Your goal in this assignment is to interview a senior person to produce life history information and a needs assessment. A life history interview allows us to learn about human development by interviewing someone and learn about the variety of experiences that have affected their life. This is more than a retelling of the interview, other than collecting the necessary information, your role is to learn about another life, to learn from this person, and to be taught by him or her. Giving that informants are human beings with problems, concerns, and interests, it is important to be non-judgemental if your values may not coincide with your informant.

Select an Informant: As you will not have much time, it may be best to interview your grandmother, grandfather, relative, friend, or a client you are working with.It can be advantageous to choose someone you know since you already have rapport with them. This will be helpful because you will get to know each other better through the interview process. But interviewing someone close to you can be problematic if the person does not feel comfortable about revealing himself or herself within the context of your ongoing relationship. An information letter will be provided by the instructor for you to introduce this assignment.

Be careful to choose someone with whom you can follow-up and can continue the digital story. If you do not know anyone you can interview, try to ask a friend about older relatives that may be available for interviewing. If you have problems identifying someone, come talk to me.

Conducting an Interview:Your goal in interviewing the person is to get them to talk about their life.Do not ask questions that can be answered with a yes or no.It is often easiest to begin by collecting concrete and neutral information although you never know what is neutral for a person.Asking about places they lived, schools they attended, jobs they held, people they lived with is usually a good way to begin.You can guide them by age, if you desire.Here are the samples of questions that you could consider asking:

• Early Childhood and Family Background:
• Teenage Years
• Adulthood
• Later Adulthood

• When and where were you born?
• Tell me about your parents or your family background.
• Where was your family originally from?
• How many children were in the family, and where were you in the line-up?
• What is your earliest memory of home/family?
• Describe the community you grew up in.
• Where did you go to elementary school?
• What was school like for you?What did you like about it?What was hard for you?
• Who were your best friends and what did you do when you got together?Do you still keep in touch with any of them?
• What’s the largest town you remember visiting when you were young?Can you describe your impressions of it?

• What were your favourite subjects? Particular interests?
• Did you have any memorable teachers? Describe their teaching styles. How did they influence you?
• What were your plans when you finished school?Education?Work?Military?
• Who were your friends?What did you do together?What individuals did you spend the most time with during this period?
• What were your hobbies/interests?What books did you read?What music did you listen to? What sports did you play?What crafts did you participate in?

• Education:
  • Did you continue your formal education after high school?If so, where?
  • What major(s) did you pursue?
• Work and Career
• Family life:
• Hobbies and Social Life

• What was your first job?
• What kinds of job have you had?
• How did you decide on your career?
• Did you serve during wartime?How did the war change you?
• What lessons has your work life taught you?

• When and where did you meet your partner? What drew you to him/her?
• What was originally the most difficult for you about being married/being in a relationship? What was most satisfying?
• Describe the birth of your children.
• What were they each like when they were young? How have they changed or not changed?
• What were their relationships with each other and with you like when they were young? Now?
• What activities did the family do together?
• What family traditions did you try to establish?
• What was the most satisfying to you about raising children? What was the most difficult?
• What values did you try to raise your children with? How did you go about doing that?
• How has being a parent changed you?

• What did you do in your spare time?
• Who were your friends?What did you do together?
• What major illnesses or health problems do you remember having?
• What major event do you remember the most?

• What are your current interests and hobbies?How did you become involved in them?
• How many close friends do you have? How often do you have contact with these friends? What do you do with these friends?(e.g. activities such as going for lunch, having tea, exercising, social activities, talk on the phone, email)
• What has provided you the greatest satisfaction in life?
• How would you say the world has changed since you were young?
• How is the world different now from when you were a child?
• What was the happiest moment of your life?

You don’t need to follow and ask all the above questions. You can add and revise questions based on your own interests and needs. Remember that people often jump around in recounting their life, moving effortlessly from teenage years to their first birthday to getting laid off their job to breaking a neighbour’s window with a baseball.Be patient and do not push people too hard.You can always sort the chronology out later, so do not constantly admonish them to put it in the right order.

Do not interrupt except to ask for clarifications or expansions (“Can you tell me more about that?”).If you ask them to elaborate, but see signs of discomfort, hang back.Despite you best efforts, if your interview does bring up serious issues for someone then back off and inform your instructor.It is extremely unlikely that you will have such a problem if you allow the interviewee to be in control of the process, so they can choose what to tell you and what to keep private.

Life History Summary

The students will be required to write one 3-5 pages summary about the person’s life as obtained through your interview and your plan to digital story.

Introduction: Your report should begin by explaining briefly how you found the person to interview and why you chose him or her.Describe where and when the interview occurred, as well as anything interfered with the process of interview. How did you record the information?How did you take the information and arrange it into a summary?In other words, state your research methods. (2.5 points)

Life history: Then briefly present the person’s life history.It must be based on and faithful to what they told you, but do not just submit your notes.You must turn it into a well-written account of the person’s life covering the senior’s early child experience and family background (2 points), teen age years (2 points), young and middle adulthood (2 points), later adulthood (2 points) such as significant places, persons, events, major life transitions, careers, and culture background. The report could reflect how history and culture has shaped the senior’s life. (8 points)

Ideas for Digital Story: Finally, concluding the life history by answering these questions for your life digital story: What do you want to present through the story? What impact might your story have on other people? How to present the story through digital technologies? Who is your audience? What challenges and difficulties might you meet and what strategies you and your interviewee will be used to solve those challenges?(2.5 points)

Writing (organization, APA format, double spaced, 12 font size, language and grammar) (2 points)

When you summarize the life history, please remember ethical safeguards for your informant, including the possible necessity of giving the person a fictitious name, unless you have the full permission to use the real name and all the details in the story.

For this assignment, you will be searching for and assessing 3 Internet sites that are reliable and appropriate for academic or professional use and one site that you find to be unreliable based upon evaluation tips you gained from reviewing the links provided in the module. Please do not use Wikipedia or Wiki sites.

Remember, this analysis should focus on the reliability of the web site NOT a discussion of the specific health issue that was the topic of your search.

As an additional tool, you may find the Web Evaluation Checklist here of value in your assessments of the websites you choose. http://lib.guides.umd.edu/c.php?g=327107&p=2195123

Finding Reliable Information on the Internet

Assignment Instructions

It can be extremely difficult to determine the reliability of health and wellness information found on the web or in popular media sources. The amount of information accessible through computer channels continues to expand rapidly. The information is voluminous, but not necessarily accurate, factual or evidence-based. Virtually anyone can create an online resource and make it available to the general public. That is one reason why we do not allow Wikipedia to be used an academic resource in the HSA Program.
How can you determine which sites offer valid, reliable information, and which sites provide questionable, false or misleading information, or personal perspectives/opinions (i.e., blogs) that are not necessarily based upon current evidence? In addition to the readings for this module, the resources found on the library website and linked in this module, will be instrumental in helping you to complete this assignment.
NOTE: For this assignment, you are searching for websites or web pages – do not use library sites (i.e., SPC Library), publication websites (i.e., a journal article published on a website, such as American Journal of Public Health), or databases (such as Medline or EBSCO).
Remember, you are not summarizing the content of the sites or an article/book; you are critiquing a each website as a whole using the criteria that you have learned from the tools that you reviewed for the assignment.
To Prepare for the Assignment
1. Access the SPC online library link provided in this module. 2. Click on the Lib Guides link. 3. Scroll down and click on the Library, Research, and General Guides link 4. Scroll down and click on the Evaluating Websites link and review the information thoroughly. 5. Review the brief video located on the page. 6. Review the other links provided for further tips and review strategies. 7. Note that I will expect to see evidence in your paper that you have reviewed the library site and resources and have applied the information provided there to develop your critique of the websites that you have chosen.
To complete the Assignment
1. Review the contents of the textbook and choose the topic that you would like to learn more about.
2. Find 4 Internet sources of information directly related to this topic. Note: only one Gov. website may be used for this assignment.
3. Confine your search to sites that are appropriate for academic use.
Rev TT 5/16
4. For this assignment, 3 of your sources must be valid and reliable, and 1 of your critiques should be based upon a site that is unreliable.
5. List the Keywords used in your search, sites and locations (URL address).
6. Use the questions you reviewed in the Lib Guide site or other resources to evaluate the websites and their information – e.g., do you consider the site to be reputable, useful, believable; why or why not; who would benefit from using the site, etc.
7. Write a brief summary of your evaluations, including how the site would be useful to a professional searching for information on your topic. In order to receive the maximum number of points you must provide a clear rationale for your assessment
8. Answering one or two of the questions is not adequate – you need to give the reader concrete reasons why they can or cannot trust the site that you have chosen. You do not necessarily need to answer all of them in your write-up, but your evaluation must give enough information to support your reasoning.
9. Do NOT simply cut and paste items from the Internet for this assignment – your paper will not be accepted if you do.
10. This is an APA format assignment. Include a title page, references, appropriate writing style, and the Assignment Rubric (paste to the end of your paper)

Do you know how to sort through the vast amount of sources on the Internet to find reliable, evidence-based information for your assignments, presentations or professional use? Finding reliable information online (vs. through a library or scholarly database) is not always as easy as it might seem, but the ability to do so is critical for professionals in the health and human services fields. It is also critical to academic success. You will note that throughout your college career you will be expected to find the most reliable, up-to-date and evidence-based sources possible to help inform your work. This is considered a best practice and there are a number of tools to help you. You will find some examples of these tools below. You may find them useful as you complete the Finding Reliable Information on the Internet Assignment for this module.

Below are some tools to help you sort through the overwhelming amount of information that you have available at your fingertips with the Internet. Be sure to save them to your Professional Resources Manual in Pinterest.

• Perhaps the best place to start is right here at the SPC Library website that contains a wealth of resources on finding reliable information: http://spcollege.libguides.com/website

Other Helpful Resources for Determining Reliability of Information:

• National Human Genome Research Institute
  https://www.genome.gov/11008303/#al-2
• National Center for Health Statistics
  http://www.library.illinois.edu/ugl/howdoi/webeval…
• Medline Plus Guide to Healthy Web Surfing
  https://www.nlm.nih.gov/medlineplus/healthywebsurf…
• Evaluating Internet Health Information: A Tutorial from the National Library of Medicine
  https://www.nlm.nih.gov/medlineplus/webeval/webeva…

Here are some important professional, evidence-based resources for child, youth and young adult health to add to your Resources Manual in Pinterest.

• http://www.cdc.gov/healthyyouth/data/yrbs/index.ht… (data for risk behaviors contributing to leading causes of death)
• http://www.cdc.gov/nchs/nhis/ (National Center for Health Statistics [NCHS] Health Interview Survey)
• http://www.cdc.gov/nchs/fastats/child-health.htm (NCH Fast Stats Child Health)
• http://www.cdc.gov/HealthyYouth/index.htm (National Center for Chronic Disease Prevention and Health Promotion – Adolescent Health)
• http://www.healthinschools.org/

Write a 1,050- to 1,400-word paper describing your personality traits based on your findings from the Big Five assessment tool. Include the following in your paper:

• Summarize your results from a Big Five test using the acronym OCEAN.
• Propose at least two solutions for working with other personality types using the information from the Big Five assessment and the underlying principles of trait theories.
• Describe how your results from the assessment compare to the 16 personality factors.
• Explain how your results are relative to genetics.

Include an introduction and summarizing conclusion.

Format your paper according to APA guidelines.

Include a minimum of three APA citations with matching references.

Attached is my test results and some other lite research I did in prepping for this assignment.

Please write a cover letter for the following post. (Resume is attached)

Here’s an opportunity for you to apply for what many consider to be a “dream job” – working as a Park Ranger for Washington’s beautiful state parks. As a Park Ranger, you get to work outdoors, share your passion for the outdoors with the public, protect the public and the state’s natural resources, and do this with a fantastic group of like-minded co-workers! There are so many opportunities for learning and growth, and advancement options for those with strong leadership abilities. While law enforcement is not the only work you’ll be performing, these positions at the Park Ranger 2 level, are fully commissioned and armed. This recruitment is for candidates who have already successfully completed a law enforcement academy or are currently enrolled or attending (Group A), and for candidates who have not (Group B). Group B candidates, who have not enrolled or completed a qualifying law enforcement academy, may still apply. Successful Group B candidates will gain the law enforcement training required for the position WHILE being employed with Washington State Parks!

We are looking for future Park Rangers that have a strong work ethic, are committed to fostering a diverse and inclusive environment for all customers and co-workers, and represent a variety of backgrounds, perspectives, and skills. If this sounds like your ideal job we would like for you to consider applying.

Duties

Park Ranger 2’s are responsible for protecting, preserving, and enhancing our state parks and natural resources, while ensuring the safety and welfare of park visitors; they communicate with the public including providing public information; they identify, improve and protect wetlands, archeological sites and other sensitive or endangered sites; they prepare and present interpretive and educational talks to the public regarding parks resources and related topics; they complete law enforcement activity, vehicle and equipment usage, attendance and incident reports; they educate the public on park rules, issue citations, conduct investigations, and other routine law enforcement duties; they perform grounds and facilities maintenance; they schedule, prioritize, and evaluate the work of staff, and special program workers (community service workers, volunteers, etc.). The specific duties will have some variation by park location.

This recruitment will be used to fill current and future full-time, permanent, Park Ranger 2 positions across Washington State. The specific Park locations will be determined after the incumbent has successfully passed all of the required testing. Applicants must be willing to accept a Park location or assignment at any Washington State Park location.

Qualifications

REQUIRED QUALIFICATIONS (Group A & B):

• High school diploma or GED.
• United States citizen or lawful permanent resident.
• A valid driver’s license (unrestricted, other than corrective lenses).
• Must be 21 years of age by date of hire (approx. 6 months from submitting application).
• Two (2) years of college (Military experience, Commissioned law enforcement experience, Natural Resource, or Recreation field experience will substitute year for year for education).

IN-TRAINING PLAN – GROUP B (WITHOUT previous Law Enforcement Training)
Agency sponsored enrollment- Entry level Rangers will be required to attend a 720-hour, 4-5 month Basic Law Enforcement Academy (BLEA) at the Washington State Criminal Justice Training Center in Burien, WA or the Parks Law Enforcement Academy (PLEA) at Skagit Valley College in Mount Vernon, WA. While attending BLEA or PLEA, the candidate will be paid as a Park Ranger 1. Washington State Parks will cover the cost of tuition, meals and lodging while the candidate is at the Academy.

Park Rangers from Group B will initially be hired at the Park Ranger 1 classification, as a training step. Incumbents will remain at the Ranger 1 level for a minimum 12-month period. Incumbents must successfully complete all training requirements to advance to the Park Ranger 2 classification within 18 months of the initial date of hire. All Park Ranger 2’s will serve a minimum 6-month trial service period** after completion of the RTP and FTP. This level of incoming Ranger must be willing accept any location, state-wide.