This document discusses how early childhood education is progressing towards becoming a recognized profession. It highlights two key areas of progress - acquiring specialized knowledge through education, and reliance on a code of ethics. It describes rising education requirements in many states and accreditation standards. It also outlines the development and promotion of the NAEYC Code of Ethical Conduct, which guides practitioners' work. The document acknowledges that while progress has been made in some aspects of professionalism, full professional autonomy has not yet been achieved.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxtiffanyd4
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxmccormicknadine86
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo ...
This document discusses various codes of conduct and best practices for early childhood educators, including the National Association for the Education of Young Children's (NAEYC) Code of Ethical Conduct and Developmentally Appropriate Practice guidelines. It also discusses the Council for Exceptional Children's Code of Conduct and the Division for Early Childhood's Recommended Practices. The codes and guidelines provide principles for developing professional relationships and delivering services to young children, including those with disabilities. Implementing these practices helps ensure children are supported in a developmentally, culturally and individually appropriate manner.
Code of Ethical ConductA Position Statement Supplement of .docxmccormicknadine86
This document provides a summary of the ethical responsibilities and challenges faced by early childhood program administrators. It begins with an introduction stating that administrators are responsible for overseeing all program operations, serving as leaders, and representing the field to the community. They must balance responsibilities to children, families, staff, boards, and agencies. The document then outlines several core values that administrators commit to, including ensuring children's well-being is the primary responsibility and maintaining a fulfilling work environment for staff. It provides ideals and principles for administrators' responsibilities in their relationships with children, families, staff, boards, and the community. Throughout, it emphasizes the importance of child well-being, respecting diversity, clear communication, and applying policies fairly.
NameIn this assignment, you must answer the Answer Implying .docxroushhsiu
This document provides standards for early childhood professional preparation programs. It discusses the history and development of NAEYC standards, as well as the revision process. The key revisions in the 2009 version include separating Standard 4 into two standards focusing on content and methods, and revising language to strengthen inclusion. The standards are designed to provide a shared vision for the field and promote unifying themes. They outline common expectations for knowledge, skills, and dispositions across degree levels and program types. The standards emphasize applying knowledge through field experiences and developing professional knowledge and identity.
Running head Commitment to Professionalism1Commitment to Prof.docxhealdkathaleen
Running head: Commitment to Professionalism 1
Commitment to Professionalism
3
Commitment to Professionalism
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Commitment to Professionalism
Advocating for _________
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate. You may want to start off with something like: A great passion of mine is to advocate for __________ because___________. Research shows that this is a critical issue______________.
In the next few paragraphs be sure to:
· Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
· Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
· Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
· Create two talking points (as discussed in Chapter 13) using one concrete example (refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue. These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Commitment to the Profession
In this section be sure to
· Describe how you will advocate on behalf of young children, their families, and the profession.
· Describe how you will support the development of future practitioners and leaders in the field.
· Referring to to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from unskilled workers and toward paradigm professionals.
Don’t forget specific details, examples, and citations to help you get a top grade
References (Text and at least TWO outside sources)
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal Name, Volume(Issue), page range. doi:# or Retrieved from journal’s homepage URL
**When including a URL for an online journal, you must search for the journal’s home page and include this in your reference entry. You may not include the URL found through your university library, as readers will not have access to this library.
Examples:
Churchill, S. D., & Mruk, C. J. (2014). Practicing what we preach in humanistic and positive psychology. American Psychologist, 69(1), 90-92. doi:10.1037/a0034868
Santovec, M. (2008). Easing the transition improves grad retention at Trinity U. Women in Higher Education, 17(10), 32. Retr ...
Running head Commitment to Professionalism1Commitment to Prof.docxtodd271
Running head: Commitment to Professionalism 1
Commitment to Professionalism
3
Commitment to Professionalism
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Commitment to Professionalism
Advocating for _________
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate. You may want to start off with something like: A great passion of mine is to advocate for __________ because___________. Research shows that this is a critical issue______________.
In the next few paragraphs be sure to:
· Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
· Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
· Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
· Create two talking points (as discussed in Chapter 13) using one concrete example (refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue. These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Commitment to the Profession
In this section be sure to
· Describe how you will advocate on behalf of young children, their families, and the profession.
· Describe how you will support the development of future practitioners and leaders in the field.
· Referring to to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from unskilled workers and toward paradigm professionals.
Don’t forget specific details, examples, and citations to help you get a top grade
References (Text and at least TWO outside sources)
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal Name, Volume(Issue), page range. doi:# or Retrieved from journal’s homepage URL
**When including a URL for an online journal, you must search for the journal’s home page and include this in your reference entry. You may not include the URL found through your university library, as readers will not have access to this library.
Examples:
Churchill, S. D., & Mruk, C. J. (2014). Practicing what we preach in humanistic and positive psychology. American Psychologist, 69(1), 90-92. doi:10.1037/a0034868
Santovec, M. (2008). Easing the transition improves grad retention at Trinity U. Women in Higher Education, 17(10), 32. Retr.
1. BackgroundYou work as the DOS (Dean of Students) at a faith-AbbyWhyte974
1. Background:
You work as the DOS (Dean of Students) at a faith-based, private, medium-sized, liberal arts school in the south. Your student population is 5,000 with 3,0000 undergraduate students. Your undergraduate population is approximately 80% white/Caucasian with the remaining approximately 20% of the undergraduate population made up of minorities: African American (85% of total 20%), Hispanic/Latino Americans (8%), Asian Americans (7%) as well as Native Americans (5%). Currently, within the student affairs model at your institution, there is no established multicultural office and your programming funding has not changed since 2010 (limited resources).
Scenario:
You have been approached by some of your minority student leaders (students involved in CAB, SGA, Orientation) in creating more specific opportunities for engaging new minority students in order to help with retaining more minority students. After meeting with the students several times, a meeting is finally accepted by the President of your institution. He is in favor of moving forward but tells the students that he would like for this endeavor to be organic in its approach and lead by the students in creating these new programs. He doesn't think a top-down approach (creating a Multicultural Affairs office) is the right fit but tasks you with helping this new student initiative.
What approach would you, the DOS, take in helping these students? How much involvement should you, the DOS, have in this creation to keep it truly 'student-driven'?
2. Tinto’s (1993) model of college departure has indicated that the greater a student’s academic and social integration, the more connected the student will be to the institution. Tinto (1993) goes on to indicate that orientation is the groundwork to achieving academic and social integration. Do you think that Tinto's (1993) model is still applicable to Gen Z and is orientation truly the right place to start?
3. Does 'student life programming' strengthen the academic enterprise? If so, then how? If not, why not pour funding back into strengthening academics? Please provide one recent article (2009-Present) that provides evidence for your answer.
Code of Ethical Conduct
and Statement of Commitment
A position statement of the National Association for the Education of Young Children
Preamble
NAEYC recognizes that those who work with young
children face many daily decisions that have moral and
ethical implications. The NAEYC Code of Ethical Conduct
offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. The
Statement of Commitment is not part of the Code but is a
personal acknowledgement of an individual’s willingness to
embrace the distinctive values and moral obligations of the
field of early childhood care and education.
The primary focus of the Code is on daily practice with
children and their ...
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxtiffanyd4
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxmccormicknadine86
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo ...
This document discusses various codes of conduct and best practices for early childhood educators, including the National Association for the Education of Young Children's (NAEYC) Code of Ethical Conduct and Developmentally Appropriate Practice guidelines. It also discusses the Council for Exceptional Children's Code of Conduct and the Division for Early Childhood's Recommended Practices. The codes and guidelines provide principles for developing professional relationships and delivering services to young children, including those with disabilities. Implementing these practices helps ensure children are supported in a developmentally, culturally and individually appropriate manner.
Code of Ethical ConductA Position Statement Supplement of .docxmccormicknadine86
This document provides a summary of the ethical responsibilities and challenges faced by early childhood program administrators. It begins with an introduction stating that administrators are responsible for overseeing all program operations, serving as leaders, and representing the field to the community. They must balance responsibilities to children, families, staff, boards, and agencies. The document then outlines several core values that administrators commit to, including ensuring children's well-being is the primary responsibility and maintaining a fulfilling work environment for staff. It provides ideals and principles for administrators' responsibilities in their relationships with children, families, staff, boards, and the community. Throughout, it emphasizes the importance of child well-being, respecting diversity, clear communication, and applying policies fairly.
NameIn this assignment, you must answer the Answer Implying .docxroushhsiu
This document provides standards for early childhood professional preparation programs. It discusses the history and development of NAEYC standards, as well as the revision process. The key revisions in the 2009 version include separating Standard 4 into two standards focusing on content and methods, and revising language to strengthen inclusion. The standards are designed to provide a shared vision for the field and promote unifying themes. They outline common expectations for knowledge, skills, and dispositions across degree levels and program types. The standards emphasize applying knowledge through field experiences and developing professional knowledge and identity.
Running head Commitment to Professionalism1Commitment to Prof.docxhealdkathaleen
Running head: Commitment to Professionalism 1
Commitment to Professionalism
3
Commitment to Professionalism
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Commitment to Professionalism
Advocating for _________
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate. You may want to start off with something like: A great passion of mine is to advocate for __________ because___________. Research shows that this is a critical issue______________.
In the next few paragraphs be sure to:
· Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
· Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
· Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
· Create two talking points (as discussed in Chapter 13) using one concrete example (refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue. These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Commitment to the Profession
In this section be sure to
· Describe how you will advocate on behalf of young children, their families, and the profession.
· Describe how you will support the development of future practitioners and leaders in the field.
· Referring to to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from unskilled workers and toward paradigm professionals.
Don’t forget specific details, examples, and citations to help you get a top grade
References (Text and at least TWO outside sources)
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal Name, Volume(Issue), page range. doi:# or Retrieved from journal’s homepage URL
**When including a URL for an online journal, you must search for the journal’s home page and include this in your reference entry. You may not include the URL found through your university library, as readers will not have access to this library.
Examples:
Churchill, S. D., & Mruk, C. J. (2014). Practicing what we preach in humanistic and positive psychology. American Psychologist, 69(1), 90-92. doi:10.1037/a0034868
Santovec, M. (2008). Easing the transition improves grad retention at Trinity U. Women in Higher Education, 17(10), 32. Retr ...
Running head Commitment to Professionalism1Commitment to Prof.docxtodd271
Running head: Commitment to Professionalism 1
Commitment to Professionalism
3
Commitment to Professionalism
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Commitment to Professionalism
Advocating for _________
Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate. You may want to start off with something like: A great passion of mine is to advocate for __________ because___________. Research shows that this is a critical issue______________.
In the next few paragraphs be sure to:
· Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
· Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
· Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
· Create two talking points (as discussed in Chapter 13) using one concrete example (refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue. These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
Commitment to the Profession
In this section be sure to
· Describe how you will advocate on behalf of young children, their families, and the profession.
· Describe how you will support the development of future practitioners and leaders in the field.
· Referring to to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from unskilled workers and toward paradigm professionals.
Don’t forget specific details, examples, and citations to help you get a top grade
References (Text and at least TWO outside sources)
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal Name, Volume(Issue), page range. doi:# or Retrieved from journal’s homepage URL
**When including a URL for an online journal, you must search for the journal’s home page and include this in your reference entry. You may not include the URL found through your university library, as readers will not have access to this library.
Examples:
Churchill, S. D., & Mruk, C. J. (2014). Practicing what we preach in humanistic and positive psychology. American Psychologist, 69(1), 90-92. doi:10.1037/a0034868
Santovec, M. (2008). Easing the transition improves grad retention at Trinity U. Women in Higher Education, 17(10), 32. Retr.
1. BackgroundYou work as the DOS (Dean of Students) at a faith-AbbyWhyte974
1. Background:
You work as the DOS (Dean of Students) at a faith-based, private, medium-sized, liberal arts school in the south. Your student population is 5,000 with 3,0000 undergraduate students. Your undergraduate population is approximately 80% white/Caucasian with the remaining approximately 20% of the undergraduate population made up of minorities: African American (85% of total 20%), Hispanic/Latino Americans (8%), Asian Americans (7%) as well as Native Americans (5%). Currently, within the student affairs model at your institution, there is no established multicultural office and your programming funding has not changed since 2010 (limited resources).
Scenario:
You have been approached by some of your minority student leaders (students involved in CAB, SGA, Orientation) in creating more specific opportunities for engaging new minority students in order to help with retaining more minority students. After meeting with the students several times, a meeting is finally accepted by the President of your institution. He is in favor of moving forward but tells the students that he would like for this endeavor to be organic in its approach and lead by the students in creating these new programs. He doesn't think a top-down approach (creating a Multicultural Affairs office) is the right fit but tasks you with helping this new student initiative.
What approach would you, the DOS, take in helping these students? How much involvement should you, the DOS, have in this creation to keep it truly 'student-driven'?
2. Tinto’s (1993) model of college departure has indicated that the greater a student’s academic and social integration, the more connected the student will be to the institution. Tinto (1993) goes on to indicate that orientation is the groundwork to achieving academic and social integration. Do you think that Tinto's (1993) model is still applicable to Gen Z and is orientation truly the right place to start?
3. Does 'student life programming' strengthen the academic enterprise? If so, then how? If not, why not pour funding back into strengthening academics? Please provide one recent article (2009-Present) that provides evidence for your answer.
Code of Ethical Conduct
and Statement of Commitment
A position statement of the National Association for the Education of Young Children
Preamble
NAEYC recognizes that those who work with young
children face many daily decisions that have moral and
ethical implications. The NAEYC Code of Ethical Conduct
offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. The
Statement of Commitment is not part of the Code but is a
personal acknowledgement of an individual’s willingness to
embrace the distinctive values and moral obligations of the
field of early childhood care and education.
The primary focus of the Code is on daily practice with
children and their ...
1. BackgroundYou work as the DOS (Dean of Students) at a faith-MartineMccracken314
1. Background:
You work as the DOS (Dean of Students) at a faith-based, private, medium-sized, liberal arts school in the south. Your student population is 5,000 with 3,0000 undergraduate students. Your undergraduate population is approximately 80% white/Caucasian with the remaining approximately 20% of the undergraduate population made up of minorities: African American (85% of total 20%), Hispanic/Latino Americans (8%), Asian Americans (7%) as well as Native Americans (5%). Currently, within the student affairs model at your institution, there is no established multicultural office and your programming funding has not changed since 2010 (limited resources).
Scenario:
You have been approached by some of your minority student leaders (students involved in CAB, SGA, Orientation) in creating more specific opportunities for engaging new minority students in order to help with retaining more minority students. After meeting with the students several times, a meeting is finally accepted by the President of your institution. He is in favor of moving forward but tells the students that he would like for this endeavor to be organic in its approach and lead by the students in creating these new programs. He doesn't think a top-down approach (creating a Multicultural Affairs office) is the right fit but tasks you with helping this new student initiative.
What approach would you, the DOS, take in helping these students? How much involvement should you, the DOS, have in this creation to keep it truly 'student-driven'?
2. Tinto’s (1993) model of college departure has indicated that the greater a student’s academic and social integration, the more connected the student will be to the institution. Tinto (1993) goes on to indicate that orientation is the groundwork to achieving academic and social integration. Do you think that Tinto's (1993) model is still applicable to Gen Z and is orientation truly the right place to start?
3. Does 'student life programming' strengthen the academic enterprise? If so, then how? If not, why not pour funding back into strengthening academics? Please provide one recent article (2009-Present) that provides evidence for your answer.
Code of Ethical Conduct
and Statement of Commitment
A position statement of the National Association for the Education of Young Children
Preamble
NAEYC recognizes that those who work with young
children face many daily decisions that have moral and
ethical implications. The NAEYC Code of Ethical Conduct
offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. The
Statement of Commitment is not part of the Code but is a
personal acknowledgement of an individual’s willingness to
embrace the distinctive values and moral obligations of the
field of early childhood care and education.
The primary focus of the Code is on daily practice with
children and their ...
Career development through the lens of positive youth developmentcdpindiana
The document discusses core competencies for youth workers, which provide a framework for competent child and youth work. It outlines five core competency areas: child & youth development, families & communities, program environments, program content/curriculum, and professionalism. Within each area are specific competencies youth workers should demonstrate through their knowledge, skills, attributes, and abilities. Core competencies are important for developing training, evaluating performance, and validating the field of youth work as a profession. The Indiana Youth Worker Core Competencies were developed through statewide collaboration to address the need for well-trained practitioners and define the profession.
This document outlines ethical standards and principles for members of ACPA - College Student Educators International. It begins with a preamble describing ACPA's commitment to students' worth and education. The document then describes four main ethical standards: 1) Professional Responsibility and Competence, 2) Student Learning and Development, 3) Responsibility to the Institution, and 4) Responsibility to Society. For each standard, the document lists specific ethical guidelines and responsibilities for student affairs professionals to uphold. The document aims to provide guidance for ethical conduct in daily student affairs practice.
Keeping an eye on the child: Key Capabilities and students as leaders in mult...Iriss
The document discusses the role of social work students as leaders in multidisciplinary contexts. It notes that students can exercise leadership by bringing new ideas and evidence to practice settings, and by following the Key Capabilities approach of maintaining focus on the needs of children across disciplines and agencies. Students can model this user-centered approach. The document also provides examples of how students have evidenced the Key Capabilities, such as by considering the needs of children in various practice settings outside of child welfare.
This document discusses a study that examined early childhood teacher candidates' perceptions of their preparation to become professionals in the field. The study analyzed the final journal entries of 27 teacher candidates completing their student teaching practicum. The candidates attended an accredited early childhood education program aligned with the 2010 NAEYC Standards. The standards outline the knowledge and skills needed for early childhood professionals, including child development, building family relationships, assessment, developmentally appropriate practices, curriculum development, professional growth, and field experiences. The analysis found that candidates recognized the specialized knowledge required for early childhood education and the importance of responsive, culturally sensitive curricula that respect children and families, consistent with the NAEYC Standards for early childhood professional preparation.
The document discusses three case studies related to simulation and professional learning in legal education:
1. The Law Society of Scotland's efforts to develop professionalism in legal education. There was previously little effective consideration of professional education standards or linking various stages of legal training.
2. The Daniel Webster Scholars Honours programme replaces the bar exam with a capstone course for final year JD students at Franklin Pierce Law School.
3. The document proposes several initiatives for improving legal education standards and sharing resources, including an annual workshop and establishing a community of practice website.
The document discusses issues with the current model of professional legal education in Scotland and proposes reforms to address past deficits. Specifically:
1. There is currently no clear concept of linkage between different stages of legal education and no agreed performance standards across providers.
2. A new curriculum structure is proposed that has professionalism at its core, is flexible, and builds on jurisdictional knowledge through a community of practice approach.
3. Forming a community of practice among legal education providers is suggested, with initiatives like shared resources, peer review, and disseminating innovative practices.
The document proposes developing a pilot program to encourage more young people in Ireland to become social entrepreneurs. Interviews with community members informed the design of a program called RealPlay, which would enable Transition Year students to gain experience through mentored social enterprise projects in their local community. A key goal is for students to learn about social responsibility and potential careers through hands-on experience completing real-world tasks. The proposed program would match students' skills to project roles under the guidance of mentors from schools, community groups, and businesses. Students would develop initiatives like an activity program for an elder care center. Upon completion, students would receive a Young Social Entrepreneurs award to include in their CV and application for further education.
Developmental Psychology And National Occupational StandardsRikki Wright
A school can communicate its ethos, mission, and values through its prospectus, website, open days,
and daily interactions. The prospectus and website clearly outline the school's vision and principles
in an accessible way. Open days allow the school to demonstrate its culture in practice. On a daily
basis, living out the values through curriculum, extracurricular activities, and relationships builds
understanding within the school community.
The Next Step program is a nonprofit that helps teenagers and young adults with disabilities transition from high school to adulthood. It focuses on developing independent living and work skills through a 4-day a week program that teaches skills like food prep, stocking, and social interaction. The program also provides resources to parents and prepares individuals for life after the program. It is funded through government grants and fundraising and uses a client management system to track participants' information.
The Next Step program is a nonprofit that helps teenagers and young adults with disabilities transition from high school to adulthood. It focuses on developing independent living and work skills through a four-day a week program involving tasks like food prep, stocking, and social interaction. The program also provides resources to parents and prepares individuals for life after the program. It is funded through government grants and fundraising and uses a client management system to track participants' records and progress.
The Next Step program is a nonprofit transition program for teens and young adults with disabilities from high school to adulthood. It aims to promote independence, personal choice, and potential through an informal learning environment. The program focuses on increasing adult living skills and work skills. It prepares graduates by partnering them with companies to learn skills like food prep, stocking, and social interaction. The program runs four days a week, with the fifth being for social activities. It also provides resources to help parents assist their children in adulthood. Funding comes from federal, state, and fundraising. Staffing uses a 1:3 ratio. Outcome measures track organizational, team, and personal goals.
The document summarizes 542 responses received regarding a discussion document on fulfilling the potential of disabled people. Key themes from the responses include the importance of education, employment opportunities, and flexible support. Suggestions for realizing aspirations focused on expanding employment support, work experience opportunities, improving education accessibility and expectations, and government leading by example through accessible practices and employment diversity.
A guide for health and social care workers working with adults at the end of life
25 June 2009 - Department of Health / National End of Life Care Programme / Skills for Care / Skills for Health
The purpose of this guide is to support workforce development, training and education and the development of new and enhanced roles. The principles and competences it outlines form a common foundation for all staff whose work includes care and support for people approaching - and at - the end of their lives.
Publication by the National End of Life Programme which became part of NHS Improving Quality in May 2013
The document summarizes a needs assessment of the 180 employees of eTelecare Global Solutions Inc., a call center in the Philippines. It finds that the employees are mostly young adults between 20-35 years old, literate, and at their physical and cognitive peak. However, they experience high stress and engage in unhealthy behaviors like smoking, drinking, and premarital sex. This puts them at risk for stress-related illnesses and sexually transmitted diseases. The needs assessment recommends teaching the employees about building healthy relationships, promoting wellness, and understanding the importance of chastity and fidelity to mitigate these risks.
Revolutionary Nurses- Health Educationguesta050537
The document summarizes a needs assessment of the 180 employees of eTelecare Global Solutions Inc., a call center in the Philippines. It finds that the employees are mostly young adults between 20-35 years old, literate, and at their physical and cognitive peak. However, they experience high stress and engage in unhealthy behaviors like smoking, drinking, and premarital sex. This puts them at risk for stress-related illnesses and sexually transmitted diseases. The needs assessment recommends teaching the employees about building healthy relationships, promoting wellness, and understanding the importance of chastity and fidelity to mitigate these risks.
Sustainable transformation requires significant financial resources and staff support of the vision in equal measure, because fundamental change is challenging, even when highly desired.
The document discusses the importance of lifelong learning for nurses as called for in the 2010 Future of Nursing report, noting that learning goes beyond degrees and certifications to include advancing one's skills throughout their career. It also examines the strengths and weaknesses of the individual summarizing the document, identifying their willingness to learn as a strength and lack of experience as a weakness as they pursue lifelong learning and a career as a clinical nurse leader.
The document discusses Indiana Youth Worker Core Competencies. It outlines five core competency areas: child and youth development, families and communities, program environments, program content/curriculum, and professionalism. It emphasizes that core competencies provide a framework for competent youth work and a common language for the field. Core competencies are important for agencies, youth workers, and validating youth work as a profession.
Option #2Researching a Leader Complete preliminary rese.docxmccormicknadine86
Option #2:
Researching a Leader
Complete preliminary research on the Internet and/or using online library databases. Compose a 1 PAGE summary of sources and an overview of each source.
Post any questions or comments about the content or requirements of the Portfolio Project to the questions thread in the Discussion Forum.
.
Option 1 ImperialismThe exploitation of colonial resources.docxmccormicknadine86
Option 1: Imperialism
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, "White Man's Burden," called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these "savage" peoples.
Read the poem at the following link:
Link (website):
White Man's Burden (Links to an external site.)
(Rudyard Kipling)
After reading the poem, address the following in a case study analysis:
Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own:
Belgium & Africa
Britain & India
Germany & Africa
France & Africa
Apply social Darwinism to this specific case.
Analyze the motivations of the invading country?
How did ethnocentrism manifest in their interactions?
How does Kipling's poem apply to your specific example? You can quote lines for comparison.
.
More Related Content
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1. BackgroundYou work as the DOS (Dean of Students) at a faith-MartineMccracken314
1. Background:
You work as the DOS (Dean of Students) at a faith-based, private, medium-sized, liberal arts school in the south. Your student population is 5,000 with 3,0000 undergraduate students. Your undergraduate population is approximately 80% white/Caucasian with the remaining approximately 20% of the undergraduate population made up of minorities: African American (85% of total 20%), Hispanic/Latino Americans (8%), Asian Americans (7%) as well as Native Americans (5%). Currently, within the student affairs model at your institution, there is no established multicultural office and your programming funding has not changed since 2010 (limited resources).
Scenario:
You have been approached by some of your minority student leaders (students involved in CAB, SGA, Orientation) in creating more specific opportunities for engaging new minority students in order to help with retaining more minority students. After meeting with the students several times, a meeting is finally accepted by the President of your institution. He is in favor of moving forward but tells the students that he would like for this endeavor to be organic in its approach and lead by the students in creating these new programs. He doesn't think a top-down approach (creating a Multicultural Affairs office) is the right fit but tasks you with helping this new student initiative.
What approach would you, the DOS, take in helping these students? How much involvement should you, the DOS, have in this creation to keep it truly 'student-driven'?
2. Tinto’s (1993) model of college departure has indicated that the greater a student’s academic and social integration, the more connected the student will be to the institution. Tinto (1993) goes on to indicate that orientation is the groundwork to achieving academic and social integration. Do you think that Tinto's (1993) model is still applicable to Gen Z and is orientation truly the right place to start?
3. Does 'student life programming' strengthen the academic enterprise? If so, then how? If not, why not pour funding back into strengthening academics? Please provide one recent article (2009-Present) that provides evidence for your answer.
Code of Ethical Conduct
and Statement of Commitment
A position statement of the National Association for the Education of Young Children
Preamble
NAEYC recognizes that those who work with young
children face many daily decisions that have moral and
ethical implications. The NAEYC Code of Ethical Conduct
offers guidelines for responsible behavior and sets forth a
common basis for resolving the principal ethical dilemmas
encountered in early childhood care and education. The
Statement of Commitment is not part of the Code but is a
personal acknowledgement of an individual’s willingness to
embrace the distinctive values and moral obligations of the
field of early childhood care and education.
The primary focus of the Code is on daily practice with
children and their ...
Career development through the lens of positive youth developmentcdpindiana
The document discusses core competencies for youth workers, which provide a framework for competent child and youth work. It outlines five core competency areas: child & youth development, families & communities, program environments, program content/curriculum, and professionalism. Within each area are specific competencies youth workers should demonstrate through their knowledge, skills, attributes, and abilities. Core competencies are important for developing training, evaluating performance, and validating the field of youth work as a profession. The Indiana Youth Worker Core Competencies were developed through statewide collaboration to address the need for well-trained practitioners and define the profession.
This document outlines ethical standards and principles for members of ACPA - College Student Educators International. It begins with a preamble describing ACPA's commitment to students' worth and education. The document then describes four main ethical standards: 1) Professional Responsibility and Competence, 2) Student Learning and Development, 3) Responsibility to the Institution, and 4) Responsibility to Society. For each standard, the document lists specific ethical guidelines and responsibilities for student affairs professionals to uphold. The document aims to provide guidance for ethical conduct in daily student affairs practice.
Keeping an eye on the child: Key Capabilities and students as leaders in mult...Iriss
The document discusses the role of social work students as leaders in multidisciplinary contexts. It notes that students can exercise leadership by bringing new ideas and evidence to practice settings, and by following the Key Capabilities approach of maintaining focus on the needs of children across disciplines and agencies. Students can model this user-centered approach. The document also provides examples of how students have evidenced the Key Capabilities, such as by considering the needs of children in various practice settings outside of child welfare.
This document discusses a study that examined early childhood teacher candidates' perceptions of their preparation to become professionals in the field. The study analyzed the final journal entries of 27 teacher candidates completing their student teaching practicum. The candidates attended an accredited early childhood education program aligned with the 2010 NAEYC Standards. The standards outline the knowledge and skills needed for early childhood professionals, including child development, building family relationships, assessment, developmentally appropriate practices, curriculum development, professional growth, and field experiences. The analysis found that candidates recognized the specialized knowledge required for early childhood education and the importance of responsive, culturally sensitive curricula that respect children and families, consistent with the NAEYC Standards for early childhood professional preparation.
The document discusses three case studies related to simulation and professional learning in legal education:
1. The Law Society of Scotland's efforts to develop professionalism in legal education. There was previously little effective consideration of professional education standards or linking various stages of legal training.
2. The Daniel Webster Scholars Honours programme replaces the bar exam with a capstone course for final year JD students at Franklin Pierce Law School.
3. The document proposes several initiatives for improving legal education standards and sharing resources, including an annual workshop and establishing a community of practice website.
The document discusses issues with the current model of professional legal education in Scotland and proposes reforms to address past deficits. Specifically:
1. There is currently no clear concept of linkage between different stages of legal education and no agreed performance standards across providers.
2. A new curriculum structure is proposed that has professionalism at its core, is flexible, and builds on jurisdictional knowledge through a community of practice approach.
3. Forming a community of practice among legal education providers is suggested, with initiatives like shared resources, peer review, and disseminating innovative practices.
The document proposes developing a pilot program to encourage more young people in Ireland to become social entrepreneurs. Interviews with community members informed the design of a program called RealPlay, which would enable Transition Year students to gain experience through mentored social enterprise projects in their local community. A key goal is for students to learn about social responsibility and potential careers through hands-on experience completing real-world tasks. The proposed program would match students' skills to project roles under the guidance of mentors from schools, community groups, and businesses. Students would develop initiatives like an activity program for an elder care center. Upon completion, students would receive a Young Social Entrepreneurs award to include in their CV and application for further education.
Developmental Psychology And National Occupational StandardsRikki Wright
A school can communicate its ethos, mission, and values through its prospectus, website, open days,
and daily interactions. The prospectus and website clearly outline the school's vision and principles
in an accessible way. Open days allow the school to demonstrate its culture in practice. On a daily
basis, living out the values through curriculum, extracurricular activities, and relationships builds
understanding within the school community.
The Next Step program is a nonprofit that helps teenagers and young adults with disabilities transition from high school to adulthood. It focuses on developing independent living and work skills through a 4-day a week program that teaches skills like food prep, stocking, and social interaction. The program also provides resources to parents and prepares individuals for life after the program. It is funded through government grants and fundraising and uses a client management system to track participants' information.
The Next Step program is a nonprofit that helps teenagers and young adults with disabilities transition from high school to adulthood. It focuses on developing independent living and work skills through a four-day a week program involving tasks like food prep, stocking, and social interaction. The program also provides resources to parents and prepares individuals for life after the program. It is funded through government grants and fundraising and uses a client management system to track participants' records and progress.
The Next Step program is a nonprofit transition program for teens and young adults with disabilities from high school to adulthood. It aims to promote independence, personal choice, and potential through an informal learning environment. The program focuses on increasing adult living skills and work skills. It prepares graduates by partnering them with companies to learn skills like food prep, stocking, and social interaction. The program runs four days a week, with the fifth being for social activities. It also provides resources to help parents assist their children in adulthood. Funding comes from federal, state, and fundraising. Staffing uses a 1:3 ratio. Outcome measures track organizational, team, and personal goals.
The document summarizes 542 responses received regarding a discussion document on fulfilling the potential of disabled people. Key themes from the responses include the importance of education, employment opportunities, and flexible support. Suggestions for realizing aspirations focused on expanding employment support, work experience opportunities, improving education accessibility and expectations, and government leading by example through accessible practices and employment diversity.
A guide for health and social care workers working with adults at the end of life
25 June 2009 - Department of Health / National End of Life Care Programme / Skills for Care / Skills for Health
The purpose of this guide is to support workforce development, training and education and the development of new and enhanced roles. The principles and competences it outlines form a common foundation for all staff whose work includes care and support for people approaching - and at - the end of their lives.
Publication by the National End of Life Programme which became part of NHS Improving Quality in May 2013
The document summarizes a needs assessment of the 180 employees of eTelecare Global Solutions Inc., a call center in the Philippines. It finds that the employees are mostly young adults between 20-35 years old, literate, and at their physical and cognitive peak. However, they experience high stress and engage in unhealthy behaviors like smoking, drinking, and premarital sex. This puts them at risk for stress-related illnesses and sexually transmitted diseases. The needs assessment recommends teaching the employees about building healthy relationships, promoting wellness, and understanding the importance of chastity and fidelity to mitigate these risks.
Revolutionary Nurses- Health Educationguesta050537
The document summarizes a needs assessment of the 180 employees of eTelecare Global Solutions Inc., a call center in the Philippines. It finds that the employees are mostly young adults between 20-35 years old, literate, and at their physical and cognitive peak. However, they experience high stress and engage in unhealthy behaviors like smoking, drinking, and premarital sex. This puts them at risk for stress-related illnesses and sexually transmitted diseases. The needs assessment recommends teaching the employees about building healthy relationships, promoting wellness, and understanding the importance of chastity and fidelity to mitigate these risks.
Sustainable transformation requires significant financial resources and staff support of the vision in equal measure, because fundamental change is challenging, even when highly desired.
The document discusses the importance of lifelong learning for nurses as called for in the 2010 Future of Nursing report, noting that learning goes beyond degrees and certifications to include advancing one's skills throughout their career. It also examines the strengths and weaknesses of the individual summarizing the document, identifying their willingness to learn as a strength and lack of experience as a weakness as they pursue lifelong learning and a career as a clinical nurse leader.
The document discusses Indiana Youth Worker Core Competencies. It outlines five core competency areas: child and youth development, families and communities, program environments, program content/curriculum, and professionalism. It emphasizes that core competencies provide a framework for competent youth work and a common language for the field. Core competencies are important for agencies, youth workers, and validating youth work as a profession.
Similar to CHAPTER 13Contributing to the ProfessionNAEYC Administrator Compet.docx (20)
Option #2Researching a Leader Complete preliminary rese.docxmccormicknadine86
Option #2:
Researching a Leader
Complete preliminary research on the Internet and/or using online library databases. Compose a 1 PAGE summary of sources and an overview of each source.
Post any questions or comments about the content or requirements of the Portfolio Project to the questions thread in the Discussion Forum.
.
Option 1 ImperialismThe exploitation of colonial resources.docxmccormicknadine86
Option 1: Imperialism
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, "White Man's Burden," called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these "savage" peoples.
Read the poem at the following link:
Link (website):
White Man's Burden (Links to an external site.)
(Rudyard Kipling)
After reading the poem, address the following in a case study analysis:
Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own:
Belgium & Africa
Britain & India
Germany & Africa
France & Africa
Apply social Darwinism to this specific case.
Analyze the motivations of the invading country?
How did ethnocentrism manifest in their interactions?
How does Kipling's poem apply to your specific example? You can quote lines for comparison.
.
Option Wireless LTD v. OpenPeak, Inc.Be sure to save an elec.docxmccormicknadine86
Option Wireless LTD v. OpenPeak, Inc.
Be sure to save an electronic copy of your answers before submitting it to Ashworth College for grading. Unless otherwise stated, you should answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format.
Your response should be a minimum of four (4) double-spaced pages; refer to the Length and Formatting instructions below for additional details.
In complete sentences respond to the following prompts:
Summarize the facts of the case;
Identify the parties and explain each party’s position;
Outline the case’s procedural history including any appeals;
What is the legal issue in question in this case?
How did the court rule on the legal issue of this case?
What facts did the court find to be most important in making its decision?
Respond to the following questions:
Are there any situations in which it might be a good idea to include additional or different terms in the “acceptance” without making the acceptance expressly conditional on assent to the additional or different terms?
Under what conditions can a contract be formed by the parties’ conduct? Why wasn’t the conduct of the parties here used as the basis for a contract?
Do you agree or disagree with the court’s decision? Provide an explanation for your reasoning either agree or disagree.
UNITED STATES DISTRICT COURT SOUTHERN DISTRICT OF FLORIDA CASE NO. 12-80165-CIV-MARRA
OPTION WIRELESS, LTD., an Irish limited liability company, Plaintiff, v. OPENPEAK, INC., a Delaware corporation, Defendant. ______________________________/
OPINION AND ORDER
THIS CAUSE is before the Court upon Plaintiff/Counter-Defendant’s Motion to Dismiss Defendant/Counter-Plaintiff’s Counterclaim (DE 6). Counter-Plaintiff OpenPeak Inc. filed its 1 Memorandum in Opposition (DE 8). Counter-Defendant Option Wireless, Ltd, replied. (DE 12). The Court has carefully considered the briefs ofthe parties and is otherwise fully advised in the premises. I. Introduction2 In July 2010, Counter-Plaintiff OpenPeak Inc. was producing a computer tablet product for AT&T. (DE 4 ¶ 5). Seeking embedded wireless data modules for the tablet, Counter-Plaintiff submitted a purchase order to Counter-Defendant Option Wireless, Ltd, for 12,300 units of the modules at the price of $848,700.00. (DE 4 ¶ 4). Section 9 of the purchase order, labeled “BUYER’S TERMS AND CONDITIONS,” provided that [a]ll purchase orders and sales are made only upon these terms and conditions and those on the front of this document. This document, and not any quotation, invoice, or other Seller document (which, if construed to be an offer is hereby rejected), will Option Wireless, Ltd. v. OpenPeak, Inc. Doc. 19 Dockets.Justia.com 2 be deemed an offer or an appropriate counter-offer and is a rejection of any other terms or conditions. Seller, byaccepting any orders or deliverin.
Option A Land SharkWhen is a shark just a shark Consider the.docxmccormicknadine86
Option A: Land Shark
When is a shark just a shark? Consider the movie
Jaws
. What could the shark symbolize in our culture, society, or collective human mythology other than a man-eating fish? Why? Support your answer.
Next, think about a theatrical staging of
Jaws
. Describe the artistic choices you would make to bring
Jaws
the movie to Broadway. What genre would you choose? Describe at least three other elements of production and how you would approach them in your staging of
Jaws
as a stage play or musical.
Create
a response to these concepts in one of the following formats:
350- to 700-word paper
Apply
appropriate APA formatting.
.
Option 3 Discuss your thoughts on drugs and deviance. Do you think .docxmccormicknadine86
Option 3: Discuss your thoughts on drugs and deviance. Do you think using drugs is deviant behavior? Why do you think alcohol and tobacco are legal drugs and their use is not considered deviant when they are addictive, physically harmful, and socially disruptive?
No quotes or references needed.
.
OPTION 2 Can we make the changes we need to make After the pandemi.docxmccormicknadine86
OPTION 2: Can we make the changes we need to make? After the pandemic, we are in a time of significant upheaval and transition. We are all more keenly aware that economic shifts and transformations can happen suddenly and dramatically. As the World shut itself down in March 2020, it makes us all aware that we can change behavior globally and as a matter of will. In the U.S., people began to quarantine themselves ahead of government action more often than as a result of government mandates. Write a cohesive 1-2 page single-spaced document that answers the following questions.
2a. Reflecting on the profound changes we have all seen in the past year, how does that change your views regarding what might be possible with regard to energy use, carbon reductions, or other major transformations that might be needed to impact the type of climate change Earth has been experiencing.
2b. Reflect on the type of transformations that would be involved to address global warming. Now that you have seen the recent major transformations, does this make you believe that global warming threats can prompt the type of major economic and industrial changes needed to reduce the impacts that have been anticipated with increasing climate changes?
2c. What are the "experts" saying about the possibility of these transformations in light of what they have seen during the pandemic? Are researchers more or less optimistic about our global ability to reduce green house gases and control climate change after seeing the impact of the pandemic? Be sure to include REFERENCES both at the end of the text and in the text, like (Author, year)
.
Option 1 You will create a PowerPoint (or equivalent) of your p.docxmccormicknadine86
Option 1: You will create a PowerPoint (or equivalent) of your presentation and add voice over.
Option 2: If you are unable to add voice over to your PowerPoint, you will create a PowerPoint (or equivalent) of your presentation. Next, you will use
Screencast-o-
Matic
(or a similar program) to create a video recording of your screen and voice as your present the information. Third, you will upload the video presentation to
YouTube
so your instructor can view it. If you choose this option, you will submit your article as well as the PowerPoint (or equivalent) file and the link to the YouTube presentation to complete this assignment.
Guidelines:
The presentation must include both audio (your voice explaining the information) and visual (PowerPoint presentation including text and/or images). Videos should not be used within the presentation.
The presentation should include the following three aspects:
An overview of your specific topic and its importance and application in current society. Include historical information as appropriate to understand your topic.
Identification, discussion, and
critical evaluation
of the most frequently used assessment instruments related to your topic. Include the typical settings and purposes for which assessment instruments are used.
Discussion of the ethical, cultural, and societal issues concerning the use of psychological tests and assessment as related to your topic.
The presentation must be 15 minutes long (no more than 20).
The presentation must include information from at least 10 scholarly sources (if used, the course textbook does not count as one of these 10 sources).
APA style citations should be used within the presentation. A reference section (in APA style) should appear at the end of the presentation.
Resources:
.
Option A Description of Dance StylesSelect two styles of danc.docxmccormicknadine86
Option A: Description of Dance Styles
Select
two styles of dance, such as ballet, modern dance, or folk dance.
Describe
each style of dance, and
include
the following:
History and development of the style
Discussion of your understanding of the use of line, form, repetition, and rhythm in each piece
Description of what the movements of both styles communicate to you in terms of mood
Description of how artistic choice can affect the viewer in the selected style
Submit
your assignment in one of the following formats:
700- to 1,050-word paper
.
Option #2Provide several slides that explain the key section.docxmccormicknadine86
Option #2
Provide several slides that explain the key sections of your strategy you will use in the final Portfolio Project. Provide section headers and a brief description of each.
FINAL PROJECT GUIDE
In a 6- to 10-page paper, as the local Union President, design a managing union handbook for union relationship building and a process that favors union employees as well as identifying key components of the bargaining process that can easily be sold to your union members. Apply theory and design systems and policies throughout your work covering:
Contextual factors (historical and legislative) that have impacted and still impact the union environment;
policies that create a more sustainable union model;
management strategy for union collective bargaining that includes: innovative wage, benefit, and non-wage factors; and
employee engagement and involvement strategies that take into consideration the diverse and changing labor force.
.
Option 2 Slavery vs. Indentured ServitudeExplain how and wh.docxmccormicknadine86
Option 2: Slavery vs. Indentured Servitude
Explain how and why slavery developed in the American colonies.
Describe in what ways the practice of slavery was different between each colonial region in British North America.
Analyze the differences between slaves and indentured servants.
Writing Requirements (APA format)
Length: 1-2 pages (not including title page or references page)
Use standard essay writing process by including an introduction, body paragraphs, and a conclusion.
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (minimum of 1 scholarly source)
No abstract is required
In-text citations that correspond with your end references
.
Option 2 ArtSelect any 2 of works of art about the Holocaus.docxmccormicknadine86
Option 2: Art
Select any 2 of works of art about the Holocaust. You can select from the following list or conduct additional research on Holocaust art. Make sure to get approval from your instructor if you are selecting something not on the list. Click on the link to see the list:
Link: List of Artists/Artworks
Write an analysis of each artwork, including the following information:
Identify the title, artist, date completed, and medium used.
Explain the content of the artwork - what do the images show?
How does the artwork relate to the bigger picture of the Holocaust?
How effective is the artwork in relating the Holocaust to viewers?
LIST OF ARTISTS AND ARTWORK
Morris Kestelman:
Lama Sabachthani [Why Have You Forsaken Me?]
George Mayer-Marton:
Women with Boudlers
Bill Spira:
Prisoners Carrying Cement
Jan Hartman:
Death March (Czechowice-Bielsko, January 1945)
Edgar Ainsworth:
Belsen
Leslie Cole:
One of the Death Pits, Belsen. SS Guards Collecting Bodies
Doris Zinkeisen:
Human Laundry, Belsen: April 1945
Eric Taylor:
A Young Boy from Belsen Concentration Camp
Mary Kessell:
Notes from Belsen Camp
Edith Birkin:
The Death Cart - Lodz Ghetto
Shmuel Dresner:
Benjamin
Roman Halter:
Mother with Babies
Leo Breuer:
Path Between the Barracks, Gurs Camp
Leo (Lev) Haas:
Transport Arrival, Theresienstadt Ghetto
Jacob Lipschitz:
Beaten (My Brother Gedalyahu)
Norbert Troller:
Terezin
Anselm Kiefer:
Sternenfall
.
Option #1 Stanford University Prison Experiment Causality, C.docxmccormicknadine86
Option #1:
Stanford University Prison Experiment: Causality, Controlling Patterns, and Growth Mode
Revisit Philip Zimbardo's (1971) Stanford University Prison Experiment. Analyze the experiment in terms of causality, controlling patterns, and its growth mode.
What lessons can be learned from this experiment that can be generalized to business social systems, such as organizational design/organizational structures?
Your well-written paper should meet the following requirements:
· Be 5 pages in length.
· Be formatted according to APA
· Include at least five scholarly or peer-reviewed articles
· Include a title page, section headers, introduction, conclusion, and references page.
Reference:
Revisiting the Stanford Prison Experiment: a Lesson in the Power of Situation
~~~~~~~~
BY THE 1970s, psychologists had done a series of studies establishing the social power of groups. They showed, for example, that groups of strangers could persuade people to believe statements that were obviously false. Psychologists had also found that research participants were often willing to obey authority figures even when doing so violated their personal beliefs. The Yale studies by Stanley Milgram in 1963 demonstrated that a majority of ordinary citizens would continually shock an innocent man, even up to near-lethal levels, if commanded to do so by someone acting as an authority. The "authority" figure in this case was merely a high-school biology teacher who wore a lab coat and acted in an official manner. The majority of people shocked their victims over and over again despite increasingly desperate pleas to stop.
In my own work, I wanted to explore the fictional notion from William Golding's Lord of the Flies about the power of anonymity to unleash violent behavior. In one experiment from 1969, female students who were made to feel anonymous and given permission for aggression became significantly more hostile than students with their identities intact. Those and a host of other social-psychological studies were showing that human nature was more pliable than previously imagined and more responsive to situational pressures than we cared to acknowledge. In sum, these studies challenged the sacrosanct view that inner determinants of behavior--personality traits, morality, and religious upbringing--directed good people down righteous paths.
Missing from the body of social-science research at the time was the direct confrontation of good versus evil, of good people pitted against the forces inherent in bad situations. It was evident from everyday life that smart people made dumb decisions when they were engaged in mindless groupthink, as in the disastrous Bay of Pigs invasion by the smart guys in President John F. Kennedy's cabinet. It was also clear that smart people surrounding President Richard M. Nixon, like Henry A. Kissinger and Robert S. McNamara, escalated the Vietnam War when they knew, and later admitted, it was not winnable. They were .
Option A Gender CrimesCriminal acts occur against individu.docxmccormicknadine86
Option A: Gender Crimes
Criminal acts occur against individuals because of gender – some of these are labeled as hate crimes in the U.S. (consider cases of violence against transgendered and homosexual individuals) and others occur across cultures. Choose two other types of “gender crimes” and discuss what these acts reveal about deep-seated cultural values and beliefs. One possibility is to examine bride burning or dowry death in India.
Submit a paper (750-1250 words) that explores gender crimes. Provide at least three references cited within the text and listed in the references section.
.
opic 4 Discussion Question 1 May students express religious bel.docxmccormicknadine86
opic 4: Discussion Question 1
May students express religious beliefs in class discussion or assignments or engage in prayer in the classroom? What are some limitations? Support your position with examples from case law, the U.S. Constitution, or other readings.
Topic 4: Discussion Question 2
Do all student-led religious groups have an absolute right to meet at K-12 schools? If not, discuss one limitation under the Equal Access Act. May a teacher be a sponsor of the club? Can the teacher participate in its activities? Why or why not? Support your position with examples from case law, the U.S. Constitution, or other readings.
.
Option 1Choose a philosopher who interests you. Research that p.docxmccormicknadine86
Option 1:
Choose a philosopher who interests you. Research that philosopher, detailing how they developed their ideas and the importance of those ideas to the progress of philosophy and human understanding. Keep in mind that you should be focusing on their philosophy, not simply their biography, although some basic details of their life not related to philosophy may be needed, especially when it involves experiences that influenced their thinking.
Option 2:
Look at a specific Philosophical movement. Explain the ideas important to that movement (such as existentialism and positivism) and the influence they had. I am pretty flexible on what you can do with this one, so if you have an idea, don’t hesitate to ask!
Requirements
The typed body of your paper must be a minimum of 1500 words.
It should be typed, 12 point, double spaced. A minimum of three sources must be used,
.
Option #1The Stanford University Prison Experiment Structu.docxmccormicknadine86
Option #1:
The Stanford University Prison Experiment: Structure, Behavior, and Results
Philip Zimbardo’s Stanford University Prison Experiment could be described as a system whose systemic properties enabled the behaviors of the system's actors, leading to disturbing results.
Analyze the situation. What were the key elements of the system? How did the system operate? Why did the participants behave as they did? What lessons can be learned from this experiment about systems in relation to management?
Your well-written paper should meet the following requirements:
Be six pages in length.
Be formatted according to the APA
Include at least seven scholarly or peer-reviewed articles.
Include a title page, section headers, introduction, conclusion, and references page.
Reference:
Zimbardo, P. G. (2007).
Revisiting the Stanford prison experiment: A lesson in the power of situation (Links to an external site.)
.
Chronicle of Higher Education, 53(
30), B6.
BY THE 1970s, psychologists had done a series of studies establishing the social power of groups. They showed, for example, that groups of strangers could persuade people to believe statements that were obviously false. Psychologists had also found that research participants were often willing to obey authority figures even when doing so violated their personal beliefs. The Yale studies by Stanley Milgram in 1963 demonstrated that a majority of ordinary citizens would continually shock an innocent man, even up to near-lethal levels, if commanded to do so by someone acting as an authority. The "authority" figure in this case was merely a high-school biology teacher who wore a lab coat and acted in an official manner. The majority of people shocked their victims over and over again despite increasingly desperate pleas to stop.
In my own work, I wanted to explore the fictional notion from William Golding's Lord of the Flies about the power of anonymity to unleash violent behavior. In one experiment from 1969, female students who were made to feel anonymous and given permission for aggression became significantly more hostile than students with their identities intact. Those and a host of other social-psychological studies were showing that human nature was more pliable than previously imagined and more responsive to situational pressures than we cared to acknowledge. In sum, these studies challenged the sacrosanct view that inner determinants of behavior--personality traits, morality, and religious upbringing--directed good people down righteous paths.
Missing from the body of social-science research at the time was the direct confrontation of good versus evil, of good people pitted against the forces inherent in bad situations. It was evident from everyday life that smart people made dumb decisions when they were engaged in mindless groupthink, as in the disastrous Bay of Pigs invasion by the smart guys in President John F. Kennedy's cabinet. It was also clear that smart people su.
Open the file (Undergrad Reqt_Individual In-Depth Case Study) for in.docxmccormicknadine86
Open the file (Undergrad Reqt_Individual In-Depth Case Study) for instruction which is
blue highlighted
and I already
highlighted yellow
for the section that you need to answer which is
SECTION 2.
I
uploaded 2 articles that you need to read to answer the questions
and Pay attention to (Individual In-Depth Case Study Rubric).
.
onsider whether you think means-tested programs, such as the Tem.docxmccormicknadine86
onsider whether you think means-tested programs, such as the Temporary Assistance for Needy Families (TANF), Supplemental Nutrition Assistance Program (SNAP), and Supplemental Security Income (SSI), create dependency among its recipients. Then, think about how the potential perception of dependency might contribute to the stigma surrounding welfare programs. Finally, reflect on the perceptions you might have regarding individuals who receive means-tested welfare and how that perception might affect your work with clients.
By Day 4
Post
an explanation of whether means-tested programs (TANF, SNAP, and SSI) create dependency. Then, explain how the potential perception of dependency might contribute to the stigma surrounding welfare programs. Finally, explain the perceptions you have regarding people who receive means-tested welfare and how that perception might affect your work with clients.
Support your post with specific references to the resources. Be sure to provide full APA citations for
.
Operations security - PPT should cover below questions (chapter 1 to 6)
Compare & Contrast access control in relations to risk, threat and vulnerability.
Research and discuss how different auditing and monitoring techniques are used to identify & protect the system against network attacks.
Explain the relationship between access control and its impact on CIA (maintaining network confidentiality, integrity and availability).
Describe access control and its level of importance within operations security.
Argue the need for organizations to implement access controls in relations to maintaining confidentiality, integrity and availability (e.g., Is it a risky practice to store customer information for repeat visits?)
Describe the necessary components within an organization's access control metric.
Power Point Presentation
7 - 10 slides total (
does not include title or summary slide
)
Try using the 6×6 rule to keep your content concise and clean looking. The 6×6 rule means a maximum of six bullet points per slide and six words per bullet point
Keep the colors simple
Use charts where applicable
Use notes section of slide
Include transitions
Include use of graphics / animations
.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
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
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Compet.docx
1. CHAPTER 13Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter
:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
·
The ability to evaluate ethical and moral dilemmas based on a p
rofessionalcode of ethics
8. Leadership and Advocacy
·
Knowledge of the legislative process, social issues, and public p
olicyaffecting young children and their families
·
The ability to advocate on behalf of young children, their famili
es and theprofession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
·
Knowledge of different professional organizations, resources, a
nd issuesimpacting the welfare of early childhood practitioners
·
Ability to make professional judgments based on the NAEYC “
Code ofEthical Conduct and Statement of Commitment”
·
Ability to work as part of a professional team and supervise sup
port staffor volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1.
Describe how the field of early childhood education has made pr
ogressachieving two of the eight criteria of professional status.
2.
Identify the advocacy tools that early childhood advocates shoul
2. d have attheir disposal.
3.
Discuss opportunities that program administrators have to contri
bute tothe field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and
she consideredherself to be a gifted teacher after only a short ti
me in the classroom. Shethought she would spend her entire car
eer working directly with children. She isnow somewhat surpris
ed how much she is enjoying the new responsibilities thatcome
with being a program director. She is gaining confidence that sh
e can workeffectively with all families, even when faced with di
fficult conversations; andher skills as a supervisor, coach, and
mentor are increasing as well. She is nowcomfortable as a leade
r in her own center and is considering volunteering to filla leade
rship role in the local early childhood professional organization.
Thatwould give her opportunities to refine her leadership skills
while contributing tothe quality of care provided for children th
roughout her community.
Early childhood administrators are leaders. They contribute to t
he professionby making the public aware of the field’s emerging
professionalism, includingits reliance on a code of ethics; enga
ging in informed advocacy; becominginvolved in research to inc
rease what we know about how children learn,grow, and develop
; and coaching and mentoring novices, experiencedpractitioners,
and emerging leaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of ear
ly care andeducation, began discussions about the professionalis
m of the field in the mid-
1980s. Her work extended a foundation that had been laid by so
ciologists,philosophers, and other scholars and continues to infl
uence how earlychildhood educators think about their work and
the contribution they make tosociety. These are some of the attri
3. butes that are commonly used todistinguish professionals from o
ther workers and to determine whether anoccupation is, or is mo
ving toward becoming, a profession:
1.
Professionals possess specialized knowledge. They acquire this
knowledgeand skill in its application by following a course of p
rolonged training.
2.
Professions have rigorous requirements for entry into profession
altraining, and training is delivered in accredited institutions.
3. Members of a profession have agreed-
upon standards of practice thatguide their efforts to meet their p
rofessional obligations.
4.
A profession has a commitment to meet a significant social need
.
5.
Professionals are altruistic and service oriented rather than moti
vated byopportunities for personal gain. Their primary goal is to
meet clients’needs.
6.
Professionals provide an indispensable service and are recogniz
ed as theonly group in society that can perform its function.
7. A profession is characterized by autonomy—
it has control over entry intothe field, oversees the quality of th
e services offered by its members, andregulates itself.
8.
A profession has a code of ethics that spells out its obligations t
o society(Feeney, 1995; Katz, 1995; Feeney, 2012).
We will focus on two particular dimensions of professionalism i
n which thefield has made the most progress. The first is the acq
uisition of specializedknowledge attained through prolonged tra
ining (number 1 in the list above),and the second is reliance on
a code of ethics (number 8). We will alsoacknowledge some of t
he areas where progress has been slow, or where earlychildhood
educators’ approach to working with young children and theirfa
4. milies means they will never compromise the field’s traditions t
o satisfy allcriteria that set professions apart from other occupat
ions.Moving Toward Professionalism: Professional Preparation
andReliance on the NAEYC Code of Ethical ConductProfession
al Preparation:
Many states’ licensing regulations continue to require child care
teachers,caregivers, and directors to have only a high school di
ploma or GED; the CDACredential, which is generally consider
ed to be equivalent to 9 to 12 credithours of professional educat
ion, is the most frequently required form ofspecialized training t
hat an individual needs to be qualified to become acenter direct
or (Child Care Aware® of America, 2013). Publically fundedpro
grams, however, have raised the bar for entry into the field. The
ImprovingHead Start Act of 2007 required 50% of all center-
based teachers to hold atleast a bachelor’s degree in early child
hood education or a related field by2013 (Administration for Ch
ildren and Families [ACF], 2007). States’ QRISsystems and pub
lically funded 4K programs have followed suit. Most requiretea
chers to have specialized training to prepare them to teach youn
g children,requiring them to hold at least a bachelor’s degree or
to be making progresstoward attaining that degree (Barnett, Car
olan, Squires, Brown, & Horowitz,2015).
The National Association for the Education of Young Children’s
(NAEYC)Program Accreditation Standards also, over time, rais
e educationalrequirements across the board. They stipulate that
by 2020, 75% of theteachers in accredited programs must have a
minimum of a baccalaureatedegree in early childhood education
or a related field. NAEYC Accreditationalso requires directors
to hold at least a bachelor’s degree and requires themto have sp
ecialized coursework in administration, leadership, management
,and child development and learning, or a plan to meet these req
uirementswithin 5 years (NAEYC, 2014).
The effects of these policy changes are being felt by the entire f
ield of earlycare and education, raising expectations for educati
onal attainment innonprofit and for-
profit programs operated under a wide variety of auspices.These
5. developments point to progress that the field has made in one c
riterionof professionalism: requiring early childhood practitione
rs to have specializedknowledge gained by following a course o
f prolonged training.Reliance on the NAEYC Code of Ethical C
onduct:
Reliance on a code of professional ethics is a second criterion o
fprofessionalism in which early childhood educators have made
significantstrides. The NAEYC Code of Ethical Conduct (NAEY
C, 2011a) includesstatements of the profession’s core values an
d guides practitioners in theirefforts to meet their responsibilitie
s to children, families, colleagues, andsociety. It articulates idea
ls (how we aspire to behave) and principles(standards of conduc
t describing what we must and must not do). A Statementof Com
mitment accompanies the Code. It is not a part of the Code but a
ttests tomembers’ resolve to abide by the Code as they work wit
h young children andtheir families.
NAEYC first adopted its Code of Ethical Conduct in 1989 (Feen
ey & Kipnis,1989), revised it in 1992, 1997, and 2005, and reaff
irmed and updated it in2011. The field has also taken steps to en
hance practitioners’ reliance on theCode and to make this relian
ce more apparent to those outside the profession.
One way that NAEYC has promoted the visibility and encourage
d reliance onthe Code is by making it an important criterion in
NAEYC AccreditationStandards that apply both to programs ser
ving young children and topostsecondary programs preparing te
achers for every rung along theprofessional ladder—
beginning with the CDA and extending throughassociate’s, bach
elor’s, master’s, and doctoral degree levels (NAEYC, 2011c; N
AEYC, 2012). These standards ensure that all practitioners in ac
creditedprograms are knowledgeable about the Code, and all wh
o graduate fromaccredited postsecondary programs have demons
trated that they know it andknow how to apply it in their work. I
t is noteworthy, however, that the NAEYCCode is not enforced.
That is because NAEYC is a membership organizationand is ope
n to all, regardless of their professional preparation or the role t
heyplay in the field.
6. Two Supplements extend the reach of the Code beyond those wo
rking directlywith young children and their families. The first S
upplement addressesprogram administrators (NAEYC, 2011b). I
t provides guidance as you facesituations with ethical dimension
s unique to the director’s roles andresponsibilities, such as how
to prioritize applicants when filling a much-sought-
after opening in the infant room, how to proceed when you must
terminate a teacher because decreased enrollment is forcing you
to downsize,and how to manage relationships with families in a
way that lets you keep theneeds of children paramount in your
decision making. This Supplement isfound as Appendix 3 in this
text.
The second Supplement guides adult educators (NAEYC, 2004a)
. It extends theoriginal Code to meet the needs of those providin
g training and education,whether in credit-
granting institutions such as colleges or universities or ininform
al professional development activities. As a program director, y
ou arelikely to provide professional development designed to m
eet the particularneeds of your staff. This Supplement reminds y
ou, for example, to remain trueto the approved training plan and
helps you have the courage to deny credit tothe caregiver who s
lept through the training activity instead of participatingand lear
ning from it.
Several efforts have helped to make the Code widely accessible.
The originalCode is now reprinted in many textbooks; the Code
and both Supplements areposted on the NAEYC website, the or
iginal Code in both English and Spanish;and the Code is availab
le from NAEYC in both English and Spanish asinexpensive broc
hures. NAEYC also offers an attractive laminated poster ofthe S
tatement of Commitment. Programs that display this poster attes
t to theirpledge to abide by the field’s ethical standards.
In addition to making the Code widely available, NAEYC has m
ade efforts tosupport practitioners’ efforts to apply the Code to t
heir work. NAEYC haspublished two books focusing on professi
onal ethics: The first book, Ethics andthe Early Childhood Educ
ator (Feeney, Freeman, & Pizzolongo, 2012), providesa compre
7. hensive introduction to the Code. It includes discussions of the
role ofmorality and ethics in early childhood education, makes a
distinction betweenearly childhood educators’ responsibilities a
nd the dilemmas they are likely toface, and offers guidance in a
ddressing ethical situations involving earlychildhood educators’
responsibilities to young children, families, colleagues,and the
community. This book is often a required text in 2-year and 4-
yearinstitutions’ early childhood programs. The second book, T
eaching the NAEYCCode of Ethical Conduct: A Resource Guide
(Feeney, Freeman, & Moravcik,2016), includes advice for instr
uctors planning to teach about the Code and itsapplication and d
escribes many activities for teaching the Code, includingreprod
ucible masters that can help you prepare for effective trainings.
NAEYC’s journal, Young Children, includes a regular column t
hat might helpyou include discussions of ethics in your regular
staff meetings. “Focus onEthics” alternates descriptions of com
monly occurring dilemmas with ananalysis and resolution of a p
reviously published dilemma. All past columnsare posted on the
NAEYC website and can be used as the basis for staffdevelopm
ent on professional ethics. This column is based on NAEYC me
mbers’submissions. You might decide to submit a dilemma that
your center has beengrappling with to be considered for publicat
ion and analysis. Specifics abouthow to become involved are inc
luded with each article.
The NAEYC has posted several video clipsof Stephanie Feeney
, one of the Code’s originalauthors and a leader in the field’s w
ork onprofessional ethics. Watch this video to see herprovide an
overview of the Code in thisdiscussion with Peter Pizzolongo, a
member ofNAEYC’s staff.
https://www.youtube.com/watch?t=28&v=-R-gh3Z9BPY
You can help make the families you serve and others outside the
professionaware of the field’s reliance on the Code of Ethical C
onduct. Ways toaccomplish this goal are to include the Code (or
a link to its location on theNAEYC website) in your program’s
family handbook and to put families onnotice that they can expe
ct your behavior, and that of all members of yourstaff, to reflect
8. the program’s commitment to these ethical principles. You cana
lso prominently display the Statement of Commitment poster att
esting toyour program’s reliance on the Code. You are likely to
think of other ways tomake the Code more visible in your partic
ular setting.Other Criteria of Professionalism:
Early childhood education’s rich and unique history illustrates
why it isappropriate for early childhood education to satisfy so
me criteria ofprofessionalism but not others. For example, the fi
eld would not want toabandon its commitment to its career ladd
er, which welcomes employees whowork with young children w
hile they pursue their associate degree, often withthe support of
the popular T.E.A.C.H.® scholarships.
Application Activity
Rely on the NAEYC Code of Ethical Conduct (Appendix 2) and
the Supplement for Early Childhood Program Administrators (A
ppendix 3) toresolve one of the following dilemmas. Analyze ea
ch dilemma byidentifying to whom you have responsibilities. Fi
nd guidance in the NAEYC Code and Supplement for Early Chil
dhood Program Administrators(note item number[s]), brainstor
m possible resolutions, then decidewhat the “good director” sho
uld do in each of these situations.
·
An enrollment issue: The mother of the next child on your list f
oradmission has told you that she has had her child in 5 differen
tpreschools in the past 6 months. She tells you very emotional st
oriesabout what she found wrong with each of them.
·
A personnel issue: Your enrollment is down. You must close a c
lassroomand let a teacher go. Do you choose to terminate the las
t person hired,who is an excellent teacher, or the long-
time employee, who has neverdone a very good job?
·
A family issue: A parent who has been rude and abusive to staff
withdraws her child but then wants to come back to the center.
Other criteria of professionalism remain beyond our reach. For
example, wewould like to achieve greater professional autonom
9. y, but the fact remains thatregulations and standards that determ
ine who is eligible and qualified toteach and care for young chil
dren are not likely to have been developed byearly childhood ed
ucators. Efforts to include experts in early childhoodeducation i
n the groups that create these regulations are the focus of advoc
acyefforts in some states.
For these reasons, it is now generally agreed that early childhoo
d education isan “emerging” profession (Feeney, 2012). It is nei
ther like the “paradigmprofessions” of law and medicine, nor ar
e early childhood educators unskilledworkers, such as day labor
ers or short-
order cooks, who enter the workplacewith little prior training or
specialized knowledge, and whose employers arelikely to consi
der them to be interchangeable. Consider where early childhood
education falls on the professional continuum illustrated in Figu
re 13.1.
As the field moves toward increased professionalism, it is impor
tant thatprogram administrators, as leaders in the field, are activ
e in organizationsthat support their efforts to remain informed a
nd engaged professionals.Review the list of professional organi
zations found in Appendix 4. Werecommend that you join one o
r more that you find to be of particular interestand that you sele
ct one to become active in at the local, state, or national level.D
oing so can enhance your knowledge and expertise and connect
you with thelarger community of early childhood professionals.
Figure 13.1
A Professional Continuum
Application Activity
Our discussion focuses on efforts to increase the professionalis
m of thefield by setting higher expectations for professional pre
paration and bymaking our reliance on our Code of Ethical Con
duct explicit, and wediscuss the issues created by the field’s lac
k of autonomy. Select one ofthe other five criteria of profession
alism. Decide where the field of earlycare and education falls o
n the professionalism continuum that putsdoctors and lawyers at
10. one end and unskilled workers at the other.Provide a rationale f
or your conclusion.
13.2 ENGAGING IN INFORMED ADVOCACY
Advocacy is speaking out for and taking action in support of ca
uses that protect and support vulnerablepopulations. Early child
hood educators have a long history of advocacy on behalf of yo
ung children,their families, and the field of early care and educa
tion (Feeney, 2012). Our commitment to advocacy isestablished
by the Statement of Commitment that accompanies the NAEYC
Code of Ethical Conduct and isreiterated in several of the Code’
s Ideals, including those that urge early childhood educators to
advocatefor children who have special needs and to promote env
ironments that are physically and emotionallyhealthy and suppo
rt young children’s learning, growth, and development (NAEYC
, 2011a).
Advocacy can involve everything from working on behalf of a p
articular child or family to speaking outat the national level. Yo
ur personality, your passion, your available time and energy, an
d your stage ofprofessional development are all likely to influen
ce the kinds of advocacy that are right for you. Whenyou are a n
ovice in the field, advocacy on behalf of a particular child or fa
mily will probably be the bestfit for your interests and abilities.
As you become more experienced, and particularly when you m
oveinto an administrative role, it will be time to reevaluate your
strengths and interests in light of theresponsibilities you have a
ccepted by becoming a leader in the field. It may be time for yo
u to assume aleadership role in your local community, and perha
ps on an even larger stage. Consider the following listto identif
y the kinds of advocacy activities that are right for you:
·
Individual advocacy involves professionals in working on behal
f of children or families. Youengage in this form of advocacy w
hen you help a particular child or family gain access to neededs
ervices. An example of this kind of personal advocacy is pursui
ng speech therapy for the childwhose poor articulation is makin
11. g it difficult for him to have positive interactions with his peers.
Your individual advocacy efforts may also involve sharing your
views with individuals or groups toraise their awareness about a
n issue. This kind of advocacy can be either spontaneous or plan
ned(Robinson & Stark, 2002). Distributing information about th
e Campaign for a Commercial-
FreeChildhood to the families of the children in your program a
nd encouraging them to limit thenumber of commercial message
s to which their children are exposed are examples of individual
advocacy. You are also engaged in individual advocacy when yo
u write a letter to the editor orsubmit a guest editorial to your lo
cal paper.
·
Collective advocacy involves professionals working together on
behalf of a group of people, forexample, young children, famili
es who need child care, or caregivers who are not earning awork
ing wage or receiving appropriate benefits. As an early childhoo
d advocate, you are probablyfocused on securing a “greater soci
etal commitment to improving programs for young children and
more support for early childhood educators” (Jacobson & Simps
on, 2007, p. 92) and in speaking up“because all is not right for c
hildren in our country and the world” (Feeney, 2012, p. 71). Tw
o kindsof collective advocacy target decision makers far remove
d from the daily lives of young childrenand their families:
·
Public policy advocacy may involve you in efforts to influence
public policies and practices tomake them more responsive to th
e needs of children and families. Public policy advocateschallen
ge those who develop laws, regulations, and policies to support
young children, theirfamilies, and the caregivers with whom the
y spend their days (Robinson & Stark, 2002). When aprofession
al organization such as your state NAEYC affiliate communicat
es its position on an issuerelated to children and families to the
state legislature, the organization’s spokespersons areengaged i
n collective public policy advocacy.
· Private-
12. sector advocacy is designed to influence business leaders’ practi
ces and policies. Someprivate-
sector advocates work to make the workplace more family frien
dly, while others focus oneliminating violence in toys and child
ren’s media, or work to ensure that toys are made from safe,non
toxic materials. Successful private-
sector advocacy efforts have increased the number ofcorporatio
ns that offer employees flexible schedules, job sharing, telecom
muting, and part-
timeemployment. They also have increased the number of corpo
rations that offer on-site employer-
supported child care and have led to the removal of unsafe toys
from store shelves.
We hope that you will continue the field’s tradition of advocacy
by seizing opportunities to speak out forthose who are most vul
nerable and unable to speak out for themselves.
Application Activity
Identify an issue facing your center, your community, or your st
ate. Identify who might help youresolve this issue. Should the ta
rget of your advocacy be local policy makers, state-
level legislators,or corporate leaders? Identify strategies likely t
o be most effective to bring attention andeventually action to re
medy the problem or resolve the issue.Becoming an Effective A
dvocate
Becoming an effective advocate is an important part of becomin
g a mature professional. However, manyearly childhood educato
rs who enjoy their work with children find it difficult to speak
with authority toadults, particularly to public-
sector or business policy makers. That may be because working
directlywith children requires a different skill set than speaking
out in a public arena. Nevertheless, we knowthat if we are to att
ract the public support needed to create a robust, high-
quality, and sustainable systemof early care and education, we
must be effective advocates.
One strategy that helps ensure success is to create coalitions of
support and to network with otherindividuals or groups who sha
13. re your cause (Ellison & Barbour, 1992; Levine, 1992). That ma
y meanlinking with providers of special services such as speech
or occupational therapists, or working withsupport groups for m
others such as Mom’s Rising, a grassroots effort designed to sup
port family-
friendlypolicies and practices. Review Figure 13.2, Characterist
ics of Effective Advocates. It may inspire you totake action abo
ut an issue related to children, families, and child care personne
l.
Figure 13.2
Characteristics of Effective Advocates
Sources: Based on Blank, 1997; Robinson & Stark, 2002; Teles
& Schmitt, 2011.
Application Activity
Learn about the career of a successful early childhood advocate.
Consider the list below ofadvocates who championed the cause
s important to early childhood educators. You can probablyident
ify others who have been successful speaking out on behalf of c
hildren and families in a local,state, national, or international ar
ena. Learn about the major accomplishments of the advocate yo
uhave selected to research and identify how they contributed to
the well-
being of children andfamilies. Be prepared to share your finding
s with your class.
·
Susan Blow opened the first public kindergarten in St. Louis in
1873. Her goal was to givechildren experiences that would make
them love learning.
·
Margaret McMillan and her sister Rachel opened the first nurser
y school in London in 1911 toprovide the children of factory wo
rkers with opportunities to play outdoors in a safeenvironment.
·
James L. Hymes, Jr. was one of the founders of Head Start in 19
63. He spent his entire careerteaching parents and caregivers ho
14. w to support children’s learning, growth, and development.
·
Marian Wright Edelman founded the Children’s Defense Fund i
n 1973 to address inequalitiescreated by poverty and other risks
children face to their well-being.
· Susan Linn founded the Campaign for a Commercial-
Free Childhood in 2000 in response toconcerns about marketing
to children and the commercialization of childhood.
·
J. Ronald Lally founded For Our Babies, an advocacy initiative
focused on qualityprogramming for very young children in 2014
.An Advocate’s Toolbox
Effective advocates are good communicators. They know what t
hey want to achieve. They express thefacts clearly, directly, and
accurately, and are explicit about their goals (Jacobson & Simp
son, 2007).Advocates sometimes need to be ready to act on shor
t notice, such as when the legislature is preparing tovote on an i
ssue affecting children and families. In other instances, advocat
es have time to set goals forwhat they want to accomplish in the
future and can build coalitions around specific issues. In thesei
nstances, when time is not of the essence, they may become inv
olved with political action campaignsand can take their time to i
dentify candidates receptive to helping advance issues in suppor
t of childrenand families.
Effective advocates have many tools at their disposal. Every ad
vocacy effort must be tailored to meet aparticular audience’s ne
ed for information about the problem you have identified and th
e role theycould play to help you reach the solution you propose
. Consider how each of these advocacy tools mightcontribute to
the success of your own efforts to advocate on behalf of childre
n, families, and those whocare for them.
·
Position statements are expressions of professional organization
s’ official stance on issues related totheir mission. NAEYC, the
Division of Early Childhood (DEC) of the Council for Exceptio
nal Children(CEC), the Southern Early Childhood Association (
15. SECA), and the Association for Childhood EducationInternation
al (ACEI) have developed position statements addressing contro
versial or critical issuesrelated to early childhood education pra
ctice, policy, and professional development. Sometimes two orm
ore professional organizations develop position statements toget
her. For example, Early ChildhoodMathematics: Promoting Goo
d Beginnings (NAEYC and the National Council of Teachers of
Mathematics,2010) is a joint position statement of NAEYC and
the National Council of Teachers of Mathematics(NCTM). In ot
her instances, allied organizations embrace each other’s positio
n statements, as SECA didwhen they endorsed the NAEYC Code
of Ethical Conduct.
Position statements include extensive reviews of the literature a
nd are a valuable foundation uponwhich to base your advocacy e
fforts. They can be extremely helpful as you prepare to testify o
n behalf oflegislation or to meet with policy makers in other set
tings, but are not usually appropriate to share withlegislators or
other decision makers because they are too in-
depth and detailed for their purposes.
·
White papers are reports developed by organizations to describe
a problem and propose a solution.These advocacy documents of
ten include many facts and figures that can be used to support th
e solutionyou propose.
·
A briefing paper or issue brief typically describes one problem,
describes the policy you propose, andgives an example of how t
he policy you propose is working in another locale. Legislators
are particularlyinterested in policies in neighboring states, so pr
ovide close-to-
home examples whenever possible(Robinson & Stark, 2002).
·
Talking points are short and to the point. They include “‘sound
bites’ telling why you support or opposea particular policy or de
cision” (Robinson & Stark, 2002, p. 82). Advocates find talking
points very usefulthen they meet with policy makers or talk to t
16. he media.
·
Key facts handouts are an advocacy tool intended for the public,
policy makers, and the media. Theyare short (one- or two-
page) to-the-
point summaries of the basic facts surrounding your issue and cl
earlystate the steps that you recommend policy makers take base
d on these facts. Any statistics you referencemust be accurate an
d up to date (Robinson & Stark, 2002). See Figure 13.3 for an e
xample of a Key FactsHandout that advocates for changes to So
uth Carolina’s child care regulations.
Figure 13.3
Key Facts Handout
Sources: AAP/APHA/NRCHSCC, 2011; Child Care Aware® of
America, 2013; NAEYC, 2014; NAEYC, 1993; South Carolina
Departmentof Social Services, 2005.
This Key Facts Handout briefly highlights research that support
s low ratios and class size, providesinformation about neighbori
ng states’ child care regulations, and makes specific recommend
ations forSouth Carolina policy makers to consider.
·
Concrete examples are compelling and often effective ways to d
emonstrate the importance of the policyor initiative you are reco
mmending. If you are advocating for quality programs for 4-
year-
olds, forexample, you will want to give policy makers a glimpse
into a classroom with many authentic hands-
onexperiences, and you will need to identify what children learn
when they build with blocks or dress upin the dramatic play ce
nter. You can do this by inviting policy makers to your center or
by taking thecenter to them with photos, short videos, and real-
life success stories (Jacobson & Simpson, 2007). Oryour advoca
cy efforts might focus on efforts to make quality care more acce
ssible and affordable. In thatcase, you could give policy makers
the opportunity to hear from a family struggling to gain access t
17. oquality care for their young children.
Watch this video to hear a father describe the challengeshis mil
itary family, who was new to the community, facedwhen trying t
o find quality child care for their young child.
https://www.youtube.com/watch?v=sRbfZr6Ty1k
·
Action alerts mobilize advocates to take immediate action. They
are typically emailed to supporters andurge them to contact thei
r legislators immediately to ask them to support children and fa
milies whenthey cast their votes on specific legislation. You can
expect action alerts to include the phone numbersand email add
resses of targeted legislators and specific facts advocates can us
e in their message(Robinson & Stark, 2002).
Application Activity
Find examples of a variety of advocacy materials online. Positio
n papers are typically linkeddirectly from organizations’ websit
es. Other advocacy materials can be found by searching on theIn
ternet. Look, for example, for NAEYC’s current public policy ta
lking points, the American LibraryAssociation’s white paper, “T
he Importance of Diversity in Library Programs and MaterialsC
ollections for Children,” or the National Art Association’s serie
s of white papers describing thevalue of arts education. Evaluat
e how successful you think the materials you find are likely to b
e.
Many organizations focused on young children and their familie
s have become more active in theadvocacy arena in recent years.
It is likely their stepped-
up efforts have been prompted by their hopethat they can restor
e funding that was cut from bare-
bones local, state, and federal budgets in theaftermath of the 20
08 economic slowdown. As the economy has recovered, some in
itiatives have beensuccessful in increasing support for programs
focused on children’s issue, but the competition for thesemonie
s is intense. We recommend that you rely on advocacy materials
created by national organizationsthat support your own local-
or state-
18. level advocacy efforts, whether you are concerned with expandi
nginfant/toddler or 4K programs, or increasing services to youn
g children with special needs and theirfamilies. Some organizati
ons active in leading advocacy efforts are listed at the end of thi
s chapter. Youmay know of other advocacy groups that address i
ssues faced in your own community.
Watch this Week of the Young Child video to see how onestate
effectively highlighted the benefits of quality earlychildhood pr
ogramming. Videos like these can be emailed topolicy makers o
r used by television stations as public serviceannouncements.
https://www.youtube.com/watch?v=yNy0nYtrtvU
NAEYC sponsors an annual Week of the Young Child in mid-
April. This might be an ideal advocacyopportunity when used as
a platform for informing the public and elected officials about i
ssues relatedto young children and their families; to spotlight a
local champion for children; or to grow grassrootsadvocacy effo
rts by involving students, programs, and providers in high-
profile activities (Advocates inAction, 2009). By coordinating a
dvocacy efforts in your community, city, or state, you can incre
ase thechances for presenting a unified message that is likely to
have a greater impact than would be a single,isolated effort. The
NAEYC website has many suggestions for how you might take
Week of the YoungChild activities out into your community.
Watch this video to see how one community has engagedits loc
al TV station in their efforts to share information aboutthe Wee
k of the Young Child and the contributions of qualityearly child
hood programming.
https://www.youtube.com/watch?v=T2ECFiAsqKcImportant Re
minders!
We hope we have inspired you to become an effective advocate
for young children and families on thelocal, state, or national le
vel. It is important to remember, however, that some agencies or
organizationsprohibit their employees from taking a public stan
d on controversial issues. Before you or members ofyour staff s
peak out publically, you need to be certain that you are followin
g your employer’s policiesrelated to advocacy activities. You m
19. ay not be permitted to participate in rallies or other demonstrati
onsduring work hours, and may be prohibited from identifying y
ourself as a public employee in a letter tothe editor or a guest e
ditorial in your local paper. It is best to find out about any restri
ctions that mightlimit how you can speak out before your comm
unity is engaged in heated public debate. That way, youcan be a
ssured that center personnel will appreciate that the limits you s
et are not intended to silencetheir weighing in on a particular is
sue but are, instead, designed to adhere to the agency’s establis
hedpolicies.
You also need to be aware of limitations that apply to 501(c)(3)
affiliates of NAEYC and other nonprofitorganizations, and to yo
ur program if it has this nonprofit designation. It is not permissi
ble, for example,for nonprofit 501(c)(3) organizations to recogn
ize elected officials who are candidates for reelection withan aw
ard during an election year. That means that it would not be pos
sible for your local NAEYC affiliateto honor your local state se
nator as a Champion for Children after she has announced her c
andidacy forreelection (NAEYC, 2004b).
If the kinds of advocacy efforts described earlier are not permitt
ed by your employer, we encourage youto share information wit
h your friends and family. Maybe you will inspire them to advoc
ate on behalf ofchildren and families.
A Better Way
Grace has become comfortable as a supervisor, mentor, and coa
ch to the teachers in her center, and sheis beginning to see herse
lf as a leader in the local early childhood community. She was n
ot willing,however, to talk to the newspaper reporter who recent
ly asked her to comment on proposed changes tothe state’s child
care regulations. She does not consider herself an expert on tha
t issue and did not wantto make a misstatement she would later
regret.
After studying the guidelines describing tools of effective advoc
ates, Grace decided that she needed tobecome better informed a
bout how the proposed reduction in child–
staff ratios for licensed centerscould improve child outcomes. S
20. he attended public hearings on the issue and networked with the
directors of other high-
quality programs in her community. After checking with her boa
rd of directorsto be certain public advocacy would not violate a
ny established policies, she studied relevant positionstatements
and prepared a key facts handout to summarize the points she w
anted to make. She calledback the reporter and agreed to be inte
rviewed on the topic. She knew she had done the right thingwhe
n the parents of the children in her program thanked her for spe
aking out publicly on behalf ofquality.
13.3 INVESTING IN THE PROFESSION’S FUTURESupporting
Developing Professionals
When you help others find their place in the profession of early
care and education,you are engaging in a particular form of lead
ership. Some of the ways programadministrators can help others
find their place in the profession are by:
·
being a resource for those who want to know more about career
options forthose who specialize in early childhood education.
·
welcoming students enrolled in internships or other courses that
require themto observe or interact with young children or famil
ies.
·
mentoring and coaching novices to enhance their skills and kno
wledge ofyoung children and early childhood education.
·
encouraging emerging leaders to enhance their professional kno
wledge byenrolling in postsecondary degree programs; pursuing
advanced professionaldevelopment opportunities; and participat
ing in professional organizations,including attending and presen
ting at local, regional, and nationalconferences.Supporting Rese
arch
One way your program can contribute to the profession is by ser
21. ving as a practicum site forbeginning students.
David Kostelnik/Pearson Education
Another way you can contribute to the future of the field is by i
nviting researcherswith projects investigating topics related to c
hildren, families, teaching, or learningto consider conducting th
eir research at your center. You will first want to becertain any
research involving the children or teachers at your center is inco
mpliance with NAEYC’s Code of Ethical Conduct. That means
no research thatcould jeopardize children’s well-
being would be permitted; and that potentialparticipants in the s
tudy, both teachers and children’s families, are informed inadva
nce and have the opportunity, but are not required, to participat
e.
Then you will want to ask researchers if their project has been a
pproved by theappropriate institutional review board (IRB). Thi
s review requires researchers tohave a plan to gain participants’
consent and to have procedures in place to protectthe privacy of
participating children and adults. Once you are convinced those
requirements have been met, we advise you, whenever possible,
to grant researchrequests and invite researchers involved in exp
anding the field’s knowledge baseinto your program.Teachers as
Researchers
It is important to appreciate that research can be conducted not
only by scholarssuch as university-
based researchers, but also by teachers in their own classrooms(
Cochran-
Smith & Lytle, 1999). Teachers involved in this kind of action r
esearch(which is sometimes called teacher research) explore pra
ctical questions withintheir own world of work “to better unders
tand teaching and learning and toimprove practice in specific an
d concrete ways” (Stremmel, 2007, p. 4). Teacherresearch suppo
rts reflective teaching, and has the potential to become an every
dayevent that informs practice (Paley, 1981; Murphy, Bryant, &
Ingram, 2014).
When teachers become researchers in their own classrooms they
move away fromthe view that they transmit knowledge to childr
22. en and toward the view that theyconstruct knowledge and under
standings with the children they teach (Moran,2007; Murphy, Br
yant, & Ingram, 2014). Action research can also take teachers to
the cutting edge of best practices and can give them opportuniti
es to collaboratewith colleagues, university researchers, and pre
service teacher preparationprograms (Charlesworth & DeBoer, 2
000; Cooney, Buchanan, & Parkinson, 2001; Moran, 2007).
Program administrators who are committed to action research of
ten support theirteachers’ inquiry by making it part of the progr
am’s culture. They can help to buildbeginners’ confidence by gi
ving novices opportunities to conduct research projectswith a m
entor or a partner. When two or more teachers work together, th
ey bringbroader perspectives to their inquiry, and the analysis o
f their findings may bemore insightful (Dietze et al., 2014). Dir
ectors can also encourage teachers to createstudy groups where t
hey work together to “intentionally and systematicallyresearch a
nd answer their own questions” (Murphy, Bryant, & Ingram, 20
14, p. 29).When teachers embark on teacher research, directors
often find that it has becomea very powerful and effective form
of professional development that makes roomfor in-
depth, intellectual conversations during which teachers ask and
answer theirown questions (Murphy, Bryant, & Ingram, 2014, p.
29).
SUMMARY
When you become a program administrator, you are taking the f
irst steptoward becoming a leader in the field. You will have inc
reased opportunitiesto contribute to efforts to enhance the qualit
y of programming for youngchildren. We hope you are looking f
orward to the challenges andopportunities to come.
·
Describe how the field of early childhood education has made pr
ogressachieving two of the eight criteria of professional status.
Professionals possess specialized knowledge, have rigorous req
uirements forentry, and have agreed-
23. upon standards of practice. Practitioners meet asignificant socie
tal need, are altruistic and service oriented, provide anindispens
able service, and are recognized as the only group in society tha
t canperform its function. Professions have autonomy and have
a code of ethics thatspells out its obligations to society. The fiel
d clearly meets the code of ethicscriterion. NAYEC’s Code of E
thical Conduct was first adopted in 1989 and hasbeen revised re
gularly since that time. And publically funded programs have,in
recent years, raised the bar for entry into the field. As a result,
more arecoming into early childhood education with specialized
training thatprepares them to teach young children.
·
Identify the advocacy tools that early childhood advocates shoul
d have at theirdisposal.
Early childhood educators engage in both individual and collect
ive forms ofadvocacy, which may address either those who shap
e public policy ordecision makers in the private sector. They rel
y on position statements andwhite papers to develop a comprehe
nsive understanding of the issues, issuebriefs, talking points, ke
y fact handouts, and concrete examples to take theirmessage to t
heir audience; and action alerts to mobilize fellow advocates tot
ake action.
·
Discuss opportunities program administrators have to contribute
to the field’sfuture.
Program administrators have opportunities to develop future lea
ders bybeing a resource to those considering a career in early ch
ildhood, bywelcoming students into their centers to complete as
signments, by mentoringand coaching novices, and by encouragi
ng emerging leaders to enhance theirknowledge and skills. They
can also make their program available toqualified researchers a
nd support their teachers’ implementation of actionresearch to p
romote reflective practice and to inform their teaching.
USEFUL WEBSITESWebsites for Professional Ethics Resource
sNational Association for the Education of Young Children (NA
24. EYC)
·
Follow the Position Statement link to the Code of Ethical Condu
ct and itsSupplements:
· NAEYC Code of Ethical Conduct (2011)
·
El Código de Conducta Ética y Declaración de Compromiso (20
11)
· Supplement for Adult Educators (2004)
·
Supplement for Program Administrators (2011)Websites for Ad
vocacy ResourcesCampaign for a Commercial Free Childhood
This nonprofit is dedicated to raising families’ and caregivers’ a
wareness ofthe pervasive influence of commercial messages targ
eting children and tosupport their efforts to raise healthy famili
es by ending the exploitive practiceof marketing directly to chil
dren.Family and Work Institute
This nonprofit, nonpartisan research organization focuses on the
changingworkforce, the changing family, and the communities i
n which they live.Moms Rising
This grassroots advocacy organization strives to raise the public
’s awarenessand build support for issues related to children and
families. Its goal is to buildmore family-
friendly communities.NAEYC Advocacy Toolkit
This comprehensive resource addresses many facets of effective
advocacy. Itincludes helpful information about the legislative p
rocess and effectivestrategies for creating relationships with leg
islators.Zero to Three
The mission of this nonprofit organization is to promote the hea
lth anddevelopment of infants and toddlers through training of p
rofessionals, policymakers, and families.Website for Reports of
Teacher ResearchVoices of Practitioners
The collection of teacher research reports found by following li
nks from thiswebsite demonstrates how teachers conduct inquiry
projects in their ownclassrooms to help them understand their c
hildren, teaching, and learning.They are inspiring examples that
25. might encourage you to try similar projectsin your classroom or
center.
TO REFLECT
1.
Have you ever noticed that professional conference sessions foc
used onpublic policy or systems development are likely to have
plenty of emptyseats, whereas sessions such as “Music for Mon
day Mornings” are standingroom only? What do you think this s
ays about our profession? How couldthis situation be changed?
2.
A class in administration is discussing collaboration. One stude
ntcommented, “We always talk about all we can accomplish thro
ughcollaboration, but doesn’t collaboration come at a cost?” Wh
at are the costsof collaboration?
1Versions of this discussion have been published in “The New F
ace of EarlyChildhood Education: Who Are We? Where Are We
Going?” by N. K. Freemanand S. Feeney, 2006, Young Children
, 61(5), pp. 10–
16, and also in“Professionalism and Ethics in Early Care and Ed
ucation,” by N. K. Freemanand S. Feeney, 2009, Continuing Iss
ues in Early Childhood Education (3rd ed.,pp. 196–
211), by S. Feeney, A. Galper, and C. Seefeldt (eds.), Upper Sa
ddle River,NJ: Pearson.