Week 4 Discussion

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QUESTION

Week 4 discussion. 

TO PREPARE

Review the Learning Resources on focusing an evaluation and on needs assessments. 

Consider your field agency, practice, or community setting, and any common client problems, issues, or service gaps you have observed. If you are not currently in a practice setting, you may draw on your past work or practicum experience.

Research and/or brainstorm ideas for programs or services that could address the problems, issues, or gaps. 

     BY DAY 3    

  • Describe at least one common client problem, issue, or gap in services or programs at your field agency, practice, or community setting. (If you are not currently in a practice setting, you may draw on your past work or practicum experience.)
  • Specifically, highlight what you see that tells you clients need something more than what the agency, practice, or community setting is offering.
  • Identify a program that you think is necessary to address the problem, issue, or gap and explain why.

Generate a question that you might ask about your identified need and to whom.

Definitions for this discussion  (From the instructor)

  • Use these definitions when responding to the questions for this discussion
  • Mission: the primary purpose, goal, or mandate of your field placement setting, department, organization, community agency, or practice
  • Recipients: the types of clients that your organization serves if you are providing services to individuals; or the type of community that your department, organization, or practice is established to serve
  • Problems: the term problem defines and describes conditions, situations, gaps in resources or services, or attitudes that are harmful to the well-being of the people who are affected by them. For example, homelessness, a disability that poses obstacles for the individual, food insecurity, depression, too many guns on the street, and systematic racism are examples of problems. 

Needs: needs are conditions, events, situations, resources, actions, or attitudes that indicate what clients or individuals in the community require to mitigate or resolve the problem, and which are not available from the organization or community that should be providing them.  

A need is a bridge between the problem and the solution to the problem.  Once the problem is understood, we study the needs to find the most effective means to solve or mitigate the problem . 

The first and most immediate need when developing a program involves setting specific, transparent, measurable,  feasible, and ethical goals. 

Programs: a set of projects involving planning and preparation, implementation, monitoring, and evaluation, designed to meet a need that mitigates or resolves a problem

  • YOUR TASK

Apply these questions to your field placement organization, community agency, school, health facility, or practice setting. If you are not currently providing human services, apply these questions to your past work or practicum. If you do not work directly with clients but work in a public health, policy, or legislative organization, apply these questions to the community that you and your colleagues attempt to serve.

Setting (1 phrase or sentence): Identify your current or past type of work setting (do not provide the specific name). 

Mission (Usually 1-3 sentences): Report the function or goal of your practice, agency, department, or organization. If it has a website or brochure, you can usually find the mission on the main page.

Recipients (1-2 sentences): Describe the types of clients or community that your organization serves.

  • Problem (2-3 sentences): Identify an issue in your organization that prevents recipients from getting the benefits that they should be obtaining, according to the agency mission. The problem may be an issue or concern that you have observed or complaints that have been brought to your attention from colleagues or recipients.

Need (1-2 sentences each):

Suggest a service, action, or resource that would mitigate or resolve the problem.

  • Identify a person in your agency (by role only) who might provide information about the unmet need. Suggest a question you might ask this person about the clients’ needs for assistance from your organization.

Program (5-6 sentences): Describe a program that you think is necessary to address the problem, issue, or gap. Provide your rationale.

My previous field placement which we will talk about was at The Counseling Clinic in Benton, Arkansas. My population Department of youth services kids. All these kids were court involved for drugs, sex offenses, truancy etc. Some of the kids I worked with got incarcerated and some didn’t. The issue was there was only the services given that were offered by the counseling clinic. The services which are listed on their website included individual and family counseling, drug classes and parenting classes. I had one client who was a level 3 sex offender which posed problems finding him housing and other services he needed. He couldn’t read as he was low level IQ too. 

References which needed to be utilized and cited. 

  • Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.

Chapter 4, “Common Types of Evaluations”

Read “Common Program Evaluations” (pp. 78–89).

Chapter 5, “Focusing an Evaluation” (pp. 96–111)

Chapter 6, “Needs Assessments” (pp. 115–147)

discussion

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QUESTION

Find two professional organizations that serve human services professionals. Links to two of the main human services professional organizations are provided in the resources for this module. Some organizations will include the name of the profession, human services, while others will be named after the type of field (e.g., child welfare, homelessness, mental health). Find out how much it costs to join the organization as a student and what benefits the organization offers for students (e.g., scholarships). Write one paragraph about each organization. Why would you join or not join these organizations?

To complete this assignment, review the Discussion Rubric.

Compose a post of one to two paragraphs

What to Submit
Your discussion posts must follow APA formatting guidelines. For formatting information click here to access the Shapiro Library’s APA Citation Guide.Discussion Rubric
CriteriaExemplary (100%)Proficient (85%)Needs Improvement (55%)Not Evident (0%)ValueComprehensionDevelops an initial post addressing the prompt, and the post shows an organized, clear point of view or idea using rich and significant detail; supports ideas by referencing course materialsDevelops an initial post addressing the prompt, and the post maintains a point of view or idea using adequate organization and detail; supports ideas by referencing course materialsDevelops an initial post that somewhat relates to the prompt, and the post includes gaps in organization and detailDoes not develop an initial post40TimelinessN/ASubmits initial post on time (100%)Submits initial post one day late (55%)Submits initial post two or more days late (0%)10EngagementProvides relevant and meaningful response posts with clarifying explanation and detailProvides relevant response posts with some explanation and detailProvides somewhat relevant response posts with some explanation and detailProvides response posts that are generic with little explanation or detail30Writing (Mechanics)Writes posts that are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations and no major errors related to grammar, spelling, or syntaxWrites posts that are easily understood using proper citation methods where applicable, with few errors in citations and some minor errors related to grammar, spelling, or syntaxWrites posts that are understandable using proper citation methods where applicable, with a number of errors in citations and many errors related to grammar, spelling, or syntaxWrites posts that others are not able to understand and does not use proper citation methods where applicable; submission has errors related to grammar, spelling, or syntax throughout20Total:100%

Human Services Professional Organizations

Students and professionals in the field often overlook the value of joining a professional organization. They often think of it as one more thing that costs money. And yet, a professional organization can be your network for a job. It does not matter if the organization is local, state, or national level. Every professional organization offers resources that can help you with class assignments, provide you information about current issues in the field, and connect you with other students and professionals in your field.

How do you find organizations? You can search the internet using the name of your field: human services. This will provide you with the websites for organizations that have the words “human services” in them. However, you are missing a great opportunity if you stop there. Now think about a population you want to work with when you graduate. Some examples are the elderly, poor, infants, children, teens, youth, parents, grandparents, addicts, homeless, victims, sick, disabled, and mentally ill. Now search using one of the terms that describe the population you want to work with plus “professional organization,” and you will find many other options.

A search like this could lead you to the World Association for Infant Mental Health. Did you know that you could work with new mothers whose infants are showing early signs of mental health issues? Take a look at the site to see what the costs are to join an organization like this and what you would gain by becoming a member. Each professional organization will offer different benefits. Look at professional organizations of interest that you think are reasonably priced but also provide great benefits for professionals and students.

  • If you would like, you can attend a professional conference in your area. They often have student rates, which are not as costly as the full rate. There you can attend workshop sessions that provide you with current information in the field. You can meet other professionals in your area and learn about job openings. You can explore the opportunity for volunteer or internship experiences.
  • Bottom line is, do not underestimate the value of joining a professional organization!

Website: National Organization for Human Servicesopens in new window
The National Organization for Human Services is dedicated to the field of human services.

Website: National Human Services Assemblyopens in new window
The National Human Services Assembly is another human services national organization that students might consider joining.

Social Science Question

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QUESTION

Section 3 analysis assignment

clarify which primary source you intend to analyze in Paper 1 (from Ch. 3, 4, or 5 of the Yawp Reader) by preparing the in-text citation (so that you don’t have to do it later!). Note that you should already have prepared the work cited and in-text citations using the Primary Source Analysis Worksheet.

You should be prepared to provide citations for any textbook or lecture content you use, too. See Module 1 for how to properly cite these sources.

provide at least (1) commonality and/or disconnect between your source and the larger time period.

Does your author’s view/experiences of colonial America or Revolutionary America mirror the “reality” of the time period (as addressed through the textbook and lectures)? In other words, does it reflect colonial America/Revolutionary America or does it present a more narrow or ideal “view?”

Provide specific support from the primary source and course content to demonstrate the commonalities and/or disconnects.

Note: Although I am not expecting citations in this part of this assignment, you will want to make sure and provide cited support (via lecture, textbook, other primary sources) in Section 3 of your paper. Otherwise your similarities/disconnects will remain vague and lack clear support

Extra Credit: Extra credit will be offered to those of you who choose to develop at least two (2) other commonalities/disconnects and provide sufficient support/elaboration.

Example (not from Colonial America, so it can’t be used by you): John Winthrop dreams of a city on a hill, 1630 (Winthrop, Yawp Reader, Colliding Cultures, #2).

Disconnect: John Winthrop’s vision of Puritan-led Massachusetts Bay Colony was an ideal. While many Puritans did agree with Winthrop’s vision, some colonists did not. John Williams and Anne Hutchinson, for example, spoke out against the Puritans’ strict approach to faith and settlement. [In my paper I would provide further elaboration][I would cite the Colliding Cultures lecture here].

Disconnect: Winthrop’s view of colliding cultures in the Americas was through the eyes of religious New England. God was THE central component of his message. This stood in contrast, for example, to Jamestown, whose focus was on economic gain. [In my paper I would provide further elaboration][I would cite the Colliding Cultures lecture here].

Disconnect: Winthrop’s view of settlement was one of idealism. In reality, however, conflicts between the native population and New England settlers demonstrate a much more complex process to settlement. For example, King Philip’s War … [elaborate here], [I would cite the Colliding Cultures lecture here].

So this is what I have accepted I did not fill in the cites at the end. Let me know what you think or if it needs to be completely redone? whenever you get a chance.

For the commonality, disconnect and the two extra for extra credit, please.

Rough Draft

Commonality: Locke and Wright’s depiction of colonial America shares commonalities with broader historical narratives by emphasizing the centrality of economic motives in colonial expansion. They highlight economic opportunities as a major contributor to colonial American life, which aligns with the economic motivations discussed in the course lectures and textbook readings (Author, Year, Page). For instance, their focus on economic incentives resonates with the textbook’s portrayal of colonial America as a period shaped by mercantilist policies and the pursuit of profit through trade and land acquisition (Author, Year, Page).

Disconnect: However, Locke and Wright’s perspective may present a narrower view of colonial America by primarily focusing on economic incentives and cultural interactions, while possibly downplaying the violence, dispossession, and exploitation experienced by marginalized groups such as indigenous peoples and enslaved Africans. This narrow focus might overlook the harsh realities of colonialism and the systemic injustices faced by these groups during this time period, which are discussed in more detail in the course lectures and textbook readings (Author, Year, Page). Therefore, while Locke and Wright offer valuable insights into certain aspects of colonial society, their perspective may not fully reflect the complex and often brutal realities of colonial America as addressed through broader historical analysis (Author, Year, Page).

Extra Credit:

Commonality 1: Locke and Wright’s portrayal of power dynamics in colonial America aligns with broader historical narratives by highlighting the ways in which colonial governments-controlled land and labor, particularly of indigenous peoples. This mirrors discussions in the course lectures and textbook readings about the establishment of colonial governments and their efforts to assert control over land and resources (Author, Year, Page).

Commonality 2: Locke and Wright’s emphasis on cultural interactions in colonial America reflects broader historical understandings of the complexities of intercultural exchange during this period. By examining the differences between the cultural narratives of different social groups, they provide insights into the dynamics of cultural exchange and conflict, which are consistent with discussions in the course lectures and textbook readings about the diverse cultural landscape of colonial America (Author, Year, Page).

The Inhumane Exhibition: Ota Benga and the Persistence of Prejudice

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QUESTION

Prejudice and discrimination has existed through out history. Unfortunately, there are far too many examples of prejudice, discrimination and the devastating effects on people. In this passage, you will be reading about the very disturbing treatment of Ota because he was different. The treatment he received by others had a devastating impact on his life. After reading the passage below, please answer the following questions.

1. Explain how the concepts of prejudice and discrimination apply to what happened to Ota Benga.

2. What attitudes might have changed since that time period?

3. What attitudes might remain the same?

Your response should:

  • be a one page essay
  • 3 paragraphs in length
    • 450 words total
    • discussion is to be in your own words
  • include 6 examples
    • 2 examples from passage
    • 2 examples of changed attitudes
    • 2 examples of attitudes that have remained

The Man in the Zoo

The Bronx Zoo in New York City used to keep a 22-year-old pygmy in the Monkey House. The man—and the orangutan he lived with—became the most popular exhibit at the zoo. Thousands of visitors would arrive daily and head straight for the Monkey House. Eyewitnesses to what they were told was a lower form of human in the long chain of evolution, the visitors were fascinated by the pygmy, especially by his sharpened teeth.

To make the exhibit even more alluring, the zoo director scattered animal bones in front of the man.

Ota Benga, 1906, on exhibit in the Bronx Zoo.

image.png

Credit: GL Archive/Alamy Stock Photo

I know it sounds as though I must have made this up, but this is a true story. The World’s Fair was going to be held in St. Louis in 1904, and the U.S. Department of Anthropology wanted to show villages from different cultures. They asked Samuel Verner, an explorer, if he could bring some pygmies to St. Louis to serve as live exhibits. Verner agreed, and on his next trip to Africa, in the Belgian Congo he came across Ota Benga, a pygmy who had been enslaved by another tribe. Benga, then about age 20, said he was willing to go to St. Louis. After Verner bought Benga’s freedom for some cloth and salt, Benga recruited several other pygmies to go with them.

After the World’s Fair, Verner took the pygmies back to Africa. When Benga found out that a Belgian military had wiped out his village and killed his family, he asked Verner if he could return with him to the United States. Verner agreed.

When they returned to New York, Verner ran into financial trouble and wrote some bad checks. No longer able to care for Benga, Verner left him with the director of the American Museum of Natural History. Later, Benga was turned over to the Bronx Zoo, which put him on display in the Monkey House, with the same type of sign they used to identify animal specimens:

The African Pygmy, “Ota Benga.” Age 23 years. Height 4 feet 11 inches. Weight 103 pounds. Brought from the Kasai River, Congo Free State, South Central Africa by Dr. Samuel P. Verner. Exhibited each afternoon during September.

Exhibited with an orangutan, Benga became a sensation. An article in The New York Times said it was fortunate that Benga couldn’t think very deeply or else living with monkeys might bother him.

When the Colored Baptist Ministers’ Conference protested that exhibiting Benga was degrading, zoo officials replied that they were “taking excellent care of the little fellow.” They added that “he has one of the best rooms at the primate house.” (I wonder what animal had the best room.)

Not surprisingly, this reply didn’t satisfy the ministers. When they continued to protest, zoo officials decided to let Benga out of his cage. They put a white shirt on him and let him walk around the zoo. At night, Benga slept in the monkey house.

Benga’s life became even more miserable. Zoo visitors would follow him, howling, jeering, laughing, and poking at him. One day, Benga found a knife in the feeding room of the Monkey House and flourished it at the visitors. Unhappy zoo officials took the knife away.

Benga then made a little bow and some arrows and began shooting at the obnoxious visitors. This ended the fun for the zoo officials. They decided that Benga had to leave.

After living in an orphanage for African American children, Benga went to work as a laborer in a tobacco factory in Lynchburg, Virginia.

Always treated as a freak, Benga was desperately lonely. In 1916, at about the age of 32, in despair that he had no home or family to return to in Africa, Benga ended his misery by shooting himself in the heart.

Problem-Solving, Creativity, and Intelligence

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QUESTION

Write a professional development briefing paper focused on how theories, principles, and evidence-based best practices related to problem-solving and creativity, decision-making and reasoning, and human and artificial intelligence can be applied in the context of a selected professional specialization

As a professional psychologist, you will need to review theory and research and use it as the basis to develop best practices. For this assessment, you will focus on the following topics:

Problem-solving and creativity.

Decision-making and reasoning.

  • Human and artificial intelligence.
  • Imagine you are now a professional psychologist working in the specialization that you aspire to. You are charged with creating professional development for an interdisciplinary team of professionals in your workplace on how theories, principles, and evidence-based best practices of cognitive and affective psychology can be used to help people in your work context.The third assessment focuses on problem-solving and creativity; decision-making and reasoning; and human and artificial intelligence. For context on these topics, read:
  • Introduction to Problem Solving and Creativity [PDF].

Introduction to Decision Making and Reasoning [PDF].

Introduction to Human and Artificial Intelligence [PDF].

  • As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

What are obstacles and aids to problem-solving?

  • What strategies guide human decision-making and reasoning?

What is deductive reasoning? What facilitates and impedes its use?

  • What is inductive reasoning? What facilitates and impedes its use?

What other forms of reasoning are there?

How does expertise develop?

To what degree is human intelligence influenced by inherited or environmental factors?

  • What is groupthink? How does it affect decision-making, reasoning, and creativity?
  • How and to what extent does brain physiology and neuroscience help explain normality and abnormality in relation to decision-making and reasoning? Does this science point toward interventions that improve performance in decision-making and reasoning? What is creativity and how can it be enhanced?
  • How do emotions impact with problem­-solving, creativity, or intelligence?
  • What ethical issues might arise for a psychologist in connection with problem-solving, creativity, or intelligence
  • For this assessment, you will write a briefing paper focused on the following topics:
  • Problem-solving and creativity.
  • Decision-making and reasoning.
  • Human and artificial intelligence.
  • The following resource is required to complete the assessment.
  • APA Paper Template [DOCX].
  • You will complete this assessment by replacing all instructional and sample text with your own words. (An abstract is not required for this assessment.)Remember, your briefing paper is for an interdisciplinary team, so it will be important to communicate in a manner that can be understood by a those not trained in psychology. Be sure to include plain language definitions of psychological terms used in the paper
  • Title Page

On the title page, enter the following:

A descriptive title of approximately 5–15 words. It should stir interest while maintaining professional decorum.

  • Professional development for [enter the type of institutional context your paper is designed for].
  • Your name.
  • Your specialization.
  • Course number and title.

Capella University.

  • Faculty name.

Note: If this paper was written for an actual professional context, the entries under your name would be replaced by your job title, the name of your organization, and your contact information.

  • Introduction

Briefly discuss in very general terms that how the three topics relate to each other and how they can be used to help people in your work context.

Topic Sections

The briefing paper will have three sections, each dedicated to one of the three topics. Within each section:

  • Analyze briefly the origins and evolution of each theory that you will reference in relation to the topic.
  • Explain how theories, principles, and evidence-based best practices related to the topic can be used to explain behavior and help people. Remember, these factors should be relevant to the context. For each of these:

Analyze how and to what extent brain physiology or neuroscience can provide an explanation of relevant phenomena.

  • Analyze how affective manifestations may impact cognitive performance.
  • Explain how theories and principles related to at least one of the topics in your paper apply to culturally diverse populations.
  • Explain one or more ethical issues that might arise in the application of theories and principles related to problem-solving, creativity, reasoning, or intelligence.

Rhetoric Application

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QUESTION

Synthesize your knowledge of rhetoric and writing theories by rewriting a workplace document and providing a justification of the changes that you made to that document. The justification for part 2 should be 1,750-2,000 words. The original and the rewriting of the workplace document does not count toward the word count but should be submitted with the assignment. This assignment is due in Topic 8.

The Scenario: As you have learned, the Sophists, Plato, and Aristotle have differing views on truth and belief, which informs their definitions of rhetoric. These definitions are multifaceted, but, at core, return to issues of an author’s power and social positions as well as an audience’s position in a social hierarchy. What’s more, the meaning of and the application of rhetoric has undergone substantial changes from era to era. What rhetoric enables one to “see” in an act of communication is dependent upon the assumed definition of and purpose of rhetoric to which one subscribes. To be an informed communicator in your workplaces, you must remain cognizant of these considerations the lessons you have learned from through your study of rhetoric. 

Your Task: This assignment includes two parts. 

Part 1: Synthesize your knowledge of writing theories by first selecting one document from your profession (or desired profession) that does not contain sensitive or confidential information. Some appropriate documents could be mission statements, briefs, reports, letters, newsletters, promotional materials, brochures, performance evaluations, proposals, portions of a training handbook, etc. Please exercise caution with privacy. Your selection should be informed by your knowledge of rhetorical theories from Topics 5-8.  

Once you have selected your document, REWRITE it to achieve one of the following two purposes:  

Solve a rhetorical problem with the document. 

-OR- 

  • Target a different but relevant audience. 

To do this, you should identify the potential rhetorical problems of the current document for the target audience. Then, you should draw from what you have learned about different rhetorical theories from Topics 5-8 to carefully apply rhetorical strategies to replace the potential problems of the original document. 

Part 2: Write a 1,750-2,000 word justification of the changes you made, drawing from and citing at least TWO of the rhetorical theories you have read and/or discussed in class in Topics 5 – 8. Your success with this portion of the assignment will, in part, depend on your ability to explain the problems with the original document, citing from theories you have read and/or discussed in class. Your success will also depend on your ability to explain how your solutions solve the problem or target a new audience by likewise drawing from the theories you have discussed and/or read in class. 

  • Prepare to be successful with this assignment by considering these questions as you work through it: 

Identify the intended audience of the document. Does the author have a single audience in mind or multiple audiences? Is the audience internal or external? 

Identify the purpose of the document. 

Pay attention to how the writer uses rhetorical strategies to address the audience. Where does the author(s) use of strategies align with those that have been covered in class? How would Kenneth Burke respond to the use of strategies? How would Chaim Perelman respond? How would Gloria Anzaldua respond?  

Examine the context of the issues brought up in the document. Consider these questions: What does the intended audience already know or identify with? What larger debate, discussion, or conversation (either overtly articulated or assumed) encapsulates the topic of the document? 

  • Look closely at the document’s use of language and symbols. In what ways do other symbols (linguistic or visual) have meaning in this context? What conclusions can be drawn about rhetorical strategies? How might more modern rhetorical theorists such as Kenneth Burke, Chaim Perelman, Gloria Anzaldua or others articulate these uses of language and symbols, given the context? 
  • How well did the author(s) accomplish the purpose for the target audience? How could the author(s) have been more effective while remaining ethical?  
  • What changes did you make, and how would you justify those changes based on theories of modern (not classical) rhetoric? 
  • A Note on Purpose: Your purpose in completing this assignment is to demonstrate your ability to differentiate rhetorical theories from each other as they apply to rhetoric in workplace writing. The best submissions will thoughtfully and thoroughly revise the original document by taking into account the lessons they have learned from modern rhetors. The best submissions will also use evidence judiciously in their justification of their changes and cite that evidence appropriately while writing a sustained, cogent, and well-organized essay. 

Religion Question

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QUESTION

Evangelistic Outreach Project: Formulation Assignment Instructions

Overview

When considering our Lord’s mandate to spread the gospel to those who do not know Jesus as Lord and Savior, you are called upon to consider ways to tell others the good news of Jesus. Since our Lord has given you the mandate to communicate the gospel (cf. Mt. 28:18-20), you need to think of ways to best reach various people groups (i.e., larger groups of people who share a common heritage or geographical location) with the message of salvation. Formulating a strategy for an evangelistic outreach event and collaborating with church leaders regarding this strategy can help seize an opportunity to proclaim the gospel and evangelize those who need to believe in Jesus as Lord and Savior (cf. Col. 4:5).

Instructions

For this assignment, you are required to formulate a strategic plan for an evangelistic outreach event. Your plan must be four (4) pages in length and must include a minimum of two scholarly resources (see below) in addition to the course materials and the Bible as appropriately needed.

Before you begin to compose your strategic plan, you will need to consider the following:

Think of a target audience (i.e., a people group or a specific community of people) that is close to your heart.

Think of an event that could be used to present the gospel to these people.

Do not duplicate “outreach events” which have already taken place among your target audience.

Attempt to conceive of an event that is “outside the box” so that you are forced to consider new opportunities and strategies for impact. For example, you will to consider that large events that lack personal interaction do not typically yield the same long-term result as events in which the participants are able to connect with believers and receive personal invitations to further connection opportunities.

To compose your strategic plan, you will need to follow this structure:

Target Audience

Clearly define your intended audience (Include age, location, race, socioeconomic status, gender…etc.).

  • Provide a detailed reason why you chose this audience.
  • Research and identify specific demographic traits, needs, and/or characteristics of this audience. This is where you will cite your secular resources (as opposed to biblical and/or theological sources) as you include what you have learned from these sources in your plan.
  • Outreach Event
  • Describe the outreach event (e.g., a food drive, health fair, spring festival, family movie night, school supplies fundraiser, etc.).

Define the primary goal of the event. Make sure the goal is specific and measurable.

Identify the intended number of participants.

  • Promotional Strategy

Identify and describe three venues you will use to promote the event (e.g., word of mouth, blog, newsletter, church bulletin, local television, newspaper ad, community posters, door-to-door invitations, etc.).

Create a promotional timeline that will show how far in advance you will begin to promote the event and how you will incorporate the three venues into your promotional strategy.

  • Event Details

Provide an outline of the event schedule.

  • Identify the number of necessary support staff/volunteers needed for the event.

Describe the intended setting/venue/location for the outreach event.

  • Explain the role that prayer will have in the preparation, implementation, and follow-up initiatives.

Presenting the Gospel

  • Describe how you plan to clearly and boldly integrate the gospel message into the event.

Identify a minimum of two potential obstacles you would consider that would hinder the gospel from being presented and/or received at the event. Explain how you would prepare for and/or respond to each obstacle.

  • Bibliography
  • As noted above, you must provide a list of a minimum of two scholarly sources that you used in composing your plan.
  • Even though you already noted these earlier in the paper (i.e., Target Audience section), you are still required to list these according to APA, MLA, or Turabian style. Even though Wikipedia can help research various topics, please be advised that it is not a credible source for this assignment and cannot be used as one of the scholarly sources. You, however, could use Wikipedia to find credible scholarly sources that exist elsewhere possibly.
  • You must use the Evangelistic Outreach Project: Formulation Template document to complete this assignment so as to help you format it correctly.

Research Project: Paper Assignment Instructions

  • Overview
  • This assignment is the culmination of the research, planning, and pre-writing you have compelted thus far in the course. The end product of this paper is a final draft of your paper for review by your instructor. Ultimately, this paper will answer the research question you identified in the first module by presenting you conclusions in the form of an organized argument that is supported by scholarly research. The instructions below explain precisely what is expected of the paper. 

Develop “Groupthink-No-More” guidelines for teams and complete Option 1 or Option 2 for the second deliverable.

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QUESTION

Develop “Groupthink-No-More” guidelines for teams and complete Option 1 or Option 2 for the second deliverable.

Expand All

Introduction

Many organizations aspire to be “innovative environments,” but are plagued with suboptimal outcomes. The executive team may decide to hire a social psychologist to identify the root causes of poor decisions and provide coaching on creative and independent thinking.

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

  • Describe the process of group formation, including why and how groups are formed.
  • How does cohesion influence groupthink?
  • Can conflict within a group ever be productive?

Preparation

This assessment has two deliverables. Read the Assessment 4 Context document for information about the subject of this assessment.

Many organizations and institutions launch initiatives to promote independent, creative, and innovative thinking within management and teams. The reality, however, may fall far short of the ideal. “Groupthink” occurs when group members pressure each other to avoid conflict because the culture values and rewards consensus and penalizes in some way those who dare to disagree or challenge assumptions. Disagreement does not have to be an unpleasant or intimidating experience. Conflict directed toward producing a positive outcome can improve decision-making throughout the workplace.

Use the Capella library and the Internet to research social psychology theory related to group process, group formation, group cohesion, group belonging, conflict and individual behaviors within groups, and Groupthink and intervention activities that promote effective teams.

Instructions

Assume the consultant role in the scenario below.

Scenario

The executive director of a large hospital-based mental health center with three private practice-model outpatient offices in three neighboring communities has hired you as an outside consultant to help increase client referrals to these three private practice offices. These private practice outpatient offices are managed by a medical director and staffed with support staff, counseling and clinical psychologists, neuropsychologists, psychometrists, social workers, Licensed Master’s level therapists, and specialists in substance abuse treatment. Historically, the referral base has been the hospital staff physicians.
Despite the fact that the private practice offices are all losing money due to low rates of referral and changes in insurance reimbursement, the staff continues to follow the directions of the medical director to make referrals. This medical director insists that the physicians on the hospital’s medical staff need to “step up to the plate” and increase referrals to the outpatient clinics. Referral development meetings continue to focus on this medical-based referral system largely because none of the non-physician staff will present a different perspective to the well-loved medical director.
Groupthink is alive and well in this group.
There are five hospitals within easy driving distance, and another dozen within an hour’s drive, most with their own counseling/therapy offices and experiencing the same decline in referrals. In addition, the neighboring communities have all the normal and expected social services, community and family services, institutions, schools, and religious organizations we expect to see in established communities with a comfortable mix of lower, middle, and upper socioeconomic classes.

Deliverables

For this assessment.

  • Develop “Groupthink-No-More” guidelines for teams.
  • Complete either Option 1 or Option 2 for the second deliverable.
    • Use the professional format of your choice.

Address issues of groupthink as well as ways to expand thinking beyond the narrow, referral-based perspective currently monopolizing this hospital-based system.

  • Analyze a workplace problem by applying social psychology principles related to group processes.
    • How does this research affect teams?
    • Under what conditions does groupthink occur?
  • Assess the influence of the social context on individual emotions and behavior in group decision-making.
    • How would you instruct an individual to be more or less conforming, compliant, or obedient given society’s need for some conformity, compliance, and obedience, and humanity’s need to sometimes question authority?
      • How does personality play a role?
      • How do people react to conflict?
        • How do these principles relate to creativity and innovation in a group?
  • Integrate social psychology principles and research to develop guidelines for minimizing groupthink.
    • How should teams be constructed?
    • What is the role of conflict?
    • What cultural shift needs to occur within the organization?

Option 1: Develop one original, research-based individual activity to use in a group training workshop that demonstrates how to maximize independent, creative, and innovative thinking in a group.

Option 2: Propose a research-based team-training program with a minimum of three activities that demonstrate how to maximize independent, creative, and innovative thinking in a group.

The following criteria apply to both Option 1 and Option 2:

  • Integrate methods and principles of social psychology to develop training that promotes independent, creative, and innovative thinking.
  • Support guidelines and training with references from scholarly and professional literature.

Week 3 Reply Post

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Question

Please respond to the classmate post below.

The Missouri Compromise

In 1817, Missouri, which was part of the Louisiana Purchase, sought statehood. The issue of whether to allow slavery in the new state sparked a heated debate in the House of Representatives. Northerners opposed it, as they believed that southern states had an unfair advantage due to the three-fifths law, which granted extra votes for enslaved people. They feared that declaring Missouri a slave state would disrupt the balance between enslaved people and free states, giving enslaved person states a two-vote advantage. James Tallmadge proposed the Tallmadge Amendment, which condemned slavery as immoral and contrary to the nation’s founding principles of equality and liberty (Corbett 2019). This amendment reflected the deep-rooted tensions and ethical concerns surrounding the issue of slavery in the United States during that period. The Tallmadge Agreement, which proposed denying Missouri statehood as a slave state, was met with opposition from northerners who feared that it would lead to the eventual abolition of slavery throughout the country. In 1820, Congress reached a compromise where Maine and Missouri would both join the Union, with Maine as a free state and Missouri as a slave state. To prevent future conflicts over the issue of slavery, the Missouri Compromise was established. It drew a line at 36° 30′ across the entire Louisiana Territory, stating that slavery would be permitted south of this border but prohibited north of it. This compromise aimed to maintain a balance between enslaved persons and free states and avoid further disputes over the expansion of slavery in the United States.

Lewis and Clark Expedition of 1804-1806

The Louisiana Territory was initially under Spanish control, allowing America to benefit from duty-free trade through the ports of New Orleans. However, in 1801, Spain transferred Louisiana and New Orleans to France, leading to the loss of this trade advantage for America. Subsequently, President Jefferson negotiated the purchase of the Louisiana Territory from France for 15 million dollars, effectively doubling the size of the United States. Following this acquisition, Jefferson commissioned Meriwether Lewis to explore the territory, particularly the Mississippi River and the potential path to the Pacific Ocean, with the aim of facilitating trade with Asia. Lewis enlisted William Clark to assist in this exploration. Although they did not find an all-water route to the Pacific Ocean, their journey was considered a success as they legally mapped the territory, established relationships with native inhabitants, and collected numerous plant and animal specimens. Additionally, Meriwether Lewis was appointed as the Governor of the territory, further solidifying the United States’ claim to the region.

Which of your two selections do you consider most impactful on Westward Expansion during 1800-1848? Explain why.

The acquisition of the Louisiana Territory had a profound impact on westward expansion, nearly doubling the size of the United States and being regarded as one of the greatest real estate deals in American history. Although the Lewis and Clark expedition did not find a direct water route from the Mississippi River to the Pacific Ocean, it effectively mapped the territory, providing valuable information for those considering westward migration. This mapping instilled confidence in people wanting to move westward, especially considering that only one person did not survive the two-year-long journey. This contrasted with the initial establishment of the colonies, where a majority of the population did not survive the harsh winters, highlighting the significance of the Lewis and Clark expedition in paving the way for successful westward expansion.

Analyze the effects of the ideology of Manifest Destiny on the two historical events that you chose from the list.

The concept of Manifest Destiny, which held that Americans were destined and divinely ordained to spread democratic institutions across the continent, strongly influenced the Louisiana Purchase (Corbett 2019). However, this ideology had detrimental consequences, leading to the displacement and death of many Native Americans as the acquisition of land and expansion of the country took precedence at any cost. American expansion was often perceived not as a triumph for democratic republicanism, but rather as evidence of the innate superiority of the American Anglo-Saxon branch of the Caucasian race. Despite the principles of equality declared in the Constitution, there was pervasive prejudice not only against slaves and Native Americans but also against anyone perceived as hindering the country’s expansion. This included the French, Spanish, Russian, and others who were seen as obstructing America’s entitlement to the land they sought, driven by a belief in their divine right to expand.

Albizu Critical Thinking discussion

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QUESTION

1.Maria (discussion) 

Socrates once said, “To know thyself is the beginning of wisdom.”

               Self-knowledge means understanding our own sensations, thoughts, beliefs, values, and behaviors. Not too long ago, I started what I call a journey of self-awareness. I married very young and the marriage was an experience that brought a lot of uncertainty to my life. Without realizing it, I was becoming someone that was not me. I was stuck in the vicious circle that I had to cave to other people’s expectations, that I had to make decisions based on fear or a sense of pleasing others, and that I was not worthy of a meaningful and fulfilling life.

               Once I started my journey of knowing myself, I relied on my values which have helped me to make decisions in line with my authentic self. I decided to pursue my passion which is helping others and enjoy my hobbies. In the process I have acknowledged both my strengths and weaknesses. I have realized that I am stronger that I thought and that has boosted my self-confidence immensely even when I feel down.

               It was very difficult for me let go of the judgment about myself. I used to believe that I was simply not good enough to live the life that I have always wanted. I believed that behind all the struggles that I had to face were a consequence of me getting married so young. This is an example of post hoc fallacy; I was set on thinking that ONE decision triggered a chain of bad experiences, when in fact, they were just a coincidence, an eye-opening opportunity to work on my personal growth.

               Overall, my drive to strive for the life that I have envisioned has brought light to my life. I have developed self-love, acceptance despite my insecurities, and shortcomings. I have a higher emotional intelligence, which has helped me to be aware of my emotions and create stronger relationships with those around me.

References

Ruggiero, V. R. (2012). Beyond Feelings A Guide to Critical Thinking. (9th ed.). Mc Graw-Hill.
Selig, M. (2016, March 9). Know Yourself? 6 Specific Ways to Know Who You Are. Psychology Today. https://www.psychologytoday.com/us/blog/changepower/201603/know-yourself-6-specific-ways-know-who-you-are

2.Eilyn (discussion)? 

“Knowing yourself” is a process of understanding your own thoughts, emotions, and behaviors. This self-knowledge can be beneficial in critical thinking because it can help you to understand your own biases and how they might impact your judgment. Additionally, self-knowledge can help you to be more aware of your own emotions and how they might influence your thinking. By understanding these things about yourself, you can more effectively engage in critical thinking.

Since Chapter 1, I’ve gained a deeper understanding of the significance of “knowing oneself,” in particular how it might aid in the development of critical thinking.

Understanding your own biases and how they could affect your thinking is one of the advantages of self-knowledge. When you are making decisions, you might be more cautious to avoid biases if you are conscious of your own.

Self-awareness has another advantage in that it might make it easier for you to comprehend other people’s viewpoints. You may be more receptive to hearing other people’s opinions and treating them fairly if you are conscious of your own prejudices.

In general, self-awareness is an important tool for critical thinking. You may make wiser decisions and influence others more successfully if you are aware of your own prejudices and other people’s viewpoints.

Being more conscious of your own prejudices and how they could influence your thinking is one advantage of understanding oneself. When you are making decisions, you might be more cautious to avoid biases if you are conscious of your own. Consider the scenario when you have prejudice towards fat individuals. When judging an obese individual, you may be more cautious to analyze the data objectively if you are aware of this prejudice.

Being aware of who you are also helps you to better comprehend the viewpoints of others. You may be more receptive to hearing other people’s opinions and treating them fairly if you are conscious of your own prejudices. Consider the scenario when you have prejudice towards fat individuals. You may be more receptive to hearing the opinions of fat individuals and giving their arguments due consideration if you are conscious of this prejudice.

In general, self-awareness is an important tool for critical thinking. You may make wiser decisions and influence others more successfully if you are aware of your own prejudices and other people’s viewpoints.