BUILD YOUR SKILLSThere are a number of things to think about when starting a nonprofit organization.Here is a list, along with the major steps to take.SKILLBOX: STARTING A NONPROFIT (OR NOT)Nonprofits are a means for organizing around a mission in a way that focusesinterest and effort while allowing for favorable tax treatment. As of 2015, therewere more than 1.5 million tax-exempt nonprofit organizations in the UnitedStates1or about one for every 200 people. Of those organizations, nearly 1.1million were 501(c)(3) public charities.2Clearly, nonprofits are widely used toaddress public-serving purposes. The following steps provide guidance when decidingwhether creating a nonprofit is the best route:Think Long and Hard about Why, Where, and When It Makes Sense toStart a New Organization. Remember: Most start-ups fail, whether for-profitor not-for-profit. Ask these questions:• Will this organization serve a niche that is already being served? If not,• Do enough people care about it that funding is likely? If yes,• What would the elevator speech be? This is a one minute explanation of theorganization, its purpose, activities, and its stakeholders. This will be importantfor enlisting support of funders, volunteers, and staff. If the speech comeseasily to mind then,• What funding sources are possible? If there are enough then,• What other organizations are already providing a similar service? How wouldthis organization be different? If the answer is obvious, then perhaps it is timeto proceed.Engage a Group of Interested People. A nonprofit is not owned or controlledby any one person, not even the founder. It is accountable to multipleconstituencies: its board of directors and officers, the philanthropic communitywithin which it will secure funding, the stakeholders who will benefit from theservices rendered, and the volunteers it will engage, among others. Engage representativesfrom all the constituencies the organization will touch to discuss itscreation and what its goals should be.Develop a Plan. Nonprofits need a plan, just as businesses do. The plan setsforth the vision, mission and goals, the methods or activities that will be usedto achieve the goals and pursue the mission, resources needed (financial capital,human capital, and office space), and a timeline with target dates for when keysteps will be achieved. These steps include creation of the articles of incorporation122 PART II Capitalizing on the Power of People, Money, Informationand bylaws, legal incorporation, and approval by tax authorities. The plan shouldalso include a description of start-up funding that specifies revenue sources. Additionally,in an evaluation of opportunities and threats, the plan should specify theorganizations that have similar missions and it should explain how this one willdiffer. Threats caused by competition for resources should be delineated and thereshould be an explanation of how the organization will respond. The plan shouldalso contain an incremental vision for the organization in future years.Draft the Articles of Incorporation and Bylaws. Bylaws are the organization’srulebook. They specify everything from how officers and directors areselected to when meetings are held to when the fiscal year begins and ends. Allbylaws must comply with federal and state laws pertaining to nonprofit status.Establish Leadership. The board of directors is the governing body of theorganization. Board members should be a source of information, commitment,wisdom, and often, financial support.Create a Budget. Will money come from donations, grants, service fees,contracts, or some combination? Careful planning helps to reveal sources.Establish Management. Start-ups may rely on the same people to managethe organization as to lead it. As the organization grows, the need for staff willexpand. A website and logo will need to be created and maintained that marketsthe organization, its mission, and its activities.Think Again. Is a start-up nonprofit the right solution for the problem? Isthere a better way to address it? What will be the obstacles that pose the greatestthreats? Here are some alternatives:• If starting a new nonprofit is driven by a desire to make an impact in acertain area, then consider volunteering, serving on the board, or fund-raisingfor an existing organization with an aligned mission. Such engagementsupports the interest while providing visibility into nonprofit operationsand whether an unmet need really exists.• Alternately, establishing a local chapter of an existing global, national, or regionalnonprofit, like UNICEF, the American Cancer Society, or Goodwill Industries,can be the best of both worlds. The capacity and name recognition of the largerorganization can be leveraged, while still allowing for a local grassroots focus.3• Another alternative is fiscal sponsorship, where an existing public charity“sponsors” a start-up effort or specific project. The arrangement can extendthe sponsor’s tax-deductibility for donations and qualification for grant fundingto the nascent activity, while avoiding the necessity to create an organizationthat will compete for resources.CHAPTER 4 Organizing Principles 123• Finally, the boundaries between nonprofit and for-profit organizations continueto blur. An important consideration is whether the identified socialpurpose can be served more effectively through a private social enterpriseunbound by the restrictions placed on nonprofit organizations.4Hands-On Activity: Determining the Need for a New NonprofitThe goal of this activity is to simulate the early stages of establishing a newnonprofit organization. Document the following tasks in a two-page professionalmemo written for an audience of potential funders for the new enterprise.Step 1: Identify a social need in which you are interested. The need could belocal, national, or international.Step 2: Conduct an environmental scan for organizations that work in theidentified space. In addition to their name, include some discussion of the geographicareas in which they operate and the level of organizational capacity (size,employees, programs).Step 3: Determine whether the existing organizations are sufficient to addressthe selected problem by identifying whether there are gaps in services orprograms.Step 4: Propose either a partnership with an existing organization, an extensionof a current program, or justify the need for an entirely new organization.Notes1. National Center for Charitable Statistics (NCCS). 2016. “Quick Facts aboutNonprofits.” Retrieved from: http://nccs.urban.org/data-statistics/quick-factsabout-nonprofits.2. Ibid.3. Fritz, Joanne. 2016. “Alternatives to Starting a Nonprofit: You Can Do GoodWithout Starting a Nonprofit.” The Balance. https://www.thebalance.com/alternatives-to-startin…4. Ibid.For Additional InformationFoundation Center. n.d. “Knowledge Base: Q: How Do I Start a Nonprofit Organization?”http://grantspace.org/tools/knowledge-base/Nonprof…/Establishment/starting-a-nonprofit.

Due 10/10/2019 by 7 PM EST

Respond to the blog posts of three colleagues in one or more of the following ways(BE detailed in response to fully highlight your level of critical thinking and understanding of the topic. Please include your agency in your references when referring to policies and/or procedures. Expand your feedback to colleagues to demonstrate your expertise as a consultant on the topic) Use 2 APA references

1. Share an insight from having read your colleague’s posting.

2. Make a suggestion to your colleague’s post.

Response to Shaquille

An explanation of how you have addressed evaluation or how you might address evaluation in your field education experience

During a hospice evaluation, a hospice representative will help the family determine whether the loved one qualifies for hospice care and will begin collecting information to help the hospice care team provide the best care for your loved one. During this time the families have the opportunity to evaluate the hospice provider and ask any questions they might have about the services, insurance and more. The evaluation process with LifePath is free, and there is no obligation to sign up with the hospice care provider at the end.

The hospice care representative via phone will first ask for some vital information, such as the loved one’s full name, address, and contact information for their medical referral. During this process it is needed to provide the loved one’s Medicare information, Social Security number, and the name of their physician. Next, the representative will ask where the loved one is currently living (in a hospital, at home, nursing facility etc.) and set up an appointment to meet with the nurse, family and loved one in person to continue discussing care options.

During this meeting, the family and nurse can begin making a plan for your loved one’s care. Direct feedback from the front lines of service proposes models of practice and evidence-based practice (EBP) for implementation in best delivery of practice (Wharton & Bolland, 2012). The hospice nurse will ask about their diagnosis, symptoms, discomfort, current medications, and health history to better understand their concerns and how the hospice team can help. This information is used to determine if they are eligible for hospice care and, if they are, to begin creating a customized care plan that properly addresses their needs.

If family choose to sign up with the hospice care provider by selection, they would be asked to sign the necessary paperwork to establish care. Families can end hospice services at any time by signing more paperwork and choose a new provider if necessary, or discontinue hospice care entirely if your loved one’s condition improves

References

Chapter Health System. (2018). LifePath Hospice. Retrieved October 9, 2019, 2019 from: https://www.chaptershealth.org/services-chapters-h…

Wharton, T. C., & Bolland, K. A. (2012). Practitioner perspectives of evidence-based practice. Families in Society, 93(3), 157–164. Retrieved from the Walden Library databases.

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Response to Charmaine

An explanation of how you have addressed evaluation or how you might address evaluation in your field education experience

Evaluation helps build the knowledge base of the social work practice (Unrau, Grinnell, & Gabor, 2007), identify the effectiveness of an intervention, and determines how organizations are funded, just to name a few. Organizations must be able to provide solid reasons for practices and interventions which can be done through evaluations.

According to Wharton and Bolland (2012), “Social work practitioners determine when and how to use evidence in their practice” (pp.1). At ChildNet evaluation is addressed on an ongoing base. We evaluate the client’s needs during assessments, we evaluate the quality and effectiveness of interventions by reviewing treatment plans and outcomes. Furthermore, as an intern with the agency, I am evaluated on my knowledge of the agency and my ability to collaborate with the agency’s stakeholders.

Reference

Unrau, Y. A., Grinnell, R. M., & Gabor, P. (2007). Evaluation in Social Work : The Art and Science of Practice (Vol. 4th ed). Oxford: Oxford University Press. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.or…

Wharton, T. C., & Bolland, K. A. (2012). Practitioner perspectives of evidence-based practice. Families in Society, 93(3), 157–164.

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Response to Marissa

Explanation of how you have addressed evaluation or how you might address evaluation in your field education experience

Evaluation is a large part of the work social workers do. Social workers can use evaluation in a variety of ways. They can evaluate their clients to determine progress they are making. This takes place in my field education experience. Every two months, we evaluate each client’s progress (KARC, 2019). During this process, we look at the current goals and objectives and determine if they have accomplished them or if they need to be changed. This evaluation allows the social worker to pinpoint how much progress the client has made and from there, they can determine how much longer they need in the program (KARC, 2019). Another way the evaluation is used in my field education experience is when we, as an agency, evaluate ourselves and the services we provide. This is done independently when we look at how our work is impacting the lives of the clients we work with. However, it is also done collectively during staff meetings. At this time, we will evaluate our programs and look at success rates (KARC, 2019). We will examine how many clients we currently have and how those numbers are changed. This evaluation teaches the agency, as a whole, what changes need to be made in order to improve our programs and better support clients. These evaluations also connect us with other agencies and give them information to base their referrals off of (Laureate Education, 2013). The evaluation process gives information to stakeholders, regarding the successes and weaknesses of our agency.

References

KARC. (2019). Retrieved from kennedyaddictionrecoverycenter.com

Laureate Education (Producer). (2013c). Evaluation [Audio file]. Retrieved from https://class.waldenu.edu

Complete the Study Guide

1. In the Declaration of Independence Jefferson derives a “right of rebellion” from the claim thatconsent is the rightful basis of all political authority. What is the logic behind this claim aboutconsent? Does the right of rebellion only apply against monarchs who abuse power? May it also beinvoked against other “despots,” e.g. Parliament? Or does the rise of representative governmentmake rebellion unnecessary, and also unjust? Explain, drawing on key texts to make your argument.

2. According to James I, the “divine right of kings” authorizes unlimited power for monarchs. Howdoes he make this argument in The Divine Right of Kings? How were opponents of monarchy inEngland able to use the doctrine to limit the power of Charles I, and expand the power ofParliament, according to Morgan? Is it possible to discover similar limits in the doctrine of “popularsovereignty,” such that representative governments may be reined in by those who fear majorityrule, or at least rule by bare majorities? Or is popular government unlimited and unchecked byvirtue of its claimed foundation in consent of the governed, as Loyalists like Chalmers feared?

3. What are the main principles of Calvinism, and how were they reflected in the Puritan project ofestablishing a “city on a hill” in Massachusetts Bay Colony? Was the Puritan theology reflect inthe distribution of rights and liberties among the colonists? How did the system of inclusion andexclusion in voting and office holding in New England reflect the primary goal of the colony? Inwhat manner did the content of the criminal codes and system of enforcement reflect on thetheology of the New England Puritans? Overall, did these aspects of New England impede orfacilitate cooperation with other colonies? Please explain with reference to key texts.

4. What implications does the Quaker (Friends) religious doctrine of the Inner Light have forconceptions of human nature? How does this contrast with the Five Points of Calvinism? Workingfrom the Quaker Inner Light, what political principles did William Penn hope to achieve in his“Holy Experiment” in Pennsylvania? How were Penn’s goals and theological principles extendedto the frame of government, voting rights, and qualifications for office? How did the laws andcriminal codes reflect this same Quaker thinking? Overall, did the qualities of Pennsylvaniacontribute to or detract from cooperating with other colonies for independence? Explain withreference to primary texts.

5. Which of the three colonial experiments – the model of Christian charity in Massachusetts, thepolity of “brotherly love” in Pennsylvania, or the Anglican stronghold of Virginia—was mostdemocratic? Which was least enthusiastic about declaring independence from Great Britain? Whatshould we conclude about the relation between the desire for independence and the commitment todemocracy in the American colonies on the eve of war in 1776, subsequent Declarations of Rightsand Frames of Government, or constitutions of the independent states?

6. “No taxation without representation” was a rallying cry for independence in the British colonies ofNorth America. What sort of representation did the colonists have in mind, and why was itnecessary in their view? Did their concept of representation depart from British understandings ofrepresentation in Parliament after the Glorious Revolution? If so, what accounts for this departure?If not, how did the colonies justify revolution?

7. What were the principal loyalist arguments against independence, including those advanced byChalmers in Plain Truth? On the basis of these arguments should we conclude that Loyalistsopposed representative government, or were their objections aimed at the specific type ofrepresentation embodied in Paine’s “simple government”? Explain, drawing on key texts.

8. What are the defects of mixed-government as Thomas Paine identifies them in Common Sense?Further, what are the defects of monarchy contained in his argument? What form does hisalternative “simple government” take on, and what arguments does Paine offer to recommend it?In light of Paine’s thoughts on government in Common Sense how might we expect him to judgethe various state constitutions being framed as he wrote?

9. What attempts were made to form a Union between the colonies prior to independence? Whatmotivated these attempts, what were their fates, and how did their structures compared with theeventual Articles of Confederation of the United States? What challenges to the adoption andoperation of those various attempted unions can be identified and how, if at all, did those sameissues reoccur for the Articles of Confederation of the United States?

10. What were the main arguments in favor of independence, according to Paine? How similar werehis arguments to those of the Continental Congress in its Declaration of Independence? Were thereany significant differences between Paine’s advocacy of independence and the reasoning of theDeclaration? If so, what were they, and what accounts for the differences? If not, what did theDeclaration accomplish that Paine hadn’t already done?

11. Does the structure of political authority under the Articles of Confederation reflect the “self-evidenttruths” expressed in the Declaration of Independence, or not? If so, show in detail how political lifeunder the Articles faithfully reflected the Declaration. If not, explain why the Articles depart fromprinciples that justified independence in the first place. (Note: the “structure of political authorityunder the Articles of Confederation” includes state governments, as well as the ConfederalCongress, as you will explain in your answer.)

12. “The people rule,” according to the doctrine of popular sovereignty. How, and why, did colonistsinterpret this fiction in a way that accepted slavery, denied women a role in political life, andreserved political office for men of means? In what sense, if any, was the cause of liberty servedby these exceptions to the language of the Declaration of Independence, which speaks of universaland inalienable rights? Or is this just another example of the way in which ideological fictions maskthe realities of political power?

Chalmers Plain Truth Reading: https://www22.zippyshare.com/v/NcRm5ZyR/file.html

This is 8 discussion. One will need to be completed every 3 days.

AR301 Modern Art in the U.S.

Discussions Week 1-8

Week 1

Introduction

Question A

Tell us about yourself so we can get to know you and so you can get to know others within the class. In your post, include what you believe to be your current knowledge level of this course topic and what you hope to learn before the course is over.

Question B

There is an age old debate about whether art imitates life or whether life imitates art. Based on what you’ve read this week, where do you weigh in on the debate? Is art simply a reflection of the world as the artist sees it, or can art actually work to shape the world in which we live? Explain your answer in detail.

The initial post should be a minimum of 150 words. If you use any source outside of your own thoughts, you should reference that source. Include solid grammar, punctuation, sentence structure, and spelling.