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Hi, Please answer to the following questions in an academic level AND IN THE FIELD OF DIETITIANS (or nutritionist): Essay

Hi,
Please answer to the following questions in an academic level AND IN THE FIELD OF DIETITIANS (or nutritionist):

1) Create a list of genres most used in your health care context and identify the two that you use most often. (If you are not currently working, use a practice setting from your past work experience.) Choose two genres and identify the purposes they serve for the writer, and what features make them effective.

2) Health care managers write for a variety of readers. Describe the readers you find easy to reach and those who are the most difficult. For what purpose and with whom would you not use written communication? Conversely, for what purpose and with whom would you always use written communication, or both written and oral communication? How does context influence this? Compare and contrast your postings with at least two of your classmates’ postings.

3) Please post a descriiption of your current writing process. Start a new thread for yourself and post a descriiption of your current writing process. You may compare and contrast it with the one found in Chapter One in the textbook. Please also include other factors influencing your writing process such as unfamiliar genres, barriers and facilitators. Compare and contrast your postings with at least two of your classmates’ postings.
Based on the week’s discussions, conclude with a list of two to four of your personal learning objectives for this course.
***For this question, consider my writing level as an intermediate!)

A Program for Children or Young Adults

A Program for Children or Young Adults.

 

 

A Program for Children or Young Adults

 

Task

Overview

Assessing the needs of the community and creating programs and services addressing those needs are a critical part of librarians and information leaders working with children and young adults. This assessment task requires you to identify a specific subgroup of children or young adults and their needs and to design a program targeting those needs.

Part 1: Background and Context (750 words)

In this part of the task, you must select and describe a particular community. This community can be either a real one you know, found and researched online, or a hypothetical community you create. Keep in mind that this could be any type of library that serves children and/or young adults including a public, school, or special library. After you choose your community, do some research and choose a specific group of children or young adults in this community (emerging readers, tweens, recently immigrated young adults learning English.) Include a description of:

  • The community itself and the library serving this community (e.g., population statistics, notable programs or services, etc.)
    • Who are the major groups that make up the overall library community- are there large groups of certain populations (e.g., cultural, linguistic, migratory, professional, etc.)?
  • The chosen group of children or young adults in this community
    • Developmental, educational, informational, and recreational needs of this group
    • Why you have chosen this subgroup of children or young adults within this library community- is there a gap in service to them or particular needs of theirs that must be addressed?
    • Issues which are important in considering the needs of this community and are important to the library serving this group. Issues might include, as an example, low literacy levels in the community, new groups of immigrants in the community who have particular needs (developmental, educational, informational, and/or recreational), low levels of engagement with the library by the community, or large number of particular age groups in the community needing programs and services.

Part 2: Design and Develop a Program (1250 words)
In this part of the task, you must:

  • Develop and present three objectives for a library program designed for the group. What is the purpose of this program and what do you hope to achieve as outcomes? These objectives should relate to the identified needs described in Part 1. Give a rationale for these objectives and why you are choosing to focus on them.
  • Develop six activities as part of your program and describe one of these activities in detail with an activity plan. You could choose six of the same kind of activity, for example: a half-hour story-time session every Saturday for six weeks using books around the theme of ‘Australian animals’ or you could choose six completely different activities, for example: six online sessions of varying length for young adults, including: a Q&A with a famous YA author, a training program for a certain web tool, a lecture on how teens can earn money with their blogs, etc. They should relate to your objectives and be able to contribute to the outcomes you describe. The activity plan outlining ONE of the six activities must be detailed enough to allow a new librarian to deliver the activity. The plan will include:
    • Materials required
    • Step by step procedures of what is to be done
    • Any pertinent information about the intended audience
    • Staffing required
    • Potential budgeting information
    • Any other resources which may be required or information that may be needed to deliver this activity successfully
  • Create a one-page promotional calendar to be disseminated to potential program participants (electronically and/or by print) of the activities for your chosen age group (online or face-to-face activities). You can be as creative as you like with the presentation of the poster. The promotional poster would be the way that you market your program, so make it attractive to potential participants. The poster should include enough information so the readers know what to expect from the program. If using an online display method provide a link to the site where the poster is available, as well as a text version in the submitted report (i.e., screenshot).

You may also choose to share your finished or draft plans with your classmates in the Assessment 1 forum. If you are currently working with young people, it may be helpful to practice your skills by presenting your planned activity to a group, but this is not a requirement.

Part 3: Evaluation (500 words)
Explain how you will evaluate the program’s success. Look in the professional literature for examples of programs to see how they evaluated their activities. You may use quantitative methods gathering data like circulation statistics and attendance numbers or qualitative methods gathering the perspectives of your participants and staff regarding the program through journals or interviews. Think back to your objectives and how you can measure them and know the outcomes have been achieved.

NOTE: It is expected that research and wide reading will be required to complete each section of the assessment task in addition to the information provided in the modules. For example, Part 1 will require research into the needs of a particular community and age group. Part 2 will require research into appropriate formats for activity/lesson plans/delivery plans, and best practices in services to your group. You are expected to cite your sources throughout your writings when appropriate and give a list of references at the end of your assessment in APA format when you submit your text version.

Rationale

This assessment task will assess the following learning outcome/s:

  • be able to describe the developmental, informational and recreational needs of children and young adults.
  • be able to identify a range of appropriate strategies to promote the use of materials and resources to provide programs and services for children and young adults in the library.
  • be able to plan and evaluate programs for children and young adults.
  • be able to identify strategies used in dealing with challenges in delivering services to children and young adults in a library setting.

Marking criteria and standards

 

Criteria

High Distinction

Distinction

Credit

Pass

Fail

 

Part 1: 
Chosen Group & Needs

10 marks

The student has provided a comprehensive description of a library community including important physical and demographic statistics. The student has chosen a specific age group of children or young adults and demonstrated, through clear and detailed discussion, a sophisticated understanding of the chosen group’s developmental, educational, informational and recreational needs. The student has critically discussed why this group was chosen and given background on the choice.

The student has provided a thorough description of a library community including physical and demographic statistics. The student has chosen a specific age group of children or young adults and demonstrated a solid understanding of the chosen group’s developmental, educational, informational and recreational needs. The student has discussed why this group was chosen and given background on the choice.

The student has provided a description of a library community including physical and demographic statistics. The student has chosen a specific age group of children or young adults and demonstrated understanding of the chosen group’s developmental, educational, informational or recreational needs. Some justification for the choice of group is discussed.

The student has described a library community with some details. The student has chosen a specific age group of children or young adults demonstrated basic understanding of the chosen group’s developmental, educational, informational or recreational needs. They give limited justification for their choice of the group.

The student fails to meet the criteria for a pass.

Part 2: 
Program Objectives and Activities

10 marks
 

The student has developed three achievable and well-written objectives and has clearly articulated their relevance to the needs of the chosen group described in Part 1. The student makes clear connections between the objectives and outcomes resulting from the program. The student has demonstrated a sophisticated and in depth understanding of library programming principles. The student has clearly aligned the activities directly to the objectives and resulting outcomes.

The student has developed three achievable, well-written objectives and articulated their relevance to the needs of the chosen group described in Part 1. The student makes connections between the objectives and outcomes resulting from the program. The student has demonstrated a high level of understanding about library program planning. The student has aligned the activities directly to the objectives and resulting outcomes.

The student has described three achievable objectives and provided an explanation in some detail of their relevance to the needs of the chosen group described in Part 1. The student matches the objectives with outcomes resulting from the program The student has demonstrated understanding about library program planning principles. The student has provided a discussion of how all the activities relate to the objectives and resulting outcomes.

The student has listed three objectives and described their relevance to the needs of the chosen group described in Part 1. The student matches the objectives with outcomes resulting from the program. The student has demonstrated basic understanding of library program planning principles. The student has provided basic discussion of how all the activities relate to the goals and objectives and matched them with outcomes.

The student fails to meet the criteria for a pass.
 

Activity Plan and Calendar

5 marks

The student has created a clear and detailed activity plan, incorporating the required elements so it could easily be used by a new librarian. The activity addresses the needs of the chosen group and is clearly link to the stated objectives and outcomes. The student has designed an attractive, engaging and informative one page promotional calendar for the program including information on the activities and in an engaging and appropriate format for the intended audience.

The student has created a clear and detailed activity plan, incorporating the required elements so it could easily be used by a new librarian. The activity addresses the needs of the chosen group and is linked to the stated objectives and outcomes. The student has designed an attractive and informative one page promotional calendar for the program including information on the activities and in an appropriate format for the intended audience.

The student has written an activity plan which includes most of the required elements and could be used by a new librarian. The activity addresses the needs of the chosen group and stated outcomes and objectives. The student has designed a one page promotional calendar for the program including information on the activities.

The student has included a basic activity plan with some of the required elements but it needs more details and description relating to the needs of the chosen group and stated objectives and outcomes. The student has designed a one page promotional calendar with a basic synopsis of the activities.

The student fails to meet the criteria for a pass.

Part 3:
Evaluation 

10 marks
 

The student has demonstrated a sophisticated understanding of program evaluation. The student has provided critical discussion of diverse and effective evaluation strategies directly targeted at measuring the objectives and outcomes described in Part 2. These strategies collect perspectives from a variety of key program stakeholders.

The student has demonstrated a solid understanding of program evaluation. The student has provided thoughtful discussion of appropriate and relevant evaluation strategies targeted at measuring the objectives and outcomes described in Part 2. These strategies collect perspectives from a variety of key program stakeholders.

The student has demonstrated an understanding of program evaluation. The student has provided discussion of some appropriate and relevant evaluation strategies to measure the objectives and outcomes described in Part 2. These strategies collect perspectives from a variety of program stakeholders.

The student has demonstrated a basic understand of program evaluation. The student has provided discussion of evaluation methods and strategies.

The student fails to meet the criteria for a pass.

Writing, Referencing, & Presentation


5 marks
 

The student has demonstrated a high level of understanding of module content. The student used a wide range of quality, scholarly literature for support. The word limit falls within the acceptable 10% over or under range. Bibliographic details for items used are complete and correct. There are no errors in the in-text or reference list citations as all have been formatted correctly using CSU’S Referencing Summary.

The student has used the module content well and read widely, integrating good quality, scholarly literature. The word limit falls within the acceptable 10% over or under range. Bibliographic details for items used are mostly complete and correct. The majority of citations in the bibliography and in-text are correct using CSU’s Referencing Summary.

The student has made good use of module content and selected and used relevant scholarly literature. The word limit falls within the acceptable 10% over or under range. Bibliographic details are almost complete and correct for every item used. The majority of citations in-text and in the reference list are correct using CSU’s Referencing Summary.

The student has made use of the module content and some scholarly literature. The word falls within the acceptable 10% over or under range. Most bibliographic details have been provided for items although some may be incorrect. An attempt to follow the CSU Referencing Summary is evident.

The student fails to meet the criteria for a pass.

 

 

 

Presentation

Use the SIS Presentation Guidelines for your assessment accessible at the following link: https://cdn.csu.edu.au/__data/assets/pdf_file/0009/3118923/Presentation-and-Assessment-Guidelines-in-the-School-of-Information-Studies.pdf

Requirements

Assessments must be uploaded into EASTS as ONE .doc or .docx file with all working URLs.

 

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