Locate a facility in your community that offers healthcare. Describe the type of regulatory oversight with which the facility must comply. What type of policies and procedures are reviewed? How does the regulatory agency ensure that the facility meets quality standards?

Support your statements with logic and argument, citing minimum three sources referenced.

 

CTE 696 School and Community Relations

Dr. Michael Roberts

News (press) Release

Assignment #2

Project: To gain experience in developing a news release that is designed to promote your program.

Rationale: Members of the community are interested in becoming more informed about what Johnny is doing in school. The press plays a major role in a school-community relations program. Newspapers will be an important source of information about schools for many people. The success of your program is directly related to the publicity it gets.

Directions:

1. Watch the Webinar CTE Advocacy
2. Select a topic about your particular program. Write a news release that promotes your program following the example attached. Keep in mind the audience. Avoid jargon and be accurate i.e., spelling, typographical errors, grammar, paragraph structure, ease of readability, etc. Make sure that the newspaper article is focused. Do not ramble! Know your audience.  Do not format.  Leave all formatting out as you will be required to format when you paste into your newsletter (on another assignment)
3. You will then email your press release as an attachment to email to the students listed below.  Copy the list below and paste into your email address line.  All of your classmates will use your press release for the newsletter assignment. I will use the guide below to determine your grade. I’ll just read through them and put a grade in the gradebook.  You will later in another assignment use all of your peers’ press releases and create a school newsletter using Microsoft Publisher or other appropriate software.

This particular assignment will be graded 25 point for completing it, checking for spelling and grammar, and then emailing to both groups.  If it is too short, points will be deducted.  Just write about the same amount as below.  I will post the points to the gradebook.  This class is too short for redo’s.  Please take time to write an adequate press release.  Assume that if you don’t hear from me, you got full credit for this one.  If there are issues, I’ll have you redo it so you will get full credit.  If you do not have a current program that you are teaching, then you will have to make up a program for the purpose of this assignment (and the other assignments).  Make sure that you name is in the body of the press release.

Here are all the email addresses of the class – (if your email address is missing, you added the class after Friday preceding our start date.  Let me know and I will add your address)

Depending on your email, it will allow you to either use a comma in between or it will require a semi colin.  Copy and paste all address below whatever your email provider uses.  

REFRESH your browser before you copy the list.  Make sure that you have the most recent copy.  Last updated email on 5/31/19

Semi colon list separation

Aragon,Marisol Mia; Botha,Simone Simone Botha; Gebicke,Kirk; Hunt,Rebecca; McCorkle,Jewel; Metcalf,Marcus; Renning,Charles Andrew; Thomas,Gerald Richard; Wiggins,Richard Dale; [email protected]

Comma list separation

Aragon,Marisol Mia, Botha,Simone Simone Botha, Gebicke,Kirk, Hunt,Rebecca, McCorkle,Jewel, Metcalf,Marcus, Renning,Charles Andrew, Thomas,Gerald Richard, Wiggins,Richard Dale, [email protected]

(updated 5/31/2019)

If you have added the class and you don’t see your email, please send me an email and I will add this.

Sample Press Release

Lake Havasu City, AZ – With the holidays behind us and graduation a few short months away, seniors in Lake Havasu High School’s business program are already a buzz with anticipation of their scheduled Summer trip completing the Business Fundamentals 1-2 course.

This Summer, the 15 seniors taking Business Fundamentals 2 will be traveling to Hong Kong, China, to view first hand the power of entrepreneurship in that country’s rapidly growing economy. And how was he funding pulled   together for such a trip? The students spent the first half of this year long course creating and managing a Starbucks-esque morning coffee stand, Monday through Friday, an hour before first bell. The funds raised by the student’s own business skills in promoting and managing that stand were matched by local restaurant entrepreneur Tim Shugrue, himself a Lake Havasu High School graduate who contributes his success to the school’s business program. “I came away with a real drive,” Mr. Shugrue said of the High School’s business program, “and I still touch back on some of the ideas that I learned in that program.”

Mr. Jason Reinhardt, the instructor responsible for teaching three of the courses in Lake Havasu High School’s business program, felt the need to take his students to the next level in their education. “To bring their learning

experience out of the books and into the real world by implementing the skills they’ve learned,” said Mr. Reinhardt, ”will give them the confidence to move on after graduation to college or their own entrepreneurial endeavors.”

The high school holds several information sessions where local business owners, parents, and students can find out more about the school’s business program and how to get involved. The next one is April 20th at 4pm in the Marriott conference room. Information can also be found on the High School’s Business department’s website at http://www.lakehavsuhighschool.net/business

Wittmann, Arizona – The

Nadaburg Elementary School District is implementing a new mathematics curriculum on a 2 year trial basis in an attempt to introduce and implement real life applications with the use of computer implementation within a second required math computer course to be taken along with the regular 7th and 8th grade math classes. John Smith, a mathematics instructor for NESD, is collaborating with the mathematics departments of the junior high schools in the district in order to start this new curriculum for groups of 7th and 8th grade students beginning in the 2017-2018 academic year starting August 6, 2007.

 Mr. Smith works with Northern Arizona University’s College of Education in the Educational Technology Departments as well as NAU’s College of Mathematical Sciences to maintain proper technical and mathematical support as well as teach several sections of 7th and 8th grade mathematics in NESD. The Nadaburg Elementary School District is in the middle of expanding from just one K-8 school to three K-8 schools as well as a high school within 3 years.

Traditional instruction was usually handled in a certain way. When the classes begin, basic instruction on fundamental ideas are given and through repeated “drilling” of problems directly associated with exactly the instructor gave instruction of during the class. In Computer-Based Concept Learning utilizes two class periods in mathematics to create a well rounded application rounded students. The first class will be taught in mostly a traditional fashion to make sure the basic concepts are

7th grader working with computer based concept learning computer systems during

 known well by the students. The second class will utilize problem-based instruction aligned with the basic concepts the students learned in the first hour of mathematics. The instructor will present a problem that will be problem aligned with the current topic being taught but more advanced and strongly footed in a real application type of situation using computer modeling to allow students to see how the problem can be solved with problem solving methods to help them out. This allows a student to use several processes to accomplish the task at hand while increasing their knowledge within a certain topic.

 Mr. Smith explains that “children always have a hard time with changing of old to new ideas about learning just as much as teachers have a hard time letting students experiment without being in control of their students. The district believes that in today’s world students must learn to adapt to a changing society in all aspects including technology being used as a tool correctly to accommodate several problem-solving methods to increase knowledge and awareness.”

 This Computer-Based Concept Learning program will be introduced to the 7th and 8th grade students in the original school. As each new school is built, it will also be integrated for their prospective 7th and 8th grade students in the 2017-2018 school year and then implemented into the high school curriculum for all high school math courses, including AIMS prep, Algebra 1, Geometry, Algebra 2 and other higher courses, when the high school is built in time for the 2008-2009 school year.

 For more information on the Computer-Based Concept Learning program, please call Mr. Smith at (623) 512-1884 or (623) 388-2626. You may also call the Nadaburg Elementary School District office at (623) 388-2321 or your local NESD elementary school.

AWC NEWS Headlines & ANNOUNCEMENTS

Four Students Get Real World Experience as Interns for GM Desert Proving Grounds

Aug. 11th, 2011

Larry Stanley
Professor of Automotive Technology
Arizona Western College
Phone: (928) 344-7569
Email:[email protected]

Alison Howell
Communications Coordinator
Arizona Western College
(928) 314-9594
[email protected]

Four Students Get Real World Experience as Interns for GM Desert Proving Grounds

Yuma, AZ (August 11, 2015)—Four automotive students at Arizona Western College will be starting the upcoming Summer semester with real life work experience after completing internships with GM Desert Proving Grounds.
Students Manuel Gutierrez, Orlando Ramirez, Brandon Jones and Henry Canan are all part of the automotive program at AWC and were selected to participate in the summer internship program offered by GM. About twenty students applied for the internships, but only four were selected after going through an interview process.

“All four students have had different responsibilities while working at the GM Desert Proving Grounds, but they are all gaining real world technician experience in the garage that they are not able to get from the classroom” said Tom Norkiewicz, Engineer Group Manager at GM Desert Proving Grounds.

Brandon Jones internship has mainly dealt with brake testing. He has had the opportunity to learn a lot about the computer systems and said that his internship has been exciting because it has been so hands-on. He has really enjoyed helping with the testing and being able to see many vehicles that aren’t even out yet. Brandon has one more semester left at AWC and will be graduating with his Associates Degree in Automotive Technology. He said that he could definitely see himself in the future working for a company like GM.

AWC has been partnering with GM since 2008, when they first sent 15 students to Mesa, AZ to the old proving grounds during the summer. Larry Stanley, AWC Professor of Automotive Technology said that “GM has been a great community partner. They have provided our automotive program with a Chevrolet SSR, Chevrolet Trailblazer, various engines, transmissions and tools in support of our efforts here at AWC.”

The students began their internships in May and will be completing them on Friday, August 13th.

This is an old CTE NAU press release that was published the week of September 1, 2011

NAU provides flexible options to Career and Technical Education students.

 (Flagstaff, Ariz.) August 19, 2011 — Students pursuing a degree in Career and Technical Education can now transfer up to 90 hours of credit to Northern Arizona University, including credit for occupational experience, toward completion of their bachelor’s degree.

 NAU’s online Career and Technical Education (CTE) program is now part of the new 90/30 degree path, which allows up to 90 hours of transfer credit from accredited community colleges and universities. If transferred credit meets program requirements, only 30 credits need to be completed at NAU for a bachelor’s degree.

 The new option provides students with two main benefits: 1) the ability to transfer more than the standard 64 credit hours, which is valuable for students who have accrued credits at multiple institutions over the years, and 2) the ability to take more courses at community colleges, which offer lower tuition rates.

 As part of the 90 transferred credits, the program now accepts up to 53 hours of credit for occupational experience, as well. Students may receive credit by exam or credit through verified work experience.

 “The value of on-the-job training is important. The NAU CTE program recognized this and provides the option for students to transfer that experience into degree program credits,” said Michael Roberts, Associate Professor.

The bachelor’s in Career and Technical Education teaches students skills that can help them advance in the technical areas of their current careers and become equipped to train others in those technologies.

 “This degree is flexible with both industry and education,” said Nicole O’Grady, Assistant Clinical Professor and Area Coordinator. “It works well for career advancement for those who wish to stay in the industry and is also a good transitional degree for those who wish to teach their occupational area to others in formal and informal educational settings.”

 The CTE program is a good fit for students with diverse occupational areas because it is designed to work with a student’s content knowledge, allowing students to align their assignments with their particular subject area. A student with a welding background can design curriculum and teach lessons related to welding, while someone with a nursing background can focus on curriculum and lessons related to nursing.

 Courses include topics in curriculum development, teaching methods, multimedia development and presenting technical materials. 

NAU also offers 90/30 degree paths in Public Agency Management, Technology Management and Humanities.

 For information, visit nau.edu/extended or call (800) 426-8315.

Program Highlights:

 Career and Technical Education:

·        An online program

·        Allows up to 90 hours of transfer credit. Transferred credit must meet program requirements.

·        A Western Undergraduate Exchange (WUE) program – offers reduced tuition for students who are residents of 14 western states.

·        The 55-hour major can include credits in more than 38 different occupational disciplines.

·        Accepts two forms of occupational experience: credit by exam and verified work experience.

 Media contact:

Tara Cobourn

Marketing Coordinator

The Extended Campuses of Northern Arizona University

W: (928) 317-6442

C:  (719) 680-0930

NAU-Extended Campuses

And one old sample

Contact: Mike Roberts (602) 523-9408

4-14-94

**This is a news release that was sent to the press on April 14, 1994

FYI – This study I did set the stage for ALL JTEDS in Arizona 

Career and Technical Education: Multi-School District Study

FLAGSTAFF, Ariz. — A study is underway to determine if forming an Career and Technical (AVD) (ARS 15-391-396) would improve the quality of Career and Technical Education for students in southern Navajo and Apache counties. The research will also determine the type of system(s) that would best implement the delivery of the programs in rural communities. The research will assist the Committee of Superintendents in determining alternative delivery(ies) of Career and Technical Education for the region.

  Assignment 2: 

Interpersonal Communication at Your Workplace

For this assignment, you have the opportunity to apply what you have learned from the assigned module readings and any additional research you may have done. You will need to consider values, communication ethics, individual ethics, organization ethics, communication and diversity barriers, overcoming the barriers, and how diversity supports or does not support interpersonal effectiveness. Within your response to these areas, consider and expand on the types of interpersonal communication media, such as verbal, written, e-mail, social media, etc., used in the organization and how such media aid or hinder the relationships in the organization.

Tasks:

In this module, focus on interpersonal communication—present or past—in your organization. On the basis of your research and experience, respond to the following:

•Identify the major types of interpersonal communication that you observe.

•Identify how interpersonal relationships are formed.

•Examine the implications of these relationships on communication.

•Record any examples that support your observations.

•Analyze the communication practices observed.

Consider the following in your analysis:

•Major forms of interpersonal communication

•Implications of interpersonal relationships for communication

Integrate and cite concepts/terms/theories from the module readings.

Your final product will be a 3- to 4-page Microsoft Word document (not including the title and reference pages). Utilize at least three scholarly sources. Your paper should be formatted as per current APA standards; be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation

For this assignment, you will create an implementation plan for a contemporary public health issue initiative. Begin by selecting a contemporary health issue of your choice (e.g., global health threats, disease outbreaks, chronic diseases, natural or man-made disasters, health disparities, ethical concerns in public health, public workforce challenges). 

Next, in your implementation plan, address the components listed below. 

a) Describe the contemporary health issue that you selected as your introduction. 

b) Explain whether or not the issue is influenced by lifestyle choices. 

c) Discuss one initiative that you would want to propose in order to improve this contemporary health issue. 

d) Explain how you will ensure ethical consideration when designing the implementation plan for your initiative. 

e) List the various stakeholders, and describe what role each position might play in each phase of the implementation. 

f) Discuss the training and professional development needs of stakeholders. 

g) Include one leadership theory that supports your implementation plan. 

Your plan should be a minimum of two pages in length, not counting the title and reference pages. Support your plan with at least two peer review scholar articles from an Online Library. The assignment must follow APA guidelines. 

 

• Type of paperEssay (Any Type)
• SubjectSociology
• Number of pages2
• Format of citationOther
• Number of cited resources0
• Type of serviceWriting

Choose ONE of the following prompts and respond to it with a short paper of 500-700 words (approximately 2-3 pages). All papers should be typed and double-spaced. 1) The popularity of Thomas Kinkade’s mass-produced art works attests to an aesthetic and values that appeal to many Americans. Using at least one of Kinkade’s images, discuss how your chosen image(s) embodies specific ideologies and what those ideologies might be. 2) The film Modern Times is often characterized as slapstick comedy, but it can also be viewed as a commentary on life in modern, industrialized society. Explain what you think this commentary is, using specific examples from the film and concepts from lectures to support your points. 3) Explain Jack Zipes’s theory of fairy tales and memes. Discuss some of the reasons he believes The Frog Prince fairy tale to be an enduring meme and a flexible text. Using examples from Disney’s The Princess and the Frog, elaborate on some of the ways in which it has adapted The Frog Prince fairy tale to contemporary culture.