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This is an Early Childhood Education assignment.

Topic is Domestic Violence like separated parents or divorced parents.

This is an Early Childhood Education assignment. Topic is Domestic Violence like separated parents or divorced parents.
Red River College Early Childhood Education Program Mentorship Advocacy and Community Building ECED 3019 Advocacy Assignment For this assignment you will be developing an advocacy campaign. It is important that for each of the sections below you ensure clear and detailed explanations when writing up your advocacy plan. You will be utilizing resources online, as well as from your course shell in LEARN, and possibly content from other courses. All ideas taken from these resources must be properly cited and referenced. There are many possible topics for your advocacy campaign. Choose something you believe is worth fighting for. Something you are passionate about. Consider topics related to the inequities in how some groups are treated, topics that highlight where social policies and practices may not meet the needs of the group those policies are intended to serve, and/or topics that are tied to the work you will be doing with children, their families, and communities. Part A: State your concern or issue. Consider discussing this with the “5 Ws plus H”. (see below). What is the issue? Who is affected? When, Where and Why is this a concern? (this may also include information on the length of time this concern has persisted with a brief explanation of why it remains). How are those involved affected by this issue? 5 Marks. Part B: List your stakeholders Who has a stake in this issue? Explain your reasoning for each of the choices you identify on the stake holder list. Review the information on stakeholders in the LEARN shell to ensure you develop a detailed list for your cause. For example, if you were advocating to develop a dog park in a particular area, dog owners would be an obvious choice, but also veterinary clinics, pet stores and pet rescues in the area might want to be involved (all for different reasons). Even if you cannot find 5 stakeholders (which should be reasonably easy), ensure you include a minimum of 5 reasons for stakeholder involvement. On the other hand, if your list is over 5 stakeholders, clearly explain reasons for five stakeholders on the list. 5 marks Part C: Understanding your issue Show what you know about the cause or issue you are fighting for. You are the spokesperson. What is the history or evolution of your issue? What are the barriers standing in the way of this issue? What do you want? (be specific “Advocating for creation of a dog park in the empty lot on the west end of Womple street”). What data and research back up your claims or your cause? What details do people need to know to be empathetic to your cause? What research can you share that suggests the changes you are advocating for will impact concerned groups in a positive way? If we consider the Dog Park again, the barriers might include a lack of funds and zoning restrictions in certain areas that have prevented this from being developed in the past. For research: perhaps you will share how large the neighborhood is, how many people have dogs in the area, and the benefits of activity for dogs and their owners. Additionally, you might have data about the numbers of strays in communities with dog parks and those without. These objective details add weight to your cause and show others you are a knowledgeable trusted voice for this issue. Your discussion here should explain the concern clearly. Elaborate on the brief “W5” approach you used in Part A. Your discussion should describe at least 3 pieces of research which will support your cause. Explain how this information connects to your issue. Be sure to include references for the research papers, articles and or agencies where the information is contained. 10 Marks Part D: What will happen in this campaign? What will you do to carry out your advocacy plan? How will you share info with the public to gain support? What channels will you use to distribute information? What groups could you network with? Once you have a growing body of support, what will you do with that support? To whom will you direct your concerns to affect a change? How will you do that? What meaningful advocacy actions would you pursue to further your cause? Which politicians, policy makers and/or government depts will you direct questions and concerns to? In the case of our dog park example, we may need to consider the government department who handles municipal zoning as well as those in charge of funding recreation spaces or concerned with public spaces and improvements. For your project you will need to identify actual depts and the current government leaders who would be involved in your issue. You will need to include their contact information. Create a detailed list all the steps that are necessary in a sequential manner. Be creative and diverse in your plan to reach the most people and activate your stakeholders (in support of the cause), effectively. 7.5 Marks Part E: Action – choose one of the three following options. Be creative and get one of your strategies “action ready”. Posters, Petitions and Policies OH MY! Choose specific parts of the info you shared in Part C as the messaging in your poster or petition. 7.5 Marks Poster option 1: Are you considering a social media Campaign? Then create a poster you would want distributed on social media with the information you want to share. Be sure to let readers know how they can get more info or become involved in the cause. Poster option 2: Perhaps you need to advertise your rally. Develop a poster telling potential supporters the “W5” of your rally. People should know when and where, but also why they should attend and what will happen there? Who will be involved? ***Either poster option needs to be eye catching, engaging and informative*** Petition Option: If you are not feeling artistic it’s time to become a wordsmith. Develop a petition in support of your cause. What do you want to achieve? What would you say about your cause to generate signatures and support? What would you do with the signatures after? Once Part E is complete, post a photo of your poster or a copy of your petition description into the Advocacy discussion area on LEARN. Please include the same photo or petition description with your assignment submission in drop box also. Review peer submissions and respond with feedback to two classmates. This assignment is worth 50 Marks (marks for APA and mechanics, as well as for peer feedback are included in this total) and 50% of your final for the course. You will be marked according to the Advocacy Assignment Rubric available on LEARN. I encourage you to review the rubric carefully before submitting your assignment in drop box to ensure you have included all necessary details and met all assignment expectations.
This is an Early Childhood Education assignment. Topic is Domestic Violence like separated parents or divorced parents.
A PPEN DI X 1 W HAT I S T H E A DV OCACY P R OC ES S? T h e e ffe ctiv e n ess a n d s u cc e ss o f a n y a d vo ca cy p ro ce ss d ep en ds, a m on gst o th er fa cto rs , o n h ow w ell t h e fo ll o w in g s te p s a re im ple m en te d : • I d en tif y in g a n d s ta tin g t h e is su e • C olle ctin g t h e r e le va n t in fo rm atio n • M ob il is in g in te re ste d p eo p le • Ra is in g a n d m an ag in g t h e n ece ssa ry r e so u rc e s • N etw ork in g • Fo rm in g a llia n ce s • Fo rm in g a n d s u sta in in g c o alit io n s • I n vo lv in g m ed ia • E sta b li s h in g c o n ta cts w it h g overn m en t I n s u m mary , A dvo ca cy b eg in s w it h a p ro b le m o r w it h a p erc e p tio n t h at t h ere is a b ett e r a lt e rn ativ e t o a c u rre n t c o n dit io n a n d s e ek s t o s o lv e t h at p ro b le m a n d/o r im ple m en t t h e s e le cte d a lt e rn ativ e. A dvoca cy is b oth a n a rt a n d a s cie n ce . T h ere a re n o s tr ic t r u le s fo r a d vo ca cy w ork . I ts a p p ro ach es m ust b e c u lt u ra lly , s o cia lly a n d p olit ic a lly s p ecif ic . W id esp re a d p artic ip atio n in a n a d vo ca cy c a m paig n is g en era ll y a p re co n dit io n f o r s u cce ss. P la n n in g a n a d vo ca cy c a m paig n is a d yn am ic p ro ce ss. I t in vo lv es id en tif y in g t h e is su e, d evelo p in g s o lu tio n s, b u il d in g s u pport, a n d b rin gin g is su es, s o lu tio n s, a n d p olit ic a l w ill t o g eth er t o e n su re t h at t h e d esir e d c h an ge t a ke s p la ce . Fi nally , it in vo lv e s m on it o rin g a n d e va lu atin g t h e e n tir e p ro ce ss. T h e s te p s in p la n nin g f o r a d vo ca cy w ork a re : • K now y o u r is su e • E sta b li s h y o u r o b je ctiv e (s ) • C on du ct a s ta keh old er a n aly sis • D ev elo p a s tr a te g y • P la n t h e a ctiv it ie s • I d en tif y a n d m ob ili s e t h e r e q uir e d r e so u rc e s • M on it o r a n d e va lu ate t h e c a m paig n ’s p ro g re ss I t m ay w ell b e n ece ssa ry t o r e vis it a n d r e vis e s e vera l o f t h ese s te p s t h ro u gh ou t t h e i m ple m en ta tio n o f y o u r a d vo ca cy c a m paig n. S ucce ssfu l a d voca cy d oes n ot p ro ce e d in a s tr a ig ht l in e a n d r a re ly u n fo ld s e xa ctly a cco rd in g t o p la n . B e p re p are d fo r u nfo re se en e ve n ts a n d c o n se q uen ce s. B e fle xib le . C ivi l s o cie ty o rg an is a tio n s d erive t h eir p ow er f r o m : • t h eir c o n stit u en cy • t h eir m em bers h ip • p re v io u s c re d ib le c a m paig n s • t h eir e xp erie n ce • t h eir a b il it y t o a n aly se is su es a n d e ve n ts • t h eir c o m m it m en t • t h eir c o n ta cts in g overn m en t • t h eir a b il it y t o m ob ilis e s u pporte rs W HO AR E T H E S TA KEH OL DE RS I N A DV OCACY W OR K A N D WHAT A RE T H EIR S OU RCES OF POW ER ? S om e k e y s ta ke h old ers a n d t h eir s o u rc e s o f p ow er a re : G ove rn m en t E le ctio n m an date , p olit ic a l a u th orit y , a cce ss t o s ta te r e so u rc e s, a cce ss t o c iv il s e rv ic e , a cce ss t o b usin ess, a cce ss t o d on ors , a cce ss t o o th er g ove rn m en ts , m em bers h ip o f in te rn atio n al o rg an is a tio n s, in flu en ce o ve r p ro vin cia l a n d lo ca l g ove rn m en t C ivi l s o cie ty o rg an is a tio n s C on stit u en cy / m em bers h ip b ase , in fo rm atio n d ra w n fr o m d evelo p m en t w ork , e xp ertis e , c re d ib il it y , a cce ss t o in te rn atio n al n etw ork s / s e cto r o rg an is a tio n s U nio n f e d era tio n M em bers h ip , m on ey , a cce ss t o u nio n m ed ia , m ob il is a tio n s k ill s B usin ess M on ey, c a p acit y t o b u y in te lle ctu al p ow er, a cce ss t o o ffic ia ls , a cce ss t o m ed ia , p ow er a s e m plo yers R elig io u s o rg an is a tio n s M em bers h ip , m ora l a u th orit y , o u tr e a ch M ed ia A cce ss t o t h e p ublic , v a rie ty o f s o u rc e s o f in fo rm atio n , c o m mun ic a tio n s k ill s , c a p tiv e a u die n ce s W HY I S I N FOR MATION A S OU RCE OF POW ER ? • I n fo rm atio n c a n b e a s o u rc e o f p ow er in a d vo ca cy fo r s e vera l r e aso n s: • I n fo rm atio n d ra w n fr o m a d vo ca cy g ro u ps’ o w n w ork c a n p ro vid e t h em w it h c re d ib il it y a n d w it h t h e b asis f o r a lt e rn ativ e a n aly sis t o c o u n te r p osit io n s. • I n fo rm atio n o r d ata , w hic h is o n ly a va ila b le t o g ove rn m en t in stit u tio n s c a n b e u se d b y g ove rn m en t t o in flu en ce a rg um en ts in f a vo u r o f t h eir o w n p osit io n s. • I n fo rm atio n p ro vid ed b y a d vo ca cy g ro u ps t o c o m mun it ie s r e g ard in g t h eir c o n stit u tio n al r ig h ts e m pow ers t h e p eo p le in t h ose c o m m unit ie s t o a sse rt t h eir r ig hts . • I n fo rm atio n c o lle cte d b y a d vo ca cy g ro u ps fr o m o th er a d vo ca cy g ro u ps in r e g io n al, n atio n al, o r i n te rn atio n al o rg an is a tio n s a b ou t e xp erie n ce s a n d p oli c ie s e ls e w here , a n d u se d in a n a d vo ca cy c a m paig n , c a n h elp t o in flu en ce lo ca l o r n atio n al p oli c y d ecis io n s. A DV OCACY T OOL S I n a d vo ca cy , e ach is su e d em an ds d if fe re n t a p pro ach es a n d s tr a te g ie s, p artn ers , t a ctic s, m eth od s, r e so u rc e s, m ate ria ls , a n d s o o n . I n e m bark in g u pon a n a d vo ca cy c a m paig n, it is im porta n t t o h ave t h e c a p acit y t o c o n sid er a ll a vail a b le o p tio n s a n d t o m ake s tr a te g ic c h oic e s a m on gst t h em . W e c a ll t h ese o p tio n s t h e ” to ols ” o f a d vo ca cy . S kill e d a n d in fo rm ed u se o f t h ese t o ols r e su lt s in g re ate r a d vo ca cy im pact. T h e m ost im porta n t o f t h ese t o ols in clu de: • I n fo rm atio n : Ga th erin g, m an ag in g a n d d is se m in atin g in fo rm atio n la ys t h e b asis f o r d ete rm in in g t h e d ir e ctio n o f a n a d vo ca cy c a m paig n. Re se a rc h is o n e w ay o f g ath erin g i n fo rm atio n . • R ese a rc h : C on ductin g r e se a rc h a n d p olic y a n aly sis u se s t h e in fo rm atio n f r o m v ario u s s o u rc e s a n d d evelo p s it in to p oli c y o p tio n s w hic h b eco m e t h e k e y c o n te n t o f a n a d vo ca cy c a m paig n . • M ed ia : V ario u s m ed ia a re u se d t o c o m mun ic a te t h e c a m paig n ’s m essa g e(s ) t o t h e d if f e re n t s ta keh old ers . • S ocia l m ob ili s a tio n : M ob il is in g t h e b ro ad est p ossib le s u pport fr o m a r a n ge o f s ta ke h old ers , i n clu din g t h e p u bli c a t la rg e, is e sse n tia l t o b uil d in g t h e in flu en ce o f t h e c a m paig n . • L o b byin g: C on vin cin g t h e d ecis io n -m ake rs w ho h ave t h e p ow er t o m ake t h e d esir e d c h an ge i n volv es a s e t o f s p ecia l k n ow le d ge a n d s k il ls . • L it ig atio n : S om etim es, u sin g t h e c o u rt s y ste m t o c h alle n ge a p olic y o r la w c a n r e in fo rc e a n a d vo ca cy c a m paig n . • N etw ork s, a ll ia n ce s a n d c o alit io n s: S harin g o f in fo rm atio n a n d r e so u rc e s, a n d s tr e n gth in u nit y a n d c o m m on alit y o f p u rp ose a re k ey t o t h e s u cce ss o f a d vo ca cy w ork . T h e c h oic e o f t o ols w il l v a ry , e ven in t h e c o n te xt o f a s in gle c a m paig n. I t w ill d ep en d o n : • T h e is su e a t h an d; • T h e s tr a te g ic o b je ctiv es; • T h e m essa g e t o b e c o m mun ic a te d ; • T h e s ta ke h old ers t a rg ete d ; T h e r e le va n t s tr u ctu re s a n d p ro ce sse s in vo lv ed ; • T h e t im e fr a m e a va ila b le ; • T h e r e so u rc e s a va ila b le ; • T h e c a p acit ie s o f t h e a d vo ca cy o rg an is a tio n (s ) a n d t h eir a llie s; • T h e o ve ra ll c u lt u ra l, s o cia l, p oli t ic a l a n d e co n om ic c o n te x t. A dvoca cy is a c o m ple x t a sk . I ts o b je ctiv es w ill n ot b e a ch ie ved t h ro u gh t h e u se o f o n ly o n e t o ol o r m eth od , b ut r a th er w ill r e q u ir e a c a re fu lly d esig n ed m ix tu re o f a p pro ach es. Gr ou ps s h ou ld b e fle xib le t h ro u ghou t t h eir a d voca cy c a m paig n s o t h at if o n e t o ol d oes n ot h ave t h e e x p ecte d r e su lt s , a n oth er c a n b e t r ie d . T h e M ed ia T h e m ed ia c a n b e u se d in v a rio u s w ays t o c o n ve y a m ess a g e t o d if fe re n t t a rg et a u die n ce s a s p art o f a n a d voca cy c a m paig n . W hile s tr e ssin g t h e p ote n tia l im pact o f t h e m ed ia , w e n eed t o f ir s t u nders ta n d is su es s u ch a s w hat d o t h e m ed ia lo o k fo r, w hat a ctu all y m akes n ew s, h ow a d vo ca cy o rg an is a tio n s c a n in te ra ct w it h d if fe re n t m ed ia , a n d im porta n tly , t h e t y p e o f p re p ara tio n t h at is r e q u ir e d . I t is e sse n tia l, fo r t h e g re a te st im pact in e a ch c a se , t o b e s tr a te g ic in t h e c h oic e o f m ed ia a n d t h e fo rm ula tio n o f a p pro p ria te a n d c le a r m essa g es. I t is a ls o im porta n t fo r a d voca cy o rg an is a tio n s t o d evelo p o n goin g r e la tio n sh ip s w it h t h e r e le va n t m ed ia o rg an is a tio n s a n d i n d iv id u als s o a s t o b u ild m utu al r e sp ect a n d c o n fid en ce . S ocia l M ove men ts S ocia l m ove m en ts a re m ass-b ase d m ove m en ts o f t h e p eo p le w hic h u nit e t h e p eop le in a c a u se w hic h c u ts a cro ss t h eir t r a d it io n al b arrie rs . T h ey h ave p la yed a c ru cia l r o le in S ou th A fr ic a n h is to ry . M ass m ob il is a tio n r e m ain s a n im porta n t a d voca cy t o ol. T h e a d va n ta g es n ote d a b ove m ay s tr e n gth en a n a d voca cy c a m paig n a n d s p eed it s s u cce ss. H ow eve r, m ass m ob il is a tio n m ay a ls o c re ate s it u atio n s w hic h t h e a d vo ca cy le a d ers h ip is u nab le t o c o n tr o l a n d r e su lt in p ro b le m s w hic h d am ag e t h e c a m paig n. T h ere fo re , a s w it h a ll o th er a d voca cy t o ols , c a re fu l c o n sid era tio n m ust b e g iv e n t o t h e b en efit s a n d r is k s b efo re p ro ce ed in g w it h m ass m ob ili s a tio n . N etw ork s, a ll ia n ce s a n d c o alit io n s N etw ork s, a ll ia n ce s a n d c o ali t io n s c a n b e p ote n tia lly p ow erfu l t o ols in a d voca cy w ork . H ow eve r, a d vo ca cy g ro u ps w ho a re c o n te m pla tin g e it h er fo rm in g o r jo in in g a n y o n e o f t h em m ust g iv e c a re fu l t h ou gh t t o t h e c o sts a n d b en efit s fo r t h eir o rg an is a tio n a s w ell a s fo r t h e a d vo ca cy c a m paig n it s e lf . C o-o p era tio n a n d c o -o rd in atio n r e q uir e p la n nin g, t im e a n d o ft e n m on ey. D if f e re n t fo rm s o f c o -o p era tio n a n d c o -o rd in atio n w il l s u it d if fe re n t s it u atio n s, a n d a d vo ca cy g ro u ps s h ou ld n ot fe el lo ck e d in to a n y o n e m od el. H ow eve r, t h e k e y p rin cip le s u n derly in g s u ch r e la tio n sh ip s – – s h arin g in fo rm atio n , e xp erie n ce a n d r e so u rc e s; b uil d in g s tr e n gth t h ro u gh u nit y ; b ro a d en in g s u pport o n im porta n t is su es; a n d s o o n – – s h ou ld a lw ays b e a p art o f C SO a d vo ca cy w ork . L OB BYIN G W HAT I S L OB BYIN G? L o b byin g is a n o rg an is e d a tte m pt b y a n in div id ual, a n o rg an is a tio n o r g ro u ps o f in div id u als a n d/o r o rg an is a tio n s t o in flu en ce o n b eh alf o f a p artic u la r in te re st a ll t h e s ta ke h old ers in volv ed in p re p arin g a n d p ass in g le g is la tio n . S uch s ta ke h old ers in clu de m in is te ria l a d vis e rs a n d s ta ff, l e g is la tiv e d ra ft e rs , p oli c y m akers , m em bers o f P arlia m en t, p ortfo lio c o m mit t e e m em bers , s e le ct c o m m it t e e s, t h e s ta ff o f v a rio u s c o m mit te es, e xp erts a n d c o n su lt a n ts s e rv in g t h ose c o m mit te es, e tc . I t a ls o m ean s s e e kin g t h e s u pport o f a n in flu en tia l p ers o n o r p ers o n s a n d p ro vid in g a ccu ra te i n fo rm atio n w hic h le g is la to rs c a n u se in t h eir d ecis io n -m akin g. L o b byin g is a g iv e-a n d-ta ke p ro ce ss t h at a ls o in volv es g ath erin g n ew in fo rm atio n a n d a n aly sis , w hic h e n ab le s lo b b yis ts t o s tr e n gth en t h eir o w n s tr a te g ie s. W HAT I S T H E DI FFE REN CE B ETW EEN L OB BYIN G A N D ADV OCACY ? L o b byin g is o n ly o n e p art o f a d vo ca cy – o n e t o o l a m on gst m an y. T h e d if fe re n ce b etw een a d vo ca cy a n d lo b byin g c a n b e e x p la in ed a s fo llo w s: A DV OCACY L OB BYIN G Re la te d t o s p ecif ic c a u se / i s su e Gr ou p / c o lle ctiv e e ffo rt A im ed a t s e vera l s ta keh old ers , b oth in sid e a n d o u ts id e o f g ove rn m en t Re la te d t o s p ecif ic l e g is la tio n M ay b e in div id u al o r c o lle ctiv e A im ed s p ecif ic a lly a t l e g is la to rs a n d g ove rn m en t o ffic ia ls A im ed a t s p ecif ic in te re st G old en r u le s o f a d vo ca cy a n d l o b byin g • Ge t t o k n ow t h e k e y p la ye rs • Ge t t o k n ow t h e p olic y -m ake rs • Ge t t o k n ow t h e k e y c o m m it t e e s a n d h ow t h ey w ork • L e a rn t h e a rt o f g ood t im in g • C re ate a p olit ic a l is su e • O bse rv e t h e fiv e c o m man dm en ts o f lo b byin g: 1 . A lw ays t e ll t h e t r u th 2 . N eve r p ro m is e m ore t h an y ou c a n d eliv e r 3 . L is te n , s o t h at y o u c a n u nders ta n d w hat is g oin g o n 4 . C o-o p t, d on ‘t b yp ass s ta ff a n d a d vis e rs 5 . D o n ot s p rin g s u rp ris e s w hen c re a tin g a ll ia n ce s • P re p are p ro p erly • U se t h e m ed ia s tr a te g ic a lly • D ev elo p y o u r e xp ertis e • A ntic ip ate w hat t h e o p p osit io n w il l d o • C re ate s tr a te g ic a lli a n ce s ( A dap te d fr o m C hap te r 2 N etw ork , 1 99 5) Fo rm s o f A dvo ca cy 1 . P ee r A dvo ca te : A o n e-to -o n e r e la tio n sh ip b etw ee n a c a p ab le v o lu nte e r w it h a h ealt h o r s o cia l is su e a n d a n oth er p ers o n w it h t h e s a m e is su e. T h e p ee r a d vo ca te s u pports t h e in div id u al t o m ake d ecis io n s a n d a d vo ca te s fo r h is o r h er r ig h ts o r in te re sts . 2 . C it iz e n A dvo ca te : A o n e-to -o n e r e la tio n sh ip b etw ee n a c a p ab le v o lu nte e r a n d a p ers o n fa cin g a h ea lt h o r s o cia l is su e i n w hic h t h e v o lu nte e r a d vo ca te s f o r t h e r ig h ts a n d in te re sts o f t h e o th er, a n d p ro vid es p ra ctic a l o r e m otio n al s u pp ort. C on sid er t h e v olu nte e r w ho d riv e s t h e p ers o n w it h a c h ro n ic h ealt h p ro b le m t o a p h ysic ia n ‘s o ffic e a n d a tte n ds t h e in te rv ie w b etw een t h e d octo r a n d t h e p ers o n w it h t h e h ea lt h p ro b le m t o a d vo ca te o n h is o r h er b eh alf . 3 . Om bu dsm an : O ne w ho a cts a s a n a d vo ca te fo r a p ers o n w it h a h ealt h o r s o cia l is su e f o llo w in g t h e r e p ort o f a g rie va n ce , b y in vestig atin g, in te rc e d in g, o r in it ia tin g a ctio n o n h is o r h er b eh alf . 4 . L e g al A dvo ca te : O ne w ho r e p re se n ts a p ers o n in a c o u rt o f la w w hen h is o r h er r ig hts a re t h re a te n ed o r v io la te d . 5 . C ase M an ag er: O ne w ho a ssis ts t h e in div id u al in in fo rm atio n , r e fe rr a l, a n d fo ll o w u p s e rv ic e s. C on sid er t h e c o m m unit y h ealt h n urs e o r s o cia l w ork e r a ctin g o n b eh alf o f h is o r h er c lie n t. 6 . P ro te ctive S ervi ce s: A s e rv ic e m an date d b y le g is la tio n w hic h p ro vid es g uard ia n sh ip , t r u ste esh ip , a n d o th er a d vo ca cy s e rv ic e s. 7 . L e g is la tive A dvo ca cy : U sin g t h e le g is la tiv e p ro ce ss t o m an date c h an ge in t h e s o cia l s y ste m in o rd er t o s e cu re t h e r ig h ts o f p ers o n s w it h h ealt h o r s o cia l is su es. 8 . C om munit y Or gan iz a tio n A dvo ca cy : U sin g t h e c o m munit y o rg an iza tio n p ro ce ss t o d eve lo p b ett e r c o m m unic a tio n a m on g a g en cie s s e rv in g p ers o n s w it h h ealt h o r s o cia l is su es. 9 . P ro g ra m B ro kera g e: S erv ic e d eve lo p m en t a n d p ro g ra m e xp an sio n t h at e li m in ate b arrie rs w hic h o b str u ct p ro g ra m d eve lo p m en t. C on sid er f e d era ll y fu n ded h ealt h o r s o cia l d evelo p m en t p ro g ra m s. 1 0. C on su m er-A ctio n A dvo ca cy : Gr ou ps o f p are n ts o r a d u lt s w ho h ave a d is a b ili t y t h at a ct a s p re ssu re g ro u ps t o in flu en ce g ro u ps a n d a d vo ca te s t o w ard d esir e d c h an ge. 1 1. S elf -A dvo ca te : S om eo n e w ho h as le a rn ed t o s p eak fo r h im o r h er s e lf a n d t o m ake h is o r h er o w n d ecis io n s. ( a d ap te d fr o m N orth S ask a tc h ew an I n dep en den t L iv in g C en tr e , 1 999 ). ( S urry , 1 997 – D if fu sio n o f I n nova tio n M od el w it h C ate g orie s o f I n n ova tio n A dop te e s)
This is an Early Childhood Education assignment. Topic is Domestic Violence like separated parents or divorced parents.
Red River College Early Childhood Education Program Mentorship Advocacy and Community Building ECED 3019 Advocacy Assignment For this assignment you will be developing an advocacy campaign. It is important that for each of the sections below you ensure clear and detailed explanations when writing up your advocacy plan. You will be utilizing resources online, as well as from your course shell in LEARN, and possibly content from other courses. All ideas taken from these resources must be properly cited and referenced. There are many possible topics for your advocacy campaign. Choose something you believe is worth fighting for. Something you are passionate about. Consider topics related to the inequities in how some groups are treated, topics that highlight where social policies and practices may not meet the needs of the group those policies are intended to serve, and/or topics that are tied to the work you will be doing with children, their families, and communities. Part A: State your concern or issue. Consider discussing this with the “5 Ws plus H”. (see below). What is the issue? Who is affected? When, Where and Why is this a concern? (this may also include information on the length of time this concern has persisted with a brief explanation of why it remains). How are those involved affected by this issue? 5 Marks. Part B: List your stakeholders Who has a stake in this issue? Explain your reasoning for each of the choices you identify on the stake holder list. Review the information on stakeholders in the LEARN shell to ensure you develop a detailed list for your cause. For example, if you were advocating to develop a dog park in a particular area, dog owners would be an obvious choice, but also veterinary clinics, pet stores and pet rescues in the area might want to be involved (all for different reasons). Even if you cannot find 5 stakeholders (which should be reasonably easy), ensure you include a minimum of 5 reasons for stakeholder involvement. On the other hand, if your list is over 5 stakeholders, clearly explain reasons for five stakeholders on the list. 5 marks Part C: Understanding your issue Show what you know about the cause or issue you are fighting for. You are the spokesperson. What is the history or evolution of your issue? What are the barriers standing in the way of this issue? What do you want? (be specific “Advocating for creation of a dog park in the empty lot on the west end of Womple street”). What data and research back up your claims or your cause? What details do people need to know to be empathetic to your cause? What research can you share that suggests the changes you are advocating for will impact concerned groups in a positive way? If we consider the Dog Park again, the barriers might include a lack of funds and zoning restrictions in certain areas that have prevented this from being developed in the past. For research: perhaps you will share how large the neighborhood is, how many people have dogs in the area, and the benefits of activity for dogs and their owners. Additionally, you might have data about the numbers of strays in communities with dog parks and those without. These objective details add weight to your cause and show others you are a knowledgeable trusted voice for this issue. Your discussion here should explain the concern clearly. Elaborate on the brief “W5” approach you used in Part A. Your discussion should describe at least 3 pieces of research which will support your cause. Explain how this information connects to your issue. Be sure to include references for the research papers, articles and or agencies where the information is contained. 10 Marks Part D: What will happen in this campaign? What will you do to carry out your advocacy plan? How will you share info with the public to gain support? What channels will you use to distribute information? What groups could you network with? Once you have a growing body of support, what will you do with that support? To whom will you direct your concerns to affect a change? How will you do that? What meaningful advocacy actions would you pursue to further your cause? Which politicians, policy makers and/or government depts will you direct questions and concerns to? In the case of our dog park example, we may need to consider the government department who handles municipal zoning as well as those in charge of funding recreation spaces or concerned with public spaces and improvements. For your project you will need to identify actual depts and the current government leaders who would be involved in your issue. You will need to include their contact information. Create a detailed list all the steps that are necessary in a sequential manner. Be creative and diverse in your plan to reach the most people and activate your stakeholders (in support of the cause), effectively. 7.5 Marks Part E: Action – choose one of the three following options. Be creative and get one of your strategies “action ready”. Posters, Petitions and Policies OH MY! Choose specific parts of the info you shared in Part C as the messaging in your poster or petition. 7.5 Marks Poster option 1: Are you considering a social media Campaign? Then create a poster you would want distributed on social media with the information you want to share. Be sure to let readers know how they can get more info or become involved in the cause. Poster option 2: Perhaps you need to advertise your rally. Develop a poster telling potential supporters the “W5” of your rally. People should know when and where, but also why they should attend and what will happen there? Who will be involved? ***Either poster option needs to be eye catching, engaging and informative*** Petition Option: If you are not feeling artistic it’s time to become a wordsmith. Develop a petition in support of your cause. What do you want to achieve? What would you say about your cause to generate signatures and support? What would you do with the signatures after? Once Part E is complete, post a photo of your poster or a copy of your petition description into the Advocacy discussion area on LEARN. Please include the same photo or petition description with your assignment submission in drop box also. Review peer submissions and respond with feedback to two classmates. This assignment is worth 50 Marks (marks for APA and mechanics, as well as for peer feedback are included in this total) and 50% of your final for the course. You will be marked according to the Advocacy Assignment Rubric available on LEARN. I encourage you to review the rubric carefully before submitting your assignment in drop box to ensure you have included all necessary details and met all assignment expectations.
This is an Early Childhood Education assignment. Topic is Domestic Violence like separated parents or divorced parents.
1/12/22, 10:44 PM Advocacy Assignment – ECED-3019 (216207) Mentorship, Advocacy and Community Building – Red River College https://learn.rrc.ca/d2l/lms/dropbox/user/folder_submit_files.d2l?db=262953&grpid=0&isprv=0&bp=0&ou=271979 1/4 Advo ca cy A ssig n m en t R ub ric C ours e : E C ED -3 019 ( 2 16207) M en to rs h ip , A dvo ca cy a n d C om mun it y B uild in g C rit e ria L e ve l 5 L e ve l 4 L e ve l 3 L e ve l 2 L e ve l 1 n o t i n clu d ed C rit e rio n Sco re E xp la in t h e C once rn /I ssu e w it h W 5 p lu s H m eth o d exp la in ed in t h e assig n m en t O ut o f 5 p o ss ib le m ark s / 5 S ta ke h o ld e r L is t o ut of 5 p o ss ib le m ark s / 5 5 p o in ts a ll W 5 p lu s H d eta ils i n clu d ed w it h c le ar co ncis e se n te n ce s 4 p o in ts O ne m in o r ele m en t m is s in g o r un cle ar 3 p o in ts N o m ore t h an 2 e le m en ts m is s in g o r un cle ar 2 p o in ts N o m ore t h an 3 e le m en ts m is s in g o r un cle ar. V ery b rie f. 1 p o in t To o B rie f f o r th e r e ad er to u n d ers ta n d co nce rn o r is su e. 4 o r m ore e le m en ts m is s in g 0 p o in ts n ot in clu d ed 5 p o in ts L is t h as 5 s ta ke h o ld ers a n d 5 c le ar re aso ns th ey w ould b e in vo lv e d O R le ss t h an 5 s ta ke h o ld ers , b ut w it h 5 r e aso ns th ey w ould b e in vo lv e d 4 p o in ts 4 o r m ore s ta ke h o ld ers li s te d b ut o nly 4 c le ar re aso ns t o b e in vo lv e d 3 p o in ts 3 o r m ore s ta ke h o ld ers b ut o nly 3 c le ar r e aso ns t o b e in vo lv e d 2 p o in ts 2 o r m ore s ta ke h o ld ers b ut o nly 2 re aso ns t o b e in vo lv e d O R v e ry u n cle ar re aso nin g a s to w hy t h e sta ke h o ld ers w ould b e in vo lv e d 1 p o in t 2 o r le ss sta ke h o ld ers w it h le ss th an t w o cle ar re aso ns w hy th ey w ould b e in vo lv e d . 0 p o in ts M is s in g eit h er sta ke h o ld ers O R c le ar re aso ns f o r sta ke h o ld er in vo lv e m en t 1/12/22, 10:44 PM Advocacy Assignment – ECED-3019 (216207) Mentorship, Advocacy and Community Building – Red River College https://learn.rrc.ca/d2l/lms/dropbox/user/folder_submit_files.d2l?db=262953&grpid=0&isprv=0&bp=0&ou=271979 2/4 Crit e ria L e ve l 5 L e ve l 4 L e ve l 3 L e ve l 2 L e ve l 1 n o t i n clu d ed C rit e rio n Sco re D eta ile d E xp la n atio n o f is su e & re se arc h to s u p p o rt. O ut o f 1 0 po ss ib le m ark s / 1 0 C am paig n Ste p s o ut of 7 .5 p o ss ib le m ark s / 7 .5 1 0 p o in ts E la b o ra te d esc rip tio n of is s u e b uild s o n W 5 p lu s H . C le ar d eta ils w it h a m in o f 3 p ie ce s o f o bje ctiv e re se arc h o r data t o s u p p o rt t h e ad vo ca cy ca m paig n . N o e rro rs o r om is s io ns. 8 p o in ts C le ar d esc rip tio n of t h e is su e b uild s o n th e W 5 p lu s H . S till i n clu d es a m in o f 3 o bje ctiv e p ie ce s o f d ata a n d /o r re se arc h . M in im al e rro r o r om is s io ns. 6 p o in ts D eta ils in t h e exp la n atio n are m is sin g o r u n cle ar, le av in g so m e questio ns fo r t h e re ad er. S tu d en t atte m pts t o b uild o n W 5 plu s H A N D/O R only 2 o bje ctiv e p ie ce s o f d ata a re in clu d ed t o s u p p o rt t h e is su e. 4 p o in ts M in im al d eta il in t h e exp la n atio n of t h e ad vo ca cy fo cu s. S tu d en t o nly s li g h tly e la b o ra te s u p o n t h e W 5 p lu s H a n d /o r o nly o ne p ie ce o f o bje ctiv e d ata in clu d ed t o s u p p o rt d is c u ssio n. 2 p o in ts M in im al d eta il in t h e exp la n atio n of t h e ad vo ca cy fo cu s. S tu d en t d o es n ot ela b o ra te u p o n t h e W 5 p lu s H a n d n o o bje ctiv e d ata o r re se arc h is in clu d ed . 0 p o in ts n ot atte m pte d O R s im ply a r e it e ra tio n of t h e W 5 plu s H d esc rip tio n in p art A . N o ad dit io nal e xp la n atio ns o r d ata in clu d ed 7 .5 p o in ts D eta ile d li s t, d iv e rs e stra te gie s, w it h a u n iq ue ap pro ach th at f it s t h e co nce rn , p ote n tia lly e ffe ctiv e w it h s ta ke h o ld ers G ov d ep ts /re p s in clu d ed n o o m is s io ns 6 p o in ts R easo nab ly w ell d eta ile d li s t o f d iv e rs e stra te gie s th at f it t h e co nce rn . P ote n tia lly e ffe ctiv e w it h s ta ke h o ld ers G ov d ep ts /re p s in clu d ed M in o r om is s io ns 4 .5 p o in ts R ead er h as so m e questio ns a s to h o w o r w hat w ill o cc u r in t h is c a m paig n . S o m e stra te gie s h av e b een o ve rlo oke d an d /o r n o go v re p s/d ep ts n ote d in p la n t h at w ould b e co nce rn ed ab o ut t h is is su e. 3 p o in ts M is s in g ste p s o r stra te gie s th at c o uld b en efit t h e ca m paig n . Sig n if ic a n t erro rs o r om is s io ns. N o g o v r e p s o r d ep ts in clu d ed O R s tu d en t h as in clu d ed th e w ro ng d ep ts /re p s 1 .5 p o in ts M in im al d eta ils o r stra te gie s in clu d ed in p la n . W ould b e im po ssib le t o c a rry o ut in t h e w ay th e s te p s an d stra te gie s are la id o ut. N o g o v r e p s o r d ep ts in clu d ed th at w ould b e co nce rn ed ab o ut t h is is su e. 0 p o in ts C am paig n ste p s n ot atte m pte d O R t o o m an y e rro rs a n d o m is s io ns fro m t h e o rig in al in str u ctio ns to a ssig n a m ark in t h is s e ctio n. 1/12/22, 10:44 PM Advocacy Assignment – ECED-3019 (216207) Mentorship, Advocacy and Community Building – Red River College https://learn.rrc.ca/d2l/lms/dropbox/user/folder_submit_files.d2l?db=262953&grpid=0&isprv=0&bp=0&ou=271979 3/4 Crit e ria L e ve l 5 L e ve l 4 L e ve l 3 L e ve l 2 L e ve l 1 n o t i n clu d ed C rit e rio n Sco re A dvo ca cy A ctio n Ta sk o ut of 7 .5 p o ss ib le m ark s / 7 .5 F o ru m P ost/ P eer fe ed back O ut o f 2 p o ss ib le m ark s / 2 7 .5 p o in ts If a p o ste r is i n clu d ed : eye c a tc h in g an d u n iq ue d esig n . P etit io n o r p o ste r h as cle ar u se fu l d eta ils f o r re ad er t o u n d ers ta n d is su e a n d ad vo ca cy e ffo rt. N o sp elli n g o r gra m mar e rro rs . 6 p o in ts m in o r e rro r o r o m is sio ns in p o ste r o r petit io n b ut effe ctiv e to ol a n d valu ab le t o t h e c a u se in t h e w ay it is p re se n te d . 4 .5 p o in ts O cc a sio nal e rro rs w hic h re d uce s t h e effe ctiv e n es s o f p o ste r o r p etit io n, b ut s till h ig h li g h ts th e k e y p o in ts o f th e c a u se fo r t h e re ad er. 3 p o in ts M an y o ve rs ig h ts in d eve lo pin g th e p o ste r o r p etit io n. T he r e ad er w ould b e un cle ar o n th e p urp o se o f t h e ad vo ca cy o r th e is su e b ein g d is c u sse d . 1 .5 p o in ts Is su e n ot exp la in ed . P urp o se o f p o ste r o r petit io n un cle ar. T his t o ol w ould n ot se rv e a n ad vo ca cy p urp o se in t h e w ay it is p re se n te d 0 p o in ts T he p o ste r o r p etit io n w as n ot atte m pte d O R t h e atte m pt se em ed t o ig n o re a ssig n m en t in str u ctio ns in s u ch a w ay t h at a m ark c o uld n ot b e assig n ed . 0 p o in ts 0 p o in ts 0 p o in ts 2 p o in ts S tu d en t p o sts t h eir p etit io n o r po ste r in a ssig n ed o nli n e fo ru m A N D Stu d en t p ro vid es b rie f co nstr u ctiv e fe ed back t o t w o p eers a s p er assig n ed in str u ctio ns 1 p o in t Stu d en t p o sts b ut ove rlo oks p ro vid in g co nstr u ctiv e p eer fe ed back O R s tu d en t p ro vid es p eer fe ed back b ut d o esn ‘t p o st O R peer fe ed back d o es n ot re fle ct a ssig n ed in str u ctio ns 0 p o in ts N o p o st p ro vid ed an d n o p eer fe ed back p ro vid ed 1/12/22, 10:44 PM Advocacy Assignment – ECED-3019 (216207) Mentorship, Advocacy and Community Building – Red River College https://learn.rrc.ca/d2l/lms/dropbox/user/folder_submit_files.d2l?db=262953&grpid=0&isprv=0&bp=0&ou=271979 4/4 To ta l / 4 0 O ve ra ll S co re C rit e ria L e ve l 5 L e ve l 4 L e ve l 3 L e ve l 2 L e ve l 1 n o t i n clu d ed C rit e rio n Sco re M ech an ic s : S p elli n g, G ra m mar an d A PA cit a tio ns an d re fe re n cin g O ut o f 3 p o ss ib le m ark s / 3 0 p o in ts 0 p o in ts 3 p o in ts A ll id eas fro m o th er so urc e s effe ctiv e ly c it e d a n d re fe re n ce d , no s p elli n g o r gra m matic a l e rro rs in t h e w rit te n w ork . 2 p o in ts A tte m pts m ad e t o c it e a n d re fe re n ce w it h m in im al e rro r. A ls o m in im al sp elli n g a n d o r g ra m mar e rro rs t h at D O N O T affe ct t h e q uali t y o f th e w ork . Le ss t h an 3 e rro rs . 1 p o in t A n um ber o f erro rs a n d o m is s io ns in c it a tio ns an d re fe re n cin g an d /o r sp elli n g a n g ra m mar. E rro rs a ffe ct th e re ad ab ili t y o f t h e w ork . Le ss t h an 6 e rro rs 0 p o in ts S ig n if ic a n t n um ber o f erro rs a n d o m is s io ns th ro ugh o ut th e w ork a n d /o r in c it a tio ns an d re fe re n cin g. 7 o r m ore e rro rs . L e ve l 4 1 1 p o in ts m in im um L e ve l 3 8 p o in ts m in im um L e ve l 2 5 p o in ts m in im um L e ve l 1 0 p o in ts m in im um
This is an Early Childhood Education assignment. Topic is Domestic Violence like separated parents or divorced parents.
Code of Ethics for Advocates 1- Advocates encourage and support others to advocate for themselves as much as possible. 2- Advocates make sure they are aware of advocacy resources, before they start to help others. 3- Advocates obtain consent before they speak or act on someone’s behalf. 4- Advocates make sure their own values and belief systems do not interfere with the right of individuals to make their own choices. 5- Advocates place the interests, preferences and decisions of the individual above their own when acting on someone’s behalf. 6- Advocates avoid any false, misleading or unfair statements or claims about the advocacy process, and their role, skills or qualifications. 7- Advocates advise individuals to be honest. 8- Advocates inform others about the consequences and risks associated with any planned actions. 9- Advocates inform others of their right to confidentiality, their right to give consent prior to release of information, and the legal limitatio ns of confidentiality. 10 – Advocates declare any potential conflict of interest in their advocacy activities. 11 – Advocates do not behave in ways that could cause fear, discomfort or harm to others. 12 – Advocates respect and understand cultural, social and individual diversity. 13 – Advocates maintain their skills and knowledge about advocacy issues. 14 – Advocates withdraw, in a professional manner, when their involvement is no longer appropriate or useful. From The AdvoKit: A Step -by -Step Guide to Eff ective Advocacy