5 SHORT ANSWERS / NO NEED FOR REFERENCE 1)Briefly explain the changes in the bra

5 SHORT ANSWERS / NO NEED FOR REFERENCE
1)Briefly explain the changes in the brain that contribute to changes in adolescent thinking.
2)Briefly explain how an adolescent’s thinking is different from that of younger children. Use Piaget’s concept of formal operational thought to help you explain differences.
3)As we mature, we gain skills in new areas. We may be novices in some areas and possibly have achieved expertise in another. Please outline the steps from novice to expert. Then,1) Share an aspect of your life (e.g., cooking or playing guitar) that matter to you, 2) identify your level of expertise in that area; and 30 give evidence that justifies your belief that you have that level of expertise.
4)What are the “Big Five” Personality Traits? Please give an example of how knowing about the ‘big-five’ would help in developmental research.
5)What is Gender Identity? What is Sexual Orientation? Why is it important to know how they relate but also how they are distinct?

PLEASE ONLY USE SOURCES PROVIDED First, discuss how your personal views of pers

PLEASE ONLY USE SOURCES PROVIDED
First, discuss how your personal views of personality, cognition and physical state of old age has been influenced by the developmental theories of aging to which you have been exposed. (Lally & Valentine-French: Chapter 9)
Then, research each of the theories of aging of  Robert Peck, Daniel Levinson and Bernice Neugarten. These theorists are not in the Lally & French-Valentine textbook. You will need to search and find information on these three theories. Be sure to cite and reference your source(s) in APA format.
Reflect on how your reading of each of the social theories (Erikson, Peck, Levinson, and Neugarten) changed (or did not change) your mind about older adulthood.  Include information from all 4 theories.
Finally, finish your essay by quickly writing several responses to this phrase, “When I am old I will …”
PLEASE ONLY USE SOURCES PROVIDED

Reflection papers should be approximately 1000 words long, On course material as

Reflection papers should be approximately 1000 words long, On course material assigned and videos
RPs: There is a lot of flexibility with respect to how your write a reflection paper. You must demonstrate that you’ve understood the reading(s) for the Week you are writing about and may connect the idea(s) in the readings to any topic(s) of your choice (for example, your personal life or current events). You may focus on one of the Week’s reading, all of the Week’s readings, or any combination.  If you are struggling to come up with a way to write about the reading(s), please consider these prompts:
A) What question(s), arguments, issue(s) does the author(s) address?
B) What answer(s), arguments, are suggested?
C) What evidence or argument is presented to support the answer(s)?
D) Do you agree with the author’s position?  Why or why not?
Reading textbook:
Lemert, Charles C., et al. Social Theory the Multicultural, Global, and Classic Readings. Westview Press, 2017.
Seidman, Steven. 2017. Contested Knowledge: Social Theory Today, 6th edition, Wiley Blackwell Press.
This week material assigned pages:
•    Lesbian, Gay, Queer Theory, 239-253 – Seidman book
•    Eve Kosofsky Sedgwick, 440-442 – Lemert book
•    Judith Butler, 429-437 – Lemert book
Video to watch:
What is QUEER THEORY? What does QUEER THEORY mean? QUEER THEORY meaning, definition & explanation

Eve Kosofsky Sedgwick The Epistomology of the Closet

Judith Butler’s Theory of Gender Performativity (Final)

Reflection Paper Grading Rubric
Grade 5 points (100%):  Advanced – Response show that the writer meets all the criteria for grade of “Proficient” and meets the following criteria:
•    Memorable presents the experience for the reflection
•    Uses extended detail
•    Uses language to be convincing
•    Shows great depth of thought
•    Is creative and original
•    Reveals ideas through use of comparison and imagery
•    Makes the reader understand the abstract ideas underlying the reflection through use of specific detail
•    Effectively uses writing strategies to enhance reflection
•    Consistently uses appropriate language
•    Shows deep insight through a natural flow of ideas and an effective conclusion

for this study guide I was told  to do the reading and focus on the “big ideas.”

for this study guide I was told  to do the reading and focus on the “big ideas.” Ask yourself: What is the most important point(s) made by the author
for
Introduction, 1-12
War is a Racket!, 13-17
Who Makes the Profits?, 19-26
Who Pays the Bills?, 27-32
How to Smash this Racket!, 33-37
To Hell with War!, 39-42

This paper is worth a total of 100 points. Below is a copy of the scoring breakd

This paper is worth a total of 100 points. Below is a copy of the scoring breakdown.
_____ Mechanics (16 points)
Special attention should be paid to grammar, spelling, the flow of your paper, and style. Flow refers to whether your paper reads easily and logically from one paragraph to the next. Style reflects the angle you approached the topic with; how well you have integrated the various sources of information; and the clarity of your written work. Please include all your notes from your interview.
____ 5 points- grammar & spelling
___ 3 points- paper flows smoothly
____ 3 points- style & clarity
____ 5 points- Reference Page and Citations (at least 3 academic references)
_____ Summary of Your Observation/ Interview (42 points)
Summarize your observation/ and or interview of the child/adolescent/adult and please make sure to include a summary for each developmental area. Please include a description of the child/adolescent/adult including their age. Make sure to include a description of the setting in which you observed/ interviewed the child/adolescent/adult and whether this was an ideal setting to understand their developmental characteristics. Make sure to ask questions or observe certain areas of development to fulfill all of the criteria.
____ 7 points- Description of the subject and setting
____ 7 points- Observation/ Interview on physical development
____ 14 points- Observation/ Interview on cognitive development
____ 14 points- Observation/Interview on socio-emotional development
_____ Application of Course Information to Your Observation/ Interview (42 points)
Please apply the information we discussed in class and in your textbook and outside sources to your interview. Tell me what would be normal growth and behaviors for the individual’s age and if the child/adolescent/adult is normal, behind, or advanced in each area of development listed below. Please use the individual’s behaviors that you asked about to support your opinion and information from the textbook on normal development. Please relate these back to theories we have discussed in each area. The most IMPORTANT part of this section is to relate your observations/interview back to THEORY that we learned about in class. Apply your observations and relate it to theory!
____ 7 points- Physical development
____ 10 points- Cognitive development
____ 10 points- Socio-emotional development
____ 15 points- Summary of developmental level in relation to course theory
Directions:
You may choose to observe or interview a child, adolescent, adult, or yourself for your paper. You must address the developmental milestones related to the age of the person you are observing or interviewing. You must use the textbook/PowerPoints as a reference in order to support your observations as well as TWO other ACADEMIC sources. (Three academic sources total). You are required to compare your observations or interview with the information form this course on normal development. Your paper must communicate at what developmental stage the person is for the three main domains of development discussed in class- physical, cognitive, and socio-emotional. The written assignment must be at least 1500 words in length.
Submission:
Papers must be submitted electronically through D2L (Brightspace) by midnight on November 11th. Papers must be completed by the individual student, this is NOT a group assignment. The written assignment will comprise 20% of your overall grade.
Ethics:
Make sure you ask the parent of the child or the adolescent for consent to interview them or observe them if they are under 18 and the person themselves if they are an adult.
Additional Information:
A grading rubric will be available on D2L (Brightspace). Make sure you address everything on the grading rubric to get full credit. If you need help finding sources, or citing sources please ask! I am also willing to proofread your paper and provide feedback (only ONCE) if you turn in the paper to me at LEAST a week before the deadline.
TURNITIN software: I use the TURNITIN software to make sure the papers are your own original work. When using outside sources there will be similarities due to quotes and summaries but this may not be more than 15% similarity or I will ask you to redo the paper with a 20 point penalty. (When you upload your paper to D2L you will be able to see the similarity percentage.
If you need any additional information email me and I will get the information to you.

The three biases for the case study #3 Did Attorney Evans Bump Her Head on the “

The three biases for the case study #3 Did Attorney Evans
Bump Her Head on
the “Glass Ceiling”? about the Glass celing
are the prove it again the maternal wall and the tightrope.
Also what needs to be done is a description of each of these and how it relates to the case study

Paragraphs #2 – 4 (Body)- Case Analysis: Here you will analyze the case in terms

Paragraphs #2 – 4 (Body)- Case Analysis:
Here you will analyze the case in terms of the three dimensions of human development. For each dimension, you will describe any theory, concept, or issues in human development relevant to your case. You will define/describe the theory/concept/issue, then demonstrate or explain how and why these are apply to your case. This section is the core of a case study.
Paragraph 2 – Physical Development
1
EPSY 224 – FINAL PROJECT
– Choose 1 theory or concept relevant to physical development. For example, you may describe specific aspects of brain development, motor development, health etc. that relate to your case. Be sure to define each theory/concept/issue and explain how it applies to your case. Provide examples of how this theory/concept/issue was manifested in your case.
Paragraph 3- Cognitive Development
– Choose 1 theory or concept relevant to physical development. For example, Piaget’s Theory of Cognitive Development, Language development, etc. Be sure to define each theory/concept/issue and explain how it applies to your case. Provide examples of how this theory/concept/issue was manifested in your case.
Paragraph 4- Socioemotional Development
– Choose 1 theory or concept relevant to physical development. For example, Self- development (self-concept, self-esteem etc., Identity), Attachment Theory, etc. Be sure to define each theory/concept/issue and explain how it applies to your case. Provide examples of how this theory/concept/issue was manifested in your case.
Paragraphs #5-6 – Case suggestions
Interview on sister, early adulthood

Write a proposal for a topic and plan for your research project. In the research

Write a proposal for a topic and plan for your research project. In the research project, you are to create an e-book that evaluates how some aspect or kind of information technology has influenced the ethics or values of a culture or subculture, with regard to personal behaviors, interpersonal relationships, consumer habits, professional pursuits, or some other area, with a focus on the artifacts rather than the platform (i.e., focus on the posts, images, ads, commercials, reviews, videos, or photographs).
For this assignment, you are proposing the idea and providing evidence of a viable plan for your research project. (Exciting note: If you follow the instructions for this assignment, you should be able to re-use much of this content for your final project!)
You may choose to use one of the following topics or come up with your own idea. Write an e-book on how:
social networks are affecting our ability to distinguish between fact and fiction
Amazon is changing how and what consumers consume
dis- and mis-information about medical issues (Links to an external site.) are impacting our health (e.g., vaccines, hydroxychloroquine, weight loss, Ebola)
social media platforms are impacting specific social issues (e.g., poverty, racial injustice, inequality, health issues, criminal justice reform, environmental causes)
Facebook  (Links to an external site.) is affecting how we maintain vestigial friendships
the iPhone is affecting intimate relationships
texting is changing the ways kids (or adults) communicate
Instagram is affecting users’ body image
TikTok* (Links to an external site.) is affecting …???
Tinder is affecting hook-up/dating rituals
social media creates an echo chamber effect (or doesn’t)
social media influencers in a specific area (celebrity, fitness, etc.) affect teens’ perceptions of self
Format is simple: block style (single-space text, double-space between paragraphs); use headings/subheadings. Add hyperlinks where useful. Do not include a separate title page.
Note that this proposal should identify the research question and provide evidence that it is a question worth pursuing; you are not to answer your research question in the proposal. Include the following:
Descriptive title. This should indicate the document is a “Research Proposal” with enough detail to summarize the main idea of your proposed topic (i.e., Research Proposal: A Study of How Instagram Affects Teens’ Body Image)
Introduction (1-2 paragraphs). Introduce your topic idea by clearly stating your research question. Provide context for why this research question is relevant now, and describe the characteristics of the people affected by the topic. You may do this by citing current statistics  (i.e., Facebook has 2.85 billion active users as of the first quarter of 2021 … ) showing who would benefit from your study.
Discussion of evidence of existing/related research on the topic (2-3 paragraphs). Elaborate on your research question, argument, or problem. Provide evidence of why it is important citing at least three scholarly, professional, or academic (secondary) sources that address some angle of your research question. Refer to your sources (listed in the references) where appropriate, using APA (Links to an external site.) or MLA (Links to an external site.) Demonstrate how your research project would add to this body of knowledge.
Research methods (1-2 paragraphs). Describe how you will undertake this research, and specifically, describe the ethnographic element of your approach. Who is the culture or subculture that you’re proposing to study? Where are they? How will you gain access to observe their behaviors or actions? Will you observe in their physical presence or will you observe them online (cyber-ethnology)? Or both? Will you do personal interviews? If so, describe your potential subjects. Describe any ethical considerations that you must address. What special access or experience do you have, if any, to this group?
Conclusion (1-2 paragraphs). Describe in detail the expected possible outcomes of your research project. Note any challenges you foresee and how you may address them.
References page In APA or MLA format, list the sources you cite throughout your proposal.
Minimum 999 words (so much less intimidating than 1,000!). See the rubric for grading criteria.
My research below. Kindly add at least one scholarly source.
General topic: Social media platforms
Specific research question: How social media platforms like instagram and facebook tracks the things you search and change your shopping platform recommendations?
Ethnographic research: I will interview users such as my friends and family on how it effects the way they shop
Article research:
Article 1: How Does Social Media Affect Retail Businesses?
McMullen, A. (2019, October 26). How does social media affect retail businesses? Small Business – Chron.com. Retrieved October 4, 2021, from https://smallbusiness.chron.com/social-media-affect-retail-businesses-39275.html (Links to an external site.).
Businesses started to use the social media platforms to advertise and also to use the personal data from users to change the things they display and also to change the items they sell and also customize towards the customers.
Article 2: How Social Media is Changing the Retail Business
Insider, R. (2021, February 19). How social media is changing the retail business. Retail Insider. Retrieved October 4, 2021, from https://retail-insider.com/articles/2021/02/how-social-media-is-changing-the-retail-business/.
Thanks to social media, there is now a third option, which is the possibility of selling directly on social networks. From Instagram to Facebook, Twitter to Pinterest, Whatsapp to YouTube, retailers are spoilt with a wealth of options as far as displaying and selling their goods go. With social media, retailers can now put their goods directly in the faces of those who truly need them. Alternatively, you can build a huge following for your brand on social media using all the available social media tech tools and strategies.

STEP 1: Review the readings in the module about Erikson’s theory of personality

STEP 1: Review the readings in the module about Erikson’s theory of personality development.
STEP 2: Next, think about what you know about the Holocaust. If you do not know very much about the Holocaust during World War II, you should read up on it before continuing the assignment. The Nazis killed an estimated 15 – 20 million people during the Holocaust in what was termed the final solution. The goal of the Nazis was to rid the world of people who were, in the minds of the Nazis, undesirable. This included Jews, Catholics, Gypsies, various minorities, people with disabilities, etc. Many people sent to the concentration camps were killed upon arrival. Many others were forced into hard labor, where they worked until they died. Some people were forced to participate in cruel experiments.
Think about what you would predict for the life of someone who had to live through such atrocities. How might a Holocaust survivor experienced life in terms of Erikson’s stages? What sort of crisis resolution would you predict for someone who had been surrounded by this horrible setting? What sort of crisis resolution might you predict for someone who had been separated from their families? What sort of crisis resolution would you predict for someone who had seen loved ones, friends, and people they were interred with at the camps die? Think about this and write your prediction down.
STEP 3: Next, read the article “Erikson’s Healthy Personality, Societal Institutions, and Holocaust Survivors” by R. R. Greene, S. A. Graham, and C. Morano (Published in 2010 in Journal of Human Behavior in the Social Environment, 20: 489-506.) You can access this through your campus library.
STEP 4: Your assignment is to write a reflection paper (500-800 words) that discusses your thoughts on the Erikson research paper. Your reflection paper is meant to be introspective and thoughtful. You should take into account everything that you have learned about Erikson’s theory as you have moved through this class, the research article, and your educated opinion on the topic.
First you should summarize and describe the study in a few sentences in your own words.
Identify and describe the basic assumption of the researchers.
Why were they conducting this research?
How was the study performed? What methods were used?
Second, discuss your original prediction about the outcomes you expected from Step 2.
It is OK if the prediction was wrong. Whatever your prediction was, discuss why you made that prediction.
Third, think about what the Holocaust survivors went through as discussed in the article, and the Eriksonian stage they were in when they went through that.
How do you think that the stage and age played a role in their immediate outcome?
How do you think that the stage and age played a role in their long-term outcome? As you answer this question, think about Erikson’s epigenetic principle. While Erikson’s theory is a stage theory, it is a little different than other stage theories in that Erikson believed that all of the stages are active all of the time, but that at certain ages a specific crisis is being worked on more than the others—that crisis is the focus at that age, but some work is still happening on the other crises at the same time. In this way, then, even if you had a poor resolution early in life, there is still work being done on that stage throughout your lifespan, and this could allow a successful resolution to that stage later in life.
How do you feel about the outcomes you read about? Are you surprised with the finding of this study? Why or why not?
Sample Grading Rubric
Criteria    Novice: 69 % or less    Developing: 70-79%    Competent: 80-89%    Proficient: 90-100%    Score
General Writing Format    Numerous APA errors. Not Proof-read. Very poor Grammar.    Many APA errors. Many typos. Many grammar mistakes.    Few APA errors. Few typos. Few grammar mistakes    No APA errors. No typos. No grammar mistakes.    __/2
Summary of the study    Fails to address this point.    Student brushes through the answer of the question, or student does not demonstrate an understanding of the material. Student’s answer is not well supported.    Student has put some amount of thought into their response, but the response is not very detailed. Response does not demonstrate a true understanding of the material.    A very sophisticated attempt to address the point. Student was thoughtful in the response, and it is clear that the student contemplated the point before addressing it. Student supports their arguments very well.    __/5
Discussion of Original Prediction    Fails to address this point.    Student brushes through the answer of the question, or student does not demonstrate an understanding of the material. Student’s answer is not well supported.    Student has put some amount of thought into their response, but the response is not very detailed. Response does not demonstrate a true understanding of the material.    A very sophisticated attempt to address the point. Student was thoughtful in the response, and it is clear that the student contemplated the point before addressing it. Student supports their arguments very well.    __/2
Discussion of Stage and Age in Immediate Outcome    Fails to address this point.    Student brushes through the answer of the question, or student does not demonstrate an understanding of the material. Student’s answer is not well supported.    Student has put some amount of thought into their response, but the response is not very detailed. Response does not demonstrate a true understanding of the material.    A very sophisticated attempt to address the point. Student was thoughtful in the response, and it is clear that the student contemplated the point before addressing it. Student supports their arguments very well.    __/3
Discussion of Stage and Age in Long-Term Outcome (taking epigenetics into account).    Fails to address this point.    Student brushes through the answer of the question, or student does not demonstrate an understanding of the material. Student’s answer is not well supported.    Student has put some amount of thought into their response, but the response is not very detailed. Response does not demonstrate a true understanding of the material.    A very sophisticated attempt to address the point. Student was thoughtful in the response, and it is clear that the student contemplated the point before addressing it. Student supports their arguments very well.    __/3
Personal Reflection on Outcomes    Fails to address this point.    Student brushes through the answer of the question, or student does not demonstrate an understanding of the material. Student’s answer is not well supported.    Student has put some amount of thought into their response, but the response is not very detailed. Response does not demonstrate a true understanding of the material.    A very sophisticated attempt to address the point. Student was thoughtful in the response, and it is clear that the student contemplated the point before addressing it. Student supports their arguments very well.    __/5
Total:    __/20
Assignment: Applications of Erikson’s StagesAssignment: Applications of Erikson’s Stages
Ends Nov 19, 2021 11:59 PM
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About the Proposal ​ ​The purpose of this assignment is to create a simple human

About the Proposal

​The purpose of this assignment is to create a simple human services program, easily implemented by an intern or entry level employee, which will address a social problem that is of interest to you. The program can be any type of program (psycho-educational, therapeutic, outreach, etc…) but must be theoretically sound, and fill a gap.
​The paper should be a minimum of 5 and maximum of 8 pages long, double-spaced, with a font-size of 12.  The budget spreadsheet and references do not count as pages.  Include a typed and signed honor pledge and the title page of the assignment.
​Two sample proposals will be posted for you to use as a example of formatting, length, paragraph structure, etc. In general, proposals should contain:
1. Headers that match the rubric pretty closely.
2. Sections that match the rubric perfectly
3. Professional language, primarily 3rd person
Keys to Success
1. This assignment is supposed to be challenging, as well as fun and creative. The most important thing to do is get started early, and work on each section a little at a time. You do NOT want to realize at 3 am the night before this is due that your program does not fit the project criteria and thus have to start from scratch.
2. The hardest part is just thinking of a good idea for a simple program. You should aim to design a pilot program with a limited number of participants, often within a larger organization. Keeping the program small will make writing latter sections easier, such as keeping an appropriate budget. Narrow the program down early!
3. Remember that the purpose of writing a memo is to get your point across as simply, and clearly as possible. The rubric points are very detailed; make sure that you hit each point as you write each section. Also, keep the structure of each section in the same order as the points appear on the rubric. This would make it easier for a potential funder of your program to not have to sift through fancy, elaborate sentences for information and thus give you the funding that you want (or for a person grading your paper to give you all the points you deserve!)
Where to Start
Here are a few steps to help you brainstorm and narrow down your topic:
1. Start with an area of interest. Use the syllabus to remind you of topics that are covered in the course, which could help you narrow down where there is a need for improvement. What population or system do you want to work with? A certain minority group? Persons with physical disabilities? Do you like mental health? The school system? The judicial system?
2. Then, research to find a local organization near by that is involved in your area of interest. This could be a community health association, hospital, a school, a local police station, etc.
3. See what programs are already offered for your population at this location. Can you expand and improve on a program, or create something that does not exist yet? (It is important to note that you may not have access to finding every single program offered, so if you happen to create something that does already exist but you had no way of knowing about that, you will not be penalized.)
Section 1: Style and Format
​This section is just the memorandum header. This should include the word memo, date, to, from, and subject lines. Also include the name, title, position, and agency of the recipient. The recipient should be the person in the organization where the program will be implemented, and also the person who would make the decision about whether or not to implement the program.
​Also, don’t forget to print out a copy of the rubric with the honor statement on it, and staple that to the front of the memo.
​For guidelines on how to write a memo, see:
http://www.consultingmentor.com/Article.asp?94. 
Common Mistakes:

​Students often try to address the memorandum to someone who would not be making the decision about the specific program. For example, if the program is working with a population of inmates at a local correction facility in PG County, address the memo to the Head Correctional Officer at the specific location, not the Director of the Corrections for the state of Maryland.

_______1.  Style and format (0-4 points)
̲ Rubric with signed honor statement is attached to the front of the memo
̲ The memorandum header includes the word memo, date, to, from, and subject lines
̲ The name, title, position, and agency of the recipient are given
̲ The recipient is the person in the organization who is in a position to decide whether or not to implement it
Section 2: Purpose and population
​In one or two sentences, describe the primary goal, or anticipated outcome of your program. Select only one goal and tell the population or group that the goal applies to. Narrow down this population as much as possible. Keeping this group specific will make inclusion and exclusion criteria easy to identify.
Examples of goals: Improve the reading level of 11-14 year old children in the Langley Park area through an reading contest, strengthen parent-child bond for non-custodial fathers who are referred by the Prince George’s County courts because they are delinquent in child support payments through a father-child activity night, or provide social support for employees of Walmart who are caregivers of elderly relatives with Alzheimer’s disease by creating a support group at the store.
______2.  Purpose of program and population to be served (0-8 points)
̲ The primary goal or purpose of the program is clearly described
̲ The means by which the goal will be achieved, or type of intervention, is clearly described
̲ Population or group that the program targets is specified
̲ The number of people to be served is given, and inclusion or exclusion criteria are given with rationale
Section 3: Need or Problem
​Identify the problem that your proposed program will address and present data showing that a need exists (the simple fact that no such program exists does not constitute a need). You will need to do some additional research to write this section. Peer reviewed journal articles can be helpful, but it is especially helpful if you choose a local organization in which you can interview an employee to really find out about the needs of your population.
​Also, make sure that you explain how the need for your population is consistent with goal of your program. If a program already exists that serves your specific population, think how you can improve it so that your idea is original!
Examples: While, overall, the reading levels of Latino/Hispanic students in the State of Maryland, in general, and Prince George’s County, in particular, have climbed markedly in recent years and now approach those of non- Latino/Hispanic students, 8th-grade reading scores have proved markedly resistant to improvement (Anderson, 2005). Latino/Hispanic residents of the DC metropolitan area are concentrated primarily inside the beltway and Langley Park, Maryland, is one of the five zip codes inside the beltway with the highest concentration of Latino-Hispanic residents (Singer, 2001).
______3.  Need or problem (0-10 points)
̲ Is clearly identified (2)
̲ Prevalence in the general population is discussed (2)
̲ Prevalence in the target population is discussed (2)
̲ Is thoroughly explained (why does this need exist?) with several reputable citations (2)
̲ Is consistent with the goal or purpose of program (2)
̲ Is shown not to be addressed sufficiently by programs already available to the target population (2)
Section 4: Theoretical Framework
​In this section, you will describe the theory of your program – why do you think it will help with the problem? You will describe the theory, and how it relates to your program. Also, explain how the theory and program goals are the same. To help you brainstorm theories, review lecture notes- especially from the beginning of the course. (i.e. Social Learning Theory, Developmental Theories, Feminist Theory). You will need to cite the source you used to find this theory. 
For example:  According to social learning theory, a reading contest will help children to learn from each other how to make more time for reading and to enjoy it, or according to attachment theory children who spend more time with their parents will have a stronger bond.
_____4.  Theory (0-8 points)
̲ Is clearly identified and cited
̲ Is briefly discussed
̲ Relationship between theory and program is clearly described (why is this program going to work?)
̲ Theory and program goal are consistent
Section 5: Measurable objective and assessment
​Describe one measurable objective and tell how you will measure it.  In contrast to a goal, which is rather general, a measurable objective is concrete and empirical. This means you must be able to cite a source in which your measuring tool is used. This will most likely be a self-survey that will be administered to the participants, but other empirical methods can be used as well.
​Again, make sure that achievement of the measurement is consistent with the goal of the program. For example, if you want your program to relieve stress in a family, you might use a pre and post survey on current stress in the family members.
​Describe the time period that you will administer the measurement for your program. For example, are you going to just have a follow up survey a month after your program, or do you want to have the survey immediately following the activity?
​Lastly, include the proportion of people you expect to achieve a specific improvement score on your measurement, as a result of your program. Make this goal realistic, the probability of 100% improvement is pretty low.
Example: An improvement of at least one grade level in average scores on the reading section of the Maryland School Assessment test would be a measurable objective.  So would an average increase of at least 33 percent in fathers’ scores on the Parental Bonding Instrument (PBI)(Parker, 1990), or an average increase of  50 percent in scores on the Global Measure of Perceived Stress Medical Outcomes Study Social Support Survey (Houston, Cooper & Ford, 2002).
______5.  Measurable objective and assessment (0-10 points)
̲ A measurable objective is clearly described (2)
̲ Achievement of objective will achieve program goals (2)
̲ The time (by date or in months) by which it is to be achieved is given (1)
̲ An empirical method for measuring it is identified (2)
̲ A scholarly reference is given for the empirical method of measurement (2)
̲ The proportion of participants who are expected to achieve a specific score is given (1)
Section 6: Key Activity
​Describe the key activity that will be carried out in order to achieve the goals and objectives of the program, how often it will occur and over what period of time. It is important to keep in mind that your program should be a “pilot” program, so keep it simple.
​Explain the relationship between the key activity and the program objective, as well as why the activity is suitable for your participants (i.e. how is your activity culturally competent).
It may seem a bit redundant to keep giving rationale for how each of these sections is consistent with achieving your program objective, but it is important to do so in this type of memo. You want to focus on these points because you want to be reminding a potential funder why they should care!
Examples are: 2 hours daily of after-school reading instruction during the 2006-7 school year, a 16-week half-day father-child Saturday play activities program, or a 12 week, 1- hour-weekly Alzheimer’s Caregivers Support Group.
_______6.  Key activity that will be carried out in order to achieve the objective (0-10points)
̲ Is clearly described
̲ Information is given on how often it will occur.
̲ Information is given on the time period during which it will occur (by dates or in months)
̲ Rationale is given for why it is expected to achieve the program objective, theory
̲ Rationale is given for why it will be appropriate for the participants, cultural competence
Section 7: Budget Narrative
​In this section, clarify what staff [position title(s) and full time equivalence (FTE)] will be required to carry out these activities. The FTE represents whatever percentage of a 40 hour week that your staff member is working (because a 40 hour week = a full time employee’s hours). Thus, if you wanted a staff member to work 10 hours a week, then say that they are ¼ FTE or .25 FTE. 
Steer away from using multiple full time employees, and rather aim to use intern-level workers such as yourself.
Examples: ¼ FTE Maryland-certified reading teacher, ¼ FTE Maryland-certified child life specialist, or ⅛ FTE licensed clinical social worker.  Remember, the program could be staffed by you if you have the qualifications – 1/5 FTE intern.
Also, explain what else you would need to implement the program. You do not need to go into minute detail about every single detail, but try to hit the bigger supplies that will be needed.
Examples: This might be space ( for example, a room for ½ day a week), supplies and equipment (for example, children’s desks and reading materials, children’s toys and tables, 6 comfortable chairs), transportation, or something else.
______ 7.  Budget narrative:  staffing and other resources needed (0-8 points)
̲ Position titles are given with FTE equivalence 
̲ Qualifications for each position are briefly explained
̲ Other resources are explained and justified
̲ Staff and resources are appropriate for project
Section 8: Budget Spreadsheet
You will use all the information from your budget narrative to create a spreadsheet to break down the information into dollars. All staff positions, as well as other resources must be detailed in the budget spreadsheet.  The budget should be for an amount that an intern or entry level employee could reasonable expect to get for a new program, probably no more than $2000, if that much.
*A sample spreadsheet is provided at the bottom of this document
_______8.  Budget spreadsheet (0-6 points)
̲ Budget is feasible for a first year project
̲ Position titles are given with FTE equivalence
̲ Other key resources (space, materials, transportation, food or snacks, etc.) are described
̲ Salaries and costs of other resources are given
̲ Salaries and costs are appropriate to staff and resources requested
̲ All budget items and costs are for the same time period as indicated in the heading of the spreadsheet
Section 9: Logic Model
The purpose of the logic model is to give a schematic visualization of you’re your program is going to do, and how you are going to do it. Refer to one of the sample proposals posted on Blackboard to see the format.
_______9.  Logic model (0-10 points)
̲ Title of the program (1)
̲ Problem or need (1)
̲ Inputs (2)
̲ Outputs (2)
̲ Short term outcomes (2)
̲ Long term outcomes (2)
Section 10: Program fits with organization’s mission
​First, briefly describe the program for which you are program is proposed. Reiterate the program’s goal. Explain why the program goal is consistent with the mission of the organization for which it is being proposed. Try to research your organization’s website to get a quote and citation of the organization’s mission.
For example: The mission statement at the organization you select might read as follows, “The mission of the Takoma Park Elementary School is to support and enhance the educational opportunities of all children,” or, “The mission statement of the Maryland Responsible Fatherhood Program is to improve fathering skills of teen fathers in Maryland.” Each of these is consistent with one of the program goals stated above because the program goal is included in the organization’s mission.
______10.  Program fits with organization’s mission (0-5 points)
̲ Organization for which program is proposed is named and briefly described
̲ Organization’s mission is clearly described, preferably quoted & cited
̲ Program’s goal is restated
̲ Relationship between organization’s mission and program’s goal is clearly described
̲ Mission and goal are consistent
Section 11: Follow-up Plan
Thank the addressee for taking the time to consider your program. State that you would like to discuss the program further, and let the person know that you will be calling to follow up on scheduling a time to meet, as well as when you will be calling to follow up (i.e. next week). Tell the person that you are hoping they will be interested in implementing the program. Also, encourage the addressee to contact you with any questions.
_______11.  Follow-up plan (0-3 points)
̲ States that the writer would like to meet with the addressee to discuss the memorandum/concept paper further, and gives an approximate idea of when the writer will be contacting the addressee to make an appointment
̲ Explains what the writer is hoping the addressee will do (approve the program or give feedback)
̲ Gives addressee contact information for writer, and urges the addressee to contact the writer with any questions
Section 12: References
______12.  References (0-4 points)
̲ A minimum of 6 references must be used (4 in need or problem section, 1 for theory, 1 for measurement scale)
̲ All citations in the text are reflected in the reference section
̲ References and citations follow APA  Manual of Style, 5th edition, particularly internet citations
̲ All references in the reference section appear in at least one citation in the text, APA style
Section 13: Overall Quality of Writing
______13.  Overall quality of writing (0-12 points)
̲ Headers are used, and appropriate content is contained within each section
̲ Completely free of typographical and spelling errors
̲ Capitalization is appropriate throughout memo
̲ Grammatically correct (punctuation, sentence structure)
̲ Professionally written:  third person (except for final section), no colloquialisms, no contractions,
̲ APA style:  numbers are correct, commas at the end of a series
ONE-YEAR PROJECT BUDGET 200_ – 200_
(You may use a different time period as appropriate for your program)
EXPENSES
Item
Amount in dollars
Salaries and wages (breakdown by individual position and indicate FTE (full-time equivalency—1, .5, etc.)
Travel
Equipment
Supplies
Printing and copying
Telephone and fax
Postage and delivery
Rent and utilities
Other (specify)
Total Expense
$0
(You may copy this form to your computer from the syllabus on Blackboard. Add or subtract lines or budget categories as needed. Be sure to justify each amount in your budget by itemizing and explaining what you need it for.)