Photo Essay: Learning outcomes hsp - 404

1. Photo Essay:Learning outcomeshsp - 404 Juliana Albano

2. Learning Outcome #1: “Summarize the historical roots of community development and organizing, advocacy, and social movements” (Kincaid, 2013, p. 1).

3. Hull House • The Hull House in Chicago, Illinois was one of the first settlement houses in America, and was extremely successful in its ability to help those in need. This settlement house was an example for the first settlement houses in late nineteenth century America. The Hull House was established in 1889, by the influential Jane Addams, and was built on morals of social change within neighborhoods and communities; providing social and educational services for refugees and immigrants (Infed, 1999). The history of the settlement house was very interesting to learn about this quarter, and it is so amazing to see the growth of this community development concept today. Courtesy of Google Images

4. Dorothy Day • This image represents an influential woman of the human services field, Dorothy Day. Day was the founder of the “Catholic Worker Movement” in 1933 (Catholic Worker), and a famous activist, willing to endure incarceration for the population that meant the most to her, the poor. Day was incredibly spiritual, political, and passionate about life. Many regarded this amazing woman as a saint, despite her disapproval of the term in association with herself. This image represents our first learning outcome because her story has influenced the historical roots of human services today, and her passion for advocacy and social movements is something that all human services professionals can learn from. Courtesy of Google Images

5. Saul Alinsky • This image of Saul Alinsky represents a tremendous history of the “community organizing” social movement of America. Alinsky started the community organizing movement and introduced the methods of boycotts, strikes and pickets. Other distinguishable traits of Alinsky include his passion for repetitively pressuring his targets through personalized attacks, in order to provide improvements to the community (Eichler, 2007). This historical root is an incredibly important part of our American history’s social movements Courtesy of Google Images

6. Studs Terkel • Studs Terkel was a more modern, revolutionary figure in the field of human services, history and sociology. This curious man is commonly remembered as a “guerilla journalist with a tape recorder” (Spartacus Educational). His well-known book reflecting his love for oral history, Work told stories about different individuals with different types of jobs in America, all working toward meaning and food on the table. Terkel is an important figure for human services professionals to learn from because his passion for learning and finding stories contributes to an amazing impact on this world. His social movement has been one of my favorite to learn about this quarter. Courtesy of Google Images

7. Learning Outcome #2: “Analyze community systems and structures, and design and evaluate processes to initiate and sustain change through specific strategies, tactics, activities and social policy advocacy” (Kincaid, 2013, p. 1).

8. Community assets map • I found the community assets map very useful when presented to the class, because I know this is a tool I will use in the future when I am (hopefully) involved in community development work, internationally. This map points out major groups within communities, and represents systems working within systems. This image directly relates to the second learning outcome because it helps to show areas to analyze for social change, and how to utilize assets along the way. (Kretzman & McKnight, 1993)

9. Policy brief • This image represents the policy brief I created this quarter. The policy brief assignment was an amazing opportunity for me to learn about an issue I am very passionate about, children’s rights. I started the quarter knowing very little about the U.N. Convention on the Rights of the Child, and was very grateful for this assignment because now I am a more informed human services (soon-to-be) professional. This image directly relates to the second learning outcome because developing a policy to submit and present to policy-makers is a critical way to initiate and sustain change through social policy and advocacy. (Albano, 2013)

10. sustainability • This quarter has been a particularly inspiring quarter for my learning, because I am and have been very interested in community development, especially regarding sustainability. This photo represents sustainability throughout the world. We need to be aware of the invaluable resources in this world, including community systems. As human services professionals, we should all strive to help, but in a sustainable way so that we do not put vulnerable individuals in a place of needing to depend on our support or service. When analyzing community systems, our design and evaluation of change must keep the best interest of the community in mind by resulting in sustainable practices. Courtesy of Google Images

11. Learning Outcome #3: “Record, assess, and reflect on experiences with community and the influence of human services values, attitudes, and ethics in relationship to community change” (Kincaid, 2013, p. 1).

12. Krochet kids international • This photo represents my time in Gulu, Uganda from the summer of 2012. I was an intern at the global non-profit organization, Krochet Kids International. This organization provides employment to roughly 200 women, in a rural, post-war, small community by crocheting hats that are in turn sold all over the world in places like and similar to Nordstrom. Krochet Kids International provides mentors to the women in order to set them up with bank accounts, teach them basic financial skills, require each woman has a financial goal for themselves or their families, teach literacy skills, how to deal with domestic violence and other familial issues, and many other life-changing skills for these women. Each woman must be approved to be in need of this employment and show passion toward changing her life in a positive direction. This photo represents the third learning outcome because Krochet Kids International focuses on the population of women, because they know their income will inevitably go toward philanthropic causes to positively change their children, and Gulu as a community. Photograph by Juliana Albano

13. Ethics • This photo represents my time in Arusha, Tanzania in the summer of 2011, when I volunteered at an orphanage. This time in my life I learned a lot about ethics in international volunteering, because I had numerous experiences that made me think about the harm that comes from international volunteers in developing countries, especially the harm done on communities. This summer is a good supplement to our course’s third learning outcome because sometimes “helping” a community in “need,” done in the wrong way, has the potential to hurt an entire community. (Taking jobs away from locals, influencing their culture, education and family structures, etc.) Photograph by Juliana Albano

14. Open mindedness • This photo is from my small amount of time left in Tanzania last summer, after I finished my spur-of-the-moment internship with Krochet Kids International in Uganda. I chose this photo to represent having an open mind, because I think being open minded to other perspectives, cultures, values, and ways of life is a critical component to our third learning outcome. What I have learned this quarter is, in order to successfully be apart of community change, you must immerse yourself into the community with open ears and an open mind. Learning how to critically evaluate a community involves input from all populations in the community, and most importantly the absence of personal bias or opinion. My summers in east Africa have really driven this lesson home for me, and is something I find so valuable to have learned. Photograph by Juliana Albano

15. Learning Outcome #4: “Analyze the systemic issues related to culture, diversity, and social class in the context of community systems” (Kincaid, 2013, p. 1).

16. Community systems • This quarter I have learned that community systems and the systems within are incredibly complex. The systems within the community are almost infinite, and each community is completely different from the next. I used this image of New York City, NY to represent the complex mini-systems within the city and community network. These systems have a great deal of inequity between race, social class, gender, sexual identity, and many other forms of diversity. Courtesy of Google Images

17. African Country borders • This image accurately represents this course’s fourth learning outcome because the continent of Africa experienced a heavy strain on their community systems through the European colonization of their land. This image shows the various ethnic groups that lie within the continent’s national borders. As you can see, a striking majority of these ethnic groups overlap over national borders. Community systems are hurt in this case because they are separated from one another, and risk “falling apart” culturally from one another. Conflict often arises in this continent due to their arbitrary borders that enclose differing ethnic groups within the same areas. As human services professionals, it is important to learn from this continent’s community system strains, because the potential of this concept happening on a much smaller level is very common. Courtesy of Google Images

18. U.S. Wealth • This visual display of the distribution of United States wealth is a great representation of the fourth learning outcome because it shows that there are some major systemic issues happening in the United States today regarding wealth distribution. To see that 40% of the United States population would only own that red dot, is completely heart-breaking, because the majority of the wealth in this country is in such a limited number of hands. Social class is very much a taboo-term in United States culture, but needs to be discussed more because this ridiculous inequity is absurd. Courtesy of Google Images

19. “Learning Outcome” #5: Collaborative Leadership & Empowerment

20. Collaborative leadership • This image represents the in-class assignment when we were put into groups, and needed to figure out a plan of action that would solve a community problem. My group’s scenario included a community garden, along with other community assets. I really enjoyed this assignment because it required collaborative leadership of our group, to think about how to organize leaders in this hypothetical community, to solve the issue. We had to think about all the assets this community had, their weaknesses and major stakeholders. Since I hope to work in the field of community development one day, this assignment was really informative, helpful and directly related to my interests. Courtesy of Google Images

21. Michael murphy – Pioneer human services • This image represents the day when Michael Murphy spoke to our class about his professional journey post-human services, Pioneer Human Services, and professional development skills. I found his lecture to be extremely empowering and informational. Although this quarter was about communities, and how to empower their assets, this talk by Michael Murphy inspired me to start looking for human services jobs and develop my professional skills. I was also very intrigued by the organization, Pioneer Human Services, and I love the empowering work they do. Courtesy of Google Images

22. Empowerment This image represents a concept that I felt was the underlying theme of everything we learned in core this quarter, empowerment. This concept is something we learn to be a critical component of our work as human services professionals, because we aim to help people, help themselves. Empowerment was a theme I found myself writing about a lot in my concept papers, and I think is especially important in the area of community development. It is impossible to come into a community, and fix it. A good community developer will listen to the needs of the community members, and show them how to build on their assets. Courtesy of Google Images

23. REFERENCES • Google Images (Slide 3). Retrieved from: http://www.patsabin.com/illinois/hull.htm • Infed. (1999). University and social settlements and social action centres. Retrieved from: http://www.infed.org/association/b-settl.htm • Google Images (Slide 4). Retrieved from:http://thegoodheart.blogspot.com/2010/11/servant-of-god-blessed-dorothy-day.html • Catholic Worker. Dorothy day library. Retrieved from: http://www.catholicworker.org/dorothyday/index.cfm • Google Images (Slide 5). Retrieved from: http://www.addictinginfo.org/2012/01/22/who-is-saul-alinsky-and-why-does-newt-gingrich-fear-him/ • Eichler, M. (2007). Consensus organizing: Building communities of mutual self-interest. Thousand Oaks, CA: SAGE. • Google Images (Slide 6). Retrieved from: http://www.wbez.org/blogs/bez/2012-05/century-studs-terkel-life-delight-and-fair-shake-everybody-99207 • Spartacus Educational. Studs Terkel. Retrieved from: http://www.spartacus.schoolnet.co.uk/USAterkel.htm • Kretzman, J. P. & McKnight, J. L. (1993). Bulding communities from the inside out: A path toward finding and mobilizing a community's assets. Chicago: ACTA Publications. • Google Images (Slide 10). Retrieved from: http://www.engineering.iastate.edu/eri/initiatives/signature-areas/sustainability/ • Google Images (Slide 16). Retrieved from: Google Images (Slide 16). Retrieved from : https://www.google.com/search?q=new+york+city&aq=f&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=wi&ei=ZBRGUYT2D4aTrAGyw4DQBg&biw=1481&bih=905&sei=cBRGUfPZE5D-rAGnvYCYBA#imgrc=cMkOgCjKGghNiM%3A%3BexC4Knx-xjN4dM%3Bhttp%253A%252F%252Fnews.travelhouseuk.co.uk%252Fwp-content%252Fuploads%252FNew-York-Time-Square.jpg%3Bhttp%253A%252F%252Fseattlestravels.com%252Fthe-many-sights-of-new-york-city%252F%3B1920%3B1200 • Google Images (Slide 17). Retrieved from: http://www.voxeu.org/article/long-run-effects-scramble-africa • Google Images (Slide 18). Retrieved from: https://www.google.com/search?q=99%25&aq=f&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=wi&ei=zBdGUYu6CI7NqQG7rIGYCw&biw=1481&bih=905&sei=zhdGUZnrD8e7qAGPkYDwCg#um=1&hl=en&tbm=isch&sa=1&q=wealth+in+the+us&oq=wealth+in+the+us&gs_l=img.3..0i24.65211.67891.0.68079.20.17.2.1.1.0.137.1193.15j2.17.0...0.0...1c.1.6.img.3L0P2ohpeFM&bav=on.2,or.r_qf.&bvm=bv.43828540,d.aWM&fp=9600f027b7017645&biw=1481&bih=905&imgrc=hwfR9O-PgZ054M%3A%3BxtYcsjbxMYTcEM%3Bhttp%253A%252F%252Fwww.bartcop.com%252Fland-wealth-us-map-3.jpg%3Bhttp%253A%252F%252Fblog.untitledmagazine.net%252Fpost%252F28416608950%252Fif-us-land-were-divided-like-us-wealth%3B647%3B509

24. REFERENCES (cont.) • Google Images (Slide 20). Retrieved from: http://www.google.com/search?hl=en&client=safari&rls=en&q=beautiful+vegetable+garden&bav=on.2,or.r_cp.r_qf.&bvm=bv.43828540,d.cGE&biw=1277&bih=592&um=1&ie=UTF-8&tbm=isch&source=og&sa=N&tab=wi&ei=kEtHUdnMM8H9igKk6YCwDA • Google Images (Slide 21). Retrieved from: http://www.google.com/search?client=safari&rls=en&q=leadership&oe=UTF-8&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=wi&ei=nUhHUf36Ns3FiwK-l4G4Bg&biw=1277&bih=592&sei=n0hHUaSVMcHMiQKeuICADQ#um=1&hl=en&client=safari&rls=en&tbm=isch&sa=1&q=focus+group&oq=focus+group&gs_l=img.3..0l10.22054.23688.2.23949.11.9.0.0.0.0.343.639.4j1j0j1.6.0.ekwqrh..0.0...1.1.6.img.zs3BL3fjHXk&bav=on.2,or.r_cp.r_qf.&bvm=bv.43828540,d.cGE&fp=ce9cec3c2ae678cb&biw=1277&bih=592 • Google Images (Slide 22). Retrieved from: http://www.google.com/search?client=safari&rls=en&q=fist&oe=UTF-8&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=wi&ei=2E1HUfiCJaWIiAKP2IDoBg&biw=1277&bih=614&sei=201HUba8AseWiQLeloG4Bw#um=1&hl=en&client=safari&rls=en&tbm=isch&sa=1&q=empowerment&oq=empowerment&gs_l=img.3..0l10.29440.31004.0.31232.11.10.0.0.0.0.68.415.10.10.0.ekwqrh..0.0...1.1.6.img.D5qgWNsbEhk&bav=on.2,or.r_cp.r_qf.&bvm=bv.43828540,d.cGE&fp=ce9cec3c2ae678cb&biw=1277&bih=614&imgrc=IZ_W-ovFkbPsEM%3A%3BVfEHwUe6WDtMsM%3Bhttp%253A%252F%252Fnews.eastvillagers.org%252Fwp-content%252Fuploads%252F2010%252F10%252Fempowermenthands.jpg%3Bhttp%253A%252F%252Fnews.eastvillagers.org%252F2010%252F10%252F04%252Ffrom-service-to-empowerment%252F%3B266%3B400