I believe it’s a must that educators, parents to understand first the principles regarding social media first before deciding to embark upon such an endeavor with their students. Remembering parents first are educators at home the issue of social media is one that every parent should be made aware of. Therefore, one of the most applicable lessons for the classroom would be etiquette and the idea that even though people are in cyberspace how one behaves can make or break a reputation. Moreover, concerning a classroom activity –can make or break several reputations; including, the school to which the activity is centered in the classroom. Hence, for this discussion the social media network of choice is Facebook.
I decided that Facebook groups are great for teaching any topic. However, the premise for anyone to join a group on the site is a reality unless there is attention to is paid to the groups ‘privacy’ setting. Here one can choose whether the group is open, closed or secret. Hence, in the case of a class then I would choose a private setting so that the name of the group and or participants is not circulated around the site as is typical with open groups where anyone can find it, or anyone can request to join. Secondly, as an educator using social media in the classroom, and, understanding engagement responsible administrators besides the teacher should be selected. For example, since the class is involved then if the teacher is sick then students can continue posting assignments and engaging with students. In fact, this opportunity for educators and students has the makings of a flipped classroom. Hence, in that,ch there might be minimal teacher involvement.
The authors at Facebook (2016) about ‘Keeping Private Things Private’
If you do decide to use Facebook pages or groups to engage with your students, make sure to customize your privacy settings to that they reflect the amount of information you want to share with people who know you from school. You can also model safe behavior by being careful about what you share online (Facebook, 2016).
Accordingly, other uses for Facebook and the classroom can be due to a cause your students have decided to support. For example, feeding the homeless and fund raising efforts for that. Generally, every student can share their page, as well as soliciting parent and community involvement or to gather donations (i.e., blankets, hygiene items, non-perishable food stuff, etc).
Other uses for Facebook Pages and Groups
· Permission slips
· Share photos of field trips
· Teaches students to use e-mail
Finally, self-respect and the respect of others is important when using social media anytime, but most certainly when teaching student values and good citizenship.
The articles’ references are for parents, students, and teachers. In the article, “Teens, Social Media, and Privacy,” Madden et al, 2013 wrote:
§ Teens are sharing more information about themselves on social media sites than they did in the past. For the five different types of personal information that we measured in both 2006 and 2012, each is significantly more likely to be shared by teen social media users in our most recent survey.
§ The typical (median) teen Facebook user has 300 friends, while the typical teen Twitter user has 79 followers.
§ Focus group discussions with teens show that they have waning enthusiasm for Facebook, disliking the increasing adult presence, people sharing excessively, and stressful “drama,” but they keep using it because participation is an important part of overall teenage socializing.
§ 60% of teen Facebook users keep their profiles private, and most report high levels of confidence in their ability to manage their settings.
§ Teens take other steps to shape their reputation, manage their networks, and mask information they don’t want others to know; 74% of teen social media users have deleted people from their network or friends list.
§ On Facebook, increasing network size goes hand in hand with network variety, information sharing, and personal information management.
§ In broad measures of online experience, teens are considerably more likely to report positive experiences than negative ones. For instance, 52% of online teens say they have had an experience online that made them feel good about themselves (Madden et al, 2013).
Therefore, social media and proper knowledge of use thereof promote motivation.
Watch: Facebook in the Classroom
Many people, born and raised in the United States from an early age adhere to and are taught to pledge our allegiance to the flag, and ultimately our allegiance to America –the red, white and blue,…
The Kellogg Foundation (2002) presents a guide that aims to thoroughly assist in the building up of an organization’s need to improve and or expand on to help the consumer. Hence the model presented by Kellogg includes: (a) Input (b) Activities, (c) Output, (d) Outcomes, and (e) Impact.
Inputs include the consumer (s) who in this instance are patients (for example) who utilize the services provided by the organization. Since patients generally use a facility and or referred to a facility for this discussion let us say that the facility to look at is Kindred Healthcare. Kindred Healthcare is the nation’s largest health provider, including, nursing, rehabilitation, assisted living, transitional care, home care, and hospice.
Additionally, included in inputs are providers (physicians and nurses), along with payers’ which is inclusive of insurance carriers and state funding, the staff (administrative) and any other technical assistance from external sources. Hence, with the exception of the consumer all other inputs have a hand in meeting the needs of the patient through their system.
The activities for providers is that these have an active participation in the reform process. First, one would need to understand that to reform something there was a problem. For example, the Affordable Reform Act ensures that all people in the US can receive adequate and professional healthcare, and along with that the staff includes community decision making (Kellogg, 2004).
Outputs for providers include more effective distribution of community care resources. For example, Kindred claims to help their patients recover fully in the best setting suitable for their specific care needs so supposedly they have state of the art facilities and equipment to meet the needs of their consumers, or rather patients. Conversely, the administrative process includes data, policy and advocacy, such as the Kindred Code of Conduct which stress that the company acts with integrity.
For outcomes and providers, that is Kindred Health Care should present a comprehensive healthcare delivery system, and the staff the outcomes are community assessment.
If the providers do all they say this should lead to improved health status for their patients, and for staff an increased healthcare system efficiency.
However, Rowan (2000) explained, “A variety of logic models can be used to describe the plans for implementation and expected outcomes of reform (Rowan, 2000). Consequently, concerning the Kellogg Model the outcome and implementation for that would work well if healthcare companies, their providers, their staff, and any external help they require have strict ethical policies in place. Hence, my analysis here is that though this logic model is sound; and, for the most part, healthcare companies might adhere to it—Kindred hospital has not and has breached all aspects of this model.
According to Kellogg (2004), “Outcome approach logic models display the interrelationships between specific program activities and their outcomes”.
I thought that I would mention Kindred Hospital here because from what I see of this model there is no adherence to it, that is, if the model is used as a standard for healthcare companies (See: United States Army Disabled Veteran, Sergeant Kericia E. Smith Faces Third Heartbreaking Trauma of Her Life).
The welfare to work program, food stamps and other programs have been criticized. Mainly because of stereotypical thinking of a group and partly (also) because of systematic racism. Hence, for the purpose of this discussion, or rather to keep in line with the prompt of choice to say the scenario consists of my leading a government agency compromised of one thousand employees who in their job description assists below poverty level families with no father in the home, single parent homes to see how that program is measuring up. In essence, performance measurement of the welfare to work program, and food stamps back to work initiatives.
Ask evaluation questions. According to Harell et al (n.d) a good performance measurement system should begin with clear evaluative questions. Hence, each department should ask those, or ask (a) did the program have the intended impact? -or- (b) did the program have the intended consequences? These two questions along support positive and or negative results (Harrell et al n.d).
Performance Monitoring. An important question to ask here concerning those adults who participate in the program (s) would be is there a significant number increase in adults who are successful. For example, one of the programs that support participants going back to work is the JIT program, or rather Just In Time Training. Hence, is there a significant increase of adults who enter the program to learn a particular skill that leave the welfare system?
Or rather, look at the fact that state agencies and or programs are being asked to reduce their caseloads. Hence, is Just in Time Training [sufficient] in helping people get back to work
In the graph we see that from the years 1994 to 2010 Families with Children in poverty has increased to 7 million families, however, the estimate of 7 million now includes jobless families with children with AFDC/TANF families at five million over previous years. These indicators reflect that now not only are there generational TANF recipients but also an added measure of people applying for benefits because of loss of employment. Subsequently, the premise here of those who are on welfare is significantly changed. Just in Time Training should give people new skills to return to workforce, or enter the workforce. Also, there is indication that in 2010 the participants in the TANF program dropped significantly to 2 million from 5 million in 1994. Is this because of the welfare to work program or something else?
Recent changes to the federal Temporary Assistance for Needy Families (TANF) block grant place new pressures on states to reduce their welfare caseloads and increase the number of families participating in work activities or face financial penalties. At the same time, the new rules make it harder for states to design effective welfare-to-work programs, particularly for those recipients who face the greatest barriers to employment. This policy brief analyzes these challenges in the context of Texas’ welfare program and proposes a set of policy changes designed to help Texas meet the federal requirements while improving outcomes for welfare recipients (Center of public Policy Priorities, 2007).
Process Evaluation. These questions should ask how the program operates and documents procedures and activities. For example, are there workshops, mandatory participation even for those receiving unemployment benefits
How much does the program cost?
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