Assignment Evidence-Based Treatments for Individuals Living Wit.docxElbaStoddard58
Assignment: Evidence-Based Treatments for Individuals Living With a Diagnosis of Schizophrenia
There is an overall misunderstanding that those living with a very serious mental disorder are not able to lead normal successful lives. Since the deinstitutionalization movement, there has been a development of evidence-based treatments that assist individuals living with a serious mental illness. This is particularly true in the area of schizophrenia. Treatment models that have focused on individuals living with schizophrenia have helped these individuals lead very productive lives.
For this Assignment
, research the literature for evidence-based treatment models that are designed to help individuals living with a diagnosis of schizophrenia. Find an article focused on seeking such treatments that assist the individual with community integration, employment, social skills, family relationships, and/or daily living skills.
Assignment (2–4 pages, APA format)
Your paper should include:
· A summary of the article. Include in your summary the underlying theory and treatment objectives of the intervention
References (use 3 or more)
Assignment 2:
Community Assessment
The purpose of this assignment is to broaden your understanding of a community, develop analytical skills regarding communities in relation to specific populations and their needs, and to better plan and develop interventions to address issues and problems facing the community.
This assignment has three parts: Part I Understanding Your Community, where you will consider the current demographics of the community and analyze how that has changed over the past 20 years; Part II Community Assessment, where you assess your community and a problem within your community; and Part III Community Action Plan, where you develop a specific action plan to address the problem you identified. As you reflect on the learning resources and concepts from Weeks 1-4, be sure to explain what you have learned about the policy’s effect on various groups. Consider how will this knowledge assist you with your community action plan.
Submit
a 4page paper. The paper needs to be well-researched and written using APA guidelines. Data should come from at least five sources.
Part I: Understanding your Community
· Analyze how your community has changed over the past 20 years. Use policy and community concepts and theories from the learning resources to support your analysis.
· Describe your community, using research and statistics to describe socio-demographic make-up. (For example: How many persons live in the city and/or in the town? What were/are their cultural/racial characteristics? What were/are their incomes, ages, political affiliations, etc.?)
Part II: Community Assessment
· Describe a problem that the community is currently experiencing.
o Assess the duration, intensity, and frequency of the problem.
o Analyze the probable etiology of the problem, supporting your analysis with resource.
Unit5Assign1SCPPRead the followingWeinstein, J. (2010). corbing9ttj
Unit5Assign1SCPP
Read the following:
Weinstein, J. (2010).
Social change
.
Lanham, MD: Rowman & Littlefield.
Pages 27–28 in Chapter 1, "The Social Scientific Perspective."
Social Policy Toolbox (see attachments)
Also see attachments for an example of the instructors expectations.
Community Policy Proposals
You will be using the results of your Unit 3 Community Assessment assignment as the basis for this assignment. You have examined the social change and public policy environment of your home community by surveying the population demographics (taking into account gender, race, and sexual orientation, as well as varied nationalities and their social and economic status) and explored public sources of information in order to identify demands for social changes in businesses, non-profits, and government. These demands reflect the possible need for public policy development.
Draft and present to your group two possible policy proposals that respond to the specific public demands you identified in your community in the previous assignment.
(Due Sunday November 2)
These demands may apply to businesses, non-profit organizations, or government.
Utilize the document entitled, "Elements of a Standard Policy Statement," which is located in your Social Policy Toolbox, to guide your development of these proposals.
Include a title for each proposal.
Meet with your group during this week.
Each member of your group will offer each of their public policy proposals for review.
Acting in a collaborative capacity, offer suggestions concerning the public policy proposals of each of your peers and recommend to each presenter a primary policy that should be developed and used to complete the remaining project assignments.
Write a 750-word written summary of your meeting(s) with your group, emphasizing these elements:
(DUE NOVEMBER 8....I will try to provide feedback from the group for the summary once available)
State the proposed policy on which you have decided, with the following:
A descriptive title.
A statement of the public entity for which the policy is intended.
The beneficiaries of the policy.
The human service outcome for social change.
State which actors in the home community may play a constructive and active role to advance the policy process, and identify the actors or factors that may pose as obstacles to your proposed policy.
State the key discussion points raised by your peers in support of or in opposition to your proposed policy.
State your rationale for choosing the policy proposal.
Assignment Requirements
Summary Length: 750 words.
Font and font size: Times New Roman, 12 point.
Formatting: Present your paper in APA format.
Written communication: Written communication must reflect graduate-level writing skills and successfully convey the message.
Summary Example
Group Y Discussion
Upon review on the proposed policy, Melissa Greer expressed a great deal of concern ...
Assignment Evidence-Based Treatments for Individuals Living Wit.docxElbaStoddard58
Assignment: Evidence-Based Treatments for Individuals Living With a Diagnosis of Schizophrenia
There is an overall misunderstanding that those living with a very serious mental disorder are not able to lead normal successful lives. Since the deinstitutionalization movement, there has been a development of evidence-based treatments that assist individuals living with a serious mental illness. This is particularly true in the area of schizophrenia. Treatment models that have focused on individuals living with schizophrenia have helped these individuals lead very productive lives.
For this Assignment
, research the literature for evidence-based treatment models that are designed to help individuals living with a diagnosis of schizophrenia. Find an article focused on seeking such treatments that assist the individual with community integration, employment, social skills, family relationships, and/or daily living skills.
Assignment (2–4 pages, APA format)
Your paper should include:
· A summary of the article. Include in your summary the underlying theory and treatment objectives of the intervention
References (use 3 or more)
Assignment 2:
Community Assessment
The purpose of this assignment is to broaden your understanding of a community, develop analytical skills regarding communities in relation to specific populations and their needs, and to better plan and develop interventions to address issues and problems facing the community.
This assignment has three parts: Part I Understanding Your Community, where you will consider the current demographics of the community and analyze how that has changed over the past 20 years; Part II Community Assessment, where you assess your community and a problem within your community; and Part III Community Action Plan, where you develop a specific action plan to address the problem you identified. As you reflect on the learning resources and concepts from Weeks 1-4, be sure to explain what you have learned about the policy’s effect on various groups. Consider how will this knowledge assist you with your community action plan.
Submit
a 4page paper. The paper needs to be well-researched and written using APA guidelines. Data should come from at least five sources.
Part I: Understanding your Community
· Analyze how your community has changed over the past 20 years. Use policy and community concepts and theories from the learning resources to support your analysis.
· Describe your community, using research and statistics to describe socio-demographic make-up. (For example: How many persons live in the city and/or in the town? What were/are their cultural/racial characteristics? What were/are their incomes, ages, political affiliations, etc.?)
Part II: Community Assessment
· Describe a problem that the community is currently experiencing.
o Assess the duration, intensity, and frequency of the problem.
o Analyze the probable etiology of the problem, supporting your analysis with resource.
Unit5Assign1SCPPRead the followingWeinstein, J. (2010). corbing9ttj
Unit5Assign1SCPP
Read the following:
Weinstein, J. (2010).
Social change
.
Lanham, MD: Rowman & Littlefield.
Pages 27–28 in Chapter 1, "The Social Scientific Perspective."
Social Policy Toolbox (see attachments)
Also see attachments for an example of the instructors expectations.
Community Policy Proposals
You will be using the results of your Unit 3 Community Assessment assignment as the basis for this assignment. You have examined the social change and public policy environment of your home community by surveying the population demographics (taking into account gender, race, and sexual orientation, as well as varied nationalities and their social and economic status) and explored public sources of information in order to identify demands for social changes in businesses, non-profits, and government. These demands reflect the possible need for public policy development.
Draft and present to your group two possible policy proposals that respond to the specific public demands you identified in your community in the previous assignment.
(Due Sunday November 2)
These demands may apply to businesses, non-profit organizations, or government.
Utilize the document entitled, "Elements of a Standard Policy Statement," which is located in your Social Policy Toolbox, to guide your development of these proposals.
Include a title for each proposal.
Meet with your group during this week.
Each member of your group will offer each of their public policy proposals for review.
Acting in a collaborative capacity, offer suggestions concerning the public policy proposals of each of your peers and recommend to each presenter a primary policy that should be developed and used to complete the remaining project assignments.
Write a 750-word written summary of your meeting(s) with your group, emphasizing these elements:
(DUE NOVEMBER 8....I will try to provide feedback from the group for the summary once available)
State the proposed policy on which you have decided, with the following:
A descriptive title.
A statement of the public entity for which the policy is intended.
The beneficiaries of the policy.
The human service outcome for social change.
State which actors in the home community may play a constructive and active role to advance the policy process, and identify the actors or factors that may pose as obstacles to your proposed policy.
State the key discussion points raised by your peers in support of or in opposition to your proposed policy.
State your rationale for choosing the policy proposal.
Assignment Requirements
Summary Length: 750 words.
Font and font size: Times New Roman, 12 point.
Formatting: Present your paper in APA format.
Written communication: Written communication must reflect graduate-level writing skills and successfully convey the message.
Summary Example
Group Y Discussion
Upon review on the proposed policy, Melissa Greer expressed a great deal of concern ...
LEADING SOCIAL CHANGE PERSONAL PAPER - 15 POINTS The final .docxcroysierkathey
LEADING SOCIAL CHANGE PERSONAL PAPER - 15 POINTS
The final paper will focus on YOU as a leader – your values and beliefs, your own present or future
power and authority, your vision of social change, and your role as a possible agent of change.
There are several ways in which this can be written and presented, such as:
1. Your Wildest Dream: Write the paper as a description of your “wildest dream.” If you
could have your dream job or dream position in a group of people or an organization,
that could affect social change, what would it be and how would you see your role?
2. Personal Reflection Now If you want to be more pragmatic, you can write this paper
as an analysis of your present circumstances. You can describe a current work or social
situation that exists now and what tools and concepts you can use to achieve a
particular goal.
3. Evaluate PSU: You can apply all of the concepts we have used in class on a particular
department or program at PSU. This only is helpful if you are involved in the
department. Your view of mission statements, organizational structures, drivers and
leadership characteristics need to be described in detail.
4. Community of Change: If you do not want to write just about yourself, you may write
the paper from the point of view of a community. For example you can write about you
as a group of students or as a religious or social community. How can you as students
lead in the field of education or politics? This is a little trickier, but it can be very powerful
and perhaps more useful for you at this stage in your lives.
5. Team Presentation Topic: If you like, you can take the topics and concepts from your
team presentation and adapt them to your future role in social change. If you do so,
please let me know by Week 8!
The paper should include the following requirements/concepts.
o At least SIX pages in length:
! Double-spaced, 12-point font, proper margins.
! This does NOT include any pages used for diagrams, or org charts, etc.
o Your latest definition of leadership:
• It is fine to use someone else’s definition as long as you say whose it is and explain
why you like it in your own words.
o A description for the social change with which you would like to be involved:
! This can be very specific, but keep in mind that the change should be broadly social
in nature. not just a personal issue.
o A description of the field in which you would like to be involved and the change you
would like to see happen:
! Try to be as specific as possible. For example, don’t just say “Business,” but
perhaps investment banking or the restaurant business. Obviously, you may not
have a complete picture of this, but try to choose the most likely.
! This is not limited to your professional life. You could choose your social or even
personal life, i.e. family, hobbies, religious organizations, etc.
o A description of your relationship with others in the organizati ...
LEADING SOCIAL CHANGE PERSONAL PAPER - 15 POINTS The final .docxjeremylockett77
LEADING SOCIAL CHANGE PERSONAL PAPER - 15 POINTS
The final paper will focus on YOU as a leader – your values and beliefs, your own present or future
power and authority, your vision of social change, and your role as a possible agent of change.
There are several ways in which this can be written and presented, such as:
1. Your Wildest Dream: Write the paper as a description of your “wildest dream.” If you
could have your dream job or dream position in a group of people or an organization,
that could affect social change, what would it be and how would you see your role?
2. Personal Reflection Now If you want to be more pragmatic, you can write this paper
as an analysis of your present circumstances. You can describe a current work or social
situation that exists now and what tools and concepts you can use to achieve a
particular goal.
3. Evaluate PSU: You can apply all of the concepts we have used in class on a particular
department or program at PSU. This only is helpful if you are involved in the
department. Your view of mission statements, organizational structures, drivers and
leadership characteristics need to be described in detail.
4. Community of Change: If you do not want to write just about yourself, you may write
the paper from the point of view of a community. For example you can write about you
as a group of students or as a religious or social community. How can you as students
lead in the field of education or politics? This is a little trickier, but it can be very powerful
and perhaps more useful for you at this stage in your lives.
5. Team Presentation Topic: If you like, you can take the topics and concepts from your
team presentation and adapt them to your future role in social change. If you do so,
please let me know by Week 8!
The paper should include the following requirements/concepts.
o At least SIX pages in length:
! Double-spaced, 12-point font, proper margins.
! This does NOT include any pages used for diagrams, or org charts, etc.
o Your latest definition of leadership:
• It is fine to use someone else’s definition as long as you say whose it is and explain
why you like it in your own words.
o A description for the social change with which you would like to be involved:
! This can be very specific, but keep in mind that the change should be broadly social
in nature. not just a personal issue.
o A description of the field in which you would like to be involved and the change you
would like to see happen:
! Try to be as specific as possible. For example, don’t just say “Business,” but
perhaps investment banking or the restaurant business. Obviously, you may not
have a complete picture of this, but try to choose the most likely.
! This is not limited to your professional life. You could choose your social or even
personal life, i.e. family, hobbies, religious organizations, etc.
o A description of your relationship with others in the organizati.
This a presentation of a training I did at Fort Bragg for an SF unit about to deploy in West Africa. The training was part of Development Transformations work in Stability Ops
Critical Process Assignment TV and the State ofStorytellingMargenePurnell14
Critical Process Assignment: TV and the State of
Storytelling
The rise of the reality program over the past decade has more to do with the cheaper cost of this
genre than with the wild popularity of these programs. In fact, the history of television and
viewer numbers, traditional sitcoms and dramas--and even prime-time news programs like 60
Minutes and 20/20--have been far more popular than successful reality programs like American
Idol. But when national broadcast TV executives cut costs by reducing writing and production
staffs and hiring “regular people” instead of trained actors, does the craft of storytelling suffer at
the expense of commercial savings? Can good stories be told in a reality program? In this
exercise, let’s compare the storytelling competence of a reality program with that of a more
traditional comedy sitcom or drama.
Directions
Be sure to address separately each stage of the critical process. The description section can be
partially in list form, but the other sections of the assignment need to be in paragraph form. You
should strive to write a solid paragraph or two for each step of the critical process. These papers
do not need to have a traditional introduction or conclusion. Instead you can number each section
of your paper as each step of the critical process.
Please upload this assignment to Google Classroom!
1. Description
Pick a current reality program and a current sitcom or drama. Choose programs that either started
in the last year or two or have been on television for roughly the same period of time. Now
develop a “viewing sheet” that allows you to take notes as you watch 3 or 4 episodes of the two
programs. Keep track of main characters, plotlines, settlings, conflicts, and resolutions. Also
track the main problems that are posed in the programs and how they are portrayed or worked
out in each episode. Find out and compare the basic production costs of each program.
2. Analysis
Look for patterns and differences in the ways stories are told in the two programs. At a general
level, what are the conflicts about? (For example, are they about men versus women, managers
versus employees, tradition versus change, individuals versus institutions, honesty versus
dishonesty, authenticity versus artificiality?). How complicated or simple are the tensions in the
two programs, and how are problems resolved? Are there some conflicts that you feel should not
be permitted-- like pitting older contestants against younger contestants or white against black?
Are there noticeable differences between “the look” of one program and that of the other?
3. Interpretation
What do some of the patterns mean? What seems to be the point of each program? What do the
programs say about relationships, values, masculinity or femininity, power, social class, and so
on? What is the value of each program for its viewers?
4. Evaluation
What are the strengths and weaknesses of each program? Which program would you judge as
being be ...
Bloom Works’ Social Impact Designer, Alyson Fraser Diaz, recently sat down with Community Up Founder, Jermeen Sherman, to discuss the emerging field of social impact design and share how their work aims to keep community members at the center of the design process. Watch a recording of their conversation to better understand the principles of social impact design, learn about several tools Alyson and Jermeen use in their work, and hear examples of how they’ve used these tools to create better outcomes.
The accompanying Community Engaged Design Guide is a free resource that your organization can use to begin incorporating insights from Alyson and Jermeen into your projects.
Course PlanAssessing Needs(To be completed in Unit IV Inclu.docxvanesaburnand
Course Plan
Assessing Needs:
*(To be completed in Unit IV: Include a summary of your results and findings from the survey you conducted in Unit III. Remove this note when completing this section.)
Setting Goals:
*(To be completed in Unit IV: Include the goals and objectives of your course plan. Remove this note when completing this section.)
Specifying Learning Content:
*(To be completed in Unit IV: Include the material you will cover in your course. Remove this note when completing this section.)
Pacing the Learning:
*(To be completed in Unit IV: Include the sequence and duration for your course. Remove this note when completing this section.)
Instructional Methods, Techniques, and Devices:
*(To be completed in Unit V: Include a one-page minimum for each category:
· Content: Select five techniques and justify each one.
· Skills: Select five techniques and justify each one.
· Attitudes and Values: Select five techniques and justify each one.
· Cite any sources used to justify your selections.
Remove these notes when completing this section.)
Learning Environment:
*(To be completed in Unit VI: Include a description of the learning environment/ environmental audit that includes the climate, the physical, and the social environment. Remove this note when completing this section.)
Introspection, Reflection, and Critical Thinking:
*(To be completed in Unit VI: Include a description of how you will promote introspection, reflection, and critical thinking. Remove this note when completing this section.)
Teacher Leader’s Role:
*(To be completed in Unit VI: Include a description of the teacher leader’s role. Remove this note when completing this section.)
Evaluating the Learning:
*(To be completed in Unit VI: Include a description of how you will evaluate the students’ learning of the material covered in your course plan. Remove this note when completing this section.)
Written Reflection, Part 1:
*(Write a reflection at least two pages, justifying how your plan meets the needs of your adult learners. Address each of the following in your reflection:
· How does this plan support the assumptions of andragogy?
· How does this plan address the seven characteristics of effective teaching?
· How does this plan incorporate your strengths as a teacher leader?
· How does this plan encourage learners to think for themselves?
· How did you use these findings to develop the sample course plan to most effectively meet the needs of your adult learners?
Remove this note when completing this section.)
Written Reflection, Part 2:
*(After updating your Course Plan in Unit V, write a reflection (at least one page), justifying how the techniques you have chosen align with your course plan. Referring back to your written reflection in Unit IV as well as your outline based on the micro components of self-directed learning. Then, answer the following questions:
· How do the techniques you have chosen align with your course plan?
· How will knowing the n.
PROJECT REPORT ON NGOS (GOONJ & SAVE THE CHILDREN)Sheryl Mehra
This study provides the opportunity to know the perspective of the students about the NGOs as a program with the detailed overview about the Ngo’s which are in operational in India.It provides is brief introduction about the organization- GOONJ & SAVE THE CHILDREN.
This slide deck is an initial draft outlining the mission and objectives of Systems Thinking Marin (as of Autumn 2017), possible projects for realizing that mission, and provides examples of the major systems thinking frameworks that inform the mission and objectives.
Assignment Community AssessmentThe purpose of this assignment i.docxwilliejgrant41084
Assignment: Community Assessment
The purpose of this assignment is to broaden your understanding of a community, develop analytical skills regarding communities in relation to specific populations and their needs, and to better plan and develop interventions to address issues and problems facing the community.
This assignment has three parts: Part I Understanding Your Community, where you will consider the current demographics of the community and analyze how that has changed over the past 20 years; Part II Community Assessment, where you assess your community and a problem within your community; and Part III Community Action Plan, where you develop a specific action plan to address the problem you identified. As you reflect on the learning resources and concepts from Weeks 1-4, be sure to explain what you have learned about the policy’s effect on various groups. Consider how will this knowledge assist you with your community action plan.
By Day 7
Submit a 4-6 page paper. The paper needs to be well-researched and written using APA guidelines. Data should come from at least five sources.
Part I: Understanding your Community
· Analyze how your community has changed over the past 20 years.
(Franklin County OHIO and OHIO as a whole are the communities of focus for this paper)
· Use policy and community concepts and theories from the learning resources to support your analysis.
· Describe your community, using research and statistics to describe socio-demographic make-up. (For example: How many persons live in the city and/or in the town? What were/are their cultural/racial characteristics? What were/are their incomes, ages, political affiliations, etc.?)
** BELOW ARE SOME RESOURCES THAT CAN BE USED BUT WILL NEED ADDITONAL FOR PAPER**
Local Community (Franklin County OH)
https://datausa.io/profile/geo/franklin-county-oh
State of Ohio
https://www.cleveland.com/news/2020/01/how-has-ohio-changed-over-the-past-decade-population-education-birth-rates-and-more.html
Part II: Community Assessment
· Describe a problem that the community is currently experiencing.
OPIOID EPIDEMIC AND DRUG OVERDOSES
· Assess the duration, intensity, and frequency of the problem.
· Analyze the probable etiology of the problem, supporting your analysis with resources.
· Analyze the key elements and characteristics of the community that make it vulnerable to this problem.
· Analyze the key strengths of the community that give the community resilience and the potential for overcoming the problem.
· Identify major institutions (e.g., schools, factories, churches, attraction sites, etc.) and explain how these institutions contribute to or inhibit the community’s ability to address the problem?
· Explain which groups are most affected by the problem.
**Below are some resources to use but more must be researched for this paper**
https://public.tableau.com/views/CFCAP/ODdeath_Dash?%3Adisplay_count=y&publish=yes&%3Aorigin=viz_share_link&%3AshowVizHome=no
https://myfcph.org/h.
Assignment Community AssessmentThe purpose of this assignment i.docxbraycarissa250
Assignment: Community Assessment
The purpose of this assignment is to broaden your understanding of a community, develop analytical skills regarding communities in relation to specific populations and their needs, and to better plan and develop interventions to address issues and problems facing the community.
This assignment has three parts: Part I Understanding Your Community, where you will consider the current demographics of the community and analyze how that has changed over the past 20 years; Part II Community Assessment, where you assess your community and a problem within your community; and Part III Community Action Plan, where you develop a specific action plan to address the problem you identified. As you reflect on the learning resources and concepts from Weeks 1-4, be sure to explain what you have learned about the policy’s effect on various groups. Consider how will this knowledge assist you with your community action plan.
By Day 7
Submit a 4-6 page paper. The paper needs to be well-researched and written using APA guidelines. Data should come from at least five sources.
Part I: Understanding your Community
· Analyze how your community has changed over the past 20 years.
(Franklin County OHIO and OHIO as a whole are the communities of focus for this paper)
· Use policy and community concepts and theories from the learning resources to support your analysis.
· Describe your community, using research and statistics to describe socio-demographic make-up. (For example: How many persons live in the city and/or in the town? What were/are their cultural/racial characteristics? What were/are their incomes, ages, political affiliations, etc.?)
** BELOW ARE SOME RESOURCES THAT CAN BE USED BUT WILL NEED ADDITONAL FOR PAPER**
Local Community (Franklin County OH)
https://datausa.io/profile/geo/franklin-county-oh
State of Ohio
https://www.cleveland.com/news/2020/01/how-has-ohio-changed-over-the-past-decade-population-education-birth-rates-and-more.html
Part II: Community Assessment
· Describe a problem that the community is currently experiencing.
OPIOID EPIDEMIC AND DRUG OVERDOSES
· Assess the duration, intensity, and frequency of the problem.
· Analyze the probable etiology of the problem, supporting your analysis with resources.
· Analyze the key elements and characteristics of the community that make it vulnerable to this problem.
· Analyze the key strengths of the community that give the community resilience and the potential for overcoming the problem.
· Identify major institutions (e.g., schools, factories, churches, attraction sites, etc.) and explain how these institutions contribute to or inhibit the community’s ability to address the problem?
· Explain which groups are most affected by the problem.
**Below are some resources to use but more must be researched for this paper**
https://public.tableau.com/views/CFCAP/ODdeath_Dash?%3Adisplay_count=y&publish=yes&%3Aorigin=viz_share_link&%3AshowVizHome=no
https://myfcph.org/h ...
Dr. N. Sai Bhaskar Reddy presentation for Senior and Middle level Officers from State Government Departments dealing with Information and Public Relations, Disaster Management, Agriculture, Rural Development, Health & Family Welfare, Municipal Administration, Town & City Planning etc.
LEADING SOCIAL CHANGE PERSONAL PAPER - 15 POINTS The final .docxcroysierkathey
LEADING SOCIAL CHANGE PERSONAL PAPER - 15 POINTS
The final paper will focus on YOU as a leader – your values and beliefs, your own present or future
power and authority, your vision of social change, and your role as a possible agent of change.
There are several ways in which this can be written and presented, such as:
1. Your Wildest Dream: Write the paper as a description of your “wildest dream.” If you
could have your dream job or dream position in a group of people or an organization,
that could affect social change, what would it be and how would you see your role?
2. Personal Reflection Now If you want to be more pragmatic, you can write this paper
as an analysis of your present circumstances. You can describe a current work or social
situation that exists now and what tools and concepts you can use to achieve a
particular goal.
3. Evaluate PSU: You can apply all of the concepts we have used in class on a particular
department or program at PSU. This only is helpful if you are involved in the
department. Your view of mission statements, organizational structures, drivers and
leadership characteristics need to be described in detail.
4. Community of Change: If you do not want to write just about yourself, you may write
the paper from the point of view of a community. For example you can write about you
as a group of students or as a religious or social community. How can you as students
lead in the field of education or politics? This is a little trickier, but it can be very powerful
and perhaps more useful for you at this stage in your lives.
5. Team Presentation Topic: If you like, you can take the topics and concepts from your
team presentation and adapt them to your future role in social change. If you do so,
please let me know by Week 8!
The paper should include the following requirements/concepts.
o At least SIX pages in length:
! Double-spaced, 12-point font, proper margins.
! This does NOT include any pages used for diagrams, or org charts, etc.
o Your latest definition of leadership:
• It is fine to use someone else’s definition as long as you say whose it is and explain
why you like it in your own words.
o A description for the social change with which you would like to be involved:
! This can be very specific, but keep in mind that the change should be broadly social
in nature. not just a personal issue.
o A description of the field in which you would like to be involved and the change you
would like to see happen:
! Try to be as specific as possible. For example, don’t just say “Business,” but
perhaps investment banking or the restaurant business. Obviously, you may not
have a complete picture of this, but try to choose the most likely.
! This is not limited to your professional life. You could choose your social or even
personal life, i.e. family, hobbies, religious organizations, etc.
o A description of your relationship with others in the organizati ...
LEADING SOCIAL CHANGE PERSONAL PAPER - 15 POINTS The final .docxjeremylockett77
LEADING SOCIAL CHANGE PERSONAL PAPER - 15 POINTS
The final paper will focus on YOU as a leader – your values and beliefs, your own present or future
power and authority, your vision of social change, and your role as a possible agent of change.
There are several ways in which this can be written and presented, such as:
1. Your Wildest Dream: Write the paper as a description of your “wildest dream.” If you
could have your dream job or dream position in a group of people or an organization,
that could affect social change, what would it be and how would you see your role?
2. Personal Reflection Now If you want to be more pragmatic, you can write this paper
as an analysis of your present circumstances. You can describe a current work or social
situation that exists now and what tools and concepts you can use to achieve a
particular goal.
3. Evaluate PSU: You can apply all of the concepts we have used in class on a particular
department or program at PSU. This only is helpful if you are involved in the
department. Your view of mission statements, organizational structures, drivers and
leadership characteristics need to be described in detail.
4. Community of Change: If you do not want to write just about yourself, you may write
the paper from the point of view of a community. For example you can write about you
as a group of students or as a religious or social community. How can you as students
lead in the field of education or politics? This is a little trickier, but it can be very powerful
and perhaps more useful for you at this stage in your lives.
5. Team Presentation Topic: If you like, you can take the topics and concepts from your
team presentation and adapt them to your future role in social change. If you do so,
please let me know by Week 8!
The paper should include the following requirements/concepts.
o At least SIX pages in length:
! Double-spaced, 12-point font, proper margins.
! This does NOT include any pages used for diagrams, or org charts, etc.
o Your latest definition of leadership:
• It is fine to use someone else’s definition as long as you say whose it is and explain
why you like it in your own words.
o A description for the social change with which you would like to be involved:
! This can be very specific, but keep in mind that the change should be broadly social
in nature. not just a personal issue.
o A description of the field in which you would like to be involved and the change you
would like to see happen:
! Try to be as specific as possible. For example, don’t just say “Business,” but
perhaps investment banking or the restaurant business. Obviously, you may not
have a complete picture of this, but try to choose the most likely.
! This is not limited to your professional life. You could choose your social or even
personal life, i.e. family, hobbies, religious organizations, etc.
o A description of your relationship with others in the organizati.
This a presentation of a training I did at Fort Bragg for an SF unit about to deploy in West Africa. The training was part of Development Transformations work in Stability Ops
Critical Process Assignment TV and the State ofStorytellingMargenePurnell14
Critical Process Assignment: TV and the State of
Storytelling
The rise of the reality program over the past decade has more to do with the cheaper cost of this
genre than with the wild popularity of these programs. In fact, the history of television and
viewer numbers, traditional sitcoms and dramas--and even prime-time news programs like 60
Minutes and 20/20--have been far more popular than successful reality programs like American
Idol. But when national broadcast TV executives cut costs by reducing writing and production
staffs and hiring “regular people” instead of trained actors, does the craft of storytelling suffer at
the expense of commercial savings? Can good stories be told in a reality program? In this
exercise, let’s compare the storytelling competence of a reality program with that of a more
traditional comedy sitcom or drama.
Directions
Be sure to address separately each stage of the critical process. The description section can be
partially in list form, but the other sections of the assignment need to be in paragraph form. You
should strive to write a solid paragraph or two for each step of the critical process. These papers
do not need to have a traditional introduction or conclusion. Instead you can number each section
of your paper as each step of the critical process.
Please upload this assignment to Google Classroom!
1. Description
Pick a current reality program and a current sitcom or drama. Choose programs that either started
in the last year or two or have been on television for roughly the same period of time. Now
develop a “viewing sheet” that allows you to take notes as you watch 3 or 4 episodes of the two
programs. Keep track of main characters, plotlines, settlings, conflicts, and resolutions. Also
track the main problems that are posed in the programs and how they are portrayed or worked
out in each episode. Find out and compare the basic production costs of each program.
2. Analysis
Look for patterns and differences in the ways stories are told in the two programs. At a general
level, what are the conflicts about? (For example, are they about men versus women, managers
versus employees, tradition versus change, individuals versus institutions, honesty versus
dishonesty, authenticity versus artificiality?). How complicated or simple are the tensions in the
two programs, and how are problems resolved? Are there some conflicts that you feel should not
be permitted-- like pitting older contestants against younger contestants or white against black?
Are there noticeable differences between “the look” of one program and that of the other?
3. Interpretation
What do some of the patterns mean? What seems to be the point of each program? What do the
programs say about relationships, values, masculinity or femininity, power, social class, and so
on? What is the value of each program for its viewers?
4. Evaluation
What are the strengths and weaknesses of each program? Which program would you judge as
being be ...
Bloom Works’ Social Impact Designer, Alyson Fraser Diaz, recently sat down with Community Up Founder, Jermeen Sherman, to discuss the emerging field of social impact design and share how their work aims to keep community members at the center of the design process. Watch a recording of their conversation to better understand the principles of social impact design, learn about several tools Alyson and Jermeen use in their work, and hear examples of how they’ve used these tools to create better outcomes.
The accompanying Community Engaged Design Guide is a free resource that your organization can use to begin incorporating insights from Alyson and Jermeen into your projects.
Course PlanAssessing Needs(To be completed in Unit IV Inclu.docxvanesaburnand
Course Plan
Assessing Needs:
*(To be completed in Unit IV: Include a summary of your results and findings from the survey you conducted in Unit III. Remove this note when completing this section.)
Setting Goals:
*(To be completed in Unit IV: Include the goals and objectives of your course plan. Remove this note when completing this section.)
Specifying Learning Content:
*(To be completed in Unit IV: Include the material you will cover in your course. Remove this note when completing this section.)
Pacing the Learning:
*(To be completed in Unit IV: Include the sequence and duration for your course. Remove this note when completing this section.)
Instructional Methods, Techniques, and Devices:
*(To be completed in Unit V: Include a one-page minimum for each category:
· Content: Select five techniques and justify each one.
· Skills: Select five techniques and justify each one.
· Attitudes and Values: Select five techniques and justify each one.
· Cite any sources used to justify your selections.
Remove these notes when completing this section.)
Learning Environment:
*(To be completed in Unit VI: Include a description of the learning environment/ environmental audit that includes the climate, the physical, and the social environment. Remove this note when completing this section.)
Introspection, Reflection, and Critical Thinking:
*(To be completed in Unit VI: Include a description of how you will promote introspection, reflection, and critical thinking. Remove this note when completing this section.)
Teacher Leader’s Role:
*(To be completed in Unit VI: Include a description of the teacher leader’s role. Remove this note when completing this section.)
Evaluating the Learning:
*(To be completed in Unit VI: Include a description of how you will evaluate the students’ learning of the material covered in your course plan. Remove this note when completing this section.)
Written Reflection, Part 1:
*(Write a reflection at least two pages, justifying how your plan meets the needs of your adult learners. Address each of the following in your reflection:
· How does this plan support the assumptions of andragogy?
· How does this plan address the seven characteristics of effective teaching?
· How does this plan incorporate your strengths as a teacher leader?
· How does this plan encourage learners to think for themselves?
· How did you use these findings to develop the sample course plan to most effectively meet the needs of your adult learners?
Remove this note when completing this section.)
Written Reflection, Part 2:
*(After updating your Course Plan in Unit V, write a reflection (at least one page), justifying how the techniques you have chosen align with your course plan. Referring back to your written reflection in Unit IV as well as your outline based on the micro components of self-directed learning. Then, answer the following questions:
· How do the techniques you have chosen align with your course plan?
· How will knowing the n.
PROJECT REPORT ON NGOS (GOONJ & SAVE THE CHILDREN)Sheryl Mehra
This study provides the opportunity to know the perspective of the students about the NGOs as a program with the detailed overview about the Ngo’s which are in operational in India.It provides is brief introduction about the organization- GOONJ & SAVE THE CHILDREN.
This slide deck is an initial draft outlining the mission and objectives of Systems Thinking Marin (as of Autumn 2017), possible projects for realizing that mission, and provides examples of the major systems thinking frameworks that inform the mission and objectives.
Assignment Community AssessmentThe purpose of this assignment i.docxwilliejgrant41084
Assignment: Community Assessment
The purpose of this assignment is to broaden your understanding of a community, develop analytical skills regarding communities in relation to specific populations and their needs, and to better plan and develop interventions to address issues and problems facing the community.
This assignment has three parts: Part I Understanding Your Community, where you will consider the current demographics of the community and analyze how that has changed over the past 20 years; Part II Community Assessment, where you assess your community and a problem within your community; and Part III Community Action Plan, where you develop a specific action plan to address the problem you identified. As you reflect on the learning resources and concepts from Weeks 1-4, be sure to explain what you have learned about the policy’s effect on various groups. Consider how will this knowledge assist you with your community action plan.
By Day 7
Submit a 4-6 page paper. The paper needs to be well-researched and written using APA guidelines. Data should come from at least five sources.
Part I: Understanding your Community
· Analyze how your community has changed over the past 20 years.
(Franklin County OHIO and OHIO as a whole are the communities of focus for this paper)
· Use policy and community concepts and theories from the learning resources to support your analysis.
· Describe your community, using research and statistics to describe socio-demographic make-up. (For example: How many persons live in the city and/or in the town? What were/are their cultural/racial characteristics? What were/are their incomes, ages, political affiliations, etc.?)
** BELOW ARE SOME RESOURCES THAT CAN BE USED BUT WILL NEED ADDITONAL FOR PAPER**
Local Community (Franklin County OH)
https://datausa.io/profile/geo/franklin-county-oh
State of Ohio
https://www.cleveland.com/news/2020/01/how-has-ohio-changed-over-the-past-decade-population-education-birth-rates-and-more.html
Part II: Community Assessment
· Describe a problem that the community is currently experiencing.
OPIOID EPIDEMIC AND DRUG OVERDOSES
· Assess the duration, intensity, and frequency of the problem.
· Analyze the probable etiology of the problem, supporting your analysis with resources.
· Analyze the key elements and characteristics of the community that make it vulnerable to this problem.
· Analyze the key strengths of the community that give the community resilience and the potential for overcoming the problem.
· Identify major institutions (e.g., schools, factories, churches, attraction sites, etc.) and explain how these institutions contribute to or inhibit the community’s ability to address the problem?
· Explain which groups are most affected by the problem.
**Below are some resources to use but more must be researched for this paper**
https://public.tableau.com/views/CFCAP/ODdeath_Dash?%3Adisplay_count=y&publish=yes&%3Aorigin=viz_share_link&%3AshowVizHome=no
https://myfcph.org/h.
Assignment Community AssessmentThe purpose of this assignment i.docxbraycarissa250
Assignment: Community Assessment
The purpose of this assignment is to broaden your understanding of a community, develop analytical skills regarding communities in relation to specific populations and their needs, and to better plan and develop interventions to address issues and problems facing the community.
This assignment has three parts: Part I Understanding Your Community, where you will consider the current demographics of the community and analyze how that has changed over the past 20 years; Part II Community Assessment, where you assess your community and a problem within your community; and Part III Community Action Plan, where you develop a specific action plan to address the problem you identified. As you reflect on the learning resources and concepts from Weeks 1-4, be sure to explain what you have learned about the policy’s effect on various groups. Consider how will this knowledge assist you with your community action plan.
By Day 7
Submit a 4-6 page paper. The paper needs to be well-researched and written using APA guidelines. Data should come from at least five sources.
Part I: Understanding your Community
· Analyze how your community has changed over the past 20 years.
(Franklin County OHIO and OHIO as a whole are the communities of focus for this paper)
· Use policy and community concepts and theories from the learning resources to support your analysis.
· Describe your community, using research and statistics to describe socio-demographic make-up. (For example: How many persons live in the city and/or in the town? What were/are their cultural/racial characteristics? What were/are their incomes, ages, political affiliations, etc.?)
** BELOW ARE SOME RESOURCES THAT CAN BE USED BUT WILL NEED ADDITONAL FOR PAPER**
Local Community (Franklin County OH)
https://datausa.io/profile/geo/franklin-county-oh
State of Ohio
https://www.cleveland.com/news/2020/01/how-has-ohio-changed-over-the-past-decade-population-education-birth-rates-and-more.html
Part II: Community Assessment
· Describe a problem that the community is currently experiencing.
OPIOID EPIDEMIC AND DRUG OVERDOSES
· Assess the duration, intensity, and frequency of the problem.
· Analyze the probable etiology of the problem, supporting your analysis with resources.
· Analyze the key elements and characteristics of the community that make it vulnerable to this problem.
· Analyze the key strengths of the community that give the community resilience and the potential for overcoming the problem.
· Identify major institutions (e.g., schools, factories, churches, attraction sites, etc.) and explain how these institutions contribute to or inhibit the community’s ability to address the problem?
· Explain which groups are most affected by the problem.
**Below are some resources to use but more must be researched for this paper**
https://public.tableau.com/views/CFCAP/ODdeath_Dash?%3Adisplay_count=y&publish=yes&%3Aorigin=viz_share_link&%3AshowVizHome=no
https://myfcph.org/h ...
Dr. N. Sai Bhaskar Reddy presentation for Senior and Middle level Officers from State Government Departments dealing with Information and Public Relations, Disaster Management, Agriculture, Rural Development, Health & Family Welfare, Municipal Administration, Town & City Planning etc.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
3. Most Essential
Learning Competency
OBJECTIVES:
1. Identify different forms of redistribution and exchange of
products.
2. Analyze the different resource distribution problems by
creating an action plan.
3. Understand the fundamental knowledge related to the topic
being discussed.
3
o Explain the forms and functions of
state and non-state institutions
4. Most Essential
Learning Competency
OBJECTIVES
◎ Identify different forms of redistribution
and exchange of products.
◎ Analyze the different economic problems by
creating an action plan.
◎ Understand the fundamental knowledge
related to topic being discussed.
3
o Explain the forms and functions of
state and non-state institutions
5. 1. How did you understand the collage?
2. What do you think is the connection
between the picture and the topic that
is about to be discussed?
3
6. FORMAT FOR BALITAAN
DAY 1
WHEN: DATE
WHAT: HEADLINE NEWS
WHO: PERSON’S INVOLVE
WHERE: LOCATION OF THE BALITA
HOW: HOW IT HAPPENED
WHY: WHY IT HAPPENED
REFLECTION:
REFERENCE: 3
8. What is
Economic
Institution?
7
◎ Is being defined as an
enduring organization,
practice of relationship
created by individuals
to handle and cope
with basic economic
dilemmas. Gilliard et.al
(2000)
9. 7
Two equal
parties
Same status
Equal values
or services
Forms of Redistribution and Exchange of
Products
RECIPROCITY
11. 7
Giver is expected to
gain something in
return
It has not to be given
instantly
Forms of Redistribution and Exchange of
Products
BALANCED
RECIPROCITY
12. 7
Deceiving way to gain
profit
Try to gain as much a
conceivable while
paying the least
amount
Forms of Redistribution and Exchange of
Products
NEGATIVE
RECIPROCITY
13. 7
The product produce
out of the community
Restored and back to
the people of the
community
Forms of Redistribution and Exchange of
Products
REDISTRIBUTION
14. 7
It governed the rules
of supply and
demands
Exchange of goods
and services
Forms of Redistribution and Exchange of
Products
MARKET
EXCHANGE
15. FORMULA
6
o Q D - Quant i ty Demanded
o P - Pr ice
o Qd= 1 0 0 - 5 P
o P Qd
o 4
o 7
o 55
o 25
16. 6
SCENARIO:
As a youth and given a chance to run in your
community as a member of any position in your
barangay, what plans are you going to make
together with the members of your parties in
analyzing resource distribution problems.
17. COMMON PROBLEMS IN RESOURCE
DISTRIBUTION
6
o 1. Unclear project scope
o and prioritization.
2. Insufficient utilization
of resources
o 3. Limited resources
o 4. Poor communication
18. LET’S CREATE AN ACTION
PLAN
6
PROBLEM/S OBJECTIVE MATERIALS/
RESOURCES
PERSONS
INVOLVED
TIME FRAME BUDGET
19. ANSWER THE FOLLOWING
QUESTIONS
6
1. What are the main causes of the resource
distribution problem based on your action plan?
2. How did your action plan address these causes and
promote more equal distribution of resources?
3. What potential challenges might arise when
implementing your action plan?
20. RUBRICS
6
Relevance to the topic- 10
Presentation and Explanation- 10
Unity of the members- 10
TOTAL- 30
21. Read each question carefully and write only the letter of the correct
answer on the space after each sentence. Choices for ITEMS 1-3
A. Generalized Reciprocity
B. Balanced Reciprocity
C. Negative Reciprocity
D. Reciprocity
6
1. A form of transaction which utilizes gesture that expresses
personal relationships is known as ________
2. Individuals involved in this transaction desire to gain as
much as probable while paying the least amount possible.
The transaction between both parties is identified
as________
3. What type of transaction exist when the giver is expected to
gain something in return although it does not have to be
instantly? ________
22. Read each question carefully and write only the letter of the correct
answer on the space after each sentence. Choices for ITEMS 1-3
A. Generalized Reciprocity
B. Balanced Reciprocity
C. Negative Reciprocity
D. Reciprocity
6
4.As the eldest, Mariel provides educational assistance to
her sister Karen. This form of transaction is known as:
_________
5. It is known as the transaction between two socially
equal parties having the same status with regards to values
of goods or services. _________
23. ASSIGNMENT
6
Write a reflection paper on the impact of
globalization on the redistribution and exchange of
products in your local community. Consider the
social, cultural, and political implications.
(Guiding Overview: Reflect on the changes you have
observed in your community's economy and analyze
the factors that have influenced these changes.)
24. Characteristics of
an Institution
6
o A cluster of social usage.
o Relative degree of permanence.
o Well known and defines
objectives.
o A bit resistant to social changes
due to well solidified beliefs.
o Transmitter of Social Heritage.
27. A country can be
associated with
how a family
functions.
27
28. What is an
Institution?
7
◎ It is composed of a formal
rules, informal norms, or
agreed upon understanding
that constraint and prescribe
political actors’ behavior and
interaction wit one another.
◎ Main function: keep society
in order and implement
specific tasks assigned to
them.
◎ E.g. educational, economic,
political and social
institutions.
29. Characteristics of
an Institution
6
o A cluster of social usage.
o Relative degree of permanence.
o Well known and defines
objectives.
o A bit resistant to social changes
due to well solidified beliefs.
o Transmitter of Social Heritage.
31. State Institutions
31
3 Branches of the Government
◎ Office of the President
◎ Office of the Vice-President
◎ Congress of the Philippines
• Senate
• House of Representatives
◎ Supreme Court of the
Philippines
32. State Institutions
32
Also under the Office of the President:
◎ Metropolitan Manila Development Authority
(MMDA)
◎ National Statistics Office (NSO) / Philippine
Statistics Office (PSA)
◎ Tariff Commission
◎ National Intelligence Coordinating Agency
(NICA)
◎ National Security Council (NSC)
◎ Office of the Press Secretary
◎ (OPS)
◎ Philippine News Agency (PNA)
◎ Philippine Anti-Graft Commision
33. State Institutions
12
◎ Constitutional Commissions
• CHR, COA, COMELEC, CSC
◎ Local Government Units
◎ National Government Agencies (i.e.
DILG, DND, DAR,, DA, DOH, Deped,
etc.)
◎ Government owned or
corporations (i.e. GSIS,
NFA, PHIC, SSS etc.)
controlled
PAG-IBIG,
34. ◎ “Non-State actors”
◎ A group of people
or organization that
34
participates in
international affairs
and relations but is
not affiliated with
any state or nation.
Non-State
Institutions
38. o It is owned by a group of people but
has a separate legal identity
(the owners of a corporation are not
responsible for its own debts).
Corporations offer stocks (determines
level of ownership), as well as bonds
38
(allows one to earn interest). These
generate large amounts of capital,
which is needed for growth (Contreras
et al. 2016).
Corporation
41. oIt is an organization composed of
41
workers
related
or employees from
fields, which aims to
represent the interests and
rights of its members, both in
the workplace and in the society.
Trade
Unions
44. o These are made up of people with
common interest who agreed to
work together for easy, safe, and
affordable access to commodities,
loans, and other services. They are
created to help and empower one
another with a minimum help from
the government
44
Cooperatives
46. oThese
46
progress by engaging
are agencies that promote
in projects,
policymaking, and dialogue (Contreras
et al. 2016). Some countries with active
agencies in the Philippines are Japan
(JICA),
(USAID).
Canada (CIDA), and U.S.A.
Those providing
assistance include the
financial
Asian
Development Bank (ADB).
Development
Agencies
48. o These organizations are created to
expose the conditions of the
marginalized sector of the society
by using mass media as its platform
as they raise critical
issues to the government. They
provide facts about the life’s various
realities to influence policy-making.
48
Civil
Organizations
51. o It influence the government to take
action on matters commonly
neglected. A group maybe a national
51
or an international
that promotes and
organization
advocates
progress and development related
to particular issues of the society.
Transnational
Advocacy
Group
53. Activity 3: Application
What are the duties and responsibilities of the state to its
people?
.
Because of non-state institutions, I am able to
.
Because of non-state institutions, my community is now
.
53
56. EVALUATION
56
ACRONOMYM
1. NFA – National Food Authority
2. PETA – People for the Ethical Treatment of Animals
3. CHR – Commission on Human Rights
4. SENTRO – ng Nagkakaisa at Progresibong Manggagawa
5. DILG – Department of Interior and Local Government
6. TUCP – Trade Union Congress of the Philippines
7. BPI – Bank Philippine Island
8. JICA – Japan Cooperation Agency
9. SM – Shoe Mart
10.WWF – World Wide Fund for Nature
57. ASSIGNMENT
57
In the flower chart, students will write their own ideas or
concepts about education.
59. LONGTEST#1
59
1.Kevin Corpuz owns and farms Philippine Liberica Coffee in Lipa, Batangas
City. Which of the Major Economic Sectors does he belong?
A. Primary B. Tertiary C. Secondary D. International
2. A company requires Nadine Lustre to perform during their charity event
in exchange for publicity and exposure. What kind of reciprocity exists in the
scenario?
A. Generalized B. Balanced C. Negative D. Positive
60. LONGTEST#1
60
3. The following are classification of non-state institutions
except
A. Red Cross
B. Metro bank
C. Market exchange
D. Jollibee corporations
61. LONGTEST#1
61
4. A non-state institution that receives deposits from the public and
generates credit
A. Bank B. Corporations C. Cooperatives D. Trade Union
5. Which of the following is not an example of secondary sectors?
A. Rice field owner
B. Textile companies
C. Construction industries
D. Pharmaceutical companies
62. LONGTEST#1
62
6. Which of the following situations is correct about the concept of
redistribution?
A. Sophie paid 65 pesos for her jolly spaghetti and drinks
B. Kevin has the responsibility to finance his younger siblings’ education as a
form of his gratitude to his parents’ support.
C. Mark bought medical supplies from a pharmaceutical company and resell it
within a higher price to gain profit.
D. Mr. Amores donated 5,000 pesos to GMA Foundation. The GMA
Foundation used the donation to provide relief goods such as rice grains,
blankets, canned goods, and toiletries to the victims of Bagyong “Ambo”
63. LONGTEST#1
63
7.Which of the following concepts is not true about reciprocity?
A. It is the transaction between two socially equal parties having the
same status with regards to values of goods or services.
B. Transactions between individuals wherein they try to gain as much
as conceivable while paying the least amount possible.
C. This transaction is limited only to money in exchange of goods or
services.
D. The giver is expected to gain something in return
64. LONGTEST#1
64
8. Which of the following best describes insurance and
companies?
A. Transcend boarders in pursuit of common cause
B. Develop and support economic growth especially for the
poor
C. Propose insurance policies to public either by selling it
directly to a person or through an employer’s benefit plan.
D. Manage withdrawals and deposits as well as supplying
short-term loans to a person and small-scale businesses.
65. LONGTEST#1
65
9. Which of the following statements are correct about corporations?
1. A corporation is a legal unit that is distinct from its owners.
2. A corporation has the right to enter contracts, loan and borrow money, hire employees, own
assets, and pay taxes.
3. The primary goal of corporation is to develop and support economic growth especially for
the poor and marginal portion of the society
4.Corporations manipulate political, economic, social, and institutional decisions across country
boarders.
A. 1
B. 1and 2
C.1,2 and 3
D.1,2,3 and 4
66. 10. How can developmental agencies contribute meaningfully to
the society?
A. By utilizing jointly owned enterprise
B. Through selling insurance policies through an employer’s
benefit plan
C. By providing support for economic growth especially for the
poor and marginal portion of the society.
D. Via manipulation of political, economic, social, and
institutional decisions across country boarders
LONGTEST#1
66
67. LONGTEST#1
67
BANKS / COOPERATIVES/TRADE UNION /DEVELOPMENT AGENCIES /TRANSNATIONAL
ADVOCACY GROUPS/CORPORATION /INTERNATIONAL ORGANIZATIONS/INSURANCE AND
COMPANIES/INVESTMENT BANK/RETAIL BANKS
1. Also known as labor unions and is consist of workforces who have come
together to attain mutual goals.
2. Frequently operated by farmers or consumers for their mutual benefits.
3. financial institution that receives deposits from the public and generates credit.
4. The goal of this institution is to help the poor and marginal portion of the
society. So, they may have opportunities for income and decent employment
5. Organizations which are devoted into manipulating political, economic, social,
and institutional decisions across country boarders
68. LONGTEST#1
68
BANKS / COOPERATIVES/TRADE UNION /DEVELOPMENT AGENCIES /TRANSNATIONAL
ADVOCACY GROUPS/CORPORATION /INTERNATIONAL ORGANIZATIONS/INSURANCE AND
COMPANIES/INVESTMENT BANK/RETAIL BANKS
6. Manage withdrawals and deposits as well as supplying short-term loans to a person and
small-scale businesses
7. A bank that purchases large holdings of newly issued shares and resell them to investors
8. Offers insurance policies to public either by selling it directly to a person or through an
employer’s benefit plan.
9. International Red Cross is an example of this non-state institution.
10. A legal unit that is distinct from its owners. Moreover, corporation has the right to enter
contracts, loan and borrow money, hire employees, own assets, and pay taxes.
69. LONGTEST#1
69
Compose and write at least five words base on your own
idea/s that may define the Social Roles and Functions of
the presented types of Nonstate Institution to you as well
as to your community. 10 POINTS
Relevance- 5
Accuracy- 5
TOTAL- 10
71. 71
WEEK 2 LESSON
FORMAL EDUCATION- A formal education comprises of an
institution (school) and trained teachers that will facilitate the learning
process.
Previously education in the Philippines usually spans 14 years, 6
years in the primary, 4 years in secondary and 4 years in higher
education leading to bachelor’s degree.
But since the implementation of K12 program, the span of year
students spend in secondary had increased to two years. So the
additional years had made the span of 16 years, and plus the early
entrance of 5 years old pupils to start the K 12 program.
72. 72
The Foundation Policies of K 12 program is found in
President’s Campaign’s 10 point Agenda for Education, Social
Contract with the Filipino People, includes; making education the
central strategy for investing in people, reducing poverty and
building national competitiveness.
Becoming trilingual as a country: Learn English well and
connect to the world. Learn Filipino well and connect to your
country. Retain your dialect and connect to your heritage” (Sarvi,
2015).
The very reason why, the medium of instruction in our school
system nowadays is both in English and in Filipino , and those who
are in provinces uses their own dialect in teaching, especially in
the primary years.
73. 73
NON FORMAL EDUCATION IN THE PHILIPPINES
The Bureau of Continuing Education was created from
Education Act of 1982 Section 24 from the office of Nonformal
Education. Under Aquino government the Bureau of Nonformal
education was created under the Executive Order No.117, in
Article 14 sec 2(4) of 1987 Philippine Constitution;
“The state shall encourage, formal , indigenous learning
system, as well as self-learning, independent and out of school
study programs, particularly this that respond to community needs;
and provide adult citizens, the disabled and out of school youth
training in civics vocational efficiency and other skills”
(“Philippines Nonformal Education” , 2019)
74. 74
NON FORMAL EDUCATION IN THE PHILIPPINES
The creation of NFE leads to the establishment of Technical Education and
Skills Development Authority known as TESDA. This agency is created to
promote non-degree technical programs. Furthermore, it is also in charge in the
skill orientation, training, and development of out of school youth and
unemployed adult.
Another non formal school is ALS (Alternative Learning System) it is parallel
to an existing formal instruction only it is offered for those students who were
not given a chance to complete their basic education due to many reasons. “The
Governance Act for Basic Education otherwise known as the Republic Act 9155
stipulates the establishment of the Alternative Learning System (ALS) to
provide out-of-school children, youth and adults population with basic
education.” (About Alternative Learning System, Deped, n.d.)
75. 75
SEAT WORK # 2
•
1. What are the
reasons for K12
program ?
76. 76
SEAT WORK # 2
2. What are the
reasons for having
English or Filipino or
some dialects as the
medium of
instruction in the
school?
•
77. 77
PRIMARY FUNCTIONS OF EDUCATIONS
Develop a Productive Citizenry – A productive citizen is
greatly influence through his/her education. An individual
learns to socialize in the school, once the learner enters the
school he or she would be involve in a community and that
involvement would lead to a lifelong learning of values that
will shape an individual.
78. 78
PRIMARY FUNCTIONS OF EDUCATIONS
Develop a Productive Citizenry – Together with this, a
curriculum designed by the state will have an additional
means of shaping the individual’s intelligence. Furthermore, it
is through education that an individual is taught to have a
positive view towards liberty and democracy as well as the
view about government authority. With this an individual
would learn to do the value of doing what is right to be a
useful and concern citizen of this country.
79. 79
PRIMARY FUNCTIONS OF EDUCATIONS
Promote self-actualization – In Maslow’s hierarchy of needs
the last to be achieved must be the self-actualization, where a
person must realize the sense of self sacrifice, where the person
no longer think of himself/herself but what he/she can
contribute to the community.
80. 80
PRIMARY FUNCTIONS OF EDUCATIONS
And education has the way to help this person achieved this. It is
through education that an individual learn the value of self and
the purpose of his/her existence. In this regard the educators
must aim to help the learners to discover personal meanings and
develop their own perception of themselves and their
environment.
81. 81
PRIMARY FUNCTIONS OF EDUCATIONS
One common value the Filipinos have is the
prestige of educational attainment among
family members. It is the pride of every
Filipino family to have children who have
attained higher education.
82. 82
PRIMARY FUNCTIONS OF EDUCATIONS
Generalization
There are two functions of education :Develop a
Productive Citizenry – the goal here is to make every
citizen of the country to be beneficial not only to their own
family but also to others.
And the role of the government I to provide a fitted
curriculum in the formal or nonformal education.
83. 83
PRIMARY FUNCTIONS OF EDUCATIONS
Generalization
Another function of the education is to promote self-
actualization this will help each individual to find
their self-worth through the provision of a quality
education.
84. 84
EDUCATION AS BASIC HUMAN RIGHT
It is a common knowledge that education is basic human rights
of everyone. All nation would agree that the answer to poverty is
education. However there are those who opted to hold guns than
pencil due to exposure to wars and conflict, so the idea of education
as an answer to poverty and as a basic human right is set aside.
In the Philippines, education has become fairly important to
many deprived families. Since this is their only hope to uplift their
condition economically. Unfortunately, due to many reasons quality
of education is affected by cycles of societal problems such as
worsening of poverty condition and deterioration of family values.
85. 85
EDUCATION AS BASIC HUMAN RIGHT
All the same, the Education for All movement lead by
UNESCO in 2015 endeavors that all children,
particularly in difficult circumstances, and those
belonging to ethnic minorities should have access to
a free and compulsory education of good quality.
86. 86
Generalization
Education for All movement lead by UNESCO in 2015
where the institution proposed that all children all over the
world should have a quality education.
In the Philippines , education is highly valued because
most Filipino families because this is the only way the
each family could be economically lifted from poverty.
87. 87
What I Have Learned
1. A formal education comprises of an institution
(school) and trained teachers that will facilitate the
learning process. And K 12 program is an education
system under the Department of Education that aims
to enhance learners' basic skills, produce more
competent citizens, and prepare graduates for lifelong
learning and employment.
88. 88
What I Have Learned
2. Under Aquino government the Bureau of Nonformal
education was created under the Executive Order
No.117, in Article 14 sec 2(4) of 1987 Philippine
Constitution
3. NFE leads to the establishment of Technical Education
and Skills Development Authority known as TESDA. This
agency is created to promote non-degree technical
programs
89. 89
What I Have Learned
4. ALS (Alternative Learning System) it is parallel to an
existing formal instruction only it is offered for those
students who were not given a chance to complete their
basic education due to many reasons
90. 90
What I Have Learned
5. There are two primary functions of
education namely; develop productive
citizenry and promote self-actualization.
6. Everyone is entitled to education because it
is a basic human rights
92. 92
PERFORMANCE TASK # 1
POSTER MAKING
Materials: Poster-making materials, online resources, canva
Significance: Students will create a campaign advocating for
education as a basic human right.
Instructions:
1) Research and gather information on the importance of
education as a human right.
2) Design a poster that communicates the message and
significance of education rights.
3) Present your campaign to the class and discuss strategies for
promoting education rights.
Examples: The dowry given by Muslim groom to his prospective bride is tantamount to the wealth and educational attainment possessed by the later
Example: In the Philippines, most often than not, the eldest child expresses generalized reciprocity to their family by graduating and in exchange they will be providing means to sustain the academic needs of their other siblings.
Example: One good example is the business transaction between Filipino artists and advertisement company. Artists will perform activities that are required of him or her by the said advertisement company in exchange for publicity and exposure.
Example: Example business ventures offered to you by persons you do not have personal relationship with.
Example: Taxes are collected from individuals based on their income. The money collected is distributed to other members of society through different government programs. Charitable donation functions similarly.
Example: Transaction that uses money in exchange of goods or services.