Category: Sociology homework help

* Due Wednesday March 6, 2024
* Remember this course is for a Middle School and High School Academic Guidance Counselor Course
* Answer each prompt 1-8  and number the prompt that your answering.
* Original work No plagiarism
1. Describe your experiences with alternative pathways to high school completion.
2. Describe your experiences with 504 Plans and/or IEPs. 
3. Describe your experiences with prevention and/or intervention strategies (examples: motivation, student efficacy, time management, study skills, constructive problem solving, and teacher-student rapport).
4. Describe your experiences with educational transitional strategies including career development and exploration, throughout the lifespan including using multiple career assessments and planning tools. 
5. Describe your experiences with post-secondary planning and/or implementation. 
6. Describe your experiences applying student engagement strategies and/or pedagogical best practices. 
7. Describe an area(s) that you would like to explore further and/or develop your skills further.
8. Describe your experiences with building relationships with your school administrator. 

 
Review the crisis communication case studies in both the Lachlan and Liberman texts, and read: Always Be Ready: Get Prepared For Your Next PR Crisis (forbes.com)Links to an external site..  (Links to an external site.) (Links to an external site.)
In the Forbes article, the author relates playing pickleball to preparing and responding to a PR crisis.  In at least two brief paragraphs (30 to 50 words each):
1 — Describe a sport or activity that you enjoy and relate it to effective crisis communication preparation/response.
2 — Apply those points to the Wells Fargo case study in the texts and highlight how the organization could have prepared/performed more effectively.
References to crisis communication research/theories from the textbooks are always suggested, as well. 

 
Review the crisis communication case studies in both the Lachlan and Liberman texts, and read: Always Be Ready: Get Prepared For Your Next PR Crisis (forbes.com)Links to an external site..  (Links to an external site.) (Links to an external site.)
In the Forbes article, the author relates playing pickleball to preparing and responding to a PR crisis.  In at least two brief paragraphs (30 to 50 words each):
1 — Describe a sport or activity that you enjoy and relate it to effective crisis communication preparation/response.
2 — Apply those points to the Wells Fargo case study in the texts and highlight how the organization could have prepared/performed more effectively.
References to crisis communication research/theories from the textbooks are always suggested, as well. 

 Overview
The United Nations has continued to retain you as a consultant for a  project that deals with climate and the environment. Most developed  countries see the dangers of releasing too much carbon dioxide into the  atmosphere and are committed to climate policies that attain a  carbon-free future in the next 30 years. They already see the damaging  effects that this gas alone is having on the living conditions of crops,  wildlife, and humans. As a result, many member states are dissatisfied  with the progress of the eight Millennium Development Goals for  international development that they established in 2000. The member  states see a substantial disconnect between several issues that  developed and developing countries believe are priorities. For example,  Burundi wants one of the goals to focus on food security, while Austria  is adamant that a major global issue should be the negotiation of  ceasefires in countries in the midst of civil wars. The UN wants you to  work from the list below and prioritize two of the global community’s  threats that it deems the most serious to environmental stability.
Instructions
Step 1
Select two threats. Listed below are eight issues that the UN feels  pose the most significant threats to global security. Some of these  apply to the Earth’s 7.7 billion people, while others are limited  primarily to developing countries. Regardless of where these threats are  concentrated, your job as a consultant is to identify two of them that you consider the most critical to the globe’s population.
Issue Options
The use of fossil fuels as an energy source.
Globalization.
Insufficient educational opportunities in developing countries.
A lack of access to technology.
Civil war (NOT the U.S. Civil War).
The rise in oceans’ levels.
Covid-19 and the global pandemic.
The dangers of poor countries remaining poor.

 Overview
The United Nations has continued to retain you as a consultant for a  project that deals with climate and the environment. Most developed  countries see the dangers of releasing too much carbon dioxide into the  atmosphere and are committed to climate policies that attain a  carbon-free future in the next 30 years. They already see the damaging  effects that this gas alone is having on the living conditions of crops,  wildlife, and humans. As a result, many member states are dissatisfied  with the progress of the eight Millennium Development Goals for  international development that they established in 2000. The member  states see a substantial disconnect between several issues that  developed and developing countries believe are priorities. For example,  Burundi wants one of the goals to focus on food security, while Austria  is adamant that a major global issue should be the negotiation of  ceasefires in countries in the midst of civil wars. The UN wants you to  work from the list below and prioritize two of the global community’s  threats that it deems the most serious to environmental stability.
Instructions
Step 1
Select two threats. Listed below are eight issues that the UN feels  pose the most significant threats to global security. Some of these  apply to the Earth’s 7.7 billion people, while others are limited  primarily to developing countries. Regardless of where these threats are  concentrated, your job as a consultant is to identify two of them that you consider the most critical to the globe’s population.
Issue Options
The use of fossil fuels as an energy source.
Globalization.
Insufficient educational opportunities in developing countries.
A lack of access to technology.
Civil war (NOT the U.S. Civil War).
The rise in oceans’ levels.
Covid-19 and the global pandemic.
The dangers of poor countries remaining poor.

 
The Globe
Summarize the link about the Chinese language.
How many characters does one need to understand in order to read Modern Standard Chinese?
Now compare that to how many characters one needs to know to read Modern Standard English. Hint: how many letters are there in the English language?
How does this relate to the assigned reading from the text this week–what theory best explains this?

 
The Language We Learn Can Influence Our Brain Development
Studies suggest that differences in brain development may play an important role in intercultural communication. It has long been known that many non-western cultures do not stress logical reasoning. Children growing up in western cultures are taught to think and reason along the principles of induction and deduction, to break things down into their parts, to focus on details and important aspects of a matter, and also to understand underlying cause and effect relationships.
Non-western cultures tend to take in the overall picture and do not attempt to analyze. People learn to give proper consideration to all variables considered together. This means that they do not overlook background or secondary elements, which westerners could and would immediately rule out in their hurry “to get down to basics,” or “to find the facts that count.” This holistic perception of the world also takes into account feelings and associated emotions. An Asian or Native American could look at a landscape scorched by the hot sun and feel the suffering of the plants and animals. Other cultures making use of a holistic approach to viewing the world or to solving problems include Hispanics and African-Americans.
Whether one is linear or holistic in thinking depends partly on (brain) hemisphericity. Deduction, induction, mathematical reasoning, analysis — in general, what we call a linear and direct approach — are processes lateralized to the left hemisphere; holistic thinking, blending in with nature, feeling an overall effect, letting sights, sounds and smells build an overall picture involve processes lateralized to the right hemisphere.
Relate this to what the text says about Organizational Patterns.
Summarize what the text says about Organizational Patterns.

 
Movie Clip
You just viewed a scene from the film “Presumed Innocent” starring Harrison Ford. Ford’s character is a prosecutor and he is accused of committing murder.
Suddenly the colleagues he has been friends with for years are trying to send him to prison. In this particular scene, a pre-trial motion is being heard before the judge. What is being decided is whether something Ford said, out of anger, to one of his colleagues is admissible in court. 
Relate what the text says about dialects to the statement “Yeah, your right” as it is being dismissed by the judge.
How does one know the meaning of the actual words versus the “real” meaning intended? Explain in detail.
VIDEO LINK: https://online.fiu.edu/videos/?vpvid=79dc1eb1-adc7-4423-a619-3c418ed7c8a5

Respond to  2 students discussion using the rise Model
Due Wednesday February 28, 2024by 10:00 pm
NOTE: This is a School Counseling Course
Must Read Everything: 
Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback
I will also show an example below of how the response needs to be addressed.
Here’s an example of how the response should look. Please don’t copy it. 
The response to the classmate need to be just like this. 
Example Response (Response Needs to be writen just like the response below No copying)
RISE Feedback:
REFLECT: I concur with “Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services” because it is in line with Hatch and Hartline’s intentional school counseling guidelines in regards to determining students needs.
INQUIRE: Can you further explain what “closing-the-gap action plans” are? 
SUGGEST: I encourage you to revisit Hatch and Hartline’s MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts. 
ELEVATE: What if you re-purposed “For example, after a needs assessment, the school is having problems with bullying” as “Following Trish Hatch’s MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could… citation…”  for a more weighted argument?
ReferencesHatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin.
****PLEASE RESPOND IN DEPTH*****************************************************************************
Classmate reponse 1- Marlene
Restorative practices are approaches  geared towards repairing and building relationships (Sutton, 2024). They can help address an issues in the school environment. We can use data to determine where resorted practices can be used. At my site, the counselors looked through the data at the high school and found that 10th grade. Hispanic boys were the most at risk For multiple endanger of failing. Their goal for this year is to bridge that gap. In order to do so they Using a solution, focus restorative behavior plan, which includes three meetings with the student and one meeting at the end with both student and parents.
Some of the risk include not applying the restorative behavior to all groups, Only focusing on one, discrepancy between groups, for example, Suspension rates higher in minorities (Sutton, 2024). I do the restorative behavior interventions when a High school student is suspended. The main goal is for me to acclimate them back into their school environment. To do this, we talk about what they have learned, Coping skills, Resources on campus, Circle of control, And a safety plan. I met with them three times and follow up as needed. Each student, despite what the suspension was for gets the same three lessons. 
Restorative practices Can be beneficial in all tiers. For example, The student who are suspended For substances, such as Under the influence, Selling, Or in possession, will still do the three restorative practices. On top of that, they will be put on a contract where they will have to engage in a small group similar to NA or AA. If the student feels uncomfortable Participating in group, they have the option of doing one on one sessions with the counselor. They will have to participate in group or individual counseling for as many weeks Outlined in their contract. 
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Classmate Response 2- Candace
Restorative practices are an effective way to help students resolve conflict, build and repair relationships, foster equity, and improve safety on school campuses.  Some restorative practices include community circles, restorative conversations, and restorative conferences (Barnett, 2021). With restorative practices, the wrongdoer is encouraged “to reflect on his or her behavior and to take accountability for his or her actions” (Barnett, 2021).  Additionally, students who participate in restorative practices learn more about each other through sharing perspectives, feelings, and experiences which can strengthen the community, culture and climate of a school.
Some of the risks of addressing repetitive behaviors with a restorative practice such as ‘circles’ is that the wrongdoer and the affected students may not take the practice seriously if the wrongdoer continuously repeats the unacceptable behavior.  Students may not want to share about themselves or how they feel if the wrongdoer or other students are repeating harmful or hurtful behaviors.  It’s imperative that the facilitator of the restorative practice sets firm boundaries and rules so that all students feel safe in sharing and participating. Moreover, Sutton (2021) states that “school leaders should continue to review student behavior and discipline data to help evaluate the effectiveness of restorative practices for the entire school, specific grade levels, and individual students.”
Restorative practices are not enough to deal with some of the social, emotional, and behavioral issues that students are currently dealing with because some students may need more intense interventions and support.  For example, students with severe learning disabilities such as emotional disturbance, autism, or speech/language impairment may need individualized counseling services and other community resources to help them with their current social, emotional and behavioral issues. 

Respond to  2 students discussion using the rise Model
Due Wednesday February 28, 2024by 10:00 pm
NOTE: This is a School Counseling Course
Must Read Everything: 
Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback
I will also show an example below of how the response needs to be addressed.
Here’s an example of how the response should look. Please don’t copy it. 
The response to the classmate need to be just like this. 
Example Response (Response Needs to be writen just like the response below No copying)
RISE Feedback:
REFLECT: I concur with “Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services” because it is in line with Hatch and Hartline’s intentional school counseling guidelines in regards to determining students needs.
INQUIRE: Can you further explain what “closing-the-gap action plans” are? 
SUGGEST: I encourage you to revisit Hatch and Hartline’s MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts. 
ELEVATE: What if you re-purposed “For example, after a needs assessment, the school is having problems with bullying” as “Following Trish Hatch’s MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could… citation…”  for a more weighted argument?
ReferencesHatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin.
****PLEASE RESPOND IN DEPTH*****************************************************************************
Classmate response 1- Amelia
What made you want to become a school counselor?
I have always held jobs where I support and help people. Originally, I wanted be a nurse and after 2 years of that I decided it was not for me. I was thankful that I was able to earn my first nursing certification in High school through what was call ROP now CTE pathways, so I didn’t spend money on that, I got my bachelor’s in health and human services and was going to continue with my MFT. I took a few classes but had to drop once I was pregnant, and I was high risk. I always said I would go back once my baby was in school. 11 years later and I went back but all my credits were no longer valid, so I had to start over. Since I have been in school settings for the past 11 years and love working with the school counselors, I have great mentors I decided that I would get my Masters in school counseling. I have learned so much about what type of school counselor I want to be during this process and hope to continue to support students and families in my school counselor role. 
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Classmate Response 2- Claudia
How will the school counseling program facilitate a more peaceful/safe school environment? 
School counselors deliver targeted tier 1 interventions that are designed to reflect the needs of their student population. If I were working at a school site like the one I am currently experiencing my internship hours at, I would implement more whole class SEL lessons on empathy, kindness, belonging, and advocacy. It’s super important that everyone in the school community is onboard with the approach and language used for building a positive school climate. At my previous school site, I implemented a behavioural management program called Kelso’s Choices. The program gives students the vocabulary, approach, and process for solving problems. At the same time, it requires that students learn to identify small problems from big ones, and it teaches kids to advocate for adult support when a problem involves safety, a school rule has been violated or a person is in danger. When students learn a process to de-escalate conflict and problem solve on their own, this helps to build resiliency, independence, and confidence. If students also have adults who use the same language and problem solving skills at school and home, this helps to create a reliable and trusted safety network. Of course, this requires parent and teacher workshops to get everyone on board. At my previous school, it took about 3 years for kids and teachers to really buy-in and start using the same language, process and vocabulary to problem solve. It’s not as easy getting parents to change their way of solving conflicts at home, but many of our students said that they were implementing the skills on their own at home. 
Kelso’s Choice. (n.d.). Kelso’s Choice. https://kelsoschoice.com/