The following Course Outcome is assessed in this assignment:MT297-5: Use small group management strategies to achieve group and organizational goals.You began this assignment in Unit 9 creating a 2–3-page paper. Now you will create a minimum 10-slide PowerPoint presentation version of your paper and add audio narration to the slides, including an audio transcript at the end or added as notes below the slides. Make sure you have read the article by Weinstein, M. (2014). Assignment: High Performing Teams’ Training You have been tasked with creating a training program to help executive management develop fully functional virtual teams around North America (Mexico, U.S., and Canada) that will either (1) develop new products, (2) be tasked with regional distribution services, or (3) be in charge of regional marketing; this your choice. The name of the training program is titled “The Dream Team.” You are going to create a virtual team training session and you will choose the reason for the teams’ development through the training program from the three possibilities provided above. Then address the following checklist items: Checklist: Dream Team Presentation You will describe the overall training program to train 20 teams of 5 for the reason you chose from the three choices provided.Use the Training Steps (from your reading) to create an agenda that will include the vital content you deem necessary to manage and develop collaborative high performing teams for the purpose you selected from the three possibilities.Make sure to address the needed team building process steps.How will these teams manage themselves?What skills will these high performing team members need to direct themselves?What skills will be needed and what practices will need to be implemented by the external leaders of these high performing teams? Access the Unit 10 Assignment grading rubric. Submit: The 2–3-page paper in current APA format and citation style with an additional title and reference page you created in Unit 9 Assignment. You must include two short in-text citations with their accompanying references. Your minimum 10-slide PowerPoint presentation of the paper using three (3) to four (4) bulleted points per slide with audio and your audio transcript included at the end of the presentation (or as notes below each slide). Add an additional title and references slide.Running head: LOW INCOME YOUTH AND SUMMER MONTHS
Keeping Low Income Youth Living in Birmingham, Alabama Occupied During the Summer
Months
Student Name
Institutional Affiliation
1
LOW INCOME YOUTH AND SUMMER MONTHS
2
Keeping Low Income Youth Living in Birmingham, Alabama Occupied During the Summer
Months
Summer break represents a large amount of freedom for young people but the move from
a structured school environment to an extended summer period can have a significant effect.
This effect is not always a good one largely because these children spend most of their time
engaged in unhealthy activities that increase their weight. Aside from the physical changes,
summer breaks also lead to significant loss of learning for students with the most affected being
children from low income families. As a way to counter these negative consequences associated
with summer, Birmingham City should create short courses on basic skills at numerous educational centers and offer small scale entrepreneurs the necessary financial support to employ
youth.
During the traditional school year, schools are responsible for educating children and
offering them the necessary activities to keep them occupied. However, in the summer months
this particular responsibility often shifts to the parents. Whereas parents living in low income
areas might wish to provide positive activities, in many instances they do not have the necessary means to give the same support as wealthier families. This situation can have damaging,
long term impacts for the children beyond the summer months (Hollis, 2020). The growing population of young people in Birmingham and Alabama as a whole shows the immediate need to
find long term solutions to ensure they remain engaged during this period. The 2010 census of
the state of Alabama showed that 23.7% of the population was under 18 years which points to
LOW INCOME YOUTH AND SUMMER MONTHS
3
the high number of youths who could be potentially impacted by this issue(U.S. Census Bureau,
2010). This is especially true for children living in low income areas whose parents are unable
to pay for summer programs. Some parents might not be able to find transportation to enable
their children reach these programs or might not have the necessary knowledge to access them if
they are not adequately promoted within the community.
Some youth might feel the need to start their own businesses to fill in their hours and
have some financial freedom. However, many do not have the necessary knowledge to create
strong business ideas while others will rush into developing business plans that eventually end
in failure(Lenkens et al., 2020). The biggest issue is that during the summer months many youth
are often not interested in taking part in educational programs. Education is a critical tool in
helping youth understand the dynamics of the market and the economy and ensure the youth
have successful businesses. In this regard educational programs would be helpful in improving
the youths ‘knowledge and provide them with a chance to have profitable business (National
Academies of Sciences, Engineering and Medicine, 2020). It would also provide them with activities to fill in their time and therefore prevent them from falling into bad company and engaging in negative, harmful habits.
Young people, particularly those who come from low income families are especially vulnerable to engaging in risky behavior. The absence of structure during the summer time can lead
them to take part in substance abuse, crimes and risky sexual behavior. Others are likely to suffer from mental illness and depression (National Academies of Sciences, Engineering and Medicine, 2020). In this regard keeping these youth active will cut down on the chances of them developing these behaviour and actively promote their mental, physical and social growth (Lenkens
et al., 2020). While this is a population that can easily be taken advantage of and end up taking
LOW INCOME YOUTH AND SUMMER MONTHS
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part in destructive activities, they are also a vibrant group whose enthusiasm and excitement can
be a positive tool if this energy is directed towards the right direction.
One of these directions can be programs that provide them with the necessary skills such
as those focusing on reading or summer camps can provide these youth with routine while
also allowing them to access new and unique experiences and meet new people. Providing
youth with these opportunities, particularly those from low income communities, can help deal
with the negative impacts of idleness (National Academies of Sciences, Engineering and Medicine, 2020). They can also provide them with the knowledge necessary to ensure they have a
better future. The differences attached to achievement between poor and wealthy students can be
traced back to opportunities to access summer programs during their younger years(Hollis,
2020). While these summer programs might offer a broad range of chances for these youth,
some parents an those directly involved in dealing with youth might not agree.
The costs associated with accessing youth centered organizations might be too much
and these programs are not always available. Moreover, some of these programs are not adequately funded which impacts on the quality and the type of activities that youth can access.
Limitations in pace might also affect the number of students admitted into these programs
(Lenkens et al., 2020). Despite this targeted programs can reach the most disadvantaged and
vulnerable youths and give them a strong chance to compete academically and socially with
their wealthier peers.
In conclusion, summer programs can provide youth from low income communities living
in Birmingham with the chance to access activities that will enable their positive development.
They can learn the necessary skills that will enable them set up successful businesses while also
allowing them to meet new people and engage in positive experiences that reduce the likelihood
LOW INCOME YOUTH AND SUMMER MONTHS
5
of falling into risky behaviour.
References
Hollis, H. (2020). Summer break: Keeping youth engaged and preventing summer learning loss.
The University of Texas at Austin Texas Institute for Child & Family Well being. Retrieved 20
Jan 2021 from https://txicfw.socialwork.utexas.edu/summer-break-keeping-youth-engagedand-preventing-summer-learning-loss/
Lenkens, M., Rodenburg, G., Schenk, L., Nagelhout, G. E., Van Lenthe, F. J., Engbersen, G., …
& Van De Mheen, D. (2020). “I need to do this on my own” resilience and self-reliance
in urban at-risk youths. Deviant Behavior, 41(10), 1330-1345.
National Academies of Sciences, Engineering, and Medicine. (2020). Shaping summertime experiences: Opportunities to promote healthy development and well-being for children and youth.
New York: National Academies Press.
U.S Census Bureau. (2010). Age and Sex Composition: 2010. Retrieved from
https://www.census.gov/prod/cen2010/briefs/c2010br-03.pdf
LOW INCOME YOUTH AND SUMMER MONTHS
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