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Essay Instructions: The project should be no more than 12 pages in length (not including title, reference pages, or appendixes) and with APA formatting. (No abstract is required.) Do not refer to yourself in the first person; rather, refer to yourself as “the group leader.” The following guidelines should be utilized for completing your project using each sub-heading (must be in the order listed below).

Develop a six session Christ-centered psycho-educational process group program with these elements:
a. Purpose ??" Briefly state the purpose of your program in 1 or 2 sentences (e.g., “this program is designed to…”)
b. Population ??" Now be specific. Tell for whom this group is intended. Include age range of group members, gender, developmental aspects, and identifying characteristics or criteria. Do not include material from the theoretical approach.
c. Rationale ??" What is the focal problem? Define and explain. Why is there a need for some form of treatment for this population and problem? Why is the group approach a more viable form of treatment than individual therapy?
d. Theoretical Approach ??" What approach(s) will you use in your program? Be specific. Describe the reason(s) this choice is a good one.
e. Integration ??" What techniques, activities, formatting, etc. will you use to incorporate Judeo-Christian themes, values and purpose into the group?
f. Recruitment ??" How will you “get the word out” about your group? What time frame will you use to fill slots (how long will you recruit).
g. Screening ??" How will you select (or de-select) members for your group? Indicate any format you will use. Include a copy of any pre-test, intake form, or any other form in the Appendix.
h. Structure ??" State the day and time, duration (# of hours and sessions), open/closed, and frequency of the group meetings. Include the size of the group and where you suggest this group should meet.
i. Pre/Post Group Meetings ??" Indicate your plan for pre- and post-group meetings. Include date, time, and place. Specify what you plan to do in these meetings.
j. Goals ??" What are your goals for this group? It is important that you have goals in mind before you organize the group. Indicate whether you want members to suggest goals for the group in addition to your goals for the group and any individual goals they may have. Do not copy from text.
k. Ground Rules ??" What rules do you think need to be implemented to insure that the group functions to its highest potential? Will you establish the ground rules as the leader? Will group members have input into ground rules?
l. Ethical Issues ??" What ethical issues are inherent in your group work? How will you handle the issues of confidentiality, informed consent, parental permission, etc.? You must include a copy of any forms you will use in the Appendix. Are there ethical issues that are specific to your group (population) or to techniques that you may use?
m. Multicultural Issues ??" What multicultural issues can you anticipate? How do you plan to address any issues that arise? How will you handle diversity? Are there specific issues that might arise in your group given the problem and the population you have chosen?
n. Group Leader ??" What is the role of the group leader? What qualifications are necessary? What style of group leadership best suits the group (e.g., active? non-directive? etc.).
o. Risks and Benefits ??" What are the potential risks and benefits of group work in general and of your group specifically?
p. Evaluation ??" How will you evaluate the efficacy of the group experience? An evaluation form is mandatory. Include a copy of your evaluation form in the Appendix.
q. Group Sessions ??" For each session describe: What are the goal(s)? Describe what you might expect as problems or strengths. List the discussion topics. (You do not need to develop the lessons, just the outline). Describe the activities ??" techniques you will employ.
If the above guidelines and subheadings are not utilized within the project, the project will be graded accordingly.

Essay Instructions: 1. One of the most important and enduring findings in sociology has been the relationship between one’s social class family origins and one’s educational attainment. For a variety of reasons, social class of families seems to serve as an advantage or disadvantage to children in a variety of stages throughout the educational process. While some researchers argue that the educational system fails children from lower socioeconomic families, others argue that lower class families fail in assuring their children a successful educational experience. Develop, and support with evidence from readings and lectures, an argument about the three most important mechanisms, rank-ordered, that link children’s social class origins to their educational attainments.

2. Four models we discussed ??" from Lareau, Eder, Alexander, and the Wisconsin School, respectively ??" all analyze the relationship between children’s family’s social class and children’s educational outcomes/success. How does each model illustrate the origin to destination relationship? Discuss the main themes and findings of each model. What variable(s) and factors does each model include that the other overlooks? Integrate one reading of your choice to your analysis on how social class of families impact school-related processes and educational outcomes.

3. Summarize Waite’s main argument in her article, “Does Marriage Matter?” What evidence does she cite to support it? What are the biggest potential weaknesses of her argument?

4. “Children raised without their fathers run serious risks,” says McLanahan in “Life Without Father.” According to McLanahan, what kinds of risks are such children more susceptible to, and why? How do the findings of Biblarz and Raftery modify or condition some of McLanahan’s conclusions?

Answer all the four question
ASA

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Essay Instructions: An Instensive analysis of a court case.
5 components should be in this paper:
1. Brief Summary of the case
2. Major issues involved
3. Outcomes/Conclusions
4. Application to your school/office (As an administator)
5. personal opinion of the case using the doctrine of reasonableness test.

Doctrine of Reasonableness Test is as follows:
The Reasonableness Test

School officials are granted broad powers to establish rules and regulations governing student conduct in the school setting. These powers, however, are not absolute. They are subject to the standard of Reasonableness.

Generally, rules are deemed to be reasonable if they are:

? Necessary to maintain an orderly and peaceful school environment
? Necessary to advance the educational process

The courts have struggled to define the scope of the Fourth Amendment in this regard. Generally, in determining the enforceability of policies, rules, and regulations, they require:

1. Sufficient justification by school authorities of the need to enforce the policy, rule or regulation.
2. Rules that are not so broad and nebulous as to allow for arbitrary and inconsistent interpretation.
3. Rules that are not vague and ambiguous in meaning or application.
4. Rules that provide students with adequate information regarding expected behavior.
5. Students of average intelligence will not guess at their meaning.
6. Fair and reasonable exercise of administrative authority will stand judicial scrutiny.
7. A ?balancing of the need to search against the invasion which the search entails.? The level of suspicion required is balanced against the intrusiveness of the search.

Rules must be assessed in the context of their application. Whether or not a rule or regulation is legally defensible depends on the fact situation.

Loco Parentis has limitations. Teachers and other school staff do not fully occupy the place of the parent. This requires the prudence on the part of school officials i.e., the actions of the school authorities must be consistent with those of the average parent under the same or similar circumstances.

Students are subject to reasonable rules and regulations but they do enjoy personal rights that must be recognized and respected by school officials.

There is a sliding scale in which the less intrusive the search requires less demanding procedural requirements for the search to be ?reasonable."

Essay Instructions: Imagine a college or university with no desktop computers for students to use. Rather, the school would be wired through a large LAN. Each student would have a notebook computer that could be plugged into the network at anytime. Jacks to plug into the network would be provided almost everywhere - in the library, in all classrooms, in the student lounge, in dorm rooms, everywhere students can go - and wireless access to the network would also be provided. How would this system change the educational process?