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  • [Solved] educating rita

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  • [Solved] Government Social Environment Assessment Assignment

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    Can someone help me with an assignment? No AI please. – ## SocialEnvironmentAssessmentPaperAssignmentInstructions.docx – ## SocialEnvironmentAssessmentPaperAssignmentTemplate.docx – ## SocialEnvironmentAssessmentPaperGradingRubric.pdf **## SocialEnvironmentAssessmentPaperAssignmentInstructions.docx*…

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    Can someone help me with an assignment? No AI please.

    – ## SocialEnvironmentAssessmentPaperAssignmentInstructions.docx

    – ## SocialEnvironmentAssessmentPaperAssignmentTemplate.docx

    – ## SocialEnvironmentAssessmentPaperGradingRubric.pdf

    **## SocialEnvironmentAssessmentPaperAssignmentInstructions.docx**

    SOWK 530

    **Social Environment Assessment Paper Assignment Instructions**

    People are influenced by their environment. Through environmental exposure, people form worldviews, thought processes, and ways of interacting with others. For this assignment, you will need to identify and research local and state databases to identify the needs in your community environment. This may help you gain an understanding of how your environment influences you and how the environment could impact your future potential clients.
    **Develop a 4-6 page paper** (not including the title page and references) that includes the information noted below.

    First: Provide a detailed overview of the community demographics including factors such as population, racial makeup, crime rate, income levels, etc. What are the most important things to know about your city? Are there any interesting facts? Also discuss why it is important for social workers to be knowledgeable of their communities.

    Second:
    **_Evaluate the community where you live in two of the categories listed below_**. Identify the strengths (things your area may be doing well to address the issue) and needs (why is it an issue, what are the stats, what is its impact on the community) associated with both categories. Data and factual information should be provided to support need.
    **Select two categories from the list of social issues below:**

    ·
    **Medical care/facilities and services**

    ·
    **Mental health services**

    ·
    **Crime**

    ·
    **Homelessness rate (adults, children, families)**

    ·
    **Substance abuse**

    ·
    **Poverty**

    ·
    **School systems**

    ·
    **Environmental Issues**

    Third: Discuss where social workers are employed in your community. Consider settings such as schools, hospitals, prisons, detention facilities, nursing homes, social service agencies, afterschool programs, Head Start, Veteran’s services, mental health agencies, etc.
    **_Name specific places_**. For instance, Freedom 424, an anti-trafficking organization in Forest, VA. employs social workers. Saying an anti-trafficking organization would not be enough information.

    At least 3 community/environment or government websites, databases, etc. should be cited, for a minimum of 3 sources. There is not a maximum number of sources. Please follow the instructions carefully, use the template provided, and use current APA format. “Upload” your paper as a Word document; PDFs cannot be graded.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## SocialEnvironmentAssessmentPaperAssignmentTemplate.docx**

    SOCIAL ENVIRONMENT ASSESSMENT PAPER

    sOCIAL eNVIRONMENT ASSESSMENT pAPER 9

    ## Social Environment Assessment Paper: City, State

    John C. Doe

    Department of Social Work, Liberty University

    **Author Note**

    Student Name

    I have no known conflict of interest to disclose.

    Correspondence regarding this submission should be addressed to

    Enter student name, enter email address

    ## Social Environment Assessment Paper: City, State

    APA formatting requires double spacing and 1-inch margins. The title of your paper goes on the top line. It should be centered, bolded, and in title case. You will then write an introductory paragraph. You will not use the heading “Introduction”. The introductory paragraph should identify your community and provide a basic overview, as well as anything that may stand out. Is the community famous for anything? Also discuss why it is important for social workers to be aware of their environment/community and how it may inform their social work practice. The introductory paragraph contains a thesis sentence. This sentence gives the reader an idea of what to expect when reading the paper. It is often the last sentence of the paragraph.

    **Environment/Community Overview**

    In this section, discuss general findings of your community. What is the general population, racial makeup, income level, etc.? Is it urban, rural, suburban? What is the city known for, etc.? Do you like living there and how would you describe the area?

    **Identified Needs**

    Based upon all of the information gathered, discuss the two selected areas and why there are needs in those areas. What are the statistics, related outcomes, and impact upon the individuals and community? Are there large gaps in services for any particular population? Are there any non-existent services? If so, where do individuals go to get the help they need? How involved are faith based organizations?

    **Identified Resources**

    What is your community doing to meet the needs? Discuss the community strengths related to the identified issues, and overall. For example, what kind of resources are in place for the impoverished, mentally ill, handicapped, etc.? Are there faith based organizations that provide assistance? What is your community doing well?

    **Where Social Workers Work**

    Discuss where social workers are employed in your community. Identify specific places where social workers are employed. Do you know any other social workers in your area? If so, what is the general sentiment regarding the profession, employment opportunities, and available services. Where do you see yourself working?

    **References (begin on a new page)**

    Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article.
    _Title of Journal, volume_

    _number_(issue number), pages. http://dx.doi.org/xx.xxx/yyyyy

    Author, A. A. (year).
    _Title of the textbook_ (edition.). Publisher.

    Lee, C. D. (2018). Social work with groups’ practice ethics and standards: Student confidence and competence.
    _Research on Social Work Practice_,
    _28_(4), 475–481. https://doi.org/
    [10.1177/1049731516655456](https://doi-org.ezproxy.liberty.edu/10.1177/1049731516655456)

    **## SocialEnvironmentAssessmentPaperGradingRubric.pdf**

    Criteria Ratings Points

    Content: 25 to >23 pts

    Advanced

    Meets or Exceeds Requirements.
    A detailed overview of the
    community demographics is
    provided including: General
    population, racial makeup, income
    level, etc.. urban, rural, suburban,
    What the city is known for, etc.,
    Description of the area, interesting
    facts, and student's feelings about
    living there are included. Student
    discusses why it is important for a
    social worker to be knowledgeable
    of their community, and
    demonstrates good understanding.

    23 to >21 pts

    Proficient

    Meets Most
    Requirements. An
    overview of the
    community is provided,
    Including:
    Demographics, general
    population, racial
    makeup, income level,
    etc.. urban, rural,
    suburban, What the
    city is known for, etc.,
    Description of the area
    and student's feelings
    about living there are
    included. Student
    discusses why it is
    important for social
    workers to be
    knowledgeable of their
    community.

    21 to >0 pts

    Developing

    Meets Some
    Requirements. A limited
    overview of the
    community is provided.
    Key factors such as:
    demographics, general
    population, racial
    makeup, income level,
    etc.. urban, rural,
    suburban may not be
    included. What the city
    is known for, description
    of the area, and
    student's feelings about
    living there may not be
    included.

    0 pts

    Not
    Present

    25 pts

    Content: 25 to >23 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes:
    First Category Identified,
    Needs Present in Community
    Related to Category,
    Strengths Present in Community
    Related to Category. Data to
    support the identified needs is
    included and cited.

    23 to >21 pts

    Proficient

    Meets Most
    Requirements.
    Includes:
    First Category
    Identified,
    Needs Present in
    Community Related to
    Category,
    Strengths Present in
    Community Related to
    Category. Data is
    provided to support
    community needs
    discussion.

    21 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:
    First Category Identified,

    Needs Present in
    Community Related to
    Category,
    Strengths Present in
    Community Related to
    Category. Data to
    support need is not
    inlcuded.

    0 pts

    Not
    Present

    25 pts

    Social Environment Assessment Paper Grading Rubric

    Criteria Ratings Points

    Content: 25 to >23 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes:
    Second Category Identified,
    Needs Present in Community
    Related to Category,
    Strengths Present in Community
    Related to Category. Data to
    support the identified need is
    included and cited. Data to support
    the identified needs is included
    and cited.

    23 to >21 pts

    Proficient

    Meets Most
    Requirements.
    Includes:
    Second Category
    Identified,
    Needs Present in
    Community Related to
    Category,
    Strengths Present in
    Community Related to
    Category. Data is
    provided to support
    community needs
    discussion.

    21 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:
    Second Category
    Identified,
    Needs Present in
    Community Related to
    Category,
    Strengths Present in
    Community Related to
    Category. Data to
    support need is not
    included.

    0 pts

    Not
    Present

    25 pts

    Content: 30 to >28 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes:
    A detailed list, by name, of specific
    organizations and agencies
    employing Social Workers in the
    community. There are multiple
    places identified.

    28 to >25 pts

    Proficient

    Meets Most
    Requirements.
    Includes:
    List of specific
    organizations
    employing Social
    Workers in the
    community.

    25 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:
    A brief or non-specific
    list of places Employing
    Social Workers in the
    community. Agencies
    and organization are not
    identified by name.

    0 pts

    Not
    Present

    30 pts

    Structure: 15 to >14 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes:
    Correctly formatted title page.
    Introduction.
    Body of the Paper.
    Conclusion.
    Reference page.
    Paper flows well.
    Data is well-organized.
    Length requirement met (4 to 6
    pages). There are not any errors.
    The citation requirement is met (3
    citations).

    14 to >12 pts

    Proficient

    Meets Most
    Requirements.
    Includes:
    Title page.
    Introduction.
    Body of the Page.
    Conclusion.
    Reference page.
    Paper flows well.
    Data is well-organized.
    Length requirement
    met (4 to 6 pages). The
    citation requirement is
    met (3 citations).

    12 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:

    Title page.
    Introduction.
    Body of the Paper.
    Conclusion.
    Reference page.
    Paper flows well.
    Data is well-organized.
    Length requirement is
    not met (4 to 6 pages).
    The citation requirement
    is not met (3 citations).

    0 pts

    Not
    Present

    15 pts

    Social Environment Assessment Paper Grading Rubric

    Criteria Ratings Points

    Structure: 15 to >14 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes: Proper Spelling
    Free from run-on sentences.
    Clear, concise, complete
    sentences.
    Varied sentence structure in
    paragraphs.
    Transitional sentences between
    paragraphs.
    Thesis sentence in introduction.
    There are not any errors.

    14 to >12 pts

    Proficient

    Meets Most
    Requirements.
    Includes: Proper
    Spelling
    Free from run-on
    sentences
    Clear, concise,
    complete sentences
    Varied sentence
    structure in paragraphs
    Transitional sentences
    between paragraphs. A
    few errors are noted.

    12 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:
    Proper Spelling
    Free from run-on
    sentences
    Clear, concise, complete
    sentences
    Varied sentence
    structure in paragraphs.
    Transitional sentences
    between paragraphs.
    Several errors are
    noted.

    0 pts

    Not
    Present

    15 pts

    Structure: 15 to >14 pts

    Advanced

    Meets or Exceeds Requirements.
    Appropriate APA headings and
    citations throughout paper.
    References are cited according to
    current APA format. There are not
    any errors.

    14 to >12 pts

    Proficient

    Meets Most
    Requirements.
    Appropriate APA
    headings and citations
    throughout paper.
    References are cited
    according to current
    APA format. A few
    errors are noted.

    12 to >0 pts

    Developing

    Meets Some
    Requirements.
    Appropriate APA
    headings and citations
    throughout paper.
    References are not cited
    according to current
    APA format. several
    errors are present.

    0 pts

    Not
    Present

    15 pts

    Total Points: 150

    Social Environment Assessment Paper Grading Rubric

    **## SocialEnvironmentAssessmentPaperGradingRubric.pdf**

    Criteria Ratings Points

    Content: 25 to >23 pts

    Advanced

    Meets or Exceeds Requirements.
    A detailed overview of the
    community demographics is
    provided including: General
    population, racial makeup, income
    level, etc.. urban, rural, suburban,
    What the city is known for, etc.,
    Description of the area, interesting
    facts, and student's feelings about
    living there are included. Student
    discusses why it is important for a
    social worker to be knowledgeable
    of their community, and
    demonstrates good understanding.

    23 to >21 pts

    Proficient

    Meets Most
    Requirements. An
    overview of the
    community is provided,
    Including:
    Demographics, general
    population, racial
    makeup, income level,
    etc.. urban, rural,
    suburban, What the
    city is known for, etc.,
    Description of the area
    and student's feelings
    about living there are
    included. Student
    discusses why it is
    important for social
    workers to be
    knowledgeable of their
    community.

    21 to >0 pts

    Developing

    Meets Some
    Requirements. A limited
    overview of the
    community is provided.
    Key factors such as:
    demographics, general
    population, racial
    makeup, income level,
    etc.. urban, rural,
    suburban may not be
    included. What the city
    is known for, description
    of the area, and
    student's feelings about
    living there may not be
    included.

    0 pts

    Not
    Present

    25 pts

    Content: 25 to >23 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes:
    First Category Identified,
    Needs Present in Community
    Related to Category,
    Strengths Present in Community
    Related to Category. Data to
    support the identified needs is
    included and cited.

    23 to >21 pts

    Proficient

    Meets Most
    Requirements.
    Includes:
    First Category
    Identified,
    Needs Present in
    Community Related to
    Category,
    Strengths Present in
    Community Related to
    Category. Data is
    provided to support
    community needs
    discussion.

    21 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:
    First Category Identified,

    Needs Present in
    Community Related to
    Category,
    Strengths Present in
    Community Related to
    Category. Data to
    support need is not
    inlcuded.

    0 pts

    Not
    Present

    25 pts

    Social Environment Assessment Paper Grading Rubric

    Criteria Ratings Points

    Content: 25 to >23 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes:
    Second Category Identified,
    Needs Present in Community
    Related to Category,
    Strengths Present in Community
    Related to Category. Data to
    support the identified need is
    included and cited. Data to support
    the identified needs is included
    and cited.

    23 to >21 pts

    Proficient

    Meets Most
    Requirements.
    Includes:
    Second Category
    Identified,
    Needs Present in
    Community Related to
    Category,
    Strengths Present in
    Community Related to
    Category. Data is
    provided to support
    community needs
    discussion.

    21 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:
    Second Category
    Identified,
    Needs Present in
    Community Related to
    Category,
    Strengths Present in
    Community Related to
    Category. Data to
    support need is not
    included.

    0 pts

    Not
    Present

    25 pts

    Content: 30 to >28 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes:
    A detailed list, by name, of specific
    organizations and agencies
    employing Social Workers in the
    community. There are multiple
    places identified.

    28 to >25 pts

    Proficient

    Meets Most
    Requirements.
    Includes:
    List of specific
    organizations
    employing Social
    Workers in the
    community.

    25 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:
    A brief or non-specific
    list of places Employing
    Social Workers in the
    community. Agencies
    and organization are not
    identified by name.

    0 pts

    Not
    Present

    30 pts

    Structure: 15 to >14 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes:
    Correctly formatted title page.
    Introduction.
    Body of the Paper.
    Conclusion.
    Reference page.
    Paper flows well.
    Data is well-organized.
    Length requirement met (4 to 6
    pages). There are not any errors.
    The citation requirement is met (3
    citations).

    14 to >12 pts

    Proficient

    Meets Most
    Requirements.
    Includes:
    Title page.
    Introduction.
    Body of the Page.
    Conclusion.
    Reference page.
    Paper flows well.
    Data is well-organized.
    Length requirement
    met (4 to 6 pages). The
    citation requirement is
    met (3 citations).

    12 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:

    Title page.
    Introduction.
    Body of the Paper.
    Conclusion.
    Reference page.
    Paper flows well.
    Data is well-organized.
    Length requirement is
    not met (4 to 6 pages).
    The citation requirement
    is not met (3 citations).

    0 pts

    Not
    Present

    15 pts

    Social Environment Assessment Paper Grading Rubric

    Criteria Ratings Points

    Structure: 15 to >14 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes: Proper Spelling
    Free from run-on sentences.
    Clear, concise, complete
    sentences.
    Varied sentence structure in
    paragraphs.
    Transitional sentences between
    paragraphs.
    Thesis sentence in introduction.
    There are not any errors.

    14 to >12 pts

    Proficient

    Meets Most
    Requirements.
    Includes: Proper
    Spelling
    Free from run-on
    sentences
    Clear, concise,
    complete sentences
    Varied sentence
    structure in paragraphs
    Transitional sentences
    between paragraphs. A
    few errors are noted.

    12 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:
    Proper Spelling
    Free from run-on
    sentences
    Clear, concise, complete
    sentences
    Varied sentence
    structure in paragraphs.
    Transitional sentences
    between paragraphs.
    Several errors are
    noted.

    0 pts

    Not
    Present

    15 pts

    Structure: 15 to >14 pts

    Advanced

    Meets or Exceeds Requirements.
    Appropriate APA headings and
    citations throughout paper.
    References are cited according to
    current APA format. There are not
    any errors.

    14 to >12 pts

    Proficient

    Meets Most
    Requirements.
    Appropriate APA
    headings and citations
    throughout paper.
    References are cited
    according to current
    APA format. A few
    errors are noted.

    12 to >0 pts

    Developing

    Meets Some
    Requirements.
    Appropriate APA
    headings and citations
    throughout paper.
    References are not cited
    according to current
    APA format. several
    errors are present.

    0 pts

    Not
    Present

    15 pts

    Total Points: 150

    Social Environment Assessment Paper Grading Rubric

    **## SocialEnvironmentAssessmentPaperAssignmentInstructions.docx**

    SOWK 530

    **Social Environment Assessment Paper Assignment Instructions**

    People are influenced by their environment. Through environmental exposure, people form worldviews, thought processes, and ways of interacting with others. For this assignment, you will need to identify and research local and state databases to identify the needs in your community environment. This may help you gain an understanding of how your environment influences you and how the environment could impact your future potential clients.
    **Develop a 4-6 page paper** (not including the title page and references) that includes the information noted below.

    First: Provide a detailed overview of the community demographics including factors such as population, racial makeup, crime rate, income levels, etc. What are the most important things to know about your city? Are there any interesting facts? Also discuss why it is important for social workers to be knowledgeable of their communities.

    Second:
    **_Evaluate the community where you live in two of the categories listed below_**. Identify the strengths (things your area may be doing well to address the issue) and needs (why is it an issue, what are the stats, what is its impact on the community) associated with both categories. Data and factual information should be provided to support need.
    **Select two categories from the list of social issues below:**

    ·
    **Medical care/facilities and services**

    ·
    **Mental health services**

    ·
    **Crime**

    ·
    **Homelessness rate (adults, children, families)**

    ·
    **Substance abuse**

    ·
    **Poverty**

    ·
    **School systems**

    ·
    **Environmental Issues**

    Third: Discuss where social workers are employed in your community. Consider settings such as schools, hospitals, prisons, detention facilities, nursing homes, social service agencies, afterschool programs, Head Start, Veteran’s services, mental health agencies, etc.
    **_Name specific places_**. For instance, Freedom 424, an anti-trafficking organization in Forest, VA. employs social workers. Saying an anti-trafficking organization would not be enough information.

    At least 3 community/environment or government websites, databases, etc. should be cited, for a minimum of 3 sources. There is not a maximum number of sources. Please follow the instructions carefully, use the template provided, and use current APA format. “Upload” your paper as a Word document; PDFs cannot be graded.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## SocialEnvironmentAssessmentPaperAssignmentTemplate.docx**

    SOCIAL ENVIRONMENT ASSESSMENT PAPER

    sOCIAL eNVIRONMENT ASSESSMENT pAPER 9

    ## Social Environment Assessment Paper: City, State

    John C. Doe

    Department of Social Work, Liberty University

    **Author Note**

    Student Name

    I have no known conflict of interest to disclose.

    Correspondence regarding this submission should be addressed to

    Enter student name, enter email address

    ## Social Environment Assessment Paper: City, State

    APA formatting requires double spacing and 1-inch margins. The title of your paper goes on the top line. It should be centered, bolded, and in title case. You will then write an introductory paragraph. You will not use the heading “Introduction”. The introductory paragraph should identify your community and provide a basic overview, as well as anything that may stand out. Is the community famous for anything? Also discuss why it is important for social workers to be aware of their environment/community and how it may inform their social work practice. The introductory paragraph contains a thesis sentence. This sentence gives the reader an idea of what to expect when reading the paper. It is often the last sentence of the paragraph.

    **Environment/Community Overview**

    In this section, discuss general findings of your community. What is the general population, racial makeup, income level, etc.? Is it urban, rural, suburban? What is the city known for, etc.? Do you like living there and how would you describe the area?

    **Identified Needs**

    Based upon all of the information gathered, discuss the two selected areas and why there are needs in those areas. What are the statistics, related outcomes, and impact upon the individuals and community? Are there large gaps in services for any particular population? Are there any non-existent services? If so, where do individuals go to get the help they need? How involved are faith based organizations?

    **Identified Resources**

    What is your community doing to meet the needs? Discuss the community strengths related to the identified issues, and overall. For example, what kind of resources are in place for the impoverished, mentally ill, handicapped, etc.? Are there faith based organizations that provide assistance? What is your community doing well?

    **Where Social Workers Work**

    Discuss where social workers are employed in your community. Identify specific places where social workers are employed. Do you know any other social workers in your area? If so, what is the general sentiment regarding the profession, employment opportunities, and available services. Where do you see yourself working?

    **References (begin on a new page)**

    Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article.
    _Title of Journal, volume_

    _number_(issue number), pages. http://dx.doi.org/xx.xxx/yyyyy

    Author, A. A. (year).
    _Title of the textbook_ (edition.). Publisher.

    Lee, C. D. (2018). Social work with groups’ practice ethics and standards: Student confidence and competence.
    _Research on Social Work Practice_,
    _28_(4), 475–481. https://doi.org/
    [10.1177/1049731516655456](https://doi-org.ezproxy.liberty.edu/10.1177/1049731516655456)

    **## SocialEnvironmentAssessmentPaperGradingRubric.pdf**

    Criteria Ratings Points

    Content: 25 to >23 pts

    Advanced

    Meets or Exceeds Requirements.
    A detailed overview of the
    community demographics is
    provided including: General
    population, racial makeup, income
    level, etc.. urban, rural, suburban,
    What the city is known for, etc.,
    Description of the area, interesting
    facts, and student's feelings about
    living there are included. Student
    discusses why it is important for a
    social worker to be knowledgeable
    of their community, and
    demonstrates good understanding.

    23 to >21 pts

    Proficient

    Meets Most
    Requirements. An
    overview of the
    community is provided,
    Including:
    Demographics, general
    population, racial
    makeup, income level,
    etc.. urban, rural,
    suburban, What the
    city is known for, etc.,
    Description of the area
    and student's feelings
    about living there are
    included. Student
    discusses why it is
    important for social
    workers to be
    knowledgeable of their
    community.

    21 to >0 pts

    Developing

    Meets Some
    Requirements. A limited
    overview of the
    community is provided.
    Key factors such as:
    demographics, general
    population, racial
    makeup, income level,
    etc.. urban, rural,
    suburban may not be
    included. What the city
    is known for, description
    of the area, and
    student's feelings about
    living there may not be
    included.

    0 pts

    Not
    Present

    25 pts

    Content: 25 to >23 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes:
    First Category Identified,
    Needs Present in Community
    Related to Category,
    Strengths Present in Community
    Related to Category. Data to
    support the identified needs is
    included and cited.

    23 to >21 pts

    Proficient

    Meets Most
    Requirements.
    Includes:
    First Category
    Identified,
    Needs Present in
    Community Related to
    Category,
    Strengths Present in
    Community Related to
    Category. Data is
    provided to support
    community needs
    discussion.

    21 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:
    First Category Identified,

    Needs Present in
    Community Related to
    Category,
    Strengths Present in
    Community Related to
    Category. Data to
    support need is not
    inlcuded.

    0 pts

    Not
    Present

    25 pts

    Social Environment Assessment Paper Grading Rubric

    Criteria Ratings Points

    Content: 25 to >23 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes:
    Second Category Identified,
    Needs Present in Community
    Related to Category,
    Strengths Present in Community
    Related to Category. Data to
    support the identified need is
    included and cited. Data to support
    the identified needs is included
    and cited.

    23 to >21 pts

    Proficient

    Meets Most
    Requirements.
    Includes:
    Second Category
    Identified,
    Needs Present in
    Community Related to
    Category,
    Strengths Present in
    Community Related to
    Category. Data is
    provided to support
    community needs
    discussion.

    21 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:
    Second Category
    Identified,
    Needs Present in
    Community Related to
    Category,
    Strengths Present in
    Community Related to
    Category. Data to
    support need is not
    included.

    0 pts

    Not
    Present

    25 pts

    Content: 30 to >28 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes:
    A detailed list, by name, of specific
    organizations and agencies
    employing Social Workers in the
    community. There are multiple
    places identified.

    28 to >25 pts

    Proficient

    Meets Most
    Requirements.
    Includes:
    List of specific
    organizations
    employing Social
    Workers in the
    community.

    25 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:
    A brief or non-specific
    list of places Employing
    Social Workers in the
    community. Agencies
    and organization are not
    identified by name.

    0 pts

    Not
    Present

    30 pts

    Structure: 15 to >14 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes:
    Correctly formatted title page.
    Introduction.
    Body of the Paper.
    Conclusion.
    Reference page.
    Paper flows well.
    Data is well-organized.
    Length requirement met (4 to 6
    pages). There are not any errors.
    The citation requirement is met (3
    citations).

    14 to >12 pts

    Proficient

    Meets Most
    Requirements.
    Includes:
    Title page.
    Introduction.
    Body of the Page.
    Conclusion.
    Reference page.
    Paper flows well.
    Data is well-organized.
    Length requirement
    met (4 to 6 pages). The
    citation requirement is
    met (3 citations).

    12 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:

    Title page.
    Introduction.
    Body of the Paper.
    Conclusion.
    Reference page.
    Paper flows well.
    Data is well-organized.
    Length requirement is
    not met (4 to 6 pages).
    The citation requirement
    is not met (3 citations).

    0 pts

    Not
    Present

    15 pts

    Social Environment Assessment Paper Grading Rubric

    Criteria Ratings Points

    Structure: 15 to >14 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes: Proper Spelling
    Free from run-on sentences.
    Clear, concise, complete
    sentences.
    Varied sentence structure in
    paragraphs.
    Transitional sentences between
    paragraphs.
    Thesis sentence in introduction.
    There are not any errors.

    14 to >12 pts

    Proficient

    Meets Most
    Requirements.
    Includes: Proper
    Spelling
    Free from run-on
    sentences
    Clear, concise,
    complete sentences
    Varied sentence
    structure in paragraphs
    Transitional sentences
    between paragraphs. A
    few errors are noted.

    12 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:
    Proper Spelling
    Free from run-on
    sentences
    Clear, concise, complete
    sentences
    Varied sentence
    structure in paragraphs.
    Transitional sentences
    between paragraphs.
    Several errors are
    noted.

    0 pts

    Not
    Present

    15 pts

    Structure: 15 to >14 pts

    Advanced

    Meets or Exceeds Requirements.
    Appropriate APA headings and
    citations throughout paper.
    References are cited according to
    current APA format. There are not
    any errors.

    14 to >12 pts

    Proficient

    Meets Most
    Requirements.
    Appropriate APA
    headings and citations
    throughout paper.
    References are cited
    according to current
    APA format. A few
    errors are noted.

    12 to >0 pts

    Developing

    Meets Some
    Requirements.
    Appropriate APA
    headings and citations
    throughout paper.
    References are not cited
    according to current
    APA format. several
    errors are present.

    0 pts

    Not
    Present

    15 pts

    Total Points: 150

    Social Environment Assessment Paper Grading Rubric

    **## SocialEnvironmentAssessmentPaperAssignmentInstructions.docx**

    SOWK 530

    **Social Environment Assessment Paper Assignment Instructions**

    People are influenced by their environment. Through environmental exposure, people form worldviews, thought processes, and ways of interacting with others. For this assignment, you will need to identify and research local and state databases to identify the needs in your community environment. This may help you gain an understanding of how your environment influences you and how the environment could impact your future potential clients.
    **Develop a 4-6 page paper** (not including the title page and references) that includes the information noted below.

    First: Provide a detailed overview of the community demographics including factors such as population, racial makeup, crime rate, income levels, etc. What are the most important things to know about your city? Are there any interesting facts? Also discuss why it is important for social workers to be knowledgeable of their communities.

    Second:
    **_Evaluate the community where you live in two of the categories listed below_**. Identify the strengths (things your area may be doing well to address the issue) and needs (why is it an issue, what are the stats, what is its impact on the community) associated with both categories. Data and factual information should be provided to support need.
    **Select two categories from the list of social issues below:**

    ·
    **Medical care/facilities and services**

    ·
    **Mental health services**

    ·
    **Crime**

    ·
    **Homelessness rate (adults, children, families)**

    ·
    **Substance abuse**

    ·
    **Poverty**

    ·
    **School systems**

    ·
    **Environmental Issues**

    Third: Discuss where social workers are employed in your community. Consider settings such as schools, hospitals, prisons, detention facilities, nursing homes, social service agencies, afterschool programs, Head Start, Veteran’s services, mental health agencies, etc.
    **_Name specific places_**. For instance, Freedom 424, an anti-trafficking organization in Forest, VA. employs social workers. Saying an anti-trafficking organization would not be enough information.

    At least 3 community/environment or government websites, databases, etc. should be cited, for a minimum of 3 sources. There is not a maximum number of sources. Please follow the instructions carefully, use the template provided, and use current APA format. “Upload” your paper as a Word document; PDFs cannot be graded.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## SocialEnvironmentAssessmentPaperAssignmentTemplate.docx**

    SOCIAL ENVIRONMENT ASSESSMENT PAPER

    sOCIAL eNVIRONMENT ASSESSMENT pAPER 9

    ## Social Environment Assessment Paper: City, State

    John C. Doe

    Department of Social Work, Liberty University

    **Author Note**

    Student Name

    I have no known conflict of interest to disclose.

    Correspondence regarding this submission should be addressed to

    Enter student name, enter email address

    ## Social Environment Assessment Paper: City, State

    APA formatting requires double spacing and 1-inch margins. The title of your paper goes on the top line. It should be centered, bolded, and in title case. You will then write an introductory paragraph. You will not use the heading “Introduction”. The introductory paragraph should identify your community and provide a basic overview, as well as anything that may stand out. Is the community famous for anything? Also discuss why it is important for social workers to be aware of their environment/community and how it may inform their social work practice. The introductory paragraph contains a thesis sentence. This sentence gives the reader an idea of what to expect when reading the paper. It is often the last sentence of the paragraph.

    **Environment/Community Overview**

    In this section, discuss general findings of your community. What is the general population, racial makeup, income level, etc.? Is it urban, rural, suburban? What is the city known for, etc.? Do you like living there and how would you describe the area?

    **Identified Needs**

    Based upon all of the information gathered, discuss the two selected areas and why there are needs in those areas. What are the statistics, related outcomes, and impact upon the individuals and community? Are there large gaps in services for any particular population? Are there any non-existent services? If so, where do individuals go to get the help they need? How involved are faith based organizations?

    **Identified Resources**

    What is your community doing to meet the needs? Discuss the community strengths related to the identified issues, and overall. For example, what kind of resources are in place for the impoverished, mentally ill, handicapped, etc.? Are there faith based organizations that provide assistance? What is your community doing well?

    **Where Social Workers Work**

    Discuss where social workers are employed in your community. Identify specific places where social workers are employed. Do you know any other social workers in your area? If so, what is the general sentiment regarding the profession, employment opportunities, and available services. Where do you see yourself working?

    **References (begin on a new page)**

    Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article.
    _Title of Journal, volume_

    _number_(issue number), pages. http://dx.doi.org/xx.xxx/yyyyy

    Author, A. A. (year).
    _Title of the textbook_ (edition.). Publisher.

    Lee, C. D. (2018). Social work with groups’ practice ethics and standards: Student confidence and competence.
    _Research on Social Work Practice_,
    _28_(4), 475–481. https://doi.org/
    [10.1177/1049731516655456](https://doi-org.ezproxy.liberty.edu/10.1177/1049731516655456)

    **## SocialEnvironmentAssessmentPaperGradingRubric.pdf**

    Criteria Ratings Points

    Content: 25 to >23 pts

    Advanced

    Meets or Exceeds Requirements.
    A detailed overview of the
    community demographics is
    provided including: General
    population, racial makeup, income
    level, etc.. urban, rural, suburban,
    What the city is known for, etc.,
    Description of the area, interesting
    facts, and student's feelings about
    living there are included. Student
    discusses why it is important for a
    social worker to be knowledgeable
    of their community, and
    demonstrates good understanding.

    23 to >21 pts

    Proficient

    Meets Most
    Requirements. An
    overview of the
    community is provided,
    Including:
    Demographics, general
    population, racial
    makeup, income level,
    etc.. urban, rural,
    suburban, What the
    city is known for, etc.,
    Description of the area
    and student's feelings
    about living there are
    included. Student
    discusses why it is
    important for social
    workers to be
    knowledgeable of their
    community.

    21 to >0 pts

    Developing

    Meets Some
    Requirements. A limited
    overview of the
    community is provided.
    Key factors such as:
    demographics, general
    population, racial
    makeup, income level,
    etc.. urban, rural,
    suburban may not be
    included. What the city
    is known for, description
    of the area, and
    student's feelings about
    living there may not be
    included.

    0 pts

    Not
    Present

    25 pts

    Content: 25 to >23 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes:
    First Category Identified,
    Needs Present in Community
    Related to Category,
    Strengths Present in Community
    Related to Category. Data to
    support the identified needs is
    included and cited.

    23 to >21 pts

    Proficient

    Meets Most
    Requirements.
    Includes:
    First Category
    Identified,
    Needs Present in
    Community Related to
    Category,
    Strengths Present in
    Community Related to
    Category. Data is
    provided to support
    community needs
    discussion.

    21 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:
    First Category Identified,

    Needs Present in
    Community Related to
    Category,
    Strengths Present in
    Community Related to
    Category. Data to
    support need is not
    inlcuded.

    0 pts

    Not
    Present

    25 pts

    Social Environment Assessment Paper Grading Rubric

    Criteria Ratings Points

    Content: 25 to >23 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes:
    Second Category Identified,
    Needs Present in Community
    Related to Category,
    Strengths Present in Community
    Related to Category. Data to
    support the identified need is
    included and cited. Data to support
    the identified needs is included
    and cited.

    23 to >21 pts

    Proficient

    Meets Most
    Requirements.
    Includes:
    Second Category
    Identified,
    Needs Present in
    Community Related to
    Category,
    Strengths Present in
    Community Related to
    Category. Data is
    provided to support
    community needs
    discussion.

    21 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:
    Second Category
    Identified,
    Needs Present in
    Community Related to
    Category,
    Strengths Present in
    Community Related to
    Category. Data to
    support need is not
    included.

    0 pts

    Not
    Present

    25 pts

    Content: 30 to >28 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes:
    A detailed list, by name, of specific
    organizations and agencies
    employing Social Workers in the
    community. There are multiple
    places identified.

    28 to >25 pts

    Proficient

    Meets Most
    Requirements.
    Includes:
    List of specific
    organizations
    employing Social
    Workers in the
    community.

    25 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:
    A brief or non-specific
    list of places Employing
    Social Workers in the
    community. Agencies
    and organization are not
    identified by name.

    0 pts

    Not
    Present

    30 pts

    Structure: 15 to >14 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes:
    Correctly formatted title page.
    Introduction.
    Body of the Paper.
    Conclusion.
    Reference page.
    Paper flows well.
    Data is well-organized.
    Length requirement met (4 to 6
    pages). There are not any errors.
    The citation requirement is met (3
    citations).

    14 to >12 pts

    Proficient

    Meets Most
    Requirements.
    Includes:
    Title page.
    Introduction.
    Body of the Page.
    Conclusion.
    Reference page.
    Paper flows well.
    Data is well-organized.
    Length requirement
    met (4 to 6 pages). The
    citation requirement is
    met (3 citations).

    12 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:

    Title page.
    Introduction.
    Body of the Paper.
    Conclusion.
    Reference page.
    Paper flows well.
    Data is well-organized.
    Length requirement is
    not met (4 to 6 pages).
    The citation requirement
    is not met (3 citations).

    0 pts

    Not
    Present

    15 pts

    Social Environment Assessment Paper Grading Rubric

    Criteria Ratings Points

    Structure: 15 to >14 pts

    Advanced

    Meets or Exceeds Requirements.
    Includes: Proper Spelling
    Free from run-on sentences.
    Clear, concise, complete
    sentences.
    Varied sentence structure in
    paragraphs.
    Transitional sentences between
    paragraphs.
    Thesis sentence in introduction.
    There are not any errors.

    14 to >12 pts

    Proficient

    Meets Most
    Requirements.
    Includes: Proper
    Spelling
    Free from run-on
    sentences
    Clear, concise,
    complete sentences
    Varied sentence
    structure in paragraphs
    Transitional sentences
    between paragraphs. A
    few errors are noted.

    12 to >0 pts

    Developing

    Meets Some
    Requirements. Includes:
    Proper Spelling
    Free from run-on
    sentences
    Clear, concise, complete
    sentences
    Varied sentence
    structure in paragraphs.
    Transitional sentences
    between paragraphs.
    Several errors are
    noted.

    0 pts

    Not
    Present

    15 pts

    Structure: 15 to >14 pts

    Advanced

    Meets or Exceeds Requirements.
    Appropriate APA headings and
    citations throughout paper.
    References are cited according to
    current APA format. There are not
    any errors.

    14 to >12 pts

    Proficient

    Meets Most
    Requirements.
    Appropriate APA
    headings and citations
    throughout paper.
    References are cited
    according to current
    APA format. A few
    errors are noted.

    12 to >0 pts

    Developing

    Meets Some
    Requirements.
    Appropriate APA
    headings and citations
    throughout paper.
    References are not cited
    according to current
    APA format. several
    errors are present.

    0 pts

    Not
    Present

    15 pts

    Total Points: 150

    Social Environment Assessment Paper Grading Rubric

    – 1
    – 2
    – 3

  • [Solved] 9-2 Final Project Milestone Four: Synthesis of Course Content

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    Submit a draft showing the link between your topic and the information, theories, and material covered in the class.

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    Based on the reading assignment this week (attached), respond to the two following questions: 1- What can we do as PMH-APRNs to close the existing disparities in Mental Health? 2- Do you consider there is a stigma associated with specializing in PMH? \ APNA-Workforce-Survey-Data-Report-8.15.22.pdf]…

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    Based on the reading assignment this week (attached), respond to the two following questions:
    1-     What can we do as PMH-APRNs to close the existing disparities in Mental Health?
    2-     Do you consider there is a stigma associated with specializing in PMH?
    \
    APNA-Workforce-Survey-Data-Report-8.15.22.pdf](https://www.sweetstudy.com/files/apna-workforce-survey-data-report-8-15-22-pdf-10436397 "APNA-Workforce-Survey-Data-Report-8.15.22.pdf")
    \
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    ## Directions Spend some time reflecting on your experience in the Organizational Leadership program. Then write a 3- to 4-paragraph paper in which you answer the following questions: – Which previous courses in your master’s program helped you the most in completing this capstone course? Why? – If …

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    ## Directions
    Spend some time reflecting on your experience in the Organizational Leadership program. Then write a 3- to 4-paragraph paper in which you answer the following questions:
    – Which previous courses in your master’s program helped you the most in completing this capstone course? Why?
    – If you were hired to be the director of people, what organizational leadership skills would you need to be effective in that job? In which course of your program did you acquire those skills?
    – Ask yourself, “Now, what do I do with this degree? Which course guided me the most to become the leader I want to be?”
    Specifically, address the following **rubric criteria**:
    1. **Critical Thinking and Reflection**: Include relevant examples of previous courses. Describe specific learning from the courses that helped you complete the Organizational Leadership master’s degree.
    2. **Integration and Application**: Show excellent depth of knowledge and identification of skills needed to be an effective leader.
    3. **Voice**: Write in a scholarly and descriptive style using a consistent voice throughout the paper.
    ## What to Submit
    3- to 4-paragraph Microsoft Word document , APA

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    Based off of part 1 background information complete parts 2-4 – ## SERD6030HolderReadingCase1.docx – ## TEMPLATE6030CaseStudy.docx **## SERD6030HolderReadingCase1.docx** **Holder Reading Case** **Part 1: Background Information** **Home History** Student A is a 14-year-old 10th grade student currentl…

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    Based off of part 1 background information complete parts 2-4

    – ## SERD6030HolderReadingCase1.docx

    – ## TEMPLATE6030CaseStudy.docx

    **## SERD6030HolderReadingCase1.docx**

    **Holder Reading Case**

    **Part 1: Background Information**

    **Home History**
    Student A is a 14-year-old 10th grade student currently placed in a Language Arts Interrelated Resource (IRR) classroom. He lives with his mother, father, and brother. Student A has a diagnosis of autism spectrum disorder (ASD) and Speech/Language Impairment. These deficits impact his communication, social interactions, and overall ability to be successful in the general education setting.

    **School History**
    Student A is eligible for Special Education services under the categories of autism spectrum disorder and Speech/Language Impairment. He is served in the resource setting for language arts, math, science, and social studies, and he also receives Speech/Language therapy once weekly for 30 minutes. His deficits in ASD and speech/language impairments impact his ability to access and master the AKS curriculum at grade level.

    **Literacy-Related Assessments**

    | | | |
    | — | — | — |
    | **Name of Literacy/Writing Related Assessment** | **Purpose of the Assessment** | **Scores** |
    | Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Letter & Word Recognition | Measures decoding and ability to recognize familiar words | SS: 43 (Very Low) |
    | Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Reading Comprehension | Measure’s ability to read and understand connected text | SS: 57 (Low) |
    | Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Written Expression | Assesses written language skills including spelling, grammar, and organization | SS: 49 (Very Low) |

    **Interpretation of Data**
    Student A’s KTEA-III results reveal significant deficits in literacy skills. His Letter and Word Recognition (SS: 43) and Written Expression (SS: 49) fall in the
    _Very Low_ range, while Reading Comprehension (SS: 57) is in the
    _Low_ range. Compared to same-age peers (whose average standard scores fall between 85–115), Angel is performing well below grade-level expectations.

    ·
    **Strengths:** Student A demonstrates emerging skills in decoding and can engage with literacy tasks when provided with direct instruction, visual prompts, and structured supports. His math scores, while low, are slightly stronger than his literacy performance and represent a relative area of competence.

    ·
    **Weaknesses:** Severe difficulties in word recognition, comprehension, and written expression create barriers to independent work and accessing grade-level texts. Student A struggles with organization, grammar, and written output, which limits his ability to demonstrate knowledge in writing.

    ·
    **Comparison to Peers:** Student A performs approximately
    **2–3 grade levels below** same-age peers in reading and writing. This gap highlights the need for targeted interventions, explicit instruction in comprehension strategies, and scaffolded writing supports.

    **Summary of IEP Goals (Reading and Writing)**
    Based on assessment results and identified needs, Student A’s IEP goals focus on improving literacy outcomes in both reading and writing.

    ·
    **Reading Goals**

    · Increase word recognition and decoding skills by accurately reading grade-level sight words and applying phonics strategies with 80% accuracy across three trials.

    · Improve reading comprehension by identifying the main idea and two supporting details from a 9th-grade passage with 70% accuracy.

    · Use comprehension strategies (e.g., summarizing, predicting, questioning) to demonstrate understanding of both fiction and nonfiction texts at instructional level.

    ·
    **Writing Goals**

    · Improve written expression by composing a structured paragraph (topic sentence, supporting details, and conclusion) with 80% accuracy on a rubric measuring organization and clarity.

    · Use correct grammar, capitalization, and punctuation in 4 out of 5 writing samples.

    · Expand sentence complexity by combining simple sentences into compound or complex sentences with 75% accuracy.

    These goals are designed to address student A’s deficits in literacy while providing attainable benchmarks that build toward grade-level standards. Instruction will focus on explicit modeling, guided practice, and the use of assistive technology to support reading comprehension and written expression.

    **## TEMPLATE6030CaseStudy.docx**

    **SERD 6030 Case Study in Reading**

    Please use this as a template for the case study. Remove all information in red font as you complete the section. Save your case study as [Yourlastname]readingcase.

    **Part 1: Background Information (20 pts)**

    **_Home History_**

    Pseudonym, age, grade, and educational placement/ setting. Include information about the child’s family (who lives in the home, how many siblings, etc.) and any other factors that you believe are relevant to literacy outcomes.

    **_School History_**

    Information about the student’s grades, overall academic performance, retentions, special education placement category, and any related services received.

    **_Literacy-Related Assessments_**

    Using the chart below, provide current (within a year) assessment results (formal and/or informal) related to reading and writing. You should include the name of the reading and writing related assessment, purpose of the assessment (formal or diagnostic measure; used for placement or instructional leveling, etc.), and overall scores.

    Then, explain the meaning of the data presented in your chart by discussing the strengths, weaknesses and a comparison of same-age peers.

    | | | |
    | — | — | — |
    | Name of Literacy/ Writing Related Assessment | Purpose of the assessment | Scores |
    | | | |
    | | | |
    | | | |
    | | | |

    Summarize any current IEP goals related to reading and writing found on the student’s IEP.

    Once you have completed Part 1, upload your narrative to the Case Study Part 1 GoView assignment page.

    **Part 2: Review of Affective Factors (20 pts)**

    **_Analysis of Results_**

    Analyze the results of the five assessments to describe the student’s affective factors in terms of attitudes, interests (reading & writing), self-concept, and value.

    **_Connections_**

    Make connections between what you learned while administering the assessments to Duke & Cartwright’s Active View of Reading.

    **_Instruction_**

    Write about some of the instructional recommendations that you may have for this student using the instructional strategies found in the course modules. Indicate the source of the information like this: (Module 2, Duke & Cartwright, p. 2).

    Once you have completed Part 2,
    **upload your narrative AND the completed affective assessments** to the Case Study Part 2 GoView assignment page. You may leave Part 1 above Part 2 when you submit.

    **Part 3: Literacy & Writing Assessments (40 pts)**

    **_Assessment Performance_**

    Describe and analyze the student’s performance on
    each of these assessments. Clearly identify strengths and areas for growth and justify these claims with specific assessment data. You may separate by paragraphs:

    i. Phonics Assessment

    ii. Spelling Assessment

    iii. Fluency Assessment

    iv. Comprehension Assessment

    v. Writing Assessment

    **_Connections_**

    Make connections between what you learned while administering the above literacy and writing assessments to Scarborough’s reading rope, Duke & Cartwright’s Active View of Reading, & Sedita’s Writing Rope.

    **_Instruction_**

    Utilizing materials from the modules, justify specific instructional strategies that address areas for growth, based on the patterns from the assessment data. Consider
    all data collected in Part 3 of the case study. You may leave Part 1 and Part 2 on your template when you submit.

    Once you have completed Part 3, upload your
    **narrative AND the completed literacy and writing assessments** to the Case Study Part 3 GoView assignment page.

    **Part 4: Implementation Phase (50 pts)**

    **_Instructional Strategies_ (20 pts)**

    Paragraphs 1 & 2: Name the strategy, where you found it (i.e., Module 2 in the Temple, et al. article), and explain how the strategy is implemented. Create one paragraph per strategy.

    **_Implementation_(20 pts)**

    Paragraphs 3 & 4: Write a detailed paragraph for each strategy, including the following:

    (a) how/when the strategies were implemented;

    (b) the student’s reaction/ progress with the use of the strategies;

    (c) your reaction to the strategies (i.e., Were you well prepared and understood the steps of the strategy well? Do you need to revisit the overall strategy?);

    (d) lessons learned from the implementation (i.e., What needs to be changed/ adjusted in the future).

    **_Limitations/Considerations_ (10 pts)**

    Write one detailed paragraph evaluating the potential limitations and considerations impacting the literacy progress of this student.

    Once you have completed Part 4, upload your
    **completed template (without attached assessments)** to two places: the
    **Part 4 Case Study GoView assignment page AND Anthology.**

    **## TEMPLATE6030CaseStudy.docx**

    **SERD 6030 Case Study in Reading**

    Please use this as a template for the case study. Remove all information in red font as you complete the section. Save your case study as [Yourlastname]readingcase.

    **Part 1: Background Information (20 pts)**

    **_Home History_**

    Pseudonym, age, grade, and educational placement/ setting. Include information about the child’s family (who lives in the home, how many siblings, etc.) and any other factors that you believe are relevant to literacy outcomes.

    **_School History_**

    Information about the student’s grades, overall academic performance, retentions, special education placement category, and any related services received.

    **_Literacy-Related Assessments_**

    Using the chart below, provide current (within a year) assessment results (formal and/or informal) related to reading and writing. You should include the name of the reading and writing related assessment, purpose of the assessment (formal or diagnostic measure; used for placement or instructional leveling, etc.), and overall scores.

    Then, explain the meaning of the data presented in your chart by discussing the strengths, weaknesses and a comparison of same-age peers.

    | | | |
    | — | — | — |
    | Name of Literacy/ Writing Related Assessment | Purpose of the assessment | Scores |
    | | | |
    | | | |
    | | | |
    | | | |

    Summarize any current IEP goals related to reading and writing found on the student’s IEP.

    Once you have completed Part 1, upload your narrative to the Case Study Part 1 GoView assignment page.

    **Part 2: Review of Affective Factors (20 pts)**

    **_Analysis of Results_**

    Analyze the results of the five assessments to describe the student’s affective factors in terms of attitudes, interests (reading & writing), self-concept, and value.

    **_Connections_**

    Make connections between what you learned while administering the assessments to Duke & Cartwright’s Active View of Reading.

    **_Instruction_**

    Write about some of the instructional recommendations that you may have for this student using the instructional strategies found in the course modules. Indicate the source of the information like this: (Module 2, Duke & Cartwright, p. 2).

    Once you have completed Part 2,
    **upload your narrative AND the completed affective assessments** to the Case Study Part 2 GoView assignment page. You may leave Part 1 above Part 2 when you submit.

    **Part 3: Literacy & Writing Assessments (40 pts)**

    **_Assessment Performance_**

    Describe and analyze the student’s performance on
    each of these assessments. Clearly identify strengths and areas for growth and justify these claims with specific assessment data. You may separate by paragraphs:

    i. Phonics Assessment

    ii. Spelling Assessment

    iii. Fluency Assessment

    iv. Comprehension Assessment

    v. Writing Assessment

    **_Connections_**

    Make connections between what you learned while administering the above literacy and writing assessments to Scarborough’s reading rope, Duke & Cartwright’s Active View of Reading, & Sedita’s Writing Rope.

    **_Instruction_**

    Utilizing materials from the modules, justify specific instructional strategies that address areas for growth, based on the patterns from the assessment data. Consider
    all data collected in Part 3 of the case study. You may leave Part 1 and Part 2 on your template when you submit.

    Once you have completed Part 3, upload your
    **narrative AND the completed literacy and writing assessments** to the Case Study Part 3 GoView assignment page.

    **Part 4: Implementation Phase (50 pts)**

    **_Instructional Strategies_ (20 pts)**

    Paragraphs 1 & 2: Name the strategy, where you found it (i.e., Module 2 in the Temple, et al. article), and explain how the strategy is implemented. Create one paragraph per strategy.

    **_Implementation_(20 pts)**

    Paragraphs 3 & 4: Write a detailed paragraph for each strategy, including the following:

    (a) how/when the strategies were implemented;

    (b) the student’s reaction/ progress with the use of the strategies;

    (c) your reaction to the strategies (i.e., Were you well prepared and understood the steps of the strategy well? Do you need to revisit the overall strategy?);

    (d) lessons learned from the implementation (i.e., What needs to be changed/ adjusted in the future).

    **_Limitations/Considerations_ (10 pts)**

    Write one detailed paragraph evaluating the potential limitations and considerations impacting the literacy progress of this student.

    Once you have completed Part 4, upload your
    **completed template (without attached assessments)** to two places: the
    **Part 4 Case Study GoView assignment page AND Anthology.**

    **## SERD6030HolderReadingCase1.docx**

    **Holder Reading Case**

    **Part 1: Background Information**

    **Home History**
    Student A is a 14-year-old 10th grade student currently placed in a Language Arts Interrelated Resource (IRR) classroom. He lives with his mother, father, and brother. Student A has a diagnosis of autism spectrum disorder (ASD) and Speech/Language Impairment. These deficits impact his communication, social interactions, and overall ability to be successful in the general education setting.

    **School History**
    Student A is eligible for Special Education services under the categories of autism spectrum disorder and Speech/Language Impairment. He is served in the resource setting for language arts, math, science, and social studies, and he also receives Speech/Language therapy once weekly for 30 minutes. His deficits in ASD and speech/language impairments impact his ability to access and master the AKS curriculum at grade level.

    **Literacy-Related Assessments**

    | | | |
    | — | — | — |
    | **Name of Literacy/Writing Related Assessment** | **Purpose of the Assessment** | **Scores** |
    | Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Letter & Word Recognition | Measures decoding and ability to recognize familiar words | SS: 43 (Very Low) |
    | Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Reading Comprehension | Measure’s ability to read and understand connected text | SS: 57 (Low) |
    | Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Written Expression | Assesses written language skills including spelling, grammar, and organization | SS: 49 (Very Low) |

    **Interpretation of Data**
    Student A’s KTEA-III results reveal significant deficits in literacy skills. His Letter and Word Recognition (SS: 43) and Written Expression (SS: 49) fall in the
    _Very Low_ range, while Reading Comprehension (SS: 57) is in the
    _Low_ range. Compared to same-age peers (whose average standard scores fall between 85–115), Angel is performing well below grade-level expectations.

    ·
    **Strengths:** Student A demonstrates emerging skills in decoding and can engage with literacy tasks when provided with direct instruction, visual prompts, and structured supports. His math scores, while low, are slightly stronger than his literacy performance and represent a relative area of competence.

    ·
    **Weaknesses:** Severe difficulties in word recognition, comprehension, and written expression create barriers to independent work and accessing grade-level texts. Student A struggles with organization, grammar, and written output, which limits his ability to demonstrate knowledge in writing.

    ·
    **Comparison to Peers:** Student A performs approximately
    **2–3 grade levels below** same-age peers in reading and writing. This gap highlights the need for targeted interventions, explicit instruction in comprehension strategies, and scaffolded writing supports.

    **Summary of IEP Goals (Reading and Writing)**
    Based on assessment results and identified needs, Student A’s IEP goals focus on improving literacy outcomes in both reading and writing.

    ·
    **Reading Goals**

    · Increase word recognition and decoding skills by accurately reading grade-level sight words and applying phonics strategies with 80% accuracy across three trials.

    · Improve reading comprehension by identifying the main idea and two supporting details from a 9th-grade passage with 70% accuracy.

    · Use comprehension strategies (e.g., summarizing, predicting, questioning) to demonstrate understanding of both fiction and nonfiction texts at instructional level.

    ·
    **Writing Goals**

    · Improve written expression by composing a structured paragraph (topic sentence, supporting details, and conclusion) with 80% accuracy on a rubric measuring organization and clarity.

    · Use correct grammar, capitalization, and punctuation in 4 out of 5 writing samples.

    · Expand sentence complexity by combining simple sentences into compound or complex sentences with 75% accuracy.

    These goals are designed to address student A’s deficits in literacy while providing attainable benchmarks that build toward grade-level standards. Instruction will focus on explicit modeling, guided practice, and the use of assistive technology to support reading comprehension and written expression.

    **## TEMPLATE6030CaseStudy.docx**

    **SERD 6030 Case Study in Reading**

    Please use this as a template for the case study. Remove all information in red font as you complete the section. Save your case study as [Yourlastname]readingcase.

    **Part 1: Background Information (20 pts)**

    **_Home History_**

    Pseudonym, age, grade, and educational placement/ setting. Include information about the child’s family (who lives in the home, how many siblings, etc.) and any other factors that you believe are relevant to literacy outcomes.

    **_School History_**

    Information about the student’s grades, overall academic performance, retentions, special education placement category, and any related services received.

    **_Literacy-Related Assessments_**

    Using the chart below, provide current (within a year) assessment results (formal and/or informal) related to reading and writing. You should include the name of the reading and writing related assessment, purpose of the assessment (formal or diagnostic measure; used for placement or instructional leveling, etc.), and overall scores.

    Then, explain the meaning of the data presented in your chart by discussing the strengths, weaknesses and a comparison of same-age peers.

    | | | |
    | — | — | — |
    | Name of Literacy/ Writing Related Assessment | Purpose of the assessment | Scores |
    | | | |
    | | | |
    | | | |
    | | | |

    Summarize any current IEP goals related to reading and writing found on the student’s IEP.

    Once you have completed Part 1, upload your narrative to the Case Study Part 1 GoView assignment page.

    **Part 2: Review of Affective Factors (20 pts)**

    **_Analysis of Results_**

    Analyze the results of the five assessments to describe the student’s affective factors in terms of attitudes, interests (reading & writing), self-concept, and value.

    **_Connections_**

    Make connections between what you learned while administering the assessments to Duke & Cartwright’s Active View of Reading.

    **_Instruction_**

    Write about some of the instructional recommendations that you may have for this student using the instructional strategies found in the course modules. Indicate the source of the information like this: (Module 2, Duke & Cartwright, p. 2).

    Once you have completed Part 2,
    **upload your narrative AND the completed affective assessments** to the Case Study Part 2 GoView assignment page. You may leave Part 1 above Part 2 when you submit.

    **Part 3: Literacy & Writing Assessments (40 pts)**

    **_Assessment Performance_**

    Describe and analyze the student’s performance on
    each of these assessments. Clearly identify strengths and areas for growth and justify these claims with specific assessment data. You may separate by paragraphs:

    i. Phonics Assessment

    ii. Spelling Assessment

    iii. Fluency Assessment

    iv. Comprehension Assessment

    v. Writing Assessment

    **_Connections_**

    Make connections between what you learned while administering the above literacy and writing assessments to Scarborough’s reading rope, Duke & Cartwright’s Active View of Reading, & Sedita’s Writing Rope.

    **_Instruction_**

    Utilizing materials from the modules, justify specific instructional strategies that address areas for growth, based on the patterns from the assessment data. Consider
    all data collected in Part 3 of the case study. You may leave Part 1 and Part 2 on your template when you submit.

    Once you have completed Part 3, upload your
    **narrative AND the completed literacy and writing assessments** to the Case Study Part 3 GoView assignment page.

    **Part 4: Implementation Phase (50 pts)**

    **_Instructional Strategies_ (20 pts)**

    Paragraphs 1 & 2: Name the strategy, where you found it (i.e., Module 2 in the Temple, et al. article), and explain how the strategy is implemented. Create one paragraph per strategy.

    **_Implementation_(20 pts)**

    Paragraphs 3 & 4: Write a detailed paragraph for each strategy, including the following:

    (a) how/when the strategies were implemented;

    (b) the student’s reaction/ progress with the use of the strategies;

    (c) your reaction to the strategies (i.e., Were you well prepared and understood the steps of the strategy well? Do you need to revisit the overall strategy?);

    (d) lessons learned from the implementation (i.e., What needs to be changed/ adjusted in the future).

    **_Limitations/Considerations_ (10 pts)**

    Write one detailed paragraph evaluating the potential limitations and considerations impacting the literacy progress of this student.

    Once you have completed Part 4, upload your
    **completed template (without attached assessments)** to two places: the
    **Part 4 Case Study GoView assignment page AND Anthology.**

    **## SERD6030HolderReadingCase1.docx**

    **Holder Reading Case**

    **Part 1: Background Information**

    **Home History**
    Student A is a 14-year-old 10th grade student currently placed in a Language Arts Interrelated Resource (IRR) classroom. He lives with his mother, father, and brother. Student A has a diagnosis of autism spectrum disorder (ASD) and Speech/Language Impairment. These deficits impact his communication, social interactions, and overall ability to be successful in the general education setting.

    **School History**
    Student A is eligible for Special Education services under the categories of autism spectrum disorder and Speech/Language Impairment. He is served in the resource setting for language arts, math, science, and social studies, and he also receives Speech/Language therapy once weekly for 30 minutes. His deficits in ASD and speech/language impairments impact his ability to access and master the AKS curriculum at grade level.

    **Literacy-Related Assessments**

    | | | |
    | — | — | — |
    | **Name of Literacy/Writing Related Assessment** | **Purpose of the Assessment** | **Scores** |
    | Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Letter & Word Recognition | Measures decoding and ability to recognize familiar words | SS: 43 (Very Low) |
    | Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Reading Comprehension | Measure’s ability to read and understand connected text | SS: 57 (Low) |
    | Kaufman Test of Educational Achievement–Third Edition (KTEA-III): Written Expression | Assesses written language skills including spelling, grammar, and organization | SS: 49 (Very Low) |

    **Interpretation of Data**
    Student A’s KTEA-III results reveal significant deficits in literacy skills. His Letter and Word Recognition (SS: 43) and Written Expression (SS: 49) fall in the
    _Very Low_ range, while Reading Comprehension (SS: 57) is in the
    _Low_ range. Compared to same-age peers (whose average standard scores fall between 85–115), Angel is performing well below grade-level expectations.

    ·
    **Strengths:** Student A demonstrates emerging skills in decoding and can engage with literacy tasks when provided with direct instruction, visual prompts, and structured supports. His math scores, while low, are slightly stronger than his literacy performance and represent a relative area of competence.

    ·
    **Weaknesses:** Severe difficulties in word recognition, comprehension, and written expression create barriers to independent work and accessing grade-level texts. Student A struggles with organization, grammar, and written output, which limits his ability to demonstrate knowledge in writing.

    ·
    **Comparison to Peers:** Student A performs approximately
    **2–3 grade levels below** same-age peers in reading and writing. This gap highlights the need for targeted interventions, explicit instruction in comprehension strategies, and scaffolded writing supports.

    **Summary of IEP Goals (Reading and Writing)**
    Based on assessment results and identified needs, Student A’s IEP goals focus on improving literacy outcomes in both reading and writing.

    ·
    **Reading Goals**

    · Increase word recognition and decoding skills by accurately reading grade-level sight words and applying phonics strategies with 80% accuracy across three trials.

    · Improve reading comprehension by identifying the main idea and two supporting details from a 9th-grade passage with 70% accuracy.

    · Use comprehension strategies (e.g., summarizing, predicting, questioning) to demonstrate understanding of both fiction and nonfiction texts at instructional level.

    ·
    **Writing Goals**

    · Improve written expression by composing a structured paragraph (topic sentence, supporting details, and conclusion) with 80% accuracy on a rubric measuring organization and clarity.

    · Use correct grammar, capitalization, and punctuation in 4 out of 5 writing samples.

    · Expand sentence complexity by combining simple sentences into compound or complex sentences with 75% accuracy.

    These goals are designed to address student A’s deficits in literacy while providing attainable benchmarks that build toward grade-level standards. Instruction will focus on explicit modeling, guided practice, and the use of assistive technology to support reading comprehension and written expression.

    **## TEMPLATE6030CaseStudy.docx**

    **SERD 6030 Case Study in Reading**

    Please use this as a template for the case study. Remove all information in red font as you complete the section. Save your case study as [Yourlastname]readingcase.

    **Part 1: Background Information (20 pts)**

    **_Home History_**

    Pseudonym, age, grade, and educational placement/ setting. Include information about the child’s family (who lives in the home, how many siblings, etc.) and any other factors that you believe are relevant to literacy outcomes.

    **_School History_**

    Information about the student’s grades, overall academic performance, retentions, special education placement category, and any related services received.

    **_Literacy-Related Assessments_**

    Using the chart below, provide current (within a year) assessment results (formal and/or informal) related to reading and writing. You should include the name of the reading and writing related assessment, purpose of the assessment (formal or diagnostic measure; used for placement or instructional leveling, etc.), and overall scores.

    Then, explain the meaning of the data presented in your chart by discussing the strengths, weaknesses and a comparison of same-age peers.

    | | | |
    | — | — | — |
    | Name of Literacy/ Writing Related Assessment | Purpose of the assessment | Scores |
    | | | |
    | | | |
    | | | |
    | | | |

    Summarize any current IEP goals related to reading and writing found on the student’s IEP.

    Once you have completed Part 1, upload your narrative to the Case Study Part 1 GoView assignment page.

    **Part 2: Review of Affective Factors (20 pts)**

    **_Analysis of Results_**

    Analyze the results of the five assessments to describe the student’s affective factors in terms of attitudes, interests (reading & writing), self-concept, and value.

    **_Connections_**

    Make connections between what you learned while administering the assessments to Duke & Cartwright’s Active View of Reading.

    **_Instruction_**

    Write about some of the instructional recommendations that you may have for this student using the instructional strategies found in the course modules. Indicate the source of the information like this: (Module 2, Duke & Cartwright, p. 2).

    Once you have completed Part 2,
    **upload your narrative AND the completed affective assessments** to the Case Study Part 2 GoView assignment page. You may leave Part 1 above Part 2 when you submit.

    **Part 3: Literacy & Writing Assessments (40 pts)**

    **_Assessment Performance_**

    Describe and analyze the student’s performance on
    each of these assessments. Clearly identify strengths and areas for growth and justify these claims with specific assessment data. You may separate by paragraphs:

    i. Phonics Assessment

    ii. Spelling Assessment

    iii. Fluency Assessment

    iv. Comprehension Assessment

    v. Writing Assessment

    **_Connections_**

    Make connections between what you learned while administering the above literacy and writing assessments to Scarborough’s reading rope, Duke & Cartwright’s Active View of Reading, & Sedita’s Writing Rope.

    **_Instruction_**

    Utilizing materials from the modules, justify specific instructional strategies that address areas for growth, based on the patterns from the assessment data. Consider
    all data collected in Part 3 of the case study. You may leave Part 1 and Part 2 on your template when you submit.

    Once you have completed Part 3, upload your
    **narrative AND the completed literacy and writing assessments** to the Case Study Part 3 GoView assignment page.

    **Part 4: Implementation Phase (50 pts)**

    **_Instructional Strategies_ (20 pts)**

    Paragraphs 1 & 2: Name the strategy, where you found it (i.e., Module 2 in the Temple, et al. article), and explain how the strategy is implemented. Create one paragraph per strategy.

    **_Implementation_(20 pts)**

    Paragraphs 3 & 4: Write a detailed paragraph for each strategy, including the following:

    (a) how/when the strategies were implemented;

    (b) the student’s reaction/ progress with the use of the strategies;

    (c) your reaction to the strategies (i.e., Were you well prepared and understood the steps of the strategy well? Do you need to revisit the overall strategy?);

    (d) lessons learned from the implementation (i.e., What needs to be changed/ adjusted in the future).

    **_Limitations/Considerations_ (10 pts)**

    Write one detailed paragraph evaluating the potential limitations and considerations impacting the literacy progress of this student.

    Once you have completed Part 4, upload your
    **completed template (without attached assessments)** to two places: the
    **Part 4 Case Study GoView assignment page AND Anthology.**

    – 1
    – 2

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    Executive Solution Overview

    2 reply – ## wk6dqreply.docx **## wk6dqreply.docx** **Reply 1 Res (160 words)** The definition by Rice of family has undergone a dramatic shift all through the American history that presents a challenge to the conventional ideas of a family unit. Current or modern times are known as contemporary and…

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    2 reply

    – ## wk6dqreply.docx

    **## wk6dqreply.docx**

    **Reply 1 Res (160 words)**

    The definition by Rice of family has undergone a dramatic shift all through the American history that presents a challenge to the conventional ideas of a family unit. Current or modern times are known as contemporary and deviation is known as aberration. Demographers are those scientists who research population statistics and trends. Nontraditional refers to the family set-ups that are not in accordance with the nuclear family. Concerted is organized or joint actions and colleagues are professional associates.

    During the research, I interpreted family as individuals related by blood, marriage, or strong affective feelings and who help one another. My nuclear family consists of parents, siblings and extended relatives. My research led me to understand that pattern of defining family by modern sociologists is wider, where family is defined as a group of people who are dedicated to the well-being of one another, such as single-parent families, same-sex-couples, blended families, and chosen families that do not have any biological ties.

    The GI Bill was actually known as the Servicemens Readjustment Act of 1944 which gave benefits to veterans in terms of education, housing loans and unemployment benefits. This act had far-reaching effects on the life of middle classes families as the veterans were now able to buy houses in suburban regions, obtain further education and become economically stable, which made the nuclear family ideal a possibility.

    The post-WWII prosperity is the economic boom of the post-war America, the period of the growth of a nation in terms of incomes, consumer spending, and expanded opportunities. The baby boom (1946-1964) was viewed as the extreme growth of the rate of birth when the back soldiers started establishing families. This population explosion reinforced the idealistic dream of large successful nuclear families that had stay-at-home mothers and breadwinner father figures.

    However, this was a myth about the 1950s ideal family: not every family could pass this test due to financial factors, race prejudice, or simply due to life conditions. Such historical context can also make us value why modern diversity of families is not an aberration in the first place but a recidivating of the many-sided family forms that never left the family despite the post-war idealized view.

    References

    Pells, R. H., & Britannica Editors. (2025, September 16). Great Depression: Political movements and social change. In Encyclopaedia Britannica.
    [https://www.britannica.com/event/Great-Depression/Political-movements-and-social-change](https://www.britannica.com/event/Great-Depression/Political-movements-and-social-change)

    Rutter, Nikki, Firmin, Carlene, Garvey, Donna, Kate O’Brien, & Owens, Rachael. (2025). The Impossibility of ‘Good Mothering’ in Child Welfare Systems When Referred for Non-Traditional Harms. Social Sciences (Basel), 14(2), 97.
    [https://doi.org/10.3390/socsci14020097](https://doi.org/10.3390/socsci14020097)

    **Reply 2 Chris (160 Words)**

    To better grasp Rice’s literary work, I took the time to define recognized terms needed to enhance my understanding and identify specific inferences:

    Starting with “Contemporary,” which surrounds itself with the mere realization of happening, existing, living, or coming into being during the same period of time (Contemporary, 2025):

    ·      “While they may not fit the mold of What many Americans consider a typical family, they are a
    **contemporary** American family.”

    Second is “Aberration” that entails the fact or instance of deviating or being
    [aberrant](https://www.merriam-webster.com/dictionary/aberrant) from a moral
    [standard](https://www.merriam-webster.com/dictionary/standard) or normal state (Aberration, 2025):

    ·      “But this model was actually a 15-year-
    **aberration**, fueled by post-World War II prosperity and a GI bill of unprecedented generosity that funded the education of returning war veterans, according to Coontz, a professor of the family and history at Evergreen State College, Olympia, Wash., and co-chairman of the Council on Contemporary Families.”

    Third is “Demographers” which is defined as the statistical study of human populations; especially with reference to size and density, distribution, and
    [vital statistics](https://www.merriam-webster.com/dictionary/vital%20statistics) (Demography, 2025).

    ·      “
    **Demographers** estimate that only 50 percent of children will spend their entire childhood in a two-parent, married couple biological family, according to Coontz.”

    Fourth is “Nontraditional” that is established on the basis of not following or corresponding to
    [customs](https://www.merriam-webster.com/dictionary/tradition); or not holding to previous procedures or pacts (Nontraditional, 2025).

    ·      “More than a decade ago, Gray co-authored
    **Nontraditional** families: A Guide For parents, which remains a highly useful piece for parents today.”

    Fifth is “Concerted” that means to be mutually contrived or agreed on (Concerted, 2025); while on the other hand, “Colleagues” is defined as an associate or coworker typically in a profession or in a civil or ecclesiastical office and often of similar rank or status (
    [Colleague,](https://www.merriam-webster.com/dictionary/colleagues) 2025).

    ·      “Make a
    **concerted** effort within your own extended network of work
    **colleagues** and of friends to focus less on those who are like you and more on the diversity.”

    Finally, “Family,” which is defined as the basic unit in society traditionally consisting of two parents rearing their children (Family, 2025).

    ·      “Smith and Norton, both 39, head a
    **family** that helps others rethink their ideas of what a family is.”

    **My Own Understanding Family**

    Personally speaking, a family is not solely about those who are blood related at birth; it is anyone who loves and supports the next without judgment. At minimum, a family requires at least two recognized beings. These identified family members include brothers, sisters, aunt’s, uncles’, cousins, best friends, associates etc. In regard to my own family, I use to reside in a household of five (5) individuals (Me, Mom, Dad, Sister, Brother) with me being the middle sibling. Despite our genetic relation, my older brother Lin-j has adventured across the world throughout his football career; and has brought others into our family who are technically from other families. My little sister Brittany, who operates within the medical field; has adopted two kids from un-identified parents but I refer to them as my niece and nephew. Therefore, from my perspective, a family consists of those who are willing to live life with the next while being there when needed. For those “Outsiders” who have entered into my immediate family, they too will forever be considered a part of my circle. While on the other hand, society recognizes family as a group of two or more individuals who are related by birth, marriage, or adoption; and who reside together under the same roof (Definition of family, 2023). In addition, this formality requires/ includes on-going interactions amongst each other; and according to respected social positions that entail spouses, parents, children, and siblings who share a common residence (Barnard, 2025).

    **What is the GI bill?**

    A GI bill assists veterans that qualify for additional funds needed to satisfy financial responsibilities surrounding continued education. Most importantly, the bill also provides coverage for other expenses during moments of job training. Ultimately, the GI Bill has helped qualifying Veterans and their families obtain funds to pay for all or a portion of school and training related costs (About GI Bill Benefits, 2024).

    **How did it impact family life, especially for America’s middle class?**

    The GI Bill played a major role on family life back in the day; especially for the middle class. It assisted these specific Americans that were not privy to elevated levels of education. Prior to World War II, only one third of Americans had obtained a high school diploma; and the majority of them who did, had little to no idea regarding a college education. Apparently, to obtain a college education, one had to be of the elite and from a well-funded family with status. (Nilsson, 202). But as time came to pass, veterans became more aware about the benefits surrounding the GI Bill. Once thoroughly discovered among the many, college admissions elevated and children of veterans followed suit. As a result, educated veterans promoted enhancements towards the American workforce and its overall productivity. For example, technical experts came to fruition that revolutionized electronics, computers, aeronautics, media, and business management (Nilsson, 202). In addition, employment within new government projects such as interstates, highways and space programs, grew exponentially. Therefore, as the middle class continued to grow from GI benefits, so did homeownership as it became with guaranteed government loans. This alone created a boom within the construction industry and altered financial gains for construction workers, retailers, and others; therefore, becoming a crucial part in postwar economy and for the middle-class American (Nilsson, 202).

    **What does Rice mean by post-WWII prosperity?**

    In regard to the indication of post WWI prosperity, Rice was referring to the period when significant economic growth and well-being was in existence. Meaning, people were spending more money, industries expanded, and the middle class experienced positive elevations within the United States. Most importantly, she was highlighting how the GI Bill played a key role, due to its generosity of funds, and promoted enhanced levels of education for countless veterans.

    **What is meant by the post-WWII baby boom? How could it have influenced this idealized concept of the American family?**

    The post WWII baby boom was a phenomenon that significantly enhanced birth rates within countless countries; but specially, the United States at the end of the war (Post-World War II baby boom phenomenon, n.d.). This elevation of child births stemmed from returning soldiers, economic prosperity, and the alteration of social norms that prompted family growth. As a result, the baby boom affected population alignment that led to demographic shifts; workforce developments, and social programs as the generations continued to ripened (Post-World War II baby boom phenomenon, n.d.). The post WWII baby boom also changed American families forever. It reinforced traditional gender roles for men who were expected to be the breadwinners and heads of households; while women were observed as homemakers and primary caregivers. This new family model promoted the ideal of married couples with children living within suburban communities; and declined extended family household and multigenerational living practices (Fiveable, 2025). Furthermore, it reduced opportunities for women who sought employment due to societal pressures that prioritized domestic responsibilities surrounding careers along with discrimination; and a lack of support for working mothers. As a result, planted seeds for feminist movement groups to conjure and question/ resist the limitations placed on their roles as women (Fiveable, 2025).

    **Works Cited**

    Aberration. (2025). In
    _Merriam-Webster Dictionary_.
    [https://www.merriam-webster.com/dictionary/aberration](https://www.merriam-webster.com/dictionary/aberration)

    About GI Bill benefits (2024, November 29).
    _Veterans Affairs_.
    [https://www.va.gov/education/about-gi-bill-benefits/](https://www.va.gov/education/about-gi-bill-benefits/)

    Barnard, & John, A. (2025, September 13).
    _Family | Definition, Meaning, Members, Types, & Facts_. Encyclopedia Britannica.
    [https://www.britannica.com/topic/family-kinship](https://www.britannica.com/topic/family-kinship)

    Colleague. (2025). In
    _Merriam-Webster Dictionary_.
    [https://www.merriam-webster.com/dictionary/colleagues](https://www.merriam-webster.com/dictionary/colleagues)

    Concerted. (2025). In
    _Merriam-Webster Dictionary_.
    [https://www.merriam-webster.com/dictionary/concerted](https://www.merriam-webster.com/dictionary/concerted)

    Contemporary. (2025). In
    _Merriam-Webster Dictionary_.
    [https://www.merriam-webster.com/dictionary/contemporary](https://www.merriam-webster.com/dictionary/contemporary)

    _Definition of family | HRSA_. (2023, October 1).
    [https://www.hrsa.gov/get-health-care/affordable/hill-burton/family](https://www.hrsa.gov/get-health-care/affordable/hill-burton/family)

    Demography. (2025). In
    _Merriam-Webster Dictionary_.
    [https://www.merriam-webster.com/dictionary/demographers](https://www.merriam-webster.com/dictionary/demographers)

    Family. (2025). In
    _Merriam-Webster Dictionary_.
    [https://www.merriam-webster.com/dictionary/family](https://www.merriam-webster.com/dictionary/family)

    Fiveable. (2025, August 22).
    _Baby boom and changing family dynamics_. Fiveable.
    [https://fiveable.me/united-states-history-since-1945/unit-2/baby-boom-changing-family-dynamics/study-guide/xbyc6Xa1imPwkzku](https://fiveable.me/united-states-history-since-1945/unit-2/baby-boom-changing-family-dynamics/study-guide/xbyc6Xa1imPwkzku)

    Nilsson, J. (2020, September 22).
    _How the G.I. Bill Changed America_. The Saturday Evening Post.
    [https://www.saturdayeveningpost.com/2019/06/how-the-g-i-bill-changed-america/](https://www.saturdayeveningpost.com/2019/06/how-the-g-i-bill-changed-america/)

    Nontraditional. (2025). In
    _Merriam-Webster Dictionary_.
    [https://www.merriam-webster.com/](https://www.merriam-webster.com/)
    dictionary/nontraditional

    _Post-World War II baby boom phenomenon – (AP Human Geography) – Vocab, Definition, Explanations | Fiveable_. (n.d.).
    [https://fiveable.me/key-terms/ap-hug/post-world-war-ii-baby-boom-phenomenon](https://fiveable.me/key-terms/ap-hug/post-world-war-ii-baby-boom-phenomenon)

    **## wk6dqreply.docx**

    **Reply 1 Res (160 words)**

    The definition by Rice of family has undergone a dramatic shift all through the American history that presents a challenge to the conventional ideas of a family unit. Current or modern times are known as contemporary and deviation is known as aberration. Demographers are those scientists who research population statistics and trends. Nontraditional refers to the family set-ups that are not in accordance with the nuclear family. Concerted is organized or joint actions and colleagues are professional associates.

    During the research, I interpreted family as individuals related by blood, marriage, or strong affective feelings and who help one another. My nuclear family consists of parents, siblings and extended relatives. My research led me to understand that pattern of defining family by modern sociologists is wider, where family is defined as a group of people who are dedicated to the well-being of one another, such as single-parent families, same-sex-couples, blended families, and chosen families that do not have any biological ties.

    The GI Bill was actually known as the Servicemens Readjustment Act of 1944 which gave benefits to veterans in terms of education, housing loans and unemployment benefits. This act had far-reaching effects on the life of middle classes families as the veterans were now able to buy houses in suburban regions, obtain further education and become economically stable, which made the nuclear family ideal a possibility.

    The post-WWII prosperity is the economic boom of the post-war America, the period of the growth of a nation in terms of incomes, consumer spending, and expanded opportunities. The baby boom (1946-1964) was viewed as the extreme growth of the rate of birth when the back soldiers started establishing families. This population explosion reinforced the idealistic dream of large successful nuclear families that had stay-at-home mothers and breadwinner father figures.

    However, this was a myth about the 1950s ideal family: not every family could pass this test due to financial factors, race prejudice, or simply due to life conditions. Such historical context can also make us value why modern diversity of families is not an aberration in the first place but a recidivating of the many-sided family forms that never left the family despite the post-war idealized view.

    References

    Pells, R. H., & Britannica Editors. (2025, September 16). Great Depression: Political movements and social change. In Encyclopaedia Britannica.
    [https://www.britannica.com/event/Great-Depression/Political-movements-and-social-change](https://www.britannica.com/event/Great-Depression/Political-movements-and-social-change)

    Rutter, Nikki, Firmin, Carlene, Garvey, Donna, Kate O’Brien, & Owens, Rachael. (2025). The Impossibility of ‘Good Mothering’ in Child Welfare Systems When Referred for Non-Traditional Harms. Social Sciences (Basel), 14(2), 97.
    [https://doi.org/10.3390/socsci14020097](https://doi.org/10.3390/socsci14020097)

    **Reply 2 Chris (160 Words)**

    To better grasp Rice’s literary work, I took the time to define recognized terms needed to enhance my understanding and identify specific inferences:

    Starting with “Contemporary,” which surrounds itself with the mere realization of happening, existing, living, or coming into being during the same period of time (Contemporary, 2025):

    ·      “While they may not fit the mold of What many Americans consider a typical family, they are a
    **contemporary** American family.”

    Second is “Aberration” that entails the fact or instance of deviating or being
    [aberrant](https://www.merriam-webster.com/dictionary/aberrant) from a moral
    [standard](https://www.merriam-webster.com/dictionary/standard) or normal state (Aberration, 2025):

    ·      “But this model was actually a 15-year-
    **aberration**, fueled by post-World War II prosperity and a GI bill of unprecedented generosity that funded the education of returning war veterans, according to Coontz, a professor of the family and history at Evergreen State College, Olympia, Wash., and co-chairman of the Council on Contemporary Families.”

    Third is “Demographers” which is defined as the statistical study of human populations; especially with reference to size and density, distribution, and
    [vital statistics](https://www.merriam-webster.com/dictionary/vital%20statistics) (Demography, 2025).

    ·      “
    **Demographers** estimate that only 50 percent of children will spend their entire childhood in a two-parent, married couple biological family, according to Coontz.”

    Fourth is “Nontraditional” that is established on the basis of not following or corresponding to
    [customs](https://www.merriam-webster.com/dictionary/tradition); or not holding to previous procedures or pacts (Nontraditional, 2025).

    ·      “More than a decade ago, Gray co-authored
    **Nontraditional** families: A Guide For parents, which remains a highly useful piece for parents today.”

    Fifth is “Concerted” that means to be mutually contrived or agreed on (Concerted, 2025); while on the other hand, “Colleagues” is defined as an associate or coworker typically in a profession or in a civil or ecclesiastical office and often of similar rank or status (
    [Colleague,](https://www.merriam-webster.com/dictionary/colleagues) 2025).

    ·      “Make a
    **concerted** effort within your own extended network of work
    **colleagues** and of friends to focus less on those who are like you and more on the diversity.”

    Finally, “Family,” which is defined as the basic unit in society traditionally consisting of two parents rearing their children (Family, 2025).

    ·      “Smith and Norton, both 39, head a
    **family** that helps others rethink their ideas of what a family is.”

    **My Own Understanding Family**

    Personally speaking, a family is not solely about those who are blood related at birth; it is anyone who loves and supports the next without judgment. At minimum, a family requires at least two recognized beings. These identified family members include brothers, sisters, aunt’s, uncles’, cousins, best friends, associates etc. In regard to my own family, I use to reside in a household of five (5) individuals (Me, Mom, Dad, Sister, Brother) with me being the middle sibling. Despite our genetic relation, my older brother Lin-j has adventured across the world throughout his football career; and has brought others into our family who are technically from other families. My little sister Brittany, who operates within the medical field; has adopted two kids from un-identified parents but I refer to them as my niece and nephew. Therefore, from my perspective, a family consists of those who are willing to live life with the next while being there when needed. For those “Outsiders” who have entered into my immediate family, they too will forever be considered a part of my circle. While on the other hand, society recognizes family as a group of two or more individuals who are related by birth, marriage, or adoption; and who reside together under the same roof (Definition of family, 2023). In addition, this formality requires/ includes on-going interactions amongst each other; and according to respected social positions that entail spouses, parents, children, and siblings who share a common residence (Barnard, 2025).

    **What is the GI bill?**

    A GI bill assists veterans that qualify for additional funds needed to satisfy financial responsibilities surrounding continued education. Most importantly, the bill also provides coverage for other expenses during moments of job training. Ultimately, the GI Bill has helped qualifying Veterans and their families obtain funds to pay for all or a portion of school and training related costs (About GI Bill Benefits, 2024).

    **How did it impact family life, especially for America’s middle class?**

    The GI Bill played a major role on family life back in the day; especially for the middle class. It assisted these specific Americans that were not privy to elevated levels of education. Prior to World War II, only one third of Americans had obtained a high school diploma; and the majority of them who did, had little to no idea regarding a college education. Apparently, to obtain a college education, one had to be of the elite and from a well-funded family with status. (Nilsson, 202). But as time came to pass, veterans became more aware about the benefits surrounding the GI Bill. Once thoroughly discovered among the many, college admissions elevated and children of veterans followed suit. As a result, educated veterans promoted enhancements towards the American workforce and its overall productivity. For example, technical experts came to fruition that revolutionized electronics, computers, aeronautics, media, and business management (Nilsson, 202). In addition, employment within new government projects such as interstates, highways and space programs, grew exponentially. Therefore, as the middle class continued to grow from GI benefits, so did homeownership as it became with guaranteed government loans. This alone created a boom within the construction industry and altered financial gains for construction workers, retailers, and others; therefore, becoming a crucial part in postwar economy and for the middle-class American (Nilsson, 202).

    **What does Rice mean by post-WWII prosperity?**

    In regard to the indication of post WWI prosperity, Rice was referring to the period when significant economic growth and well-being was in existence. Meaning, people were spending more money, industries expanded, and the middle class experienced positive elevations within the United States. Most importantly, she was highlighting how the GI Bill played a key role, due to its generosity of funds, and promoted enhanced levels of education for countless veterans.

    **What is meant by the post-WWII baby boom? How could it have influenced this idealized concept of the American family?**

    The post WWII baby boom was a phenomenon that significantly enhanced birth rates within countless countries; but specially, the United States at the end of the war (Post-World War II baby boom phenomenon, n.d.). This elevation of child births stemmed from returning soldiers, economic prosperity, and the alteration of social norms that prompted family growth. As a result, the baby boom affected population alignment that led to demographic shifts; workforce developments, and social programs as the generations continued to ripened (Post-World War II baby boom phenomenon, n.d.). The post WWII baby boom also changed American families forever. It reinforced traditional gender roles for men who were expected to be the breadwinners and heads of households; while women were observed as homemakers and primary caregivers. This new family model promoted the ideal of married couples with children living within suburban communities; and declined extended family household and multigenerational living practices (Fiveable, 2025). Furthermore, it reduced opportunities for women who sought employment due to societal pressures that prioritized domestic responsibilities surrounding careers along with discrimination; and a lack of support for working mothers. As a result, planted seeds for feminist movement groups to conjure and question/ resist the limitations placed on their roles as women (Fiveable, 2025).

    **Works Cited**

    Aberration. (2025). In
    _Merriam-Webster Dictionary_.
    [https://www.merriam-webster.com/dictionary/aberration](https://www.merriam-webster.com/dictionary/aberration)

    About GI Bill benefits (2024, November 29).
    _Veterans Affairs_.
    [https://www.va.gov/education/about-gi-bill-benefits/](https://www.va.gov/education/about-gi-bill-benefits/)

    Barnard, & John, A. (2025, September 13).
    _Family | Definition, Meaning, Members, Types, & Facts_. Encyclopedia Britannica.
    [https://www.britannica.com/topic/family-kinship](https://www.britannica.com/topic/family-kinship)

    Colleague. (2025). In
    _Merriam-Webster Dictionary_.
    [https://www.merriam-webster.com/dictionary/colleagues](https://www.merriam-webster.com/dictionary/colleagues)

    Concerted. (2025). In
    _Merriam-Webster Dictionary_.
    [https://www.merriam-webster.com/dictionary/concerted](https://www.merriam-webster.com/dictionary/concerted)

    Contemporary. (2025). In
    _Merriam-Webster Dictionary_.
    [https://www.merriam-webster.com/dictionary/contemporary](https://www.merriam-webster.com/dictionary/contemporary)

    _Definition of family | HRSA_. (2023, October 1).
    [https://www.hrsa.gov/get-health-care/affordable/hill-burton/family](https://www.hrsa.gov/get-health-care/affordable/hill-burton/family)

    Demography. (2025). In
    _Merriam-Webster Dictionary_.
    [https://www.merriam-webster.com/dictionary/demographers](https://www.merriam-webster.com/dictionary/demographers)

    Family. (2025). In
    _Merriam-Webster Dictionary_.
    [https://www.merriam-webster.com/dictionary/family](https://www.merriam-webster.com/dictionary/family)

    Fiveable. (2025, August 22).
    _Baby boom and changing family dynamics_. Fiveable.
    [https://fiveable.me/united-states-history-since-1945/unit-2/baby-boom-changing-family-dynamics/study-guide/xbyc6Xa1imPwkzku](https://fiveable.me/united-states-history-since-1945/unit-2/baby-boom-changing-family-dynamics/study-guide/xbyc6Xa1imPwkzku)

    Nilsson, J. (2020, September 22).
    _How the G.I. Bill Changed America_. The Saturday Evening Post.
    [https://www.saturdayeveningpost.com/2019/06/how-the-g-i-bill-changed-america/](https://www.saturdayeveningpost.com/2019/06/how-the-g-i-bill-changed-america/)

    Nontraditional. (2025). In
    _Merriam-Webster Dictionary_.
    [https://www.merriam-webster.com/](https://www.merriam-webster.com/)
    dictionary/nontraditional

    _Post-World War II baby boom phenomenon – (AP Human Geography) – Vocab, Definition, Explanations | Fiveable_. (n.d.).
    [https://fiveable.me/key-terms/ap-hug/post-world-war-ii-baby-boom-phenomenon](https://fiveable.me/key-terms/ap-hug/post-world-war-ii-baby-boom-phenomenon)