This document summarizes Michael Popkin's Active Parenting program, which provides Adlerian-based parenting education. It has reached over 3 million parents worldwide through video-based courses. The program teaches parents skills to instill five key qualities in children - responsibility, cooperation, respect, courage, and self-esteem - which are needed to succeed in modern society. Active Parenting uses videos, group discussions, and activities to demonstrate an authoritative parenting style focused on discipline, support, and respect. The program has been shown to be effective through research studies listing it as evidence-based.
852020 teacher inquiry on the influence of materials on chilaman341480
The document discusses a teacher's inquiry into how classroom materials influence children's learning. The teacher studied how children in her classroom used different materials during an investigation into faces and expressions. She found that the number of materials available, children's prior experience with materials, teacher guidance, time spent with materials, and connecting to previous activities all influenced how children engaged with materials and their investigation. The teacher's research was informed by discussions with student teachers and education professors.
This slide show was presented at the BELMAS conference in July, 2017. It represents work-in-progress about parental engagement in Jewish families. The questionnaire for parents in Jewish families is still live - please help complete this research so we can learn more! The survey is here:
https://bathreg.onlinesurveys.ac.uk/parental-engagement-in-jewish-families-copy
Brian Puerling presents on teaching in the digital age with smart tools for early learners. He discusses current issues around technology use in early education and provides examples of how teachers have integrated technology into their classrooms, including book publication, blogging, video conferencing with authors, and more. He emphasizes that technology should be used as one tool among many to enhance learning and development.
Starting STEM Early: Embedding Matter, Energy, and Engineering into the Early...Kengo Yamada
Looking to incorporate STEM and the NGSS into your early childhood environment? I presented this inquiry-based workshop where administrators, teachers and I explored some hands-on activities to appropriately introduce topics of matter, energy, and engineering into an early childhood classroom.
Teachers walked away with a list of activities and an understanding of how to navigate the NGSS website in search of appropriate standard connections.
Jenne Parks: Guiding Teachers to Use Teachable Moments in Early Childhood Set...Hatch Early Learning
This document discusses how to identify and utilize teachable moments in early childhood settings. It defines teachable moments as unplanned learning opportunities that arise from everyday interactions and experiences. The document encourages teachers to listen, observe, and ask open-ended questions to children to capture teachable moments and make the most of accidental discoveries. When teachable moments are seized, they can help motivate learning, improve retention of concepts, and allow children to transfer skills to new situations.
This document provides an overview of the cognitive development theories of Jean Piaget and Lev Vygotsky. Piaget was a Swiss psychologist who developed the theory of cognitive development occurring in stages that are age-appropriate. Vygotsky was a Russian psychologist who emphasized the social impacts on cognitive development and introduced concepts like the zone of proximal development. The thesis argues that Vygotsky's theory provides a more versatile foundation for schools today due to concepts like the zone of proximal development and its emphasis on societal influences on growth.
This document provides an overview and guide for the Education for Parenthood program, which aims to educate teenage boys and girls about parenting. It details the demonstration programs conducted by several youth organizations, summarizes the evaluation findings, and provides curriculum materials and guidance for developing parenting education programs. The evaluation found that the programs generally improved participants' opinions and knowledge about children and parenting. Participants reported increased skills and felt the programs would help them be better parents. The materials and lessons covered a range of parenting concepts to educate and prepare teenagers for future roles as parents or childcare workers.
The Best baby gift for all parents to make their kids early perfect learnersSuperDadi
The moment your child can sit up and investigate the world in an entirely different manner with vision, sounds, and collaborations, Animal Island Learning Adventure™ (AILA) is here to convey the perfect substance at the ideal time, curated by teachers and pioneers. No advertisements. No unseemly substance.
852020 teacher inquiry on the influence of materials on chilaman341480
The document discusses a teacher's inquiry into how classroom materials influence children's learning. The teacher studied how children in her classroom used different materials during an investigation into faces and expressions. She found that the number of materials available, children's prior experience with materials, teacher guidance, time spent with materials, and connecting to previous activities all influenced how children engaged with materials and their investigation. The teacher's research was informed by discussions with student teachers and education professors.
This slide show was presented at the BELMAS conference in July, 2017. It represents work-in-progress about parental engagement in Jewish families. The questionnaire for parents in Jewish families is still live - please help complete this research so we can learn more! The survey is here:
https://bathreg.onlinesurveys.ac.uk/parental-engagement-in-jewish-families-copy
Brian Puerling presents on teaching in the digital age with smart tools for early learners. He discusses current issues around technology use in early education and provides examples of how teachers have integrated technology into their classrooms, including book publication, blogging, video conferencing with authors, and more. He emphasizes that technology should be used as one tool among many to enhance learning and development.
Starting STEM Early: Embedding Matter, Energy, and Engineering into the Early...Kengo Yamada
Looking to incorporate STEM and the NGSS into your early childhood environment? I presented this inquiry-based workshop where administrators, teachers and I explored some hands-on activities to appropriately introduce topics of matter, energy, and engineering into an early childhood classroom.
Teachers walked away with a list of activities and an understanding of how to navigate the NGSS website in search of appropriate standard connections.
Jenne Parks: Guiding Teachers to Use Teachable Moments in Early Childhood Set...Hatch Early Learning
This document discusses how to identify and utilize teachable moments in early childhood settings. It defines teachable moments as unplanned learning opportunities that arise from everyday interactions and experiences. The document encourages teachers to listen, observe, and ask open-ended questions to children to capture teachable moments and make the most of accidental discoveries. When teachable moments are seized, they can help motivate learning, improve retention of concepts, and allow children to transfer skills to new situations.
This document provides an overview of the cognitive development theories of Jean Piaget and Lev Vygotsky. Piaget was a Swiss psychologist who developed the theory of cognitive development occurring in stages that are age-appropriate. Vygotsky was a Russian psychologist who emphasized the social impacts on cognitive development and introduced concepts like the zone of proximal development. The thesis argues that Vygotsky's theory provides a more versatile foundation for schools today due to concepts like the zone of proximal development and its emphasis on societal influences on growth.
This document provides an overview and guide for the Education for Parenthood program, which aims to educate teenage boys and girls about parenting. It details the demonstration programs conducted by several youth organizations, summarizes the evaluation findings, and provides curriculum materials and guidance for developing parenting education programs. The evaluation found that the programs generally improved participants' opinions and knowledge about children and parenting. Participants reported increased skills and felt the programs would help them be better parents. The materials and lessons covered a range of parenting concepts to educate and prepare teenagers for future roles as parents or childcare workers.
The Best baby gift for all parents to make their kids early perfect learnersSuperDadi
The moment your child can sit up and investigate the world in an entirely different manner with vision, sounds, and collaborations, Animal Island Learning Adventure™ (AILA) is here to convey the perfect substance at the ideal time, curated by teachers and pioneers. No advertisements. No unseemly substance.
This document summarizes strategies for transforming global education with curriculum-based digital media. It discusses three exemplars - Panwapa virtual world, International Children's Digital Library, and Sesame Chinese - that leverage media to teach children across borders. The document also outlines next steps for schools, including developing a global elementary school prototype, adapting international education guides, participating in online teacher communities, and testing model elements like Panwapa and the Children's Digital Library.
The document proposes the Smart Kids Initiative (SKI), which would provide after-school programs, homework help, internships, and work experience for disadvantaged youth in Memphis and Shelby County using portable computer workstations. The initiative is designed using an intergenerational model that leverages volunteers and existing resources to form small collaborative learning groups for youth. Experts cited support approaches that develop problem-solving and collaboration skills through project-based learning and taking advantage of online resources. The portable workstations are intended to make learning accessible in various community spaces and inspire youth.
This document summarizes a presentation on children's digital lives given to parents at an M'KIS meeting. It discusses what research says about screen time and technology use by children and teens. It recommends guidelines for limiting screen time and providing balance with physical activity, sleep, and unplugged family time. It also discusses how M'KIS implements technology in elementary classrooms, including a 1:1 device program and teaching digital citizenship. Tips are provided for managing devices at home, including discussing limits and habits with children. Parents shared ideas on setting rules around device use, such as password protecting devices, limiting device locations and times, and modeling appropriate technology behavior.
Create a Do-It-Yourself Professional Development PlanBackgro.docxclayrhr
Create a Do-It-Yourself Professional Development Plan
Background:
According to NAEYC, effective practices involving technology “allow children to explore digital materials in the context of human interactions, with an adult as mediator and co-player” (NAEYC, 2012, p. 1). Technology has changed the socio-cultural environment globally, and we, as educators of young children, need to change how we approach social and emotional support for our children. The perceptions of the effects computers and other technology tools have on social and emotional development of young children may influence the acceptance and use of technology in early care and education settings. This is also true for children with special needs who may benefit from interactive media as well as assistive technologies (AT).
Successful technology integration is more than just having technology available. Your technology integration should reflect effective classroom practices. Once you have examined what level of access you have and what possibilities this access affords you, it is time to address your own comfort level with the technology. You can then begin to seek out professional development opportunities online and outside of your current setting to begin to connect with other educators exploring the same challenges and seeking solutions.
To complete this assignment
Please view the following:
Using Technology to Support Young Children's Social and Emotional Development PowerPoint
Why Social & Emotional Learning?
Selected examples of effective classroom practice involving technology tools and interactive media
After reviewing the
DIY Professional Development page
:
Select a minimum of two resources from the Resource Roundup (resources are listed by topic).
Create a four-to five-page paper (not including title and reference pages)
that addresses the following:
1.
Discuss the technological tools you would like to introduce to the infants and toddler you work with (or will work with in the future).
2.
Explain how the selected technological tools will impact the social and emotional development of your selected group. Could this have been achieved without technology?
3.
Assess the anticipated steps you must take to ensure that you safely integrate technology while supporting children’s social and emotional development.
4.
Analyze whether the integration of technology is feasible based on the ages/stages of the children you will work and the time and resources.
Your paper must be formatted according to APA style as outlined in the Ashford Writing Center. In addition to the course text, utilize at least two scholarly sources to support your points.
Required Reference
Hearron, P. & Hildebrand, V. (2009).
Guiding young children.
(8th ed.). Upper Saddle River: Pearson.
http://seltechnology.weebly.com/
http://www.slideshare.net/HatchEarlyLearning/technology-for-social-emotional-development-nhsa-2012
http://www.naeyc.org/files/naeyc/PS_technology_Exampl.
Kid-Grit: How to instill mindfulness, resilience & grit into today's youth po...Damien Dennis
Jeffrey Jordan presented on developing mindfulness, resilience and grit in youth through social-emotional learning, mindfulness practices, and character education using 5 strategies focused on mind, body, community, digital balance, and service learning. The presentation outlined activities schools and teachers can implement immediately and provided an overview of Kid-Grit's curriculum for building 21st century skills like empathy, tolerance and connection in students.
Vsible learning project - e portfolio artifacts & reflelctionsnasirul islam
This course on early childhood education has had the most impact on the seven key elements of quality childcare: staffing, program, environment, group ratios, care and safety, regulations and supervision, and funding. Learning about proper staff training and qualifications, as well as ensuring diverse and inclusive programming, environments, and care standards will be highly beneficial in their career. The course also provided knowledge around child development, curriculum, communication skills, and digital tools that will assist them as an early childhood educator.
Vsible learning project - e portfolio artifacts & reflelctionsnasirul islam
This course on early childhood education has had the most impact on the seven key elements of quality childcare: staffing, program, environment, group ratios, care and safety, regulations and supervision, and funding. Learning about proper staff training and qualifications, as well as ensuring developmentally appropriate programs, environments, and care standards will be highly beneficial in their career. The course also provided knowledge about child development areas like communication skills, curriculum development, and responsibilities as a global citizen in celebrating diversity. Overall, these learning experiences will help the student effectively work as an early childhood educator and implement quality programs and activities for young children.
The document discusses several topics related to education including:
1) Shifting the focus of literacy from individual expression to community involvement.
2) According to Clay Shirky, there are four steps to mastering the connected world: sharing, cooperating, collaborating, and collective action.
3) Findings from a study showed that increased technology use does not lead to student learning on its own, but effectiveness depends on the teaching approaches used with technology.
1. CostBenefit Analysisa. Carler Company wants to purchase a Pu.docxjeremylockett77
1. Cost/Benefit Analysis
a. Carler Company wants to purchase a Punch Press costing $ 50,000. Based on the company analysis, the new machine will result in a savings of $ 9,000 per year for 5 years. Calculate the Return on Investment. Show your work.
2. Payback Period
a. Using the above information what is the payback period for the Punch Press. Show your work.
3. Operating Leverage
a. Define the term fixed costs and give an example
b. Define the term variable costs and give an example
c. Define the term contribution margin and the calculation formula
d. What is the Breakeven Analysis formula?
The first project was a series of vignettes on my school life and cheating. It also demonstrated how the activities of my classmates affected my perception as well as my limitations. The second project was based on how Kilbourne’s criticism and the outlook of women. By analyzing advertisements that showed beautiful women and how it created an image of the perfect housewife or woman. The topics have been instrumental in my academic career and have motivated my intentions to help my classmates. Therefore, my opinions have not changed but I have become more concern about the issues. They have a direct effect in my life both at school and home as they sculpture my appreciation of society and the education system. The most important aspects of the topics are mainly ethics and the effects specific environments have on development. The teaching staff, parents and other students need deeper comprehension of the topics. This is mainly because they are the main stakeholders when the matter is being addressed.
The main topic to focus on is the effects of the environment on child development. In the last project, it was identified that the environment has a direct effect on the development of children; additionally, there is scientific data to support the fact. Therefore, the environment in which a child develops also influences their learning attributes. This can be from the setting at school, home or interactions with other students and/or children. Overall, the areas where a child spends a considerable amount of time might either have a negative or positive side effect. This message is targeted to parents and teaching staff as they are responsible for the general development of children and students respectively. By enlightening them on this fact, changes can be made for the betterment of the development of the children. For example, assistance with their holiday homework, promoting ethical behaviors and finally, promoting social activities. With these reasons forming the base of the argument, they can be further modified and implemented in various activities to better the development of children and students from both perspectives.
The best medium that can be used for this enlightenment is the combination of video, audio and still images. This will allow for the use of data and information collected from the internet on the topic. By focusing on ...
Understanding How 'Screen Time' Affects Learning Lisa Guernsey
Presented in parts with Faith Rogow at NAEYC 2013, the annual meeting for the National Association for the Education of Young Children, in Washington, DC on November 23, 2013.
Providing Quality Career Development And Leadership ProgramsBeth Hall
The document discusses how youth development and leadership programs can provide quality career development opportunities for the youth they serve. It describes assessing the extent to which programs currently provide career development and how they can improve. It provides a chart listing career development skills like self-exploration, career exploration, and career planning/management. It also gives examples of activities that can help youth build these skills.
Sf Id Tot Protecting Children By Strengthening Familiesk.stepleton
The document discusses Idaho's Strengthening Families trainings, which aim to prevent child abuse and neglect and improve child care quality. The trainings are delivered over 17 hours in 8 modules and use an experiential learning model. Participants and trainers report that the research-based, well-designed trainings are effective in changing behaviors and strengthening relationships between child care providers, parents, and children. The trainings have led to positive outcomes such as improved communication, identification of at-risk families, and connections to support services.
This document discusses integrating social media and technology into Jewish educational programming for teens. It argues that teens are more comfortable sharing their thoughts online than in person, so Jewish educators should meet them on the platforms they already use. The document proposes using Tumblr, Wordle, and SlideShare to allow teens to engage in online conversations, express ideas visually, and share presentations virtually. This would make Jewish learning more accessible and in the language teens are fluent in.
This document discusses integrating social media and technology into Jewish educational programming for teens. It argues that teens are more comfortable sharing their thoughts online than in person, so Jewish educators should meet them on the platforms they already use. The document proposes using Tumblr, Wordle, and SlideShare to allow teens to engage in online conversations, express ideas visually, and share presentations virtually. This would make Jewish learning more accessible and comfortable for teens by using the "language" of social media.
Homeroom guidance was established in schools to address issues students face like bullying, dropout rates, unhealthy behaviors, and career confusion. It aims to develop students holistically through their unique learning experiences at home, school, and in their community. Homeroom guidance is dedicated to helping students with their academic, personal/social, and career development needs in a proactive manner through collaboration between different institutions. It covers three domains: academic development based on theories like scaffolding and learner-centered approaches, personal and social development based on psychosocial development theory, and career development based on theories of career choice and development.
The document discusses the role of technology in early childhood classrooms. It notes that technology can benefit children's learning when used appropriately, such as helping children explore, experiment, and be more motivated. However, educators must evaluate appropriate uses of technology and integrate it thoughtfully into the learning environment. The document advocates for collaboration between teachers and parents to make informed choices about technology and young children.
The document summarizes an education pilot program that used an online learning tool called DESTY to help children ages 7-11 develop social and emotional skills. The 3-month pilot involved 20 teachers who used the 3 DESTY modules with individual students. Module 1 focused on self-awareness, Module 2 on emotional vocabulary, and Module 3 on coping strategies. Teachers reported positive impacts on self-esteem, communication, and emotional awareness. Children provided feedback that DESTY helped them feel calmer and recognize trusted adults. Scores from behavior assessments showed an average decrease of over 5 points from before to after the program. Overall, the summary concludes that DESTY provides an engaging way for children to explore feelings and strengthen
The document discusses using eHealth technologies to create youth leadership networks for health engagement and promotion. It outlines several programs and approaches for engaging youth, including using social media, arts, and integrating projects into education. Youth engagement can address social exclusion, promote empowerment, and link youth to opportunities and services. The document also describes a Youth4Health program that trains youth to support communities' health and connects adults to resources, applying skills to support families.
Media & Learning What Parents Should Know!By Yongping YeHomAbramMartino96
This webpage provides information and resources for parents and teachers on how the COVID-19 pandemic has impacted education. It discusses the science behind how stressful situations can negatively impact children's learning and development. It also explores developmental theories from Bronfenbrenner and Bjorklund that help explain the effects of the pandemic. The webpage recommends activities for engaging with children remotely and maintaining their well-being during this time. It aims to help audiences understand the educational challenges of the pandemic and find ways to support children's learning from a developmental perspective.
This document contains information and assignments for an early childhood education course (ECE 332). It includes links to download course materials and assignments related to child development theories, the benefits of preschool, developmental milestones from conception to age 1, and creating learning centers and activities to promote optimal brain development in young children. The document provides context and discussion prompts for various weekly topics in the course.
Paracentesis diagnostic procedure ALT Active Learning Template .docxaman341480
Paracentesis diagnostic procedure ALT: Active Learning Template (ALT) – Designed to guide students in the learning and review of nursing knowledge.
Each section of the templates is labeled and indicates the type of information that should be added.
The templates can be completed by placing text directly into the document.
This is a pre-class assignment, to be completed and submitted prior to class.
Use the Active Learning Template for Diagnostic Procedures Provided in the module.
Complete the template in relation to the diagnostic procedure Paracentesis.
.
Paper to include Name of the Culture,(Italian)Country of Origin.docxaman341480
Paper to include: Name of the Culture,(Italian)
Country of Origin
Language spoken, include any statically
information,
Nutritional staples of their diet and food
preparation process,
Health Issues / Care / Any cultural challenges
Nursing considerations in caring for client
Traditional / History / Customs
Religious / Beliefs / Values
Family Structure
Each student will have
.
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This document summarizes strategies for transforming global education with curriculum-based digital media. It discusses three exemplars - Panwapa virtual world, International Children's Digital Library, and Sesame Chinese - that leverage media to teach children across borders. The document also outlines next steps for schools, including developing a global elementary school prototype, adapting international education guides, participating in online teacher communities, and testing model elements like Panwapa and the Children's Digital Library.
The document proposes the Smart Kids Initiative (SKI), which would provide after-school programs, homework help, internships, and work experience for disadvantaged youth in Memphis and Shelby County using portable computer workstations. The initiative is designed using an intergenerational model that leverages volunteers and existing resources to form small collaborative learning groups for youth. Experts cited support approaches that develop problem-solving and collaboration skills through project-based learning and taking advantage of online resources. The portable workstations are intended to make learning accessible in various community spaces and inspire youth.
This document summarizes a presentation on children's digital lives given to parents at an M'KIS meeting. It discusses what research says about screen time and technology use by children and teens. It recommends guidelines for limiting screen time and providing balance with physical activity, sleep, and unplugged family time. It also discusses how M'KIS implements technology in elementary classrooms, including a 1:1 device program and teaching digital citizenship. Tips are provided for managing devices at home, including discussing limits and habits with children. Parents shared ideas on setting rules around device use, such as password protecting devices, limiting device locations and times, and modeling appropriate technology behavior.
Create a Do-It-Yourself Professional Development PlanBackgro.docxclayrhr
Create a Do-It-Yourself Professional Development Plan
Background:
According to NAEYC, effective practices involving technology “allow children to explore digital materials in the context of human interactions, with an adult as mediator and co-player” (NAEYC, 2012, p. 1). Technology has changed the socio-cultural environment globally, and we, as educators of young children, need to change how we approach social and emotional support for our children. The perceptions of the effects computers and other technology tools have on social and emotional development of young children may influence the acceptance and use of technology in early care and education settings. This is also true for children with special needs who may benefit from interactive media as well as assistive technologies (AT).
Successful technology integration is more than just having technology available. Your technology integration should reflect effective classroom practices. Once you have examined what level of access you have and what possibilities this access affords you, it is time to address your own comfort level with the technology. You can then begin to seek out professional development opportunities online and outside of your current setting to begin to connect with other educators exploring the same challenges and seeking solutions.
To complete this assignment
Please view the following:
Using Technology to Support Young Children's Social and Emotional Development PowerPoint
Why Social & Emotional Learning?
Selected examples of effective classroom practice involving technology tools and interactive media
After reviewing the
DIY Professional Development page
:
Select a minimum of two resources from the Resource Roundup (resources are listed by topic).
Create a four-to five-page paper (not including title and reference pages)
that addresses the following:
1.
Discuss the technological tools you would like to introduce to the infants and toddler you work with (or will work with in the future).
2.
Explain how the selected technological tools will impact the social and emotional development of your selected group. Could this have been achieved without technology?
3.
Assess the anticipated steps you must take to ensure that you safely integrate technology while supporting children’s social and emotional development.
4.
Analyze whether the integration of technology is feasible based on the ages/stages of the children you will work and the time and resources.
Your paper must be formatted according to APA style as outlined in the Ashford Writing Center. In addition to the course text, utilize at least two scholarly sources to support your points.
Required Reference
Hearron, P. & Hildebrand, V. (2009).
Guiding young children.
(8th ed.). Upper Saddle River: Pearson.
http://seltechnology.weebly.com/
http://www.slideshare.net/HatchEarlyLearning/technology-for-social-emotional-development-nhsa-2012
http://www.naeyc.org/files/naeyc/PS_technology_Exampl.
Kid-Grit: How to instill mindfulness, resilience & grit into today's youth po...Damien Dennis
Jeffrey Jordan presented on developing mindfulness, resilience and grit in youth through social-emotional learning, mindfulness practices, and character education using 5 strategies focused on mind, body, community, digital balance, and service learning. The presentation outlined activities schools and teachers can implement immediately and provided an overview of Kid-Grit's curriculum for building 21st century skills like empathy, tolerance and connection in students.
Vsible learning project - e portfolio artifacts & reflelctionsnasirul islam
This course on early childhood education has had the most impact on the seven key elements of quality childcare: staffing, program, environment, group ratios, care and safety, regulations and supervision, and funding. Learning about proper staff training and qualifications, as well as ensuring diverse and inclusive programming, environments, and care standards will be highly beneficial in their career. The course also provided knowledge around child development, curriculum, communication skills, and digital tools that will assist them as an early childhood educator.
Vsible learning project - e portfolio artifacts & reflelctionsnasirul islam
This course on early childhood education has had the most impact on the seven key elements of quality childcare: staffing, program, environment, group ratios, care and safety, regulations and supervision, and funding. Learning about proper staff training and qualifications, as well as ensuring developmentally appropriate programs, environments, and care standards will be highly beneficial in their career. The course also provided knowledge about child development areas like communication skills, curriculum development, and responsibilities as a global citizen in celebrating diversity. Overall, these learning experiences will help the student effectively work as an early childhood educator and implement quality programs and activities for young children.
The document discusses several topics related to education including:
1) Shifting the focus of literacy from individual expression to community involvement.
2) According to Clay Shirky, there are four steps to mastering the connected world: sharing, cooperating, collaborating, and collective action.
3) Findings from a study showed that increased technology use does not lead to student learning on its own, but effectiveness depends on the teaching approaches used with technology.
1. CostBenefit Analysisa. Carler Company wants to purchase a Pu.docxjeremylockett77
1. Cost/Benefit Analysis
a. Carler Company wants to purchase a Punch Press costing $ 50,000. Based on the company analysis, the new machine will result in a savings of $ 9,000 per year for 5 years. Calculate the Return on Investment. Show your work.
2. Payback Period
a. Using the above information what is the payback period for the Punch Press. Show your work.
3. Operating Leverage
a. Define the term fixed costs and give an example
b. Define the term variable costs and give an example
c. Define the term contribution margin and the calculation formula
d. What is the Breakeven Analysis formula?
The first project was a series of vignettes on my school life and cheating. It also demonstrated how the activities of my classmates affected my perception as well as my limitations. The second project was based on how Kilbourne’s criticism and the outlook of women. By analyzing advertisements that showed beautiful women and how it created an image of the perfect housewife or woman. The topics have been instrumental in my academic career and have motivated my intentions to help my classmates. Therefore, my opinions have not changed but I have become more concern about the issues. They have a direct effect in my life both at school and home as they sculpture my appreciation of society and the education system. The most important aspects of the topics are mainly ethics and the effects specific environments have on development. The teaching staff, parents and other students need deeper comprehension of the topics. This is mainly because they are the main stakeholders when the matter is being addressed.
The main topic to focus on is the effects of the environment on child development. In the last project, it was identified that the environment has a direct effect on the development of children; additionally, there is scientific data to support the fact. Therefore, the environment in which a child develops also influences their learning attributes. This can be from the setting at school, home or interactions with other students and/or children. Overall, the areas where a child spends a considerable amount of time might either have a negative or positive side effect. This message is targeted to parents and teaching staff as they are responsible for the general development of children and students respectively. By enlightening them on this fact, changes can be made for the betterment of the development of the children. For example, assistance with their holiday homework, promoting ethical behaviors and finally, promoting social activities. With these reasons forming the base of the argument, they can be further modified and implemented in various activities to better the development of children and students from both perspectives.
The best medium that can be used for this enlightenment is the combination of video, audio and still images. This will allow for the use of data and information collected from the internet on the topic. By focusing on ...
Understanding How 'Screen Time' Affects Learning Lisa Guernsey
Presented in parts with Faith Rogow at NAEYC 2013, the annual meeting for the National Association for the Education of Young Children, in Washington, DC on November 23, 2013.
Providing Quality Career Development And Leadership ProgramsBeth Hall
The document discusses how youth development and leadership programs can provide quality career development opportunities for the youth they serve. It describes assessing the extent to which programs currently provide career development and how they can improve. It provides a chart listing career development skills like self-exploration, career exploration, and career planning/management. It also gives examples of activities that can help youth build these skills.
Sf Id Tot Protecting Children By Strengthening Familiesk.stepleton
The document discusses Idaho's Strengthening Families trainings, which aim to prevent child abuse and neglect and improve child care quality. The trainings are delivered over 17 hours in 8 modules and use an experiential learning model. Participants and trainers report that the research-based, well-designed trainings are effective in changing behaviors and strengthening relationships between child care providers, parents, and children. The trainings have led to positive outcomes such as improved communication, identification of at-risk families, and connections to support services.
This document discusses integrating social media and technology into Jewish educational programming for teens. It argues that teens are more comfortable sharing their thoughts online than in person, so Jewish educators should meet them on the platforms they already use. The document proposes using Tumblr, Wordle, and SlideShare to allow teens to engage in online conversations, express ideas visually, and share presentations virtually. This would make Jewish learning more accessible and in the language teens are fluent in.
This document discusses integrating social media and technology into Jewish educational programming for teens. It argues that teens are more comfortable sharing their thoughts online than in person, so Jewish educators should meet them on the platforms they already use. The document proposes using Tumblr, Wordle, and SlideShare to allow teens to engage in online conversations, express ideas visually, and share presentations virtually. This would make Jewish learning more accessible and comfortable for teens by using the "language" of social media.
Homeroom guidance was established in schools to address issues students face like bullying, dropout rates, unhealthy behaviors, and career confusion. It aims to develop students holistically through their unique learning experiences at home, school, and in their community. Homeroom guidance is dedicated to helping students with their academic, personal/social, and career development needs in a proactive manner through collaboration between different institutions. It covers three domains: academic development based on theories like scaffolding and learner-centered approaches, personal and social development based on psychosocial development theory, and career development based on theories of career choice and development.
The document discusses the role of technology in early childhood classrooms. It notes that technology can benefit children's learning when used appropriately, such as helping children explore, experiment, and be more motivated. However, educators must evaluate appropriate uses of technology and integrate it thoughtfully into the learning environment. The document advocates for collaboration between teachers and parents to make informed choices about technology and young children.
The document summarizes an education pilot program that used an online learning tool called DESTY to help children ages 7-11 develop social and emotional skills. The 3-month pilot involved 20 teachers who used the 3 DESTY modules with individual students. Module 1 focused on self-awareness, Module 2 on emotional vocabulary, and Module 3 on coping strategies. Teachers reported positive impacts on self-esteem, communication, and emotional awareness. Children provided feedback that DESTY helped them feel calmer and recognize trusted adults. Scores from behavior assessments showed an average decrease of over 5 points from before to after the program. Overall, the summary concludes that DESTY provides an engaging way for children to explore feelings and strengthen
The document discusses using eHealth technologies to create youth leadership networks for health engagement and promotion. It outlines several programs and approaches for engaging youth, including using social media, arts, and integrating projects into education. Youth engagement can address social exclusion, promote empowerment, and link youth to opportunities and services. The document also describes a Youth4Health program that trains youth to support communities' health and connects adults to resources, applying skills to support families.
Media & Learning What Parents Should Know!By Yongping YeHomAbramMartino96
This webpage provides information and resources for parents and teachers on how the COVID-19 pandemic has impacted education. It discusses the science behind how stressful situations can negatively impact children's learning and development. It also explores developmental theories from Bronfenbrenner and Bjorklund that help explain the effects of the pandemic. The webpage recommends activities for engaging with children remotely and maintaining their well-being during this time. It aims to help audiences understand the educational challenges of the pandemic and find ways to support children's learning from a developmental perspective.
This document contains information and assignments for an early childhood education course (ECE 332). It includes links to download course materials and assignments related to child development theories, the benefits of preschool, developmental milestones from conception to age 1, and creating learning centers and activities to promote optimal brain development in young children. The document provides context and discussion prompts for various weekly topics in the course.
Similar to Active parenting 30 years of video basedparent education (20)
Paracentesis diagnostic procedure ALT Active Learning Template .docxaman341480
Paracentesis diagnostic procedure ALT: Active Learning Template (ALT) – Designed to guide students in the learning and review of nursing knowledge.
Each section of the templates is labeled and indicates the type of information that should be added.
The templates can be completed by placing text directly into the document.
This is a pre-class assignment, to be completed and submitted prior to class.
Use the Active Learning Template for Diagnostic Procedures Provided in the module.
Complete the template in relation to the diagnostic procedure Paracentesis.
.
Paper to include Name of the Culture,(Italian)Country of Origin.docxaman341480
Paper to include: Name of the Culture,(Italian)
Country of Origin
Language spoken, include any statically
information,
Nutritional staples of their diet and food
preparation process,
Health Issues / Care / Any cultural challenges
Nursing considerations in caring for client
Traditional / History / Customs
Religious / Beliefs / Values
Family Structure
Each student will have
.
Paper on Tone What is Flannery O’Connor really discussing in A.docxaman341480
Paper on Tone:
What is Flannery O’Connor really discussing in “A Good Man is Hard to Find”? How might it be comparable or contrasted by the message of Joyce Carol Oates in “Where Are You Going, Where Have You Been”? What are your thoughts on the victims in the story? Were they innocent? What did they say or do to make them worthy of their ultimate fates?
have to be mla and five pages
.
P
A
P
E
R
S
December 2008 � Project Management Journal � DOI: 10.1002/pmj 5
Why Do Projects Fail?
Project failure rates are certainly cause for concern, but consider that more
and more organizations are adopting a project-based model of organization,
called PBO, and it is not surprising to find that addressing failures and learning
from them has become increasingly important (Eden, Ackermann, & Williams,
2005; Gray & Larson, 2006; Hyvari, 2006; Robertson & Williams, 2006; Thiry &
Deguire, 2007).
Failures occur despite the fact that we have significantly improved the
process of planning, executing, and controlling projects. Two contributions
would include the Project Management Institute’s (PMI’s) A Guide to the
Project Management Body of Knowledge (PMBOK® Guide) (2004) and the
literature on critical success factors (CSFs) (Cooke-Davies, 2002; Fortune &
White, 2006; Hyvari, 2006; Pinto & Slevin, 1987; Sutterfield, Friday-Stroud,
& Shivers-Blackwell, 2006).
To help us understand how projects fail, it may be useful to classify the
approaches represented by the PMBOK® Guide, Capability Maturity Model
Integration (CMMI), Earned Value Management (EVM), Critical Chain
Project Management (CCPM), and CSFs as the Rational Expectation view
of project management. They assume that project leaders follow a rational
and consistent approach to project management and strive to achieve spe-
cific organizational goals (Bazerman, 1994; Beach & Connolly, 2005). It is a
view that emphasizes what “should” be done. Argyris (1999) referred to this
as the “espoused” theory of individuals and organizations.
There is, however, another view, and it focuses on the way in which indi-
viduals within an organization actually behave and make decisions.
Borrowing from the work of Simon (1955) and Tversky and Kahneman (1974,
1981), it can be classified as the “behavioral” view of project management. It
emphasizes what individuals and groups “actually” do and how managers
make decisions involving values and risk preferences (Bazerman, 1994).
Argyris (1999) called this the “theory-in-practice.”
This article focuses on the behavioral view of project management and
how an understanding of systematic biases—those common to the human
decision-making process—can prove useful in diagnosing project failure. By
studying these systematic biases, we can learn how decision makers respond
to ambiguity, complexity, and uncertainty, as well as how their own particu-
lar psychological processes influence project decision making (Schwenk,
1984). From this behavioral view we can learn more about why management
approves an overly ambitious scope, why communications between teams is
limited, why a manager might ignore signs that the project is going badly, or
why a manager discourages the participation of a wider constituency in the
project management process.
The article begins with a framework for analyzing project outcomes,
introduces the systematic biases commonly associated with d.
PAPER TOPIC You may choose any biological, chemical or physic.docxaman341480
PAPER TOPIC
: You may choose any biological, chemical or physical agent (physical agent being a source of ionizing or non-ionizing radiation) which presents an environmental hazard, directly or indirectly, to humans. You must describe what the agent is, the nature of the risk (e.g., exposure effects), how it moves through the environment before reaching a target host (e.g., soil, groundwater, food chain, human), and how it moves (and possibly changes) within the body following entry. Include hazard source(s) and recommendations for control measures.
Length: 6 - 8 typed (double spaced) pages, excluding references. References must be from peer-reviewed sources in science literature. The references are to be cited within the body of the paper (numerically sequenced) and listed by its number on a separate reference page (see your text chapters for examples).
TEXTBOOK: Essentials of Environmental Health: 3 rd Edition; by Robert Friis. Publisher: Jones & Bartlett; Year Published: 2018
.
Paper Instructions Paper 1 is your first attempt at an argumen.docxaman341480
This document provides instructions for a history paper assignment. It outlines the requirements for the paper, including length, formatting, sources, citations, and organization. Students must write a paper between 900-1200 words analyzing at least two primary sources about African American political participation and voting in the 1880s in the context of secondary sources. The paper must include an introduction with historical context and thesis, at least two body paragraphs with analysis of evidence from the sources, and a conclusion. Footnotes and a bibliography are required to cite sources in Chicago style.
Paper to include Name of the Culture,(Italian)Country of Or.docxaman341480
Paper to include: Name of the Culture,(Italian)
Country of Origin
Language spoken, include any statically
information,
Nutritional staples of their diet and food
preparation process,
Health Issues / Care / Any cultural challenges
Nursing considerations in caring for client
Traditional / History / Customs
Religious / Beliefs / Values
Family Structure
Each student will have
.
PAPER EXPECTATIONSFollow the instructions.Make your ideas .docxaman341480
The document provides instructions for a paper assignment comparing two hip hop songs from provided lists. It emphasizes concise writing, avoiding repetition, using specific details and examples to support points, and properly citing sources in MLA format. Failure to follow the instructions or plagiarism will result in deductions or a score of zero. Students must choose one song from each list for a minimum 3-page paper that compares and contrasts the two songs.
Paper Title (use style paper title)Note Sub-titles are not.docxaman341480
Paper Title* (use style: paper title)
*Note: Sub-titles are not captured in Xplore and should not be used
line 1: 1st Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 4th Given Name Surname
line 2: dept. name of organization(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 2nd Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 5th Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 3rd Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 6th Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
Abstract—This electronic document is a “live” template and already defines the components of your paper [title, text, heads, etc.] in its style sheet. *CRITICAL: Do Not Use Symbols, Special Characters, Footnotes, or Math in Paper Title or Abstract. (Abstract)
Keywords—component, formatting, style, styling, insert (key words)
I. Introduction (Heading 1)
This template, modified in MS Word 2007 and saved as a “Word 97-2003 Document” for the PC, provides authors with most of the formatting specifications needed for preparing electronic versions of their papers. All standard paper components have been specified for three reasons: (1) ease of use when formatting individual papers, (2) automatic compliance to electronic requirements that facilitate the concurrent or later production of electronic products, and (3) conformity of style throughout a conference proceedings. Margins, column widths, line spacing, and type styles are built-in; examples of the type styles are provided throughout this document and are identified in italic type, within parentheses, following the example. Some components, such as multi-leveled equations, graphics, and tables are not prescribed, although the various table text styles are provided. The formatter will need to create these components, incorporating the applicable criteria that follow.
II. Ease of Use
A. Selecting a Template (Heading 2)
First, confirm that you have the correct template for your paper size. This template has been tailored for output on the A4 paper size. If you are using US letter-sized paper, please close this file and download the Microsoft Word, Letter file.
B. Maintaining the Integrity of the Specifications
The template is used to format your paper and style the text. All margins, column widths, line spaces, and text fonts are prescribed; please do n.
Paper requirementsMust be eight to ten pages in length (exclud.docxaman341480
Paper requirements
Must be eight to ten pages in length (excluding the title page, references page, exhibits, etc.) and formatted according to APA style as outlined in the Writing Center.
Must include a cover page:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introductory paragraph with a clearly stated thesis or topic.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must document all sources in APA style as outlined in the Writing Center.
Must use at least five scholarly sources, in addition to the text.
Must include, on the final page, a Reference List that is completed according to APA style as outlined in the approved style guide.
.
Paper is due March 15th. Needed it by March 14th for reviewT.docxaman341480
Paper is due March 15th. Needed it by March 14th for review
The goal of this assignment is to discuss the S.S.I of A.D.D.R.E.S.S.I.N.G.
S is for your socioeconomic status
S is for your sexual orientation
I is for your indigenous heritage
Instructions: You will write a 2-3 page paper discussing sociologically how the three variables above impact society and other social institutions on a micro/macro level. This paper will ask you to hone into your own personal experiences to see how these identities play a role in your life and your own identities, but also ask you to discuss them thinking about society collectively.
Format: APA
.
Paper deadline[10 pts] Due Saturday 0321 Turn in the followin.docxaman341480
Paper deadline
[10 pts] Due Saturday 03/21 Turn in the following document, submitted by email, keeping the format below, including:
Title
Author’s name
Abstract
Copy your proposal paragraph here. [You will add your main quantitative results to this paragraph in a later assignment]
I. Introduction
First paragraph: motivation and question:
· Present data or references showing why your question is important. 10 sentences.
Second paragraph: literature review (3 references at the very minimum):
· One connecting sentence to start the paragraph + 5 sentences by article +one sentence of conclusion regarding what we learn overall from the literature.
Description of what you are doing: theoretical model used, method, country, period:
· One connecting sentence + 4 sentences.
Quantitative results:[You will add your main quantitative results to this paragraph in a later assignment]
II. Methodology
a. [To be completed in a later assignment]
b. Calibration
i. Data description
Paragraph describing the data set. It must include important details, such as the provenance, the exact name of the data set, the frequency, and period covered.
ii. Parameters and model economy
Paragraph describing the table that you are filling below, which describes the ratios of the economy that you are studying (consumption/GDP, Investment/GDP, government expenditure/GDP, wage income/GDP). (Use program (7) Data treatment)
If you study two countries, make two tables.
Table 1: Actual versus model economy
Country
C/Y
I/Y
G/Y
wN/Y
Actual economy
Reference list
https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
Appendix
Your Mathematica code:
Data treatment, submitted as a separate file named: Your name_data1.nb
Contemporary
Project Management
Timothy J. Kloppenborg
•
Vittal Anantatmula
•
Kathryn N. Wells
F O U R T H E D I T I O N
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
MS Project 2016 Instructions in Contemporary Project Management 4e
Chapter MS Project
3 MS Project 2016 Introduction
Ribbon, Quick Access Toolbar, view panes, Zoom Slider, Shortcuts, Scheduling Mode Selector
Setting Up Your First Project
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, zero duration, must finish on, information
7 Set Up a Work Breakdown Structure (WBS)
Understand the WBS definitions and displays
Enter WBS Elements (tasks), Create the outline,
Insert WBS Code Identifier column, Hide or show subtasks detail
8 Using MS Project for Critical Path Schedules
Set Up the Project Schedule
Set or update the project start date, Define organization’s working and nonworking time
Build the Network Diagram and Identify the Critical Path
Enter tasks and milestones, edit the timescale, understand and define task dependencies, assign task
duration estimates, identify the critical path, unde.
Paper C Topic Selection (Individual) and Research of an existin.docxaman341480
Paper C: Topic Selection (Individual) and Research of an existing or emerging technology and its related ethical issues.
For the first part of this assignment, select a topic for individual research.
Select a digital ethical issue for your research that is caused by the existing or emerging technology.
Following is a link to some suggested topical ideas you may want to consider as a candidate for this assignment.
Be sure to keep in mind that
the technology aspects of this assignment are different from those of Paper A (Application of decision making frameworks to IT-related ethical issues) or Paper B, which dealt with aspects of ethical issues and a subsequent organizational policy.
Recommended Source:
https://www.scu.edu/ethics/ethics-resources/ethics-articles/
The above link will help you to find articles on ethics in many fields and disciplines
,
please remember that
the emphasis on this paper is on
digital technology
and the ethical issue(s) with its use
Topic Title
– Begin with a topic title that describes what you will research.
Explain the reason for your topic selection
briefly in a
paragraph of at least 150 words
. In addition, please determine
three critically important questions
you would like to address regarding your topic, in your individual research paper.
Include a written description (100 words) for each question that includes why that question is critically important.
The objective in developing and posing these questions is
to stage your research and guide your preparation of the final Research Paper
, so that one or more ethical principles are applied and explained as a result of your research. This process helps you
establish a thesis for your research
.
Lastly,
provide at least three proposed reference sources, at least two of which must be from the UMGC library database (or an equivalent academic database)
, which you plan to use to address (i.e., research) the three questions.
These proposed reference sources must have external links. (Note: you are likely to find additional and even better references/sources as you continue your research for this Assignment.)
Remember: the emphasis on this paper is on digital technology and the ethical issue(s) with its use! Remember to follow all APA formatting requirements.
For the second part of this assignment, conduct research using the Web for the answers to the questions that you selected for the first part of this assignment. Please ensure that your research for this assignment addresses the
ethical issues of an existing or emerging technology
!
Prepare a minimum 4- 6 page, double-spaced paper and submit it to the Assignments Module as an attached Microsoft Word file. Indicate appropriate APA compliant reference citations for all sources you use. In addition to critical thinking and analysis skills, your paper should reflect appropriate grammar and spelling, good organization, and proper business-writing style.
Paper C is due at the end of t.
Paper Ba matrix mapping of a key IT-related organizational (o.docxaman341480
Paper B:
a matrix mapping of a key IT-related organizational (or personal) ethical issue concerning privacy and organizational policy designed to correct the ethical issue.
The first step of this assignment is an opportunity to analyze a key IT-related
organizational (or personal, if you are not in the job force) ethical issue, related to privacy,
subject to relevant laws, regulations, and policies
.
Both of the following sites provide sources, and an excellent backdrop for issues relating to privacy protection and the law.
See EPIC Privacy Issues
at:
http://epic.org/privacy/
See List on left
and/or: EFF Privacy at
https://www.eff.org/issues/privacy
[see list below in center on this page].
This includes sub-topics discussing information privacy, privacy laws, applications and court rulings (case law is usually an extension of the basic law based on the facts from specific cases and real-world court decisions), and key privacy and anonymity issues.
While the sites provide many interesting topics, be sure to focus on our class IT topics.
.
Paper CriteriaTopic selection—A current governmental policy re.docxaman341480
Paper Criteria:
*Topic selection—A current governmental policy related to the state of Texas.
*Content—Address the various sides of the current issue with the student drawing personal conclusions based on their analysis of the issue, and demonstrating an understanding of its complexities.
*Present an informed evaluation of the evidence and the different viewpoints surrounding the topic. Compare and contrast the different viewpoints of the sources cited, taking into account position limits. Analyze and question your sources’ assumptions.
*Paper length—Your paper should contain a minimum of 750 words (not counting headings). (No maximum length). The paper should be typewritten, double-spaced, and based on information from a minimum of three sources (no maximum).
*Writing style—With few or no typographical errors, misspelled words, and grammatical errors. Use proper complete sentence and paragraph structure. Improve your writing style by revising the paper as many times as necessary.
*Citations—Anytime you borrow someone’s ideas, paraphrase or quote them, and cite all sources using an appropriate method approved by the Instructor. Construct a bibliography (e.g., a “work cited” or “End Notes” page) using an appropriate method approved by the Instructor.
.
Paper #4 PromptDue Date April 17Rough Draft (Optional) Due A.docxaman341480
Paper #4 Prompt
Due Date April 17
Rough Draft (Optional) Due April 10
This paper requires you to reference and cite BOTH “Reading Lolita in Tehran” by Azar Nafasi and “The Naked Citadel” by Susan Faludi in a well thought-out analysis.
Azar Nafasi describes the life in the Islamic Republic after the revolution and the newfound laws which arose as a result of it. She explains how the totalitarian regime has oppressed women and limited them in their everyday lives and activities driving them to hide their true identities under the required black scarves and dresses. Susan Faludi describes the Citadel as a “living museum”, whose main attempt is to preserve the same ideals and traditions as when the school was first founded and shape the boys that attend the school into men.
Consider the following quote:
“Our world in that living room with its window framing my beloved Elburz Mountains became our sanctuary, our self-contained universe, mocking the reality of black-scarved, timid faces in the city that sprawled below” (Nafasi 419).
Both Nafasi and Faludi are exploring group behavior and identity in their works, but how does the Citadel boys’ and Tehran women’s behavior change depending on who they are around and where they are at the moment? Are their true identities suppressed at any given time and how? What does the word sanctuary mean for both the Citadel and the women in Iran? The Citadel and Nafisi’s living room seem to offer different ideas of the word sanctuary. How does Faludi understand the way the Citadel presents itself as a ‘sanctuary’ from a libertine and effeminized world? Similarly, how do the weekly meetings in the author’s living room serve as a sanctuary for the women in the literature group and why do they find the need to expose their true selves and all their colors in this sacred space? Could the Citadel be considered functioning as a totalitarian regime? If so, how are the Citadel’s “laws” similar to the laws of the Islamic Republic after the revolution regarding their behavior towards women?
You can also consider more broadly how space- open space, isolated space, can be a tool of both oppression as well as resistance.
Provide a well thought-out analysis of BOTH texts and include quotes to support your argument. Consider whether the two authors would agree with each others’ writing and main idea, if not, what would they disagree on?
Rough Draft MUST BE4 full pages in length
Final Draft MUST BE 5 full pages in length
Font MUST BETimes New Roman, Double Spaced
7
Kat
The Illusions of Individual Identity and Choice
Individuals, especially in America, have become increasingly more adept at convincing themselves they are special. Americans are now told from birth that they are special, that they have something unique to offer the world, that they should “be themselves because everybody else is already taken.” This trope, however, assumes that as individuals, our identities are entirely separate from those of the humans.
Page 1 of 2 Summer 2020 AFR 110N Sec. 101, Dr. Gove.docxaman341480
Page 1 of 2
Summer 2020
AFR 110N Sec. 101, Dr. Govere
Country Project Step 1: Colonial History and Current Political Context
Country Project Step 1 Rubric
Main Tasks Components of the Tasks Total
points
1. Basic
information
about your
country of study
What is the name of the country you are researching? What
was its name prior to colonial rule? (I point)
What is the capital city of the country being researched?
Did the capital city change its name after colonial rule? (I
point)
What is the geographical location (latitude and longitude,
and topography (e.g., tropical, desert, savanna, mountainous
or a combination)? (I point)
3
2. Colonial
history of your
country of study
Which European colonial power ruled this territory and
when? (I point)
What was the nature and type of colonial rule in the country
you are researching? (I point)
How did colonial occupation impact the following?
o local political structures;(3 points)
o social and cultural institutions (e.g., land ownership,
marriage, inheritance, gender relations, etc.); (3
points)
o traditional religions and/or spiritual practices; (3
points)
o the economy (3 points)
What were the two major events during colonial occupation
that catalyzed the process of independence? (3 points)
When (the date) did the country gain independence? Who
became the leader of the country at independence? How is
independence celebrated in contemporary society? (3
points)
20
Page 2 of 2
3. Current
political context
What type of political system was introduced immediately
after independence, and what changes were made in the
TWO decades AFTER independence? (3 points)
Explain how the politics of the country have changed over
the last twenty years. (3 points)
Who is the present leader of your assigned country? (1
point)
What is the current political system in place? Name the
main political parties. (3 points)
When were the last elections held, and what was the
outcome, that is, which political party gained power and
which political party ceded power (if relevant)? (2 points)
How did the contending parties, the populace, the media,
and election observers react to the election results? (2
points)
When is the next election scheduled to be held? (I point)
Assess the state of the political system and the role of the
media in the country you are researching. (3 points)
What is the current relationship between the U.S. and your
assigned country? (2 points)
20
4. Conclusion
Using all the data you have collected and the analyses you
have conducted pertaining to the above questions, write a
conclusion addressing how the current political context in
your country of study has not only been influenced by
colonial rule but also by African regional political
developments and the international political context. (3
points)
3
5. Other
requirements
Referencing: Evidential Proof .
Page 1 of 4 NIZWA COLLEGE OF TECHNOLOGY BUSINESS .docxaman341480
Page 1 of 4
NIZWA COLLEGE OF TECHNOLOGY
BUSINESS STUDIES DEPARTMENT
SEMESTER -2 / ACADEMIC YEAR
2019-2020
FINAL EXAM (ASSIGNMENT)
COURSE CODE BAHR3106
COURSE NAME Training and Development
LEVEL Advance Diploma
TUTOR(S) Sangeetha TR
SECTION(S) 2
DURATION:
DATE TIME
START 21 May 2020 9:00AM
END 23 May 2020 8:00AM
MARKS BREAK UP:
No. of Questions Marks for Each Question
1 25
2 15
3 10
TOTAL MARKS 50
INSTRUCTIONS:
1) The Final Assignment will be available in Moodle at 9:00 am on the date of
examination.
2) This is an open resource examination; there are (04) pages. Students are allowed to
refer any digital materials (Internet, Proquest, Masader, and OER) with proper
referencing and citation for each answers.
3) Students has to answer the questions typewritten in the word (.docx) format.
Figures / Diagrams, equations and solving of problems can be written by hand and
added to the document as a picture/image.
4) Save the assignment file using the student ID & Course code.[ Eg : 22s1234 –
EECPxxxx]
5) Students should submit the answers through the turnitin link provided in moodle
page. If any problem occurs, send it to the staff email [[email protected]]
6) Students are encouraged to upload the answers in the moodle at least two hours
before the deadline to avoid any technical issues.
7) In case of any technical problem in opening or submitting your assignment please
contact your course tutor through email and copy the Department Head
Page 2 of 4
8) Any form of cheating is punishable. Students involved in cheating will be treated
according to the Plagiarism and Academic Integrity Policies.
9) Students are advised to write the answers in their own words. Based on the
plagiarism policy and the department approved similarity level, the marks will be
deducted for the plagiarized [Copied] answers.
10) Students should complete their assignment within the given time. Assignments
submitted after the deadline will be marked 0.
ACADEMIC INTEGRITY & PLAGIARISM POLICY:
The student should be ready to prove the authenticity of the work done. If any form of
plagiarism/reproduction of answers are discovered, student will be awarded zero marks.
DECLARATION:
I declare that the Final Exam (assignment) submitted is original and acknowledge that I am
aware of the NCT’s Integrity and Plagiarism Policies (January 2011) mentioned in moodle, and
the disciplinary guidelines and procedures applicable to breaches of such policy and
regulations.
I AGREE TO THE TERMS AND CONDITIONS:
STUDENT NAME
STUDENT ID
DATE OF SUBMISSION
Page 3 of 4
Question No 1 (25 Marks)
Honest Bank, is one among the popular financial institutions in Oman. Honest Bank’s operating
strategy distinguishes it from other financial and banking companies. Thi.
Page | 2
(
BSBMGT516
Facilitate continuous improvement
Learner Guide
)
BSBMGT516
Facilitate continuous improvementTable of Contents
Table of Contents3
Unit of Competency6
Performance Criteria7
Foundation Skills8
Assessment Requirements9
Housekeeping Items10
Objectives10
1. Lead continuous improvement systems and processes11
1.1 – Develop strategies to ensure that team members are actively encouraged and supported to participate in decision-making processes, assume responsibility and exercise initiative as appropriate12
Clarification of roles and expectations13
Communication devices and processes – such as intranet and email communication systems – to facilitate input into workplace decisions14
Long-term or short-term plans factoring in opportunities for team input14
What information could you provide your team with?14
Mentoring and 'buddy' systems to support team members to participate in decision making15
Training and development activities16
Performance plans17
Reward/recognition programs for high performing staff18
Why teams don’t work in the decision-making process?19
Decision-making processes in detail19
Activity 1.121
1.2 – Establish systems to ensure that the organisation’s continuous improvement processes are communicated to stakeholders22
The stakeholders23
The continuous improvement process23
Systems24
Policies and procedures24
Scenario 124
Forums24
Scenario 225
Scenario 325
25
Scenario 425
Scenario 525
Scenario 626
Scenario 726
1.3 – Ensure that change and improvement processes meet sustainability requirements27
Addressing environmental resource sustainability initiatives27
Apply the waste management hierarchy in the workplace28
Regulations and Corporate Social Responsibility (CSR)29
Waste management29
Ecological footprint31
Government initiatives31
Productivity stewardship32
Green Office Program35
Green purchasing36
Sustainability reporting36
Supporting sustainable supply chain36
1.4 – Develop effective mentoring and coaching processes to ensure that individuals and teams are able to implement and support the organisation's continuous improvement processes37
Effective mentoring37
Types of mentoring37
Skills for mentors38
Mentoring model39
Effective coaching39
Skills for coaches41
Activities 1.2 and 1.343
1.5 – Ensure that insights and experiences from business activities are captured and accessible through knowledge management systems44
Activities 1.4 and 1.550
2. Monitor and adjust performance strategies51
2.1 – Develop strategies to ensure that systems and processes are used to monitor operational progress and to identify ways in which planning and operations could be improved52
2.2 – Adjust and communicate strategies to stakeholders according to organisational procedures55
Problem-solving chart57
Problem solving flow chart57
Activities 2.1 and 2.260
3. Manage opportunities for further improvement61
3.1 – Establish processes to ensure that team members are informed of outcomes of continuous improvement eff.
How to Fix the Import Error in the Odoo 17Celine George
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
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The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
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these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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Active parenting 30 years of video basedparent education
1. Active Parenting: 30 Years ofVideo-Based
Parent Education
Michael H. Popkin
Abstract
For decades, Adlerian-based parenting education programs have
made a difference
in the lives of millions of families throughout the world. These
programs have been
successful because they combine the innovations of Adler and
Dreikurs in psychol-
ogy with innovations in educational technology. Active
Parenting demonstrates how
the advent of video-based parenting education and the Internet
are the latest steps
in this evolution. The case is made for the importance of
research to achieve an
evidence-based standard for Adierian programs. Active
Parenting posits that there are
five key qualities that all children need to succeed in a modern
democratic society;
(a) responsibility, (b) cooperation, (c) respect, (d) courage, and
(e) self-esteem. The
Adierian-Dreikursian skills taught in the Active Parenting
programs provide parents
with the skills to instill these qualities in their children while
addressing the problems
and challenges of parenting. Active Parenting leaders can be
found all over the world,
combatting the obstacles to parenting education and ensuring
2. that all parents feel
welcomed in Active Parenting groups.
Keywords: Individual Psychology, Adierian, Dreikursian,
Active F^renting,
parenting, parent education, video-based parenting education,
responsibility,
cooperation, courage
No one promised that parenting would be easy. That it is often
quite
challenging would not be a problem if it were not also
incredibly important.
Other jobs that are both important and challenging usually offer
training
and support. Why not parenting?
Since Alfred Adler began establishing child guidance clinics
through-
out Austria almost 100 years ago, Adierian practitioners have
been working
creatively and diligently to provide high-quality parenting
education to par-
ents throughout the world. Active Parenting programs alone
have reached
more than 3 million parents in the United States, China, Saudi
Arabia, South
Africa, and Sweden. Translations of the texts and videos that
constitute
the program are also available in Korean, Japanese, Swedish,
Arabic, and
Chinese, among other languages. The desire for Adierian
parenting educa-
tion continues to grow along with the need of parents worldwide
for better
methods of preparing their children for the 21 st century.
4. after week, I watched parents listen to practical ideas for
handling the chal-
lenges of child behavior, go home to try their new skills, and
come back to
share how their families were getting better and their children
more coop-
erative. By the end of the course, I was hooked and knew that 1
was going to
be part of Adierian parenting education for my entire career.
Moving from the What to the How
Eive years and many parenting groups later, in 1979, 1 was
sitting in a
general assembly meeting at the NASAP annual conference
when I had an
idea. What if we could get two new inventions to interface with
each other,
and then use that interactive system to teach AdIerian-based
parenting edu-
cation? At the time, the desktop computer and the vidéocassette
recorder
were the latest in technological innovations; by 1982 I had
developed a
prototype of an interactive system that used them both. At
$5,000 for the
hardware alone, however, the cost to organizations would be
prohibitive.
To solve this problem, I elected to eliminate the computer for
the time be-
ing and focus on the video. A year later, in 1983, we introduced
Active
Parenting, the first ever video-based parenting education
program of its kind.
We displayed the original program at an American
5. Psychological
Association convention, where the legendary pediatrician and
author Dr.
Benjamin Spock pointed to a TV screen playing clips from the
video and
said, "This is the future." Positive responses like the one from
Dr. Spock gave
us the foundation to create more than 20 programs based on the
theories
and practices of Adler and Dreikurs.
Thirty years later, video-based training in small groups is
readily avail-
able, and the computer that was eliminated from that first
prototype in
1982 is back in the form of the Internet. Now tools such as
YouTube and
Moodle, which combine the Internet and video, are emerging as
leaders
168 Michael H. Popkin
in teaching virtually everything—from math skills to
skateboarding tricks.
Active Parenting now offers online groups, webinars, and self-
study to par-
ents and leaders worldwide. In my opinion, it is only a matter of
time before
avatars are meeting in virtual coffeehouses to take a parenting
course with-
out anyone ever leaving home.
The effectiveness of an AdIerian-based parenting education
program, of
6. course, goes beyond technology. How the program is structured,
the qual-
ity of the writing, and the examples chosen, as well as the
scripting, acting,
production values, experiential activities, use of humor and
emotion, and a
mix of other qualities all go into creating the effectiveness of
the program.
Improvements in these aspects of program development will
continue to
give Individual Psychology parenting-group leaders the best
tools for the
critical job they do for families and society.
The Importance of Evidence-Based Practice
There is really no simple way to determine the best parenting
educa-
tion program for any given group of parents; what seems to be
increasingly
a prerequisite is to find one that is listed by a credible source as
"evidence
based." Evidence based means that there is experimental
research to show
the efficacy of a program. I have gone to great pains to do the
research and
have the core Active Parenting programs listed on the National
Registry of
Evidence-Based Programs and Practices and other sites. Such
listings do not
guarantee that a program is effective (or that one not listed is
not effective).
Evidence-based program listings are currently the best system
available to
help users and funders alike make informed decisions. Because
funding
7. sources often use such lists to determine which programs may
receive grant
money, it is necessary that Individual Psychologists be more
involved in re-
searching and publishing evidence that our programs are
effective. This will
help Adierian-Dreikursian parenting ideas and skills become
available to
even more leaders and parents.
The Tasks of Parenting as Taught in Active Parenting
Active Parenting programs in this article specifically refers to
three com-
prehensive curriculums:
• Active Parenting Now (Active Parenting, 4th edition; Popkin,
2014)
for parents of children 5 to 12 years old
• Active Parenting of Teens (3rd edition; Popkin, 2009), for
parents of
teens and preteens
30 Years of Video-Based Parent Education 169
• Active Parenting of Teens: Families in Action (Popkin &
Hendrickson,
2012a), a version of the teen program that includes Teens in
Action
(Popkin & Hendrickson, 2012b), a companion program for teens
to
take either in teen only groups or in combination with their
parents
8. Each of these three programs is six sessions long, video based,
and listed on
the evidence-based websites mentioned previously. Each
program is also
theory based in the work of Adler and Dreikurs.
Because Individual Psychology is purpose driven, we begin
each pro-
gram with a statement of the purpose of parenting: "To protect
and prepare
children to survive and thrive in the kind of society in which
they will live."
Although this purpose has not changed since the beginning of
human his-
tory, what has changed is "the society in which [children] will
live." This
leads to the question of what kind of society our children wil l
be living in.
The qualities necessary to survive and thrive in our democratic,
high-tech,
multicultural society are very different from those in the
autocratic or law-
less periods in our history.
Active Parenting teaches that there are five key qualiti es that all
children
need to succeed in this type of society: (a) responsibility, (b)
cooperation,
(c) respect, (d) courage, and (e) self-esteem. Readers will
recognize the first
three as the same as in the RCR (Responsibility, Cooperation,
Respect) model
described by P. R. Rasmussen in "The Task, Challenges, and
Obstacles of
Parenting" elsewhere in this issue. Active Parenting (AP)
9. programs also stress
the importance of courage, which is a cornerstone of Adierian
Psychology,
and is defined in AP as "the confidence to take a known risk for
a known
purpose." Self-esteem is added because without some degree of
belief in
oneself, it is difficult to have the courage to take a positive risk.
A brief over-
view of these qualities from an AP perspective follows.
Responsibility. Responsibility is addressed three ways in the
Active
Parenting programs: accepting one's obligations, understanding
right from
wrong (and choosing to do the right thing as appropriate to the
situation),
and accepting the consequences of one's decisions. Once
children learn to
take responsibility for their choices by experiencing the
consequences that
follow, they learn to make better choices in the future. Many of
the choices
that children make as they mature will affect their entire lives.
They will be
offered tobacco, alcohol, and other drugs, and they will choose
to accept
or decline. They will face choices about sex, dropping out of
school, work
and careers, and perhaps even whether to commit crimes.
Parents will not
be there in those moments to tell them what to do; if parents
have prepared
them to make responsible decisions and have instilled in them
the cour-
age to stand behind those decisions, though, they will be
10. prepared to meet
such challenges.
170 Michael H. Popkin
Methods of teaching responsibility are taught throughout the
programs,
but especially in the session on discipline. The formula R = C -
i- C—that is.
Responsibility = Choice + Consequences—helps parents
remember the re-
lationship between handling everyday challenges and the bigger
picture of
teaching the vital character trait of responsibility.
Cooperation. A child who learns to live and work cooperatively
with
others has a much better chance at success than the lone wolf or
the rebel.
Democracy is based on the notion that none of us is as smart as
all of us.
Competition has its role in our society, but the individual who
values team-
work is one who moves society forward.
Learning to cooperate begins in the family and the classroom. It
is
fostered through solving everyday problems and planning,
which require
effective communication and a spirit of mutual respect and
participation.
In Session 2 of the Active Parenting program, parents learn
communication
skills that will help them win the cooperation of their children
11. while teach-
ing their children to solve problems and make decisions
cooperatively with
others. In every session a Family Enrichment Activity is
presented to help
parents strengthen the relationship between them and their
child.
Respect. The concept of mutual respect is a cornerstone of life
in any
democratic society, particularly in one that includes a lot of
diversity. To
treat others respectfully, and to expect them to treat you the
same, makes
way for freely sharing ideas that will eventually solve problems
and create
a better society for everyone. In contrast, lack of respect in a
democratic
society creates an atmosphere of resentment and hostility that
can lead to
conflict and even aggression. Teaching children to respect their
parents is
only the beginning. Teaching them to respect themselves, all
others, and
their environment is what will make a difference.
Mutual respect is presented first in Session 1 and then
reinforced
throughout the program in videos and discussion.
Courage.
Courage first met fear
When I was still a child;
Courage gazed with cool, clear eyes;
Fear was something wild.
12. This stanza from the opening poem by the author of Active
Parenting
in the session about courage sets the tone for what is arguably
the most
important of the Adlerian child-rearing concepts. It is so
important that
Individual Psychologists often say that a misbehaving child is a
discouraged
30 Years of Video-Based Parent Education 171
child. A free society provides many opportunities for people to
succeed,
but success is not guaranteed, nor is it easy to attain. Those who
have the
confidence to take worthwhile risks have the best chance to
thrive. And
when life gets tough, those with the courage and grit to
persevere are more
likely to succeed.
Even among children, it takes great courage to resist peer
pressure, to
stand up for one's self and for others, to think independently,
and to han-
dle the many challenges of school. From the French word coeur,
meaning
"heart," courage is the child's inner strength that is necessary to
withstand
the fear that so often nips at self-esteem.
We focus on ways of instilling courage throughout the program,
but
13. especially in the session on building courage through the
encouragement
process.
Self-esteem. Children who believe they are lovable, capable
human be-
ings with something to contribute to others have a good chance
at thriving.
These beliefs form a foundation of positive self-esteem that
helps motivate
other core qualities (i.e., responsibility, cooperation, respect,
and courage).
At the same time, seeing oneself as someone who embodies
these posi-
tive qualities builds what might be considered character-driven
self-esteem,
which endures through hard times as well as good ones. We
explore this
relationship further in the Think-Feel-Do Cycle, in which we
look at how
to help children build self-esteem based on character and
actions, not
on self-hype.
An understanding of the task of parenting as helping to instill
these and
other positive qualities of character in our children so that they
will have
an opportunity to succeed in our modern democratic society
leads to the
question of which parenting style is best suited to do the job:
autocratic (the
parent as a "dictator" who uses a combination of reward and
punishment
to control the child), permissive (the parent as a "doormat" who
either pam-
14. pers or ignores the child), or authoritative (the parent as an
"active leader"
who provides a combination of discipline and support, freedom
within lim-
its, participation, and respect).
It is helpful for parents to understand the rationale behind the
"active"
style of parenting that they will be learning in the course if they
are to really
understand the validity of the Individual Psychology model. To
do otherwise
is tantamount to saying, "Parent this way, because I'm the
expert and 1 say
so." We stress in AP leader-training workshops the importance
of model-
ing the leadership style we are teaching. Winning cooperation
with adults,
as with children, requires winning the battle for the mind and
not just the
behavior. By helping parents change their thinking about
parenting (the
"mind"), we help them make changes to their behavior that will
last long
after the course has ended.
172 Michael H. Popkin
The gift of problems. Along with the task of parenting,
Rasmussen
(2014) also talks about the challenges that parents face when
getting their
children to do what they do not want to do. These challenges are
what we
15. call in AP "problems." Every family has them. What we point
out in the
programs is that successful families are better able to handle
these prob-
lems, whereas families who continue to struggle seem to
continue to make
the same or worse mistakes. Rather than complain about the
problems of
day-to-day living (e.g., getting the toys picked up, doing
homework, solving
conflicts peacefully), we ask parents to think about problems as
gifts that
allow us the opportunity to teach our children qualities of
character (i.e.,
responsibility, cooperation, respect, and courage) and skills
(e.g., problem
solving, conflict resolution, self-discipline).
We focus many of the skills taught in Active Parenting around a
problem-handling model, which teaches parents how to
determine who
owns responsibility for a given problem—parent, child, or in
some cases,
both. When a parent owns a problem, the situation calls for
discipline (limit
setting). A hierarchy of skills progressing from less assertive to
more assertive
is later taught using the full interactive process of video-based
training. This
includes a Parent's Guide reading; a brief lecture by the leader;
a brief video
vignette modeling a problem and the skill used to correct it; a
group discus-
sion facilitated by questions in the Leader's Cuide; graphics
displayed via
PowerPoint, flip chart, or other means; an experiential activity
16. or role play;
home assignments supported in the Parent's Guide; and group
sharing and
feedback in the next session.
The discipline skills taught include polite requests, I-Messages,
firm re-
minders, logical and natural consequences, and four skills that
comprise
the ELAC Method. ELAC is an acronym for feelings, limits,
alternatives, and
(logical) consequences. Eeelings, in this context, refers to
expressing em-
pathy for what your child is feeling; limits means reminding the
child of the
limits of a given situation; and alternatives is shorthand for
helping the child
think of an acceptable alternative for what he or she cannot
have. When
necessary, parents are to provide a logical consequence,
although they are
often pleasantly surprised by how rarely they need to use
consequences
when they learn to use the first three steps of the ELAC
Method.
When a child owns the problem, parents are taught to use
support
skills for helping the child learn to handle problems effectively.
This is one
area in which we have supplemented the Individual Psychology
model
with contributions by communication theorists. We teach a five-
step
Active Communication process that includes active listening,
responding
17. to feelings, looking for alternatives or evaluating consequences,
encourag-
ing, and following up later. Eamily meetings are also taught and
include
such variations as problem prevention talks, character talks, and
problem-
solving talks.
30 Years of Video-Based Parent Education 173
While the video examples used in the programs provide a wide
va-
riety of typical challenges that parents and children face every
day, they
are only a means to teaching parents a model of parenting that
they can
use in any situation. It is the leader's role to help parents learn
to apply the
skills modeled on video to the real-life problems they
experience with their
own children.
Overcoming Obstacles in Parenting and Parent Education
The reason Active Parenting programs have been widely
accepted
throughout the world is partly because families are more alike
than different.
They all begin with the same basic purpose of parenting,
struggle with how
to provide the best balance of discipline and support, seek to
strengthen
their children's character, and look for ways to handle the day-
to-day chal-
18. lenges of parenting. The Individual Psychology model of
parenting helps
parents find a reasonable explanation for how best to
accomplish these
tasks in a world that has steadily moved from a sometimes
lawless, some-
times authoritarian history and toward social and political
equality. This is
the mainstream, the Zeitgeist, of human history that moves all
of us along;
that Adler predicted, and Dreikurs delineated, its implications
for parenting
so long ago gives us all a chart from which to navigate.
As the Spanish philosopher José Ortega y Gasset (1914/1963)
said in
1914—only 2 years after Adler broke with Freud— "̂1 am I plus
my circum-
stances" (n.p.). The fact that we are all intertwined with the
world in which
we live is true of families as well as individuals. Although
families do have
much more in common than not, the differences can sometimes
overwhelm
what they are trying to accomplish; Adler knew this, which may
be why
when asked if one could do psychotherapy with a person who
lived in
poverty, he responded by saying that it would be like throwing a
drowning
person a book on swimming.
Parenting education has been more fortunate than psychotherapy
in this
regard. We have seen parents who were facing all sorts of
obstacles em-
19. brace the teachings and skills of Active Parenting in countries
throughout the
world. An organization has used Active Parenting of Teens to
teach life skills
to impoverished teenagers in Bulgaria, so that they could have
better op-
tions for overcoming poverty than moving to Sofia, the
country's largest city
and capital, to become prostitutes. I had another leader from
West Virginia
tell me about an abusive, court-ordered mother who, when asked
what she
had learned from the program, raised her fist and said, "I've
learned that I
don't need this anymore."
I have heard countless stories of successes with parents in
prison, in
women's shelters, in foster situations, in group homes, in
submarines at sea.
174 Michael H. Popkin
with deaf parents, and even with those in poverty. What makes
the AP pro-
gram work is the combination of the theory upon which the
program is
based, the quality of the program itself, and the unique talents
that the group
leaders bring to their groups each week.
Although it is impractical to develop a unique program for each
set of
family circumstances, we have moved in that direction with
20. such programs
as Active Parenting in Stepfamilies, Cooperative Parenting and
Divorce, Par-
ents on Board (a program to promote school involvement), and
1, 2, 3, 4
Parents! (a program for parents of young children). All our
major programs
are also available in Spanish, and all have closed captioning. As
family re-
sources frequently are limited, a skilled leader is still the best
option for
using a program, such as AP, with groups facing special needs
and obsta-
cles. These leaders understand the parents in their program and
customize
the universal aspects of the program with the special
circumstances and
obstacles that might interfere with how the concepts and skills
taught in
the program might best be applied. Many organizations provide
transpor-
tation, childcare, and even a meal for their group so that
economically
disadvantaged parents are better able to attend. Organizations
also write
grants to cover costs and to promote their courses to the parents
themselves.
Most importantly, organizations connect with their groups
through show-
ing empathy for the members' circumstances, which makes the
parents feel
understood and welcomed.
Adierian/Dreikursian parent educators have a long history of
inclusive-
ness, often reaching out to marginalized groups in communities
21. throughout
the world. Our programs themselves, however, have been
criticized for not
being more explicit in their outreach to LGBT and other
minority groups.
To make it clear that all parents are welcome in an Active
Parenting group,
1 wrote the following poem which is now included at the
beginning of our
programs. It is meant to send a signal to the LGBT community
and to all par-
ents that they are welcome and sincerely wanted in our
parenting groups.
You Are Welcome Here
White collar, blue collar, no collar
If you are a parent
You are welcome here.
Calm and cool or hot-under-the-collar
If you care for children
You are welcome here.
Traditional family: husband and wife.
Single, remarried, or partnered for life
If you love your child
30 Years of Video-Based Parent Education 175
You are welcome here.
Whatever your race
From wherever you hail
Whatever your faith (or lack thereof)
Regardless of creed, or past misdeeds.
If you're willing to learn
22. You are welcome here.
Mom, dad, uncle or granny
Pull up a chair
Let down your hair
And if you don't have any
You're still welcome here!
References
Abbey, A., Pilgrim, C, Hendrickson, P., & Buresh, S. (2000).
Evaluation of a
family-based substance abuse prevention program targeted for
the mid-
dle school years. Journal of Drug Education, 30(2), 213-228.
Abbey, A., Pilgrim, C, Hendrickson, P., & Lorenz, S. (1998).
Implementation
and impact of a family-based substance abuse prevention
program in
rural communities. Journal of Primary Prevention, 78(3), 341-
361.
Fashimpar, G. (2000). Problems of parenting:
Solution
s of science. Journal
of Family Social Work, 5(2), 67-80.
Mullis, F. (1999) Active Parenting: An evaluation of two
Adlerian parenting
23. education programs. Journal of Individual Psychology, 55, 225-
232.
Ortega y Gasset, J. (1963). Meditations on Quixote. New York,
NY: Norton.
(Original publication in 1914)
Popkin, M. (2007). Taming the spirited child: Strategies for
parenting chal-
lenging children without breaking their spirits. New York, NY:
Simon
and Schuster.
Popkin, M. (2009) Active Parenting of teens (3rd ed.). Atlanta,
GA: Active
Parenting.
Popkin, M. (2014) Active Parenting {4th ed.). Atlanta, GA:
Active Parenting.
Popkin, M., & Hendrickson, P. (2012a). Active Parenting of
teens: Families in
action. Atlanta, GA: Active Parenting.
Popkin, M., & Hendrickson, P. (2012b). 7eens in action.
Atlanta, GA: Active
24. Parenting.
Rasmussen, P. R. (2014). The task, challenges, and obstacles of
parenting.
Journal of Individual Psychology, 70(2), 90-113.
176 Michael H. Popkin
Michael H. Popkin, PhD ([email protected]), is the president
of Active Parenting Publishers. Popkin pioneered the field of
video-based
parent education with the introduction of Active Parenting
Discussion Pro-
gram in 1983. Since then he has authored and produced more
than 30
books and video programs, including the best-selling Active
Parenting Now,.
Active Parenting of Teens, and 1, 2, 3, 4 Parents!, used around
the world to
teach millions of parents how to raise happy and successful
children. A fre-
quent keynote speaker and media guest, he has appeared on
25. more than 200
television shows, including multiple appearances on The Oprah
Winfrey
Show, Montel Williams, and CNN. Popkin is a former child and
family ther-
apist and received his PhD in counseling psychology from
Georgia State
University. He and his wife. Melody, are the parents of two
young adults and
live in the Atlanta area.
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does work-life balance really exist?
26. And is it attainable by mere mortals? Real Simple asked
10 influential journalists, pundits, and thought leaders to weigh
in.
PHOTOGRAPH BY JUSTIN GOLLMER
32 JANUARY 2014 | RE AL SIMPLE.COM
life lessons GOOD READ
Anna Quindlen
The author of Still Life With Breadcrumbs,
out this month; A Short Guide to a Happy
Life; and 14 other books.
D
iscussions about life balance
always plumb the outer
limits of perfection: Are the
kids’ packed lunches homemade and
perfectly nutritious? Did the client
meeting go off without a single hitch?
27. The assumption that everything must
be right with the world or your life
is out of balance is silly and, frankly,
impossible.
When my children were little,
here’s what I asked myself to discern
whether my life was in balance:
Was anyone bleeding?
Did the sentences in my columns
contain verbs?
That’s silly, too, but you take my point.
The psychiatrist D.W. Winnicott will
always hold a special place in my heart
for coining the term “the good-enough
mother.” I am a believer in the good-
enough work-life balance, in which
people try to show up in both the office
and the kitchen with a sense of reason-
ably flexible commitment.
The story I like to tell about work-life
balance goes like this: My son, Christo-
28. pher, then eight, comes downstairs and
says, “Some man just called on your
work phone, but I told him you couldn’t
talk because you were making dinner.”
That man was the Reverend Jesse
Jackson.
Twenty years have passed since that
moment, and here’s the bottom line:
I did make dinner, and I did talk to Jesse
Jackson. Just not at the same time.
No one was bleeding. There were verbs.
Anne-Marie Slaughter
The president and CEO of the New America
Foundation, in Washington, D.C., and the
author of the much-discussed 2012 essay “Why
Women Still Can’t Have It All,” in The Atlantic.
I think of balance as a seesaw, and you’re either up or down. So
in my personal life I don’t consider
balance. I think about fit: how to fit my
caring self, the part of me that is a
mother, a sister, a daughter, and a wife,
29. with my independent self, the part
of me that is a foreign-policy expert,
a scholar, and an entrepreneur.
It used to be that men were expected
to be the competitors and their wives
were the caregivers. What happened was
that, as women entered the workforce,
they were ready to compete but were
not prepared to leave their caring selves
behind. So they started to wonder:
Wait—how much do I give to my work,
and how much do I give to my family?
The word balance implies that the
different parts of your life have some
kind of mechanical regularity. But at
times I might be working intensely, and
then I will be off and very much with
my kids. When I can put in a full day of
work and then spend the evening watch-
ing a baseball game on TV with my
two sons, both sides of me feel fulfilled.
Martha MacCallum
30. A coanchor of America’s Newsroom, on the
Fox News Channel.
I lost my mom last year, and that made me try to slow down in
my mind and be present for my kids.
(I have three—ages 12, 15, and 17.) To
me, balance is possible. It’s really about
living in the moment. I try to achieve
it at home by putting my phone down
and looking my children in the eye
and listening to them. I love it when our
family is in our house, everyone is
doing homework, everyone is physically
present at dinnertime. For example,
I still hang out in my kids’ rooms before
they go to bed. And then I feel
balanced. I’m in the exact place I’m
supposed to be.
But I can feel in the moment when
thinking about work, too. While I’m
on my way to the studio in the early
morning—in my car in the dark, listen-
ing to the news on the radio and
31. getting my head in the game—it’s very
peaceful. It helps a lot that I can find
ways to feel balanced both personally
and professionally.
Eleanor Clift
A panelist on the syndicated television
program The McLaughlin Group
and a contributor to The Daily Beast.
Most people probably don’t chart their days in terms of
allocating time for this
thing and time for that, but they do
know when their overall lives get out
of balance. Feeling guilty, in over their
heads: That’s how they know some-
thing is wrong. It’s part of the human
condition. We are always questioning
what we do with this limited amount of
time we have. And no one is immune.
Fathers now want more of a connec-
tion with kids and home life, and that
requires putting in the time; now
younger men are not willing to work
32. around the clock. Women who stay
at home with children worry that they
are losing ground or that they are
not keeping up with their aspirations.
Personally, I had three children and
always worked. And I would say that
home was therapy for the office, and
the office was therapy for home. I also
credit jogging with keeping me sane.
JANUARY 2014 | REAL SIMPLE.COM 33
For others, having fewer choices may
help them feel less stressed. A pediatri-
cian once told me that the happiest
mothers he knew were those with six
children or more; they didn’t have the
time to consider doing anything else.
Ellen Galinsky
The president and a cofounder of the
nonprofit Families and Work Institute, in
33. New York City, and the author of Mind
in the Making.
I hate the term “work-life balance.” Balance implies a scale
where if you put something on one side,
it takes away from the other side and
there’s a zero-sum game. In reality, work
can enhance your personal life and your
personal life can enhance your work;
one is not necessarily taking away from
the other. The term also induces guilt
because it suggests that there’s some
nirvana you must achieve where every-
thing is equal and you’re feeling like
it’s all working. Angels should be singing;
bells should be ringing.
I prefer to say “work-life fit,” a term
coined by Cali Williams Yost, a flexible-
workplace strategist. It means that you’re
putting everything together in a way
that works for you right now. There’s no
ideal 50-50. Moment by moment,
we’re figuring it all out, and what works
is constantly changing.
34. Back when I wrote my book, I asked
children if they could change one thing
about how their parents’ work affected
them. They said that they wished their
parents could be less stressed and less
tired. What that told me was that it’s
not necessarily about how many hours
you spend either at work or at home,
but what your relationship with your
children is like when you’re with them.
Jessica Grose
A journalist and commentator for the
Slate column XX Factor and the author of
Sad Desk Salad.
On weekdays, the baby is our 7 a.m. alarm clock. My husband
feeds her and changes her,
and we both play with her until he leaves
for work. I take her until our nanny comes
at 9:30. Then I leave for my office, return-
ing at 5:30 p.m., when our nanny leaves.
I give the baby dinner and a bath and
put her to bed. If my husband gets home
35. in time, he helps out. This is our defini-
tion of balance: We work reasonable hours
and have quality time with the kiddo.
And I’m thrilled with it.
Before we had our daughter, I fretted
about finding space in our harried lives.
Then I realized we had the two keys to
balance: money and flexibility. While Face-
book’s Sheryl Sandberg represents the
public face of the American work-life con-
versation via her book, Lean In, and the
movement it has inspired, many parents
are struggling to support their families
and spend a modicum of time with them.
For balance to be available to most
women, we need more supportive family
policies: paid parental leave, affordable
child care, paid sick days. The discussion
needs to move away from people like
Sandberg and, yes, reasonably well-off two-
income families like mine, for a sem-
blance of balance to exist on a wide scale.
Chris Duchesne
36. The vice president of global workplace solutions
for Care.com, a site with more than 8 million
members that connects families to caregivers
in 16 countries.
T here’s no point at which you have perfect balance. As a father
of three young kids, I know
that there are certain events that are
sacred, that I will never miss out on. But
there are other occasions when I will
have to sacrifice time with my children
for work.
Instead of determining whether you
have everything in balance, ask yourself,
What does success look like for me at this
point in time and going forward? Then
reflect on that each week or each month
and evaluate how you’re doing. Maybe
you need to focus more on a project at
the office. Or maybe there is something
at home demanding more attention.
When it comes to balance, what works
for one person doesn’t work for all.
37. You have to try different tactics, and
over time you learn what works for you
and your employer. Nobody comes
out of the gate and has it all figured out.
Jennifer Senior
The author of All Joy and No Fun, out
this month, and a contributor to New York
magazine.
I think life balance is worth striving for, but it’s a pretty high-
class problem. If you have the luxury of
thinking about balance, you’re ahead
of the game almost by definition. It
probably means that you’re not working
two jobs, for instance. This is also, I
think, largely a question for cultures
where we feel entitled to be happy, not
just clothed and fed. So it’s a historical
and a class phenomenon.
Most people are out of balance most
of the time. We lead lopsided lives.
And unless the United States becomes a
very different place—where we all keep
38. bankers’ hours and where child care
is available in every office—I can’t see
how real balance, at least as we fantasize
about it, is achievable.
I am skeptical about the need for
balance anyway. People who lead mean-
ingful lives are often monomaniacal in
their focus. I’m guessing Margaret Sanger
didn’t have great life balance, you know?
34 JANUARY 2014 | RE AL SIMPLE.COM
life lessons GOOD READ
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41. Personally, I have a steady job and a baby-
sitter for my child, and if I get home and
have a few hours with my kid before
bedtime, I can be just fine. It’s not about
the literal amount of time I spend working
or at home. Really, it’s the ticker tape
of crap (about things I have to do, e-mails
I need to return) running through my
head that makes me feel overwhelmed.
Jeremy Adam Smith
The author of The Daddy Shift and a former
stay-at-home dad.
Balance (or imbalance) is some-thing that happens over time.
You can’t look at one specific
moment and determine whether you
have it or not. There will be times when
many of us have to work a lot or spend a
lot of time caring for a baby. Demands
will be put on you that you can’t control,
and the question is, How do you respond
to those factors? It’s not so much about
balancing external things in your life
42. and allocating a certain amount of time to
work or to playing with your kids, but
about finding homeostasis within yourself.
Mindfulness meditation is getting a
lot of attention right now, and there are
many studies on the efficacy of the
practice. It’s about cultivating awareness
of yourself and your surroundings with-
out judgment. You can sit with and be
aware of the existence of your anxiety and
use that awareness to turn the spotlight
onto something positive.
If you’re a mother who works outside
the home, you can take the focus away
from what you’re not doing and instead
think about all the things you are doing to
support your family. You also have to
think about societal pressures. If you feel
beleaguered, there’s usually a social cause,
and it indicates a culture out of balance.
But you can help change that. You don’t
have to be at the barricades protesting
every day, but you can vote. The effects
43. aren’t immediate, but it’s a healthy way to
respond to the pressures you feel.
Judith Warner
A senior fellow at the Center for American
Progress, in Washington, D.C., and the author
of Perfect Madness and We’ve Got Issues.
Work-life balance—finding a point of equilibrium between the
pulls of two
unpredictable forces—always seemed
impossible to me. Then I discovered the
dancer’s pose in yoga.
In the pose, you stand on one leg while
bending the other at the knee, drawing
your leg behind you and gripping the top
of your raised foot in the palm of your
same-side hand. Then, while pressing
hand into foot and foot into hand, you
lengthen your leg behind you while
stretching your opposite arm up and out.
If you do it right, you create an arc
of motion that sends an enormous feeling
44. of power and grace through your body.
Doing it right is a rare achievement for
me. But every now and then I can. On the
very first day that I succeeded, I kept in
the forefront of my mind something that
my teacher had told our class: It’s the
pull of the opposing forces that keeps you
balanced.
Suddenly, in a flash that took all my
self-control not to shout out to the room,
I had a bolt of insight: Work-life balance
was the same. I would never achieve
it by trying to resolve its forever changing
tensions into a point of stasis. But I
could find strength and stability by
harnessing and feeding off the energy
that those tensions generated.
That sounds very loosey-goosey, I
realize. But if you can get into the
dancer’s pose and think about it, you’ll
see what I mean. Then we can
use that energy to work for progress
beyond the yoga mat. n
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