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High-quality preschool education produces substantial long-term educational, social, and economic benefits (Barnett, 2004). However, children can only benefit from high-quality services if they are able to participate. Variability in state financial commitment to early childhood programs, differences in eligibility requirements, and overall issues of access to high-quality care vary widely, creating a large gap between the availability of affordable and accessible high-quality programs and the number of children and families who can access them (Olson, 2005). While accessibility and affordability varies for individual families, the programs and practices that constitute quality share a substantive research base. For the first of two discussions this week, consider what you have learned about the vital role of high-quality programming, components that are associated with high-quality care and education, and why many families face challenges in terms of finding high-quality care and education programs. After you have considered these factors: By Day 2 Post: A summary of the benefits of high-quality programs for young children and their families At least three research-based components that contribute to quality programming Why access to affordable high-quality care can be such a challenge for so many families Your personal definition of quality as it relates to early childhood programs .
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1.1 The Benefits of Early Childhood EducationAccording to the Na.docx
1.1 The Benefits of Early Childhood Education
According to the National Association for the Education of Young Children (NAEYC), the largest membership organization for early education professionals, there are more than 300,000 licensed or regulated early childhood programs in the United States (NAEYC, n.d.). This figure includes a variety of for-profit and nonprofit program types, such as child care centers, preschools, and family child care homes.
An early childhood care program is generally defined as an educational or child care service provided to young children, including infants through 5-year-olds and often also inclusive of older children in after-school programs. Such programs usually employ teachers or caregivers, as well as support staff such as kitchen workers or office assistants. The amount of time children spend in early childhood programs each day can vary from a few hours in a part-day preschool program to nine hours or more in a full-day child care center.
With rare exception, these programs are run by early childhood administrators. The work of early childhood administrators has a significant effect on the lives of young children and their families, because early childhood education plays an important role in the healthy development of children and sets the stage for academic achievement and future success.
Meeting the Needs of Children and Families
For many parents, the top priority in enrolling their child in an early childhood program is to find adequate child care services so they can continue to work outside the home. In the United States today, more than half of the mothers of children under age five are in the labor force (United States Department of Labor, 2008), and four out of five young children with employed mothers receive child care by someone other than their parents (Forum on Child and Family Statistics, 2010). Working parents may need flexibility in pick-up and drop-off times, some may need extended hours care, and all want care that is safe, high quality, and affordable.
Parents also enroll their children in child care or preschool programs for social and cognitive reasons. They may wish for their child to interact with other children, or they may seek to develop their child's school-readiness skills to help prepare him or her for kindergarten.
For children who are considered high risk for school failure, there are programs that provide targeted supports to help children develop language, literacy, and problem-solving skills. For example, publicly funded early childhood programs help children living in poverty who might not otherwise have access to early childhood programs prepare for kindergarten and later school success.
Positive Outcomes of High-Quality Care
The first five years of a child's life are a critical period of development. Children are learning essential cognitive, social, emotional, physical, and self-help skills necessary for success in school and in life. A growing body of research ...
A Review Of Research On The Effects Of Early Childhood Education And Care (EC...
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The Impact of a Food for Education Program on Schooling in Cambodia
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within a comparable class of interventions.
Check the latest research publications and presentations on our website http://www.hhs.se/site Discussion 2 Understanding Measures of Quality Within the Field.docx
Discussion 2: Understanding Measures of Quality Within the Field
As you have been learning, the field of early childhood is one of great breadth. Understanding the field requires knowledge of the rich and complex variety of early programs and services that exist in support of young children and their families, where programs are offered and to whom, the standards that shape programs, and how programs are monitored and funded. Each of these factors can affect outcomes for children and families directly and indirectly. Take time to review the multimedia piece "Five Sectors in the Early Childhood Field," paying close attention to the monitoring, funding, and quality segments, and consider what you have learned about the incredible breadth of the field as well as information on program effectiveness, standards, and monitoring as presented in your learning resources. With this in mind, consider the following:
Although the field of early childhood has long debated the use of universal standards, increasing concerns about the discrepancy of quality in and across programs has led to growing support of universal standards for teacher preparation, program administration, curriculum, assessment, and parent/family communication (Seefeldt, 2005). Consider the universal standards movement, the state of existing standards within the field, and what you have learned about quality related to early childhood education programs.
After you have considered these factors:
By Thursday of Week 1:
Post:
What you view as the existing gaps in monitoring quality standards within the field
Your perspective with regard to the benefits of universal standards
Your perspective with regard to potential challenges and/or drawbacks to implementing universal standards
Be sure to include references to and examples from the readings and multimedia presentation to support your answers
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Journal of Early Intervention, 2001 Vol. 24, No. 1, 1-14 C.docx
Journal of Early Intervention, 2001
Vol. 24, No. 1, 1-14
Copyright 2001 by the Division of Early Childhood, Council for Exceptional Children
FEATURE ARTICLE
Evaluating Parent Involvement and Family
Support in Early Intervention and
Preschool Programs
DONALD B. BAILEY, JR.
University of North Carolina at Chapel Hill
Early intervention and preschool programs for children with disabilities are also accountable
for providing certain types of support for families. How should these efforts be evaluated? This
article describes three potential levels of accountability: (a) providing the legally required
services for familiesf (b) providing services that are considered recommended, and (c)
achieving certain outcomes as a result of working with families. Issues and considerations
related to each level of accountability are discussed and recommendations are made for
advancing policy and practice related to the evaluation of parent involvement and family
support efforts.
A combination of legislative initiatives, fam-
ily advocacy efforts, theory, and research has
led to wide acceptance of the assumption that
early intervention exists not just to support
young children with disabilities, but also to
support their families. Exactly what is meant
by parent involvement and family support
continues to be discussed, but at least three
themes have emerged around which there is
general consensus (Bailey et al., 1986; Bailey
et al., 1998; Brewer, McPherson, Magrab, &
Hutchins, 1989; Dunst, 1985; Shelton, Jepp-
son, & Johnson, 1987). First, parent involve-
ment and family support programs need to be
individualized, given the diversity of family
resources, priorities, concerns, and cultures.
Second, parents should be given every oppor-
tunity to participate as active partners in plan-
ning services for their child and for them-
selves, requiring professionals to engage in
practices that recognize, value, and support
this type of relationship. Third, since families
are the ultimate decision makers and long-
term care providers for their children, services
should be organized in ways that enable fam-
ilies to feel and be competent in advocating
for services and otherwise meeting the needs
of their young child with a disability.
As states and local programs strive to provide
a variety of family support initiatives, a funda-
mental question remains unanswered: How
should we evaluate whether parent involvement
and family support efforts have been successful?
In this paper I place this question in the context
of accountability and propose three potential
levels of accountability. Challenges associated
with each level are presented, and I conclude
with several potential recommendations for the
field.
PROGRAM EVALUATION AND
ACCOUNTABILITY
The principles and processes underlying pro-
gram evaluation have been well described over
the past few decades (Fink, 1995; Popham,
1993; Walberg & Haertel, 1990; Worthen, Sand- ...
Part One Part One Background Intro.docx
�
Part O
n
e
Part One: Background
�
Introduction
This publication, Infant/Toddler Learning and Development Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community
organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
�
and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.
Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and .
Recommended
1.1 The Benefits of Early Childhood EducationAccording to the Na.docx
1.1 The Benefits of Early Childhood Education
According to the National Association for the Education of Young Children (NAEYC), the largest membership organization for early education professionals, there are more than 300,000 licensed or regulated early childhood programs in the United States (NAEYC, n.d.). This figure includes a variety of for-profit and nonprofit program types, such as child care centers, preschools, and family child care homes.
An early childhood care program is generally defined as an educational or child care service provided to young children, including infants through 5-year-olds and often also inclusive of older children in after-school programs. Such programs usually employ teachers or caregivers, as well as support staff such as kitchen workers or office assistants. The amount of time children spend in early childhood programs each day can vary from a few hours in a part-day preschool program to nine hours or more in a full-day child care center.
With rare exception, these programs are run by early childhood administrators. The work of early childhood administrators has a significant effect on the lives of young children and their families, because early childhood education plays an important role in the healthy development of children and sets the stage for academic achievement and future success.
Meeting the Needs of Children and Families
For many parents, the top priority in enrolling their child in an early childhood program is to find adequate child care services so they can continue to work outside the home. In the United States today, more than half of the mothers of children under age five are in the labor force (United States Department of Labor, 2008), and four out of five young children with employed mothers receive child care by someone other than their parents (Forum on Child and Family Statistics, 2010). Working parents may need flexibility in pick-up and drop-off times, some may need extended hours care, and all want care that is safe, high quality, and affordable.
Parents also enroll their children in child care or preschool programs for social and cognitive reasons. They may wish for their child to interact with other children, or they may seek to develop their child's school-readiness skills to help prepare him or her for kindergarten.
For children who are considered high risk for school failure, there are programs that provide targeted supports to help children develop language, literacy, and problem-solving skills. For example, publicly funded early childhood programs help children living in poverty who might not otherwise have access to early childhood programs prepare for kindergarten and later school success.
Positive Outcomes of High-Quality Care
The first five years of a child's life are a critical period of development. Children are learning essential cognitive, social, emotional, physical, and self-help skills necessary for success in school and in life. A growing body of research ...
A Review Of Research On The Effects Of Early Childhood Education And Care (EC...
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The Impact of a Food for Education Program on Schooling in Cambodia
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This study is an evaluation of the impact of a food for education program implemented in primary schools (grades 1–6) in six Cambodian provinces between 1999 and 2003. We find that school enrolment increased to varying degrees in relation to different designs of the intervention. We also investigate the effect of the program in terms of completed education and probability of having ever been in school, following up the affected cohorts in a 2009 survey. With an estimated cost of US$85 per additional child in school per year, the program can be considered very cost-effective
within a comparable class of interventions.
Check the latest research publications and presentations on our website http://www.hhs.se/site Discussion 2 Understanding Measures of Quality Within the Field.docx
Discussion 2: Understanding Measures of Quality Within the Field
As you have been learning, the field of early childhood is one of great breadth. Understanding the field requires knowledge of the rich and complex variety of early programs and services that exist in support of young children and their families, where programs are offered and to whom, the standards that shape programs, and how programs are monitored and funded. Each of these factors can affect outcomes for children and families directly and indirectly. Take time to review the multimedia piece "Five Sectors in the Early Childhood Field," paying close attention to the monitoring, funding, and quality segments, and consider what you have learned about the incredible breadth of the field as well as information on program effectiveness, standards, and monitoring as presented in your learning resources. With this in mind, consider the following:
Although the field of early childhood has long debated the use of universal standards, increasing concerns about the discrepancy of quality in and across programs has led to growing support of universal standards for teacher preparation, program administration, curriculum, assessment, and parent/family communication (Seefeldt, 2005). Consider the universal standards movement, the state of existing standards within the field, and what you have learned about quality related to early childhood education programs.
After you have considered these factors:
By Thursday of Week 1:
Post:
What you view as the existing gaps in monitoring quality standards within the field
Your perspective with regard to the benefits of universal standards
Your perspective with regard to potential challenges and/or drawbacks to implementing universal standards
Be sure to include references to and examples from the readings and multimedia presentation to support your answers
http://nieer.org/resources/policybriefs/2.pdf
_ Reading
http://www.researchconnections.org/childcare/resources/818/pdf
_ Reading
The reading will help with this discussion question
.
Journal of Early Intervention, 2001 Vol. 24, No. 1, 1-14 C.docx
Journal of Early Intervention, 2001
Vol. 24, No. 1, 1-14
Copyright 2001 by the Division of Early Childhood, Council for Exceptional Children
FEATURE ARTICLE
Evaluating Parent Involvement and Family
Support in Early Intervention and
Preschool Programs
DONALD B. BAILEY, JR.
University of North Carolina at Chapel Hill
Early intervention and preschool programs for children with disabilities are also accountable
for providing certain types of support for families. How should these efforts be evaluated? This
article describes three potential levels of accountability: (a) providing the legally required
services for familiesf (b) providing services that are considered recommended, and (c)
achieving certain outcomes as a result of working with families. Issues and considerations
related to each level of accountability are discussed and recommendations are made for
advancing policy and practice related to the evaluation of parent involvement and family
support efforts.
A combination of legislative initiatives, fam-
ily advocacy efforts, theory, and research has
led to wide acceptance of the assumption that
early intervention exists not just to support
young children with disabilities, but also to
support their families. Exactly what is meant
by parent involvement and family support
continues to be discussed, but at least three
themes have emerged around which there is
general consensus (Bailey et al., 1986; Bailey
et al., 1998; Brewer, McPherson, Magrab, &
Hutchins, 1989; Dunst, 1985; Shelton, Jepp-
son, & Johnson, 1987). First, parent involve-
ment and family support programs need to be
individualized, given the diversity of family
resources, priorities, concerns, and cultures.
Second, parents should be given every oppor-
tunity to participate as active partners in plan-
ning services for their child and for them-
selves, requiring professionals to engage in
practices that recognize, value, and support
this type of relationship. Third, since families
are the ultimate decision makers and long-
term care providers for their children, services
should be organized in ways that enable fam-
ilies to feel and be competent in advocating
for services and otherwise meeting the needs
of their young child with a disability.
As states and local programs strive to provide
a variety of family support initiatives, a funda-
mental question remains unanswered: How
should we evaluate whether parent involvement
and family support efforts have been successful?
In this paper I place this question in the context
of accountability and propose three potential
levels of accountability. Challenges associated
with each level are presented, and I conclude
with several potential recommendations for the
field.
PROGRAM EVALUATION AND
ACCOUNTABILITY
The principles and processes underlying pro-
gram evaluation have been well described over
the past few decades (Fink, 1995; Popham,
1993; Walberg & Haertel, 1990; Worthen, Sand- ...
Part One Part One Background Intro.docx
�
Part O
n
e
Part One: Background
�
Introduction
This publication, Infant/Toddler Learning and Development Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community
organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
�
and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.
Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and .
Part One Part One Background Intro.docx
�
Part O
n
e
Part One: Background
�
Introduction
This publication, Infant/Toddler Learning and Development Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community
organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
�
and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.
Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and ...
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...
Dr. William Allan Kritsonis, PhD Dissertation Chair for Eunetra Ellison Simpson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Eunetra Ellison-Simpson
Dr. William Allan Kritsonis, PhD Dissertation Chair for Eunetra Ellison Simpson, PVAMU, Member of the Texas A&M University System
Ece principles 2009
Why America Needs High-Quality Early Care and Education, a statement of principles. Corporate Voices for Working Families and The Business Roundtable, 2009.
CHAPTER 1Overview of Early Care and Education and Program Admini.docx
CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small.
CHAPTER 1Overview of Early Care and Education and Program Admini.docx
CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small ...
As you have been learning, the field of early childhood is one o.docx
As you have been learning, the field of early childhood is one of great breadth. Understanding the field requires knowledge of the rich and complex variety of early programs and services that exist in support of young children and their families, where programs are offered and to whom, the standards that shape programs, and how programs are monitored and funded. Each of these factors can affect outcomes for children and families directly and indirectly. Take time to review the multimedia piece "Five Sectors in the Early Childhood Field," paying close attention to the monitoring, funding, and quality segments, and consider what you have learned about the incredible breadth of the field as well as information on program effectiveness, standards, and monitoring as presented in your learning resources. With this in mind, consider the following:
Although the field of early childhood has long debated the use of universal standards, increasing concerns about the discrepancy of quality in and across programs has led to growing support of universal standards for teacher preparation, program administration, curriculum, assessment, and parent/family communication (Seefeldt, 2005). Consider the universal standards movement, the state of existing standards within the field, and what you have learned about quality related to early childhood education programs.
After you have considered these factors:
By Day 4
Post:
What you view as the existing gaps in monitoring quality standards within the field
Your perspective with regard to the benefits of universal standards
Your perspective with regard to potential challenges and/or drawbacks to implementing universal standards
Be sure to include references to and examples from the readings and multimedia presentation to support your answers.
.
What is high quality education and care
2009 Quality Costs (Mike Brewer, Kate Goddard, Sandra Gruescu, Maxine Hill, Emma Knight, Jonathan Rallings) Funded by the Nuffield Foundation, this research looked at the costs and options for improving the quality of childcare in Britain.
Improving quality in the early years executive summary
2012 Improving Quality in the Early Years (Sandra Mathers, Rosanna Singler and Arjette Karemaker)
This research, undertaken in partnership with the University of Oxford, looks at how different groups – parents, Ofsted and early years providers – understand quality. It was funded by the Nuffield Foundation.
EDD614ASSIGNMENTCASE2Trident International University .docx
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
An International Perspective On Regulated Family Day Care Systems
Custom Writing Service
http://StudyHub.vip/An-International-Perspective-On-Regulat 👈
Curriculum resourceproject undergraduateconferenceonhealth&society_12nov2016
My project presentation at the Undergraduate Conference on Health & Society.
Hours, A. (2014). Reading Fairy Tales and Playing A Way of Treati.docx
Hours, A. (2014). Reading Fairy Tales and Playing: A Way of Treating Abused Children. Journal Of Infant, Child & Adolescent Psychotherapy, 13(2), 122. doi:10.1080/15289168.2014.905337
Marshall, E. (2009). Girlhood, Sexual Violence, and Agency in Francesca Lia Block's "Wolf". Children's Literature In Education, 40(3), 217-234.
Sanyal, N., & Dasgupta, M. (2017). Fairy tales: The Emotional Processors of Childhood Conflicts in Dynamic Interpretative Lens. SIS Journal Of Projective Psychology & Mental Health, 24(1), 39-47.
Basile, G. (2012, May 24). Sun, Moon, and Talia. Enchanted Conversation, 1-4.
Grimm, J., & Grimm, W. (1975). Briar Rose: The Sleeping Beauty. London: Pelham.
.
How are authentication and authorization alike and how are the.docx
How are authentication and authorization alike and how are they different? What is the relationship, if any, between the two?
The paper should be 2 pages in length. Need to provide a minimum of two references and need to use APA format in the reference section and no playgarism
.
More Related Content
Similar to High-quality preschool education produces substantial long-term .docx
Part One Part One Background Intro.docx
�
Part O
n
e
Part One: Background
�
Introduction
This publication, Infant/Toddler Learning and Development Program Guidelines,presents information about how to
provide high-quality early care and education,
including recommendations for program poli-
cies and day-to-day practices that will improve
program services to all1 infants and toddlers
(children from birth to thirty-six months of
age). It contains vitally important information
about early learning and development. With
this publication the California Department of
Education intends to provide a starting point
for strengthening all programs that educate
and care for infants and toddlers, including
centers, family child care homes, and kith and
kin care. The guidelines specifically address
the concerns of program leaders, teachers, and
family members. They also inform community
organizations, policy-makers, business leaders,
1 Whenever infants, toddlers, or children are mentioned in
this publication, the intention is to refer to all children. In some
places the word all is used to emphasize the inclusive perspec-
tive presented in this publication.
�
and others interested in improving the care and
education of California’s youngest children.
The guidelines pay particular attention
to the role of the family in early care and
education, to the inclusion of children with
disabilities or other special needs, and to col-
laboration between programs and families.
Because high-quality programming cannot be
attained without attention to these topics in
all components of care, the topics are woven
throughout the publication rather than treated
separately. In addition, family child care and
care by relatives are included in the main body
of the guidelines and, when necessary for clar-
ity, are addressed individually.
How great is the need for high-quality
care?
Large numbers of infants all over the na-
tion are spending long hours in early care and
education settings, many of which are of poor
quality. California reflects a national trend,
suffering from a scarcity of both the quantity
and the quality of infant/toddler programs.
Over half (58 percent) of California’s infants
and toddlers spend time in nonparental care.
A quarter of them (26 percent) are in full-time
care, defined as 35 or more hours per week
(Snyder and Adams 2001). The demand for
high-quality care overwhelms supply. This
need is especially pronounced in low-income
communities (Fuller and Holloway 2001),
where few high-quality settings can be found.
Statewide, only an estimated 5 percent of
available spaces in licensed centers are for
infant care (California Child Care Portfolio
2001).
The guidelines aim to increase the quality
of programs that currently exist and provide
a framework for the development of new
high-quality programs. Increasing the number
of high-quality settings will lead to a wide
range of benefits, including enhancing school
readiness, offering safe havens from abuse and ...
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...
Dr. William Allan Kritsonis, PhD Dissertation Chair for Eunetra Ellison Simpson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Eunetra Ellison-Simpson
Dr. William Allan Kritsonis, PhD Dissertation Chair for Eunetra Ellison Simpson, PVAMU, Member of the Texas A&M University System
Ece principles 2009
Why America Needs High-Quality Early Care and Education, a statement of principles. Corporate Voices for Working Families and The Business Roundtable, 2009.
CHAPTER 1Overview of Early Care and Education and Program Admini.docx
CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small.
CHAPTER 1Overview of Early Care and Education and Program Admini.docx
CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small ...
As you have been learning, the field of early childhood is one o.docx
As you have been learning, the field of early childhood is one of great breadth. Understanding the field requires knowledge of the rich and complex variety of early programs and services that exist in support of young children and their families, where programs are offered and to whom, the standards that shape programs, and how programs are monitored and funded. Each of these factors can affect outcomes for children and families directly and indirectly. Take time to review the multimedia piece "Five Sectors in the Early Childhood Field," paying close attention to the monitoring, funding, and quality segments, and consider what you have learned about the incredible breadth of the field as well as information on program effectiveness, standards, and monitoring as presented in your learning resources. With this in mind, consider the following:
Although the field of early childhood has long debated the use of universal standards, increasing concerns about the discrepancy of quality in and across programs has led to growing support of universal standards for teacher preparation, program administration, curriculum, assessment, and parent/family communication (Seefeldt, 2005). Consider the universal standards movement, the state of existing standards within the field, and what you have learned about quality related to early childhood education programs.
After you have considered these factors:
By Day 4
Post:
What you view as the existing gaps in monitoring quality standards within the field
Your perspective with regard to the benefits of universal standards
Your perspective with regard to potential challenges and/or drawbacks to implementing universal standards
Be sure to include references to and examples from the readings and multimedia presentation to support your answers.
.
What is high quality education and care
2009 Quality Costs (Mike Brewer, Kate Goddard, Sandra Gruescu, Maxine Hill, Emma Knight, Jonathan Rallings) Funded by the Nuffield Foundation, this research looked at the costs and options for improving the quality of childcare in Britain.
Improving quality in the early years executive summary
2012 Improving Quality in the Early Years (Sandra Mathers, Rosanna Singler and Arjette Karemaker)
This research, undertaken in partnership with the University of Oxford, looks at how different groups – parents, Ofsted and early years providers – understand quality. It was funded by the Nuffield Foundation.
EDD614ASSIGNMENTCASE2Trident International University .docx
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
An International Perspective On Regulated Family Day Care Systems
Custom Writing Service
http://StudyHub.vip/An-International-Perspective-On-Regulat 👈
Curriculum resourceproject undergraduateconferenceonhealth&society_12nov2016
My project presentation at the Undergraduate Conference on Health & Society.
Similar to High-quality preschool education produces substantial long-term .docx (20)
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...
CHAPTER 1Overview of Early Care and Education and Program Admini.docx
CHAPTER 1Overview of Early Care and Education and Program Admini.docx
CHAPTER 1Overview of Early Care and Education and Program Admini.docx
CHAPTER 1Overview of Early Care and Education and Program Admini.docx
As you have been learning, the field of early childhood is one o.docx
As you have been learning, the field of early childhood is one o.docx
Improving quality in the early years executive summary
Improving quality in the early years executive summary
EDD614ASSIGNMENTCASE2Trident International University .docx
EDD614ASSIGNMENTCASE2Trident International University .docx
An International Perspective On Regulated Family Day Care Systems
An International Perspective On Regulated Family Day Care Systems
CurriculumResourceProject_UndergraduateConferenceonHealth&Society_12nov2016
CurriculumResourceProject_UndergraduateConferenceonHealth&Society_12nov2016
Curriculum resourceproject undergraduateconferenceonhealth&society_12nov2016
Curriculum resourceproject undergraduateconferenceonhealth&society_12nov2016
More from simonithomas47935
Hours, A. (2014). Reading Fairy Tales and Playing A Way of Treati.docx
Hours, A. (2014). Reading Fairy Tales and Playing: A Way of Treating Abused Children. Journal Of Infant, Child & Adolescent Psychotherapy, 13(2), 122. doi:10.1080/15289168.2014.905337
Marshall, E. (2009). Girlhood, Sexual Violence, and Agency in Francesca Lia Block's "Wolf". Children's Literature In Education, 40(3), 217-234.
Sanyal, N., & Dasgupta, M. (2017). Fairy tales: The Emotional Processors of Childhood Conflicts in Dynamic Interpretative Lens. SIS Journal Of Projective Psychology & Mental Health, 24(1), 39-47.
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How are authentication and authorization alike and how are the.docx
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How are self-esteem and self-concept different What is the or.docx
How are self-esteem and self-concept different? What is the origin of these characteristics? What are the characteristics of children and adults with low self-esteem?
Consider Erik Erikson’s theory. Why is it important for children in middle childhood to learn to do something and to do something well?
Suzy wants to follow the moral code established by her parents and teacher. She wants them to view her as obedient, cooperative, and productive. According to Kohlberg Suzy is functioning at the __________ stage of moral development.
How does the aggression of girls and boys differ? Why is it important for a child to learn self-regulation?
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How are morality and religion similar and how are they different.docx
How are morality and religion similar and how are they different?
Discuss how your religious beliefs, or lack thereof, have shaped your own morality.
What is natural law theory? How does it compare to religion?
What criteria did Thoreau argue must exist before engaging in civil disobedience?
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How are financial statements used to evaluate business activities.docx
How are financial statements used to evaluate business activities?
What is managerial accounting and how does it help businesses create a competitive advantage
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How are investment and operations alternatives evaluated and selected?
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How are Japanese and Chinese Americans similar? How are they different? After exploring your course material and outside sources, please share the differences and similarities on such topics as immigration patterns, family life, economic picture, etc. Be sure to cite your sources properly. At a minimum, students should include summarized (no direct quotes) information from the course text. Do not forget to include page numbers in your in-text citations!
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Hot Spot PolicingPlace can be an important aspect of crime and.docx
Hot Spot Policing
"Place" can be an important aspect of crime and crime prevention. Behaviors occur across space and time. In the 1990's hot spot policing became a very popular topic.
In this paper, you need to address the following:
Define the concept of "Hot Spot" from the context of law enforcement,
Define the concept of "Hot Product" from the context of law enforcement,
Describe VIVA and CRAVE (as they relate to hot spots and hot products),
Identify a few products or objects that might be prime targets for crime, and
Indicate how these products or objects fit the ideas of VIVA and CRAVED.
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HOSP3075 Brand Analysis Paper 1This is the first of three assignme.docx
HOSP3075 Brand Analysis Paper 1
This is the first of three assignments you will complete by studying the hotel brand you have chosen. Please organize your paper using the topic headings below. You must use at least four sources to help you (including the company website). Use MLA format, and remember to cite your sources within the paper. Please double space.
Brand Overview and History (1/2 to 1 page)
Provide a brief history of the brand, with a timeline. Explain the geographic locations of the brand’s hotel properties, for example – “primarily in the Southwestern United States”, or “in the US, Canada, and Europe”. What is this brand’s parent company (if there is one)? What are the other brands in the company portfolio, and how does the brand you selected fit in?
Target Markets (1 to 2 pages)
Identify and describe two of the brand’s target markets.
In your description of each market, describe its geographic, demographic, psychographic, and/or behavioral characteristics. For example your brand might pursue a Leisure Transient Market that has these characteristics: millennial (demographic - life cycle), strivers (psychographic - lifestyle), from the USA (geographic - state), seeks free WIFI (behavioral – benefits sought).
Brand Position (1/2 to 1 page)
Describe the position of your brand. Start by making a clear, one or two-sentence positioning statement. Then provide some details, including any points-of-parity or points-of difference. Also, write a “brand mantra” for your brand. (See pages 65-67.)
Brand Elements (1 to 2 pages)
1. Identify and describe the brand elements (also known as brand identities). Elements include the brand name, URL, logo, symbols, characters, spokespersons, slogans, jingles, signage, and more.
2. Choose one of the brand elements, and analyze it based on the “criteria for choosing brand elements” as described in Chapter 4.
Conclusion (1/2 page)
Based on what you have learned about this brand so far, what is your opinion about its future?
Works Cited
Please use MLA format for your Works Cited page.
Research Proposal Part-2
Course Title and Code
Research Methods, C39RE
Course Lecturer
Dr. Esinath Ndiweni
Title of Research Proposal
Occupational Stress Management: Stress, Burnout and Coping among Nurses operating at Emergency Departments in Abu Dhabi
Student Name
Jesvin Joseph Augustine
HWID
H00259465
Program title:
B.A. Business and Finance
Word Count:
1854
Table of Contents
Introduction……………………………………………………………………………………………………………………………………..3
· Research Aim and Objectives……………………………………………………………………………………………….3
Research Strategy…………………………………………………………………………………………………………………………….3
· Research Philosophy…………………………………………………………………………………………………………….3
· Research Approach………………………………………………………………………………………………………………3
Data Collection Methods………………………………………………………………………………………………………………….4
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Hou, J., Li, Y., Yu, J. & Shi, W. (2020). A Survey on Digital Fo.docx
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Please make your initial post and two response posts substantive. A substantive post will do at least two of the following:
Ask an interesting, thoughtful question pertaining to the topic
Answer a question (in detail) posted by another student or the instructor
Provide extensive additional information on the topic
Explain, define, or analyze the topic in detail
Share an applicable personal experience
Provide an outside source that applies to the topic, along with additional information about the topic or the source (please cite properly in APA 7)
Make an argument concerning the topic.
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How (Not) to be Secular? by James K.A. Smith
Secular (1)—the earthly plane of domestic life as distinguished from the sacred.
Secular (2)—areligious, neutral, unbiased, “objective”
Secular (3)—a world in which it is possible to imagine not believing in God; religious belief is no longer axiomatic.
Cross-pressured—The simultaneous pressure of various spiritual options or the feeling of being caught between an echo of transcendence and the drive toward immanentization.
Immanent frame—A constructed social space that frames our lives entirely within a natural order, an order “whose working could be systematically understood and explained in its own term, leaving open the question whether this whole order had a deeper significance....” (Taylor, A Secular Age, p. 15)
Exclusive humanism—A worldview that is able to account for meaning and significance without any appeal to the divine or transcendence.
Self-transcendence—a turning of life toward something beyond ordinary human flourishing. (Taylor, p. 44)
Fullness—The human impulsion to find significance, meaning, value—even within an entirely immanent frame.
Spin—A construal of life in an immanent frame that does not recognize itself as construal. Does not grant plausibility to the alternative,
Take—A construal of life in an immanent frame that is open to appreciating the viability of other takes.
Modern Moral Order (MMO)—Understanding of morality that focuses on the organization of society for mutual benefit rather than obligation to higher or eternal norms.
Faith
Faith Development Theory and a Look at Faith Today
Definitions of Faith
Faith (in general) = one’s ultimate concern (Paul Tillich)
Religious Faith = a relationship with God which engages a person’s total personhood; (Fischer and Hart reading); personal knowledge of God (Richard McBrien)
Faith is not primarily belief in ideas but in God
Difference between faith and “the faith”—the latter usually refers to a collection of “beliefs”
Misunderstandings of the Meaning of Faith
1. Having faith is believing things, “assenting to truths”—the rationalist misunderstanding
2. Having faith is behaving morally—the moralist misunderstanding
3. Having faith is feeling something —the emotionalist misunderstanding
These are all aspects of faith but faith cannot be reduced to any one of these.
Key Points about Faith
1. “Faith seeks understanding and is a friend of reason.” (The United States Catholic Catechism for Adults) In the words of Vatican I, faith is “consonant with reason.” Faith and reason are compatible. Faith is not “blind faith.”
2. Although faith has a content (beliefs), what Christians believe in are not the formulas of faith but in the realities they express.
3. Faith is a commitment of the whole person, not just the intellect of the person.
4. Faith is both personal and communal.
Faith Development Theory
Fowler’s Stages of Faith
Similar to Lawrence Kohlberg’s Stages of Moral Development
Overview of the Stages.
Hopefully, you enjoyed this class on Digital Media and Society.Q.docx
Hopefully, you enjoyed this class on Digital Media and Society.
Question #1:
Has your impression of digital media and society changed after taking this class? How? What in your opinion is the future of digital media and the Internet?
Topic 2: One Takeaway
There are no readings assigned this week. Reflect on the weekly Read & Watch content you have been exposed to throughout the semester to craft your response.
Discussion:
There are many interesting concepts, ideas, and theories presented in this class. We talked Curly Fries, Filter Bubbles, Global Collaboration, Digital Divide, Privacy, Big Data...
Question #1:
What is the most important thing you have learned from this class? What is your Number One Takeaway?
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hoose (1) one childhood experience from the list provided below..docx
hoose
(1) one
childhood experience from the list provided below. This list has been generated from the Australian Institute of health and Welfare (2020) Australia’s Children report.
Asthma in children aged 5-14
Type 1 diabetes in children aged 0-14
Brain cancer in children up to 14 years
Anxiety disorders in children aged 5-14
Dental decay in children over 12
Overweight/Obesity in children 5-14
School aged child living with an intellectual disability
Children experiencing homelessness
Low birthweight babies
Children who are exposed to or a victim of family violence
After researching the prevalence of your chosen childhood experience, develop a brief hypothetical case study (200 words or so) about a child and their family highlighting the health care setting in which you (the nurse) meet the family;
the case study helps to guide your essay and provide context for your reader.
To explore the impact of your chosen childhood experience on the child and their family in the case study you have developed, read widely and address the following prompts informed by
contemporary and relevant
developmental, nursing and family care theory:
Outline the prevalence in Australia of the childhood experience chosen and highlight the short term, medium term and potential long term health outcomes/impact on the child
Discuss the impact (protective or otherwise) of family, culture and environment on the identified health outcomes for children identified from prompt 1
Explore the impact of the chosen childhood experience on the learning and development of the child in the case study, in light of their age/stage of development
When you (the nurse) meet the family (as outlined in your case study) how might you engage therapeutically with the child and family? Outline age/development appropriate communication strategies that you could adopt to support child/family flourishing
Based on the chosen childhood experience selected and the case study specifics, provide two priority nursing actions/interventions with rationales, that would advocate for positive child/family health outcomes
This essay will be developed with an introduction, body and conclusion, with correct grammar and spelling and acknowledging sources using APA 7th Edition referencing style. Word count of 2000 words +/-10% will be maintained; inclusive of intext references, excluding reference list.
Rubric
Assessment 3: Case study and literature review
Assessment 3: Case study and literature reviewCriteriaRatingsPtsThis criterion is linked to a learning outcome1.Case study developed is clear, informative and feasible
5
PtsExceeds expectationsVery well considered case study. The child/family circumstances are realistic and comprehensively presented in light of the chosen childhood experience; the context of the family and nurse interaction is clearly defined.4
PtsMeets ExpectationsWell considered case study. The child/family circumstances are realistic and thoroughly present.
honesty, hard work, caring, excellence HIS 1110 Dr. .docx
honesty, hard work, caring, excellence
HIS 1110 Dr. G. J. Giddings
ANALYSIS PAPER: GREAT MIGRATION HISTORY AS TACTIC
4 pages; 4 “works cited”/reference sources (at least 1 primary source)
Related Course Outcome: Identify and analyze connections between individual events and national
historic events.
OPTIONS I
Analysis Paper: Migration As Tactic/
Solution
(Long Interviews as main resource) (4 pages)
Millions of African Americans escaped or ran away from their homes in the South to seek refuge
in the North. Explore your individual interviewees’ descriptions of problems (lack of opportunities, racial
terrorism, personal reasons, etc.) they faced in the South or wherever, and how they attempted to
escape these problems by choosing migration as a tactic or solution. Explore how the individual
migration stories connect to or compare with the general Great Migration “push” and “pull” factors,
which motivated so many African Americans to leave the South. To help draw these connections,
identify and compare the “pull” and “push” factors of the Great Migration as well as other related
course themes such as: leadership tactics, African America socio-economic and culture status/state,
protest; demographic shifts/changes, etc.
OPTIONS II
Analysis Paper: Migration As Tactic/
.
hoose one of the four following visualsImage courtesy o.docx
hoose one of the four following visuals:
Image courtesy of: Nike® 2013 advertisement
Image courtesy of: Parents magazine June 2011
Image courtesy of: Harley Davidson® advertisement
Image courtesy of: Bank of America advertisement
In a
2-3-page APA formatted paper with an additional reference page
(
template here
), analyze the strategic use of perceptual visual communication:
Analyze how specific semiotic visuals in your chosen image affect different cultural perceptions (age, ethnicity, social group, etc.).
Describe how each culture’s cognitive memories and experiences may affect how they perceive this image.
Explain why cultural perception is important to consider when working with international or global cultures.
Discuss why it is important to consider cultural perception when interacting with different age cultures and different social groupings.
Support the items above by including relevant quotes and paraphrases from academic/scholarly sources.
.
HomeworkChoose a site used by the public such as a supermark.docx
Homework
Choose a site used by the public such as a supermarket, doctor's office, library, post office, or department store and observe one or more key processes, the associated suppliers, inputs, process steps, outputs, customers, the measurement systems, and how the measurements are used to manage and improve the process. Submit a Word document in which you include the following:
Company visited.
Process observed.
SIPOC elements.
Process measurements.
Process management systems used.
.
Homework 2 Please answer the following questions in small paragraph.docx
Homework 2: Please answer the following questions in small paragraphs:
• What were the conditions in Europe that led to the conquest of America?
• What effects did the conquest had on the native peoples of America, as well as, in the Europeans?
• What were the motives, mindset, and social backgrounds of the Spanish conquistadors?
• What factors explain the relative ease with which a small number of Spaniards conquered great and populous indigenous empires?
.
HomeNotificationsMy CommunityBBA 2010-16J-5A21-S1, Introductio.docx
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BBA 2010-16J-5A21-S1, Introduction to Business
Unit VI
Upload Assignment: Unit VI Case Study
BBA 2010-16J-5A21-S1, Introduction to Business
COURSE INFORMATION
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Course Resource Booklet (Final Submission Due)
Child Welfare Advocates have many resources available to them to assist those in need. The key is to know what resources are available. This assignment will require students to create resources on local and child welfare social services and present in a booklet format. This will be an ongoing course project as you learn about new resources in each module. As you continue with your classes, you may even choose to add additional resources.
Timeline
Module 1
— Course Resource Project assigned
Module 2
— Submit for instructor feedback – non-graded.
Students will submit the title page, introduction and one agency description in Module 2 for purposes of non-graded feedback.
Module 5
— Final Course Resource project due
Directions
Students will create a booklet that compiles information for twelve different agencies.
The twelve agencies must represent the following categories of general services. No category can be eliminated.
Adult Assistance — include one agency that specializes in helping the homeless
Child Development — include one agency that specializes in helping those in poverty
Family Support Services — include one resource on family violence
Health — include one agency that specializes in helping those with addiction
Legal — include the Guardian Ad Litem program
Mental Health
Each category should include:
A maximum of two agency resources for each category.
No more than one state agency may be included in each category.
Do not use the same agency more than once.
Agencies should be alphabetized by category.
Students should work on the Course Resource Booklet each module so they have a cumulative booklet ready for submission. Do not wait until the last minute.
Each local agency resource should include the following information. Use headings for components, as needed.
(See sample page attached.)
Name of Agency
Agency address (Domestic Violence shelters may use outreach center)
Website URL
Hours of Operation
Agency Description of 150 to 175 words
. This part of the resource booklet must be written and paraphrased in paragraph format and must include the following information:
(1.5 spacing for submission to instructor)
Mission/Purpose of the resource
Populations Served
Specific Type of Services
Eligibility Requirements
One strength and one limitation of the agency or its services
The final booklet should include:
A Title Page
Table of Contents
An introduction with a statement of purpose and definition of child welfare
Use paragraph form for agency description, strength and limitations of resource
Agency information should be alphabetized and spaced at 1.5
Use Times New Roman, size 12 font
Include page numbers
Be visually appealing and professional in appearance
Submit your document to Turnitin®. Turnitin® will tell you if you have copied text from o.
Homeless The Motel Kids of Orange CountyWrite a 1-2 page pa.docx
Homeless: The Motel Kids of Orange County
Write a 1-2 page paper double spaced using 12 point Calibri/Times New Roman font.
Your paper should be written using the “conflict” and “symbolic interactionism” perspective. 1) What was the premise of the video? 2) Give two examples of how the children understood the situation they are in. 3) Why or why not do you see hope for the children. 4) How did the video make you feel?
.
Home work 8 Date 042220201. what are the different between.docx
Home work 8
Date 04/22/2020
1. what are the different between waterboards.ca.gov and water.ca.gov government agencies?
Go to website waterboards.ca.gov and water .ca.gov government
.
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