Archive for month: January, 2024

OUTLINE 1

Outlining Your Goals, Intentions, and Approach

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Grantham University

GU 299

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Directions: After choosing your community organization for your final project and reviewing the final project criteria, complete the outline below. Use APA citation format for both your in-text and references page citations. Delete this direction paragraph before you save your work to turn in.

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Introduce the organization. Describe the organization, the work they do, any key players within the organization, and why it may be interesting to your readers/audience. Include your thesis statement (a short description of the purpose of your work).

Readers/Audience

Describe the readers/audience you will be directing your project toward. Consider what they know, what they might need from your work, and what they will expect. Briefly discuss how you will meet the needs of your readers/audience.

Methods

Include a description of how you plan to gather and analyze your data (i.e., reviewing scholarly articles, interviews, analyzing similar organizations, and so on).

Results

You likely haven’t found any results yet, but provide a description of what you hope to find or what you think you might find.

Conclusion

Based on the information you have gathered so far, start identifying how what you’ve learned connects to your thesis and how it falls under the scope of service-learning and civic engagement. Write up a brief description of those connections.

References

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1. (True/false) A group of people who are set apart from others socially will probably be set apart linguistically as well.

2. (Multiple answer) In considering the size and location of speech community “speech community,” the following three aspects of the term are crucial:

a. How large or small can a speech community be

b. Whether its members co-exist peacefully

c. Can the concept be used to describe social entities that are not defined by a shared physical location?

d. Should speech communities be thought of as overlapping one another with individuals belonging to multiple speech communities

3. (Multiple answer) In considering what is shared by the members of a speech community one has to address the following five issues:

a. Whether everyone must speak the same language or dialect with the same degree of fluency?

b. How often do the members of speech community interact with each other?

c. Do people who use ASL or one of the many other sign languages in the world , constitute one or more “speech” communities?

d. How important are shared attitudes toward language and evaluation of linguistic practices for determining speech community membership?

e. Must members of a speech community be aware that they are members of such a community?

f. Do the members of a speech community share the same ethnicity?

4. (Multiple answers) In considering the type of interactions that speech community members have, one has to pay attention to the following three questions:

a. Must members of a speech community have face-to-face interactions. If So, how frequently?

b. Might people involved in online or other electronically mediated interactions constitute a virtual or literacy-based speech community?

c. Might there be different kinds of membership in a speech community – central vs. peripheral, for example?

d. Must members of a speech community interact in a friendly manner and be accepting of each other?

5. (True or false) De Saussure and, later, Chomsky focused their work mainly on linguistic structures.

6. (True/false) Sociolinguists and linguistic anthropologhists such as Hymes, Gumperz, and Labov focused mainly on linguistic practices and social groups.

7. (Multiple answers) Recently, many researchers have attempted to substitute alternative terms for “speech community,” because of difficulties that characterize that concept. These alternative formulations include the following three concepts:

a. Speech areas

b. Speech networks

c. Communities of practice

d. Speech impediments

8. (True/false) The concept of “community of practice” was recently proposed by Jean Lave and Etienne Wenger and became very influential in linguistic anthropology, education, business and government. The concept of “community of practice” emphasizes the socially embedded nature of learning.

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Design a social media campaign plan that the organization can follow. Spokes of Hope’s primary goals are to increase the number of people talking about the organization and to increase the number of donations they receive. They hope to reach a very large audience without having to use too many social media platforms. They are also hoping the campaign will increase their number of supporters in the following demographics:

Urban

Income of above $75,000

Women

Since Spokes of Hope wants to reach a specific audience, it will be essential to effectively use social media analytics to inform your plan.

Include the following sections in your plan:

1. Goals and Objectives

a. Set specific goals and objectives of the social media campaign.

b. Demonstrate that the plan’s goals and objectives are aligned with Spokes of Hope’s primary goals.

2. Metrics and Analysis

a. Define which metrics will be tracked to measure success throughout the campaign.

b. Analyze the graphs in the Project Resources about Spokes of Hope’s social media accounts. Explain how each metric (reach, engagement, and conversion) is measured, and what each means to Spokes of Hope.

3. Audience

a. Define your audience and describe how they use social media. Support your descriptions with demographic data from the Project Resources, or your own research.

4. Social Media Platforms

a. Select which social media platforms will be used.

b. Explain why these platforms are the best choices for your target audience.

5. Messaging

a. Identify which key messages will be sent and which will not. Support this by using the Topics Sentiment chart in the Social Media Graphs document. In particular, describe which topics:

· Are the most positive.

· Are the most negative.

· Are the most polarizing (both positive and negative).

b. Analyze the effectiveness of Spokes of Hope’s social media content on Twitter using the data in Project Resources. What works well and why? What does not work well and why?

c. Identify the best times to deploy content on social media for Spokes of Hope’s audience.

d. Describe what strategies Spokes of Hope should follow to make engaging content.

· Describe how Spokes of Hope can leverage “viral” content.

· Describe how Spokes of Hope can effectively use “memes.”

Throughout your campaign plan, be sure to give justifications for your decisions. Draw support from the Project Resources, including guidelines, audience data, and Spokes of Hope’s own social media metrics. All sources of information and media should be appropriately cited.

http://www.pewinternet.org/2016/11/11/social-media-update-2016/

https://web.archive.org/web/20130902230242/http://www.salesforcemarketingcloud.com/wp-content/uploads/2012/07/How-to-Develop-a-Social-Media-Strategy.pdf

https://blog.hootsuite.com/social-media-storytelling-1/

https://www.business2community.com/digital-marketing/social-media-and-storytelling-part-6-10-tips-for-social-video-success-0583971

https://digitalmarketinginstitute.com/blog/7-ways-make-content-go-viral http://blog.bufferapp.com/social-media-frequency-guide

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Parkinson’s Disease Case Study Details:

Background

Doug and his wife Maria have three adult children, all of whom are married with young children of their own. Doug works as a regional sales representative for a chemical company that produces plastics, chemicals, and agricultural products. He has been in the position for 15 years, having moved into this job after leaving a different company doing similar work. The job requires him to travel to give demonstrations of the products across a six-state region. This requires him to fly and drive in unfamiliar areas. Maria works as a junior high school principal. Doug and Maria are financially set for retirement at age 65. Overall, they are in good health. At the age of 60, Doug received a diagnosis of Parkinson’s Disease (PD).

Early phase

In the year before his diagnosis, Doug had three minor car accidents while he was traveling in unfamiliar territory. Maria was suspicious that the accidents were related to his PD and, after consulting with the neurologist and Doug, they decided he should no longer travel alone out of his immediate area. After a few months of traveling with a colleague, he reluctantly stepped down to a district sales representative position to stay closer to home. Within the next year, Doug started experiencing exacerbated (worsened) symptoms related to fine motor coordination, changes in speech, as well as anger, anxiety, and depression. The neurologist placed Doug on short-term disability at the age of 61. After six months on short-term disability, the law mandates that the individual must apply for Social Security Disability. Therefore, due to Doug’s health continuing to decline and his inability to return to work, Maria had to file for long-term disability for Doug. At first, Maria attempted to work with Doug to complete the disability paperwork. Doug was easily frustrated with formulating the responses to the questions on the forms; he did not know how to answer the questions nor where to find the information within their household records, so Maria hired a lawyer to complete the paperwork.

Three months after submitting the application, Doug was approved for Social Security Disability Income (SSDI). This was a significant drop in income. Doug’s employment income was twice that of Maria’s; he was bringing home $7500 per month. His SSDI income is $2788 per month. Since Doug left his full-time job, he was no longer eligible for health benefits from his employer. He is not eligible for Medicare under the disability guidelines until two years after payments begin. Maria completed the paperwork to add him to the health insurance through her job, which doubled her monthly contribution to health insurance. The decrease in household income required them to utilize their retirement funds earlier than planned. In addition, Maria knows, as the disease progresses, she may have to make decisions about her own full-time work as a principal, which will further strain their financial situation.

Middle phase

Doug and Maria enjoyed playing Scrabble with their friends Susan and Bob, who lived nearby. The two couples would get together every Saturday for some friendly competition along with dessert and lively discussion. A year after his diagnosis, Doug was exhibiting stooped posture and changes in his speech, which made it difficult to understand what he said. These were clear signs the disease was progressing. In some aspects of his life, he appeared to function well enough, such as easily performing most activities of daily living, but it became clear he struggled with activities in the game of Scrabble. For example, he was having a difficult time creating words from the tiles he chose, where to place them on the board, and he could no longer add up his points correctly. In addition, Doug was embarrassed because he continually knocked tiles out of place on the board, struggled to communicate clearly and interact with friends in a social situation. Doug felt a great deal of shame due to the changes and told Maria that he no longer wanted to participate in the weekly game night. This meant that Doug and Maria had less interaction in their own community and became more socially isolated, which is not uncommon for families with a chronically ill member.

Late phase

Doug was in charge of managing his own medications, which he needs four times a day. One day, about four years after his diagnosis, Maria was away from home at noon when Doug called her to ask what he was supposed to do with the noon pills. “I’m supposed to throw them out, right?” That was an early sign of dementia. It was a signal for Maria that Doug could no longer control his own medications and that he probably shouldn’t be left alone for very long. The incident marked the start of a steep decline in Doug’s cognitive and emotional abilities, and the couple’s relationship changed from one of partners to one of patient and caregiver. Maria relied on their children and other family members to help with Doug’s care, and she began looking for support groups to help her figure out how to handle the deteriorating situation. Even though she had a rotation of helpers, most of the work of Doug’s care was Maria’s responsibility.

Doug’s condition progressed to the point of needing full-time care in a skilled nursing facility a little more than a year later, after he lost the ability to stand up, even with help. He always needed two people to help him, and that just wasn’t possible at home. In addition to the tremendous emotional stress on the family, moving Doug to a skilled nursing facility further increased the financial burden. Maria made the decision to sell the house and move to a small apartment by herself. She had to spend the proceeds from their home to pay for Doug’s nursing home care before Medicaid would help pay for his care, due to the Medicaid eligibility spend-down requirements. Doug passed away five months after moving to the skilled nursing facility. Maria was still paying for his care out of the proceeds from the sale of their home, so she never received Medicaid assistance for Doug’s care.

Address the following within the required Parkinson’s Disease Case Study template:

• Briefly define Parkinson’s Disease.
  • What physical changes occur related to the onset of the disease?
  • What are the possible psychological changes with PD?
  • What system(s) are affected?
  • What are the treatments and therapies?
• The case study shared details that indicate Doug is no longer able to identify and resolve problems.
  • Identify two examples in the study that indicate Doug is losing this ability.
  • Provide two other examples that may arise as the disease progresses that are related to identifying and resolving problems.
• Discuss possible feelings and stressors Doug may be experiencing as the disease progresses and he must rely on caregivers more.
  • Refer to the required reading list for the topics related to this assignment for ideas.
• Discuss the effects of the diagnosis of PD and its progression can have on a spouse and family (micro-level).
  • Refer to the chapter and required readings regarding caregiving and caregiver burden (e.g., employment, psychological effects, financial stressors, role in the marriage, etc.).
• Locate two services in your own community that offer assistance to people with PD and their caregivers (meso-level).
  • Describe the services available, cost, and eligibility requirements.
  • In your opinion, are Doug and Maria eligible for the services? Explain your answer based on your findings and the knowledge of Doug and Maria.
• At the macro-level, research the state and federal programs, legislation and initiatives that affect chronic illnesses. Discuss the pros and cons of two of the following items as they affect patients and caregivers.
  • Legislation and lobbying efforts (e.g., changes to the Affordable Care Act [ACA], stem-cell research, etc.)
  • Requirements to qualify for Social Security Disability Income (SSDI)
  • Requirements to take advantage of the Family and Medical Leave Act (FMLA)
  • Requirements to qualify for Medicaid/Medicare.
    • What are the requirements of these programs in terms of paying for skilled nursing for Doug? Do Doug and Maria qualify for assistance through these programs? Why or why not?
  • Americans with Disabilities Act (ADA).
  • A program, legislation, or initiative of your finding.
• Use a minimum of three scholarly sources. List references in APA format within the response box on the template.

The Parkinson’s Disease Case Study assignment

• Must be completed within the Parkinson’s Disease Case Study template.
• Must be at least five double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)’s APA Style (Links to an external site.)
• Must utilize academic voice. See the Academic Voice (Links to an external site.)resource for additional guidance.
• Must use at least three scholarly sources in addition to the course textbook.
  • The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
• Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper

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