Community outreach and counterterrorism. Please focus your efforts towards exploitable weaknesses.
Research Paper
A major component of this class is a minimum 2250-word (excluding the separate cover, abstract, and reference pages), APA-style research paper. It represents a substantial effort on your part to research and write an in-depth paper. No more than 25% of the written assignment in this course may be attributed to referenced sources. Your paper must be 75% original thought. Again, your cited work and quotations must not exceed 25%. You must use and cite a minimum of five primary sources (with no more than two being Internet sources) in the text and References page. Dictionaries and encyclopedias are not appropriate or considered adequate as referenced sources. Turnitin originality reports provide the instructor with the word count in addition to the percentage of wording attributable to other sources. Do not cut and paste from other sources. Your failure to cite sources by using in-text citations and failure to use APA quotation formatting where necessary will result in referrals as potential Academic Code Violations. Whole or partial papers may not be submitted from previous courses or classes to fulfill this course requirement and will be referred as a potential Academic Code Violation. You must select a research topic from the following list and use your research to relate the topic to exploiting specifically identified weaknesses in transnational terrorist organizations while demonstrating an understanding of the Saint Leo University core value of responsible stewardship as it relates to addressing exploitable weaknesses in terrorist organizations.

COMMUNITY OBSERVATION PAPER INSTRUCTIONS
You will take an active part in a community outreach activity of your choosing, which will affiliate you with the needs of the community (i.e., work at a shelter, a camp, a recreation center, tutoring younger children). This can be purely voluntary, or it can be an activity related directly to your employment. Typically, the observation should last between 2-4 hours. However, the observation may take longer and enough observing should be done to successfully answer all four of the questions posed below.

You will write a four-page paper explaining the experience and what was learned from the project.

Using the information about sociology gained from the course, you will answer several questions in detail.

These four questions should be your subheadings when writing the paper.
1. What was observed during the experience?
2. How did the experience affect you?
3. What are the needs of the population that you interacted with for this assignment?
4. How can you help make a difference with this group?

The finished project should include three full pages of content and an APA formatted cover page. Please refer to the grading rubric for specific grading criteria.

Please include an Executive Summary referencing why a community outreach is needed for minority Veterans.
Also, please include a S.W.O.T. analysis, goals, and objectives. Lastly, please tie-in the action plan specifications with the Department of Veterans Affairs strategic goals.

I am requesting the same writer who helped me with my "Caring for Populations" paper on Older adults, aging population in Okaloosa County, Florida. This project kind of goes along with that paper. This can be done on Office Word and not required on Power Point. Please read the instructions carefully. It is fairly simple, too many directions which makes it confusing. The one page summary has to be APA format but the flyer can be anyway.

Please help me with the following. I need ideas to draw from. I am not familiar with the community I live in as I travel out of town for work. This can be fictional but I am without a clue. I wrote my first paper on "Older Adults" because it is no secret and a problem for the whole US. This flyer project has to coincide with my first paper that you gave me guidelines for.

The purpose of this assignment is to provide an opportunity to develop a community health nursing flyer that will be utilized for community outreach. It is the basis for your proposed intervention in the final assignment.



***SCENARIO***

You are a Community/Public Health Nurse (C/PHN) working in your setting of choice. You have

identified a community health problem from the Caring for Populations: Assessment and

Diagnosis assignment, and you need input from aggregates in your community regarding what

type of nursing intervention would be most beneficial. You know that speaking to members in your

community will enhance your understanding of the problem and give you ideas of specific

solutions for your community. You need to create a flyer that will bring these community members

into your focus group. You want to reach out to your target audience by distributing your flyer to

local organizations such as schools, churches, physician offices, hospitals, health departments,

grocery stores, etc

******************************************************************************************************

*******DIRECTIONS********

This flyer is expected to be one page in length and the summary is to be one page in length. Below are the requirements needed for successful completion of this assignment.
? Choose a community health nurse setting. Some examples are school nurse, parish nurse, home health nurse, nurse working in the health department (specify the area in the health department, e.g., WIC, STD clinic, health promotion, maternal-child health, etc.)
? Your goal is to get as many people to attend your focus group as possible.
? Keep in mind your target audience:
o Elderly?
o Parents?

******************************************************************************************************


This assignment consists of a flyer and one page summary explaining the contents of your flyer. The purpose of the flyer is to collaborate with community aggregates to discuss the identified problem from your first assignment,(Older Adults in Okaloosa County, Florida) and identify possible causes as well as solutions. You want their input as well as assistance in understanding the problem. Do NOT propose an intervention, such as an educational session, this will be done in the final assignment. For this assignment you want to hold a focus group to analyze and assess the problem in your community. You want the community to know that you want to work with them!

Here is an example of why community outreach is so important:

You have identified your community problem as childhood obesity. Based on your assessment thus far you think it is related to the amount of fast food restaurants in your community, but you want to hold a focus group to learn more and further collaborate. In your focus group you learn that there has been gang related activity in many surrounding neighborhoods and parents are not allowing their children to play outside, therefore creating a more sedentary lifestyle. If you would have not done any community outreach, you would have focused on nutrition/food choices versus the issue of safety (and lack of physical activity) that you have now become aware of.

In the season one finale of the television series, Mad Men, advertising executive Don Draper evokes nostalgia by flashing a series of his family photographs to sell the Carousel concept to Kodak. In just a couple of minutes, he reduces a man to tears and leaves everyone in the room amazed by his pitch to rename a product. This pitch is so successful because Draper has considered his audience and what will move them, and he has prepared for the presentation. If you wish to see Draper?s pitch, go to YouTube and search ?Mad Men the Wheel? to access a link to the scene.

For this week?s project, you will begin laying the foundation for your own ?big idea? by creating a provisional thesis statement, describing your research strategy, and creating a brief ?pitch? to a selected audience. The project should be at least two to three well-developed paragraphs.

First of all, you will revise the provisional thesis statement that you generated in the Unit 2 Invention Lab. Make sure the thesis is concise (1-2 sentences) and clearly expresses a persuasive argument related to your topic. Then, discuss why you think this thesis will be an effective one and what challenges you might face in supporting this thesis. For more on creating effective persuasive thesis statements, review the following Writing Center resources:

?Give Your Paper Direction: Developing a Strong Thesis Statement
?Writing a Thesis for a Persuasive Essay
Next, describe a research strategy for finding sources that could help you to support your thesis. What library databases might be helpful? What organizations or government web sites could have useful information? Have you thought about interviewing anyone? How will you avoid biased research that uses logical fallacies? You can review the Writing Center resource on creating a logical argument here: How to Support an Argument and Avoid Logical Fallacies,and for more on using the Kaplan Library, review this workshop.

Once you have established a possible thesis statement and outlined your research strategy, write a paragraph creating a ?pitch? for your big idea. Imagine that you have an audience for only a minute or two; how, in that space of time, can you persuade them of the value of your ?big idea?? You could target your pitch to a local organization such as a PTA, a larger one like a state legislature, or the audience you imagine you could have on your blog.

Be sure that you include a title page and that your project is double-spaced and uses 12 point font size.

(Please do my thesis on Community outreach) that is my big idea.

Take an active part in a Miami Dade, Fl community outreach activity of your choosing, one which will affiliate you with the needs of the community (i.e., work at a shelter, a camp, a recreation center, tutoring younger children). Write a paper (2 full pages, plus a title page) explaining the experience (what was observed, how it affected you) and what was learned from the project (what are the group needs, how can you help make a difference).

43 Guidelines for Caring for Populations: Community Outreach
PURPOSE
The purpose of this assignment is to provide an opportunity to develop a community health nursing flyer that will be utilized for community outreach. It is the basis for your proposed intervention in the final assignment.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes:
4. Evaluate effective communication with client populations and healthcare providers in managing the healthcare of individuals, families, aggregates, and communities. (PO # 3)
6. Recognize effective nursing skills and collaborative techniques used with consumers and other health care providers within all levels of health care. (PO #2)
8. Incorporate evidence-based practice in the planning of professional nursing care to individuals, families, aggregates, and communities. (PO #8)

SCENARIO
You are a Community/Public Health Nurse (C/PHN) working in your setting of choice. You have identified a community health problem from the Caring for Populations: Assessment and Diagnosis assignment, and you need input from aggregates in your community regarding what type of nursing intervention would be most beneficial. You know that speaking to members in your community will enhance your understanding of the problem and give you ideas of specific solutions for your community. You need to create a flyer that will bring these community members into your focus group. You want to reach out to your target audience by distributing your flyer to local organizations such as schools, churches, physician offices, hospitals, health departments, grocery stores, etc.

DIRECTIONS
This flyer is expected to be one page in length and the summary is to be one page in length. Below are the requirements needed for successful completion of this assignment.
? Choose a community health nurse setting. Some examples are school nurse, parish nurse, home health nurse, nurse working in the health department (specify the area in the health department, e.g., WIC, STD clinic, health promotion, maternal-child health, etc.)
? Your goal is to get as many people to attend your focus group as possible.
? Keep in mind your target audience:
o Elderly?
o Parents?
o Disabled?
o Or someone else?
? This will impact your flyer in ways such as font sizing, pictures, benefits for the attendee and more.
? Make sure to include on your flyer:
o Who you want to attend (to whom you are reaching out)
o When the focus group will be held
o Where (keep in mind location and transportation)
o Why a person should attend. What are the benefits for the attendee? Examples include safer streets, less violence, or even refreshments or a free gift. Incentives are a great way to bring people in.
o What is the purpose of the flyer (focus group)
? Make your flyer visually appealing
o Keep in mind the amount of graphics and colors
? Complete a 1 page summary about your flyer. The summary should include:
o Target audience and why
o Why you chose the location
o Where the flyer will be distributed and why
o What information you want from the focus group
o What are the benefits for the attendee
o Include at least one scholarly reference that supports your reasoning.
GUIDELINES
? Application: Use Microsoft Word 2007 or PowerPoint 2007 for the flyer. The summary must be in Microsoft Word 2007.
? Number of files: You will submit two separate files to the Dropbox; one will be the flyer and the other will be the one-page summary with a title and reference page.
? Length: The assignment is expected to be a one-page flyer and a one-page summary for a total of two pages (not including the title and reference page for the summary).
.
? Title: Include your last name in file title(s). This is extremely important since the flyer will not contain names. Please label each as the ?flyer? or the ?summary.? Example: ?Smith Community Outreach flyer? or ?Smith Community Outreach summary?
? Technical Writing: APA format is required.

BEST PRACTICES IN PREPARING THE ASSIGNMENT
The following are best practices in preparing this assignment:
? Be creative, but realistic with your flyer.
? Review directions thoroughly.
? Make sure you cover all areas mentioned in the directions and grading rubric.
? Cite all sources within the summary as well as in the reference page. The summary will be one page not including the reference page. The reference page should be on a separate page.
? Proofread prior to final submission.

take an active part in a community outreach activity of your choosing, which will affiliate them with the needs of the community (i.e. work at a shelter, a camp, a rec. center, tutoring younger children). Write a paper (2 full pages) explaining the experience (what was observed, how it affected you) and what was learned from the project (what are the group needs, how can you help make a difference).

You will take an active part in a community outreach activity of your choosing, which will affiliate you with the needs of the community (i.e., work at a shelter, a camp, a recreation center, tutoring younger children). This can be purely voluntary, or it can be an activity related directly to your employment. Typically, the observation should last between 2-4 hours. However, the observation may take longer and enough observing should be done to successfully answer all four of the questions posed below.

You will write a four-page paper explaining the experience and what was learned from the project.

Using the information about sociology gained from the course, you will answer several questions in detail.

These four questions should be your subheadings when writing the paper.
1. What was observed during the experience?
2. How did the experience affect you?
3. What are the needs of the population that you interacted with for this assignment?
4. How can you help make a difference with this group?

The finished project should include four full pages of content and an APA format

My community outreach was to volunteer at a domestic violence shelter in Savannah, Ga. This hits close to home for me because I witnessed my mother being abused. Something you may also mention throughout the body nothing more than a short paragraph in question 1 is that it took a while for everyone to warm up to me because I am a male.Improvise as much as possible when answering the questions please... It must be done as a more personal level then a general just explanation of the 4 questions... Just write it how they would affect you! Thank you im advance for all your hard work and consideration
Attached is the rubric as well! Thanks again



Content
Student was actively involved in a community outreach activity of their choosing.
Meets specified length requirements (three pages of content, one cover page).
Analysis
The four questions are adequately answered:
? What was observed during the experience?
? How did the experience affect you?
? What are the needs of the population interacted with?
? How can you help make a difference with this group?
Grammar & Spelling
Grammatically correct and clear. Minimal spelling errors, if any.
APA Style
Double-spaced, 12-pt. Times New Roman font with 1? margins.
Summary written in third person.
APA cover page

PURPOSE
The purpose of this assignment is to provide an opportunity to develop a community health nursing flyer that will be utilized for community outreach. It is the basis for your proposed intervention in the final assignment.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes:
4. Evaluate effective communication with client populations and healthcare providers in managing the healthcare of individuals, families, aggregates, and communities. (PO # 3)
6. Recognize effective nursing skills and collaborative techniques used with consumers and other health care providers within all levels of health care. (PO #2)
8. Incorporate evidence-based practice in the planning of professional nursing care to individuals, families, aggregates, and communities. (PO #8)
POINTS FOR ENTIRE PROJECT: 175 points
SCENARIO
You are a Community/Public Health Nurse (C/PHN) working in your setting of choice. You have identified a community health problem from the Caring for Populations: Assessment and Diagnosis assignment, and you need input from aggregates in your community regarding what type of nursing intervention would be most beneficial. You know that speaking to members in your community will enhance your understanding of the problem and give you ideas of specific solutions for your community. You need to create a flyer that will bring these community members into your focus group. You want to reach out to your target audience by distributing your flyer to local organizations such as schools, churches, physician offices, hospitals, health departments, grocery stores, etc.

DIRECTIONS
This flyer is expected to be one page in length and the summary is to be one page in length. Below are the requirements needed for successful completion of this assignment.
? Choose a community health nurse setting. Some examples are school nurse, parish nurse, home health nurse, nurse working in the health department (specify the area in the health department, e.g., WIC, STD clinic, health promotion, maternal-child health, etc.)
? Your goal is to get as many people to attend your focus group as possible.
? Keep in mind your target audience:
o Elderly?
o Parents?
o Disabled?
o Or someone else?
? This will impact your flyer in ways such as font sizing, pictures, benefits for the attendee and more.
? Make sure to include on your flyer:
o Who you want to attend (to whom you are reaching out)
o When the focus group will be held
o Where (keep in mind location and transportation)
o Why a person should attend. What are the benefits for the attendee? Examples include safer streets, less violence, or even refreshments or a free gift. Incentives are a great way to bring people in.
o What is the purpose of the flyer (focus group)
? Make your flyer visually appealing
o Keep in mind the amount of graphics and colors
? Complete a 1 page summary about your flyer. The summary should include:
o Target audience and why
o Why you chose the location
o Where the flyer will be distributed and why
o What information you want from the focus group
o What are the benefits for the attendee
o Include at least one scholarly reference that supports your reasoning.


GUIDELINES
? Application: Use Microsoft Word 2007 or PowerPoint 2007 for the flyer. The summary must be in Microsoft Word 2007.( I PREFER POWER POINT 2007 FOR THE FLYER).
? Number of files: You will submit two separate files to the Dropbox; one will be the flyer and the other will be the one-page summary with a title and reference page.

? Length: The assignment is expected to be a one-page flyer and a one-page summary for a total of two pages (not including the title and reference page for the summary).
? Submission: Submit each file to the appropriate basket in the Dropbox by 11:59 p.m. Sunday of Week 4.
? Title: Include your last name in file title(s). This is extremely important since the flyer will not contain names. Please label each as the ?flyer? or the ?summary.? Example: ?Smith Community Outreach flyer? or ?Smith Community Outreach summary?
? Technical Writing: APA format is required.
? Late Submission: See course policy on late submissions.
? Microsoft Office has online assistance for templates and creating flyers
BEST PRACTICES IN PREPARING THE ASSIGNMENT
The following are best practices in preparing this assignment:
? Be creative, but realistic with your flyer.
? Review directions thoroughly.
? Make sure you cover all areas mentioned in the directions and grading rubric.
? Cite all sources within the summary as well as in the reference page. The summary will be one page not including the reference page. The reference page should be on a separate page.
? Proofread prior to final submission.
? Spell check for spelling and grammar errors prior to final submission.
? Abide by the CCN academic integrity policy.

Grading Rubric Caring for Populations: Community Outreach (175 points)
Criteria Meets Criteria Partially Meets Criteria Does Not meet Criteria Points
Visual appearance of flyer
30 points Catches a person?s attention with color and font. Flyer is appealing to the eye and not overwhelming or too busy
(26-30 points) Catches a person?s attention but has too many busy elements such as color, font and/or pictures
(23-25 points) Does not catch a person?s attention, not appealing to eye, lacks color.
(0-22 points) /30

Target audience and purpose
20 points Flyer clearly communicates who the target audience is and purpose of flyer
(18-20 points) Flyer lacks clarity on target audience OR purpose
(16-17 points) Flyer is not clear on who is target audience and the purpose
(0-15 points) /20

Community health setting
15 points The flyer indicates the community health setting for the CHN
(14-15 points) It is unclear of the setting for the CHN
(12-13 points) No community health setting is identified
(0-11 points) /15
5 W?s: Who, what, where when and why
35 points 5 W?s clear and covered
(32-35 points) One or two of the 5 W?s is unclear or missing
(27-31 points) More than two of the 5 W?s are missing
(0-26 points) /35

Summary
50 points One-page summary includes:
- target audience and why you chose the location
- where it will be distributed and why
-what information you want from the focus group
- what the benefits are for the attendee
(43-50 points) Summary does not clearly explain one or two of the required elements
(38-42 points) More than two of the required elements are missing
(0-37 points) /50

Application of evidence-based literature
15 points At least one quality reference from professional literature is cited that clearly supports your rationale.
(14-15 points ) One reference cited, but information in the reference may be biased or not directly relevant to your rationale.
(12-13 points) No reference cited
(0-11 points) /15

Mechanics
10 points Grammar, punctuation, and sentence structure are correct. (3)
References properly cited within the paper (2)
Reference page includes all citations. Proper title page (3)
Evidence of spell and grammar check. (2)
(10 points) Minimal errors in grammar, punctuation and/or sentence structure noted.
Citations are present but not in correct format.
References are present, with minimal errors in format.
Minimal red or green wavy lines within document.
(8-9 points) Multiple errors or still using 5th edition APA.
Grammar and punctuation errors noted.
Citations are missing.
References are missing or incomplete.
No evidence of proof-reading prior to submitting paper.
(0-7 points) /10
Total points: /175



PLS I NEED TO GET ALL THE PONITS FROM THIS ASSIGNMENT WHOEVER WROTE MY LAST NURSING ASSIGNMENT DID A VERY BAD JOB FOR ME MY GRADE WAS VERY POOR.
I NEED THIS POINT TO BOOST UP MY POINT IN THE COURSE.
THANKS.

VERY IMPORTANT!! Please answer the following questions. Please cover every point. Please heavily utilize references throughout & don't refer to only one or two references. Include a reference page & table of contents. Thanks.
Question 1
Including the fine arts in a K-12 curriculum has become a controversial issue in educational institutions and local school settings. Some educators and administrators view the arts as a frivolous appendage to the overall school program. Others believe it is an integral part of developing well-rounded individuals and contend that the arts support academic achievement. Since the arts are not included in high stakes testing and are not a part of the No Child Left Behind legislation, communities in support of fine arts programs are finding it difficult to justify the resources and time allocated for music, art and drama when offered. In higher education, over the years, your institutions fine arts department has built an extensive community outreach program for the local schools. Now there is intensifying belt-tightening talk involving reducing the budget for such programs. While the program has relied less on actual dollars, the institution has acknowledged the work of faculty and staff in advancement programs and considers its support of outreach as a kind of monetary investment. As the instructional leader, you have been assigned to develop a program that addresses inclusion of the arts in an era of sharply limited resources. You are to present to your immediate supervisor and ultimately the school community a clear and thoroughly researched report with recommendations regarding this program.
A. What process in the creation of this plan would you use to identify and select the appropriate stakeholders?
B. What are the curricular, instructional, professional development, and program evaluation issues that must be considered and addressed?
C. What are the economic, legal, and ethical issues, implications and ramifications of a plan as related to staff and a diverse student body?
Question 2
A key component in the implementation of the fine arts program is a thorough review of the research and literature on the arts related to academic achievement. A component of your plan will be the development of a study that connects the planned program with student achievement. You should discuss the following components and provide an explanation of why you selected each strategy that you will utilize.
A.Describe the design and method of a research study that you would use to connect academic achievement with the proposed fine arts program.
B.What data would be collected?
C.What collection method would be used?
D.How would you potentially analyze and report your data?
E.How will you evaluate the implementation of this plan as related to your research study?
Question 4
The issue of high stakes testing may cause some institutions to be reluctant to incorporate fine arts activities in their programs of study. Present your viewpoint on high stakes testing and its ramifications in diverse cultural settings. Support your viewpoint by providing examples that have been presented in your readings and/or through your coursework.

Need re-write - condense (shorter paper is okay)

My Outline is as follows:
I INTRODUCTION

II ARAB-ISRAELI CONFLICT AS AN INTRACTABLE CONFLICT
A. Description of intractable conflict
B. Influences that have further prolonged the conflict

III PEACE EFFORTS (BELIEFS vs. PERCEPTIONS)
A. Israeli Perceptions
1. Social Institutions
2. Political Institutions
B. Palestinian Perceptions
1. Social Institutions
2. Political Institutions
C. Outlook on overcoming pervasive beliefs

IV PEACEBUILDING ISLANDS

V QUARTET STRATEGIES FOR PEACE
A. Previous peace negotiations failures
1. Oslo Accords
2. Camp David Peace Talks
B. Annapolis
C. The Road Map

VI VIEW OF HAMAS
A. Rise of Hamas
1. Social/economic conditions and negotiation failures
B. External View of Hamas
1. Israel
2. U.S. and the rest of the Quartet
C. Internal View of Hamas
1. Fatah/PA
2. West Bank / Gaza Strip
D. Need for a unified political entity to represent all of Palestine
1. Wither Hamas? Remains to be seen
2. Possibility of a re-emergent PLO?

VII NECESSITY FOR INCLUSION OF SYRIA IN PEACE NEGOTIATIONS
A. Israeli Security
1. Security cannot be obtained without addressing northern border issue
B. Strategic importance to Syria
1. Counter to Irans regional ambitions
2. Sunni Stronghold to offset Iran

VIII CHALLENGES AND OUTLOOK
A. Challenges and/or obstacles
1. Failed international institutions
2. Spoilers (Muslim radicals and Israeli right-wing extremists)
3. Legitimacy of representation
a. U.S and the Quartet
b. Hamas
c. Re-emergent PLO?
B. Outlook
1. Arab Initiative

X CONCLUSION

INTRODUCTION
The establishment of the Israeli State, followed by the subsequent Arab-Israeli Wars has been at the heart of Middle Eastern violence over the last half century. The conflict between Israel and Palestine continues to fuel tensions throughout the entire region. While many conflicts pass through periods of intensity before reaching a peaceful settlement, the conflict between Israel and Palestine has developed into a continuous cycle of violence that is not leading towards any agreement of peace. This is an intractable conflict where all parties are contributing to sustaining the conflict. Complex issues such as: identities, fulfillment of basic needs, nationalism, religious zeal, and cultural differences have compounded the problems surrounding the conflict. These factors have shaped both Israeli and Palestinian perceptions, where both sides are victims and fight against a threatening enemy. In this paper we will look at the influences that have lead to the intractable conflict between Israel and Palestine, and analyze the divergence in their perceptions. We will then address the peace building islands that are emerging in the region that may lay the groundwork for stability. Then we will discuss the strategies of the Quartet in brokering for peace in the region, as well as look at the results of past initiatives such as: the Oslo Accords, and Camp David Peace Talks. After which we will address the issues surrounding Hamas and how their emergence has affected the conflict with Israel. We will also look at the role of Syria as an external stakeholder in the conflict, and why they play an important role in establishing peace. Finally we will discuss the current challenges towards establishing peace between Israel and Palestine, and present our outlook on the future of the conflict.
ARAB-ISRAELI CONFLICT AS AN INTRACTABLE CONFLICT

Intractable conflicts, while not unique occurrences by themselves, consist of common characteristics that define their very existence in international affairs. These types of conflicts can transpire between nation states, factions, and individuals and seemingly resist any attempts at peaceful mitigation; eventually escalating in both intensity and hostility. The Arab-Israeli conflict is an excellent example where an intractable conflict has not only persisted both internally and externally, but has persevered into a self-perpetuating interface where both sides share vested interest in prolonging its existence. The continuation of the Arab-Israeli conflict and its repercussions has been felt on both the macro and micro levels of the international community. While conflict resolution with respect to the Arab-Israeli conflict is complex and intricate, comprehension and management is key to prevention of further escalation.

Armed aggression has become the most viable solution to both the Israel and Palestine, which has perpetuated the conflict. Israels identity is an armed struggle for survival. Without a decisive military advantage, Israel would not have lasted through the 20th century. Years of war and violence with Arab neighbors have formed the Israeli mindset into seeing the use of force as the solution to foreign relations, and necessary for national security. Palestine is in a continual struggle for concessions with hopes of achieving self sovereignty. Without political legitimacy able to claim sovereignty, they are denied political channels used to negotiate with Israel. Their disadvantaged position moves them towards violence as a means of negotiation. As Palestine is able gain concessions, it re-enforces their use of violence as a viable tool. The conflict is then prolonged by the view, which is influenced and supported by Hamas, that concessions such as Israels withdrawal from the Gaza Strip represent a victory for armed resistance. Therefore, both Israel and Palestine continue to negotiate through armed conflict. Each answers with increased violence, prolonging the conflict into an intractable state.
PEACE EFFORTS (BELIEFS vs. PERCEPTIONS)

Palestinian perceptions towards the conflict are increasingly divergent, causing greater divisions within the society. In a joint Israeli-Palestinian public opinion poll taken in 2005, the majority of Palestinians were in favor of ending the conflict, yet armed resistance was widely perceived as effective against Israel. In the poll 65% of the Palestinians were in support of a compromise ending the conflict, yet 82% of the Palestinians saw the evacuation of the Israeli settlements from Gaza as a victory for the Palestinian armed struggle against Israel. The failure of the Oslo Accords and subsequent second Intifada has caused the Palestinians to perceive violence as an effective means for negotiation with Israel.
Palestine is also politically divided, hindering any general consensus on how to deal with Israel, and govern themselves. Palestines political parties are divided across the ideological axioms of Islam, Nationalism and Marxism. Parties such as Hamas and the Palestinian Islamic Jihad perceive Palestine as an Islamic State and want to institute Islamic Law. The Nationalist movement led by Fatah, has until recently dominated Palestinian politics. They push towards the complete liberation of Palestine, and want to establish an independent democratic state. The Marxist parties include the Popular Front for the Liberation of Palestine (PFLP), the Democratic Front for the Liberation of Palestine (DFLP), and the Palestinian Peoples Party (PPP). While the Marxist movement has not been able to overcome the Nationalistic or Islamic movements, they are open to negotiations with Israel, and want to establish a state in which both Palestinians and Jews can live together.
There are certain prevailing perceptions that have permeated society in both Israel and Palestine which does not necessarily reflect the reality on the ground. However, these perceptions have been deeply ingrained into the cultural mindsets which will not change unless Arab and Israeli leaders lead the way and promote a mindset that is conducive to a negotiation of peace. In order to accomplish this leaders must first disavow the notion that they can have it all and uphold that concessions will have to be made. Geopolitical changes in the region have created an opportunity to negotiate a lasting peace between Israel and Palestine that hasnot existed over the past 60 years. Meanwhile, the Hamas victory lent further credence to the claim that Palestinians are violent and support terror.
PEACEBUILDING ISLANDS
Due to the costliness, length, and propensity for escalation of violence, the intractable conflict in Israel, while seemingly resistant to conflict mitigation, must be resolved through peaceful means. While several attempts at improving the protracted conflict within the Mideast have taken place in the past, other Peace Building Islands exist within Israels borders today. These bastions of hope highlight plausible and peaceful resolutions and cross psycho-social, economic, and educational barriers preexistent within Israel today.
The creation of the village of Neve Shalom, near the town of Latrun in Israel, is one of these Peace Building Islands. Neve Shalom is a co-op village built in the early 1970s for Palestinian and Jewish citizens in an effort to openly demonstrate that both Arabs and Israelis can live together peacefully. It boasts a population of approximately 170 families and is democratically governed and owned by Arabs and Israelis alike; its community holds no political party affiliation. The village members dwell upon its founding creed of communal acceptance, mutual respect, tolerance, and collaboration in establishing its community projects. Two of these projects are the villages humanitarian relief program, aimed at assisting Palestinian villagers overcome by the ongoing conflict, and the establishment of its exceptional School for Peace.
The School for Peace is another peaceful resolution to the divergence that offers educational programs, aimed at promoting Arab-Israeli understanding within the conflict, as well as community outreach through cultural and social relations. The school offers varying levels of education in bi-national and bilingual curriculum, communal projects, and offers training programs and workshops to students, teachers, and professionals from the village and local communities. Its main purpose is to educate Arab-Israelis in developing and reinforcing critical thinking skills and identify those regressive mechanisms prevalent in Israeli society; mechanisms that serve to perpetuate the ongoing conflict.
A third attempt at conflict mitigation of the Arab-Israeli predicament is the establishment of localized groups intolerant of the intractable conflict such as the Combatants for Peace. Created in 2005, the uniqueness of the group is that it is comprised of both Arab-Israeli veterans of the ongoing armed conflict; former Israeli Defense Force soldiers and Palestinian fighters. The views of the group are that the Arab-Israeli conflict can only be resolved through non-violence, joint efforts aimed at ceasing the violent hostilities between the Palestinians and Israelis. Some of the groups goals are to educate and promote non-violent struggle, create political pressure to both political party leaderships, and resume dialogue amongst the key players. They have sponsored several public forums at universities and schools on the conflict, support meetings for victims of the conflict, participated in re-building homes destroyed in the ongoing conflict and conducting relief effort convoys to the Gaza strip. QUARTET STRATEGIES FOR PEACE
The decline of social and economic factors during the Oslo process exacerbated Palestinian frustrations which ultimately led to the acceptance of violent extremists at the forefront of Palestinian politics . While the failure of the Oslo Accords and Camp David peace talks was the primary influence on the second intifada the escalation of violence during the second intifada forced Israel into an even greater defensive posture and elicited a greater response. If you compare the first and second intifada the first led to emerging peace talks between Israel and Palestine. Conversely, the second gave rise to the factional politics that plague the Palestinian political landscape today and pose an even greater challenge to the peace process . As far as the Annapolis peace talks, Israel has placed the burden of proof on Palestine as to whether they will be a cooperative partner in the peace process.
The two main focuses of the 2008 Annapolis Conference was the International Quartets 2002 Road Map and permanent status negotiations leading to a peace agreement at the end of 2008. Israel will make no concessions without execution of the Road Map. That is to say that if the Palestinians wish to realize their goal of Statehood they must first eradicate the militant factor that continues to use terrorist tactics in attempt to realize their goals or seek vengeance upon a perceived enemy . Perhaps this is the fatal flaw in the Road Map, but according to President Abbas, the Annapolis summit saw a resumption of talks between the Palestinian National Authority (PNA) and Israel after a seven-year hiatus. The sides pledged to do everything possible to draft a peace settlement by the end of 2008, as well as to come to an agreement on the form of a future independent Palestinian state. Unfortunately, the talks stopped when Hamas' rockets incited Israel to retaliate with overwhelming destruction.

United Nations Secretary-General Kofi Annan emphasized, "It is the view of the Quartet that all members of a future Palestinian Government must be committed to nonviolence, recognition of Israel, and acceptance of previous agreements and obligations, including the road map."
VIEW OF HAMAS

The U.S. non-negotiation policy towards terrorist organizations has affected past policies and could lead to further unsuccessful negotiations with Palestine. After the 2006 democratic elections, Hamas became a leader in the Palestinian government, which inhibited U.S.-Palestinian negotiations. Rene Wadlow of the Carnegie Council pointed out that the President of the Palestinian Authority, Mahmoud Abbas, the Israeli Government, the U.S. Government, and to a lesser extent the European Union, would like to see living conditions in Gaza get worse so that the Hamas administration will fail. As we saw in 2008, this effort had the exact opposite effect of enraging the Palestinians and uniting them behind Hamas. If the U.S. only deals with a portion of the government with limited control, negotiations will fail to produce a united Palestinian State.
The EU committed itself to the reconstruction of Palestine after the 2008 Israel-Hamas conflict. Javier Solana, EU High Representative for the Common Foreign and Security Policy, stated at the International Conference for the Reconstruction of Gaza on March 2, 2009 that while taking care of the immediate needs for reconstruction, we must place our efforts in the broader perspective of a comprehensive resolution of the conflict that is the root cause of the tragedy of Gaza. He also stressed that urgent work is needed to restore a credible and sustained political process that will lead to a just and lasting peace for Palestinians and Israelis alike, and ultimately all the peoples in the region. Curiously, he named President Abbas and the PA as the lead for distribution of the financial aid, bolstering Palestinian support for them. His omission of Hamas shows the EU's continued rejection of Hamas as a legitimate government and continued attempts to weaken their influence in Palestine.
Russia took a different perspective to Hamas and the conflict. After the 2006 Palestinian elections, Russia recognized Hamas as a legitimately elected government instead of a terrorist group. Russia has capitalized on the old Soviet agreements with Arab nations and Israel, due to its large former-Soviet Jewish immigrants in Israel and Russia's large Muslim population in Central Asia, to become more neutrally aligned than the U.S. in regards to the conflict. Russia seems open to all sides of the conflict. Then-president Putin met with President Abbas in 2008 to discuss Russia's increasing role in the peace process, even though President Abbas stated that Hamas was not part of a official government and had no right to be invited to a conference.
While the Quartet backed the Road Map vision, the U.S. support for the annexation of settlements in the West Bank became an obstruction to its pursuit. Despite Israels withdrawal from Gaza in 2005, failure of the peace process led to Hamass success in Palestinian elections in 2006 . There is an absence of a single unified political body that speaks for all segments of the Palestinian people; the refugees of the Diaspora, those living in the occupied territories, and the Palestinians living in Israel. In order to realize Palestinian national goals during the peace process it is essential that the body at the negotiating table represents all Palestinians - not just those of the occupied territories. The lack of consensus on what aims they should push for in the negotiation process remains a serious challenge to their goals.
In addition to their position towards Israel, the Hamas government will likely run contrary to the more modernizing and secular elements in the region .
To promote such a positive situation, the Arab states need to demonstrate that they have the capacity and the political will to rein in extremist groups, like Hamas and Hezbollah, should they refuse to heed the Arab collective will. Thus far, several Arab states have not only refused to impede the activities of such groups; they have actually supported their violent resistance to Israel.
According to Ayman El-Amir, former Al-Ahram correspondent in Washington, DC, the PA and Arab governments involved, mainly Egypt, Saudi Arabia and the Gulf Arab states, realize that without the active involvement of Hamas's administration, no reconstruction will be possible. As of 17 March 2009, Hamas and Fatah were negotiating semantic points over respect for or abide by past peace agreements with Israel. If successful, the united PLO as the PA would legally represent all Palestinians under the 1993 Oslo Accords.
NECESSITY FOR INCLUSION OF SYRIA IN PEACE NEGOTIATIONS

Syria is a key player in any Arab-Israeli peace-process negotiation. In order for Israel to attain their goals of security, it must also address the return of the Golan Heights in exchange for a comprehensive peace. The Sunni-Shiite conflict that has spread throughout the Middle East has placed Syria in a position whereby the necessity to portray a unified Sunni front has become imperative.
Syria is host to 10 official and three unofficial Palestinian refugee camps, which support 119,055 registered refugees. The Syrian government supports Hamas' struggle against Israel, but is keenly interested in ending Israeli occupation of its Golan Heights and restoring the rights of the Palestinians. Israel's 40-plus year occupation of the Golan Heights is a major issue blocking an Israel-Syria peace treaty, which is currently being mediated by Turkey. This is likely being used as a bargaining chip with Syria to aid the peace process, which would lead to an independent Palestine. Syria's strong relations with Iran, Hezbollah, and Hamas place it in a unique position to argue for Hamas' inclusion in the Palestinian government. US Envoy Jeffrey Feltman said after four hours of talks with Syrian Foreign Minister Walid Al-Muallim that Syria could play "an important and constructive role" in the region.

CHALLENGES AND OUTLOOK

Much attention is given to external factors of the peace process; however, it is entirely plausible for the internal factors that exist within Palestine, such as corruption and factional strife, to play a greater role in the outcome. In Palestine, an authoritarian regime may be favored over the democratic route simply because it is more convenient. Continued failure on the part of elected officials in Palestine to end the Israeli occupation of the territories would certainly make that option more feasible
At its best, the Palestinian cause sought to accept and integrate the State of Israel their inherent right to exist into their own narrative. At worst, they sought to eliminate the State altogether and deny their right to exist . The use of tactics to provoke Israeli retaliation thereby undermining support for peaceful negotiations will have to end.

CONCLUSION
Israel cannot thumb its nose at the Arab Initiative lest it damage their ability to successfully negotiate their national concerns with Palestine and other Arab States such as Syria, Lebanon, Jordan, and Egypt. Israel and Palestine have arrived at an impasse in the conflict, where neither side can take steps towards peace without making major concessions. Grievances over years of violence, territorial disputes, relative deprivation, inequality, and social conditioning continue to fuel the conflict. Arab States such as: Syria, Lebanon, Egypt and Jordan are also tied to the conflict. Their support of Palestinian organizations like Hamas and the PLO, sustainment of large Palestinian refugee camps, and land disputes with Israel has brought the conflict to the forefront of their national concerns. In working towards peace, Israel cannot thumb its nose at the Arab Initiative lest it damage their ability to successfully negotiate their national concerns with Palestine and other Arab States such as Syria, Lebanon, Jordan, and Egypt. The failures of peace initiatives framed by the Quartet such as the Oslo Accords and Annapolis conference have exacerbated the conflict. Instead of hopes for peace, these failed negotiations are viewed as signs that peace will never be achieved. The emergence of Hamas is another key inhibitor in the current Road Map towards peace. Not only has Hamas rekindled violent conflict with Israel, but it has further fragmented Palestinian solidarity, which impedes a unified Palestinian body that can negotiate for peace. Despite internal peace building islands such as the village of Neve Shalom and Combatants for Peace, the conflict will continue unless Israel and Palestine re-evaluate their perceptions and uphold concessions that will have to be made.

There are faxes for this order.

This is a letter that states why I would like to transfer from the law school I am currently at to this other school. I must also state why I want to practice law and how law school will help me reach my eventual goal.

I would like the essay to begin by stating that what originally attracted me to the study of law is that it is a profession steeped in history. The school that I wish to transfer to, is call JOHN MARSHAL LAW SCHOOL and I included a small history of John Marshal on the pages that I am going to fax over.

The bulk of my essay need to talk about my interest in public service and how a legal degree from John Marshal Law School will help me achieve my goal in being active in public service. It is crucial to show that where I am now (A) and where I would like to eventually (X) and how law school will allow me to get from A to X.

First start out with some history:
1. As an undergraduate student, I was a Purdue University Student Ambassador. I held this position for three years (6 semesters). I saw it as my responsibility to encourage student involvement in university decisions that affected them. Myself and a small group of ambassadors set up a Bi-monthly ?lunch with your dean? program. This program would allow students to get involved by giving them an opportunity to have their voices heard by the Deans of each school. The program began 1/1/99 and is still in effect today.
2. After graduation (6/2001) I became a volunteer for the American Civil Liberties Union. (I will fax info about this organization) I started by answering phones and taking down information about civil liberties violations to determining whether or not each call would be a case that the organization would like to get involved with. I enjoyed this position because it allowed me to talk directly to people who felt they had been wronged and offer advice for different avenues they could explore to remedy their situation if the ACLU was not able to take their case
3. In March 2002, I was then promoted to a project coordinator. This allowed me to plan programs and do community outreach. Again I loved this position because it gave me a forum where I could encourage public awareness about civil rights violations and also encourage community activism.
4. Now in law school. I am still a Member of the ACLU club on campus. My time is more limited now because the first year of law school is so busy, but I still help plan events for the group and encourage activism among law students at my present school.

What I would like to do is to show a chain of involvement and dedication that began at Purdue and that I hope to turn into a career. John Marshal law school will be a great place to do this at because they have a program called the FAIR HOUSING CLINIC. I will be faxing a description of the clinic, what they do and their mission. Please use this in as the next link on the chain to a career in public service.

Conclude with a statement that states that John marshal law school will be the best place for me to achieve my final goal or something to that effect.
Thank You

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I need to create Emergency Plan for a facility (Name of my facility MWV located in Covington VA with 190 employees), including one Emergency Response Procedure for one type of emergency covered under the Emergency Plan (Lets plan for a tornado). Write an emergency plan that is structured as follows:

Executive Summary: Give an overview of your plan.

Emergency Management Elements:
? Direction and control
? Communications
? Life safety
? Property protection
? Community outreach
? Recovery and restoration
? Administration and logistics
Response Procedures:
As an attachment or addendum to the Emergency Plan, discuss how the facility will respond to one specific disaster (tornado) or emergency that is covered under the Emergency Plan.
Emergency Plans and Emergency Response Procedures are not interchangeable?Emergency Response Procedures are only part of a comprehensive Emergency Plan.

It is understood that you may not have access to all of the information you would need to write a detailed plan. Where you are able to gather the information, please include it. Where you cannot get access to the information, discuss what information you would need to gather to finish the plan.
My Plan should be at least five (5) pages in length. Rather than writing this assignment in strict APA term paper format, use a format and spacing that is proper for an Emergency Plan and Emergency Response Procedure, respectively. However, use the APA guidelines when quoting, paraphrasing, and citing in your Plan and Emergency Response, as well as when listing references at the end of your Plan.

u03a1 LOI - Letter of Inquiry
Locate a funding organization and compose a sample letter of inquiry (LOI) inquiring about a specific program or project. You may use an existing program or project, or one you know your organization (my proposal is to seek opportunity to feed the Homeless ??" possible matching funds) wants to launch. You can use the known needs of your community to shape the project or program you are discussing in the LOI.
The LOI should include the following elements:
Organizational mission.
Needs statement.
Outcomes expected.
General description of how the organization will conduct the project.
The fit seen between the potential sponsor and the applicant organization.
Remember, the LOI is not a proposal in itself. Instead, the purpose of the LOI is to determine if an organization and its proposal fit within the granter's guidelines before the organization commits the time and resources to put together a full proposal.

Resources

Non-Profit Guides??"Inquiry Letter.
Grant Proposal??"Inquiry Letter.
Sources of Funding
____________________________________________________________________________________________

the exact guidelines specified by grantmakers.


This is sample inquiry letter. April 1, 200X


Mr. Grantmaker
CEO
Community Help Foundation
100 Main Street
Any-City, Any-State, USA

Re: Letter of Inquiry

Dear Mr. Maker:

Thank you for our recent meeting at the Community-Based Organization Conference where you were kind enough to visit with our staff and take the time to learn about our mission and current projects. We thoroughly enjoyed your visit with us, and sincerely appreciate your thoughtful attention to Neighborhood Improvement Association, Inc. (NIA)

Your interest in NIA is a significant acknowledgment of our successful track record of delivering superior community improvement projects for nearly 15 years.

We are aware that the Community Help Foundation distributes a number of grants for community improvement and development purposes. We wish to apply for one of the Foundation's grants.

NIA has enjoyed a significant growth within the last ten years. Last year, NIA launched five new programs, including a community day care center, computer training center, substance abuse program, and an alternative learning program for high school drop-outs. We delivered a total of $15 million in community improvement projects in one year alone; an outstanding record of achievement. Our staff has doubled in an effort to effectively administer our new programs as well as keep pace with our organization's growing administrative responsibilities.

I am pleased to write to you about a project that I believe will be of interest to the Foundation. The NIA is seeking $550,000 over three years to expand its very successful Tech Ed (Technical Education) program to provide aggressive, hands-on computer training and alternative education programs in our inner-city neighborhoods.

Tech Ed is a highly effective five-year-old academic enrichment program for inner-city junior high and high school students. Formed through a partnership between NIA, the local college and the city's school district, the program currently has a total enrollment of 500 students, and is funded by the school district and matching HUD CD funds which are administered by the city.

The newly expanded PUTER (People Using Tech Ed Resources) outreach program will, utilizing the resources and leadership of Tech Ed students, bring computer skills and knowledge to high school drop-outs, underskilled and unemployed adults, single parents, and other community members lacking the adequate computer skills and educational resources needed to secure and maintain skilled jobs with which to support themselves and their families.

We are seeking support from the Foundation to enable us to develop a pilot PUTER program and demonstrate its soundness and effectiveness to the Tech Ed funders, the city, community development agencies, and local private funding sources for future funding of the long-term program.

We ask for your partnership because of the Foundation's demonstrated interest in alternative education and youth leadership development, especially for those from the underrepresented minority communities.

We critically need funds to launch this sorely needed computer training program, fund the equipment, software, and the resources of two teachers to oversee and assist the volunteer student educators. These equipment and support resources will constructively assist the 2,500 undereducated minority residents to be served by our new community service program. The ethnic composition is approximately 49% Hispanic, 39% African-American, 9% Asian-American, and 2% Other.

NIA has already raised an initial investment of more than $50,000 in absolutely necessary computer equipment toward a computer systems, training and services budget of more than $1 million. We have worked hard to bridge the gap and anticipate receiving grants and donations totaling $300,000 from private sector sources, banks, foundations and private donors.

Despite our general fundraising efforts, our program budget is far from balanced. Cuts in government financing continue, with more expected, especially those affecting our clients with incomes below poverty level.

Undaunted, NIA is an organization committed to excellence, with a clear vision and a passion for delivering outstanding results. We ask you to work with us to capitalize on our growth and these strengths.

Over the years the Foundation has proven the effectiveness of youth leadership development and community-based programs. The Foundation has helped to demonstrate that community outreach programs which are developed and managed by a community for a community make a striking impact. With the partnership of the Foundation, our young Tech Ed leaders will bring vital alternative education and critically-need training skills to their neighbors, family members and peers, and, in so doing, will effect positive change in their own communities.

Tech Ed student teachers will serve as a model outreach volunteer corps and for our inner-city neighborhoods throughout the country. The Tech Ed program has attracted national attention as an innovative prototype for academic enrichment, and has been replicated in at least four major cities already.

The challenge at this stage is to seize the opportunity, to take the risk, to realize an innovative, new, rewarding and productive future. With the strength which has made NIA and the Tech Ed program what it is today, the choice is an easy one -- help our community meet the challenges of the 21st Century.

The need for effective computer training and education cannot be overstated. The technical training requirements of our community are overwhelming and mirror the needs of most other inner-city populations. The PUTER program is ready to be launched as a national model for all inner city community organizations everywhere for building a future, uplifting individuals, creating self-sufficiency.

Thank you for your support and assistance to NIA, and the community residents it serves. We look forward to your consideration of our request and the opportunity to submit a formal proposal for your review. We will be pleased to submit additional information at your request. Please do not hesitate to contact me at (telephone number).

Sincerely,

Dolly Do-Good
Executive Director

Grant Proposal Inquiry Letter
Strategy
A growing number of major foundations ask potential grant recipients to first submit a two-page letter of inquiry before receiving an invitation to submit a full proposal. The inquiry letter prevents nonprofit organizations from spending an excessive amount of time assembling application material for unlikely projects. On the other end of the funding process, foundation staff can quickly scan letters for appropriate projects and only request additional information when funding is a strong possibility.
For a grantwriter, letters of inquiry provide a valuable method fr testing project ideas with potential funding sources. Remember however that you must research the foundation's priorities first. Respect the funding source's stated preferences for geographic region, type of grant, and program areas. Rejection notification arrives quickly when your project is clearly unsuitable. Your letter should establish a connection between your project's goals and the foundation's philanthropic interests.
The secret to a successful letter of inquiry is condense, condense, condense. With only two pages of text, each sentence must be scrutinized when editing. Focus on detail, clarity, and conciseness. But also remember to convey passion for the project.
________________________________________
Address Block
July 15, 2000
Mr. John Jones, Program Officer

The Brunner Foundation
8000 Fantasy Lane
Wealthville, CA 90000
Dear Mr. Jones:
Timing: Ideally, prospective foundations should be identified well in advance of your project start date. For example, perhaps your research indicates that the Brunner Foundation has three grant deadlines: February 1, June 1, October 1. With the July 15th date above, the nonprofit waited long enough past the June 1st deadline to allow the previous round of funding applications to be processed. With two and a half months until the next October 1 deadline, foundation staff have ample time to request a full proposal, and the grantwriter has time to prepare that lengthier submission.
Contact Person: Your research should identify the appropriate foundation officer for submissions in your target funding category or program area. Small family foundations often ask that submissions be sent directly to the foundation president or board chair. If you are relying on an older annual report or publication, call the foundation to doublecheck that the officer is still on staff. If the nonprofit executive signing your letter of inquiry has cultivated the foundation officer by phone or in person, then a first name can be used in the greeting.
Mailing: Letters of inquiry should be sent through regular first-class mail. Recently, several foundations have expressed annoyance with the huge volume of high-cost overnight delivery services used for last-minute submissions.
________________________________________
Introductory Paragraph
We take pleasure in requesting support for Healthy Haven's facility expansion, which will increase social service program space and construct 36 units of permanent, affordable housing for mentally ill adults. Healthy Haven seeks a grant of $40,000, payable over two years, from the Brunner Foundation. The first payment of $20,000 will be applied toward hard construction costs of the ground floor homeless services department. The second payment of $20,000 will be used for furniture and fixtures to prepare the building for occupancy.
Synopsis: The first paragraph should provide a synopsis of the project and the requested funding amount. Assume that the foundation staff will use this paragraph as the project summary on internal documents. Whenever possible, quantify project services, such as the number of participants who will be served or the number of housing units to be built.
Impact: Focus on philanthropic needs rather than institutional needs. The example above identifies the target population of mentally ill adults. Even if you seek funding for a new database system or renovated administrative office, emphasize how improved efficiency will impact vital services for people in need or allow improved advocacy on social issues.
Positive: Use the verb tense will to describe anticipated project accomplishments. The conditional sentence structure If we receive the grant, then we could double our floor space conveys less authority and certainty that a definitive statement: A Brunner Foundation grant will fund 8,000 square feet of a new vocational training center.
Ownership: Because this sample letter has a double signature, the pronoun "we" is used. For small orgranizations, referring to the institution as "our program" rather than "the program" often seems more natural and compassionate.
Gift Terms: For large grants, suggest logical payment periods. In the example, half the grant would be needed within a year for construction start-up, but the other grant monies can be deferred until external construction is finished. Multiple-year grants are sometimes easier for foundations to incorporate into their overall funding parameters. The payments also allow additional opportunities for the nonprofit to cultivate the foundation with thoughtful thank you letters and project updates.


There are faxes for this order.

An analysis of the planning and marketing strategy of Providence portland medical Center
Research corporate actions as advertising, community outreach, recent or planned expansion, niche in the market place, fund raising/capital development, reputation, etc. (2) Evaluate the success of the organizations marketing strategy based on profitability, market share, evaluations by the state in which the headquarters is based, and reputation with consumers.
discuss the planning and marketing strategy of the Providence Portland medical Center. Evaluate how effective the strategy has been.

The first thing the writer needs to do is look at the web page as noted below. There is a list of resourses (not much to read). Please read all the following sections on this web page: http://tools.iscvt.org/advocacy/start

I then want you to apply two or more of the following (build the team, craft the campaign...etc) to a two page narrative that describes how some of these or other advocacy skills (you can do your own Goggle Scholar or library search) into my community outreach assignment. Begin browsing the resources below:
*Advocacy Resources*
-Build the Team
-Craft the Campaign
-Empower the Coalition
-Speak to Inspire
-Ensuring Success for the long run
-Stories from the field


PLEASE READ CAREFULLY AND INCOORPORATE ADVOCACY RESOURCES TO MY PROJECT. PLEASE ADD and PUT INTO YOUR OWN WORDS PLEASE.
*** On this two page paper you will incorporate what I am working on as my project. Please feel free to add as much advocacy for each (2 or more) resources as possible.

Main points on my projects are:
Goal: The purpose of the service is to describe the service goals, objectives and tasks that must b achieved by the Office of Border Affairs in coordination with Human Health Service agencies. Working together in a coordinated manner, Human Health Service agencies desire to make services more accessible to residents of the Webb County Colonia communities. The plan further identifies specific responsibilities for Human Health Service agencies and PARTNERS who are participating in the plan. The program is coming from TAMIU- Texas Center & Human Health Service Commission- Office of Border Affairs.

*I work under the Border Affairs Division, and it is my job to start this expansion Pilot Program.

PROJECT : GED, ESL, Computer, and Literacy expansion Pilot Program
1) On 2/9/09, there was a Commissioners Court Meeting where we presented a proposal to the Commissioners on the GED, ESL, Computer Literacy Pilot Program. On this day it was passed and we were granted $60, 000 dollars to start this pilot program. We spoke and inspired the commissioners to want to be a part in this program by giving us the funds required.

2) Meeting with Work Force representative and Laredo Community College representative to ask them to help promote the GED, ESL, Computer Literacy Program and also sending us the people to our agency of Border Affairs to enroll. (People being enrolled must be over age 17 and be a US citizen or a resident. If they are not a citizen or resident, they are welcome to join the class to gain knowledge and education.)

The next steps will start in March

3) I will pretest to see where the student is at, and then I shall mid-test the student

4) Post Test and evaluate. See how much the student has advanced or stayed in the same place.
5) Program will start in March and end in October (7 weeks). ***DURING THE TIME, there will also be different guest speakers to educate them on health and well being, also to inform them on other agencies and services out in the community. These agencies will be invited to present to the students for education purposes. ****
6) Lastly, Enhance job training, GED, and job search programs, and Academic and Vocational Counseling Services.
Continue to monitor and distribute listings of jobs available for Webb County, through cooperative agreement with local Workforce providers. Those that wish to pursue their education, help them get into the Laredo Community College to further their education.
-------------------------------------------------------
Cost Estimate:
1. Part time instructors for (12hours) GED instructor@ $22.00 per hour for a total of four instructors= $33, 792 for eight months pilot (March-October)
2. Supplies=$4,000
3. Supervision/Training=$15,000
4. Testing=$4,000
5. Promotora recruitment outreach= $3,208
TOTAL BUDGET= $60,000


------------------------------------------------------
GED Services:
1. Instruction of 5 GED content areas: Math, Science, Reading, Social Studies, and Writing
2. Books and supplies
3. Computer based GED instruction
4. Classroom instruction
5. Individual academic and tutorial services
6. Cultural enrichment activities
7. Academic and Vovational counseling
8. Placement in post-secondary education or employment (referrel to Workforce Soluitions)
9. No cost to qualifying students
10. Human Health Service Commission- Office of Border Affairs will provide Health and Human Services (HHS) resource information during the course work, and will coordinate HHS presentations from partners.
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**Please try to use a lot of the advocacy resources to my project. This is a two page paper, 12 inch font size, double spaced. PLEASE USE EVERY LINE AND MAKE IT TWO FULL PAPERS.

Thank you, Cynthia

The Jaqueline Kennedy Onassis Reservoir, a 106-acre water body located in the middle of Central Park, was completed in 1862. The reservoir holds a billion gallons of water, and formerly distributed fresh water to Manhattan residents. The reservoir has stopped serving this function and its future is perpetually under discussion.

Your task is to create a restoration vision for the reservoir area and draft an outline plan for its implementation, defining a clearly supported restoration goal and taking into account the various stakeholders and continued uses of the area (for instance, the overflow from the reservoir is critical for providing fresh water to the Pool, Loch, and Harlem Meer). Follow the recommended steps (in the SER Primer, also see below) in developing your plan.

You will need to describe your goal and strategies for the steps of creating a restoration plan (see Write the Plan section below). While you are not responsible for creating a budget or a detailed public outreach program, it will be useful to keep those two factors in mind so that your restoration plan will be economically and socially feasible. If you cannot find information to fill in a section of the plan right away, DO NOT WORRY!!! Just state where you would look for this kind of information.

Youll be developing this restoration plan quite rapidly, so for our purposes there is no need to format this exercise as a scientific paper. Rather, just follow the spirit of the SER guidelines below and the four steps elaborated further down.


What you need to do
1. Develop a set of restoration goals and objectives for the JKO reservoir
2. Use Manahatta2409.org to illustrate your proposed restoration plan.
3. Draft a 4-page restoration plan for the JKO Reservoir that addresses the SER guidelines below, that provides more detailed information than the illustration and that describes the results of the 4 step process below in more detail.

Developing a Restoration Plan
According to the Society of Ecological Restorations Primer, all restoration plans must have at minimum the following:
1. A clear rationale as to why restoration is needed;
2. An ecological description of the site designated for restoration;
3. A statement of the goals and objectives of the restoration project;
4. A designation and description of the reference site or condition;
5. An explanation of how the proposed restoration will integrate with the landscape and its flows of organisms and materials;
6. Explicit plans, schedules and budgets for site preparation, installation and post-installation activities, including a strategy for making prompt mid-course corrections;
7. Well-developed and explicitly stated performance standards, with monitoring protocols by which the project can be evaluated;
8. Strategies for long-term protection and maintenance of the restored ecosystem.

1. Research the site
Research the current and historical conditions of the area in order to:

determine goals of the project
assess the feasibility of successfully restoring to the goals
help set up longer-term monitoring programs to evaluate success

Gather information on the historic condition of the area at various times in the past.
What are the various successional stages typical of this type of ecosystem?
What floral and faunal species are native in this area?

Identify the initial cause(s) of the ecosystem transformation.
How far back in time was this initial transformation?
What other factors have since contributed to the ecosystems degradation?

Determine the current species composition at the site and determine which are native and which are exotic. (Local conservation or natural history organizations like bird clubs, museums, native plant societies, etc.) might have undertaken surveys or otherwise gathered information on the species composition of the area.)

Determine the topography and drainage patterns of the site
depth to the water table
flow rates
water quality
seasonal flooding at the site

Describe the soils current structure and profile. Determine whether or not soil has been removed from the site and investigate the need for soil bioengineering (the use of dead or living plant material to rebuild soils) or other soil management strategies.

Identify key processes that maintain the ecological system. For example:
hydrological forces (floods, tides, base flow rate, etc.)
fire
grazing
nutrient availability
pollination requirements

2. Set preliminary goals
Clearly define your restoration projects goal(s), identifying the ecological and/or social values that are to be restored.
There are a variety of reasons for restoring an area, for example those reasons might include:
improve a particular ecological function;
transform a degraded ecosystem to one that resembles a prehistoric, historic, or entirely new but more healthy condition;
increase the area of an existing ecosystem;
lessen the impact of edge effects on a fragmented ecosystem;
increase connectivity between existing ecosystems.


3. Assess Feasibility of the Restoration Project
Assessing the feasibility of the project is a critical step. It will help determine the project design, the resources required to implement the plan, and may lead to redefining the goals of the project itself.

Below are several issues that should be addressed as you develop your plan.

Consider land tenure issues at the site.
To whom does the land belong?
Does the title to the land rest securely with them or is there some controversy over who owns the land?
Is the owner interested in having the restoration project on this site?
Will that interest be sustained over the long term?
Who will have access rights to the area once it is restored?
Are the land tenure issues too cumbersome to undertake for this class project?

Identify stakeholders and their values. What kind of community support or opposition will this project have? (This could lead to a survey of local residents, businesses, civic groups, etc. regarding their support for or interest in a restoration project.)

Identify regulatory requirements and specifications for restoration activities For instance, permits required for moving dirt, for affecting wetlands over a certain size, for using chemicals, and for most aspects of construction. Are the permit procedures too cumbersome to undertake for this class project?

Other important questions include:
How much work must be done to prepare the site for restoration (soil bioengineering, removal of exotics, etc.)?
What personnel would it take to accomplish this project?
What work could volunteers do (weeding exotics, mixing in top soil and laying jute or another soil stabilizer, planting native species) and what work would need to be done by a professional or other staff?
What costs and benefits are associated with the project?
Will you be able to monitor the condition of the site over time?

4. Draft the plan
For this assignment, you will need to describe your vision and strategy for the first four basic steps of writing restoration plan:
Background and Site Description
Goals and Objectives
Project Design and Implementation
Monitoring and Evaluation

Background
This section should include information on the history of the area and what successional stage has been chosen as the restored condition.

Goals and Objectives
Set specific goals and objectives for the project. A goal is a broad statement of what to accomplish and an objective is a statement that describes one aspect of how the goal is to be accomplished. Usually, several objectives are necessary to accomplish a goal. Objectives should say what will be done, when or for how long it will be done, and how it will be done. Objectives should be feasible and (ideally) quantifiable, as they will guide the design, monitoring, and evaluation portions of your plan. For example,
By 2020, facilitate growth of Isotria medeoloides, a rare orchid species, by reducing crown closure of the forest overstory by 50% o By 2020, reduce stormwater discharged by the restoration area by 25%.

For larger restoration projects that involve community outreach, make separate goals for biological parameters and community outreach in order to evaluate success at both levels of the project.


Project Design and Anticipated Performance
In this section, clearly illustrate your restoration design using Manahatta2409.com. Describe the changes you would make to the landscape, its composition and configuration and how these changes will contribute to your Goals and Objectives. You may be able to support your anticipated performance with some of the metrics from Manahatta2409s Environmental Performance toolbar (but you may have other goals that are quantified by the website ??" thats perfectly alright).

Project Implementation
In this section, briefly describe what types of work the restoration strategy entails. Detail the strategies necessary for implementing the plan, including but not limited to: restoring the physical environment (soils, hydrological system, etc.) and restoring the flora and fauna, but also issues like removing sources of the degradation, etc. Also at this stage, enter into more detail on issues such as supplemental irrigation, pest control needs, and the frequency of different maintenance regimes.

Monitoring
A good monitoring strategy will help you quantitatively evaluate the programs progress towards your goals and objectives. Information collected during the initial investigations ??" such as base-line data on species composition and density ??" can be compared with data taken a few years into the project to see if management strategies are having the desired impact on the area. Similarly, for public surveys, baseline data on community support for the project can be compared with surveys taken later in the life of the project to see how peoples attitudes have changed towards the project.

Potential sources of Central Park information:

Rosenzweig, Roy; and Blackmar, Elizabeth (Contributor). 1992. The Park and the People: A History of Central Park. Cornell University Press, Ithica, NY.

Sauer, Leslie Jones. 1998. The Once and Future Forest: A Guide to Forest Restoration Strategies. Island Press, Washington, D.C.

Mittelbach, Margaret and Crewdson,, Michael. 1997. Wild New York: A Guide to the Wildlife, Wild Places, and Natural Phenomena of New York City. Crown Publishers, Inc., New York.

Burton, Dennis. 1997. Nature Walks of Central Park. Henry Holt and Co. New York.

Rogers, Elizabeth Barlow; Cramer, Marianne; Berendt, John (Editor). 1987. Rebuilding Central Park : A Management and Restoration Plan. MIT press, Boston, MA.

Winn, Marie. 1999. Red-Tails in Love : A Wildlife Drama in Central Park. Vintage Books.

Beveridge, Charles; Schuyler, David, and Olmsted, Frederick Law. 1983. Creating Central Park 1857-1861 : The Papers of Frederick Law Olmsted. John Hopkins University Press, Baltimore, MD.

Kinkead, Eugene. Central Park. 1990. The Birth, Decline, and Renewal of a National Treasure. W.W. Norton & Company, Inc., New York,

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These are some of the research questions to assess: What are the social and economic impacts of students and faculty in colleges and universities on rural America over the last 25 years?

How do colleges build communities?

What are the differences of rural communities that have a local college presence compare to those who do not?

How can colleges and universities mobilize a community?

these references may help:

Partnerships: Developing, Sustaining, and Nurturing
Bibliography??"Margaret Brabant, Armand Carriere, and Ted Howard

Brabant, M., Braid, D., 2009, "The Devil is in the Details: Defining Civic Engagement." The Journal of Higher Education Outreach and Engagement. Volume 13, Issue 2, 59-87.

CEOs for Cities and Institute for a Competitive Inner City (ICIC), 2002, spring, Leveraging Colleges and Universities for Urban Economic Revitalization: An Action Agenda, Boston, MA.

Dubb, S., Howard, T., 2007, August, Linking Colleges to Communities: Engaging the University for Community Development, The Democracy Collaborative at the University of Maryland, College Park, MD.

Forrant, R., Silka, L., 2006, Inside and Out: Universities and Education for Sustainable Development, Baywood Publishing, Amityville, NY.

Gibson, C., 2006, Citizens at the Center: A New Approach to Civic Engagement, Washington, DC: The Case Foundation.

Hahn, A. with Coonerty, C., Peaslee, L., 2003, "Colleges and Universities as Economic Anchors, Providence, RI: Campus Compact.

Harkavy, I., Puckett, J.L., 1994, September, Lessons from Hull House for the Contemporary Urban University, Social Service Review, Vol. 68, No. 3, 299-321.

Harkavy, I., Zuckerman H., 1999, September, Edsand Meds: Cities' Hidden Assets, Washington, D.C.: The Brookings Institution Center on Urban and Metropolitan Policy.

Harkavy, I., et al., 2009, Anchor Institutions as Partners in Building Successful Communities and Local Economies, in Paul C. Brophy and Rachel D. Godsil, editors, Retooling HUD for a Catalytic Federal Government, Philadelphia, PA: Penn Institute for Urban Research.

Holland, B., ed., 2008, April, Metropolitan Universities and Community Engagement, Metropolitan Universities: An International Forum, Vol. 19, No. 1, Indianapolis, IN.

Maurrasse, D., 2007, September, City Anchors: Leveraging Anchor Institutions for Urban Success, Chicago, IL: CEOs for Cities.

Office of University Partnerships (OUP), 2005, The Power of Partnership: Celebrating 10 Years 1994??"2004 Community Outreach Partnership Centers, Washington, D.C.: Dept. of Housing & Urban Development (HUD).
Ostrom, E., 2010, A Polycentric Approach for Coping with Climate Change. Policy Research Working Paper 5095. Background Paper to the 2010 World Development Report, pg. 32. Available http://www.iadb.org/intal/intalcdi/PE/2009/04268.pdf.

Percy, S., Zimpher, N., and Brukardt, M., ed., 2006, Creating a New Kind of University: Institutionalizing Community-University Engagement, Anker Publishing, Bolton, MA.

Percy, S., Zimpher, N., and Brukardt, M., ed., 2006, Creating a New Kind of University: Institutionalizing Community-University Engagement, Anker Publishing, Bolton, MA.

Romanos, M, Edelman, D., ArefiM., 2006, November, UC/Community Interactions and Collaborations, A Study of Peer Institutions: Main Report, Cincinnati, OH: University of Cincinnati, Office of the President.

Sharpe, E., 2008, Anchor Institutions Toolkit: A guide for neighborhood revitalization, Philadelphia, PA: The Netter Center for Community Partnerships, March.

Wiewel, W., Knapp, G., ed., 2005, Partnerships for Smart Growth: University-Community Collaboration for Better Public Places, Armonk, NY: M.E. Sharpe, March.

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Read the article (Lenk, M. M., Donnelly, B. D. (1998). Instructional case: community outreach. Issues in Accounting Education. 13(1), p173-190. (AN 172386)) Prepare a presentation to the Board of Directors outlining your immediate priorities as the Treasurer of the non-profit organization. I will be sending the article. 2 page report, apa style with one inch margins.

Answer the following questions in the presentation/report:

As the Treasurer of Outreach, what are your immediate priorities?


Discuss the following, and separate the topics and bold the title of each section, ie bold operational issues, technical issues, etc.

Operational issues:


Technical resources


Segregation of duties


Changing demand


High employee attrition rate

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Hello I'm Precious:)
Thanks so much for this
What I need a great speech that will attack the judges
something that will sell I GUESS I WILL SAY:)!

My topic is the importance of education for african american females

I made a web page that consist of my topic for community outreach
on my web page i have
interviews
* i interviewed three middle school african american girls
* 1 in 6th , 7th and 8th grade
* I ask them how they felt about school
* then i talked to them about their ancestors and how hard they worked for their education
* then i got them to write about their view on school then
* I felt as if i made an impact on their lives
my life story:
* my struggle in school
* I have to work harder than others
* sometimes I struggle reading
*My dreams and the only way i can get there is through education
talk show
*I interviewed power full american american women in the community and i had them talk about how their education help them get to where they are today
* My autobiography
Precious Jean Neely

If parents name a child Jill or Sue, well, that is only a name; the child has a lifetime to figure out who she is without worrying about the weight of expectations that come with the name. My parents did not name me Jill or Sue, instead; they named me Precious. There is nothing quite like being labeled as valuable to put pressure on a child. However, I realized early on that I had a choice; I could live up to the challenge of the name that they gave me and strive everyday to make every person with whom I interact better for having known me, or I could make a mockery of my name, so that it was uttered in derision and disbelief by people having to encounter me. I have chosen the first path, and, rather than resent my parents for the burden they gave me when they named me, I celebrate them for the challenge they gave me. Precious? I hope to ensure that every person I meet cannot help but answer that question with a yes.
One of the ways that I strive to bring joy to others is that I smile almost all of the time. It can be very easy to allow negativity and stress to impact ones outlook. I refuse to allow external events that are outside of my control dictate how I should react, or, even more critically, how I should feel about things. Therefore, when something bad happens, I acknowledge it, I accept it, and I look for how I can change it, or at least mitigate its impact in my life. Having done those things, I emerge with a smile, because any challenge that can be understood can be conquered. Moreover, I hope that my smile can help inspire people to remember that they all have the choice to view the bumps in life as roadblocks or simply as detours.
One of the ways I hope to bring joy into peoples lives is through dance. I have been dancing for 15 years. I focus on jazz dancing because I find it the most expressive for my personality. I moved to Charlotte with my father two years ago in order to attend an art school where I could further my art. I have been fortunate enough to dance with the NFL Panther Top Cats on several occasions, and hope to have that opportunity again in the future.
While I know how important the arts are, I realize that art alone is not enough to change the world. Art supplies the vision, and the vision is important, but people must be willing to bring that vision to life. Furthermore, people need to realize that they can bring about monumental change. To remind myself of that, I look to my own ancestors. I am African American, and my ancestors were able to accomplish so much despite the overwhelming odds against them. If they could surmount the overwhelming odds against them, I feel it would be dishonorable for me to refuse to meet the challenges in my own life. That is why I have engaged in a series of projects that aim to have a direct and positive impact on the lives of the people around me. I had a talk show, Closer to my Dreams on WGIV 103.3 FM; the purpose of the talk show was to inspire teenagers to reach for their dreams. I work at Youth Empowerment Solutions YES! a nonprofit organization that trains other nonprofit organizations. Yes! advocates on behalf of youth to foster partnerships between youths and the adult volunteer to create change in the community. Many traditional organizations ignore the role that younger people can play in volunteer work and community change, and I help work to change perceptions about the value of teenagers in the community, and demonstrate what teens can do to help create change.
I also volunteer with my church, Rod of God Ministries. One of my volunteer positions there is to clean the bathrooms. I mention this, because I feel like every contribution to a cause is important, whether it is one that normally gets recognition and glory, or whether it is a position that many people overlook, but that is vital to having a nice organization, like cleaning the bathrooms. I am willing to be the person out in front leading the charge, and I am also willing to be the person taking care of the nitty gritty details, if that is what is required for success. For all of the above reasons, I feel as if I am an ideal candidate for your school. I want to come to your university and be a campus leader, but I am equally committed to doing the hard work it takes to make good grades and really glean the benefits of a quality education. In other words, I will perform on the stage and clean the bathrooms, all with a smile on my face. That is who I am, Precious Jean Neely.





Below is my research paper
Freedom Sisters
The importance of education is not an arguable topic. Everybody knows its importance in the building of the nation. Education not only means the acquisition of new skills and knowledge through classrooms and lectures but also meant to be the experience gotten while working under a skilled and knowledgeable person. Over the past century African American women have made great strides in education, however this generation fails to carry the torch.

Many scholars and leaders in the past and todays world have thrown light on this topic through thousand of words and enlightened quotes. It is basically a thing which can not only change a person. But in fact it helps in changing the whole society in a further to much larger extent than just a society. As Nelson Mandela said,
Education is the most powerful weapon which you can use to change the world
Nelson Mandelas words clearly illustrate the importance of education and its role in the development of society. In the modern era the power of education is accepted globally and it is crystal clear from the performance of literate people that only those nations develop in the modern world which possess higher literacy rate and whose youth and people are determined in getting high standard education. As Edward Everett wrote in his book,
Education is a better safeguard of liberty than a standing army
The most important benefit of education is that once the people get awareness of it, it just passes from generation to generation and this process never stops. Thus in the long run it just spreads and benefits the whole bloc rather than forced to spread. So one kick-start is required to run this process and after wards it just continues by itself. This process continues from generation to generation and after few decades it becomes the soul of society. This process is crystal clear from the examples of East Asian countries. Once few people get aware and become knowledgeable to good extent then they are actually capable of developing generations of educated people. Gilbert K. Chesterton said,
Education is simply the soul of a society as it passes from one generation to another
The question arises that if few peoples suffer and start this process, will it continue to produce educated generations in the future? Or will this process be required to be repeated every time? In this aspect Marcus Garvey said that education is actually the name of developing eachers and knowledgeable people in the world, which are capable of spreading the information. He wrote in his book,
Education is the medium by which a people are prepared for the creation of their own particular civilization, and the advancement and glory of their own race
We have seen that in recent times the African countries which are still living in the dark world due to lack of education has got the teachings of Marcus Garvey and Gilbert K. Chesterton, and they are working hard to develop their passionate people into knowledgeable persons, thus, producing future knowledge spreaders. This will ultimately develop the whole nation in the long run and can make the people aware about education and providing them opportunities to change their lives as well like the people in Europe and America.
In this aspect few bodies are working hard to spread the education in Africa as well. There is lot of problems, which came out as barrier to the process. And biggest of them all is the Racism. Racism is the major cause, which has actually restricted many Africans from getting their most basic right. They got discriminated in getting admission to high standard universities in European and American states just because of their color. As Kofi Annan said,
Education is a human right with immense power to transform. On its foundation rest the cornerstones of freedom, democracy and sustainable human development.

Despite a lot of people have proved racism as the supreme height of injustice and man movements are also passed in this aspect. Scholars also conveyed the idea that it is actually duty of the knowledgeable people to remove the racism part from the society at least from the institutes, which are the source of education.
"It is your responsibility to change society if you think of yourself as an educated person."
(Baldwin)
This quote from James Baldwin reflects the duty and moral obligation of modern educators to attempt to eliminate racism in today's classrooms. If the role of education truly is to produce a better society, then the teacher must accept the onus of responsibility for this huge undertaking.
Freedom sisters is one of such movement to appreciate the African Women, who are not only affected by race discrimination but further discriminated through gender discrimination, to get better standards of education by having opportunity which is just for them. This movement has produced big names likes of Constance Baker Motley, Shirley Chisholm, and Myrlie Evers-Williams. They have helped in developing the awareness of education in the society in order to promote the other women of Africa to think beyond the nutshell and helping the others by becoming examples to achieve their dreams.
Freedoms Sisters is collaboration between SITES and Cincinnati Museum Center brings to life 20 African American women, from key 19th-century historical figures to contemporary leaders, who have fought for equality for all Americans. The exhibition is introduced by video and electronic projections of strong artistic images that will seize visitors emotions. Organized around the themes of "Dare to Dream," "Inspire Lives," "Serve the Public," and "Look to the Future.
Due to such programs, now African women are going for higher education. And now the percentage of African people in the professional colleges is getting higher by very good growth. Yet in numbers they are still very far but the growth is tremendous. They are now striving hard to get good education from the reputable colleges and universities including the best of the elite schools of United States of America and United Kingdom as well. Even some African countries like of Nigeria

The Web has become a vital aspect of health care. It has become a place to research diseases and medications, as well as components of the health care continuum. These sites are used to provide information about their services, physician referrals, and community outreach information. Select a health care delivery system provider from around thhe Whicita Kansas area (hospital, nursing home, medical laboratory, school health, public health, and so forth.) and research the information available on this site.

? Prepare a 1,050- to 1,400-word APA formatted paper describing the following about your selected provider:

o Name of agency and Web site information
o Based on the information, summarize the delivery services that are provided.
o How does this agency and its services fit in the continuum of care?
o Identify resource options provided by the Web site.
o Does the site provide community information? (Describe the programs offered or information that they have available as general health care.)
o Was this site helpful in providing a better understanding of the services available in your community? Explain.
o How would you use this site for your own health care needs?

I need help coming up with an intervention from my focus group flyer and summary from last weeks assignment to propose to my superiors. Remember, my problem is that "living wills, advance directives" are not being completed on admission to hospitals, doctors offices, etc. especially for the elderly and chronic or terminally ill patients. From the focus group, I learned from the attendees, elderly, patients and families that the doctors, nurses, secretaries, case management or admissions clerks, ER triage nurses do not take the time to complete or teach about the importance of living wills. Nurses do not have the time. I was thinking about proposing an intervention to somehow come up with hospitals appointing someone other than the nurse to speak with patients who do not have living wills during their hospital stay or implement this teaching somehow. The question for us ER triage nurses and any nurse doing an admission is, "do you have a living will?" 9 times out of 10, the patient replies, " what it that?". The next question from the nurse is, "do you want to receive more information on living wills?". The patient usually declines, maybe because they just want to focus on the here and now of the hospital or ER visit or they feel intimidated not knowing what questions to ask because of being unfamiliar with living wills.

That being said, I need to propose this intervention somehow and then evaluate it with qualitative and quantitative method for evaluating this intervention.... Please help. Last time between the two of us, I came up with pretty good ideas. This is to be power point but I know you don't do power point so I am going to write it out and take key points from the paper and convert to power point. Hopefully I can figure this all out. I have never done power point.

Here are the guideline to follow. We have to include these guidelines in the paper or power point which I know you don't do...

Here goes::
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SCENARIO

You are a Community Health Nurse. You have identified a community health problem and have analyzed the data collected from your community outreach focus group. You have decided on a nursing intervention and need your organization?s approval for funding of this intervention. Your superiors have agreed to listen to your proposal.

(my community health problem was the lack of living wills in the elderly and chronically ill,
COPD, the data collected from my focus group was the complaint that no one was really helping these people, spending the time to explain or fill out the living wills)


Intervention would be to make sure living wills are presented to these people and made out through either the community or hospital or doctors offices, etc. What are your thoughts?
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EXERCISE 6- 1: CULTURALLY SENSITIVE COMMUNICATIONS Complete the following exercises to become more aware of the nature of your speech and language patterns. 2 1. Imagine that you are working in an agency that provides a wide range of psychosocial services including individual, family, and group counseling. You are about to meet for the first time with a prospective client who remains unemployed after losing a long- term job; is now deeply in debt; and is about to lose his apartment. The client differs dramatically from you. If you are female, pretend that the client is male or transgendered. If you are white, imagine that the client is a person of color. If you are heterosexual, assume that the client is homosexual or bisexual. If you are tall, assume that the client is of shorter stature. If you are highly educated, imagine a client with limited formal education. If you are middle class, pretend that the client is virtually penniless. If you have a residence, presume that the client is homeless. If you believe in a god or higher power, you might imagine that the client is agnostic or atheist; or if you are Christian, assume that your client is Muslim, Hindu, or Buddhist. If you have normal hear-ing, imagine that your client is hearing- impaired. If you are sighted, assume that your client is blind. If you are able- bodied, imagine that your client uses a wheelchair to get around. Now, use a recording device ( for example, audio or video) to capture yourself as you express the words you would say or sign as you begin work with this prospective client. Introduce yourself, describe something about the kinds of services your agency might be able to provide, and ask this imaginary person some of the questions you would like to ask. Continue this imaginary introduction for approximately 2 minutes. Replay the recording and review your language usage. Examine the words you said and consider them from the point of view of the imaginary person you have created for this exercise. Use the space below to discuss how your prospective client would likely experience the words and language you have chosen to use? Consider how people who differ from you in terms of age, gender, skin color, sexual orientation, educational background, socio-economic status, ethnicity, religious beliefs, physical appearance, and physical or mental ability might experience you, your speech, and your language. Finally, identify one or two aspects of culturally sensitive communication that you would like to strengthen in preparation for your roles and functions as a professional social worker.


2.2 Access the Internet and use a search engine to first locate a list of ethnic groups in the world and then a list of racial and ethnic groups in the United States. Alternately, you could go to your university or library to locate books or other print material containing such lists ( Levinson, 1998). Recognize that various sources may use different definitions of ethnic group or ethnolinguistic group. For example, if you search the online version of The World Factbook of the U. S. Central Intelligence Agency using the keywords ? field listing ethnic groups? you should find a tabular list of ethnic groups by percentage of population in the world?s nations ( Central Intelligence Agency, 2012). If you use the keywords ? lists of ethnic groups? in a search engine such as Google, Yahoo, or Bing, you would prob-ably locate the Wikipedia entry by the same title ( Wikipedia, 2012). If you conducted a similar search using the keywords ? Fact Sheet for a Race, Ethnic, or Ancestry Group,? you would probably access the American Fact Finder website of the U. S. Census Bureau. That site permits you to search for demographic data related to a particular population group in the country as a whole, by state, or by city/ town. You might notice that the list of racial, ethnic, and ancestry groups used by the U. S. Census Bureau differs somewhat from those used by other organizations. Once you have gained a sense of the hundreds of ethnic groups throughout the world and the country, select one that interests you and about which you know little. For example, you might decide to learn about the Hmong or perhaps the Navajo, the Amish, or the Druze, Persian, Armenian, Kurdish, Sikh, Haitian, or Bantu ethnic groups. Once you have made your choice, conduct a library, bibliographic, or Internet search to identify three or four cultural ? do?s and taboos? in verbal or written communication style or approach with members of that ethnic group. Be sure to include at least one ? do? that conveys respect and at least one ? taboo? that suggests disrespect ( Axtell, 1998, 2007).
Use the space below to list the ? do?s? and ? taboos? and to cite the source of the informa-tion. Finally, remember that members of a particular racial, ethnic, linguistic, cultural, or national group or tribe are not ? all alike.? Indeed, variations within groups might some-times be greater than those between groups.
3. Access the Internet and use a search engine to locate the ? Say Hello to the World? proj-ect of the Internet Public Library ( 2009). Use the following space to write how you would say ? Hello, my name is ( your name)? in each of the following languages: ( a) Arabic, ( b) Cherokee, ( c) Chinese, ( d) Hindi, ( e) Spanish, and ( f ) Swahili. Also, look to see how the phrase ? Hello, my name is? appears in Braille and in American Sign Language.
4. Suppose you were about to meet with a family that recently entered the United States from another country. Because of a preliminary telephone call, you know that they are interested in learning about immigration laws and procedures for obtaining a ? Green Card? ( Form I- 551). Access the Internet and search for the ? Lawful Permanent Resi-dence? (? Green Card?) section of the U. S. Citizen and Immigration Services ( USCIS) website ( 2009) to become familiar with key requirements. Use the following space to outline what is involved in qualifying for green card status.



EXERCISE 6- 2: NONVERBAL COMMUNICATIONS AND BODY LANGUAGE 1. Recruit a friend or colleague to join you in a few nonverbal experiments. 4 After you have completed them, use the space provided to summarize your observations, discoveries, preferences, and questions. Make note of your partner?s as well.
a. Maintaining eye contact, slowly move toward your partner, who remains in position, until it becomes uncomfortable for you. Then stop. Observe the approximate distance between you. What were your thoughts, feelings, and sensations as you moved closer and closer to your partner? What did your partner experience as you approached?

b. Position yourself face- to- face with your partner at a distance of approximately 4 feet. Look directly into his or her eyes until you become uncomfortable. When that occurs, simply avert your eyes. Now, move to 3 feet, then to 2 feet, each time looking directly into your partner?s eyes until you experience discomfort. Then turn away. Share your reactions with each other. Now, experiment with different kinds and degrees of eye contact within a 2- to 4- foot range. For example, try looking at your partner?s cheekbone or mouth instead of directly into her or his eyes. Share your reactions. Experiment further by looking into your partner?s eyes for several seconds and then slightly change your focus so that you look at a cheekbone for a few seconds; then return your gaze to the eyes. Follow that by looking at your part-ner?s mouth for a few seconds, and then return to the eyes. Share your responses to this manner of eye contact.
c. Place two chairs squarely facing one another ( front to front) approximately 2 feet apart. Be seated. Share your thoughts and feelings as you sit face- to- face and knee-to- knee. Is it comfortable for both of you, for only one, for neither? If it is uncom-fortable, alter the distance until it becomes comfortable. Ask your partner to do the same. Finally, compromising if necessary, move the chairs until you arrive at a mutually comfortable distance. Change the placement of the chairs so that in-stead of directly facing one another, they now are side by side in parallel position, approximately 6 inches apart. As you and your partner take your seats, share your respective thoughts and feelings. Now increase the angle so that the chairs form a 90- degree angle. Share with one another your reactions to this arrangement. Now increase the angle an additional 45 degrees. Share your reactions to this position. Which arrangement does your partner prefer? Which do you?
d. Based on the results of your experimentation, place the chairs in the position and at the angle that is reasonably comfortable for both you and your partner. Some compromise may be necessary. Now, maintaining a more or less neutral facial ex-pression and without saying a word, try to show through your body language, but without changing your facial expression, that you care about your partner and are interested in his or her thoughts and feelings. Continue to experiment with three or four different body positions, attempting to demonstrate concern and interest, for approximately a minute each. Following each position, seek verbal feedback from your partner concerning her or his reactions. What did you learn from the exercise?
e. Assume a position that your partner indicates reflects caring and interest. Now ?begin to experiment with different facial expressions. First, let your face become re-laxed in its more or less usual state. Retain this facial expression for about a minute while your partner experiences the effect. After a minute, seek feedback from your partner about his or her observations and reactions. Then experiment with other ?facial expressions through which you hope to express silently, in turn, affection, compassion, joy, sadness, disappointment, disapproval, fear, and anger. Hold each facial expression for a minute or so while your partner tries to determine the feeling you are trying to express. Share your experience, observations, and discoveries.




worker. All women are not the same; nor are all men, all people of color, all children, all gay or les-bian people, all social workers, or even all professors. Be sensitive to and carefully consider factors of gender, class, ethnicity, ableness, sexual orientation, religion, and cultural affiliation but also recognize that, despite our nearly identical DNA, each individual person is unique. Each person differs, at least to some extent, from common characteristics of the ? average? member of his or her class or group. As an interview proceeds, you may attempt to match the client?s language mode. Some peo-ple favor words associated with hearing; others prefer those identified with seeing; still others like words that indicate sensing or touching. For example, if you use words such as hear, sound, noise, loud, or soft with people who favor an auditory language mode, you enhance the likelihood of mu-tual understanding. Your potential value may also increase. A similarly favorable reaction is likely if you were to use see, view, and perceive with people who prefer a visual language mode, or feel, sense, and touch with those who favor tactile language ( Bandler & Grinder, 1979). In general, try to adopt a speaking style that is moderate in tone and speed of delivery. Through your speech, convey that you are truly interested in what the client has to say ( Ivey, 1988, p. 22). Sometimes, however, you may deliberately increase or decrease your rate of speech to match the pace of the client. On other occasions, you may purposely slow your pace to lead a fast- talking client into a slower speaking mode. In some circumstances ( for example, when working with a client with some loss of a client with some loss of hearing), you may lower the pitch of your voice to be more audible. Generally, when you speak or write, active voice is preferable to passive voice, and each unit of speech should not be so long or complex as to impede understanding. Short messages and single questions are easier to comprehend, as are single questions. Multipart questions can confuse others. In written communications, adopt a professional attitude consistent with the qualities and characteristics of professionalism discussed in earlier chapters. Badly written, poorly formatted docu-ments that contain spelling and grammatical errors, logical fallacies, and fail to reflect critical thought, a scholarly perspective, or the universal intellectual standards are likely to be dismissed by recipients. In general, write in relatively short sentences. Use active voice, get to the point, provide a ra-tionale for or evidence to support your position and, when needed to strengthen a position, include one or more illustrative examples. Gear your language to your audience. If you are communicating with other helping professionals you may use relevant jargon to capture complex phenomena that are best described through sophisticated terminology. In other contexts and for other audiences, avoid jargon altogether. Use succinct, descriptive, and businesslike language. Unless your purpose requires an evaluation or professional judgment, avoid speculative language. Distinguish opinions and conclusions from observations and facts. Organize your document in an orderly fashion. You may use actual section headings or simply con-ceptualize each paragraph or two as a section so that the heading is implied. Obviously, there are many various documents that social workers prepare. These include notations made as part of case records ( written or, increasingly, electronic), agendas and minutes of meetings, formal position or ? white papers,? grant applications, business plans and, of course, a seemingly endless number of e- mail messages. In addition to case records, the most commonly prepared documents are probably letters, memorandums, and e- mails. Professional letters are organized in ? business letter? fashion. If you prepare letters as part of your role with an organization, use the agency?s letterhead paper. How-ever, if you are not writing as a representative of your agency but rather from your perspective as a professional social worker, use your personal letterhead paper? or include your name followed by earned credentials ( for example, Sue Wong, MSW, LSW indicates that Ms. Wong has earned a Master of Social Work degree and is currently a Licensed Social Worker). Along with your name, place your address, center- justified, at the top of the first page. As you prepare a professional letter, keep its purpose in mind. Ask yourself, ? What do I hope to accomplish through this letter?? Once answered, outline the steps needed to accomplish it. ?Typically, the first paragraph contains a succinct summary of your purpose and, when needed, a brief introduction of yourself. The remaining paragraphs may be used to elaborate upon that ?purpose by, for example, summarizing factual information about the nature and extent of a prob-lem or issue along with an illustrative example or two to provide a ? human face? ( without risking privacy or violating confidentiality); providing a rationale as to why action is needed; identify-ing a few reasonable approaches and then discussing the advantages and disadvantages as well as potential risks and potential benefits of each; and then recommending the approach you prefer. A ?concluding summary often helps to reinforce the message. As in all professional documents, carefully edit and reedit the letter; be sure to credit sources, avoid plagiarization, and double check for spelling, grammatical, and logical errors. Avoid unusual fonts. Instead use a traditional font? such as Times New Roman? in 12- point size. Left justify all text ( with the exception of your name and address which is centered at the top). Most professional letters reflect a structure similar to that illustrated in Box 6.3.

BOX 6.3
Professional Letter Format: Example
Sue Wong, MSW, LSW
1 Long Drive Indianapolis, Indiana 46260

[ Date ( e. g., July 27, 2012)]
[ Recipient?s Personal Title, Name, and Credentials if applicable and known ( e. g., Mr. Curt Blank, BSW)]
[ Recipient?s Position if known ( e. g., Director of Homeless Services)]
[ Name of Organization if applicable ( e. g., City of Indianapolis)]
[ Street Address ( e. g., 3611 County Square Building, Suite # 152)]
[ City or Town, State or Province, and Postal Code ( e. g., Indianapolis, Indiana 46202)]
[ Country, if needed ( e. g., USA)]

[ Salutation and Name followed by a colon ( e. g., Dear Mr. Blank:)] [ Introductory Paragraph( s)]
[ Main Paragraph( s)]
[ Summary or Concluding Paragraph( s)]
[ Closing followed by a comma ( e. g., Sincerely yours,)]


[ Signature ( e. g., Sue Wong]
[ Your Printed Name ( e. g., Sue Wong, MSW, LSW)]
[ Your Professional Title ( e. g., Licensed Social Worker)]

EXERCISE 6- 3: TALKING 1. Imagine that you are serving as a social worker in a community outreach program. The program seeks to locate homeless people in the area and inform them of com-munity resources that might enhance their lives and well- being. Several services for homeless individuals and families are available. These include: temporary housing and food ?preparation; medical and dental care; job training and placement; and ongoing counseling. Use a word- processing program to prepare a preliminary ? script? to help you prepare what you might say to homeless people in introducing yourself and the services you can provide. Reflect upon the script and then revise as needed. Familiarize yourself with the script? but do not memorize it. Then, without reading the script, make a 2- to 3- minute audio recording of what you might say when you first meet a homeless person that you find living in a small wooded section near a downtown river and seek to intro-duce yourself and describe the services provided by the program. 6 Replay the recording and review your language usage. Examine the words you said and consider them from the point of view of a person who has not sought your company. Reflect upon your speech and tone of voice. Use the space provided below to respond to the following questions: What might they suggest about your approach and attitude toward the person? Do your voice and speech convey the qualities of interest, respect, confidence, and hopefulness? Identify one or two aspects of verbal and nonverbal com-munication that you would like to strengthen in preparation for your roles and functions as a professional social worker. Following that, imagine that you are that homeless person. A stranger approaches and begins to speak to you. You do not know the identity of the stranger nor the purpose for the visit. How might you experience the stranger?s body language and movement, nonverbal expressions, speech, voice, and language? As a homeless person, how would you like to be approached, addressed, and engaged?

3. As you know, the ? talking? skills also include written as well as verbal forms of com-munication. Use a word- processing program to prepare two professional- quality docu-ments: ( a) a letter and ( b) a memorandum. As a topic for both documents, select a social problem that has recently been the subject of local, national, or international news and also interests you. For example, you might be concerned about human trafficking, or the illegal procurement and sales of human organs, or perhaps injustices associated with application of the death penalty. You might question the practice of stoning or caning women accused of adultery, the forced marriage of girls to adult men, or the practice of female circumcision. You might be concerned about drought, famine, hunger, and starvation in parts of the world or perhaps about the social impact of climate change. As social workers, we are well aware of a seemingly infinite number of major social problems. Choose one that engenders passion and energy. Then, draft either a ? letter to the editor? or a letter to your legislative representative. You do not have to mail the let-ter. View the exercise as an opportunity to practice your written communication skills. In the letter, use a paragraph or two to introduce the nature and scope of the prob-lem, and provide an illustrative example. Use the remaining paragraphs to suggest some ?action? ?perhaps in the form of a policy or program, legislation, or steps that other con-cerned people might take. Prepare the document in the form of a business letter. After you edit and finalize the letter, prepare an alternate version in the form of a memorandum to colleagues. To do so, make an electronic copy of the letter that you prepared and then edit it so that it appears in the form of a memorandum. Label the word- processed documents ? Draft Letter 1? and ? Draft Memo 1? and include them in your Social Work Skills Portfolio.
EXERCISE 6- 4: LISTENING Recruit a friend or colleague to join you in a listening exercise. Indicate that the purpose of this exercise is to help you become a better listener. Ask your partner to identify a topic of interest that the two of you might discuss for approximately 10 minutes. As the listener, your tasks are to en-courage your partner to discuss the subject; to hear and comprehend what she or he communicates; and to remember what was said and done. Keep in mind that your partner?s perspective is para-mount. Withhold your own opinions; refrain from judgments or evaluations in both speech and thought. This is your partner?s time. Let the discussion proceed in whatever way and direction your partner wishes. Encourage him or her to communicate freely and fully, and try not to interfere with the flow of expression. As your partner talks, listen attentively and observe carefully. At the end of the 10- minute period, thank your partner and proceed with the following:

1. First, ask your partner to reflect upon her or his experience of the exchange. Then, ask your partner to give you truly honest feedback about how well you listened. Say that you sincerely want to become a better listener so that genuine feedback is needed. You might also say that whatever your partner says, your feelings will not be hurt because this is a practice exercise and you plan to improve. As you seek feedback from your partner, explore nonverbal as well as verbal factors. For instance, ask about eye contact, facial expressions, body positions and movements, physical gestures, tone of voice, rate of speech and its audibility in terms of their relationship to listening. Did your partner feel you were interested in what she or he had to say; that you understood and remembered what was said; and you were non- judgmental about her or him and what she or he said? Ask about points at which your partner felt that you listened especially well as well as those when you did not. Finally, ask your partner for suggestions about what you might do to improve upon your listening abilities and become a better listener. Thank your partner again and say goodbye. Reflect upon the exercise and your partner?s observations, then use the space pro-vided to: ( a) summarize your partner?s comments and suggestions; ( b) identify aspects of your listening skills that you would like to strengthen; and ( c) outline brief plans by which to become a better listener.



EXERCISE 6- 5: ACTIVE LISTENING In the spaces provided, write the words you might say in active listening to the following statements: 1. CLIENT: My husband thinks I?m an alcoholic. I?m here because he made me come. Sure, I drink. I drink a lot. But he?s the reason I drink.
2. CLASSMATE: I?ve missed the last three classes and don?t know what?s going on in here. Today is the day of the midterm exam and I know I?m going to flunk. I?m so ?uptight, I can?t think straight.
3. WOMAN WHO LOST HER 12- YEAR- OLD CHILD TO GANG VIOLENCE: I never wanted to live in this cesspool. We just couldn?t afford to move to another neighborhood. There are gunshots almost every night and the police rarely come by? that is, until after someone?s been killed. Drug dealers and street walkers are everywhere. I feel so guilty that my lovely daughter had to live and to die here. It?s just so unfair. If you don?t have much, you have to live where you can and that means somebody, sometime is gonna die.
4. SUPERVISOR: I am disappointed that you did not follow up on the Sanchez case. You know those children are at risk and I expected you to visit them again last week.
5. PROFESSOR: I wonder if the match between your personal values and those of the social work profession is a good one. From your comments in class and the papers you?ve written, it seems to me that your views differ quite a bit from those of most social ?workers.
6. SOCIAL WORK COLLEAGUE: I am working with a family that is driving me up the wall. I know I have a problem here. I get so angry at the parents for being so passive. I work so damn hard and they don?t do a thing!
7. CHILD: Sometimes my mommy?s boyfriend is mean to her. He hits her and she ends up crying a lot. I don?t like him at all. 8. COMMUNITY LEADER: I appreciate your offer to help with our community organi-zation and development efforts. However, the social workers we?ve had before have never worked out.

One strategy that has proven effective for improving population health outcomes is screening. Screening programs for breast, cervical, prostate, and colon cancer allow for early detection and treatment, thereby improving health outcomes. Advocates of early screening programs have sought to inform populations at risk of the value of participating in early screening.
Consider the following examples: In Florida, mobile mammography units have reached out to uninsured women and provided free mammograms. In Maryland, Wellmobiles go out into the community to provide primary and preventive health care services to geographically underserved communities and uninsured individuals across the state. Many such programs are available for individuals to participate in screening, regardless of ability to pay.
In this Assignment, you will evaluate the characteristics of preventive health programs that lead to successful outcomes.
To prepare:
Review the article Improving Female Preventive Health Care Delivery Through Practice Change found in this weeks Learning Resources. Consider why the Every Woman Matters program was not effective in meeting its goals.
Using credible websites, identify at least two successful advocacy programs for early cancer screening and evaluate the characteristics that made them effective based on the evidence presented in the article or website.
To complete:
Write a 3- to 5-page paper that includes the following:
Summarize the Every Woman Matters program and how the issue of womens preventive health care was approached. Analyze possible reasons the program was ineffective.
Summarize the characteristics at least two prevention programs that advocate for early screening, describing what made them successful.
If you were the nurse leader in charge of developing a follow-up to the Every Woman Matters program, what strategies would you propose for creating a more effective prevention program?


SPECIAL COMMUNICATION
Improving Female Preventive Health Care Delivery
Through Practice Change: An Every Woman
Matters Study
Elisabeth L. Backer, MD, Jenenne A. Geske, PhD, Helen E. McIlvain, PhD,
Diane M. Dodendorf, PhD, and William C. Minier, MD
Background: The levels of breast and cervical cancer screening in Nebraska primary care remain suboptimal despite awareness of their importance, and despite implementation of the Every Woman Matters
program to assist low-income women. The GAPS model was used to develop a practice-based intervention to identify and reduce barriers to delivery of breast and cervical cancer screening services.
Methods: Seven primary care practices actively participated in this multimethod case study. A research nurse collected data and facilitated the intervention process at each site. Qualitative data from
?eld notes, patient encounters, and in-depth interviews of physicians and key informants were collected
to describe the process of Papanicolaou and mammogram service delivery, and to identify barriers/facilitators to screening, and potential change areas. Chart reviews provided information regarding the
preintervention and postintervention identi?cation/execution of Papanicolaou smears and mammograms. Qualitative and quantitative analyses led to individual practice case studies. Cross case comparisons identi?ed common themes.
Results: The individual practice plans for change had many commonalities, ie, developing screening
databases and reminder systems. The biggest differences involved practice contexts. Despite use of the
GAPS model and a ?nancial incentive to obtain buy in from providers and staff, change was dif?cult
for all but 2 of the practices.
Conclusion: The complexity of practice context and its effect on change cannot be underestimated.
Individual practice providers and staff are often unaware of the potential challenges, and unable/unwilling to overcome them. ( J Am Board Fam Pract 2005;18:401??" 8.)
The practice of screening for disease has been
shown to save lives, reduce health care costs, and
reduce suffering. Periodic screening for breast and
cervical cancer has been particularly effective in
reducing the burden of disease in women.
1??" 6
Even
so, screening rates in many practices fall short of
recommended levels, leaving patients at unnecessary risk.
7,8
Barriers to screening exist at many
levels including the patient, physician, and practice
systems.
9 ??"12
Every Woman Matters (EWM), a state-run federally funded program, is designed to remove barriers to preventive breast and cervical cancer
screening by raising public awareness of the risk
and making screening more ?nancially accessible to
low-income women. Eligible women receive a clinical breast examination, mammography, and Papanicolaou smear test at reduced or no cost. The
EWM program provides services to practices to aid
in implementation of the program. However, even
with this program, the level of breast and cervical
cancer screening falls short of the ideal.
Numerous decades of trying to improve preventive service delivery have shown that there are no
magic bullets
13,14
; most interventions to alter physician and practice behavior have shown only modest success.
15
Systematic reviews of change strateSubmitted, revised, 14 April 2005.
From the Department of Family Medicine (ELB, JAG,
HEM, WCM), and Munroe-Meyer Institute (DMD), University of Nebraska Medical Center, Omaha, NE.
Funding: Support for the original research came from
the grant (to ELB), Early Detection and Control of Breast
and Cervical Cancer Cooperative agreement (U57/
CCU706734-06), through the Nebraska Department of
Health and Human Services Every Woman Matters Program.
Con?ict of interest: none declared.
Corresponding author: Elisabeth L. Backer, MD, Department of Family Medicine, 983075 Nebraska Medical Center, Omaha, NE 68198-3075 (e-mail: [email protected]).
http://www.jabfp.org 401gies recognize practices as complex systems and call
for more effective and complex strategies that assist
practices in initiating and sustaining change.
16
Changing practice behavior entails teamwork
among clinicians and staff, requires ?exibility and
willingness to change, and should be based on individualized interventions based on each systems
unique and dynamic pattern.
15,17
The GAPS model
is based on these concepts. Using the GAPS model
to enhance preventive care and modify of?ce operations, we involved of?ce staff at each step: goalsetting, assessing existing routines, planning the
modi?cation of routines, and providing support for
these improvements.
17
Our practice-based intervention study was designed in collaboration with the Nebraska Health
and Human Services EWM Program to help individual practices identify barriers to their delivery of
breast and cervical cancer screening services, develop plans for reducing barriers, and encourage
provision of the EWM program to low income
patients. We hypothesized that individualized, facilitated interventions could signi?cantly increase
the rates of up-to-date mammogram and Papanicolaou test screening in these practices.
Methods
Design
We used a qualitative case study design to describe
the process of change that occurred in sample practices. Quantitative data from chart audits were used
to measure changes in the number of mammogram
and Papanicolaou tests. The study protocol was
approved by the University of Nebraska Medical
Center Institutional Review Board (028-98-FB).
Sampling
A maximum variation sample of 7 practices resulted
from our sampling strategy to provide data from a
variety of practice types.
18
After identifying all Nebraska primary care practices enrolled in the EWM program that accepted
new patients, we eliminated practices participating
in other departmental studies, those that had participated in our pilot study, and those situated beyond a 100-mile radius of Omaha. After assembling
a numbered list of 100 clinics, we randomly selected a starting number. The clinic corresponding
to this number, along with every additional twelfth
clinic listed, was chosen until 7 clinics were enolled.
Participating clinics were advised of the studys
purpose, and during the informed consent process,
providers and staff at participating clinics agreed to
1) allow the ?eld researcher access to the clinic site,
staff, patients, and medical charts for review; and 2)
actively participate in the development and implementation of a plan to improve and increase the
delivery of these services.
Data Collection
After obtaining informed consent, a research nurse
?eld worker entered each site for data collection
using the following protocol.
Baseline Data Collection
This took place during 2 visits over a 1-month
period. Data consisted of the following: 1) observational ?eld notes regarding the practice environment, activities related to Papanicolaou smear and
mammogram screening, and adult female patient
encounters
19,20
; 2) audio-taped interviews with
physicians and key staff
21,22
; and 3) chart reviews of
the last 100 female patients between the ages of 19
and 64 seen in the clinic. These data were chosen
because they would enhance our understanding of
interactional patterns among individuals (physicians, staff, and patients), the activities related to
Papanicolaou smear and mammogram screening,
and the attitudes of the physicians and staff toward
change. From these data, the analysis team would
be able to determine practice strengths and weaknesses, and identify barriers to change. The ?eld
worker used approximately the same approach and
time frame at every practice site.
Practice Feedback and Action Plan Development
On completion of baseline data collection, a feedback session was scheduled with the physicians and
staff. The extent to which physicians and staff participated in these sessions varied by practice site.
Feedback was given on rates of delivery of Papanicolaou smears and mammograms based on information gathered during the chart audits and on
observations related to practice barriers and
strengths. Participants were encouraged to identify
potential system changes that would improve their
screening rates and develop an action plan for
change.
402 JABFP September??"October 2005 Vol. 18 No. 5 http://www.jabfp.orgOver the next 1 to 3 months, depending on the
practice, the action plan was developed by the physicians/staff and ?eldworker. It involved 2 to 4
speci?c behavioral goals they wanted to implement,
the concrete steps to accomplish each goal, and a
speci?c person responsible for each goal. Practices
were encouraged to contact the ?eldworker as
needed for assistance in the development and implementation of their plan.
Follow-Up
The ?eldworker returned to the practice at approximately 4, 8, and 12 months postbaseline to assess
progress on the action plan and provide encouragement and assistance. Observational ?eld notes dictated after each visit outlined the progress made by
the practice and noted process issues affecting
progress. At the 12-month follow-up, chart reviews
were conducted on the last 100 female patients seen
in the clinic between the ages of 19 and 64.
Data Analysis
Our analysis team consisted of a behaviorist, a family physician, and a research methodologist experienced in qualitative and quantitative analysis methods. Qualitative data from each practice were
initially read and analyzed individually. Notes were
made regarding the practice system strengths and
weaknesses, current protocols and system barriers,
the action plan and any progress made at the 4-, 8-,
and 12-month visits. The team then met to develop
a case study for each site describing the practice and
summarizing the key themes de?ning the practices
process of change.
Quantitative data from the chart audits were
analyzed using

2
goodness of ?t tests to determine
whether signi?cant improvements were achieved
over the course of this study with respect to the
performance and documentation of Papanicolaou
smears and mammograms.
In the ?nal analyses, commonalities were explored across case summaries. Of particular interest
were changes in breast and cervical cancer screening rates; the extent of implementation of the action plan; the practices perception of their accomplishments; and common themes among the factors
de?ning change among the practices.
Results
Part A of this section contains information from the
qualitative case study summaries and quantitative
chart reviews. We made no interpretation of the
objective success or failure of each practices
action plan, but noted the general attitude in the
practice toward their results In part B, we identify
and discuss commonalities and salient themes
across practices.
Part A: Case Studies of Practice Sites
Practice 1
Context
This was a new single-provider practice focused on
building a ?nancial patient base. Although the physician did not seem particularly prevention-oriented, his wife, the of?ce manager, saw this project
as an opportunity to provide services that would
generate income and encourage patients to return
for care. Our project offered a cost-free evaluation,
advice, and assistance in improving clinical practice.
Goals
Practice 1 identi?ed 4 target goals: 1) to develop a
summary of care chart form making it easier for
staff to identify patients in need of screening; 2) to
develop a postcard system encouraging patients
who obtained their screening elsewhere to ask to
have their test results sent to the practice; 3) to
increase patient awareness by making patient education materials more readily available; and 4) to
create monthly computer-generated reminder lists
of patients in need of screening.
Results and Observations
The staff worked closely together as a team and
made steady progress on their plan. All 4 goals were
accomplished. On chart audits, the practice significantly increased documentation of both mammograms and Papanicolaou smears (23.3% to 60.4%
and 17.6% to 67.8%; P  .001), and updated womens medical records with respect to mammography
and cervical screening.
The staff displayed an ability to work as a cooperative team toward goals that they saw as bene?ting both themselves and the practice. This was due
in large part to the of?ce manager who led the
effort, despite a lack of physician leadership.
Practice 2
Context
This rural, hospital-owned clinic had one physician
and a part-time Physicians Assistant. The physihttp://www.jabfp.org 403cian championed participation in the study and
enthusiastically generated ideas about how to improve things. His staff seemed less enthusiastic.
The practice was owned by the hospital in a nearby
town, which required major changes to be approved by the hospital ?rst. Tension already existed
between the hospital and the clinic regarding management issues before our study.
Goals
Practice 2 identi?ed 3 target goals: 1) to develop a
reminder system/database to notify them of patients needing screening; 2) to develop a prevention
?ow sheet allowing staff to more readily identify
dates of needed service; and 3) to initiate community outreach to raise public awareness.
Results and Observations
The practice was eventually able to accomplish the
?rst 2 goals. The database suggested in Goal 1 was
identi?ed as an important tool by the physician,
and the staff reluctantly developed and implemented its use. A new prevention ?ow sheet was
developed but required a lengthy approval process
by the hospital. No one took active ownership of
the third goal and it was not accomplished.
The physicians enthusiasm was not shared to
the same extent by his staff. He decided the Goal 1
database was an important tool and then left it
entirely to his staff to develop and implement without ?rst assuring their buy-in. Although it was
completed, the analysis team questioned whether
or not the database would later be kept up and used
by the staff. The physician did take ownership of
the prevention ?ow sheet but the hospitals delays
in approving the new sheet were burdensome and
frustrating for him. The practice physician and staff
seemed to have little investment in Goal 3, leaving
it unaddressed without much further thought.
Despite the progress made on Goals 1 and 2, no
signi?cant quantitative differences were seen in the
preventive service delivery rates. The analysis team
surmised that this may have been because of a lack
of team buy-in and/or the fact that it took so long
to implement the goals that results werent seen at
the time of the last chart audit. The physician
seemed to be the only one enthusiastic about
change and was not able to create this enthusiasm
in the other team members.
Practice 3
Context
This practice was an established high-volume, suburban multispecialty group, owned by a large hospital system. The clinic was a university teaching
site with close ties to its institution, which in turn
closely regulated its management and ?nances. The
providers included 3 physicians and a nurse practitioner. Two of the physicians were gynecologists;
the third was a family physician. Womens health
care was the practices focus. This orientation was
re?ected in their high baseline screening rates. Organizationally, each provider functioned independently, and a nurse manager led the support staff.
Goals
Practice 3 identi?ed 3 target goals: 1) to develop a
reminder system to inform patients that it was time
for their screening; 2) develop a common fact sheet
that all clinic providers would use to facilitate
tracking the need for screening; and 3) to increase
accessibility of patient education materials.
Results and Observations
Initial progress was made on the ?rst 2 goals but
this faltered over time and no progress was made on
Goal 3. Their initial levels of screening were already relatively high, and no signi?cant quantitative improvements were made.
Because each of the 3 providers functioned independently and the change activities did not fall
within the scope of the providers, none of them
seemed to really adopt the plan as their personal
project. By default, the leadership role seemed to
fall to the nurse manager, who did not actively
guide the development and implementation of the
work plan, nor encourage participation from interested staff. She seemed overextended in terms of
other responsibilities and her managerial and leadership skills were underdeveloped. The staff lacked
cohesion; the turnover rate was high, and there was
noticeable disgruntlement related to salaries and
support by the larger institution. This practice
lacked any real champion for change despite their
agreement to participate. Because initial chart reviews showed them to be doing a good job of
screening, there was little impetus from either
within or outside of the practice to energize additional effort.
404 JABFP September??"October 2005 Vol. 18 No. 5 http://www.jabfp.orgPractice 4
Context
This was a privately owned, high volume, singleprovider practice serving a rural, underserved,
mainly minority population. The clinic was fairly
new, had limited resources, and was striving for
?nancial viability. The physician was originally
from South America, and his staff consisted of family members who were trained physicians but not
licensed to practice medicine in the United States.
The medical assistant, his sister, was a radiologist;
the clinic manager, his brother-in-law, was an orthopedic surgeon. The entire family had committed their lives to this small rural community and to
improving the health care of the local immigrant
Hispanic community.
Goals
Practice 4 identi?ed 4 target goals: 1) to develop a
computerized recall reminder system for patients;
2) to implement a health passport for Hispanic
patients containing health information that could
be carried to another provider if they moved; 3) to
increase accessibility of patient education materials
in the clinic; and 4) to increase community outreach.
Results and Observations
The practice accomplished all the objectives established to reach the 4 goals. Although there were no
statistically signi?cant changes in screening on
chart audit, the trends for most of the quantitative
variables were in a positive direction (Papanicolaou
smears, 67.4% to 76.9%; mammograms, 25% to
38.9%).
The practicing physicians behavior changed
very little and he was minimally involved with the
change plan. The support staff (primarily the clinic
manager) embraced the plan for change with enthusiasm and ef?ciency, from its development to
?nal implementation. The analysis team speculated
that this was due to the underutilization of the
clinic managers skills/intellect, as well as his appreciation of a new challenge. It seemed likely that
the changes would be sustained.
Practice 5
Context
This was a privately owned, solo practice in a rural
area. The physician was very enthusiastic about
having us come into the practice and had many
ideas for change although he expected to retire in
the next few years. He enjoyed conversing/communicating with his patients, which caused him to be
chronically late. Despite the physicians enthusiasm, the practice overall felt stagnant, unfocused,
and disorganized. There was little evidence of prevention being a priority.
Goals
Practice 5 identi?ed 3 target goals: 1) to develop a
calendar reminder system so that patients could be
noti?ed that screening was due; 2) to develop a
chart ?ow sheet so that staff could identify when
the next screening was due; and 3) to convert charts
into a more practical format. The practicality of the
third goal was questioned by the ?eldworker but
kept in the plan at the physicians insistence.
Results and Observations
There was some initial action taken on Goal 1 but
no progress in the other 2 goals. There were no
signi?cant improvements noted in the chart audit
analysis.
The lack of success seemed primarily because of
a lack of effective leadership and carefully thought
out goals. Although this physician liked brainstorming about changes that would improve practice, he showed little interest in the sustained effort
necessary to accomplish them. His staff was continually urging him to expedite his encounters so
that every patient could be seen, and they could
leave the of?ce at a reasonable hour. They seemed
less optimistic and forthcoming about the possibility of making practice changes, possibly because of
this constant tension and/or their past experiences
of his inconsistent follow through.
Practice 6
Context
This practice was a rural, privately owned clinic
with 2 providers, a physician and a nurse practitioner, located in a lower socioeconomic area. The
clinic population experienced many of the psychosocial problems typical of communities with low
incomes and few resources. Both providers displayed strong initial support for the project. Early
impressions were of an ef?cient of?ce interested in
change, and forward-thinking enough to have developed a computerized database. As the study progressed, signi?cant tension was apparent in the
http://www.jabfp.org 405relationship of the physician and the nurse practitioner.
Goals
Practice 6 identi?ed 4 target goals: 1) to revise the
computer face sheet to collect necessary screening
data; 2) to train staff to be more familiar with the
EWM program and paperwork; 3) to develop reminder letters to be sent to patients; and 4) to
promote community outreach.
Results and Observations
The practice completed Goals 1 and 2, partially
addressed Goal 3, and did not address Goal 4.
Their attitude toward these accomplishments was
negated by the tension within the clinic. There
were no signi?cant improvements noted in the
chart audit analysis.
This practice was dealing with larger, although
less obvious, organizational problems at the time
that they agreed to the project. The longer the
?eldworker was in the practice the more it became
evident that there was signi?cant tension between
the 2 providers. The nurse practitioner had taken
over the role as champion of the plan and leading
the effort of implementation. The support staff
showed little enthusiasm for change, noting that
they were already overcommitted; the of?e manager, who was loyal to the physician, supported the
staff position. As the intervention progressed, the
nurse practitioner became increasingly marginalized and eventually left the practice. This tension
and con?ict between leaders signi?cantly limited
the extent to which the practice members were able
to cooperate as a team to reach practice goals.
Practice 7
Context
Practice 7 was an established rural, hospital-owned
clinic with 3 physicians. This practice prided itself
on seeing a high volume of patients; this corresponded with the high productivity expectation of
the larger health system. During the project, one
physician retired and 2 new physicians were hired.
Two to 3 months into the project it became obvious to the ?eldworker that there was signi?cant
resistance from the staff. The lead physicians response was to reduce the number of goals.
Goals
Practice 7 initially identi?ed 2 target goals: 1) to
increase community outreach; and 2) to develop a
system, consisting of a database form and a Post-It
note for the physicians to identify women eligible
for screening. At a 4-month follow-up, the plan was
modi?ed to include only Goal 2.
Results and Observations
By the 12-month follow-up, progress had been
made on all the original goals. One of the new
physicians, interested in community outreach,
started giving talks in the community and took
ownership of the database form development. The
lead physician took responsibility for the Post-It
note and got it completed. There was, however, no
increase in screening demonstrated in the analysis
of the chart audit data.
Signi?cant changes were occurring in this practice at the time of the project, including the hiring
of a new clinic manager and 2 new physicians, and
the retirement of one provider. The physician leading the group was very production and task-oriented. He made decisions about participating in
this project but didnt take leadership of its accomplishment. Fortunately, a new physician, interested
in preventive medicine, was hired and took a leadership role.
The of?ce manager and staff passively resisted
any efforts to include them in the change plan. The
lead physician, although unwilling to drop out of
the project, did little to encourage or facilitate staff
participation.
Part B: Commonalities and Themes
Comparison across practices noted 7 common
themes. First, although the goals generated by the
practices were remarkably similar, the speci?c
strategies used depended on the context of the
practice and the resources available to them.
Second, the nature and extent of the change
often depended on having a champion in the
practice promoting and emphasizing the importance of the project and motivating others in the
team. This leadership was marked by the ability to
promote a strong sense of teamwork and the importance of everyones effort.
Third, the burden of change fell primarily on
the support staff. Without strong leadership and
buy in at that level, change was unlikely to occur.
406 JABFP September??"October 2005 Vol. 18 No. 5 http://www.jabfp.orgFourth, most practices were already operating at
the capacity of their existing resources. However,
none of the practices considered this when developing their action plan. Rather, it was a matter of
adding one more thing to a system that was already
operating at or beyond capacity.
Fifth, the focused intervention did provide an
important service to some practices in the form of
objective feedback, creative discussion, development of a speci?c plan, and ongoing facilitation.
Sixth, the 2 newer and, possibly, more unstable
practices seemed to change to a greater extent,
supporting the idea of practices as complex adaptive systems where change is more likely to occur
on the edge of chaos.
23,24
Finally, those practices owned by a larger hospital system were the least likely to change, possibly
due in part to the inertia/stability created by the
larger system.
Discussion
Our ?ndings strongly support the concept of practices as unique, complex organizational systems.
25
Practices varied signi?cantly in their missions, their
organizational ?exibility, the individual personalities of their providers and staff, the resources available to the practice (and the control they had over
their use), and their organizational cohesiveness,
leadership, and ability to work as a team.
17,26
Many
of the practices seemed so overwhelmed with daily
operational activities that the staff were resistant to
the added efforts required for change.
27
Most practices had to struggle against the inertia
of their own stability whereas others had the added
inertia of a larger, corporate system that actively
discouraged individual change/instability.
23,24
Practices 1 and 7 seemed to contain more instability or chaos within their systems; for Practice l,
being small and new, this seemed to result in
greater ?exibility. For Practice 7, the chaos of personnel changes seemed to create less ?exibility especially on the part of the staff. Glieck (1987) in his
book on chaos discusses the way in which disorderly/chaotic behavior creates anxiety within the system. In systems with leadership that can contain/
channel the anxiety, it can be turned into creativity,
thereby generating greater complexity within the
system (Practice 1); in more complex systems
where leadership cannot contain the anxiety, this
may lead to increased control by the system,
thereby reducing instability/?exibility (Practice 7).
Practice 4 seemed to be the one practice that had
been underutilizing its own resources; through increased creativity and focused interventions, they
were able to effectively promote change within
their practice.
Despite the barriers that mitigated signi?cant
increases in screening in several of the practices, we
believe the concepts of the GAPS model to be
sound and recommend it as a practical structure by
which to initiate desired change in a complex organizational system, such as a clinical practice setting.
17
In addition, our study highlighted the importance of other process variables such as
leadership, cohesiveness, resources (including creativity), and shared vision. These variables seemed
to in?uence the interactional process of change,
becoming barriers or strengths in the process.
There are limitations to interpreting our results,
the most signi?cant being the lack of generalizability resulting from our qualitative design and the
nonrepresentative nature of our sample. The qualitative design, however, allowed us to gain a richer,
descriptive, in-depth look at the effects of our intervention on a variety of practice types. Second,
the intervention limited the extent to which the
?eld worker was involved as a change agent, placing
more responsibility on the practices to create
change. Third, the limited follow-up period made
it dif?cult to assess whether the practice efforts
would translate into long-term change. Fourth,
measuring changes on chart audits was not an optimal outcome measure, given their dependence on
the accurate recording of service delivery.
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