Collaborative Learning Community: Part I: Community Assessment and Analysis 1) The instructor will assign you to a CLC group. 2) With your group, write a paper of 1,250-1,500 words describing a community. Note: The community should be one in which at least one of the CLC group members currently resides. 3) Include the following in your paper: a) Description of the boundaries of the community you have chosen to assess: the people, the geopolitical or phenomenological features of the location, types of social interactions, common goals and interests, barriers and challenges b) Assessment of the community using the "Functional Health Patterns Community Assessment Guide," located in the Additional Resources folder in Canyon Connect c) A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community 4) Create a summary table that documents your findings for each of the functional health patterns. Attach this table to the end of your paper. 5) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. 6) This assignment uses a grading rubric which can be viewed at the assignment`s drop box. Instructors will be using the rubric to grade an assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. Additional Instruction: Please note this well!!: This is a group work. Number 2 and 3 is mine to write on. I only need to write on #2 and 3. That is a conclusion summarizing your key findings and a discussion of your impressions of the general health of the Gay, Lesbian, Transgendered community.Below is the "Functional health Patters Community Assessment Guide"Functional Health Patterns Community Assessment Guide Functional Health Patterns Community Assessment Guide Functional Health Pattern (FHP) Template Directions: This FHP template is to be used for organizing community assessment data in preparation for completion of your collaborative learning community (CLC) assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community. Value/Belief Pattern • Predominant ethnic and cultural groups along with beliefs related to health. • Predominant spiritual beliefs in the community that may influence health. • Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.). • Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)? • What does the community value? How is this evident? • On what do the community members spend their money? Are funds adequate? Health Perception/Management • Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state). • Immunization rates (age appropriate). • Appropriate death rates and causes, if applicable. • Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient? • Available health professionals, health resources within the community, and usage. • Common referrals to outside agencies. Nutrition/Metabolic • Indicators of nutrient deficiencies. • Obesity rates or percentages: Compare to CDC statistics. • Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.). • Availability of water (e.g., number and quality of drinking fountains). • Fast food and junk food accessibility (vending machines). • Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.). • Provisions for special diets, if applicable. • For schools (in addition to above): o Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence) o Amount of free or reduced lunch Elimination (Environmental Health Concerns) • Common air contaminants` impact on the community. • Noise. • Waste disposal. • Pest control: Is the community notified of pesticides usage? • Hygiene practices (laundry services, hand washing, etc.). • Bathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible. • Universal precaution practices of health providers, teachers, members (if applicable). • Temperature controls (e.g., within buildings, outside shade structures). • Safety (committee, security guards, crossing guards, badges, locked campuses). Activity/Exercise • Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.). • Recreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.). • Safety programs (rules and regulations, safety training, incentives, athletic trainers, etc.). • Injury statistics or most common injuries. • Evidence of sedentary leisure activities (amount of time watching TV, videos, and computer). • Means of transportation. Sleep/Rest • Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]). • Indicators of general “restedness” and energy levels. • Factors affecting sleep: o Shift work prevalence of community members o Environment (noise, lights, crowding, etc.) o Consumption of caffeine, nicotine, alcohol, and drugs o Homework/Extracurricular activities o Health issues Cognitive/Perceptual • Primary language: Is this a communication barrier? • Educational levels: For geopolitical communities, use http://www.census.gov and compare the city in which your community belongs with the national statistics. • Opportunities/Programs: o Educational offerings (in-services, continuing education, GED, etc.) o Educational mandates (yearly in-services, continuing education, English learners, etc.) o Special education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted) • Library or computer/Internet resources and usage. • Funding resources (tuition reimbursement, scholarships, etc.). Self-Perception/Self-Concept • Age levels. • Programs and activities related to community building (strengthening the community). • Community history. • Pride indicators: Self-esteem or caring behaviors. • Published description (pamphlets, Web sites, etc.). Role/Relationship • Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.). • Vulnerable populations: o Why are they vulnerable? o How does this impact health? • Power groups (church council, student council, administration, PTA, and gangs): o How do they hold power? o Positive or negative influence on community? • Harassment policies/discrimination policies. • Relationship with broader community: o Police o Fire/EMS (response time) o Other (food drives, blood drives, missions, etc.) Sexuality/Reproductive • Relationships and behavior among community members. • Educational offerings/programs (e.g., growth and development, STD/AIDS education, contraception, abstinence, etc.). • Access to birth control. • Birth rates, abortions, and miscarriages (if applicable). • Access to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.). Coping/Stress • Delinquency/violence issues. • Crime issues/indicators. • Poverty issues/indicators. • CPS or APS abuse referrals: Compare with previous years. • Drug abuse rates, alcohol use, and abuse: Compare with previous years. • Stressors. • Stress management resources (e.g., hotlines, support groups, etc.). • Prevalent mental health issues/concerns: o How does the community deal with mental health issues o Mental health professionals within community and usage • Disaster planning: o Past disasters o Drills (what, how often) o Planning committee (members, roles) o Policies o Crisis intervention plan. We can use many resources the school requires at least three