Professional community engagement report

 

 

Identify a community that you know or belong to (e.g. a sports club, a church group, or perhaps one of the university clubs/societies). The community that you choose should be one that you can observe directly, and acquire information on without recourse to complex ethnographic methods. The purpose of this assignment is to undertake a professional needs assessment of your chosen community, and report the findings.

Assignment details

Step 1: Choose a community
Choose a community that is known to you, or one that is easily observable. Do NOT choose very large or scattered communities (such as the Indigenous People of Australia, the Christian Community, or the Cross Fit community) as this will affect your capacity to analyse them properly. Instead, pick a smaller group (such as an Indigenous association that you know of, a local Church community, or a local sporting club) that you can observe and come up with ideas for.

Step 2: Structure your report
Use this Assignment 2: Report template (attachment # 1) to assist with structuring your report.

Your needs assessment should include all of the following elements:

• Explain why the community interests you in a professional capacity.
• Explain why your chosen community is important, and what they offer both society and individuals.
• Describe the challenges faced by your chosen community and how they arose, supported by evidence (community mapping).
• Describe the goals of your chosen community based on your previous experience within that community, as well as conversations you might have had with community peers (see note on anonymising content below).
• Based on those challenges and the community’s goals, assess what the community’s needs might be, and explain how you would prioritise those needs.
• Identify and explain what skills you might need (as a member of that community) to maximise the success of achieving your chosen community’s goals.
• Include at least six appropriate references. At least three of these must be scholarly readings.

Sample Solution

hen these memories are tightly competing for our attention the brain steps in and actually modifies those memories,” says Jarrod Lewis-Peacock, a neuroscientist at UT Austin. Once the brain crowns the winner and loser the memory that wins is then strengthens and the loser is weakened and then eventually forgotten about.
Many equate ‘to know’ with ‘to understand’. However, ‘knowing’ something is not the same as ‘understanding’ something. In the allegory of the cave, the prisoners watch the stories that shadows play out, and because the shadows were all they ever got to see, they believed them to be the most real things in the world. But, because they’ve never experienced anything other than the shadows they did not understand that the shadows were just figures of what was really there. Not having an understanding of the outside world caused many difficulties in their society, leading to death.
Many also believe that having access to more information produces more knowledge, which will result in more wisdom. In the essay “Wisdom in the Age of Information and the Importance of Storytelling in Making Sense of the World” Maria Popova states, “We believe that having access to more information produces more knowledge, which results in more wisdom. But, if anything, the opposite is true — more and more information without the proper context and interpretation only muddles our understanding of the world rather than enriching it.” For example, many people get upset at the sight of others staring at their phones or taking pictures, it is from a lack of understanding that technology feeds our primitive desires like connection and belonging.
In all, gaining knowledge should be based on not just memorizing facts. Gaining knowledge should be based on desire, and wanting to learn. One must understand that the brain cannot secur

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