Details of the GroupEmpowerment group for young females who .docx
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Details of the Group: *Empowerment group for young females who have been separated from their parents due to deportation. · Topic -Youth empowerment, empowering youth that has experience parents being deported and/or are in the process of deportation. · Keywords: family deported, self-esteem, family dynamics, effect on education · Meeting once a week · Age range (12-18) · 12 sessions · Meeting located at a community center · Open Group · Have a social worker apart of the team · Have flyers in the community · Reach out to a diverse group of guest speakers to help with the group · Have resources for group members Outline Plan for Group Sessions (approximately 2-3 pages) Conceptualize the development of the group over the life span of the group. In particular, describe some of the basic details and intervention strategies from the first session to the end session of the group. For example, in your outline describe exercises or education materials you will use, and the general topics you plan to cover, if applicable. Consider how these intervention strategies you choose address culturally relevant needs of your group members. .
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Module 3 Discussion What Would You DoExperts in the field of .docx
Module 3 Discussion:
What Would You Do?
Experts in the field of special education are knowledgeable about historical, philosophical, and legal foundations impacting the field as they relate to the protection of student and family rights. Special education leaders are savvy in their craft and able to effectively collaborate with colleagues to plan individualized educational programs and articulate the services, resources, materials, equipment, and needs of students with exceptionalities.
The role of collaboration and consultation is particularly critical in the field of special education, allowing both the special education and the general education expert the opportunity to formulate the most appropriate plans for students using their expertise. In addition, social and emotional competencies are essential, as neither collaboration nor consultation exist void of a relationship with other people.
For this Discussion, you will take on the role of a team leader, in which you will examine the facts and information presented in the case study and module Learning Resources to formulate recommendations for an action plan.
To prepare:
·
Enter the Grand City interactive community and locate West Ridge Middle School. View the case study video titled, “The New Student.”
·
Review all module Learning Resources.
·
Consider what you might do as the grade level team leader with respect to Jamal’s current situation. How might you formulate a plan of action recommending what you would do next for Jamal?
As you form your recommendations for a plan of action, consider the following:
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What are the issues identified in the case study?
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What are the facts the principal and teachers need to consider in planning for Jamal?
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Were there any issues related to cultural diversity and cultural responsive practice? If so, what were they?
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What would be the initial steps for the team to consider regarding response to intervention (RTP) to support Jamal in the regular education classroom?
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What additional resources and/or personnel would be needed to assist in further identifying, understanding, and/or supporting Jamal?
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Are there any ethical implications and issues of integrity related to special education, Jamal and his mother, and/or the school and program that need to be considered? If so, what are they?
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What are the relevant cultural and linguistic diversity considerations you would need to keep in mind with regard to the students and families? What external factors (i.e., culture, language, social and emotional, etc…) need to be considered? How might these impact student learning?
·
What actions are needed related to preparing for Jamal to be successful in the regular education environment?
By Day 3 of Week 4
Post
, from the perspective of the team leader, a plan of action for what you would do next for Jamal. Clearly explain the next steps along with your rationale and research-based strategies to:
·
Address the concerns presented by Jamal’s mother.
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Enter the Grand City interactive community and locate West Ridge Middle School. View the case study video titled, “The New Student.”
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What are the issues identified in the case study?
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What would be the initial steps for the team to consider regarding response to intervention (RTP) to support Jamal in the regular education classroom?
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What are the relevant cultural and linguistic diversity considerations you would need to keep in mind with regard to the students and families? What external factors (i.e., culture, language, social and emotional, etc…) need to be considered? How might these impact student learning?
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What actions are needed related to preparing for Jamal to be successful in the regular education environment?
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Grief counseling is a very broad topic. You will need to narrow both the population and the presenting problem a bit further when developing your group. For example, it will be important to think about the nature of the grief/loss you may focus on in your group (death of a spouse, child, extended family member, etc). Additionally, there are a lot of group plans out there that focus on grief and loss. It is important to develop your own plan and not simply copy one that is already in place.
Group Counseling Plan Instructions
· July 15 by 11:59pm
· Points None
Key Performance Indicator Assignment: Group Counseling Plan
You are required to choose a group counseling topic you would like to research and for which you will develop a six-week group framework plan. The instructor must approve your topic in advance.
Sample topics could include:
1. Grief counseling
2. Self-esteem building
3. Conflict resolution
4. Social skills
5. Interpersonal communication
6. School achievement skills
7. Decision making (college/career focus)
8. School transitions
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Instructions: The outline of this group counseling plan will include the following sections:
I. Introduction
a. Is this topic more appropriate for small or large group? Highlight why individual counseling wasn’t chosen.
b. What is your specific population of focus for this group? (e.g., court mandated clients, children who have lost a loved one, adolescents with school difficulties, couples, etc.)
II. Characteristics of Group Leaders
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b. How does the type and formulation of the group impact your group leader selection and facilitation?
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a. How do cultural and diversity factors impact development and facilitation of your group?
b. What steps have you taken to insure these strategies are in place?
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a. What does the research suggest as effective interventions for this population?
b. What does the research show was ineffective for working with this population?
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a. Clearly outline at least 6 sessions for the group
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Unit 9 Assignment 1 & Unit 9 Discussion 1 & 2 $45.00 Due (Sunda.docx
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Unit 9 Assignment 1
Group Crisis Intervention
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This assignment will walk you through the steps to create crisis response plans, which is a critical job skill for counselors of children and adolescents. Using the Group Crisis Intervention Template, you will:
· Develop a one-time group crisis intervention plan that will help children or adolescents deal with the loss of classmates.
· Develop a one-time group crisis intervention plan to assist their parents and other concerned community members.
· For each intervention plan, describe how you will adapt these groups so that they are beneficial for individuals from different cultural backgrounds and are inclusive of individuals with exceptionalities.
· Use the Group Crisis Intervention Template to complete this assignment. Follow the instructions for formatting your plan, as indicated in the template.
Counselors who work with children and adolescents rarely work only with children and adolescents! They are often asked to help with prevention efforts, consult with schools or other groups that serve children, educate parents and teachers about children's mental health needs, and advocate for changes in communities and schools. Therefore, any counselor must understand how these multiple systems operate and must be knowledgeable about the programs and networks that support the mental health of diverse children and adolescents in the community.
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Your community is diverse, so your crisis groups will include members from several different racial and ethnic backgrounds. You also have been informed that there is one middle school girl who has a hearing impairment, as do her parents, and one middle school boy affected by a motor neuron disease resulting in orthopedic impairment; he requires a wheelchair. His father is also affected by this heritable disease and requires a wheelchair. Additionally, from previous experience in the school, you know that two of your group members are medicated for ADHD.
You will implement your crisis counseling groups adapting the Group Cr ...
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Group InfluenceThis assignment will give you experience observin.docx
Group Influence
This assignment will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real-world setting. This goal is accomplished by challenging you to physically attend and observe a group.
Note:
Social and family events, religious services, classes, court proceedings, lectures, and sporting events are not acceptableevents for the purpose of this assignment.
Purpose:
To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.
Observe
a group discussing a topic of interest
,
such as a focus group, a community public assembly, a department meeting at your workplace, or local support group
.
Study
how the group members interact and
influence
one another
.
Analyze
how the group behaviors and communication patterns influence social facilitation.
Integrate
your findings with evidence-based literature from journal articles,
the course
text, and additional scholarly sources. The literature should be about group patterns, not about the content of the meeting.
Process:
You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders, and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis:
·
How were the people arranged in the physical environment (layout of room and seating arrangement)?
·
What is the composition of the group, in terms of number of people, age, sex, ethnicity, and so on?
·
What are the group’s purpose, mission, and goals?
·
What is the duration of the group (short- or long-term)? Explain.
·
Did the group structure its discussion around an agenda, program, or rules of order?
·
Describe the structure of the group. How is the group organized?
·
Who are the primary facilitators of the group?
·
What subject or issues did the group members examine during the meeting?
·
What types of information did members exchange in their group?
·
What were the group's norms, roles, status hierarchy, or communication patterns?
·
What communication patterns illustrated if the group was unified or fragmented? Explain.
·
Did the members share a sense of identity with one another (characteristics of the group, similarities, interests, philosophy, and so on)?
·
Was there any indication that members might be vulnerable to groupthink? Why or why not?
·
In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis.
Write
a 1,050- to 1,400-word paper incorporating your analysi ...
Cultural Immersion Project Students will complete a cultural immer.docx
Cultural Immersion Project Students will complete a cultural immersion experience that will provide them with an opportunity to gain practical experience with the principles and concepts that are being studied in the course as well as the development of cultural awareness, sensitivity, and resource management within a community. Before beginning these projects, students must obtain approval of their selected groups to ensure that these groups are distinctively different. Students will select from the one of the following three categories that is different from their own group for these projects: Regent University HSC570 Course Syllabus 11 Category A: Cultural/Special Populations
·
the elderly/older persons
·
the physically challenged
·
the mentally challenged
·
the recovery community
·
the incarcerated
·
those living at the poverty level
·
the homeless
·
the military Category B: Spiritual/Religious Groups
·
Orthodox
·
Jewish/Messianic Jew
·
Wiccan
·
Muslim
·
Buddhism
·
Sikh You may choose other spiritual/religious groups not listed here. Category C: Racial/Ethnic Groups
·
African-American/African/Black Groups
·
Hispanic/Latin Groups
·
Native American Groups
·
Asian/Asian-American/Asian Indian Groups
·
Middle Eastern Groups
·
Slavic Groups At times students have expressed interest in focusing on a different group than the ones that are listed above. Focusing on a different group is perfectly acceptable; however, please contact your instructor to discuss your interest in a different group. You should inform the people from your chosen group about the purpose of your immersion experiences. You should also inform the individual that their identity will remain anonymous and that no identifying information will be shared. All students are required to submit via email by 21 May 2016 their population choices for the cultural immersion
For the immersion project, students will summarize their experiences in a maximum 12-page APA formatted paper (a separate title page should identify the student and the group selected) describing the project along with the student’s involvement and must include all of the following elements: a. Attend/participate in at least one activity or event during the course of the semester that involves the selected ethnic, religious group, or special population. Activities or events may include such things as festivals, church services, educational programs, banquets, musicals, dramas, or other presentations, political forums, etc. that is specific to the chosen population. It is important that you interact with members of the culture to develop an understanding of the event(s) and the motivations of individuals in it/them (e.g., the Regent University HSC570 Course Syllabus 12 purposes of the event; cultural underpinnings, beliefs or values associated with the event or meeting; social, economic, religious or other factors that play a role in the event) b. Conduct at least one organizationa.
EXTENSION METHODS
Basics of adult learning
Extension methods in various fields
• Individual Method
Farm and home visits, office calls, phone calls, e-mails, personal letters.
• Group method
method and result demonstrations, study visits, meetings, farmer field schools, extension schools.
• Mass method :
television, radio, leaflets, newspapers
Planning for effective use of the methods.
Role of audio, visual, and audio-visual aids in facilitating use of extension methods
Evaluating effectiveness of various extension methods.
Communication for Health Education
Knowledge regarding Communication skills and maintaining good doctor patient relationship
Group InfluenceThis required Portfolio assignment due in Week Fo.docx
Group Influence
This required Portfolio assignment due in Week Four will give you experience observing and interacting with people
outside of the classroom
. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real world setting. This assignment accomplishes that goal by challenging you to:
·
Observe a group discussing a topic of interest such as a focus group, a community public assembly, a department meeting at your workplace, or local support group
·
Study how the group members interact and impact one another
·
Analyze how the group behaviors and communication patterns influence social facilitation
·
Integrate your findings with evidence-based literature from journal articles, textbook, and additional scholarly sources
Purpose:
To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.
Process:
You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis:
Part I
·
How were the people arranged in the physical environment (layout of room and seating arrangement)?
·
What is the composition of the group, in terms of number of people, ages, sex, ethnicity, etc.?
·
What are the group purpose, mission, and goals?
·
What is the duration of the group (short, long-term)? Explain.
·
Did the group structure its discussion around an agenda, program, rules of order, etc.?
·
Describe the structure of the group. How is the group organized?
·
Who are the primary facilitators of the group?
·
What subject or issues did the group members examine during the meeting?
·
What types of information did members exchange in their group?
·
What were the group's norms, roles, status hierarchy, or communication patterns?
·
What communication patterns illustrated if the group was unified or fragmented? Explain.
·
Did the members share a sense of identity with one another (characteristics of the group-similarities, interests, philosophy, etc.)?
·
Was there any indication that members might be vulnerable to Groupthink? Why or why not?
·
In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis.
Part II
Write a 1,200- to 1,500-word paper incorporating your analysis with evidence to substantiate your conclusion. Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence. Integrate your findings with literature from the textbook, peer-reviewe.
Develop a network schedule for your project using either the arrow.docx
Develop a network schedule for your project using either the arrow diagramming method or the precedence method. Also, your project schedule should illustrate float/slack for each activity.
Table 1.1. Project Tasks details
Activity
Predecessor
Anticipated Resources
Added Resources
Duration
Early start date
A (Retirement and social security benefits)
None
$126
$50
One year
1/1/2019
B (Audit & risk evaluation)
A
$118
$25
11 months
2/1/2019
C (Equipment Maintenance)
B
$121
$30
8 months
2/1/2019
D (Training & Development)
A, B
$109
$25
One year
1/2/2019
E (Logistics, appraisals & rewards)
D, C
$118
$30
One year
1/2/2019
Precedence Diagramming Method:
ES
Duration
EF
Activity Legend
LS
Float/slack
LF
LS= Late start Dependency
LF= Late Finish
ES= Early start
EF= Early finish
F= Float/Slack
08/09/2019
1 year 7 months
03/04/2021
Activity B Audit & Risk Evaluation
12/19/2020
2 months
Resources=$25
03/04/2021
07/25/2019
11 months
06/22/2020
Activity C Equipment & Maintenance
08/1/2019
4 months
Resources=$30
12/22/2020
12/27/2019
8 months
08/05//2020
Activity A Retirement & social security
Resources =$50
03/05/2020
3 days
03/8/2020
07/31/2019
2 months
09/23/2019
Activity E Logistics, Appraisals & Rewards
08/10/2019
2 days
Resources=$30
08/12/2019
03/22/2019
1 month
04/09/2019
Activity D Training & Development
03/22/19
5 days
Resources =$25
03/28/2019
5 Activities with 6 dependencies
Running head: EVM PAPER 1
EVM PAPER 1
EVM Paper
Mary Krenisky
Joe Scott
BUS 419
August 27, 2018
EVM Paper
In the current project, additional resources are added at in each work activity to complete the work packages in a quickly. The resources are added to these activities to reduce the slack that may originate if the project is accomplished based on planned resources only. An earned value analysis has to be performed to keep track of a project’s performance. This type of assessment gives a general review about the performance of a project along the chosen course. It has been noted that after adding more resources for the achievement of the ventures successfully, the slack time has been decreased and the work is going on faster than planned.
Earned value management is employed in different forms to determine the performance of the projects. By using this technique, the cost, schedule and, scope of the project are integrated that in turn aids the team of project administration to calculate and evaluate fulfillment and growth of the plan (Usmani, n.d.). The measurements of earned value are utilized by all managers of the projects. There are three main components of earned value management which are
• Actual cost
• Earned value
• Planned value
Planned value
It is the value of a task to be accomplished in a specified time. Overall planned value is known as ‘Budget at completion.’ Planned value also acts as a project’s baseline (Usmani, n.d.).
Actual cost
Actual cost denotes the quantity of money which is i.
Develop a methodology for evaluating the program for Police Body.docx
Develop a methodology for evaluating the program for Police Body-Worn Cameras
(2 power point slides with notes)
· Identify what data will be collected.
· What is the source of data?
· Describe in detail the methods that will be used to collect data (interviews, observations, surveys, other research, and criminal justice data sources).
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Grief counseling is a very broad topic. You will need to narrow bo.docx
Grief counseling is a very broad topic. You will need to narrow both the population and the presenting problem a bit further when developing your group. For example, it will be important to think about the nature of the grief/loss you may focus on in your group (death of a spouse, child, extended family member, etc). Additionally, there are a lot of group plans out there that focus on grief and loss. It is important to develop your own plan and not simply copy one that is already in place.
Group Counseling Plan Instructions
· July 15 by 11:59pm
· Points None
Key Performance Indicator Assignment: Group Counseling Plan
You are required to choose a group counseling topic you would like to research and for which you will develop a six-week group framework plan. The instructor must approve your topic in advance.
Sample topics could include:
1. Grief counseling
2. Self-esteem building
3. Conflict resolution
4. Social skills
5. Interpersonal communication
6. School achievement skills
7. Decision making (college/career focus)
8. School transitions
9. Addictions
10. Parenting education
Your counseling plan needs to specify the population for whom the group is tailored. You also need to include relevant research regarding effective small group intervention plans for this topic and population. You will then design (in outline form) a 6-week, small group counseling plan based on this research. You are required to submit the assignment in written form. Your written paper needs to follow the outline form below. Please make sure you address each point in the outline.
Instructions: The outline of this group counseling plan will include the following sections:
I. Introduction
a. Is this topic more appropriate for small or large group? Highlight why individual counseling wasn’t chosen.
b. What is your specific population of focus for this group? (e.g., court mandated clients, children who have lost a loved one, adolescents with school difficulties, couples, etc.)
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a. What group leader characteristics are necessary for successful group facilitation?
b. How does the type and formulation of the group impact your group leader selection and facilitation?
III. Culturally Relevant Strategies for Designing and Facilitating Groups
a. How do cultural and diversity factors impact development and facilitation of your group?
b. What steps have you taken to insure these strategies are in place?
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a. What does the research suggest as effective interventions for this population?
b. What does the research show was ineffective for working with this population?
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a. Clearly outline at least 6 sessions for the group
b. Include the following for each session:
i. Objectives for each session
ii. Materials needed for each session
iii. Step-by-step instructions for leading the lessons, including process questions the leader should ask with the activities
iv. Any additional materials (e.g., worksheets, handouts ...
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Unit 9 Assignment 1
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This assignment will walk you through the steps to create crisis response plans, which is a critical job skill for counselors of children and adolescents. Using the Group Crisis Intervention Template, you will:
· Develop a one-time group crisis intervention plan that will help children or adolescents deal with the loss of classmates.
· Develop a one-time group crisis intervention plan to assist their parents and other concerned community members.
· For each intervention plan, describe how you will adapt these groups so that they are beneficial for individuals from different cultural backgrounds and are inclusive of individuals with exceptionalities.
· Use the Group Crisis Intervention Template to complete this assignment. Follow the instructions for formatting your plan, as indicated in the template.
Counselors who work with children and adolescents rarely work only with children and adolescents! They are often asked to help with prevention efforts, consult with schools or other groups that serve children, educate parents and teachers about children's mental health needs, and advocate for changes in communities and schools. Therefore, any counselor must understand how these multiple systems operate and must be knowledgeable about the programs and networks that support the mental health of diverse children and adolescents in the community.
For this assignment, you will describe how you would work with diverse individuals and two different constituencies by developing a group crisis intervention proposal for the Middle Valley Consortium. The intervention will include counseling components, education and prevention components, and follow-up plans to connect individuals to other programs or networks, if needed.
Your proposal is being requested because the community is still reeling from the shocking death of two middle school students, who overdosed on prescription drugs. Your proposal will include plans for holding two crisis intervention groups, one for the classmates of the deceased children and one for parents and community members who are upset by the event and concerned about the growing epidemic of prescription drug abuse among children and adolescents.
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This assignment will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real-world setting. This goal is accomplished by challenging you to physically attend and observe a group.
Note:
Social and family events, religious services, classes, court proceedings, lectures, and sporting events are not acceptableevents for the purpose of this assignment.
Purpose:
To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.
Observe
a group discussing a topic of interest
,
such as a focus group, a community public assembly, a department meeting at your workplace, or local support group
.
Study
how the group members interact and
influence
one another
.
Analyze
how the group behaviors and communication patterns influence social facilitation.
Integrate
your findings with evidence-based literature from journal articles,
the course
text, and additional scholarly sources. The literature should be about group patterns, not about the content of the meeting.
Process:
You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders, and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis:
·
How were the people arranged in the physical environment (layout of room and seating arrangement)?
·
What is the composition of the group, in terms of number of people, age, sex, ethnicity, and so on?
·
What are the group’s purpose, mission, and goals?
·
What is the duration of the group (short- or long-term)? Explain.
·
Did the group structure its discussion around an agenda, program, or rules of order?
·
Describe the structure of the group. How is the group organized?
·
Who are the primary facilitators of the group?
·
What subject or issues did the group members examine during the meeting?
·
What types of information did members exchange in their group?
·
What were the group's norms, roles, status hierarchy, or communication patterns?
·
What communication patterns illustrated if the group was unified or fragmented? Explain.
·
Did the members share a sense of identity with one another (characteristics of the group, similarities, interests, philosophy, and so on)?
·
Was there any indication that members might be vulnerable to groupthink? Why or why not?
·
In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis.
Write
a 1,050- to 1,400-word paper incorporating your analysi ...
Cultural Immersion Project Students will complete a cultural immer.docx
Cultural Immersion Project Students will complete a cultural immersion experience that will provide them with an opportunity to gain practical experience with the principles and concepts that are being studied in the course as well as the development of cultural awareness, sensitivity, and resource management within a community. Before beginning these projects, students must obtain approval of their selected groups to ensure that these groups are distinctively different. Students will select from the one of the following three categories that is different from their own group for these projects: Regent University HSC570 Course Syllabus 11 Category A: Cultural/Special Populations
·
the elderly/older persons
·
the physically challenged
·
the mentally challenged
·
the recovery community
·
the incarcerated
·
those living at the poverty level
·
the homeless
·
the military Category B: Spiritual/Religious Groups
·
Orthodox
·
Jewish/Messianic Jew
·
Wiccan
·
Muslim
·
Buddhism
·
Sikh You may choose other spiritual/religious groups not listed here. Category C: Racial/Ethnic Groups
·
African-American/African/Black Groups
·
Hispanic/Latin Groups
·
Native American Groups
·
Asian/Asian-American/Asian Indian Groups
·
Middle Eastern Groups
·
Slavic Groups At times students have expressed interest in focusing on a different group than the ones that are listed above. Focusing on a different group is perfectly acceptable; however, please contact your instructor to discuss your interest in a different group. You should inform the people from your chosen group about the purpose of your immersion experiences. You should also inform the individual that their identity will remain anonymous and that no identifying information will be shared. All students are required to submit via email by 21 May 2016 their population choices for the cultural immersion
For the immersion project, students will summarize their experiences in a maximum 12-page APA formatted paper (a separate title page should identify the student and the group selected) describing the project along with the student’s involvement and must include all of the following elements: a. Attend/participate in at least one activity or event during the course of the semester that involves the selected ethnic, religious group, or special population. Activities or events may include such things as festivals, church services, educational programs, banquets, musicals, dramas, or other presentations, political forums, etc. that is specific to the chosen population. It is important that you interact with members of the culture to develop an understanding of the event(s) and the motivations of individuals in it/them (e.g., the Regent University HSC570 Course Syllabus 12 purposes of the event; cultural underpinnings, beliefs or values associated with the event or meeting; social, economic, religious or other factors that play a role in the event) b. Conduct at least one organizationa.
EXTENSION METHODS
Basics of adult learning
Extension methods in various fields
• Individual Method
Farm and home visits, office calls, phone calls, e-mails, personal letters.
• Group method
method and result demonstrations, study visits, meetings, farmer field schools, extension schools.
• Mass method :
television, radio, leaflets, newspapers
Planning for effective use of the methods.
Role of audio, visual, and audio-visual aids in facilitating use of extension methods
Evaluating effectiveness of various extension methods.
Communication for Health Education
Knowledge regarding Communication skills and maintaining good doctor patient relationship
Group InfluenceThis required Portfolio assignment due in Week Fo.docx
Group Influence
This required Portfolio assignment due in Week Four will give you experience observing and interacting with people
outside of the classroom
. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real world setting. This assignment accomplishes that goal by challenging you to:
·
Observe a group discussing a topic of interest such as a focus group, a community public assembly, a department meeting at your workplace, or local support group
·
Study how the group members interact and impact one another
·
Analyze how the group behaviors and communication patterns influence social facilitation
·
Integrate your findings with evidence-based literature from journal articles, textbook, and additional scholarly sources
Purpose:
To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.
Process:
You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis:
Part I
·
How were the people arranged in the physical environment (layout of room and seating arrangement)?
·
What is the composition of the group, in terms of number of people, ages, sex, ethnicity, etc.?
·
What are the group purpose, mission, and goals?
·
What is the duration of the group (short, long-term)? Explain.
·
Did the group structure its discussion around an agenda, program, rules of order, etc.?
·
Describe the structure of the group. How is the group organized?
·
Who are the primary facilitators of the group?
·
What subject or issues did the group members examine during the meeting?
·
What types of information did members exchange in their group?
·
What were the group's norms, roles, status hierarchy, or communication patterns?
·
What communication patterns illustrated if the group was unified or fragmented? Explain.
·
Did the members share a sense of identity with one another (characteristics of the group-similarities, interests, philosophy, etc.)?
·
Was there any indication that members might be vulnerable to Groupthink? Why or why not?
·
In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis.
Part II
Write a 1,200- to 1,500-word paper incorporating your analysis with evidence to substantiate your conclusion. Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence. Integrate your findings with literature from the textbook, peer-reviewe.
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Unit 9 Assignment 1 & Unit 9 Discussion 1 & 2 $45.00 Due (Sunda.docx
Unit 9 Assignment 1 & Unit 9 Discussion 1 & 2 $45.00 Due (Sunda.docx
Paula barrett friends for youth a group intervention for anxiety presentation...
Paula barrett friends for youth a group intervention for anxiety presentation...
Paula barrett friends for youth a group intervention for anxiety presentation...
Paula barrett friends for youth a group intervention for anxiety presentation...
Paula Barrett Friends for Youth a Group Intervention for Anxiety Presentation...
Paula Barrett Friends for Youth a Group Intervention for Anxiety Presentation...
Group InfluenceThis assignment will give you experience observin.docx
Group InfluenceThis assignment will give you experience observin.docx
Cultural Immersion Project Students will complete a cultural immer.docx
Cultural Immersion Project Students will complete a cultural immer.docx
Group InfluenceThis required Portfolio assignment due in Week Fo.docx
Group InfluenceThis required Portfolio assignment due in Week Fo.docx
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Develop a network schedule for your project using either the arrow diagramming method or the precedence method. Also, your project schedule should illustrate float/slack for each activity.
Table 1.1. Project Tasks details
Activity
Predecessor
Anticipated Resources
Added Resources
Duration
Early start date
A (Retirement and social security benefits)
None
$126
$50
One year
1/1/2019
B (Audit & risk evaluation)
A
$118
$25
11 months
2/1/2019
C (Equipment Maintenance)
B
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$30
8 months
2/1/2019
D (Training & Development)
A, B
$109
$25
One year
1/2/2019
E (Logistics, appraisals & rewards)
D, C
$118
$30
One year
1/2/2019
Precedence Diagramming Method:
ES
Duration
EF
Activity Legend
LS
Float/slack
LF
LS= Late start Dependency
LF= Late Finish
ES= Early start
EF= Early finish
F= Float/Slack
08/09/2019
1 year 7 months
03/04/2021
Activity B Audit & Risk Evaluation
12/19/2020
2 months
Resources=$25
03/04/2021
07/25/2019
11 months
06/22/2020
Activity C Equipment & Maintenance
08/1/2019
4 months
Resources=$30
12/22/2020
12/27/2019
8 months
08/05//2020
Activity A Retirement & social security
Resources =$50
03/05/2020
3 days
03/8/2020
07/31/2019
2 months
09/23/2019
Activity E Logistics, Appraisals & Rewards
08/10/2019
2 days
Resources=$30
08/12/2019
03/22/2019
1 month
04/09/2019
Activity D Training & Development
03/22/19
5 days
Resources =$25
03/28/2019
5 Activities with 6 dependencies
Running head: EVM PAPER 1
EVM PAPER 1
EVM Paper
Mary Krenisky
Joe Scott
BUS 419
August 27, 2018
EVM Paper
In the current project, additional resources are added at in each work activity to complete the work packages in a quickly. The resources are added to these activities to reduce the slack that may originate if the project is accomplished based on planned resources only. An earned value analysis has to be performed to keep track of a project’s performance. This type of assessment gives a general review about the performance of a project along the chosen course. It has been noted that after adding more resources for the achievement of the ventures successfully, the slack time has been decreased and the work is going on faster than planned.
Earned value management is employed in different forms to determine the performance of the projects. By using this technique, the cost, schedule and, scope of the project are integrated that in turn aids the team of project administration to calculate and evaluate fulfillment and growth of the plan (Usmani, n.d.). The measurements of earned value are utilized by all managers of the projects. There are three main components of earned value management which are
• Actual cost
• Earned value
• Planned value
Planned value
It is the value of a task to be accomplished in a specified time. Overall planned value is known as ‘Budget at completion.’ Planned value also acts as a project’s baseline (Usmani, n.d.).
Actual cost
Actual cost denotes the quantity of money which is i.
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(2 power point slides with notes)
· Identify what data will be collected.
· What is the source of data?
· Describe in detail the methods that will be used to collect data (interviews, observations, surveys, other research, and criminal justice data sources).
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Textbook:
Fennelly, Lawrence, J.
Effective Physical Security, 4
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For this assessment, you will plan for and enlist the participation of an individual or group in a clinical learning activity based on a health promotion plan addressing a particular health concern affecting members of your community.
Professional Context
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of
who
,
what
,
when
,
where
, and
why
that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Analyze a community health concern that is the focus of a health promotion plan.
Competency 2: Propose health promotion strategies to improve the health of populations.
Explain why a health concern is important for health promotion within a specific population.
Establish agreed-upon health goals in collaboration with participants.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Write clearly and concisely in a logically coherent and appropriate form and style.
Note:
Assessment 1 must be completed first before you are able to submit Assessment 4.
Preparation
The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment
MUST
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To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan, the populations potentially affected by that c.
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As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
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Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
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Competency 2: Propose health promotion strategies to improve the health of populations.
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Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve populat.
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Develop a case study and a plan of care, incorporating current mobile App technology:
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3 pages not including the title page and references page
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(Lawn Care Service)
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Week 3. Executive Summary Template.
Week 4.
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Create
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Develop a 6-8 page reflection on your life, applying the sociological imagination and using specific sociological concepts to better understand your life experiences.
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Most social change is the result of conflict, demographic change, and technology.
Conflict and change: Conflict in a society (such as a war or even an election) can create significant change in a society.
Demographic change: Changes in the make-up of a population can also affect society. As the makeup of our society in terms of sex, race, age, et cetera, changes, so do many structural and cultural elements of society. How would our society be different if most of the population was under the age of 10? Or over the age of 70?
Ideas and Change: Technology is often a driving force behind social change and has brought significant changes to our society. Think back to twenty years ago—how different was society in terms of technology? How did that impact your everyday life? In our current time, our cell phone alarm wakes us up, we check our smart phone, make some coffee in our Keurig, remote start our car, and then use our navigation system to get us to work. This is a significantly different experience than we had twenty years ago.
As you reflect on your life and experiences in Assessment 6, consider how much has changed over the course of your lifetime. What are some major social changes? What do you think had changed for the better? For the worse?
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Explain the significance of social inequality for the individual and society.
Explain one's own educational experience from a sociological perspective.
Competency 4: Analyze the influence of culture on both the individual and society.
Examine the impact of culture and socialization on one's own life.
Competency 5: Analyze the impact of social change on society and social institutions.
Analyze the impact of social structure, social change, and groups on one's own life.
Explain sociological issues that affect one's own field of study.
Analyze the role of technology and media in one's ow.
Develop a 6-8 page reflection on your life, applying the sociologi.docx
Develop a 6-8 page reflection on your life, applying the sociological imagination and using specific sociological concepts to better understand your life experiences.
While we may not notice, society is constantly changing. For sociologists, social change is the continual change of society's culture, structure, and institutions over time. Every society experiences change—it is through this change that the norms and understandings in a society become altered. Fashion is a great example of social change, as what we wear is dependent on the culture at the time. One hundred years ago it was not common for women to wear pants. Now it is perfectly acceptable. While most women are in favor of being able to wear pants, social change is sometimes not always welcome by members of a society. Can you think of any groups or organizations in the United States that are actively opposed to some kind of social change?
Most social change is the result of conflict, demographic change, and technology.
Conflict and change: Conflict in a society (such as a war or even an election) can create significant change in a society.
Demographic change: Changes in the make-up of a population can also affect society. As the makeup of our society in terms of sex, race, age, et cetera, changes, so do many structural and cultural elements of society. How would our society be different if most of the population was under the age of 10? Or over the age of 70?
Ideas and Change: Technology is often a driving force behind social change and has brought significant changes to our society. Think back to twenty years ago—how different was society in terms of technology? How did that impact your everyday life? In our current time, our cell phone alarm wakes us up, we check our smart phone, make some coffee in our Keurig, remote start our car, and then use our navigation system to get us to work. This is a significantly different experience than we had twenty years ago.
As you reflect on your life and experiences in Assessment 6, consider how much has changed over the course of your lifetime. What are some major social changes? What do you think had changed for the better? For the worse?
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Explain the significance of social inequality for the individual and society.
Explain one's own educational experience from a sociological perspective.
Competency 4: Analyze the influence of culture on both the individual and society.
Examine the impact of culture and socialization on one's own life.
Competency 5: Analyze the impact of social change on society and social institutions.
Analyze the impact of social structure, social change, and groups on one's own life.
Explain sociological issues that affect one's own field of study.
Analyze the role of technology and med.
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Note:
Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Evaluation of strategic choices is important. The methods for selecting strategic alternatives help leaders organize significant issues to support decision making. However, it is important that the techniques do not make the decision. Rather, leaders should use the techniques to reveal the inherent situation and to organize their thought processes. This assessment provides you with an opportunity to evaluate and apply some of the techniques for successful strategy development and implementation.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Evaluate qualities and skills that promote effective leadership within health care organizations.
Evaluate the leadership qualities and skills that will be most important to successfully implementing a strategic plan and sustaining strategic direction.
Competency 2: Apply strategies to lead high-performing health care teams to meet organizational quality and safety goals.
Develop strategic goal statements and outcomes that support the achievement of specific quality and safety improvements for a care setting.
Justify the relevance of proposed strategic goals and outcomes in relation to the mission, vision, and values of a care setting.
Competency 3: Apply cultural, ethical, and regulatory considerations to leadership decision making.
Analyze the extent to which strategic goals and outcomes address the use of technology and the ethical, cultural, and regulatory environments.
Competency 4: Integrate leadership and health care theories into the role of the nurse leader.
Explain how relevant leadership and health care theories will be used to help achieve proposed strategic goals and objectives.
Competency 5: Communicate with stakeholders and constituencies to build collaborative partnerships and create inclusive work environments.
Communicate analyses clearly and in a way that demonstrates professionalism and respect for stakeholders and colleagues.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note th.
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Be sure to address email communication, texting, and Facebook (at a minimum) and provide the "pros/cons" of using each in healthcare (from the perspective of the healthcare provider).
.
Develop a 5-6 slide PowerPoint presentation that covers the ethi.docx
Develop a 5-6 slide PowerPoint presentation that covers the ethical implications of social media in healthcare. Be sure to address email communication, texting, and Facebook (at a minimum) and provide the "pros/cons" of using each in healthcare (from the perspective of the healthcare provider).
Submit your completed assignment to the drop box below. Please check the
Course Calendar
for specific due dates.
Save your assignment as a Microsoft PowerPoint document. (Mac users, please remember to append the ".pptx" extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below
.
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Make sure you include the challenges presented by language and how can one manage these challenges.
Include detailed speaker notes.
Support your slides with credible academic references.
Follow APA format where appropriate.
.
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