to use appro-priate tools for
problem-solving, decision-making, and planning.In Chapters 3
and 4, we examined two approaches to planningbased on
different sets of assumptions. In Chapter 3, we focused onthe
logic of rational planning in which prescriptive approaches
arelinear layouts of plans of action to solve a social problem
based onthe assumptions that when planning, one knows
where one isgoing. Planners who use these approaches
2. generally do so asexperts with predetermined goals developed
from an expert per-spective. This approach has been termed
‘‘reverse-order planning’’(Brody, 2000, pp. 77–78) where
the results to be achieved areidentified early and the planner
pursues a logic model or a problem-solving model to bring them
about.In Chapter 4, we examined interpretive planning, an
emergentapproach, focused on understanding stakeholders’
perspectives as ameans of continual information gathering and
analysis for problem-solving. The logic of this planning process
is a nonlinear process ofengagement, sense-making, and
discovery, interacting continually asa program design unfolds.
In this approach, goals emerge in process,and may change,
revealing ‘‘forward-sequence planning,’’ whichbegins
wherever one can start (Brody, 2000, pp. 77–78).We believe
that there are places for both rational program plan-ning and
interpretive planning. When to use which approach
isdistinguished by context and by what one is trying to achieve,
basedon what it takes to articulate and develop solutions.
Sometimes theselection of an approach is straightforward and
clear. Other times,as Quinn (1988) says inBeyond Rational
Management, it requires the‘‘complex, holistic, and fluid—a
kind of thinking that distinguishesthe master from the novice’’
(p. 7). This is when critical thinking" may be the" "steeped in
solid ethical decision-making is needed—when whatis
necessary for competent, appropriate planning is less
clear.This chapter has been designed to help you not only
distinguishthe differences between the approaches, but also to
engage in thecomplex thinking necessary to determine which
should work bestin a given situation.Persons skilled in dealing
with complexity and critical thinking,who can live with paradox
and ambiguity, are likely candidates fordesigning and
developing emergent human service programs; butthose without
those natural and acquired skills must also be able touse this
sort of planning when appropriate. Cultures in
whichinterpretive or nonrational thinking occurs as a
matter of coursemay be particularly receptive to
3. interpretive planning, and evenhelpful in educating those
needing the skills to face these challengesof emergent
approaches. Other cultures steeped in rationality maybe
receptive to rational planning and helpful in incubating
plannerscompetent to enact prescriptive approaches. In either
case, an alter-native way of planning may be necessary to
reach needed goals.Both approaches are important and
necessary for planning. Some-times, one approach should be
preferred over another. Other times,a strategic combination is
appropriate. Determining the appropriateapproach requires a
consciousness and criticality about contextualconstraints and
opportunities that is only possible if the plannerbrings
ethics and critical thinking to the decision-making process.In
this chapter, we begin with another case example. Now thatyou
are familiar with both prescriptive and emergent approaches
toplanning, we will also do a brief analysis of a case to
demonstratehow the approaches are used. We then explore
program planningapproaches in terms of their similarities
regarding gaining entryand becoming oriented. Next in that
section, we investigate theimportance of critical thinking and
ethical decision-making in theplanning process as guides to all
planning practice, with emphasison nuanced differences
between the approaches. This is followed by" "steeped in solid
ethical decision-making is needed—when whatis necessary
for competent, appropriate planning is less clear.This
chapter has been designed to help you not only distinguishthe
differences between the approaches, but also to engage in
thecomplex thinking necessary to determine which should work
bestin a given situation.Persons skilled in dealing with
complexity and critical thinking,who can live with paradox and
ambiguity, are likely candidates fordesigning and developing
emergent human service programs; butthose without those
natural and acquired skills must also be able touse this sort of
planning when appropriate. Cultures in whichinterpretive or
nonrational thinking occurs as a matter of coursemay be
particularly receptive to interpretive planning, and
4. evenhelpful in educating those needing the skills to face these
challengesof emergent approaches. Other cultures steeped in
rationality maybe receptive to rational planning and helpful in
incubating plannerscompetent to enact prescriptive approaches.
In either case, an alter-native way of planning may be
necessary to reach needed goals.Both approaches are
important and necessary for planning. Some-times, one
approach should be preferred over another. Other times,a
strategic combination is appropriate. Determining the
appropriateapproach requires a consciousness and criticality
about contextualconstraints and opportunities that is only
possible if the plannerbrings ethics and critical thinking to the
decision-making process.In this chapter, we begin with another
case example. Now thatyou are familiar with both prescriptive
and emergent approaches toplanning, we will also do a brief
analysis of a case to demonstrate how the approaches are used.
We then explore program planningapproaches in terms of
their similarities regarding gaining entryand becoming
oriented. Next in that section, we investigate theimportance
of critical thinking and ethical decision-making in theplanning
process as guides to all planning practice, with emphasison
nuanced differences between the approaches. This is followed
by" "steeped in solid ethical decision-making is needed—
when whatis necessary for competent, appropriate planning
is less clear.This chapter has been designed to help you not
only distinguishthe differences between the approaches, but also
to engage in thecomplex thinking necessary to determine which
should work bestin a given situation.Persons skilled in dealing
with complexity and critical thinking,who can live with paradox
and ambiguity, are likely candidates fordesigning and
developing emergent human service programs; butthose without
those natural and acquired skills must also be able touse thi s
sort of planning when appropriate. Cultures in
whichinterpretive or nonrational thinking occurs as a
matter of coursemay be particularly receptive to
interpretive planning, and evenhelpful in educating those
5. needing the skills to face these challengesof emergent
approaches. Other cultures steeped in rationality maybe
receptive to rational planning and helpful in incubating
plannerscompetent to enact prescriptive approaches. In either
case, an alter-native way of planning may be necessary to
reach needed goals.Both approaches are important and
necessary for planning. Some-times, one approach should be
preferred over another. Other times,a strategic combination is
appropriate. Determining the appropriateapproach requires a
consciousness and criticality about contextualconstraints and
opportunities that is only possible if the plannerbrings
ethics and critical thinking to the decision-making process.In
this chapter, we begin with another case example. Now thatyou
are familiar with both prescriptive and emergent approaches
toplanning, we will also do a brief analysis of a case to
demonstratehow the approaches are used. We then explore
program planningapproaches in terms of their similarities
regarding gaining entryand becoming oriented. Next in that
section, we investigate theimportance of critical thinking and
ethical decision-making in theplanning process as guides to all
planning practice, with emphasison nuanced differences
between the approaches. This is followed by" "compared with
the marketing of pigs to liberate capital. Theybegan to
compute the potential impact of the marketing of pigson the
local economy. They analyzed the situation and adjustedthe
intervention by coordinating with various stakeholders
toadjust what they were doing, thusresponding to the
implicationsof what would happen if the pig distribution from
Europe con-tinued. In the process, the planners probably did not
name whatthey were doing as copying, comparing,
computing, analyzing,coordinating, and synthesizing; but they
engaged in all of theseprocesses. It was part of a critical
focus on problem-solving.The interesting aspect was that the
problem changed. With thatchange, the critical thinking moved
from a linear to a more circu-lar method. In the process, they
were thinking critically aboutwhat was happening while
6. moving to action that altered theoriginal program design.
Had they not analyzed, coordinated,and synthesized what was
happening, what seemed like a won-derful intervention could
have had disastrous consequences.Though Kroeger and
Thuesen describe levels of thinking in arather hierarchical
manner, indicating that one stage is completedprior to moving
to another, our example shows that the processmight not be
either sequential or linear. In the example, what beganas a
highly rational process sequenced into an interpretive
process,and then sequenced back into a rational process in the
course of theprogram. Thus, for us, the levels of complex
thinking do not belongto one type of program planning, but are
necessary ingredients inany successful program planning
process.Critical thinking is a dialogic process comprising
reflective/ana-lytic listening, active pursuit of clarity of
expression, evidence, andreason, as necessary. What is
considered appropriate evidence andthe reason employed may
differ, depending on the planningapproach. These must be
combined with an evenhanded consider-ation of alternative
points of view. The required evenhandedness is" "possible
through fair-mindedness. The critical thinker sees
theinterplay between various beliefs and is willing to test these
beliefs,including his or her own. Testing closely held beliefs
requires intel-lectual courage and security that comes more
easily when the criti-cal thinker possesses self-knowledge about
personal strengths andlimitations. However, the critical thinker
also must be able to ques-tion what others accept.Critical
thinking includes critical reading and critical writing, tosurface
and deal with differing perspectives of experts and otherswho
may or may not have a stake in the process. If multiple per-
spectives are not easily expressed, they must be generated so
com-parative analysis can occur.Finally, the critical thinker
is a conscious thinker. Rehner(1994) has developed some
strategies to demystify critical thinking.We provide adaptations
from that work to fit the experiences of theprogram planner.
To become a critically conscious planner, thefollowing are
7. useful basic questions to ask and answer in the
thinkingprocess:What is thepurposeof my thinking?What
precisequestion(problem) am I trying to answer?Within
whatpoint of view(positivis" "If I accept the conclusions,
what are theimplications? Whatwould be the consequence
(positive and negative) if I were toput my thoughts into
action?In short, program planners must be critical thinkers in
order todetermine which planning approach is needed in a
particular sit-uation and to competently carry out that
approach.How, then, is critical thinking different for rational
and interpre-tive planning? The answer probably depends on
where the plan-ning process begins. If a program is being
designed ‘‘from scratch’’and is totally new, then both rational
and interpretive planning willlikely begin at a similar place.
Each will begin with general obser-vations and move toward
synthesizing thinking in order to deter-mine which approach
is appropriate and move from there.However, if
redesigning an existing program, then the process willlook
different. Rational planning would probably respect predeter -
mined goals of the existing program and think critically with
othersabout how the program needs to be modified to reach the
goals.Interpretive planning, coming from a different
perspective willlikely begin by questioning the goals because
goals are useful onlyas long as they function, the need for
program redesign would beseen as an indication that everything
might need to change; eventhe idea of having a program might
be questioned. The directionthat is chosen may well have an
ethical component.For example, in a large school system, the
number of childrenwho lacked consistent medical
attention and had incompleteimmunizations histories was
increasing. Local officials contactedthe public health
department to see if it could develop an immuni-zation
program, along with providing opportunities for
schoolphysicals. Public health nurses worked with family
physicianswho donated their time to do monthly clinics at the
schools." "If I accept the conclusions, what are
8. theimplications? Whatwould be the consequence (positive and
negative) if I were toput my thoughts into action?In short,
program planners must be critical thinkers in order todetermine
which planning approach is needed in a particular sit-uation and
to competently carry out that approach.How, then, is critical
thinking different for rational and interpre-tive planning? The
answer probably depends on where the plan-ning process
begins. If a program is being designed ‘‘from scratch’’and is
totally new, then both rational and interpretive planning
willlikely begin at a similar place. Each will begin with general
obser-vations and move toward synthesizing thinking in order to
deter-mine which approach is appropriate and move
from there.However, if redesigning an existing program, then
the process willlook different. Rational planning would
probably respect predeter-mined goals of the existing program
and think critically with othersabout how the program needs to
be modified to reach the goals.Interpretive planning, coming
from a different perspective willlikely begin by questioning
the goals because goals are useful onlyas long as they function,
the need for program redesign would beseen as an indication
that everything might need to change; eventhe idea of having a
program might be questioned. The directionthat is chosen may
well have an ethical component.For example, in a large school
system, the number of childrenwho lacked consistent
medical attention and had incompleteimmunizations
histories was increasing. Local officials contactedthe public
health department to see if it could develop an immuni-zation
program, along with providing opportunities for
schoolphysicals. Public health nurses worked with family
physicianswho donated their time to do monthly clinics at the
schools." "If I accept the conclusions, what are
theimplications? Whatwould be the consequence (positive and
negative) if I were toput my thoughts into action?In short,
program planners must be critical thinkers in order todetermine
which planning approach is needed in a particular sit-uation and
to competently carry out that approach.How, then, is critical
9. thinking different for rational and interpre-tive planning? The
answer probably depends on where the plan-ning process
begins. If a program is being designed ‘‘from scratch’’and is
totally new, then both rational and interpretive planning
willlikely begin at a similar place. Each will begin with general
obser-vations and move toward synthesizing thinking in order to
deter-mine which approach is appropriate and move
from there.However, if redesigning an existing program, then
the process willlook different. Rational planning would
probably respect predeter-mined goals of the existing program
and think critically with othersabout how the program needs to
be modified to reach the goals.Interpretive planning, coming
from a different perspective willlikely begin by questioning
the goals because goals are useful onlyas long as they function,
the need for program redesign would beseen as an indication
that everything might need to change; eventhe idea of having a
program might be questioned. The directionthat is chosen may
well have an ethical component.For example, in a large school
system, the number of childrenwho lacked consistent
medical attention and had incompleteimmunizations
histories was increasing. Local officials contactedthe public
health department to see if it could develop an immuni-zation
program, along with providing opportunities for
schoolphysicals. Public health nurses worked with family
physicianswho donated their time to do monthly clinics at the
schools." "design will net the expected results. Ideally, in
rational planning,clients’ voices will be heard at least in a
representative way. If clientvalues and preferences are at odds
with those of practitioners, thetendency will be to respect the
opinion of the experts, the practi-tioners. The same is true for
empirical research. If there are empiri-cal research data
available that contradict both practitioners’ andclients’
perspectives, these data will usually be the most
privilegedinformation in rational program planning decision-
making.In interpretive planning, evidence that reveals deep
underlyingmeanings will be most valued, and studies that
10. provoke newinsights will be most helpful. Context-based
quantitative researchwill not be disregarded, but the
richness of qualitative methods,allowing for in-depth knowing
and understanding of the problem,will be highly valued.
Qualitative evidence (word data) will assurethat the decision-
making process is emergent, recognizing tenta-tively held
insights as practice unfolds. This stance can be seen to bemore
congruent with an ethical relativist position. Funders
andother constituencies appreciative of more consensus-based
modelsof intervention will understand and prefer the way
interpretiveevidence influences program planning.
Practitioners and clientswill join in a decision-making process
in which their joint experi-ences and values are treated as
important elements in movingtoward a consensus on what
intervention needs to occur. Evaluat-ing the process itself
(formative evaluation) will be as important asresults or
outcome-oriented evaluation (summative evaluation).From the
ethical relativist position, then, making clear the conse-quences
of overlooking formative evaluation in preference to sum-
mative evaluation will become an ethical responsibility, even
whenfacing the more ethical absolutist demands of EBP. It is
within thisethical challenge that critical thinking becomes an
essential tool.In addition, an important ethical question in
either type ofplanning is: to whom are the planners
accountable? The answer"
"design will net the expected results. Ideally, in rational
planning,clients’ voices will be heard at least in a representative
way. If clientvalues and preferences are at odds with those of
practitioners, thetendency will be to respect the opinion of the
experts, the practi-tioners. The same is true for empirical
research. If there are empiri-cal research data available that
contradict both practitioners’ andclients’ perspectives, these
data will usually be the most privilegedinformation in rational
program planning decision-making.In interpretive planning,
evidence that reveals deep underlyingmeanings will be most
valued, and studies that provoke newinsights will be most
11. helpful. Context-based quantitative researchwill not be
disregarded, but the richness of qualitative
methods,allowing for in-depth knowing and understanding of
the problem,will be highly valued. Qualitative evidence (word
data) will assurethat the decision-making process is
emergent, recognizing tenta-tively held insights as practice
unfolds. This stance can be seen to bemore congruent with an
ethical relativist position. Funders andother constituencies
appreciative of more consensus-based modelsof intervention
will understand and prefer the way interpretiveevidence
influences program planning. Practitioners and clientswill
join in a decision-making process in which their joint experi-
ences and values are treated as important elements in
movingtoward a consensus on what intervention needs to occur.
Evaluat-ing the process itself (formative evaluation) will be as
important asresults or outcome-oriented evaluation
(summative evaluation).From the ethical relativist position,
then, making clear the conse-quences of overlooking formative
evaluation in preference to sum-mative evaluation will become
an ethical responsibility, even whenfacing the more ethical
absolutist demands of EBP. It is within thisethical challenge
that critical thinking becomes an essential tool.In addition, an
important ethical question in either type ofplanning is: to
whom are the planners accountable? The answer" "design
will net the expected results. Ideally, in rational
planning,clients’ voices will be heard at least in a representative
way. If clientvalues and preferences are at odds with those of
practitioners, thetendency will be to respect the opinion of the
experts, the practi-tioners. The same is true for empirical
research. If there are empiri-cal research data available that
contradict both practitioners’ andclients’ perspectives, these
data will usually be the most privilegedinformation in rational
program planning decision-making.In interpretive planning,
evidence that reveals deep underlyingmeanings will be most
valued, and studies that provoke newinsights will be most
helpful. Context-based quantitative researchwill not be
12. disregarded, but the richness of qualitative
methods,allowing for in-depth knowing and understanding of
the problem,will be highly valued. Qualitative evidence (word
data) will assurethat the decision-making process is
emergent, recognizing tenta-tively held insights as practice
unfolds. This stance can be seen to bemore congruent with an
ethical relativist position. Funders andother constituencies
appreciative of more consensus-based modelsof intervention
will understand and prefer the way interpretiveevidence
influences program planning. Practitioners and clientswill
join in a decision-making process in which their joint experi-
ences and values are treated as important elements in
movingtoward a consensus on what intervention needs to occur.
Evaluat-ing the process itself (formative evaluation) will be as
important asresults or outcome-oriented evaluation
(summative evaluation).From the ethical relativist position,
then, making clear the conse-quences of overlooking formative
evaluation in preference to sum-mative evaluation will become
an ethical responsibility, even whenfacing the more ethical
absolutist demands of EBP. It is within thisethical challenge
that critical thinking becomes an essential tool.In addition, an
important ethical question in either type ofplanning is: to
whom are the planners accountable? The answer"
"logic of the language helps one understand the logic-in-
use inthe culture. Linear, Anglo-Saxon-based languages
(English andGerman, among others) provide different clues
to reasoning andproblem-solving than those available in more
circular languages,such as the romance languages (French,
Spanish, and Italian,among others). If one lacks language
facility or the time to acquirethe language, then cultural
interpreters are essential to developingcultural competence.
Professional colleagues or friends who aremembers of the
culture of interest can help the planner not onlylearn about the
culture but prepare for practice within it. Cultural‘‘guides’’ can
be worthwhile throughout the planning process tohelp the
planner prevent or deal with cultural issues that may arise.These
13. cultural interpreters can sometimes aid the planner in
skilldevelopment relating to attitude and behavioral changes
necessaryto acculturate in a new culture.The planner intent on
becoming culturally competent must enterthe culture of interest
because it is only inside the culture that truecultural
understanding becomes possible. Campbell and
Gregor(2004), in their text on institutional ethnography, provide
excellentguidance about how to do this in an organization. We
recommendtheir work for details about data collection and
developing therequisite interpersonal relations with
organizational informants.Two techniques of ethnographic
research are important for entryinto a different culture, and can
enhance further understanding thatwill aid the planner to
become culturally competent. These are:becoming a
culturally competent interviewer and learning whereto look in
the cultural context (observation).Culturally competent
interviewingdevelops through informal con-versational
interviews (Ruben & Babbie, 2005, p. 447). In manycases,
there is an assumption that culturally competent interview -ing
only occurs when the interviewer is of the same culture as
theone being interviewed. This seems to suggest that
communication" "across cultures is impossible. Others suggest
that racial matching,though important, is no more important
than interviewer com-petence (Jackson & Ivanoff, 1999).
Previous experience, training inworking within the culture,
is also important. In addition to thehelp of cultural guides,
informal conversational interviews will addto a planner’s
cultural competence. These informal conversationswith a
purpose (Lincoln & Guba, 1984) usually result from observa-
tions within the context that suggest where to look for
clarifyinginformation.Much has been written about
observation as a way of gaininginformation. In
ethnographic research, this activity is generallyknown
asparticipant observation(Marshall & Rossman, 1995). How-
ever, Gold (1969, pp. 30–39), in a classic work, explicates four
differ-ent roles an observer might play. To gain insight, one
14. might becomea complete participant, a participant-as-
observer, an observer-as-participant, or a complete
observer. Each has much to offer,but each also represents
specific challenges to the planner wishingcultural
understanding.From our perspective, the richest source of
information to movetoward cultural competence comes from a
combination of the role ofobserver-as-participant and guided
conversations with selectedinformants. During ob servations,
the planner becomes aware of issuesor questions. Ethically, it
is made clear that he or she is both anobserver and
participant and is engaging in conversations to acquirerelevant
information to maximize an understanding of what is
beingobserved and what people think about it. The planner
engages inasking and listening. Lofland (1995, p.56) calls this
role a ‘‘naturalisticinvestigator.’’ The planner, recognizing
cultural ignorance, enters into these conversations with a
purpose (Lincoln & Guba, 1984). Thepurpose is to be taught.
The planner is a watcher and asker, a student,in search of
elaboration so as not to make erroneous assumptionsbased
on personal cultural assumptions. The skills of observing and"
"ward off unethical behavior through attention to precision.
Withthis precision we are further lulled into the belief that there
is a rightand a wrong way to operate, a right and wrong answer
to everydecision, and that through demands for precision, we
can measureeverything exactly. Our earlier philosophy of
science discussionrelates to the depth of belief in this myth.
The Enron scandal andothers like it demonstrate how difficult
this attention to account-ability really is: systems do go wrong
with unethical individuals;but controls in place do not always
prevent future disasters, if theindividuals are bent on
unprincipled practice.Our worry is about the unintended
consequences from over-attention to misplaced accountability
in which there is such greatprecision in detailing regulations
and oversight that planners’hands are tied in designing
innovative programs. This attentionto detail can hamper
creativity in program design and subsequentimplementation.
15. There is also the demand of what we are callingcontradictory
accountability, which occurs when programmaticpolicies and
directives are helpful to one group but actually contra-dict what
is helpful to another group. In human service programs inwhich
there are multiple constituencies to whom one is account-able,
there will inevitably be difficulties in balancing accountabil -
ities, and times during which being accountable to one
groupmeans countermanding the demands of another.We agree
with Weinberger (2007), that accountability require-ments
reduce complexity, while also increasing detail.
Creative,responsive organizations resist being boxed into
regulating proce-dures and routines because responsiveness
requires innovation andadaptability that will undoubtedly
require breaking those rules andprocedures. Forms, reporting,
and documentation inhibit agilityand set up a force field
against change.We advance accountability by urging clarity and
responsibility,regardless of the approach to planning,
instead of using an" "need to be identified in the
proposal.Community participation [is] ofcourse paramount, but
only as a vehicle for implementing predefinedproject
outcomes’’ (Ibid., p. 193).The various reports from the
UNESCO Growing Up in Cities sitesfrom around the world
reveal several lessons learned. First, adultssimply do not
fully understand young people’s issues and priorities.Second,
even young children can participate in meaningful commu-nity
evaluation and generate feasible recommendations. Third, if
adultsand children work together, young voices can be heard,
and there canbe a role for influencing decisions that will affect
their well-being.This project is reminiscent of the AIDS
Orphans and the Pig Inter-vention project discussed in
Chapter 5. Child-headed householdscould easily be
disregarded in the planning process, being composedof children.
However, without attention to their perspectives, plan-ners
risked dire consequences to the pig industry nationally in unin-
tended consequences, resulting fromnot understanding the
children’spreferences. Their inclusion required being sensitive
16. to the culturalnuances that bond them together as children. In
attempting to plan ontheir behalf and with genuine interest in
their well-being, plannersoverlooked their perspectives, with
almost disastrous results.With or without cultural sensitivity,
excluding important stake-holders in the problem identification
and in problem resolution setsup difficult challenges to
overcome for planning and implementa-tion. Unintended
negative consequences are sure to accrue. Goodintentions, many
times based on erroneous cultural assumptions,will not
overcome the challenges created when the minority voice" "A
detention center is often disruptive; but more important,
becausethe young women’s lengths of stay varied, any long-
term interven-tion continuity would be broken. The program
posed challenges notonly for the planners but also for those
planning to evaluate it.The evaluators interviewed 31
participants and the artist, andobserved the arts project over a
period of time. Findings revealedthe importance of the
relational nature of the program as the youngwomen connected
to one another, to the artist, to the artwork, totheir families, and
to themselves. The evaluators concluded that theartist and the
work were pivotal in facilitating those connections.This
underscores the need for gender-responsive programming
forincarcerated young women, given women’s relational needs.
Art isa relational intervention, but it also provides an
opportunity forself-expression in a tightly controlled,
freedomless environment.Planning for the individual in her
environment (the detentioncenter) and recognizing the culture
in which she must live (at leastfor a short time) illustrates
planning with contextual sensitivity.Let’s look at another
example. There is likely no more challengingenvironment for
contextual sensitivity than when end-of-life care isthe program
and the institution is the one in which individuals facethe
inevitability of their mortality. Here again, good intentions
arenot sufficient to assure planning with sensitivity to context.
Eventhe most culturally competent planner can benefit from the
experi-ences of others. This is especially true when the reports
17. on modelprograms are transparent in revealing the lessons
learned andchallenges encountered.Kramer and Auer (2005)
report a case study of the challengesinvolved in offering an
end-of-life care program to older personswith low incomes
and multiple comorbid chronic conditions.Advanced chronic
disease is incredibly unpredictable in its pro-gression. The
precise moment of death, and the conditions in whichthat death
will occur, is a totally unique human experience. Thus,"
"interpretive planning. In the former, culture may be
viewed interms of its material manifestations (e.g., artifacts
and behaviors),whereas in the latter, it may focus more on
cognitive elements(values and assumptions). Both are
important, even though theemphasis may shift, depending on
whether one is using a prescrip-tive or an emergent approach to
program planning.Cultural competence is important to program
planning becausethe planner or planners must have some
understanding of thecontext within which they are working.
Not only does culturalcompetence require cultural awareness,
but it also requires a deepunderstanding leading to action.
Thus, a culturally competentplanner must be a good
interviewer (be able to listen to differentvoices with unexpected
messages), be an observer of human behav-ior within the
planning context, be willing to learn, and then be ableto
synthesize. During the process, culturally competent
plannerssometimes actively participate and, at other times,
actively observe.We suggest that the richest source of
information to move towardcultural competence comes from
a combination of the role ofobserver-as-participant and from
engaging in guided conversationswith selected
informants.Contextual variables must be considered in
culturally competentpractice. These include developmental and
family-oriented needsof stakeholders; professional skills,
practice, and approaches guid-ing planning practice; research
and knowledge building from theliterature and from the cultural
context; organizational and contex-tual diversity; and delivery
of program planning services. From thisperspective, planning
18. occurs in a series of nested cultures. Wereturned to a
discussion of positivism and interpretivism to extendour
understanding of the challenges of managing planning in
themulticultural world of today.We provided examples from
the literature of how planningwith a sensitivity to difference
may occur. Planning with groups"
A. Instructions
Choose a topic that enables you to tell a short, interesting
personal story. Your story can be funny, suspenseful,
meaningful, or exciting, but it must focus on one event. For
example, if you decide to write about traveling to Denmark, you
should not write about the entire trip. Choose one event (e.g.,
an afternoon you spent bicycling on an island, or your first taste
of smoked herring, or your visit to the childhood home of Hans
Christian Anderson) and tell a detailed story that focuses on
that event.
The following are some ideas that can help you to select a topic
for your story:
· Firsts: Think of a "first" in your life and describe that moment
in detail.
· Proud Moment: Choose a moment when you felt proud about
an accomplishment.
· Adversity: Describe a time when you had to think or act
quickly to overcome a challenge.
· Travel: Recall a memorable experience you had while visiting
an interesting place.
B. Think About Your Writing
Below your completed narrative, include answers to all of the
following reflection questions:
1. Which narrative techniques did you use to bring your story to
life? (2-3 sentences) Sophia says: Did you use vivid description,
sensory details, and/or dialogue to engage readers? Provide two
19. examples from your essay in which you “show” readers rather
than “tell” them. EXAMPLE: A sentence such as "I glanced at
the clock, grabbed my briefcase, and sprinted for the elevator"
uses more descriptive language than simply saying, "I was
running late for the meeting."
2. How did your purpose and audience shape the way in which
you wrote your narrative? (3-4 sentences) Sophia says: Your
hypothetical audience extends beyond the people who will
evaluate your narrative. Which individuals or groups were you
addressing when you wrote your narrative, and how did
consideration of your audience and your purpose influence the
way in which you wrote it?
3. Provide a concrete example from your narrative that shows
how you have written specifically for this audience and
purpose. (3-5 sentences) Sophia says: Consider including a
quotation from your essay and explaining how it was written to
appeal to your audience, and to accomplish your purpose.
Alternatively, you might describe a theme, tone, or narrative
technique that you used and explain how it was intended to
appeal to your audience and achieve your purpose.
C. Narrative Guidelines
DIRECTIONS: Refer to the checklist below throughout the
writing process. Do not submit your Touchstone until your
essay meets all of the guidelines.Narrative Focus and Flow
❒ Are all of the details in your story relevant to your purpose?
❒ Are the events presented in a logical order that is easy to
follow?
❒ Is your story 500-800 words in length? If not, which details
do you need to add or subtract?
Narrative Structure
❒ Is there an opening paragraph that introduces the setting,
characters, and situation?
❒ Are there middle paragraphs that describe the progression of
events?
20. ❒ Is there a closing paragraph that provides a thorough
resolution to the story?
Narrative Language and Techniques
❒ Have you incorporated narrative language and techniques
(e.g., figurative language, concrete and sensory details,
dialogue, and vivid description)?
❒ Can examples of narrative language and techniques be found
throughout your story, or are they only evident in some places?
Conventions
❒ Have you double-checked for correct grammar, punctuation,
spelling, formatting, and capitalization?
❒ Have you proofread to find and correct typos?
Before You Submit
❒ Have you included your name, date, and course in the top left
corner of the page?
❒ Have you answered all of the “Think About Your Writing”
questions?
❒ Is your essay between 500 and 800 words in length (2-3
pages)?
D. Scoring
Your composition and reflection will be scored according to the
Touchstone 1 Rubric, which evaluates the narrative focus,
narrative flow, narrative structure, narrative language and
techniques, use of conventions (grammar, punctuation, etc.),
and your answers to the “Think About your Writing” questions
above.
E. Rubric
Advanced (90-100%)
Proficient (80-90%)
Acceptable (70-79%)
21. Needs Improvement (50-69%)
Non-Performance (0-49%)
Narrative Focus
Present a focused, meaningful narrative.
The composition is consistently focused, and details are
relevant and specific.
The composition is focused and details are relevant and
specific. However, a few details and descriptions detract
slightly from the focus.
The composition is mostly focused and the majority of details
are relevant and specific. However, there are several details and
descriptions that detract from the focus.
The composition does not have a consistent focus.
The composition exhibits no evidence of a focus.
Narrative Flow
Tell the story using a logical, smooth sequence of events.
The sequence of events and details is logical and easy to follow
throughout the composition.
The sequence of events and details is logical and easy to follow
throughout the composition, with a few minor exceptions.
The sequence of events and details is easy to follow throughout
most of the composition; however, some areas are poorly
sequenced or confusing.
The events and details are primarily poorly sequenced and
difficult to follow.
The sequence of events and details is illogical. Readers cannot
follow the progression of the composition.
Narrative Structure
Develop a clear beginning, middle, and end.
The composition has a clear and well-developed beginning,
middle, and end. The opening paragraph(s) thoroughly introduce
the setting, characters, and situation. The middle paragraphs
thoroughly describe the progression of events. The closing
22. paragraph(s) provide a thorough resolution to the narrative.
The composition has a clear and sufficiently developed
beginning, middle, and end. The opening paragraph(s)
adequately introduce the setting, characters, and situation. The
middle paragraphs adequately describe the progression of
events. The closing paragraph(s) provide an adequate resolution
to the narrative.
The composition has a clear beginning, middle, and end;
however, one of the three sections is minimally developed.
The composition lacks a clear beginning, middle, or end; or,
two of the three sections are minimally developed.
The composition lacks a clear beginning, middle, and end; or,
all three sections are minimally developed.
Narrative Language and Techniques
Use narrative language and techniques competently.
Uses narrative language and techniques (e.g., concrete and
sensory details, figurative language, vivid description, dialogue,
pacing, and plot development) effectively throughout the
composition.
Uses narrative language and techniques (e.g., concrete and
sensory details, figurative language, vivid description, dial ogue,
pacing, and plot development) effectively in the majority of the
composition.
Uses narrative language and techniques (e.g., concrete and
sensory details, figurative language, vivid description, dialogue,
pacing, and plot development) effectively in some parts of the
composition.
Uses narrative language and techniques (e.g., concrete and
sensory details, figurative language, vivid description, dialogue,
pacing, and plot development) rarely in the composition.
Does not use narrative language and techniques (e.g., concrete
and sensory details, figurative language, vivid description,
dialogue, pacing, and plot development) in the composition.
Conventions
23. Demonstrate command of standard English grammar,
punctuation, spelling, capitalization, and usage.
There are few, if any, negligible errors in grammar,
punctuation, spelling, capitalization, formatting, and usage.
There are occasional minor errors in grammar, punctuation,
spelling, capitalization, formatting, and usage.
There are some significant errors in grammar, punctuation,
spelling, capitalization, formatting, and usage.
There are frequent significant errors in grammar, punctuation,
spelling, capitalization, formatting, and usage.
There are consistent significant errors in grammar, punctuation,
spelling, capitalization, formatting, and usage.
Think About Your Writing
Reply to reflection questions thoroughly and thoughtfully.
Demonstrates thoughtful reflection; consistently includes
insights, observations, and/or examples in all responses.
Answers all reflection questions effectively, following or
exceeding response length guidelines.
Demonstrates thoughtful reflection; includes multiple insights,
observations, and/or examples. Answers all reflection questions
effectively, following response length guidelines.
Primarily demonstrates thoughtful reflection, but some
responses are lacking in detail or insight. Answers all reflection
questions, primarily following response length guidelines.
Shows limited reflection; the majority of responses are lacking
in detail or insight. Answers reflection questions inadequately;
may not answer all of the questions and/or may not follow
response length guidelines.
Does not answer the majority of reflection questions, or the
majority of answers do not follow response length guidelines.
F. Requirements
· Your narrative must be 500 to 800 words (approximately 2-3
pages) in length.
24. · Assignment guidelines must be followed or your submission
will not be graded.
· Double-space the essay and use one-inch margins.
· Use an easily-readable 12-point font.
· All writing must be appropriate for an academic context.
· Your narrative must be original and written for this
assignment.
· Plagiarism of any kind is strictly prohibited.
· Your submission must include your name, the name of the
course, the date, and the title of your composition.
· Your submission must include both your narrative and your
answers to the "Think About Your Writing" questions.
· Submit only a single file that contains all of the assignment
components.
· Acceptable file formats are .doc and .docx.