Respond to students post LINNEA POST Project Head Start was implemented in 1965 by the U.S Government. Head Start is a comprehensive child development program that serves children from 3 to age 5 and their families. The goal of Head Start is to increase school readiness of young children of low-income families. This program also provides the children with dental, medical, mental health services, as well as, nutrition and parent involvement. Over the past four decades, Head Start has served over 23 million children and their families (U.S Department of Health and Human Services, 2006); however, only half of eligible children have been able to participate in Head Start because of lack of government funding. Fortunately, Head Start started to receive more funding in the past few years. Because of this, Early Head Start was created in 1994 for low-income families of infants and toddlers, as well as, expecting mothers (Driscoll & Nagel, 2008, 401).             According to Lee & Ludington (2016) a study was conducted on “Head Start’s impact on socio-emotional outcomes for children who have experienced violence or crime and those how have not” (499). The study found that children who participated in Head Start showed less hyperactive scores and more positive approaches to learning than children who did not participate in Head Start (Lee & Ludington, 2016, 509). Lee & Ludington (2016) believe that this is a result of “Head Start’s delivery of quality services with increased attention directed toward participating children and use of strength-based performance standards in classrooms (Whiteside-Mansell et al. 2009)” (509). Therefore, Head Start programs have had proven positive impacts for these children and their families. TIFFANY POST Head Start launched in 1965 and was designed to help break the poverty cycle by providing low income families preschool education. Over the last few years Head Starts importance and funding has increased. Offering this education support to low income families was found to be a great demand as there were many children and low income families not being served due to the lack of availability. In 2007 the Improving Head Start for School Readiness Act was implemented. This act guided Head Starts to bettering their quality by alignment of early learning standards, higher qualifications for teachers, adding state advisory councils, and much more. The office of Head Start shared that "Head Start has served over 32 million children since 1965, growing from an eight-week demonstration project to include full day/year services and many program options." Head Start has offered many children with education opportunities to help prepare students to start their educational career. "  In 2006, a decrease of 1 percent in Head Start funding caused great concern about support for and access to Head Start programs, with their proven positive impacts on children and families " (Nagel). The positive effects of Head Start are over ...

1. Respond to students post
LINNEA POST
Project Head Start was implemented in 1965 by the U.S
Government. Head Start is a comprehensive child development
program that serves children from 3 to age 5 and their families.
The goal of Head Start is to increase school readiness of young
children of low-income families. This program also provides the
children with dental, medical, mental health services, as well as,
nutrition and parent involvement. Over the past four decades,
Head Start has served over 23 million children and their
families (U.S Department of Health and Human Services, 2006);
however, only half of eligible children have been able to
participate in Head Start because of lack of government
funding. Fortunately, Head Start started to receive more funding
in the past few years. Because of this, Early Head Start was
created in 1994 for low-income families of infants and toddlers,
as well as, expecting mothers (Driscoll & Nagel, 2008, 401).
According to Lee & Ludington (2016) a study was
conducted on “Head Start’s impact on socio-emotional
outcomes for children who have experienced violence or crime
and those how have not” (499). The study found that children
who participated in Head Start showed less hyperactive scores
and more positive approaches to learning than children who did
not participate in Head Start (Lee & Ludington, 2016, 509). Lee
& Ludington (2016) believe that this is a result of “Head Start’s
delivery of quality services with increased attention directed
toward participating children and use of strength-based
performance standards in classrooms (Whiteside-Mansell et al.
2009)” (509). Therefore, Head Start programs have had proven
positive impacts for these children and their families.

2. TIFFANY POST
Head Start launched in 1965 and was designed to help break the
poverty cycle by providing low income families preschool
education. Over the last few years Head Starts importance and
funding has increased. Offering this education support to low
income families was found to be a great demand as there were
many children and low income families not being served due to
the lack of availability. In 2007 the Improving Head Start for
School Readiness Act was implemented. This act guided Head
Starts to bettering their quality by alignment of early learning
standards, higher qualifications for teachers, adding state
advisory councils, and much more. The office of Head Start
shared that "Head Start has served over 32 million children
since 1965, growing from an eight-week demonstration project
to include full day/year services and many program options."
Head Start has offered many children with education
opportunities to help prepare students to start their educational
career. " In 2006, a decrease of 1 percent in Head Start funding
caused great concern about support for and access to Head Start
programs, with their proven positive impacts on children and
families " (Nagel). The positive effects of Head Start are
overwhelming. Head Start’s create options for child care,
provide education for low income families, and offers so much
to these students and families. While we still lack availability in
these programs it is essential for all to see how powerful,
impacting, and important this program is. Advocating for this
program is a need in our society to keep offering these amazing
opportunities for low income families
The Age of Exploration and Imperialism

3. Please review the "List of 10" provided in the Age of
Exploration Content folder. After reviewing it please write a
paragraph, using at least five sentences, that answers the
following questions. Please use your own words and do not
copy directly from the internet or any other sources.
Questions
1.
What did nations hope to gain from exploration?
2.
Which nations were powerful explorers? Which native lands are
being impacted by foreign powers?
3.
What impact do you think exploration had on the native
populations? Describe the benefits and consequences.
4.
Predict what the world would be like today if the age of
exploration had not occurred? Describe some positive and
negative changes?
5.
Create a three step plan that will allow nations to gain the

4. benefits of exploration without causing any of the negative
effects of exploration.
LIST OF 10
1.
Imperialism:
forming an empire by colonizing foreign lands.
2. Race to Empire:
after early exploration revealed the profit of foreign trade, many
European nations raced to see who could carve up the most
foreign land.
3. The British Empire:
in the 1700's Great Britain formed the largest and most
powerful empire in the world.
-Scotland, Ireland, America, Africa, India and Asia, Australia
and numerous islands.
4. New Resources:
the west benefited greatly from the British Empire. Luxurious
goods such as linen and silk or coffee and tropical fruit became
accessible and affordable throughout Europe.
5. Foreign Benefits:
British colonies received benefits from their relationship with
the empire.
- protected by the British navy
- provided schools, housing and medicine
- exchanged raw materials for alcohol, tobacco and fire arms.

5. 6. Oppression:
as the British Empire gained more wealth from its colonies it
began to control them more strictly. It controlled all the legal,
cultural, and economic aspects of their lands.
7. Entrapment:
colonists would harvest the raw materials, sugar cane, silk,
spices, etc. The British sent it home to be manufactured and
forced the colonists to buy it back at the inflated price.
-colonists were treated like tools for economic gain not humans.
They could never gain the right to vote or have social equality.
8. Atlantic Slave Trade:
as the profit from cash crops grew in "the new world" land
owners needed a large workforce that would harvest the crops
but not reduce profit.
- Europeans traveling to India made frequent stops in Africa.
They realized the natives had inferior weapons and a weaker
social structure.
- Many nations captured natives as slaves and forced them to
harvest crops in their colonies.
9. Triangular trade:
the typical path of the Atlantic slave trade. -Europeans would
sail to Africa, capture or trade goods for slaves.
-They would send the slaves to America or the sugar islands.
-Slaves would harvest raw goods and send them back to
Europe.
-Europeans would then use those items to trade for more

6. slaves.
10. Cultural destruction:
the slave trade ruined the lives of the individual slave but it also
destroyed the local community.
-The women were unable to manage their crops.
-Families were divided and the social structure torn apart
-Warlords took advantage of those left behind, even selling
their fellow man into slavery for money.