Strategies on training and planning

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create an educative blog in which you educate the general public, including individuals, families, and communities. In your blog post, be sure to clearly identify and explain 10 ways in which individuals, families, and communities can prepare for a crisis or disaster. Include strategies on training, education, and planning in your blog.

Length: 3-5 pages, excluding title and reference pages

Spotlight on Skills:

How to Create a Blog Entry Blogs are web-based journals that typically present an individual’s thoughts and perspective about a particular topic, but they go beyond just an online diary. Many blogs are written to help people who may be experiencing similar situations that the blogger has experienced, or in the case of the helping professions, blogs may assist readers in addressing issues of concern for them. Use the following steps to create a blog entry. • Organize your information to prepare an effective blog. • Attract your blog readers by beginning with an attention-grabbing title. Be sure blog content is well-written and relevant. • Present your main point in the first paragraph. • Be sure this introductory paragraph explains the problem to your blog readers by providing a bit of history to put it in perspective. • Use an engaging, conversational tone and words to keep readers’ attention.

References: Include a minimum of 3 scholarly resources.

The completed assignment should address all of the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations and current APA standards, and adhere to Northcentral University’s Academic Integrity Policy.

Different crisis intervention strategies

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Note: Adapted from CMA (2020).

Mental health professionals use different crisis intervention strategies and models to respond to crisis survivors. Federal, community and non-governmental agencies respond to disasters via several avenues (Cretney, 2016). This week, you will explore the literature on disaster response and crisis intervention. The information you will learn this week will help you identify the different ways federal, community, and non-governmental agencies have and continue to respond to different types of natural and man-made disasters. You will also cover material on crisis intervention mechanisms that are utilized by mental health professionals.

For this week’s assignment, you will conduct your own search for resources. You will find additional scholarly sources which provide relief, or attempt to provide relief (for example, first responders) to individuals, families, or communities during or after one of the following situations:

  • a natural disaster

Review a minimum of 5 scholarly sources and provide a bibliographic outline of your sources. In your bibliographic outline, include the full APA citation for each source and briefly describe the study or article review in 1-2 paragraphs (for each source).

Heads up to Signature Assignment: You will be including these selected sources in your signature assignment resources in Week 8.

Length: 2-3 pages, excluding title and reference pages

References: Include a minimum of 5 scholarly resources.

Stages of Research Proposal

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ED504 Research Project Outline

There are three parts to Stage 1 of the Research Proposal, which is the final product generated in the ED504 course. The purpose of the outline is to help candidates solidify a topic and approach to a research project for addressing an existing problem in the environment of their field of study. The problem must be identified and supported by existing data and should be applicable to the candidate’s field of study (i.e., library media, counseling, teaching).

Remember, this is an outline. You need to provide sufficient detail to inform your instructor, but responses are not fully fleshed out. The complete details are provided in the Research Proposal and not here in the outline. To provide better guidance, responses to questions in the outline should not exceed one paragraph.

Part 1 Data Gathering/Analysis

Gather data previously collected at the classroom, school, or district level to justify the identification of a topic for study.

OBJECTIVE: Identifying and analyzing a problem or weakness currently found in candidate’s field of study for the purpose of completing the Research Proposal assignment. Remember, the Research Proposal is a proposal for an experimental research design.

RESPOND TO THE FOLLOWING PROMPTS:

1. Identify the problem that you wish to research and write a problem statement. (i.e., The problem this study will address is poor student academic achievement.) (Chapter 1)

2. Identify your hypothesis. (Chapter 1)

3. Elaborate on how you determined this was a problem and write a purpose statement based on your problem statement. (i.e., The purpose of this study is to evaluate the impact of socioeconomic status on student academic achievement.)

4. Construct a graphical representation that allows for easy analysis of your compiled data that highlights your problem. Identify the source of the data and discuss its credibility. Examples of existing data might include school district test scores, absenteeism reports, graduation rates, cost, ranks, divorce rates, living habits, etc.

5. Discuss the data in your graphical representation to confirm that a problem or weakness can be addressed that is appropriate to the scope of the required program.

6. Connect the problem or weakness to trends or patterns represented in your data.

 

Part 2 Literature Review

You will conduct a literature review following APA format (most recent published edition) and become familiar with the scholarly debate surrounding your topic and what scholars and practitioners say about the best way to address the particular need or problem identified through the data analysis.

OBJECTIVE: Reviewing and writing a Review of Literature on your chosen topic for the purpose of completing UWA’s Research Proposal assignment.

RESPOND TO THE FOLLOWING PROMPTS:

1. Provide a developed statement of the research problem that demonstrates a sound and focused understanding of the identified problem.

2. Identify best practice(s) that will be used to address the problem or weakness. This should be a theorist or theory that is known and documented in the research literature.

3. Describe and justify a trend/theory that will be used to validate the use of the identified best practice(s) and clearly highlight the connection with the identified trend/theory to address the problem.

4. Provide reference listings (in APA format) for a minimum of 10 sources (largely representative of the most recent five years) you will use to describe/justify the best practice and/or theory identified. Be sure to include only sources that show clear connections with the best practice(s) and/or theory/trend identified as viable responses to the problem/weakness presented.

5. Provide a summary of the literature and how it justifies the need for the study. You are synthesizing your collection of sources into a brief 1-2 paragraph summary. Do NOT describe the specific studies included in your sources.

 

Part 3 Methodology/Action Plan

You will write a measurable and executable action plan on your chosen topic for the purpose of completing UWA’s Research Proposal assignment. The action plan must be APA formatted (most recently published edition). Collaborative resources must be included, and each category in the grading rubric must be addressed. Evidence of collaboration with appropriate stakeholders is required.

OBJECTIVE: Writing a measurable and executable action plan on an identified topic for the purpose of completing UWA’s Research Proposal assignment.

RESPOND TO THE FOLLOWING PROMPTS:

1. Identify the population and provide a description of the participant sample and the sampling technique.

2. Justify the sampling technique and the sample chosen.

3. Describe the role of all participants and the plan to prevent harm to them, including the plan for protecting student confidentiality and data.

4. Provide a description of steps and sequence of steps required to complete a successful study.

5. Justify the plan of action with respect to the identified problem and purpose. Be sure to justify the connection between the plan and the expected impact on student achievement.

6. Define constitutive and operational definitions of key terms.

7. Identify the variables in the study and define how each will be measured.

8. Describe the data that is needed for the study and how it will be collected. Include a description of the timeline for the data collection.

9. Identify any instrument that will be used in the study and its validity and reliability measures.

10. Describe any threats to the internal validity of the study and measures for control.

11. Describe the limitations or outside interferences that might interfere with improved student achievement.

 

Data Gathering/Analysis
CATEGORY Unacceptable Revisions Required Target
Problem and problem statement Problem/weakness is not identified, or the problem statement is missing Problem/weakness is identified; problem statement is provided but is overly vague or wordy Problem/weakness is identified; clear and concise problem statement is provided
Hypothesis Hypothesis statement is missing Hypothesis statement is included; but alignment with the problem statement is weak Clear hypothesis statement is included and aligns with the problem statement
Elaboration and purpose statement Description of how the problem was determined is missing or purpose statement based on problem statement is missing Description of how the problem was determined is provided but lacks sufficient detail; purpose statement based on problem statement is provided Clear description of how the problem was determined; purpose statement based on problem statement is provided
Graphical representation Graphical format does not present the data in a clear manner; data is only partially presented; data source(s) is not identified Graphical format(s) is appropriate and clearly presents all the collected data; data source(s) is identified Graphical format(s) is appropriate; clearly presents all the collected data; highlights visible patterns or trends; data source(s) is identified, and credibility is properly established
Data discussion No details are provided to support the problem/weakness identified or does not align with the type of data collected Details provided weakly support the problem/weakness identified; aligns with the type of data collected Details provided support the problem/weakness identified; is appropriate to the required project scope; aligns with the type of data collected
Connection between data and problem No connection with the trends and patterns identified in the data are drawn Connections between the trends/patterns in the data are noted, but not clearly supported in the narrative Clear connections between the trends/patterns in data are drawn in the narrative and supported in detail in the narrative
Literature Review
CATEGORY Unacceptable Revisions Required Target
Developed problem statement Problem statement is missing or if one is provided it fails to demonstrate an understanding of the identified problem Problem statement is provided but could be further fleshed out; evidence of an emerging understanding of the identified problem is demonstrated Problem statement is fully developed and demonstrates a clear and accurate understanding of the identified problem
Best practice(s)

 

 Best practice(s) are not clearly identified or the practice identified is inappropriate; connection to theorist or theory documented in literature is missing Best practice(s) are clearly identified; connection to theorist or theory documented in literature is weak or missing Best practice(s) are clearly identified; connection to theorist or theory documented in literature is established
Theory/trend Theory or trend is not adequately described and does not validate the selected best practice(s); appropraiteness of theory/trend for addressing the problem or weakness is not addressed Theory or trend is described but descriotion fails to validate the slected best practice(s); appropraiteness of theory/trend for addressing the problem or weakness is noted but the connection is weak Theory or trend is clearly described and validates the slected best practice(s); appropraiteness of theory/trend for addressing the problem or weakness is clearly highlighted and accurate
Reference listing Source requirement was not met; multiple (more than 6) APA formatting errors in the reference list; sources included are not representative of recent research; sources connection to the identified best practice(s) and/or theory/trend is not clear Meets minimum requirements for degree level: Masters – A minimum of 10 sources were utilized; fewer than 6 APA format errors are present in the reference list; sources included are representative of recent research; sources appear to be connected to the identified best practice(s) and/or theory/trend Five (5) sources beyond minimum requires were utilized; there are virtually no APA format errors present in the reference list; sources included are representative of recent research; sources appear to be clearly connected to the identified best practice(s) and/or theory/trend
Literature summary Summaries of content of individual sources included in the collection is presented rather than a synthesis of source content; exceeds 2 paragraphs Summary of content presented in the collection of sources is provided but includes some details of specific studies; exceeds 2 paragraphs Synthesis of content presented in the collection of sources is provided; does not exceed 2 paragraphs
Methodology/Action Plan
CATEGORY Unacceptable Revisions Required Target
Population and sampling technique Descriptions of the participant sample and/or sampling technique are missing Descriptions of the participant sample and sampling technique are included, but details are limited Full descriptions of the participant sample and sampling technique are included
Sampling technique justification

 

 Justifications for the sample chosen and/or the sampling technique are missing Justifications for both the sample chosen and the sampling technique are provided, but details are limited Justifications for both the sample chosen and the sampling technique are provided
Role of participants and plan to prevent harm Role of participants is not clearly described; plans for protecting the data and/or student confidentiality are missing Role of participants is described; plans for protecting the data and/or student confidentiality are not provided or are inadequate Role of participants is thoroughly described; adequate plans for protecting student confidentiality and/or data are provided
Action plans steps and sequence

 

 

 Action plan is not described; description is not clear; steps in plan are not in a logical order Action plan description is provided, but additional detail may be warranted; steps in plan are outlined, but additional steps may be needed, or the order could be altered for better efficiency Action plan description is provided, and sufficient detail is included; steps in plan are outlined; exhaustive list of steps and sequence of steps allows for optimal efficiency and outcome
Key terms Definitions of key terms are missing Definitions of key terms are provided, but are inaccurate or incomplete Constitutive and operational definitions of key terms are provided
Variables are identified and defined

 

 Variables are misidentified Variables are identified correctly, but with no clear definitions or explanations as to how they will be measured Variables are identified correctly, with clear definitions and explanations as to how they will be measured
Required data needs

 

 Data needs are not identified or do not align with the problem; data retrieval plans are missing or inappropriate Data needs are identified; data retrieval plans are included, but not timeline for collection is provided Data needs are identified; data retrieval plans are described and a timeline for collection is included
Instrument

 

 Instrument is not described Instrument is described, but information about instrument validity and reliability limited or missing Instrument is described in detail and information about instrument validity and reliability are included
Internal validity threats

 

 Threats to internal validity are not identified or described Threats to internal validity are described, including measure(s) for control, but there are inaccuracies in the details Threats to internal validity are thoroughly and accurately described, including measure(s) for control
Limitation

 

 Limitations and/or outside interferences with improved student achievement are not identified Limitations and/or outside interferences with improved student achievement are identified, but limited details are provided Limitations and/or outside interferences with improved student achievement are identified and thoroughly described

 

 

 

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Ethical issues and concerns

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Maury is a young clinical psychologist who is new to private practice, and is working on a fee-for-service basis, meaning he doesn’t take insurance.

One of the clients he has been treating is a 20-year old man who was referred by his parents whom Maury had seen previously to consult on parenting for their younger child. This patient still depends on his parents financially, and they were writing the checks the client would bring to pay for therapy.

After a few months in which good progress seemed to be made, the client suddenly grew dissatisfied and began devaluing Maury and the treatment; he unexpectedly quit therapy, still owing an unpaid balance of over $600.

Maury had a good relationship with the client’s parents, and he is confident they would be happy to pay the balance. However, the client is an adult, and Maury does not have a signed Release of Information stating he can speak with the client’s parents.

Discuss what Maury can do to recover the unpaid balance. What ethical issues and concerns should he keep in mind? How might he avoid such a situation in the future?

After sharing your thoughts, please respond to at least two other classmates’ posts.

Profiling skills during an investigation

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Signature Assignment, you will apply your profiling skills during an investigation. Imagine that you have been hired by the FBI to work as a profiler. In this assignment, put your skills to the test by developing a PowerPoint presentation that delivers your findings to the FBI agents working on the case. You may use any information you have developed from previous assignments or create new information (e.g., suspect impressions report and summary identified information pertaining to demographics, physical characteristics, possible motive). You may use that information in your Signature Assignment. However, your goal for this assignment is to ensure that use your PowerPoint presentation to conveyed to the FBI that you have developed a solid criminal profile based on the following:

  • Identify the crime and crime scene in a well-organized manner (with specific details).
  • Indicate any physical and emotional attributes of the suspect (e.g., height, weight, piercings, markings). Is the suspect known to “fly off the handle”, or does he/she have a history of property destruction? If so, how do you know this–who provided you with this information and are they credible?
  • Identify your possible suspect and present rationale (e.g., What led you to this hypothesis? What physical or other identifying information connected the victims to the alleged suspect? What geographic considerations were factored into your hypothesis?).
  • Identify information about the victims in the case. How many, were there similarities? If so, what where they? Are the victims connected to each other in some way (e.g., work, friends, school, etc.)?
  • Determine the possible motivation for the criminal committing the crime (i.e., childhood history, mental illness, significant life event).
  • Include any other relevant history, such as prior arrests or hospitalizations.

Be sure your presentation demonstrates that you have developed a solid theory of the suspect and that you understand the crime that was committed, as well as the victims associated with the crime and any additional information. Specifically, you must accurately define the connections that exist among your crime scene analysis, victim information, and key findings to develop your profile. The goal is to provide the FBI with the knowledge you have to help the agents solve the crime. Your presentation should include a summary that explains the crime, crime scene, and victim(s). The summary is intended to provide details that lead to your analysis; therefore, they should reflect scholarship and application of the theories learned.

Incorporate appropriate animations, transitions, and graphics as well as “speaker notes” for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

Support your presentation with at least five scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.

Length: 12-15 slides (with a separate reference slide)

Notes Length: 200-350 words for each slide

Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate. Save the file as PPT with the correct course code information.

Concept of tragic optimism

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Here are a few questions to prompt you but you can talk about anything you wish.

  1. Around minute 11, the researcher talks about an experiment where they tried to prompt people to be more happy by surrounding them with inspirational posters etc. and how it did not work. What do you think is the best way to get people to be more happy?  Should we even bother?
  2. Have you ever experienced toxic positivity? What was the effect on you and how did you work with the aftermath of the interaction? like the woman who lost her baby, did it lead to less sharing of feelings or changes in relationships?
  3. Do you think the pursuit of happiness just leads people to be more unhappy?
  4. around minute 20, the researcher talks about the benefit of experiencing grief or other unpleasant emotions after an event and promotes the concept of “tragic optimism”.  She then talks about post-traumatic growth (PTG)-the idea somewhat like “what doesn’t kill you makes you stronger”.  There is another perspective that not all trauma can be transitioned to post-traumatic growth, that for people, lots of trauma will remain as trauma. Do you think we do a disservice to people if we tout the idea of PTG when it simply won’t happen for some people?
  5. These questions are just suggestions or ideas based on some of my questions from the podcast. Your thoughts may be completely different. Write about what interests you.

For this post, please provide a couple of thoughtful paragraphs.

https://www.abc.net.au/radionational/programs/allinthemind/toxic-positivity-when-happiness-becomes-harmful/13749368

Exploring Reliability and Validity Assignment

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Benchmark Benchmark Exploring Reliability and Validity Assignment Instructions

 

Overview

In this Benchmark Exploring Reliability and Validity Assignment, you will analyze the psychometrics provided from the Values and Motives Questionnaire (VMQ), addressing 1) the type of reliability and validity used; 2) the areas of concern/strength for the Cronbach alpha coefficients; 3) how sample size and nature of the population may influence the constructs that the test attempts to measure (including validty and norming population); and 4) present an opinion of the test using the information in this report.

 

Instructions

· Length of Benchmark Exploring Reliability and Validity Assignment : 600-900 words (not including the title page and reference page)

· Format of Benchmark Exploring Reliability and Validity Assignment : APA for font (Times New Roman, 12 pt.), title page, margins, and section headings

· Number of citations: 2+ (must include the VMQ technical manual)

· Acceptable sources: scholarly articles/texts published within the last five years

 

Template

1. Types of Reliability and Validity.

Explain the types of reliability and validity used. The authors of the VMQ explain general principles of norming, two types of reliability, and two types of validity on pages 14-15. But when they present the specific information about reliability in the first paragraph on page 17, they specifically state that they are using one type of reliability and where this data can be found. This is the reliability that you will describe. The same applies to validity; find the specific information provided by the authors on the VMQ.

2. Reliability: Cronbach Alpha Coefficients.

Look at each of the constructs (scales) the test purports to measure and identify the proper category of low, acceptable, and high ranges of the Chronbach’s alpha coefficients for each scale. Use the chart provided in the “What Makes a Good Test” handout, which explains how to read reliability and validity coefficients. Match them to what is in the manual. Report the reliability category for all scales. Look at the number/percent of the scales with problematic versus acceptable internal consistency alpha values.

3. Sample Size and Nature of the Population.

a. Validity: Look at the population used for the VMQ and the populations for the tests used to evaluate the VMQ’s validity. Do you believe that the populations of the other tests are comparable to the population used in the VMQ? Does this raise an issue with the validity?

b. VMQ Norming Population: Is it representative of the population you want to use it for? How about gender and cultural representation? Is there demographic information and is it sufficient to draw conclusions? Do you believe that the results of the group taking the VMQ are broad enough to generalize to other populations? Did they sample enough people to believe that this sample captures the traits of the population? The answers to these questions will help you to evaluate potential issues with both validity and generalizability.

4. Your Opinion of the VMQ.

Summarize the psychometric properties you reported. Look at your evaluation of reliability, validity, and population. Based on your findings, do you believe that the VMQ’s authors sufficiently establish the reliability and validity of the VMQ? Note any concerns. Be sure to view this in terms of the sample size and the makeup of the populations used to norm the instruments. This adds important meaning to the reliability and validity coefficients.

 

To access and download the VMQ Technical Manual, see the Benchmark Exploring Reliability and Validity Resources.

 

Be sure to review the criteria on the Benchmark Exploring Reliability and Validity Resources Grading Rubric before beginning this Benchmark Exploring Reliability and Validity Resources Assignment.

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

Availability of Birth Control

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Discussion Topic: Availability of Birth Control in Schools

To prepare for this discussion, read Lecture 2.Adolescent Sexual Activity Rates: Many young people engage in sexual risk behaviors that can result in unintended health outcomes. For example, among U.S. high school students surveyed in 20151Before you start this week’s discussion find at least one article from the online library database about FAS and pregnancy.  See the search method below. Then consider one of the online articles (links) below. Does it oppose or support your journal article?

 

  • 41% have had sexual intercourse.
  • 30% have had sexual intercourse during the previous 3 months, and, of these
  • 43% did not use a condom the last time they had sex.
  • 14% did not use any method to prevent pregnancy.
  • 21% drank alcohol or used drugs before the last sexual intercourse.
  • Only 10% of sexually experienced students have ever been tested for human immunodeficiency virus (HIV).*
  • CDC data show that lesbian, gay, and bisexual high school students are at https://www.cdc.gov/healthyyouth/disparities/smy.htm

 

  • Sexual risk behaviors place teens at risk for HIV infection, other sexually transmitted diseases (STDs), and unintended pregnancy:
  • Young people (aged 13-24) accounted for an estimated 22% of all new HIV diagnoses in the United States in 2015.2
  • Among young people (aged 13-24) diagnosed with HIV in 2015, 81% were gay and bisexual males.2
  • Half of the nearly 20 million new STDs reported each year were among young people, between the ages of 15 to 24.3
  • Nearly 230,000 babies were born to teen girls aged 15–19 years in 2015.4
  • To reduce sexual risk behaviors and related health problems among youth, schools and other youth-serving organizations can help young people adopt lifelong attitudes and behaviors that support their health and well-being—including behaviors that reduce their risk for HIV(https://www.cdc.gov/hiv/default.html), other STDs, and unintended pregnancy(https://www.cdc.gov/teenpregnancy/index.htm). The National HIV/AIDS Strategy calls for all Americans to be educated about HIV. This includes knowing how HIV is transmitted and prevented, and knowing which behaviors place individuals at the greatest risk for infection. HIV awareness and education(https://www.cdc.gov/healthyyouth/hecat/pdf/hecat_module_sh.pdf) should be universally integrated into all educational environments.
  • CDC recommends(https://www.cdc.gov/hiv/guidelines/index.html) all adolescents and adults 13-64 get tested for HIV at least once as part of routine medical care.

 Additional Discussion Resources:

  • https://www.cdc.gov/healthyyouth/sexualbehaviors/

Then answer the following questions:

  • Should high schools be able to dispense contraceptives to students? Why or why not?
  • What cognitive and emotional developmental issues are at play when tweens and teens make the decision to have sex?
  • Should schools address these issues if they are going to give contraceptives? If so how should they do this?
  • What role should parents play in sex education, including pregnancy and HIV?
  • Support your answer with a solution to the societal problem

Note: Remember to cite a source in your primary post.

Current Issue Affecting Pastoral Counseling

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Research Paper Assignment Instructions

Student’s Choice of a Current Issue Affecting Pastoral Counseling

Overview

 

From your reading and experience, there are numerous issues that affect families and couples in our churches today. Many of these directly affect those involved; others seem more superficial but can have long-lasting effects. Examples of these are: homosexuality in the church (congregation, pastors), single-parent families, trauma, grief and loss, gay marriage, pornography, etc.

The student will choose one issue that they desire to research, analyze, and discuss how that issue impacts either or both couples and/or families today, especially in relation to the church and Christian beliefs.

Instructions

 

· The paper is approximately 12–15 pages long (not including title and reference pages).

· Student is to use current APA professional standards in the writing of this assignment.

· The student should use citations to support their assertions.

· A minimum of 10 acceptable sources, in addition to the course textbooks, are required (e.g. scholarly articles published within the last five years; the Bible; scholarly books).

· The paper should be organized using APA Level Headings.

 

Use the Research Paper Template to aid you in formatting and organizing your paper.

 

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Writing Process and Types of Essays

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The Writing Process and Types of Essays

 

Dirty Dancing

 

 

Frances’s “Baby” Houseman, a sweet daddy’s girl in 1963, went with her family to a vacation in a resort in upstate New York’s Catskill Mountains. Frances has grown up in a rich family and all her family expect her to go on to college. Baby and her family finally get to the vacation place a vacation spot with lots of entertainment for young people and at the same time rest. The place was epicuticular and colorful with lots of nature and colorful cabins. In the middle of the place there was a restaurant where all the dancers do all the activities and various other shows were held. One night, Baby observes Max the owner of the place instructing the waiters, all Ivy League students, to romance the guests’ daughters, no matter how unattractive. Max also demeans the working-class entertainment staff, including Johnny Castle, one of the handsome dance instructors. Baby is attracted to Johnny; she loves him since the beginning. I love this movie because apart from being a beautiful movie, it teaches that that first love of summer is never forgotten and that a person should not be judged at first sight by their appearance like Johnny who was involved in difficult situations proved that he was a person honest and good and above all very loyal to people close to him.

Baby learns Johnny’s dance partner Penny is pregnant and Robbie was the responsible Robbie was dating Lisa (baby’s sister), Robbie attend to a school medicine. Robbie was a selfish person who did everything to get ahead no matter who he hurt and at the same time he was ambitious. As I say, wolf disguised as a sheep. When Robbie refuses to help Penny, Baby, without explaining why, borrows money from her father to pay for Penny’s abortion.

Penny declines as it would cause her and Johnny to miss a performance at a nearby resort, costing them the season’s salary, but Baby volunteers to stand in for Penny. During her dance sessions with Johnny, they develop a mutual attraction. Johnny falls in love with her too. Penny’s process went wrong, and she was in a lot of pain and about to get an infection. Baby, without thinking twice, ran to look for her father without caring that she had hidden the purpose of the money from him, and he saved her from dying. Our movie heroine confronts her father, who thinks Johnny is responsible for Penny’s pregnancy. Doctor Jake Hausman (Jerry Orbach) who ultimately saves Penny from certain death, that father who has instilled social justice in his daughter to change the world, did not expect her to change her own life.

Johnny and baby started their summer love, and they would see each other secretly and they lived their love until he rejects and indecent proposal from Vivian a married woman who liked to pay and have fun with johnny, pretending she was taking dance classes. When Vivian spots Baby leaving Johnny’s cabin, she gets mad, and attempts revenge on Johnny by claiming he stole some wallet. Max is ready to fire Johnny, but Baby backs up his alibi, revealing she was with Johnny at the time of the theft. The real thieves, Sydney and Sylvia Schumacher are caught, but Johnny is still fired for mixing with Baby. After this incident Johnny try to speak with baby’s father (Dr. Houseman) but is only accused of trying to get at Baby. Baby later apologizes to her father for lying, but not for her romance with Johnny (She really love him). At the end-of-season talent show, Dr. Houseman gives Robbie a recommendation letter for medical school, but when Robbie admits that he got Penny pregnant, and then insults her and Baby, Dr. Houseman angrily grabs the letter and the money back. Johnny arrives and interrupts the final dance by bringing Baby up on stage and declaring that she has made him a better person and that with his help he realized that he could fight for the things he wanted and loved. Johnny and Frances (baby) danced the last song of the closing of the summer and danced with the whole dance group. Baby’s father ended up apologizing to Johnny and in this way this romantic and beautiful movie ends, and at the same time very educational.

 

This was my favorite part of the movie one of them.
            https://www.youtube.com/watch?v=cBJWyz6Gg7s 

Reference:


Wikimedia Foundation. (2022, May 29). Dirty dancing. Wikipedia. Retrieved May 29, 2022, from https://en.wikipedia.org/wiki/Dirty_Dancing


Wikimedia Foundation. (2022, May 29). Dirty dancing. Wikipedia. Retrieved May 29, 2022, from https://en.wikipedia.org/wiki/Dirty_Dancing