The Middle Ages in Europe are often seen as a backward period, especially when compared to the ancient world of Greece and Rome, while others often see the Middle Ages as an era of vibrancy and growth. With this mind and focusing on at least three of the four course themes of government, religion, gender, and social class, were the High Middle Ages in Europe between 1000 and 1300 a period of decline, a period of growth, or a mixture of the two?

The Middle Ages in Europe are often seen as a backward period, especially when compared to the ancient world of Greece and Rome, while others often see the Middle Ages as an era of vibrancy and growth. With this mind and focusing on at least three of the four course themes of government, religion, gender, and social class, were the High Middle Ages in Europe between 1000 and 1300 a period of decline, a period of growth, or a mixture of the two?  
Suggestion for formulating a clear answer: Instead of just describing the Middle Ages in Europe between 1000 and 1300, explain for each selected course theme whether or not it is proof that the Middle Ages in Europe between 1000 and 1300 were a period of decline, a period of growth, or a mixture of the two. Then based on your conclusions for each theme, come to your general conclusion about whether the Middle Ages in Europe between 1000 and 1300 were a period of decline, a period of growth, or a mixture of the two.

Simple Regression Analysis looks at the relationship between a single independent variable and a dependent variable. Multiple Regression Analysis looks at the relationship between more than one independent variable and a dependent variable.  1) What measures may be used to evaluate the quality of the relationship between independent variables and the dependent variable? 

Simple Regression Analysis looks at the relationship between a single independent variable and a dependent variable. Multiple Regression Analysis looks at the relationship between more than one independent variable and a dependent variable. 
1) What measures may be used to evaluate the quality of the relationship between independent variables and the dependent variable? 
2) What measures may be used to evaluate the relationship between all of the independent variables and the dependent variable?

Vaccines were first introduced in the 20th century, and since then, several controversies have emerged regarding the safety of immunizations, such as who, when, and why people should be vaccinated. One of such controversies is vaccinating children before they go to school. Do you think parents should have the choice regarding vaccinating their children before they go to school and are around other children? Should religious and personal beliefs be considered?

Vaccines were first introduced in the 20th century, and since then, several controversies have emerged regarding the safety of immunizations, such as who, when, and why people should be vaccinated. One of such controversies is vaccinating children before they go to school. Do you think parents should have the choice regarding vaccinating their children before they go to school and are around other children? Should religious and personal beliefs be considered? Provide a rationale for your response. 

Imagine that you are carrying out a public health surveillance of obesity in your community, and you find out that one race and age group seems to have a consistent burden of disease compared to the other groups. If you were a public health official, what would be a logical next step you would take to address this?

For this assignment:
Imagine that you are carrying out a public health surveillance of obesity in your community, and you find out that one race and age group seems to have a consistent burden of disease compared to the other groups. If you were a public health official, what would be a logical next step you would take to address this?
This assignment must be minimum of 2 pages not including title page and the reference page. 

Demonstrate the skills necessary to advocate for a variety of individuals and groups in order to promote social change

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HUMN 6000: Foundations of Graduate Study in Human Services
Outcomes and Alignment Chart

University Outcomes
1. Facilitate positive social change where they work, in their communities, and in society.
2. Use their knowledge to positively impact their profession, communities, and society.
3. Demonstrate a commitment to lifelong learning.
4. Apply their learning to specific problems and challenges in their workplace and professional settings.
5. Demonstrate information literacy.w
6. Demonstrate an understanding of the methods of inquiry used in their professional or academic field.
7. Practice legal and ethical integrity in their professional work.
8. Effectively communicate their ideas and the rationale behind them to others.
9. Support diversity and multiculturalism within their profession, communities, and society.

*Information literacy is defined as the ability to know when there is a need for information, and being able to identify, locate, evaluate, and
effectively use that information for the issue or problem at hand.

Social Change Features

1. Scholarship—The ability to employ trustworthy, effective research strategies that could be used to find answers to

significant questions along with the ability to locate and assess the research findings and claims of others
2. Systems Thinking—The ability to analyze a set of inter-related causes and effects that can be applied to finding
solutions to complex social problems

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3. Reflection—The ability to examine and assess one’s owns skills, strengths, weaknesses, and contributions and to
similarly evaluate one’s team and partners in ways that can contribute to improved efficacy

4. Practice—The skills needed to plan, execute, manage, and evaluate a practical project to improve conditions or

seize an opportunity that would advance the common good
5. Collaboration—The ability to identify and connect with stakeholders, resources, experts, useful networks, and
potential partners combined with the personal skills needed to work with others on joint projects

6. Advocacy—The ability to deploy strategies and actions appropriate to raising awareness in others around an issue

or opportunity that calls for a response from them
7. Civic & Political Engagement—The skill to work with policy-makers at various levels in government, professional
organizations, and institutions to bring about improvement in rules, laws, policies, or practices

8. Ethics—The development of and commitment to a personal set of values, principles, attitudes, and personal

responses in relating to one’s own responsibilities to others and to the wider world
9. Leadership—The skill to guide, empower, facilitate, and assess the work of others along with the ability to inspire
and motivate their efforts toward the common good

Program Outcomes

1. Demonstrate the skills necessary to advocate for a variety of individuals and groups in order to promote social

change
2. Evaluate human services related scenarios in order to determine appropriate needs and solutions
3. Communicate effectively with diverse groups of individuals
4. Demonstrate an understanding of the history of the human services profession in relation to its impact on the

practice of human services
5. Analyze the appropriateness of human services practice for diverse individuals and groups
6. Advocate for the needs of diverse populations in order to promote positive social change
7. Develop a professional identity as a human service professional practitioner

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Course Outcomes
1. Review requirements for successful participation in an online curriculum
2. Apply strategies, resources, and tools for success in graduate studies
3. Develop a foundation for academic and professional success as an advanced human services professional

practitioner
4. Apply scholarly writing and research skills on human services topics

Weekly Objectives Alignment Chart
Week 1: Your Home in the
Classroom, Your Home in
the Profession

Met In
(D#/A#
/Other)

Course
Outcome(s)

Program
Outcome(s)

Social
Change
Feature(s)

University
Outcome(s)

Explain professional goals
and aspirations as an
advanced human services
professional practitioner

D 3 7 3, 8 3, 7

Locate academic and
technical policy information
for success in the online
classroom

Q 1 1 1, 2, 3, 4, 5,
6, 7, 8, 9

1, 2, 4, 7, 8, 9

Identify solutions to common
problems in online learning

Q 1, 2 1 1, 2, 3, 4, 5,
6, 7, 8, 9

1, 2, 4, 7, 8, 9

Week 2: Graduate-Level
Skills of the Practitioner

Met In
(D#/A#
/Other)

Course
Outcome(s)

Program
Outcome(s)

Social
Change
Feature(s)

University
Outcome(s)

Analyze the effects of
professionalism in behavior
and communication

D 3 3 2, 3, 4, 5, 6,
7, 9

1, 8

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Compare behavior and
communication standards in
professional and academic
settings

D 3 3 2, 3, 4, 5, 6,
7, 9

1, 8

Paraphrase the main points
of an article

A 2, 4 1, 3 1, 2, 3, 4, 5,
6, 7, 8, 9

1, 2, 4, 7, 8, 9

Apply APA style and
scholarly writing principles

A 2, 4 1, 3 1, 2, 3, 4, 5,
6, 7, 8, 9

1, 2, 4, 7, 8, 9

Analyze the scholarly writing
process

A 3 3 2, 3, 4, 5, 6,
7, 9

1, 8

Week 3: Research
as a Tool for Expanding
Your Reach

Met In
(D#/A#
/Other)

Course
Outcome(s)

Program
Outcome(s)

Social
Change
Feature(s)

University
Outcome(s)

Rewrite academic writing to
add supporting evidence

D 4 1 1, 2, 3, 4, 5,
6, 7, 8, 9

1, 2, 4, 7, 8, 9

Explain the purpose of
research-based support in
graduate education

D 4 1 1, 2, 3, 4, 5,
6, 7, 8, 9

1, 2, 4, 7, 8, 9

Describe database search
processes for scholarly
articles

D 2, 4 1 1, 2, 3, 4, 5,
6, 7, 8, 9

1, 2, 4, 7, 8, 9

Analyze professional
experiences in the context of
research

D 3 7 3, 8 3, 7

Summarize results of a
graduate skills assessment

A 3 7 3, 8 3, 7

Develop a plan for
addressing gaps in graduate
skills

A 3 7 3, 8 3, 7

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Week 4: Scholarly Writing I:
APA Paraphrasing

Met In
(D#/A#
/Other)

Course
Outcome(s)

Program
Outcome(s)

Social
Change
Feature(s)

University
Outcome(s)

Prepare questions about
scholarly writing and the
graduate experience

D 2 3 2, 3, 4, 5, 6, 7,
9

1, 8

Answer colleagues’ questions
based on research,
experiences, and knowledge

D 2 3 2, 3, 4, 5, 6,
7, 9

1, 8

Critically respond to a scholarly
article

A 4 3 2, 3, 4, 5, 6,
7, 9

1, 8

Analyze professional
experiences in the context of
research

A 3 7 3, 8 3, 7

Week 5: Scholarly Writing
II: Your Voice

Met In
(D#/A#
/Other)

Course
Outcome(s)

Program
Outcome(s)

Social
Change
Feature(s)

University
Outcome(s)

Critique colleagues on
scholarly writing using
constructive feedback

D 3 3 2, 3, 4, 5, 6,
7, 9

1, 8

Identify resources and
strategies to support scholarly
writing development

D 2 1, 3 1, 2, 3, 4, 5,
6, 7, 8, 9

1, 2, 4, 7, 8, 9

Analyze a human services–
related problem through
scholarly research

A 3 2 1, 2, 4, 6, 8 2, 4, 5, 6, 7, 9

Write a scholarly paper A 4 3 2, 3, 4, 5, 6,
7, 9

1, 8

Week 6: Looking Back,
Looking Forward

Met In
(D#/A#
/Other)

Course
Outcome(s)

Program
Outcome(s)

Social
Change
Feature(s)

University
Outcome(s)

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Examine progress as an
advanced human services
professional practitioner and
graduate student

D 3 7 3, 8 3, 7

Analyze a scholarly identity D 3 7 3, 8 3, 7
Describe plans for continued
academic development

D 2, 3 7 3, 8 3, 7

Apply feedback and self-
editing skills to revise a
scholarly paper

A 4 1, 3 1, 2, 3, 4, 5,
6, 7, 8, 9

1, 2, 4, 7, 8, 9

Legend
D = Discussion
Q = Quiz
A = Assignment