Case Study: Alicia is a 6-year-old girl in Grade 1 in a public Primary School near Pinetown. Her parents are originally from Mozambique, her mother fled from Mozambique due to the physical abuse from Alicia’s father and came to South Africa last year in search of a better life for her children. Alicia lives in an informal settlement with her mother and 2 younger brothers. Her mother hand weaves mats and sells them by the roadside, Alicia helps her after school and during weekends. She has not found work yet and use the little money she gets from selling mats to support her children. Alicia speaks Swahili and Portuguese at home and does not understand any of the South African languages. The school that Alicia attends uses IsiZulu as a language of instruction and she does not understand the teacher due to the language barrier. Alicia’s birth card indicate that she was born with Fetal Alcohol Syndrome (FAS) a condition that results from alcohol exposure during the mother’s pregnancy. Her teacher tries her best to accommodate her by relying on demonstrations when instructing her to do tasks, it is however, still difficult for Alicia to comprehend and her teacher suspects that Alicia’s academic challenges are not only a result of the language barrier. She seems to lack concentration in class and appears to be in a world of her own. She also struggles to interact and engage with other learners in her class. Her teacher has noted that she is usually tired in the mornings and lacks energy, her energy levels seem to improve after break when she has eaten a meal provided by the school. Her teacher called her mother for a meeting to address Alicia’s academic challenges, her mother came to school intoxicated and communication between her and Alicia’s teacher was difficult. She did demonstrate that the teacher must hit Alicia if she gives her any trouble. Despite Alicia’s academic challenges her teacher has noted that she is very artistic and enjoys drawing, singing, and dancing. Marks: 100 Due date: 12/04/2024 Pages: maximum 5 (anything above will not be marked) Guidelines and Assessment Criteria: Assessment Task 1: Your assignment should indicate the following: • Identify and explain 3 theories that are applicable to the above case study. [10 marks for each theory =30] • Critically evaluate how these theories are applicable to Alicia’s case. [30] • Using the biopsychosocial model formulate a table and identify the biological, psychological and the social/environmental factors that apply to Alicia’s case. [30] • Organisation /Consistent format – headings, sub-headings and numbering should be the same throughout the assignment. [10] Assignments should have the following: • Font: Ariel 12 & 1.5 line spacing. • Assignment cover page • APA referencing style. • Referencing in text. • Reference list. • Pages numbered. help in writin an essay

Penafrancia is a gr10 student from a local public school. Her family is so poor that they are informal settlers near a river. Her Mom is a junkie and has some of her junckie friends over to their house once in awhile and do their sh*bu sessions. Her Dad is an alcoholic who when drunk bullies her and sometimes physically abuse her too.How can she clarify and manage the demands of her teen years?Select one:a.she should just run awayb.she should tell someone in authority, a teacher or a person that she trust so she can be helpedc.she should go to he nreaest Women's Desk of a police stationd.she should go to the DSWD and ask for help

Martina lives in a poor area of New Mexico. She is jealous of some of the wealthier students at her school and wishes that her parents could afford to buy her a car for her sixteenth birthday. From a global perspective, Martina is experiencing __________ poverty.A.absoluteB.chronicC.life-threateningD.relative

If Kenya was an adult living on her own and having to pay for her own needs, which plan might be better and why?

Kenya is a junior in high school.  Her parents take care of her expenses for items such as food, clothing, and personal care items.  Her parents will give her spending money for entertainment and hobbies, but there are limits as to how much and when. Kenya recently started a part-time job after school to make a little extra money and to get some work experience.  She plans to use some of the money to save for a car.  The rest of the money will be for “extras” that her parents may not want to pay for, such as name-brand clothes instead of store-brand, or going out to eat with friends more often. Kenya is considering using with the 50/20/30 or the Pay Yourself First budgeting strategy to meet her financial goals.   Considering the details of Kenya’s finances, explain whether 50/20/30 or the Pay Yourself may be the better option for her.

advocate for local migrant workers and the educational needs of migrant youth. She got her start volunteering with the Migrant Ministry, a program that provides educational support for migrant students and advocates on behalf of the migrant worker community. In addition to raising awareness about the challenges affecting migrant youth, Calla takes the lead on a variety of other projects, such as raising money for cancer victims. She is involved in these projects through her role as a founding member of the Toledo UCREW student advisory board, a youth development program focusing on service, leadership and social entrepreneurship. She also acts as a mentor to younger students through a Big Sis Little Sis program and serves as an officer for her school's Princess Club, raising awareness of the inner beauty and health of women and children through service in the community. Calla inspires other youth to get involved in service as a National Youth Advisory Council member for generation On, the youth enterprise of Points of Light.(2) "We are problem-solving people!" The thought returned to me again and again as I listened in amazement during several workshops with a variety of focuses at the Points of Light 2013 Conference on Volunteering and Service. Each and every workshop seemed to be merely a variation on this one, concrete theme that is the heart of every service venture. I would say it is this identity that is the service community's greatest asset–the ability to recognize a need, and rise to not only a solution, but to work in a way that invites each person to be a part of something greater than themselves in a fashion that only giving back can truly do. This sort of innovation is truly ingenious–an undeniable mainstay of productivity that any society should prize. And let's face it, our world isn't going to run out of problems soon–child hunger, education inequality, international humanitarian injustice–take your pick, there are oodles of issues ripe for the picking, and application of the dedicated hard work of people who recognize their severity is in high demand.(3) I had very little expectations going into the Conference on Volunteering and Service. I figured that each workshop would be a general sharing of knowledge, but in a way that was more focused on what the separate sponsor organizations had done in their years of service–plugs for individual missions and specific service campaigns. Perhaps that is why I was so blown away by the true impact of the conference.(4) Empowerment through shared experience and the generation of fresh ideas through presentations and collaborations equipped each attendee with the know-how and inspiration to tackle any social injustice. This was the first year of the Global track at the conference, and I feel so honored to have taken part in celebrating this milestone! I admire the service community for recognizing the need for international involvement and expanding its outreach to enable a greater focus. I write this blog from China, and while the focus of my visit is on language immersion, I am enjoying learning about the societal norms for service. My group will be partaking in several service projects in which I will be able to utilize the skills shared in the workshops.(5) While problem solving is very important, it must be fueled somehow, and there is no better way to feed this productive fire than with the kindling of enthusiasm! The enthusiasm of each individual who attended the conference was undeniably contagious. A collective can-do attitude created such an atmosphere of support and optimism that it couldn't be escaped! This is an essential component of the problem-solving formula. The denial of the "impossible" and the ability to embrace change continues to build up the community and nurture its growth. It is this that connects each partner organization, enterprise and business—a demand for a greater good. The Conference on Volunteering and Service wasn't about individual goals, or trying to recruit supporters for specific campaigns. Rather, it was about coming together, for the good of the community—to engage, empower and inspire, so that together we can grow through the creation of solutions to the problems that we each recognize, and in the process, change the world.4Select the correct answer.What is one way the author develops the central idea that collective problem-solving is effective? A. by sharing the individual experiences of those who attend conferences on problem-solving B. by explaining that those who conference with others on problem-solving become inspired to bring change to their community C. by explaining that there is a never-ending list of problems that impact society D. by sharing that Youth advocates can attend the Points of Light Conference on Volunteering and service