Homework answers / question archive / Students will select one of their projects to revise from this semester per the guidelines for the portfolio for MPA students (see the materials that students were provided by the MPA director on the e-Portfolio)

Students will select one of their projects to revise from this semester per the guidelines for the portfolio for MPA students (see the materials that students were provided by the MPA director on the e-Portfolio)

Writing

Share With

Students will select one of their projects to revise from this semester per the guidelines for the portfolio for MPA students (see the materials that students were provided by the MPA director on the e-Portfolio). Students will turn in the following:

1.) The revised product. (Attached, revised and the before and after file)

2.) A 3 paragraph reflective essay identifying one of the MPA competencies and describing how the assignment meets the standards for the competency.

3.) A memo discussing what changes were made and why.

MEMORANDUM TO: FROM: DATE: July 31, 2021 SUBJECT: Program Evaluation | Revision and Portfolio Reflection MPA Needs Assessment & Asset Map I created a Needs Assessment & Asset Map for the College of Agriculture Our Work Seminars. The Our Work Seminars are a unique program to the college where the Student Services Office highlights an alumni or program within the college connecting them with an audience of undergraduate students. There is an interview portion followed by a question-and-answer session. Many of the featured companies are looking to connect with students and are recruiting for internships and employment opportunities. A data collection tool was created to conduct a needs assessment focusing on undergraduate students in the College of Agriculture to gain more information on how to increase attendance with the long-term goal of creating more connections between companies and students. Core Competency Analyze, Synthesize, Think Critically, Solve Problems, & Make Decisions The Needs Assessment & Asset Map for the College of Agriculture Our Work Seminars helped me analyze, synthesize, think critically, solve problems, and make decisions. During this assignment, an electronic survey and semi-structured focus group was designed to collect relevant information to understand correctly why undergraduate student attendance is low in Our Work Seminars. Two stakeholder groups are to be interviewed: 1. Undergraduate students who attended at least one Our Work Seminar in the last three years (2017-2020) and 2. All undergraduate students in the College of Agriculture. A focus group of students who have attended the seminars will be asked questions formed to understand why they attended an Our Work Seminar. This semi-structured focus group, lead by staff and students, will help wholly understand each student’s motivation to attend the seminars. The goal is a comprehensive understanding why they attended and will include prompts to get to the underlying justification. The Qualtrics survey to all undergraduate students is a parsimonious way to gather information that can quickly be analyzed using tools within the program. We will use the ag-ug list-serv for all undergraduates in the College of Agriculture that is updated nightly for accuracy. Qualtrics’ report tab makes it easy to gather information understandable to a lay person. This platform will make it easy to process this analysis to develop appropriate answers and solutions to our problem. The semi-structured focus group and the survey will identify strengths, weaknesses, opportunities, and threats to the Our Work Seminars in the College of Agriculture. It will help us gather well-rounded, comprehensive information about the motivations of students to attend a program designed to make employment connections. Using platforms like Qualtrics helps quickly and clearly analyze that information quickly to help identify answers leading to 1 solutions. This exercise allowed me to thoroughly analyze a problem. While making the questions for the survey I had to put myself in the shoes of the students and think critically. How could I get them to open up? How should the flow be structured so students are relaxed and open to discussion? By focusing on forming a well-rounded needs assessment it will lead to addressing long term problems. Edits Made to Needs Assessment & Asset Map Assignment Project • Page 1, Paragraph 1, Sentence 2 &3: Edited “Purpose of Memo” and “College of Agriculture Programming Attendance Proposal” portion of Needs Assessment memo to include clarification of Our Work Seminar and why attendance can lead to professional connections to build your network. • Page 2, Paragraph 1, last bullet: Added companies to “Stakeholders” portion. • Page 2, Paragraph 4, Sentence 4: Added justification of why a student worker will be attending the focus group portion. • Page 2, #1 under “Survey Target Audience” heading & Page 2, Paragraph 4, Sentence 5: Clarified the focus group will be semi-structured. • Page 1, bottom of page: Moved “Stakeholders” portion from Asset memo to the Needs Assessment memo. • Page 2, Paragraph 3: Added more detail about how focus group participants will be selected. I removed it from the protocol portion. • Page 2, Paragraph 3-5: Moved the information about survey distribution to the memo from the actual instrument. • Page 2, #1 under “Survey Target Audience” heading & Page 2, Paragraph 4, Sentence 1: Added clarification of what the last three years means for the focus group. • Page 2, Paragraph 4, Sentence 2: Added clarification of number of students in each focus group. • Page 2, last Paragraph, Sentence 3: Added clarification about undergraduate survey (where the emails come from, what will be sent in the email, and how data will be reviewed). • Page 3, Paragraph 2, Sentence 2-4: Edited “Justification” portion of Needs Assessment memo for clarification of project. • Page 4, last bullet: Added Peer Mentors to Asset Memo. • www.XXXXX.COM: Changed Undergraduate survey answer selection from “yes, maybe, no” to “yes, not sure, no”. 2 `Needs Assessment & Asset Map Assignment MEMORANDUM DATE: June 14, 2021 TO: APD Schools FROM: Givology charity foundation RE: Charity Partnership Givology is a charity organization whose brain inventors are the University of Pennsylvania students. The organization was launched in 2008 as an internet-based marketplace for supporting student scholarships through small donations. The students also started Givology to help fund and support grassroots projects through donations from the large community. Givology is partnering with several NGOs and schools globally, connecting internet donors to local projects. Givology has democratized philanthropy using frequent student updates, donor messages, and open blogging.1 The strategies the organization is using are transparency, information sharing, and introducing choice. At Givology, we aspire to serve as an online hub for grassroots who partner with local organizations to transform education and society. Givology provide services like; • • Create an online society that connects with the donors to help fund local projects. Improve the quality of education by giving out some dollars for countries for third world countries. Expand our impacts and increase global partnership through fundraisings. Conduct research and create awareness about the problems the education sector is facing in third-world countries. Promote cross-cultural relationships through social media, blogging, and messaging. • • • Research question and need justification Parents in developing countries in Africa are still struggling to meet 100% school enrollment of their children due to financial constraints, especially a time like now when the world is facing major economic deterioration due to COVID-19 pandemic. This pandemic has forced the government of Uganda to declare regional lockdown where readers are unable to shift from one town to another, thus collapsing the economic lifestyle of many people. Those people who depend on such jobs have endured hardship and this includes inability to educate their kids, or do so amid difficulties. For this needs assessment, Givology seeks to 1 Akintobi, Tabia Henry, Elise Lockamy, Lisa Goodin, Natalie D. Hernandez, Tanesha Slocumb, Daniel Blumenthal, Ronald Braithwaite et al. "Processes and outcomes of a community-based participatory research-driven health needs assessment: a tool for moving health disparity reporting to evidence-based action." Progress in community health partnerships: research, education, and action 12, no. 1 Suppl (2018): 139. 1 answer the following general question towards coming up with a needs assessment of educating over fifty kids in our first year of being in Uganda, offer several shelters, provide community water points, and connect with various donors to offer several scholarships to students who will positively respond to Givology programs. Therefore, how can Givology generate life-changing opportunities for young scholars in Uganda, through targeted ingenuities in mentorship, education and leadership creation? General questions • • • How can we improve the education system of the students within the rural areas? The kids need hope and help. That is why as Givology, we are willing to partner to offer a helping hand together with millions of internet users willing to be part of the movement through contributing. How can we offer mentorship programs in rural schools and to those kids from needy families? We willing to offer community mentorship to the children, provide some essentials that they lack, and improve your school to accommodate them with little resources we have. How can we transform the kid’s mentality towards education despite their life situation? Stakeholders and data collection The stakeholders related to this needs assessment include the needy students (receiving stakeholders) and various Donors/ NGOs/ CBOs (focused on organizing events and donating to society). Data will be collected from these two stakeholder groups by using phone interviews, group interviews and informant interviews. The student stakeholder group will be asked questions relating to their family economic statuses, whether they are orphans or not, accessibility to water, accessibility to health services, security of their areas of residence, and accessibility to electricity or any other source of power. The Donors/ NGOs/ CBOs stakeholder group will be asked questions regarding their willingness to partner with Givology in Uganda. The donors include independent donors and they are going to be interviewed on their willingness to give back to the society. We intend to target the donors in Uganda who have gone through the same life and eventually made it in life and are willing to give back to the same society that nurtured them. Givology plans to conduct transformational changes within the country, and you can be our center of operation. We are planning to educate more than fifty kids in our first year of being in your country, offer several shelters, provide community water points, and connect with our donors to offer several scholarships to students who will positively respond to our programs. How should we help the children over rejection? Many kids from developing countries are feeling rejected and desperate, losing parents or guardians to disease or suffering from malnutrition, poor quality of education, lack of water, and civil unrest all over. 2 The purpose of writing this memo is to make a request to partner with a school to offer charity services for the community kids. Therefore, this document is targeted at donors, community leaders, and partners. As the Givology team, we are planning to venture and offer a helping hand to the kids in Uganda just like we have done in other parts of the world. But before partnering, we have to know what you lack most and what you have through need assessment and asset mapping.2 This needs assessment and asset mapping help in decision-making by linking the gap between the current conditions and desired conditions and finding what the community can do respectively to fill an existing gap. The kids from the rural setup need the best, and anyone interested in giving back to society will find this assessment test important. 2 Jackson, Tambra O., and Brandy S. Bryson. "Community mapping as a tool for developing culturally relevant pedagogy." The New Educator 14, no. 2 (2018): 109-128. 3 LIST OF STAKEHOLDERS Donors/ NGOs/ Community based organizations These stakeholders are involved in several activities within the organization. Apart from organizing events and giving to society. Some of their responsibilities include; • • • • The field partners driving the organization include the brains behind Givology. The latter helps identifies high impact, innovate models for impact, are committed to impacting evaluation transparency, and identify those organizations that have demonstrated a good track record in the community, like for a partnership agreement. The field partners also work in harmony to identify high-priority and infected areas that require faster intervention, like your school. Through the partners' intervention, they are also able to organize donations and fundraisings to meet the emergency needs of several target groups. The field partners are all over the world; therefore, they have different geographical locations, different beliefs, and different cultures. But they believe in one thing and share a common vision of transforming the world by providing quality education and a better life for children worldwide. GIV teams are also the best partners to the organization. These are people who donate as a team; for example, your church or NGO can decide to contribute towards the course. They will be the GIV team. You can also create teams with other registered users and change some lives either through scholarships or by offering any support you can as a team to change the community. Teams are the best way to start and track your impacts within society. The independent donors. These are people of goodwill who occasionally contribute part of their income for the charity course in third-world countries. Givology works with anybody willing to participate in the noble course of giving back to those who lack. Community-based organizers. They are the people who work with our team to see that aide has reached the targeted population. They usually work with our field partners or as our field partners. They can be community-based movements or organizations that are registered as NGOs.3 Students/ events These are the receiving stakeholders or the recipient. • The students are the main reason this organization exists: those students or kids who come from the needy and deplorable areas who need our support. They are the reason we are planning a trip to your country to assess where we can help by offering helping hands. 3 Jackson, Tambra O., and Brandy S. Bryson. "Community mapping as a tool for developing culturally relevant pedagogy." The New Educator 14, no. 2 (2018): 109-128. 4 • The questions surrounding the students are where do they live? Where do they school? What are the conditions of their schools? What do they lack? 5 Data collection instruments The targeted stakeholders for this project are students, donors and community-based organizations or NGOs. Community-based charity comprises of qualitative research comments4. They collect qualitative data; interviews will be conducted for different people; Phone interviews. Interviews are methods of gathering data through a single or several conversations between one or several individuals. Phone interviews are excellent methods of gathering qualitative data considering their various benefits including time-saving, affordability and reliability5. Interviews are cheap to carry out, considering the fact that the interviewer only needs to invest only his or her time and airtime credit6. Besides, interviews have the advantage of broad perspective where several perspectives may be acquired, since the conversation is open-ended (in comparison to use of a questionnaire)7. The other advantage includes stakeholder influence where interviews may result in comprehending and rapport with stakeholders compared to questionnaires. Among the shortcomings associated with the use of interviews in gathering data include high chances of bias considering the interests of the researcher. The other shortcoming includes unfocused discussion where both the interviewer and the interviewee might wander from the interview objective. Phone calls will be considered to conduct interviews and record the conversation, especially with community political leaders and donors. The questions and areas that will be interviewed will be the same and just to all the donors, though they might vary with student and community political leadership. The main problem identified was the fact that most of the vulnerable students did not afford basic amenities including a mobile phone, so most conversations were made using telephones owned by relatives or community leaders. Besides, the program considered information from community and church leaders in identifying the most vulnerable students, meaning that the phone contacts were provided by these leaders. Script: these phone interviews involved interviewing student stakeholders as follows: “Hello, I am calling you on behalf of Givology. Givology is a charity organization whose brain inventors are the University of Pennsylvania students. The organization was launched in 2008 as an internet-based marketplace for supporting student scholarships through small donations. Givology is partnering with several NGOs and schools globally, connecting internet donors to local projects. We are looking forward to offering scholarship programs in your country and several students have been recommended and luckily you are among them. Kindly allow me a maximum of 10 minutes to ask you a number of questions 4 Jackson, Tambra O., and Brandy S. Bryson. "Community mapping as a tool for developing culturally relevant pedagogy." The New Educator 14, no. 2 (2018): 109-128. 5 Drabble, Laurie et al. “Conducting qualitative interviews by telephone: Lessons learned from a study of alcohol use among sexual minority and heterosexual women.” Qualitative social work : QSW : research and practice vol. 15, no.1 (2016): 118-133. 6 Paul McCawley. “Methods for Conducting an Educational Needs Assessment: Guidelines for Cooperative Extension System Professionals. University of Idaho. 7 Ibid. 6 regarding your eligibility in this scholarship program. Please answer the following questions to the best of your knowledge:” 1: Could you please restate your full names, education level, and age for record purposes? 2. Could you kindly inform us more about your family background? Including number of siblings, socioeconomic status? 3. What is your feeling now that you stand a chance of being included in Givology scholarship program? 4. How did you perform in school during your last exams? Was it a positive or negative deviation from the previous exam? 5. Do you have access to clean water, if yes, is it piped or do you buy from a local center? 6. Do you have access to learning resources, such as books, internet and school or community library? 7. Do you have access to affordable electricity? 8. What are your expectations in terms of academic performance should you be granted this scholarship? “Thank you for your time, we look forward to having you being part of our scholarship program as a beneficiary.” Informant interviews. This involves conducting interviews with the key stakeholders like donors and community leaders to get more insightful information. We will administer questionnaires to those who can be able to write out their thinking and their views. This is better because written information is easily stored for a more extended period of time and can be easily retrieved for future reference. The questioners will contain individuals. Information and their signings together with the government stamp to legalize them and make them valid for future reference. This will help present a valid argument and presentation of what is there and what is not there. Script: this is a script of the interview with community leaders (community Chiefs and church leaders in this case) with the intent of gaining information about the potential needy students being sought after: Hello, I am calling you on behalf of Givology. Givology is a charity organization whose brain inventors are the University of Pennsylvania students. The organization was launched in 2008 as an internet-based marketplace for supporting student scholarships through small donations. I am calling you on behalf of the organization with the intent of 7 getting obtaining a list of needy students from your community. Please respond to the following questions: 1. What is your name and what role do you play as a community leader? 2. What are some of the obstacles being faced by the needy families in your community? 3. How is the school performance among students from needy families in your community? 4. Kindly give me a list of 15 students from your area that you think deserve this opportunity. Group interviews. A group interview comprises of several interviewees being interviewed by one interviewer simultaneously8. A group interview may come in form of a qualitative group focus by carrying out planned interview and discussion with a small group of individuals overseen by a moderator (interviewer)9. For this study, group interviews included donors and representatives from various NGOs and CBOs partnering with Givology. The following discussion interview has been considered in obtaining information on matters donations. Zoom software has been considered as the meetings are virtual due to COVID-19 protocols among other benefits coming with virtue interviews like travel cost, hosting expenses and time. Script: greetings everyone, I feel honored having you on this meeting. Let me begin by expressing my sincere gratitude on behalf of Givology for your continued efforts in form of donations towards the various scholarship programs offered by the organization. I know most of you are monthly donors and because of you, and everyone else, students from poor backgrounds in the developing countries are continuing to enjoy better education and success in life. You have made possible what seemed impossible to these vulnerable children. Now, let me go straight to the point, Givology is extending its scholarship program to Uganda and your input is highly needed. This means that the expenses are expected to go up and thus the need to inquire form you the following questions as part of needs assessment: 1. How many of you are willing to increase their donations by10%? 2. How many of you are willing to continue partnering with Givology in the long-term? 8 Bojlén, N S, and I M Lunde. “Fokusgruppeinterview som kvalitativ forskningsmetode” [Focus group interview as a qualitative research method]. Ugeskrift for laeger vol. 157,23 (1995): 3315-8. 9 Abbey, Hyde et al. “The focus group method: insights from focus group interviews on sexual health with adolescents.” Social science & medicine (1982) vol. 61,12 (2005): 2588-99. doi:10.1016/j.socscimed.2005.04.040 8 3. Do you believe that this project will become viable in the long term, if yes, why, if no, why not? 4. How do you feel being part of a scholarship program where not even the beneficiaries know about you? 9 MEMORANDUM DATE: June 14, 2021 TO: APD Schools FROM: Givology charity foundation RE: The current array of assets Existing asset Actions Established headquarters in the various areas of both the donors and the recipients Proper communication can be made on the activities, and the problems both the stakeholders are undergoing. This makes an easy and faster way of solving problems. Communication platform through the internet A communication platform brings together both stakeholders, and they find it easy to address their differences even without have a face-to-face talk with each other. Some of the stakeholders, such as the donors, might have a busy schedule that may not allow them to visit the recipients. The recipients might also lack financial and physical ways of meeting with their donors; therefore, they will both use the platform to get in touch. Though there is a Givology website but the community still feels disconnected. Transport network Donors from far away countries or even states will want to visit the learners or would even want to send gifts to the learners, and without a good transport line, the learners might end up not getting those gifts, and they might as well miss the chance of being with their donors. Donor funds Asset on the donors' side majorly depends also on the communication with the learners and the flexibility of the organization. Some donors may be faced with different 10 problems which can cause them not to participate in donation. This calls up to the flexibility of the organization to find and fix a new organization of donors so that they can ensure a net supply of resources to the learners. The donors also require good connection channels in order to communicate with the learners. Donors may not be aware of the conditions the learners might be facing. Some the organization might also not be able to tell the conditions of the learners unless a good communication channel is set. This is majorly archived through the setting up of communication satellites, setting up of a good communication language to hinder communication barriers and misunderstanding. Government agencies and policies The majority of the communication problems are state-based. It is the duty of the government, together with the organization, to ensure a good communication channel is set between the stakeholders. Our organization found it hard to connect with the community. Depending on the learner’s environment, some of these assets are established communication channels or satellites by the government to channel the communication between the donors and the learners or between the learners and the organization itself. This is a cheaper way of fastening communication between the groups. It also reduces too many unnecessary visits, which are cost-effective. The learners can also share out their private views and talk directly to their donors. 11 Majorly, the problems that the organization faces when it comes to communication highly depend on the communication channel established by the stakeholders and the organization's flexibility towards unifying both groups10. In my view, a social platform should be placed to unify the stakeholders, and socialization should be a key thing for both groups. 10 Kerka, Sandra. "Community asset mapping." Clearinghouse on adult, career, and vocational education: Trends and issues alert 47 (2003): 1-2. 12 Bibliography Akintobi, Tabia Henry, Elise Lockamy, Lisa Goodin, Natalie D. Hernandez, Tanesha Slocumb, Daniel Blumenthal, Ronald Braithwaite et al. "Processes and outcomes of a community-based participatory research-driven health needs assessment: a tool for moving health disparity reporting to evidence-based action." Progress in community health partnerships: research, education, and action 12, no. 1 Suppl (2018): 139. Jackson, Tambra O., and Brandy S. Bryson. "Community mapping as a tool for developing culturally relevant pedagogy." The New Educator 14, no. 2 (2018): 109-128. Kerka, Sandra. "Community asset mapping." Clearinghouse on adult, career, and vocational education: Trends and issues alert 47 (2003): 1-2. Bauer, Tamara, Lori E. Kniffin, and Kerry L. Priest. "The Future of Service-Learning and Community Engagement: Asset-Based Approaches and Student Learning in First-Year Courses." Michigan journal of community service learning 22, no. 1 (2015): 89-92. Drabble, Laurie et al. “Conducting qualitative interviews by telephone: Lessons learned from a study of alcohol use among sexual minority and heterosexual women.” Qualitative social work: QSW: research and practice vol. 15, no.1 (2016): 118-133. doi:10.1177/1473325015585613 Bojlén, N S, and I M Lunde. “Fokusgruppeinterview som kvalitativ forskningsmetode” [Focus group interview as a qualitative research method]. Ugeskrift for laeger vol. 157,no. 23 (1995): 3315-8. Hyde, Abbey et al. “The focus group method: insights from focus group interviews on sexual health with adolescents.” Social science & medicine (1982) vol. 61,12 (2005): 2588-99. doi:10.1016/j.socscimed.2005.04.040 Needs Assessment & Asset Map Assignment MEMORANDUM DATE: June 14, 2021 TO: APD Schools FROM: Givology charity foundation RE: Charity Partnership Givology is a charity organization whose brain inventors are the University of Pennsylvania students. The organization was launched in 2008 as an internet-based marketplace for supporting student scholarships through small donations. The students also started Givology to help fund and support grassroots projects through donations from the large community. Givology is partnering with several NGOs and schools globally, connecting internet donors to local projects. Givology has democratized philanthropy using frequent student updates, donor messages, and open blogging.1 The strategies the organization is using are transparency, information sharing, and introducing choice. At Givology, we aspire to serve as an online hub for grassroots who partner with local organizations to transform education and society. Givology provide services like; • • Create an online society that connects with the donors to help fund local projects. Improve the quality of education by giving out some dollars for countries for third world countries. Expand our impacts and increase global partnership through fundraisings. Conduct research and create awareness about the problems the education sector is facing in third-world countries. Promote cross-cultural relationships through social media, blogging, and messaging. • • • General questions • How can we improve the education system of the students within the rural areas? The kids need hope and help. That is why as Givology, we are willing to partner to offer a helping hand together with millions of internet users willing to be part of the movement through contributing. 1 Akintobi, Tabia Henry, Elise Lockamy, Lisa Goodin, Natalie D. Hernandez, Tanesha Slocumb, Daniel Blumenthal, Ronald Braithwaite et al. "Processes and outcomes of a community-based participatory researchdriven health needs assessment: a tool for moving health disparity reporting to evidence-based action." Progress in community health partnerships: research, education, and action 12, no. 1 Suppl (2018): 139. 1 • How can we offer mentorship programs in rural schools and to those kids from needy families? We willing to offer community mentorship to the children, provide some essentials that they lack, and improve your school to accommodate them with little resources we have. • How can we transform the kid’s mentality towards education despite their life situation? Givology plans to conduct transformational changes within the country, and you can be our center of operation. We are planning to educate more than fifty kids in our first year of being in your country, offer several shelters, provide community water points, and connect with our donors to offer several scholarships to students who will positively respond to our programs. How should we help the children over rejection? Many kids from developing countries are feeling rejected and desperate, losing parents or guardians to disease or suffering from malnutrition, poor quality of education, lack of water, and civil unrest all over. The purpose of writing this memo is to make a request to partner with a school to offer charity services for the community kids. Therefore, this document is targeted at donors, community leaders, and partners. As the Givology team, we are planning to venture and offer a helping hand to the kids in Uganda just like we have done in other parts of the world. But before partnering, we have to know what you lack most and what you have through need assessment and asset mapping.2 This needs assessment and asset mapping help in decision-making by linking the gap between the current conditions and desired conditions and finding what the community can do respectively to fill an existing gap. The kids from the rural setup need the best, and anyone interested in giving back to society will find this assessment test important. 2 Jackson, Tambra O., and Brandy S. Bryson. "Community mapping as a tool for developing culturally relevant pedagogy." The New Educator 14, no. 2 (2018): 109-128. 2 LIST OF STAKEHOLDERS Donors/ NGOs/ Community based organizations These stakeholders are involved in several activities within the organization. Apart from organizing events and giving to society. Some of their responsibilities include; • • • • The field partners driving the organization include the brains behind Givology. The latter helps identifies high impact, innovate models for impact, are committed to impacting evaluation transparency, and identify those organizations that have demonstrated a good track record in the community, like for a partnership agreement. The field partners also work in harmony to identify high-priority and infected areas that require faster intervention, like your school. Through the partners' intervention, they are also able to organize donations and fundraisings to meet the emergency needs of several target groups. The field partners are all over the world; therefore, they have different geographical locations, different beliefs, and different cultures. But they believe in one thing and share a common vision of transforming the world by providing quality education and a better life for children worldwide. GIV teams are also the best partners to the organization. These are people who donate as a team; for example, your church or NGO can decide to contribute towards the course. They will be the GIV team. You can also create teams with other registered users and change some lives either through scholarships or by offering any support you can as a team to change the community. Teams are the best way to start and track your impacts within society. The independent donors. These are people of goodwill who occasionally contribute part of their income for the charity course in third-world countries. Givology works with anybody willing to participate in the noble course of giving back to those who lack. Community-based organizers. They are the people who work with our team to see that aide has reached the targeted population. They usually work with our field partners or as our field partners. They can be community-based movements or organizations that are registered as NGOs.3 Students/ events These are the receiving stakeholders or the recipient. • The students are the main reason this organization exists: those students or kids who come from the needy and deplorable areas who need our support. They are the reason we are planning a trip to your country to assess where we can help by offering helping hands. 3 Jackson, Tambra O., and Brandy S. Bryson. "Community mapping as a tool for developing culturally relevant pedagogy." The New Educator 14, no. 2 (2018): 109-128. 3 • The questions surrounding the students are where do they live? Where do they school? What are the conditions of their schools? What do they lack? 4 Data collection instruments The targeted stakeholders for this project are students, donors and community-based organizations or NGOs. Community-based charity comprises both qualitative and quantitative research comments4. They collect both quantitative and qualitative data; interviews will be conducted for different people; Phone interviews. Use of phone calls to conduct interviews and record the conversation, especially with community political leaders and donors. The questions and areas that will be interviewed will be the same and just to all the donors, though they might vary with student and community political leadership. Script:(State who you were trying to do this interview, which stakeholder, Customized questions for the main topic, Which sensitivities statement should be avoided... Informant interviews. This involves conducting interviews with the key stakeholders like donors and community leaders to get more insightful information. We will administer questionnaires to those who can be able to write out their thinking and their views. This is better because written information is easily stored for a more extended period of time and can be easily retrieved for future reference. The questioners will contain individuals. Information and their signings together with the government stamp to legalize them and make them valid for future reference. This will help present a valid argument and presentation of what is there and what is not there. Script:(State who you were trying to do this interview, which stakeholder, Customized questions for the main topic, Which sensitivities statement should be avoided... Group interviews........ And group interviews’ script, (State who you were trying to do this interview, which stakeholder, Customized questions for the main topic, Which sensitivities statement should be avoided...... 4 Jackson, Tambra O., and Brandy S. Bryson. "Community mapping as a tool for developing culturally relevant pedagogy." The New Educator 14, no. 2 (2018): 109-128. 5 MEMORANDUM DATE: June 14, 2021 TO: APD Schools FROM: Givology charity foundation RE: The current array of assets Existing asset Actions Established headquarters in the various areas of both the donors and the recipients Proper communication can be made on the activities, and the problems both the stakeholders are undergoing. This makes an easy and faster way of solving problems. Communication platform through the internet A communication platform brings together both stakeholders, and they find it easy to address their differences even without have a face-to-face talk with each other. Some of the stakeholders, such as the donors, might have a busy schedule that may not allow them to visit the recipients. The recipients might also lack financial and physical ways of meeting with their donors; therefore, they will both use the platform to get in touch. Though there is a Givology website but the community still feels disconnected. Transport network Donors from far away countries or even states will want to visit the learners or would even want to send gifts to the learners, and without a good transport line, the learners might end up not getting those gifts, and they might as well miss the chance of being with their donors. Donor funds Asset on the donors' side majorly depends also on the communication with the learners and the flexibility of the organization. Some 6 donors may be faced with different problems which can cause them not to participate in donation. This calls up to the flexibility of the organization to find and fix a new organization of donors so that they can ensure a net supply of resources to the learners. The donors also require good connection channels in order to communicate with the learners. Donors may not be aware of the conditions the learners might be facing. Some the organization might also not be able to tell the conditions of the learners unless a good communication channel is set. This is majorly archived through the setting up of communication satellites, setting up of a good communication language to hinder communication barriers and misunderstanding. Government agencies and policies The majority of the communication problems are state-based. It is the duty of the government, together with the organization, to ensure a good communication channel is set between the stakeholders. Our organization found it hard to connect with the community. Depending on the learner’s environment, some of these assets are established communication channels or satellites by the government to channel the communication between the donors and the learners or between the learners and the organization itself. This is a cheaper way of fastening communication between the groups. It also reduces too many unnecessary visits, which are cost-effective. The learners can also 7 share out their private views and talk directly to their donors. Majorly, the problems that the organization faces when it comes to communication highly depend on the communication channel established by the stakeholders and the organization's flexibility towards unifying both groups5. In my view, a social platform should be placed to unify the stakeholders, and socialization should be a key thing for both groups. 5 Kerka, Sandra. "Community asset mapping." Clearinghouse on adult, career, and vocational education: Trends and issues alert 47 (2003): 1-2. 8 Bibliography Akintobi, Tabia Henry, Elise Lockamy, Lisa Goodin, Natalie D. Hernandez, Tanesha Slocumb, Daniel Blumenthal, Ronald Braithwaite et al. "Processes and outcomes of a community-based participatory research-driven health needs assessment: a tool for moving health disparity reporting to evidence-based action." Progress in community health partnerships: research, education, and action 12, no. 1 Suppl (2018): 139. Jackson, Tambra O., and Brandy S. Bryson. "Community mapping as a tool for developing culturally relevant pedagogy." The New Educator 14, no. 2 (2018): 109-128. Kerka, Sandra. "Community asset mapping." Clearinghouse on adult, career, and vocational education: Trends and issues alert 47 (2003): 1-2. Bauer, Tamara, Lori E. Kniffin, and Kerry L. Priest. "The Future of Service-Learning and Community Engagement: Asset-Based Approaches and Student Learning in FirstYear Courses." Michigan journal of community service learning 22, no. 1 (2015): 8992.