one page as a (personal assessment) about the Final social action project

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Humanities

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Hello,

This is a group work, and even member did their part on this final project, and the professor wants every member in the group to write about what he\she did.

I attached the general outline of our duties for this social action project, it has three names and every name has their duties, and I would like you to write about the duties for (Madhawi) that is in red color.

Also, I attached one of the group's member paper(her personal assessment) to have an idea how to write this paper. ( we are one group and doing the same project but different role).

- We met as group on Friday April 07 at 5:00pm in person.

I attached the outline for this project and Gantt chart just to review it and have an idea about the project. my name is (Madhawi).

.......

This is what the professor wants us to cover in this paper:

write a document in which you describe how you have been performing within the group, and Be sure to review the Project Outline and Gantt chart you you did before.

This document should be a frank assessment of your performance as it relates to benchmarks and milestones for which you are responsible. Therefore, in your assessment include the date, time and format which your group used to meet (conference call, in person, Skype etc). Since each group member will be submitting their performance assessment, it will be obvious from the submissions if the group has not met to review the group progress as a whole.

The grading for this assignment (worth 50 points) will be as follows:

1) Completeness of response: covers all of the items mentioned in the assignment description above (20 points)

2) Identification of benchmarks and milestones: presents specific benchmarks and milestones and includes relevant assessment (20)

3) Organization of document: effort is exerted to organize the assessment components in a manner that is easily understandable and meaningful (10)

Unformatted Attachment Preview

Outline of Responsibilities Madhawi • • • Invite local schools/students o DC Prep o Hope Academy o Dunbar High School o Brookland Middle o Wilson High School Secure sponsors o Howard University School of Social Work Student Council Association (HUSSWSCA) – Food o Liberated Art – Marketing Project Manager o Monitor planning progress o Maintain database of contacts Brittini • • • Secure workshop facilitators Secure sponsors Secure prizes, give-a-ways, & decorations Kameko • • • • Secure location Secure sponsors Develop workshop agenda/curriculum Function as a liaison for Beacon House community and group Kameko Johnson-Styles April 9, 2017 Personal Assessment The group met in-person on Friday, April 7tth at 5:00pm to discuss our personal assessment and to finalize any outstanding tasks that need to be completed before the event on Friday, April 14. My role within this group is central to the planning the event. Serving as a liaison between the group and Beacon House (BH), I was able to secure the location, assess the community wants/needs, and collaborate with target population to plan the details/agenda of the workshop. In addition, I assisted the group with securing sponsors (Howard University Office of Resident Life, and SEEDs for the Village) and developing the curriculum. Due to a considerable amount of changes in planning, schedule conflicts, school obligations, and a few bouts of procrastination, it was difficult to meet some of my benchmarks in a timely fashion. Contrary to the original idea a half-day youth summit, the event changed to a 1½-hour workshop. My responsibilities listed in Gantt chart submitted earlier in the semester shifted, and the dates of completion were pushed back. For example, I was supposed to do create a social media page(s) and Eventbrite for the event during weeks 1 and 2 of planning. Concerned with liability issues, Beacon House staff highly encouraged us to keep the program offline and use physical flyers and posters to advertise. At the organization’s suggestion, I removed that as a task. Once the date was finalized and marketing materials were received, I displayed the posters and helped BH youth with passing out filers in community. On the day of the event, I will assist with set up/breakdown, serve as a co-facilitator, provide opening and/or closing remarks, and assist with handing out prizes. Gantt Chart Youth Development: Beacon House Youth Summit ACTIVITY PLAN START PLAN DURATION Period Highlight: ACTUAL START Group Design mission and purpose of youth summit 1 2 Group Outreach funding resources 2 5 Kameko Marketing (social media)/ flyers 3 3 Group Find location to hold summit 1 1 Brittini Confirm facilitators for summit 4 3 Create an agenda of events for day of youth summit 4 4 Locating schools to invite to the summit 2 4 1 Locate corporate sponsors 1 5 1 Creating E-vites/send out evites to students 3 5 Create database for entering information of people who register. 4 5 Arrange for food catering/sponsors 4 5 Group Madhawi Group Kameko Madhawi Brittini ACTUAL DURATION PERCENT COMPLETE 50% 1 0% 0% 1 1 100% 0% 0% 20% 20% 0% 0% 0% 1 Plan Duration PERIODS 1 2 3 4 5 6 7 8 9 % Complete Actual (beyond plan) % Complete (beyond plan) 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 Running head: POSITIVE YOUTH DEVELOPMENT Enhancing Positive Youth Development through Education, Community Engagement, and Social Justice for Minority Youth in Northeast Washington, DC: Beacon House Youth Summit Madhawi Alkhamis Brittini Johnson Kameko Johnson-Styles Howard University 2 POSITIVE YOUTH DEVELOPMENT Project Overview The proposed social action project will be a youth summit to be held at Beacon House (BH), a community-based, nonprofit organization stationed at the Edgewood Commons apartment complex in the 5th ward of Northeast Washington, DC (DC). In short, BH’s mission is to cultivate positive youth development through education, athletics, nutrition, and culture so that they become productive adults in society (beaconhousedc.org). Hosting approximately 400 youth in the DC metropolitan area among their programs, roughly 90% of BH youth live in lowincome households and/or belong to racial/ethnic minority populations. Taking into account the current political, socioeconomic, and racial/ethnic challenges in society, it is imperative for vulnerable populations to be engaged in civic processes. According to the Center for the Study of Social Policy (CSSP; 2010), to promote, encourage, and establish life-long sustainability in civic participation, it is critical to engage youth in activities before they reach the age of majority. Broadly defined, civic engagement is political and non-political actions taken to prevent and/or improve the conditions of communities (CSSP, 2001). Therefore, the purpose of the summit is to offer age appropriate workshops that provide approximately 50 youth (11 – 18 years), with tools to encourage them to use their civic and political voice to help their communities thrive. The goals of the youth summit are to (1) educate participants on their rights and the importance of civic engagement, (2) provide community engagement strategies for participants to be involved in the community, and lastly (3) teach participants conflict resolution, problemsolving, and coping skills. In efforts to achieve listed goals, the objectives for each goal are respectively: (1) 80% of summit participants will learn basic civil rights (2) participants will learn at least 3 ways to engage with their community; (3) 75% summit participants will learn 3 POSITIVE YOUTH DEVELOPMENT how to effectively resolve conflicts, solve problems, and demonstrate coping skills through observing and/or participating in role play. As previously stated, civic engagement has implications on personal and community well-being, the vitality of democratic operations, and the overall functioning of the United States. With that in mind, low-income and/or minority persons typically have lower participation in civic processes than those of majority culture and higher socioeconomic status (Foster-Bey, 2008). With special consideration to DC, since it has not attained statehood, being engaged locally is paramount. Aligning with the Black Perspective of Howard University (howard.edu), this summit will teach youth about the unique experiences of racial/ethnic minorities with regard to social justice and ways to circumvent it negative effects. In addition, the summit will focus on highlighting, building and affirming their strengths. Planning Benchmarks The youth summit is expected to be piloted in BH’s main level campus (601 Edgewood St. NE, suite 15) on Friday, April 7, 2017 from 5:00pm – 8:00pm. Beacon House will partner with students of Howard University School of Social Work to organize and execute the youth summit. Proposed guest speakers include Kenyan McDuffie, 5th Ward Councilmember, Kondwani Fidel, author, poet, activist, and educator (Baltimore City Public Schools). Key Promotion Tools Instagram and Eventbrite are social media platforms that will be used to promote the youth summit. At minimum, each person on the planning committee will make two posts per day on Instagram. Eventbrite will be used to send electronic invitations to stakeholders, and allow attendees to make ticket reservations. Alternatively, traditional advertisement will consist 4 POSITIVE YOUTH DEVELOPMENT of promotional flyers and poster/bulletin boards. The flyers will be issued to youth who live in the Edgewood-Brookland community and posted at local middle and high schools. Assessment Strategy To assess the effectiveness of the summit, the organizers will use Kilpatrick’s four levels of evaluation, which measures the attendees’ reactions, learning, behavior, and results (Kirkpatrick, 2014). Evaluation forms will be provided at the end of each workshop as well as at the end of the summit. The forms will include open- and closed-ended questions. Examples of open-ended questions are “List three ways you can engage with your community”, “What did you enjoy most about the summit”, and “What would you do like to see at the next summit?” Conversely, examples close-ended questions are, “Indicate your overall satisfaction with the summit” (very satisfied – very dissatisfied), “Did you find the activities useful” (yes/no), and “Will you be able to use what you learned in your community?” The goal is to determine if the summit was informative, what information/workshops are the most and least valuable, what could be changed, as well as request recommendations for future summits. Follow-up surveys could be used at 3 month intervals to determine if attendees increased their level of civic engagement subsequent to the summit. 5 POSITIVE YOUTH DEVELOPMENT References Beacon House. (n. d.). Our mission. Retreieved from http://www.beaconhousedc.org/ourmission/. Center for the Study of Social Policy (2011). Results-based public policy strategies for promoting youth civic engagement. Retrieved from http://www.cssp.org/policy/papers/Promoting-Youth-Civic-Engagement.pdf. Foster-Bey, J. (November 2008). Do race, ethnicity, citizenship, and socio-economic status determine civic-engagement? The Center for Information & Research on Civic Learning & Engagement. Retrieved from http://civicyouth.org/PopUps/WorkingPapers/WP62_Foster.Bey.pdf. Howard University School of Social Work. (n. d.) Strengthening diverse families and communities: Vision and mission. Retrieved on from http://www.howard.edu/schoolsocialwork/about/default.htm. Kirkpatrick, J., & Kirkpatrick, W. K. (May, 2014). The Kirkpatrick four levels: A fresh look after 55 years 1959 – 2014. Retrieved from http://www.kirkpatrickpartners.com/Portals/0/Resources/White%20Papers/Kirkpatrick% 20White%20Paper%20-%20May%202014.pdf. Gantt Chart Youth Development: Beacon House Youth Summit ACTIVITY PLAN START PLAN DURATION Period Highlight: ACTUAL START Group Design mission and purpose of youth summit 1 2 Group Outreach funding resources 2 5 Kameko Marketing (social media)/ flyers 3 3 Group Find location to hold summit 1 1 Brittini Confirm facilitators for summit 4 3 Create an agenda of events for day of youth summit 4 4 Locating schools to invite to the summit 2 4 1 Locate corporate sponsors 1 5 1 Creating E-vites/send out evites to students 3 5 Create database for entering information of people who register. 4 5 Arrange for food catering/sponsors 4 5 Group Madhawi Group Kameko Madhawi Brittini ACTUAL DURATION PERCENT COMPLETE 50% 1 0% 0% 1 1 100% 0% 0% 20% 20% 0% 0% 0% 1 Plan Duration PERIODS 1 2 3 4 5 6 7 8 9 % Complete Actual (beyond plan) % Complete (beyond plan) 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60
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Surname 1

Student’s name
Professors’ name
Course
Date
Personal evaluation
The group met in-person on Friday, April 17th at 5:00 pm to firm up any exceptional
activity that needed to be accomplished and discuss our final evaluation before the occasion on
Friday, April 14. My role in this group is central to the invitation, ensuring all the plans went as
planned and...


Anonymous
Awesome! Perfect study aid.

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