two community and service hmw

1.

Please complete this assignment after reading the Daffodil Principle and Starfish

THE POWER OF ONE

Read The Starfish Parable and The Daffodil Principle. Let’s look at each of these individually:

A) The Starfish Parable. What does it mean to you? Just a story? a metaphor for something bigger? Is there anything in your life that it makes you look at differently than you did before you read it?

B) The Daffodil Principle. Again, what is the message conveyed by this story? What are some similarities in message between all of these stories? What are some differences?

Post responses to Forum. Thanks. DR. S

Here is the grading criteria:

Discussion of Starfish–15

Discussion of Daffodil–15

Writing Competency–5

2.

Pay it Forward Assignment in the doc.

Starfish

The

Starfish Story

There was a man who lived along the ocean. One morning, at about 5:00 a.m. when he could sleep no longer, he decided to take a walk along the beach. It was a foggy morning, and the first rays of sunlight were slipping above the horizon. The man enjoyed the walk. It was as if the beach belonged to him. He glanced down on the beach and saw a figure that seemed to be dancing. He wondered why anyone would be on the beach so early; his curiosity caused him to quicken his pace. As he drew nearer, he realized that the figure was that of a young man, and he wasn’t dancing – he was throwing something into the water. As he drew very close, he realized that the young man was picking starfish off the beach and was tossing them back into the water.

“Why are you throwing starfish into the water?” “The tide is going out, the sun is rising, and the starfish that are left on the beach will surely die,” said the young man, continuing on his task. “But that’s such a waste of time and energy! There are so many starfish, and there are miles and miles of beach. What difference does it make?”

The young man thought for a moment. He reached down to pick up a starfish and said, “It makes a difference….to this one.”

The

Daffodil Principle

THE DAFFODIL PRINCIPLE

Several times my daughter had telephoned to say, “Mother, you must come see the daffodils before they are over

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” I wanted to go, but it was a two-hour drive from Laguna to Lake Arrowhead. “I will come next Tuesday, “I promised, a little reluctantly, on her third call. Next Tuesday dawned cold and rainy. Still, I had promised, and so I drove there. When I finally walked into Carolyn’s house and hugged and greeted my grandchildren, I said, “Forget the daffodils, Carolyn!

The road is invisible in the clouds and fog, and there is nothing in the world except you and these children that I want to see bad enough to drive another inch!”

My daughter smiled calmly and said, “We drive in this all the time, Mother.” “Well, you wont’ get me back on the road until it clears, and then I’m heading for home!” I assured her. “I was hoping you’d take me over to the garage to pick up my car.” How far will we have to drive?”

“Just a few blocks,” Carolyn said. “I’ll drive. I’m used to this.”

After several minutes, I had to ask, “Where are we going? This isn’t the way to the garage!” “We’re going to my garage the long way, “Carolyn smiled, “by way of the daffodils.” “Carolyn, I said sternly, “please turn around.” It’s all right, Mother, I promise. You will never forgive yourself if you miss this experience.

After about twenty minutes, we turned onto a small gravel road and I saw a small church. On the far side of the church, I saw a hand-lettered sign that read, “Daffodil Garden.” We got out of the car and each took a child’s hand, and I followed Carolyn down the path. Then, we turned a corner of the path, and I looked up and gasped. Before me lay the most glorious sight. It looked as though someone had taken a great vat of gold and poured it down over the mountain peak and slopes. The flowers were planted in majestic, swirling patterns-great ribbons and swaths of deep orange, white, lemon yellow, salmon pink, saffron, and butter yellow. Each different-colored variety was planted as a group so that it swirled and flowed like its own river with its own unique hue. There were five acres of flowers.

“But who has done this?’ I asked Carolyn.

“It’s just one woman,” Carolyn answered. “She lives on this property.”

“That’s her home.” Carolyn pointed to a well-kept A-Frame house that looked small and modest in the midst of all the glory. We walked up to the house. On the patio, we saw a poster. “Answers to the Question I Know You Are Asking” was the headline. The first answer was a simple one. “50,000 bulbs,” it read. The second answer was, “One at a time, by one woman. Two hands, two feet, and very little brain.” The third answer was, “Began in 1958.

There it was. The Daffodil Principle. For me, that moment was a life-changing experience. I thought of this woman whom I had never met, who, more than forty years before, had begun-one bulb at a time-to bring her vision of beauty and joy to an obscure mountain top. Still, just planting one bulb at a time, year after year, had changed the world. This unknown woman had forever changed the world in which she lived. She had created something of ineffable(indescribable) magnificence, beauty, an inspiration.

The principle her daffodil garden taught is one of the greatest principles of celebration. That is, learning to move toward our goals and desires one step at a time-often just one baby-step at a time-and learning to love the doing, learning to use the accumulation of time. When we multiply tiny pieces of time with small increments of daily effort, we too will find we can accomplish magnificent things. We can change the world.

It makes me sad in a way, “I admitted to Carolyn. “What might I have accomplished if I had thought of a wonderful goal thirty-five or forty years ago and had worked away at it ‘one bulb at a time’ through all those years think what I might have been able to achieve!”

My daughter summed up the message of the day in her usual direct way. “Start tomorrow,” she said. It’s so pointless to think of the lost hours of yesterday. The way to make learning a lesson of celebration instead of a cause for regret is to only ask, “How can I put this to use today?”..

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Last modified: Sunday, 13 January 2013, 11:35 AM

Pay

it Forward Assignment

Pay It Forward Assignment

Much has been written in recent years about the use of feature films in teaching social and ecological systems

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Most of those who recommend using feature films to teach the various systems justify this technique as a form of experiential learning. These films help to bridge the gap between the abstract concepts of sociologists and the concrete realities of the social world. This film contains a vast repertoire of other people’s experiences and perspectives; consequently, a number of interpretive sociologists specifically argue that films of this nature promote verstehen, enabling students to participate vicariously in diverse interactions and situations.

In connection with this movie, it is useful to use a social systems framework for understanding our community. When we do this we view a community as a social system composed of a number of subsystems (for example, neighborhoods or businesses or agencies existing in the same physical space and that are all linked together by some common goals). We can also look at a community as a subsystem of the state in which it is located. In addition, human beings are individual (not social) systems in their own right, but are also subsystems of their communities. We know from our experience that a community can further the growth and development of an individual or family, or it can limit or even destroy that subsystem’s progress. As “make a difference persons” we continually shift back and forth between attention to individuals, subsystems, and to the larger system (community or state, etc) of which they are a part. This ability to look at multi levels sequentially and/or simultaneously is a hallmark of community change efforts.

Now a brief look at “Change Agents”. The make a difference person (change agent) is the person who undertakes to change the situation (for example, Trevor). By the way, I really don’t like the title “change agent” it appears too formal and stiff for me. I want something more warm and fuzzy—like “the make a difference” person. So the make a difference person may also be the person who identifies a problem or seeks a change opportunity. A client system (such as an individual, family, group, organization, or community that subsystem experiencing a problem or a struggle that is recognized by the make a difference person) may bring the situation to the attention of the “Make a Difference Person.” The target system is the one we seek to change, the target of our intervention. The action system includes all those who assist in bringing about change.

Here’s the deal with Pay it Forward. After watching this film, I want you to analyze it from: 1) the perspective of the course concepts – and 2) the perspective of a “make a difference person”—and critique the idea of pay it forward.

The course concepts

•Identify at least one example of all 5 concepts.

Looking through the lens of a “make a difference person”:

•You are familiar with applying the course concepts to a given situation, however, you are probably not familiar with the idea of applying ideas as an agent of change. So please •start with the main characters and identify what he/she is trying to change

•Identify the client system

•what/who is the target system and

•identify the action system.

•Include all the others who are instrumental in the idea of pay-it-forward.

•With each person or situation, please identify the make a difference person, client system, target system and action system and designate the various roles involved in the change effort. This assignment will be discussed on Forum for all to read.

Critique the Concept of Pay it Forward:

•Critique the concept of the “pay it forward” idea

•Could it work in the US?

•Your community?

•Your life?

•What might be the positive experience for the volunteer

•What might be the negative experience for the volunteer

Like our understanding of individuals, our understanding of communities is enhanced when we look at them from different theoretical perspectives. Each perspective can help us understanding what occurs in our communities.

Here is something for you to mull over in your minds: Which of the following theories is most useful in understanding the pay-it-forward situations? Ecological Theory, Social Systems Theory, Human Behavior Theories?

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Please see the movie, Pay It Forward, and respond to the assignment.

Here is the grading criteria:

Summary of the movie–10

Identification and discussion of the “change agent” process–15

Analysis of the course concepts–15

Discussion of the Pay it Forward philosophy–10

Writing Competency–5

Mini-Lecture

for week 5

Course Outline–Week 5

BECOMING AN EFFECTIVE AND CARING VOLUNTEER–Continued from week 4

Mini-Lecture: Welcome to Week 5.

It is useful to use a social systems framework for understanding our community. When we do this we view a community as a social system composed of a number of subsystems (for example, neighborhoods or businesses or agencies existing in the same physical space and that are all linked together by some common goals). We can also look at a community as a subsystem of the state in which it is located. In addition, human beings are individual (not social) systems in their own right, but are also subsystems of their communities. We know from our experience that a community can further the growth and development of an individual or family, or it can limit or even destroy that subsystem’s progress. Consequently, it is important to understand that our community has had a rather profound effect on our personal development. So this week we also look at what influences have shaped our lives and helped us develop into the person we are today. A reflective look at ourselves is an assignment of significant importance.

It is understandable that people want to change some things about or in their community and can be referred to as “change agents”. That term is a little impersonal for me. It’s a pretty stiff and stoic term for what we may feel strongly on an emotional level. I want something more warm and fuzzy—like “the make a difference” person so I would like to “change” the term to “make a difference person”.

In reality our volunteer work is an attempt to change something. Either making someone’s life, or some piece of their life, or the life experience in our community better–to MAKE A DIFFERENCE. So volunteers (and others) become change agents. We may also endeavor to change entire community views on a particular topic or concern or we may want to change a condition or situation that exists in our community. So we begin the process. In some situations we can do it by direct contact–person to person. In some other situations (like broad community change) we have to have helpers and so we form coalitions with others who wish to see the same changes occur so that we can impact conditions that require multi-level or higher level change.

As “make a difference persons” we continually shift back and forth between attention to individuals, subsystems, and to the larger system (community or state, etc) of which they are a part. This ability to look at multi-levels sequentially and/or simultaneously is a hallmark of community change efforts. This becomes a pretty sophisticated process but one that we should not back away from because we may not know what to do right now to change things. We learn as we move forward and that is a very satisfying experience. Broad based community change takes a lot of effort and many people to eventually join in the movement. Often it moves slowly and sometimes almost seems to falter and fail. We must not lose hope when this happens. Most often, as Margaret Mead stated, it takes a small group of dedicated individuals who do not give up on their dream.

Please keep the idea of MAKING A DIFFERENCE in mind. Isn’t that what most of us want to contribute–to make a difference in some way for some person, group of people, etc? I hope you never lose track of this. So we continue the focus on community and the effects of committed people who want to make a difference. In addition, the activities of this, and next week, include activities and assignments that help us focus on our own skills and approach to volunteering. While many of you have already begun your volunteer work, there is much to be learned from looking closely at ourselves and asking what characteristics, attitudes, and skills make our helping efforts most effective.

Now a brief look at the “Change Agent” idea. The make a difference person (change agent) is the person who undertakes to change the situation (for example, Trevor, in Pay it Forward). The approach also includes a category called the “client system” (such as an individual, family, group, organization, or community subsystem experiencing a problem) which becomes the focus of attention of the “make a difference person”. Another entity in the approach is the “target system” this is the system we seek to change, the target of our intervention. Often the “client system” becomes the “target system”. The action system includes all those who assist in bringing about change. This system is comprised of all those we solicit to help or those who volunteer to help us in our efforts.

So in the Pay it Forward assignment you are asked to work with this idea. Identifying the helping process in terms of systems interacting with systems is a helpful way to keep our helping efforts organized and describes the process so we–and others–can understand it easier.

The 5 concepts of the Course Perspective are really important as we look at our volunteer work and relate it to the community as a whole.. Hopefully all of us will begin to see the real existence and application of those concepts in producing stronger, more productive, and happier people, families, and communities. If we can see how important it is to have these concepts as operating principles in families and communities then we must think of ways that we can help others recognize their value and put them into the activities of their daily lives as well.

While we may recognize the significant value of these concepts operating in our world, we have, for the most part been raised to be independent, self sufficient and to manage our own lives “without” much help from others. There is nothing at all wrong with this approach. In fact, it is an essential factor in fostering true interdependence. Unless we have strong people we cannot activate the concept of interdependence effectively.

As an example, consider a marriage relationship or other intimate relationship where people become interrelated, interconnected and interdependent and implement reciprocity and transactions. If one of both of the partners is strongly dependent how strong will the marriage be? Dependency relies on others to take care of us and replace what is missing or not yet developed in our own personalities. If we are mostly dependent on others how and what can we contribute to the strength of the marriage or relationship? Consequently, the strongest marriages are those where both partners are strongly independent and capable of conducting life on their own. They come together intentionally to form a family. They “choose” to share life with someone else. They “choose” to be vulnerable and open and let another into their most private selves and the 5 concepts become part of their lives together. Does this mean there are not problems dealing with such independent personalities–no, however, the strength that the two bring to the relationship is the stuff that strong families need to build and grow and flourish.

Consider the alternative. Two very dependent people find commonality in their dependency and are attracted to one another because they “have so much in common” ie., their ineffective dependency on each other. They see each other as understanding, caring, sensitive to each other’s needs, however, they are so dependent upon the other that they have little strength to build upon. Neither can meet the needs of the other and neither is able to begin to meet their own needs. What is present is the mutual dependency which is weak and demanding and places high expectations on the other. They “lean” heavily on each other and eventually the relationship collapses. The moral of this story is simple. Be grateful for being raised to be independent and strong. You can then begin to learn how to become truly effective interdependently. Mutual interdependence does not–never has–meant total mutual dependency. Mutual interdependence is simply is a fact of life for everyone. It comes from a strength perspective and not a position of weakness. So much for that as a rationale for really “seeing” the 5 concepts and how they might operate to guide our thinking.

So, as you read and write this week’s assignments please let me challenge you to reflect honestly and as completely as you can on what qualities an effective volunteer should possess, how to keep the course perspective in mind, and defining yourself to the degree that you can as a “make a difference person”.

Activities will follow next week to help you to focus more on some of these. You may notice that there is not a set of readings this week. That is not an oversight. Readings will become fewer (but not disappear) over the remaining weeks of our time together and our focus will shift intentionally to the organization and process of looking at our volunteer activities and to begin the construction of the integrative paper and web site. So best wishes. Thanks

FAQs:

Volunteer Service Plan (when you start your volunteer work)

Weekly Activity Report (to report your volunteer hours at the end of the semester)

Important on-going tasks to keep in mind:

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Your volunteer activity

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Your Integrative Paper topic