Freedom Classroom Trip Evaluation Form
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The evaluation form asks students to reflect on their experience on a freedom classroom trip. Students are asked to rate and comment on various activities, including visits to historic sites like Montpelier and Williamsburg. They are also asked how the experience might influence their future interactions and whether they would be willing to participate in a student club supporting human rights. The form encourages students to get involved in local advocacy through young adult organizations to make a difference and embrace marginalized groups.
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Building Relationships Through Social Media 101
Social media allows businesses to build relationships with their consumers. This presentation takes a look at effective communication on social media platforms to help users create loyalty and increase engagement with your audience. There is a special emphasis on Facebook as a way to communicate with “friends” and fans.
Business Challenge Student Survey
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Com (c).ppt
This document outlines a course on community engagement, solidarity, and citizenship. The course covers topics like human rights, social justice, empowerment and advocacy, and social equity and gender equality. It includes activities to promote awareness of human rights, advocate for improving rights in communities, and assess gender sensitivity. The document emphasizes participatory development and people empowerment through information sharing, consultation, involvement and empowerment. It stresses the importance of social equity and advocating for marginalized groups.
Module 6: PHILOSOPHY The human person in society
1) Human beings are inherently social and can only grow and develop fully within the context of relationships and society.
2) Society refers to groups of interacting individuals who share a common culture. It is made up of various elements including government, family, schools, churches, and economic systems.
3) Within society, individuals occupy various social statuses and play different roles, and are socialized by different agents like family, schools, peers and media.
1Journal Bias and Self-awareness Janice MattieWal
1
Journal: Bias and Self-awareness
Janice Mattie
Walden University
SOCW-6051 Diversity, Human Rights and Social Justice
Dr. Andridia Mapson
3/13/2022
2
What was your experience of completing the implicit bias test? Which test did you choose,
and why?
Reflecting on the self-awareness test was interesting. It allowed me to think deeply to give a clear
and precise answer. The questions were occasionally considered but never asked how I might I feel
about a particular topic. I took the ADDRESSING-GSA- Self-Assessment test to recognize the
cultural characteristics of individuals. As social workers, it is essential to adapt and understand
people from all different cultural backgrounds. The result from the test shows what areas I was
more dominant in and what areas I was less dominant in. The results were not surprising to me,
and they gave me a better perspective of what areas I will need to learn and understand better.
Social workers need to be culturally competent, be self-aware of areas that exhibit bias, and be
willing to work on those areas.
What self-awareness themes have emerged so far in Week 1’s Discussion and this week’s
activities?
The self-awareness themes that have emerged from the discussions are reflecting on oneself and
digging deep to know yourself. As well as how do I perceive myself culturally and the dimension
of diversity? Reading through the learning recourses from the course in both weeks were a great
learning experience for me in addressing cultural, diversity and that is expected, especially since
this is the class that it is being taught. Learning the dynamics of culture and diversity will be a
great asset as the social work profession will be working with individuals of all backgrounds.
Identify a population that you are not comfortable with or would like to know more about;
this could be a population represented by the implicit bias test you took, but it does not have
to be.
I would say that I am comfortable with all types of populations. I work amongst a vastly diverse
group of people that I call my second family from home. The people that I would like to learn
more about are young adult and the elderly population. Young adults are at a critical development
Andridia Mapson
For this assignment you were to take the Harvard University Project Implicit Bias Test
Andridia Mapson
3
period of their lives. They are legally an adult but are not mentally or financially able to care for
themselves. Many of them are in the system and aging out. I often wonder what will be their next
step for their future. How will they get healthcare coverage for health check-ups? Where will they
live, and how safe are the areas where they reside? The elderly population is another group of
people that I would like to learn more about. They are considered vulnerable as some have to rely
on caretakers for their daily needs. Learning about these two different populations will gives ...
Interpreting Primary Sources
The document provides guidance on interpreting primary sources by examining context, thesis, perspective, audience, and significance. For written documents, it advises analyzing the historical context, understanding the central argument or thesis, and considering the author's point of view, biases, and intended audience. For visual images, it suggests considering overall impressions, depicted activities, symbols, and positive or negative portrayals. The goal is to better understand the event or time period depicted and how the source contributes to historical understanding.
College Essay Coach The Outline Teachi. Online assignment writing service.
The document provides instructions for using the HelpWriting.net service to have essays and papers written. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a form with assignment details, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied. The service aims to match clients with qualified writers and ensure high quality, original work through revisions and refunds for plagiarized content.
Week 3 Discussion 1 Website Sharing and FeedbackThis discussion
Week 3 Discussion 1 Website Sharing and Feedback
This discussion provides an opportunity for you to participate in reciprocal feedback regarding the website created in the Week Two Assignment. The feedback you give and receive will support enhancements to your website as you continue to develop it throughout the course leading up to the final evaluation in Week Six. Review the Week Three Instructor Guidance for further details about participating in this discussion.
Initial Post: Create an initial post that includes a link to your website created for the Week Two Assignment and that addresses the following:
a. Discuss your experience creating the website. Note any challenges you experienced and how you overcame them.
b. Share something that you learned while constructing your own website and discuss what you have enjoyed or disliked most about the process of creating the website thus far.
c. Reflecting on what your finished website will look like, describe your vision for the website’s design and content and how you can potentially use this as a personal resource or in your current or anticipated professional practice.
Guided Response: Respond to a minimum of two peers. Make an effort to respond to two peers that you didn’t engage with in the previous discussions. In responses, provide feedback to your peers about their website’s design and their working definition of at-risk. Additionally, provide constructive recommendations for how your peers can enhance their websites and definitions to meet the expectations for the final submission in Week Six. Though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you.
Week Three Instructor Guidance
Welcome to Week Three of EDU644: Child and Family Welfare! Please be sure to review the Week Three homepage for this course to see the specific learning outcomes for the week, the schedule overview, the required and recommended resources for the week, an introduction to the week, and a listing of the assessments for the week. Next, be sure to read this entire Instructor Guidance page.
Overview
review the Week Three homepage for this course to see the specific learning outcomes for the week, the schedule overview, the required and recommended resources for the week, an introduction to the week, and a listing of the assessments for the week. Next, be sure to read this entire Instructor Guidance page.
Knowledge gained in Week Two provides you with background information on the role of child protection agencies. Furthermore, you examined various resources supporting families at risk, leading you toward the beginning stages of construction of your website. In Week Three, you further add to your website with specific information and resources pertaining to child maltreatment and homelessness.
Finally, perhaps the most interesting and engaging opportunity this week involves sharing your early we ...
What Is Friendship Essay.pdf
Essay on Friendship | Importance of Friendship Essay for Students and .... What is Friendship? Free Essay Example. What Is The Importance Of Friendship? - Free Essay Example | PapersOwl.com. An Essay on Friendship | Love. Best Friend Friendship Day Essay : 015 Friendship Essay Examples .... Importance of friendship Essay Sample - 927 Words - NerdySeal. Essay on Friend and Friendship for Students & Children in English. My Best Friend Essay | Friedrich Engels | Karl Marx. Friendship Essay 300 Words for Students - Study Thinks. Friendship Definition Essay – Telegraph. Write My Paper For Me - essay on friendships - 2017/09/29. What Is A Good Friendship Essay | Sitedoct.org. 007 True Friendship Essay Example ~ Thatsnotus. On friendship (An Essay).
NCompass Live: Conducting Surveys I: Introduction and Questionnaire Design
NCompass Live: Conducting Surveys I: Introduction and Questionnaire Design Nebraska Library Commission
Tackling the job of conducting a survey for your library can be daunting. A systematic and quality-driven approach will yield results which can provide valuable information to decision-makers and stakeholders. This first in a three-part series of workshops on conducting surveys will demystify the survey process, from beginning to end of your project.
This first workshop of the three-part series addresses 1) the reasons for conducting a survey; 2) issues in effective questionnaire design, data collection and analysis, and reporting; and 3) questionnaire design, especially measurement, question content, and structure, including examples.Assessment 2011
The document discusses the second stage of assessment which is determining acceptable evidence of student learning, such as how teachers will know if students have achieved desired results and standards. It explains that teachers should think about what types of assessment evidence is needed to show students have achieved the goals outlined in stage 1. The document also provides examples of how students can demonstrate their understanding through explanation, interpretation, application, perspective, empathy, and self-knowledge.
2 HomesofHope_campaign_booklet_final
The LUX Public Relations team developed a strategic public relations campaign plan for Homes of Hope, a nonprofit organization that provides housing for adults with developmental disabilities. The plan aims to increase awareness of Homes of Hope in the Bloomington-Normal community through various events and partnerships. These include informational sessions at local schools, creating volunteer partnerships with community groups and companies, and holding fundraising events like dine and donate nights and a 5K run/walk. The plan provides objectives, strategies, tactics, an evaluation plan and timeline to guide Homes of Hope's efforts over the next 6 months to increase volunteers, donations and visibility in the community.
PBL for Social Studies & Language Arts
The document discusses Problem Based Learning (PBL) and its use in social studies and language arts classrooms. It provides examples of driving questions and problems that teachers can use for PBL units. Key characteristics of PBL include using ill-structured problems, student-centered learning, collaborative work, and authentic assessments. Resources listed at the end provide additional information on PBL and suggestions for online simulations and activities.
Essay On ChildrenS Day Celebration In English
The document discusses five steps for requesting writing assistance from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline.
3. Review bids from writers and choose one based on qualifications.
4. Review the paper and authorize payment if pleased. Free revisions are allowed.
5. Multiple revisions are allowed to ensure satisfaction. Plagiarized work results in a refund.
6.4.calder
This document provides information about a presentation given by Nancy Calder, Loraine Frey, and Jon Cooper from Howard Community College titled "A Global Initiative: Collaboration with the Library in Engaging Students through Web-Based Research". The presentation discussed how the presenters collaborated with the library to help students develop skills in information literacy, computer literacy, and global research. It provided examples of how tools on the college's online learning system (Canvas) and LibGuides pages were used to provide students with resources and assignments to promote these skills.
Feb 5 Intercultural Communication
The document discusses communication techniques used in intercultural communication settings. It describes open and closed questions, noting the advantages and disadvantages of each. It also discusses active listening techniques like silence, restatement, reflection, and clarification. The document then shifts to discussing topics around culture and cultural competence, including research on acculturation, multiculturalism, individualism vs collectivism, and cultural differences in attribution styles.
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Freedom Classroom Trip Evaluation Form
- 1. Freedom Classroom Evaluation Form 1. What was your favorite part of the trip/program? ___________________________________________________ ____________________________________________________________________________________________ 2. What was the most significant thing you learned from the program? ____________________________________ _________________________________________________________________________________________ 3. Help us evaluate the various activities. Place an X in the Column of your choice, use the tab key to navigate the columns. Feel free to add your own comments about the activity. Hit the enter key to expand the row for your comments. Activity Y N Unsatisfactory Below Satisfactory Above Excellent Average Average The visit to Montpelier The tour of Williamsburg The tour of the Supreme Court Friday afternoon meetings: Baptist, J. Brent Walker, Esq. Adventist, Walter E. Carson, Esq. Adventist, Lee Boothby, Esq. ACLJ attorney, Jim Henderson, Esq. The Sabbath School program Visit to the National Archives Visit to the Space Museum Visiting Georgetown Visiting Harpers Ferry Visiting Antietam Visiting the General Conference Medallion Presentation by Dr. John Graz Meeting with: NARLA UN Rep. Dwayne Leslie Richard Fotin, Am. Jewish League Adventist Senate Chaplin Barry Black Page 1 of 3
- 2. Congressional / Senate Visits Activity Y N Unsatisfactory Below Satisfactory Above Excellent Average Average The visit to the Senate Gallery The Holocaust Museum The Williamsburg Accommodations The Gaithersburg Accommodations 4. What activities/places would you add in a future year? ____________________________________________ _________________________________________________________________________________________ Activity Y N More time getting acquainted during orientation Greater use of visual media: PowerPoint; Film Clips; on-line research in real time; other Time to mentor each other in the use of social media for educating, advocating and respecting liberty of conscience when exploring contemporary issues Enhance freedom classroom friendships by rotating study groups, travel groups, etc. Travel to and from airports as a single group when feasible Enhance various view points of issues behind the major issues Other: 5. How will what you learned from the Freedom Classroom experience affect your future interactions with others? ____________________________________________________________________________________________ ____________________________________________________________________________________________ 6. Are you willing to participate in a student club organized in support of human rights and liberty of conscience as a way to build bridges of friendship? _______________________________________________________________ ____________________________________________________________________________________________ Visit www.freedomclassroom.wordpress.com for the latest news, activities and blogs about student organizations that provide young adults educational resources and advocacy opportunities for respecting conscientious convictions that relate to human rights issues at the local, state and national levels. Learn how to communicate with insightful respect as you interact with other young adults. Be informed! Get involved! Freedom Classroom “The Experience” is at your closest young adult student organization center or virtual center. Accept and embrace the marginalized in Page 2 of 3
- 3. our polarized world! This is a personal ministry where you can make a difference. Freedom Classroom welcomes and values your talents and commitment to the Lord. Page 3 of 3