:
Write a critique of a community-based approach to sustainable development featured in an article chosen by you from
one
of the following
ejournals
held in the USQ library.
• Community Development
• Community development journal
• Journal of community practice l
The choice of the article is entirely yours;
however
ensure that you select a suitable article for this assignment. Teaching staff
are
not at liberty to judge the suitability of your selection, as this is a component of the assessment. The article must only be selected from one of the three prescribed
ejounals,
and no other.
Content must report on the approach taken to a particular situation encountered in practice. It must
not
be hypothetical or a meta-analysis of general practice elements, such as networking or social capital. For example, the following article taken from the Journal of Community Practice is not an appropriate choice:
CDS1000 - Community Welfare and Development Assignment 1 Critique Weighting: 50% Word Limit:1500 words Due Date: 21st December 2017 Summary: Write a critique of a community-based approach to sustainable development featured in an article chosen by you from one of the following ejournals held in the USQ library. •Community Development •Community development journal •Journal of community practice l The choice of the article is entirely yours; however ensure that you select a suitable article for this assignment. Teaching staff are not at liberty to judge the suitability of your selection, as this is a component of the assessment. The article must only be selected from one of the three prescribed ejounals, and no other. Content must report on the approach taken to a particular situation encountered in practice. It must not be hypothetical or a meta-analysis of general practice elements, such as networking or social capital. For example, the following article taken from the Journal of Community Practice is not an appropriate choice: Aguilar, J., & Sen, S. (2009) Comparing conceptualizations of social capital. Journal of Community Practice, 17(4). 424-443. DOI: 10.1080/10705420903299979 It is highly recommended that you familiarise yourself with the procedure for searching the Library catalogue. Undertake the online Library tutorials or contact the Library Help Desk should you need assistance using the catalogue. Structure: Take particular note of how the case in the article you have chosen is presented, analysed and discussed. These observations need to aid your critique. The marking scheme provides the basic structure for the assignment. The specific criteria serve as prospective headings. The critique must be shaped into a coherent narrative, and not simply form a series of disconnected responses to the criteria. You must adhere to the 1500 word limit. There is a 10% tolerance. Appendices, diagrams, direct quotes, face page, figures, page numbers, reference list, and tables are not included in the word count. Headings and in-text citations are counted. Ensure that you undertake the online Library tutorials on writing and referencing before drafting the assignment. Marking Scheme Twenty-five percent of the mark for this assignment is based on the general marking criteria. The remaining 75% of marks are based on the specific criteria. Specific Marking Criteria Notes Mark (%) Description of the key issue addressed and rationale for addressing it. The description and rationale will serve as your introduction. Include any archival (reports, scholarship, etc.) or empirical (statistical) evidence used in the article to justify the need to address the issue. 15 Identification of the organisation, description of the specific program designed to address the issue, and analysis of the salient cultural, economic, political and social factors exerting an influence on the context of service delivery. Review module 3 and chapter 2 of the text for a response to this criterion. Discuss the potential influence of possible factors if none are specifically highlighted in the article. 15 Identification of, and justification for, the chief theoretical perspective informing the approach. Base your response to this criterion on the theoretical perspectives discussed in chapter 3 of the text and module 4. 15 Identification and assessment of community development principles, and the level of match between these and chief theoretical perspective. Refer to the principles listed in module 2 and reading by Ife in your assessment. Carefully consider the degree of consistency between principles and perspectives in the approach taken. 15 A conclusion about the effectiveness of the approach taken to address the issue. You must come to a conclusion about whether or not the outcome was successful based on your understanding of the principles and perspectives underlying the approach to community development reported in the article, and not just on the opinion of the article’s author(s). 15 TOTAL COMMENTS/FEEDBACK General Marking Criteria Notes Mark (%) Approach to written content The extent to which you have presented a balanced account of the issues, based on evidence derived from scholarly sources. It is not sufficient to simply describe or restate the views and conclusions of others. /5 Rigour The extent to which you have researched and reviewed the literature on the subject. It is not enough to simply reference the prescribed text and readings. /5 Literacy The extent to which your writing is fluent and free of grammatical and spelling errors. Emphasis is placed on clarity of expression and argumentation. /5 Organisation The extent to which you have ordered your views. Your points should be well integrated, coherent, and sequential. Use headings and sub-headings as necessary. An introduction and conclusion is essential. /5 Referencing The extent to which you have accurately referenced all sources in accordance with the APA referencing system. Do not use modules as references. /5 TOTAL COMMENTS/FEEDBACK Essay Outline Introduction (200) · Give an explanation about what the community based approached mean and why it is needed in the community. · Explanation on sustainable development and why it is needed in the community. Body (1000) 1. Benifits Of Community bsed approach I'm unsure if it's too early to make comments here as we as a class are not perhaps all ready yet? However I am travelling at present and hope it is ok. I enjoyed the film and admit to feeling confronted by some of the issues residents of the park were facing. The need for assistance in completing census forms highlighted the literacy challenges that some were experiencing along with requiring help to comprehend and complete resumes. I could almost feel the levels of inadequacy and lack of self confidence that some expressed when they reported initially feeling very hesitant to connect with other people. I did identify some community development workers such as the literacy worker who assisted with a resume and putting it on disc so the woman could access it in the future. Also the health worker 'Narelle' who was integral in getting a funded role for 'Jules' to assist with filling out the Census. Also the Save the Children mobile play scheme providing many enriching opportunities for children and their carers. I felt that mainly a process approach was unfolding as this community saw various needs and set about empowering itself. It reflected the key theme of subsidiarity as mentioned in Kenny (2017) whereby power rises up from local people who respond to local needs. I look forward to part B of this film and do wonder what will happen to the people living at the park if they had to leave through no fault of their own. I say this because for some it appeared to be a place where they experienced deep emotional healing in a safe environment to grow and t Page 1 of 4 Food Landscapes: Cooking, Community Service and Art-Making with Teens FROM THE FIELD Food Landscapes: Cooking, Community Service and Art-Making with Teens Kate Agnellia, Elizabeth P. Cramera, Melanie L. Buffingtonb, Jessica Norrisb, and Luke Meekenb aSchool of Social Work, Virginia Commonwealth University, Richmond, VA, USA; bDepartment of Art Education, Virginia Commonwealth University, Richmond, VA, USA ABSTRACT In this article, we describe Food Landscapes, an interdisciplin- ary program involving youth who live in an urban community identified as a food desert. Food Landscapes combined socially engaged art-making, cooking, community engagement, and community service to open dialogue with youth about food justice and equity, the meaning of community, and the forma- tion of meaningful relationships between youth and commu- nity members who have disabilities. We describe the program and discuss the theory and model bases for the program and lessons learned during program implementation. KEYWORDS Community-based research; community organization; food security; inclusion; neighborhood-based organizations; urban problems Introduction Food deserts are an increasingly recognized problem in community practice. Areas in which at least 33% of the population has limited access to a variety of healthy, affordable food are considered food deserts (Dutko, Ver Ploeg, & Farrigan, 2012), and high poverty rates, high unemployment rates, minority status, limited transportation options, and residents’ low educational attainment and income levels are associated with living in a food desert (Hilmers, Hilmers, & Dave, 2012). Communities far from major chain supermarkets have higher rates of obesity, diabetes and other metabolic disorders, and heart disease (Lamichhane et al., 2012). Food deserts often create food insecurity for the community, a stressful experience for people of not knowing where their food will come from (Food Policy Task Force, 2013). Residents of these areas who have chronic health conditions and disabilities are particularly at risk for the negative health effects of living in a food desert (Brown, Vargas, Ang, & Pebley, 2008), as are children and youth (Lamichhane et al., 2012). Mirroring national trends, the Fulton neighborhood in Richmond, Virginia, the focus of this article, is among the largest food deserts in the country for cities of its size and has poverty rates between 43% and 69%. As a whole, Richmond has high rates of obesity, heart disease, and diabetes, and CONTACT Kate Agnelli
[email protected] P.O. Box 19483, Richmond, VA 23221-9483. JOURNAL OF COMMUNITY PRACTICE 2016, VOL. 24, NO. 2, 205–214 http://dx.doi.org/10.1080/10705422.2016.1168757 © 2016 Taylor & Francis has a higher than average rate of food insecurity (national and state averages are 16.6 and 11.8 respectively; Food Policy Task Force, 2013). Additionally, Richmond is home to a large percentage of the state’s population with intellectual and physical disabilities, factors that increase the likelihood of food insecurity (Food Policy Task Force, 2013). This article describes an innovative program for teenagers called Food Landscapes, which took place at the Neighborhood Resource Center (NRC) in Fulton. The NRC offers a variety of programming for children and adults, including a sliding-scale Montessori preschool, afterschool tutoring, employ- ment services, and financial coaching. An afterschool supper for the youth in the tutoring program is essential because of the food insecurity in the area. The Food Landscapes program grew out of the context of the neighborhood as a food desert, a fact that particularly affects the lives of children and individuals with disabilities. The older NRC youth (ages 12 and up) expressed an interest in working on a project with cooking, art-making, and community service components, and because staff members noticed that youth who attended NRC programming for several years were aging out of existing programs, Food Landscapes presented an opportunity to keep them engaged. The growing focus on food justice in community practice was a central part of this program, and the program’s development was informed by the food justice movement and the goal of raising youth awareness of food issues in their communities. Additionally, the proximity of the NRC to Transitions, a local day support center for adults with disabilities, gave program facilitators the chance to include individuals with disabilities in cooking and art-making, and to