Power of One outline and final project

Sep 11th, 2015
Sigchi4life
Category:
Social Science
Price: $40 USD

Question description

Outline and Final Project Power of One EDU635 (Education Ashford Univ)

First I need an outline of the final paper

Review the requirements for your final paper and post a draft outline in the discussion forum.  Note any items that you would appreciate feedback on or include portions of your narrative that you would like reviewed.

Then the Final Project

Power of One

You have been learning about how developmental assets can be built into your instructional models and how to use that knowledge to support community-wide efforts to strengthen and support the adults and youth in your community, including identified classifications of Latino, African-American, and youth with disabilities.  
   
We have identified and evaluated the existing programs in your community based on the 40 Developmental Asset model and brainstormed ways that you can use that model to create or  support the existing programs within your local school and/or community. 

Using reflection and analysis, you identified a specific initiative that meets an identified need in your community and has the potential to be immediately incorporated into your instructional setting or community.

Your final project is composed of three different categories that will be submitted as a complete unit. These categories include:

  1. A multi-media presentation or slideshow created in a program of your choice (PowerPoint, Google Presentation, Prezi, etc.) that you can use to introduce your initiative to your students, parents, and/ or community.
  2. Created resources and handouts that support your presentation and initiative.
  3. An eight- to twelve- page paper that outlines your processes and can be used to introduce and support your initiative.
Your multi-media presentation or slideshow can be created in a format of your choice (Microsoft PowerPoint, Google Presentation, Prezi, etc.) and should last between 5 – 15 minutes when presented orally.

Your presentation should cover, but is not limited to: 
  • The purpose of your initiative, vision, and mission  
  • A brief overview of the 40 Developmental Assets
  • A graphic of your community based on researched data
  • How your initiative will support or create a positive environment and/ or enhance an existing program or practice using proven methods with and for young people
  • A reference slide citing all sources using APA format
Your created resources and handouts include the final draft copies of the Student Handout created in Week Three, Resource Table finalized in Week Four, and Communication Guide created in Week Five.

Your written paper should be between eight- to twelve- pages (excluding title and reference pages), double spaced and formatted to APA style.

Your paper should include the following topics/ headings:
  • A brief description of your initiative, vision, and mission
  • A narrative summary of your community’s demographics including those that are related specifically to the 40 Developmental Assets as outlined in your text
  • A graphic or written narrative that outlines the steps that you have taken, or will take, to achieve your vision
  • A reflective narrative on how you arrived at your initiative based on your community needs as outlined in the demographics and your thought process for developing your mission/vision statements
  • The specific internal and external assets you focus on and why
  • How your initiative addresses at least four of the Five Action Strategies as identified in your text
  • A short written explanation outlining your evaluation process
  • Your plan for growing and sustaining your initiative
You may use any or all of the instructional materials you have created during our course. Your completed final project should utilize a minimum of five credible sources, excluding your text book.

Below is the first part 1 of the project in case you need some help with what I am doing.

The Power Of One (Part 1)

Terra Smith

EDU635: Community & Youth Development

8/24/15

  In the County of Greenville the main problem they seem to be facing is a high rate of juvenile arrests. The purpose of this paper is to outline a plan that will facilitate youth to undertake a twofold initiative in their community. First to assist in a peer mentorship program and secondly to find a safe place for youth after the school day has ended. The goal is to keep their peers engaged in educational studies and off the streets, and to help reduce the juvenile arrest their community.

  As previously discussed in Week 1 Assignment, the total population in Greenville County is 461,299 and 104,821 of population is under the age of 18.  The average household has 2.5 members and the median household income in Greenville County is $48,518, with 14.7% currently living below the poverty level (Greenville County QuickFacts from the US Census Bureau, 2012). Greenville County appeared on the list of the 100 largest school districts in the United States for several years. Greenville County now serves over 70,000 students with 93 elementary and secondary schools and averages a 16.5:1 student to teacher ratio. In 2011, 85% of Greenville’s population had a high school diploma or more. The national Averaged Freshman Graduation Rate for the high school students in the class of 2008–2009 was 75.5% (The Condition of Education, 2012). Greenville County’s average is considerably higher than the national average despite the fact that the state of South Carolina falls within the bottom ten states for high school graduation rates. The demographics in the Greenville County Schools are an obvious result of the ethnic demographics of the entire population but the balance is slightly different. All minorities combined in the population only account for about one fourth of the county’s population while minorities represent just over one third of the combined school’s population.  The major concern was that almost one fourth of the county’s population is under the age of 18. It is very important to provide resources and productive outlets for this area youth. Although there are several programs that are geared toward the younger aged children, it seems that venues for teenage children are in great lack, which is reflected in the juvenile crime rate.  News included numerous crimes involving teenagers. A 17-year old was arrested after a tip lead to the discovery of an assortment of weapons in his car. Four teens may be tried as adults after killing a homeless man and hiding his body in a trash can. A 20-year old man is arrested for prostituting a 13-year old girl and a 16-year old girl. Juvenile arrests are the highest they have been in ten years (WYFF Greenvilles Channel 4, 2012). These atrocities are a result of a variety of elements and a lack of purpose and support for this age group may be one of those contributing factors.

  The mission is to provide resources and productive outlets for the youth in this area.  The goal will be to focus on assets building to increase youth involvement in the community and to use their ideas as to what they want to see take place in their community. There are many different sectors within communities that can assist with this. The goal is to bring those sectors together in one place and present the plan (Fisher, 2008).  First, to get started there will be an evaluation of the available assets and resources. Next, we need to develop strategies to gain buy in from all possible stakeholders within the community. Then we can implement the plan (Fisher, 2008).

Table 1 shows the asset category, purpose, and usage.

CATEGORIES OF HUMAN DEVELOPMENT

IMPORTANCE

ORGANIZATIONS

EMPOWERMENT

Be patient with youth. Keep them safe and protect them. Teach youth to serve others. Use youth as resources

Our church has a senior citizens ministry where youth go to visit and read to the seniors or assist with light duties.

Use youth as mentors to their peers to assist in homework; Use youth to gain ideas for youth involvement. Youth can set examples in assets values like serving others.

BOUNDARIES AND EXPECTATIONS

Set the rules and be consistent. Have boundaries for school and neighborhood. Be a positive influence and have high expectations of your youth. It’s okay for you to tell your child that you are sorry.

Big Brothers and Big Sisters Organizations; Parents and partners model happy relationships. Other adults model positive relationship towards youth.

CONSTRUCTIVE USE OF TIME

Let experience activities and have hobbies that are challenging and fun. Do things to build their confidence.

Boys Scouts, Boys and Girls Club

COMMITMENT TO LEARNING

Teach children that it is okay to learn, Set goal together with your child. Praise their success. Bond to the school

Parents get involve with homework. Motivate them to learn. Parents can purchase school T-shirts, take pride in your child’s school. Other adults can help motivate youth

POSITIVE VALUES

Caring, showing integrity, taking responsibility for your actions, and being honest. Having a don’t quit attitude. Being resilient.

Parents don’t always get the child out of trouble. Local churches reinforce honesty and integrity. Girl Scouts and Boy Scouts help develop youth in these areas.

SOCIAL COMPETENCIES

Respect and knowing how to resolve conflict.

Mentorship programs at church;  Big Brothers and Big Sister Organization

POSITIVE IDENTIY

Self-esteem, power, knowing who you are.

Mentorship, Big Brothers and Sisters

 

Table 2 Shows how they are used in a specific organization.

Program

Mission

How they Engage

Assets

Victory Headquarters

To enlighten and encourage all mankind through living, sharing and teaching the gospel of Jesus Christ.

Engage through teaching values, mentoring and providing monetary incentives.

Support, empowerment, constructive use of time, commitment, positive values and social competencies

Boys and Girls Club

To enable young people to be caring and productive citizens

Provide a safe environment, establish relationships with professional adults.

Support, empowerment, constructive use of time, commitment, positive values and social competencies.

Big Brothers and Sisters

To mentor and support youth

Provide mentors to children that may be at risk without intervention

Support, empowerment, constructive use of time, commitment, positive values and social competencies.

Public Schools

To provide an education for all youth

Through providing a nurturing and caring learning environment

Commitment to learning, positive values, social competencies and positive identity.

References

Fisher, D. (2008). Quick-start guide to building assets in your prevention program. Minneapolis,

MN: Search Institute.

Greenville County QuickFacts from the US Census Bureau. (2012, December 6). State and

County QuickFacts.

Greenville News, Greenville, South Carolina Local News and Headlines - WYFF Greenvilles

Channel 4. (2012). Greenville News, Greenville, South Carolina News, Weather and

Sports - WYFF Channel 4 Greenville.

The Condition of Education - Elementary and Secondary Education - Student Effort, Persistence

and Progress - Public High School Graduation Rates - Indicator 32 (2012). (2012).

National Center for Education Statistics (NCES) Home Page, a part of the U.S.

Department of Education.


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