Community resources brochure

This assignment provides students with an opportunity to develop and share practical knowledge and

skills that
will assist them in their practice in any setting that serves children, youth and families facing adversity.
In terms of specific learning outcomes, upon completion of this assignment students will:
• Increase their knowledge of assessment and intervention approaches
• Increase their ability to consume published research
• Further their critical thinking abilities about policy-related issues
• Develop skills in specifying learning objectives
• Increase skills in developing materials for professional meetings/presentations
Description: Student-colleagues will be assigned to A target population of youth who are at risk (e.g.

juvenile delinquency, gangs, depression, gender differences, or sexual orientation). Students will create a

brochure by finding evidenced based programs and community interventions that serve the assigned target population.
Students will write a one-page reflection discussing the process of finding resources including any

difficulties encountered. Students will attach a list of references to the reflection paper.

Sample Solution

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Geography HW

Answer the following questions in your own words in the space provided. 
Points will be deducted if you copy of paste from another document or text-book.

1.    List the principal layers of that constitute the Earths interior  (75 words).            5 points

            What is the principal evidence to support our knowledge of the Earths interior?

2.    List three principal differences between rocks and minerals.              5 points
(Note: the differences must be mutually exclusive, the characteristics must not be rephrased and repeated.)
Write down the characteristics corresponding to rocks and minerals in the following columns.
Rocks                        Minerals

3.    Fill-in the following with reference to the three principal types of rocks        5 points
Name the principal type of rocks:
How is it formed?
Two examples of this type of rocks:
Name the principal type of rocks:
How is it formed?
Two examples of this type of rocks:
Name the principal type of rocks:
How is it formed?
Two examples of this type of rocks:

Final Paper: Live and Virtual Public Speaking

Write a 4-5 page paper reflecting on what you have learned in this study. Address the issues below. There is no right or wrong answer but you must discuss specifics. You may wish to reference subtopic areas related to speaking that we have covered such as Introductions and Conclusions or speaker credibility or other material from the text and online. Ideally the paper would be a nice balance between the objective (referencing material from Lucas) and subjective (your own thoughts and experiences).

Include the following reflections on speaking to a live audience vs. speaking to a computer-mediated audience:

What challenges did you face with your recorded speeches and were they different or the same for your live speeches?
What qualities must a speaker possess to effectively communicate when communication is mediated by the computer? in real time on site?
What did you learn about yourself as a public speaker from viewing the recorded speeches?
What areas of public speaking do you now feel more comfortable with?
Consider feedback from others about your speeches. What specific aspects (e.g. nonverbals, body language, tone of voice speaking rate, intro and conclusions, etc.) would you like to work more on for future speeches?
How will your learning in this course help you with future recorded speeches (virtual interviews, etc.) and/or live speeches?
Finally, what are your next goals for your lifelong journey at becoming a speaker?

Family Therapy Program for Juvenile

In Section A, decide which type of evaluation approach best fits your policy or program, and state why.  Discuss and consider impact evaluation, performance evaluation, or efficiency evaluation.  It is important to explain why you chose this approach and explain why this approach will satisfy each of your stakeholders.

In Section B, determine whether the three prerequisites for evaluation have been met. It is important to detail how each has been met. Do not just answer the question as yes or no.

In Section C, you will develop outcome measures based on your objectives identified in Stage 2. Restate each objective and, for each, explain exactly how  you will measure whether the objectives that you identified are being achieved and whether your policy or program is achieving the desired effect.  Be specific.

In Sections D and E, you will identify potential confounding factors, and you will consider and determine techniques for minimizing confounding effects. Your potential confounds are biased attrition, biased selection, and historical confounds.  Which are present, and which technique for minimizing these effects would be most useful to your program or policy? Be specific.

In Section F, you will specify the appropriate research design to be used.  Be sure to explain why your choice is preferable.

Finally, in Section G, you will identify the users and uses of your evaluation results. Review the stakeholders you identified in Stage 1. Who will be responsible for communicating the results of your evaluation? How will the results be used?

A. Decide which type of evaluation is appropriate, and why: Do major stakeholders (including those funding the evaluation) want to know whether the program or policy is achieving its objectives (impact), how outcomes change over time (continuous outcomes), or whether it is worth the investment of resources devoted to its implementation (efficiency)?
B. Determine whether three prerequisites for evaluation have been met: (1) Are objectives clearly defined and measurable? (2) Has the intervention been sufficiently well designed and well implemented? (3) Was the intervention implemented properly?
C. Develop outcome measures based on objectives: Good outcome measures should be valid and reliable.
D. Identify potential confounding factors (factors other than the intervention that may have biased observed outcomes): Common confounding factors include biased selection, biased attrition, and history.
E. Determine which technique for minimizing confounding effects can be usedrandom assignment or nonequivalent comparison groups: Each involves creating some kind of comparison or control group.
F. Specify the appropriate research design to be used: Examples include: the simple pretest-posttest design; the pretest-posttest design with control group; the pretest-posttest design with multiple pretests; the longitudinal design with treatment and control groups; and the cohort design.
G. Identify users and uses of evaluation results: Who is the intended audience, and how can results be effectively and efficiently communicated? How will the results be used?