Discussion #3 – Jay-Z

Hello,

Attached is the reading, study guide and the questions are listed below. Questions needed to answered in paragraph form (4 to 6 sentences) with supporting details from the reading.

The questions to be answered:

-What is at least one of Giddings’ stated reasons for writing this essay?

-What is at least 2 arguments Giddings makes and how does he support (or not  support) same?

-Of the 4 Africanisms (oral, spiritual, communal, & matrifocal) argued to exist in Jay-Z’s work, which one is the most convincing to you that African Americans have an African cultural heritage; and how does Giddings support the claim?

-Have you ever witnessed these Africanisms, or cultural values, in action within a Black community; how so?

Complete list of question:

-What is at least one of Giddings’ stated reasons for writing this essay?
-What is at least 2 arguments Giddings makes and how does he support (or not support) same?
-Of the 4 africanisms (oral, spiritual, communal, & matrifocal) argued to exist in Jay-Z’s work,which one is the most convincing to you that African Americans have an African cultural heritage; and how does Giddings support the claim?
-Have you ever witnessed these africanisms, or cultural values, in action within a Black community; how so?
-After considering Jay-Z’s oeuvre, and that of other emcees, do you view Hip-hop as a strength or a challenge in African American communities; how so?
-What are you left wondering about; what questions remain unanswered in your mind? (required!)

Thanks

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CHCDIS002 – Follow established person-centred behaviour supports

Hi, there are 11 questions in Learner activities and 13 questions in Knowledge activity.

Word limit of Learner activity questions is 50-100 words for each question.

No word limit of knowledge activity questions. Just need to answer with depth knowledge.

Need to answer each question in a same attached workbook file.

Table of Contents

Table of Contents. 2

Instructions to students: 3

Assessment instructions. 3

Assessment Task. 3

Assessment requirements. 3

Competency outcome. 4

Assessment appeals process. 5

Special needs. 5

Additional evidence. 5

Confidentiality. 5

Academic misconduct. 5

Learner Activities. 9

Learner Activity 1 to 11 Feedback– for assessor. 18

Knowledge Activity. 19

Knowledge Activity– for assessor. 20

Supplementary Oral Questions (optional) – for assessor. 21

Instructions to students:

Assessment instructions

Overview

The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided with information relating to your assessment, including how they are to be completed and submitted. Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid issues such as academic misconduct, submitting past the due date and providing incomplete assessments, which you will be required to resubmit. If you fail to understand or need more clarification on the assessments, you are required to contact your trainer/assessor for further information.

Assessment Task

The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being taught within a given course. This will be done by using an assessment criterion which shows what you need to do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you are required to:

• Complete each question, including any sub-questions;
• Provide in-depth research on the topic, using appropriate primary and secondary sources;
• Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including references to the sources used.

All assessments required to be completed are compulsory as it is a required condition of your enrolment.

Assessment requirements

The assessments within this document can be completed through several approaches such as:

• Observation of real, indisputable actions as they occur;
• Written or oral task such as reports, role play, work samples etc;
• Portfolios;
• Questions, or third-party evidence, in which the relevant document (observation document is to be completed by the agreed third party.

All documents relating the third-party observation is to be provided to your trainer/assessor as this will be used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g., from the workplace), or clients/customers.

Please be informed that all assessments are to be typed up. Any handwritten assessments will not be permitted unless approved by the trainer/assessor. You must also comply with assessment policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

Simulation diary (if required): You will do the simulation tasks as a part of your course in the designated simulated environment.

During the simulation session, the student is required to meet the following requirements:

• Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts)
• Be aware of relevant procedures in case of accident, emergencies, evacuation
• Follow the start and finish times, breaks, work routines, etc.
• Follow the policies on personal phone calls and personal emails.
• The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring Student Attendance and Academic Progression policy and procedure.’
• Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student Conduct Rules’.
• Students should come prepared for the planned activities for simulation.

Observation/demonstration/simulation (if required):

You may be required to perform tasks/works/assessments through observations, simulation, or demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation diary or any other related documents for tasks/works/assessments. The observation, simulation or demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs. During observation, demonstration or simulation, you will be provided with necessary information (e.g., timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task or assessment in accordance with the required instructions.

Competency outcome

Upon completing the following assessments, your trainer will either mark the assessment indicating S for satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for ‘Not yet Competent’, in which your trainer will provide adequate feedback and give you a chance to resubmit. If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the third attempt or (ii) redo the course unit again, which requires re-enrolment.  Please be aware that the third attempt of resubmission or re-enrolment to the course can result in additional costs/fees.

Assessment appeals process

As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.

Special needs

Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability). However, the trainer/assessor must be well informed about this so they can immediately implement the necessary adjustments and have it ready before commencement.

Additional evidence

If at any event during or after the assessment process, the trainer/assessor requests you to provide additional information or an alternative submission to establish your level of competency, then you are required to do so. However, you must do so in a way that avoids any issues of privacy or confidentiality.

Confidentiality

All information provided to us regarding your job, workplace and employer will be kept confidential in accordance with the relevant law. However, it is your responsibility to check that all information provided to us does not involve details unrelated or not agreed upon for disclosure. For example, information about your employer, colleagues and other related third parties who might be involved. Although we may require information about these other parties, it is your responsibility to check that valid consent has been given from these individuals before providing us with the requested information. This process of obtaining information from the relevant parties must also be done in accordance with the relevant law.   

Recognised prior learning

Any candidate may apply for credit transfer which they wish to count towards their course credit following the application and assessment process of the credit transfer policy and procedure.

Academic misconduct

Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below:

Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This may include acts such as, but not limited to:

• Copying the direct words of a sentence or paragraph presented in a source, without referencing it or giving it proper acknowledgement. This also extends to any structure used in completing the assignment; and
• Submitting the same assignment as another learner who either is currently or has previously completed it and presenting it as their own work.

Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of assessment. Examples of cheating include:

• Failing to adhere to examination conditions, for example, speaking or communicating with other candidates in an examination, bringing unauthorised material into the examination room, reading or attempting to read other students’ answers, leaving the examination or test answer papers exposed to another student’s view;
• Impersonating another student or arranging for someone to impersonate a student in any assessment task;
• Purchasing assessment items from a contract cheating or ghost-writing service and presenting them as the student’s own work;
• Allowing others to complete any assessment task and/or submit an assessment task which is not the student’s own work;
• Fraudulent representation of any required documentation, for example, prior qualifications, or medical certificates.

Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to produce an assessment which is submitted as their own. This may involve two or more learners working together to produce the content of an assessment before submission.

Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing your assessment it is advised that you refer to our Academic Misconduct policy and procedure at https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If you are found committing any of these acts, you will be investigated in which the appropriate disciplinary action will be taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with your trainer before submitting the final assessment.

Student Details

Student ID:         _____________________________________________________________

Name:                  _____________________________________________________________

Phone:                 _____________________________________________________________

Email:                    _____________________________________________________________

Declaration

I declare that

• The content in this document is my own work, based on my own study and research and no part of it has been copied from any other source, except where acknowledgement/reference has been made.
• The content in this document is my own work and no part of the work has been copied from any other student who is currently studying or was graduated from the college.
• I have read and understood all instructions and requirements for the work, task, or assessment that is assessed by my trainers and/or assessors. The understanding includes the submission date and time.
• I will keep a copy of my submitted work (e.g., logbook, or assessment).

I have read and understood the assessment policy and procedures, and academic misconduct policy and procedures:

• I will perform my work to the best of my ability.
• I will not commit academic misconduct stated in academic misconduct policy and procedures. Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency.
• I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent result for the unit of competency. This can result in work/assessment/task resubmission and re-enrolment of the unit of competency which can incur additional costs/fees to me.
• I understand that any assessment/task/work deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted.
• I give permission for my assessment/task/work to be reproduced, communicated, compared, and archived for the purposes of detecting academic misconduct and to fulfil any related College’s policy and procedures
• I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the result.  I will follow the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/.
• I take full responsibility for the correct submission of this assessment/task/work in the required place/channel with the correct cover sheet.

Student Signature: ____________________________________________________________

Date:                      _____________________________________________________________

ONLY If assessment/task/work is required to be completed as part of a group or in pairs, details of the learners involved should be provided below:

If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you or any other student will NOT fill or sign this section below and MUST NOT work in a group or in pairs. Failure to comply will result in not satisfactory result of required work, assessment, or task. 

The content of this work/task/assessment is completed by the students named below. All students acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution and in accordance with the requirements. All students declare that no part of this assessment, task, or work is taken from or completed by any other student. If the assessment, work, or task cites or paraphrases information from other sources, reference and acknowledgement of those sources must be provided.

Student 1:

Student ID:                 ____________________________________________________________

Student Name:       ____________________________________________________________

Student Signature:  ____________________________________________________________

Student 2:

Student ID:                  ____________________________________________________________

Student Name:        ____________________________________________________________

Student Signature:  ____________________________________________________________

Student 3:

Student ID:                  ____________________________________________________________

Student Name:        ____________________________________________________________

Student Signature:  ____________________________________________________________

Student 4:

Student ID:                  ____________________________________________________________

Student Name:        ____________________________________________________________

Student Signature:  ____________________________________________________________

Learner Activities

For this assessment, you need to write the answers to each of the following questions. You must give detailed answers for all questions. Answers should be between 50 to 100 words for each question.

Activity 1: Briefly outline the principles and practices of positive behaviour support.

Activity 2: What is the social model of disability?

Activity 3: What is social devaluation and how can it impact on an individual’s quality of life?

Activity 4: List and briefly discuss seven (7) positive lifestyle enhancement strategies.

Activity 5: Briefly outline organisation policies and procedures relating to the following:

1. Critical incidents
2. Accident and incident reporting
3. Restrictions on the use of aversive procedures

Activity 6: Outline the principles of effective communication.

Activity 7: How can you implement communication principles to minimise behaviours of concern?

Activity 8: What indicators might you notice that people have unmet needs?

Activity 9: Briefly discuss the following factors that may contribute to behaviours of concern:

1. Physical
2. Emotional
3. Environmental
4. Medications

Activity 10: What specialist services and referral options might you need to seek out?

Activity 11: Briefly discuss what the following legal and ethical considerations for working with people with disability are:

1. Codes of conduct
2. Dignity of risk
3. Duty of care
4. Human rights, including the united nations convention on the rights of persons with disabilities (UNCRPD)
5. Constraint/imprisonment
6. Abuse
7. Practice standards
8. Work safety and health

Learner Activity 1 to 11 Feedback– for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Knowledge Activity

Objective: To provide you with an opportunity to show you have the required knowledge for this unit of competency

Answer each question in as much detail as possible, considering relevant aspects for each one.

1. How should you support the person to maintain their activities of daily living?
2. Why should you consider the person’s individual needs, strengths, capabilities and preferences?
3. What are five (5) issues with engaging or motivating the person?
4. Who might you seek assistance from?
5. How can you ensure you provide a safe environment for the person conducive to positive and adaptive responses?
6. What behaviours of concern might you recognise?
7. How should you record all observations?
8. How should you ensure safety of the person, self and other people?
9. How should you respond to critical incidents?
10. How can you monitor strategies to determine their effectiveness?
11. How can you identify and report changes in person’s needs and behaviours?
12. How should you comply with the organisation’s reporting requirements?
13. How should you maintain documentation?

Knowledge Activity– for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.

Supplementary Oral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.

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Community Development Theory

Words: 1500 (Excluding References) & (In-Text reference is a must)

Reference Style: APA 6^th Edition

Minimum References: minimum 8 references among which 5 should be from the suggested list.

Typing style: The Paper must be typed on a word processor, double line spacing and 12 point font

Question: Matching our ideas about community with community work models/approaches.

“For community development, the integration of theory and practice brings together our theoretical understandings of how society works, and our vision of how we would like it to work, with specific strategies and tasks.” (Kenny 2017)

1. Choose a community from Australia that you would like to work with to address an area of change. Focus on specific geographical area, such as a town, a suburb, or neighbourhood.

1. Discuss the desired change(s) you and the community would like to see and describe how this would occur. Discuss the approach or model of community work that would best achieve this.

Assessment Criteria: The paper will be assessed according to the following criteria

• Clear definition and explanation of your view of a community (Weight: 30%).
• Demonstrates a good understanding of a community work model or approach and how it would help to achieve change (s) (Weight: 30%).
• Critical analysis of the community work model in relation to the tensions, debates and wider theoretical issues in contemporary society (Weight: 20%).
• Quality of writing and presentation (eg. spelling, grammar, punctuation and presentation) (Weight: 10%).
• Correct Referencing (minimum of 8 academic references among which 5 should be from the suggested list of readings, consistent use of a reference system, preferably APA 6th) (Weight: 10%).

Suggested Readings and Learning Materials: Readings should reflect on your assignment

• Twelvetrees, A. (2008). Introduction:  What is Community Work? (Chapter 1) Community Work,4^th Palgrave, Basingstoke. Pages 1-18.
• Hardcastle,Powers and Wenocur (2004) ‘Theory-based, Model-based Community Practice (Chapter 2, pp 33-60)’ in Community Practice: Theories and Skills for Social Workers. 2^ndEd,Oxford University Press, New York.
• Rothman J., (1995) ‘Approaches to Community Intervention’ p26-63 in Jack Rothman and Johan Tropman (eds) Strategies of Community Intervention: Macro Practice, 5th Edn, Peacock, Illinois.
• Stringer, Ernest T (2007) Action Research, 3^rdEdition, Sage Publications, Thousand Oaks. (Chapter 7, Strategic Planning for Sustainable Change and Development, pages 145-167)
• Yeneabat, M &  Butterfield, A.K. (2012)”We can’t eat a road: Asset-Based Community Development and the Gedam Sefer Community Partnership in Ethiopia.” Journal of Community Practice, 20 (1-2),pp 134-153
• Mendes (2002) ‘Social workers and the ethical dilemmas of community action campaigns lessons from the Australian State ofVictoria. Community Development Journal, Vol37, No. 2, April pp 157-166.
• Chaplin, A. (2010)Social movements in Bolivia: from strength to power. Community Development Journal, Vol 45 (3) pp 346-355
• Communities of hope : a strengths-based resource for building community.Wayne McCashen;[commissioned by Anglicare Australia]. – Bendigo, Vic. : St Luke’s Innovative Resources, 2004.
• Wood, J., Savaiano, P (2009) ‘Room to read: the democratization of literacy’ in Stout, C.E. (ed)The new humanitarians: Inspiration, innovations and blueprints for visionaries, Vol 2, Praeger. Westport. pp 15-30.
• Grey, M. & Crofts, P (2008) Social Development and its relevance to Australian Social Work.Australian Social Work.  61, No.1 March.
• Taylor, J., Edwards, J., Champion, S., Cheers,S., Chong, A., Cummins, R and Cheers, B (2012) ‘Towards a Conceptual understanding of Aboriginal and Torres Strait Islander Community and Community Functioning’. Community Development Journal, Vol 47 No 1, January 2012. Pp 94-110
• Gilchrist, A. (2009). The well-connected community (Second edition): A networking approach to community development. Bristol, UK: Policy Press at the University of Bristol.
• Ennis, G., & West, D. (2012). Using social network analysis in community development practice and research: a case study. Community Development Journal, 48(1), 40-57.
• Bellis, M. A., Phillips-Howard, P. A., Hughes, K., Hughes, S., Cook, P. A., Morleo, M., … & Jones, L. (2009). Teenage drinking, alcohol availability and pricing: a cross-sectional study of risk and protective factors for alcohol-related harms in school children. BMC Public health, 9(1), 380.

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Example Assignment: The following assignment is just for help and not to be copied from.

This assignment is from another student who gained only 60% marks which is, one of the highest from last year is as this lecturer is very hard to impress. So keeping that in mind you have set the standard of writing and make sure you put more information from the suggested list. (Theories, definitions, what authors suggested and explained, critically analysing community work models theories with your idea and plan, showing that you are also empowering the population of the community you selected):

The word community has numerous meanings and utilities. Normally, communities are viewed as places where people live, thrive and survive; for instance- towns and cities or a small group of people who share certain common beliefs or similar mindset. In either of these circumstances, it is important to view the different communities with respect to the various social relations which are being shared by the people with special emphasis to intimacy, emotionally connect, cohesion with the society at large and the duration of time (Craig et al., 2011). Though the concepts related to the community are mostly used on a wider scale, aspects of community are seldom defined, and whenever done, it is mostly interpreted as adjective or noun. However, community sometimes is also depicted as a possible solution within the society and the entire process for the same is initiated by people at large and is thus a group effort.

The practice of consuming excessive alcohol or in particular, single session unlimited consumption of alcohol which might pose various risks is normally referred to as Binge drinking. The binge drinking poses serious health hazards and has negative consequences for the young mass of the society at large in terms of economic, health and social aspects. The recent times have seen a considerable increase in the rates of alcohol consumption among the Australian youth belonging to 12- 24 years of age group (Chan et al., 2016). Corresponding to this, a number of public health-related policies and initiatives have been made in order to curb the risks which are associated with alcohol consumption. The young Australian mass irrespective or their gender get involved in binge drinking which has created a havoc within the societal mainframe thereby affecting the productivity and the mental attributes of the otherwise young and dynamic workforce. These aspects are pronounced for the urban people though the geographical distribution towards binge drinking by the young people is widely spread across the different places of Australia.

A few interim policies in response to the same include restriction towards access to alcohol, various behavioral levels of interventions, campaigns, and public health awareness to alter the drinking pattern of the young mass. Empirical evidence holds key importance towards successful preventive programs, the engagement of the young people and considering their consent and views during policy framing provides the necessary legitimacy for undergoing further implementation to interventions pertaining to public health.

This essay attempts to suggest and implement constructive public health interventions, and approaches utilizing various community models which will positively affect the issues pertaining to binge drinking amongst the young Australian mass. As opined by Rothman, (Hardcastle et al., 2004), the community development approach coupled with mass mobilization can serve as an effective intervention strategy towards curbing the menace caused by binge drinking.

The community development approach is an excellent measure through which the binge drinking menace can be curbed. One of the successful community development approaches to curb alcoholism include the alcohol action in rural communities (AARC) approach pioneered by researchers from New South Wales and University of Newcastle mediating consultative approach and formation of community-based coalition groups which have the stakeholders as its members along with the mayor or the local representative as the key member. Similar community-based approaches utilizing mass mobilization of the target population can be highly successful as mobilization has been identified as one of the successful traditional forms for community level changes. Mass mobilization programs can be implemented through street plays, advertorial, campaigns in print and electronic media and legally banning advertisements which promote drinking among the target population and discussions related to the possible health hazards can be effective (Bellis et al., 2009).

The integration of the social issues within the community development model can be successfully done by eliciting the level of understanding by the target young population on binge drinking aspects through the use of network diagram method (Ennis and West., 2012). This method is suitable to understand the different health issues along with the corresponding behavior of the target by utilizing an inductive approach which is target centered thereby obtaining a consensus regarding the cause which has emerged during the process.  In the network diagram methodology, a set of individuals from the target population are asked to draw a structure which represents their understanding pertaining to the possible cause of the menace along with the outcome and this is referred to as causal diagram. A composite network diagram regarding binge drinking can be successfully obtained by collating the individual data from the young mass. This forms the consensus or frequency for the possible cause or issue. It is possible to identify more than one path based upon targeted outcomes and thus factorial reciprocal relations are possible. The strength of the different paths mentioned by them is also possible to be measured. So, the strength calculated can be exhibited as an average value corresponding to the factors identified as causes for binge drinking. The final consensus diagram can be obtained by using the different factorial values obtained from individual participants (Keathley et al., 2017). Previously, network diagrams as community development models have been found successful for calculating perceptual crime, health, stress and other factorial cause analysis including terrorism.

Menace related to binge drinking and its implication can be successfully controlled by involving the younger generation of Australia. It is important to logically create awareness related to it through the community development model so that the implications and negative consequences are well understood (Gilchrist., 2009).The success of a program is not restricted to its implementation only, but largely depends upon the way it is being implemented at various regions and based on constructive feedback from stakeholders; minor alterations might be needed to customize the same. In the light of the present situation, network diagrams can be successfully applied to understand and identify the perceptual causes for binge drinking among Australian adolescents and adults in order to design and develop a systematic and structured intervention strategy. The government policy makers should interact with the organizations working in this domain and the target audience for a successful result-oriented implementation.

References:

Bellis, M. A., Phillips-Howard, P. A., Hughes, K., Hughes, S., Cook, P. A., Morleo, M., … & Jones, L. (2009). Teenage drinking, alcohol availability and pricing: a cross-sectional study of risk and protective factors for alcohol-related harms in school children. BMC Public health, 9(1), 380.

Craig, G., Mayo, M., Popple, K., Taylor, M., & Shaw, M. (Eds.). (2011). The community development reader: History, themes and issues. Policy Press.

Chan, G. C., Leung, J. K., Quinn, C., Connor, J. P., Hides, L., Gullo, M. J., … & Hall, W. D. (2016). Trend in alcohol use in Australia over 13 years: has there been a trend reversal?. BMC public health, 16(1), 1070.

Ennis, G., & West, D. (2012). Using social network analysis in community development practice and research: a case study. Community Development Journal, 48(1), 40-57.

Gilchrist, A. (2009). The well-connected community (Second edition): A networking approach to community development. Bristol, UK: Policy Press at the University of Bristol.

Hardcastle, Powers & Wenocur (2004) Theory-based, Model-based Community Practice (Chapter 2, pp 33-60) in Community Practice: Theories and Skills for Social Workers. 2^nd  Ed, Oxford University Press, New York.

Keatley, D. A., Ferguson, E., Lonsdale, A., & Hagger, M. S. (2017). Lay understanding of the causes of binge drinking in the United Kingdom and Australia: a network diagram approach. Health education research, 32(1), 33-47.

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Disaster and Terrorism

1.  Identify and discuss disaster types.

2.  Explain the disaster planning process and nursing participation.

3.  Work on the following case studies;

A.  Case Study # 1

As a county health department nurse, your supervisor has informed you that the local Emergency Management Team is issuing a warning of impending disaster as an F3 tornado is expected to hit your large, metropolitan city within the hour.

a.  Which emergency measures would you expect to have already been in place?

b.  What are your potential activities during each phase of the emergency management response?

B.  Case Study # 2

A plane crashed while landing on the runway during a snowstorm. The plane was not able to stop in time and slipped off the end of the runway onto a busy interstate highway. Public health nurses were expected to respond to this disaster as well as many first responders. (Learning Objectives: 1, 2, 5)

a.  What are the responsibilities of public health nurses in disaster management?

b.  Public health nurses have been requested to use the START model to assess the cars involved in the plane crash on the highway. What is the START MODEL, and how are numbers assigned to the individuals?

c.  The houses in a two-mile radius around the airport have been requested to evacuate the area because airplane fuel is leaking into the river located directly next to the airport. What guidelines should be considered for individuals requested to evacuate?

d.  When the public health nurses were color coding for prehospital triage, what do red and black color codes mean?

APA format word document (in-text citations needed).

A minimum of 3 evidence-based references no older than 5 years must be used.

A minimum of 800 words not to exceed 1,000 are required without counting the first and last page.

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Theoretical Basis of Community/Public Health Nursing

Chapter 14 Theoretical Basis of Community/Public Health Nursing Public health nursing is a community-oriented, population-focused nursing specialty that is based on interpersonal relationships. The unit of care is the community or population rather than the individual, and the goal is to promote healthy communities. The community health nurse has been assigned to count and interview homeless people sleeping in the local park to help in identifying programs to provide food, clothing, shelter, health care, and job training for the population. The community health nurse has to consider the eight principles of public health nursing in community health nursing practice when completing the assignment 1. There are essential characteristics of nursing service when a community is the client. Describe community-oriented, population-focused care, and relationship-based care. What type of care is been completed by the community health nurse who has been assigned to count and interview homeless people sleeping in the local park to help in identifying programs to provide food, clothing, shelter, health care, and job training for the population? 2. The goals of public health nursing, to promote and protect the health of communities, are facilitated by adhering to eight principles identified by the American Nurses Association (2007) for public health nursing practice. The community health nurse has to consider the eight principles of public health nursing in community health nursing practice when completing the assignment with homeless individuals. What are the eight principles? 3. There are numerous models of nursing practice that can be utilized in community health nursing practice. Theories and models of community/public health nursing practice aid the nurse in understanding the rationale behind community-oriented care. What are five of these models of nursing practice with a brief summary of the model?

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