The pregnant girl arrives at school sad and afraid of what others will think. The other girls laugh at her, making her more upset. At break, her boyfriend tells her he is leaving her. Distraught, the girl cries in the toilet and tries to punch her stomach. The teacher finds her and calls her mother, who comes to the school to discuss how to help her daughter through the pregnancy.
Short story continued from last week. Find out what happens to William and his friends as they spray the Fire Extinguisher around their classroom and corridor!
Short story continued from last week. Find out what happens to William and his friends as they spray the Fire Extinguisher around their classroom and corridor!
How to get Pregnant Faster – 7 Tips to Conceive QuicklyAvril Benton
How to get pregnant faster when you are in your late 30's or over 40 ? Find these 7 tips to conceive quickly and naturally even if you are not getting younger anymore.
Do you want to be a great student? Do you want to learn what happens when you disrespect others? Now, this is an inspirational story that may help you realize things you did to hurt others.
The Fat Girl and the Naughty Trash Can
Written By: Janniah Pastores
Illustrated By: Mary Ellyana M. Ricafrente
Edited By: Rolando Miguel R. Talagtag II
Please try not to use hard words Thank youWeek 3Individual.docxTatianaMajor22
Please try not to use hard words Thank you
Week 3
Individual
Problems and Goals Case Study
Select one of the following three case studies in Ch. 6 of The Helping Process:
· Case Susanna
· Case James and Samantha
· Case Alicia and Montford
Identify three to five problems in the case study you have selected.
Write a 500- to 700-word paperthatincludes the following:
· A problem-solving strategy and a goal for each problem
· The services, resources, and supports the client may need and why
· A description of how goals are measurable and realistically attainable for the client
Here is the case studies
Exercise 3: Careful Assessment
The following case studies are about Susanna, James, Samantha, Alicia, and Montford, all
homeless children attending school. The principal of the school has asked you to conduct
an assessment of these children and provide initial recommendations.
Before you begin this exercise, go to the website that accompanies this book: www.
wadsworth.com/counseling/mcclam, Chapter Three, Link 1, to read more about homeless
families and children.
Susanna
Susanna is 15 years old. Th e city where she lives has four schools: two elementary, one
middle, and one high school. Th ere are about 1,500 students enrolled in the city/county
school district and about 450 in the local high school that Susanna is attending. For the
past six months, Susanna has been living with her boyfriend and his parents. Prior to this,
she left her mother’s home and lived on the streets. She is pregnant and her boyfriend’s
parents want her to move out of their home. Her father lives in a town with his girlfriend,
about 50 miles from the city. Her mother lives outside the city with Susanna’s baby brother.
Right now Susanna’s mother is receiving child support for the two children. Susanna wants
to have a portion of the child support so that she can find a place of her own to live. Her
mother says that the only way that Susanna can have access to that money is to move back
home. Susanna refuses to move back in with her mother.
You receive a call from the behavior specialist at Susanna’s high school. Susanna’s
mother is at the school demanding that Susanna be withdrawn from school. Susanna’s
mother indicates that Susanna will be moving in with her and will be enrolling in another
school district.
Currently Susanna is not doing very well in school. She misses school and she tells the
helper it is because she is tired and that she does not have good food to eat. She has not told
the helper that she is looking for a place to live. Right now she is failing two of her classes
and she has one B and two Ds. Her boyfriend has missed a lot of school, too.
James and Samantha
James is 10 years old and he has a sister, Samantha, who is 8. At the beginning of the
school year, both of the children were attending Boone Elementary School. Both children
live with their aunt and uncle; their parents are in prison. In the middle of the scho.
Middle School Essay
My Time at Boarding School Essay
My High School Year Essay
My School Essay
My High School Teacher
My Experience At My School
Essay about school days
My Life As A Student
Essay on A Day in School Life
Middle School Essay
My Time at Boarding School Essay
My High School Year Essay
My School Essay
My High School Teacher
My Experience At My School
Essay about school days
My Life As A Student
Essay on A Day in School Life
ECE430 Week Three Case Study Focus Families M.docxjack60216
ECE430 Week Three Case Study
Focus: Families
Mrs. Ashland arrives at school very early in the morning before the children arrive so that she can get set
up. She often uses this time to update children’s portfolios from the day before and to set up the learning
environment with activities and materials connected to her curriculum plans. When her colleagues arrive,
they engage in friendly conversation and Mrs. Ashland shares the planned activities for the day with
them.
Mrs. Ashland has an effective morning routine for student drop-off. The parents or caregivers drop their
children off at the classroom by signing them in at the door. During this time, Mrs. Ashland is stationed
by the door and greets each child and family as they arrive and points out any new information on the
parent bulletin board. She often kneels down to greet the childrennd does the daily health check as they
enter. Mrs. Ashland directs the children to go wash their hands so that they are able to engage in
independent play in the open areas. The materials that are set out are aligned with the thematic unit taking
place in the classroom; the assistant teachers are setting up the next activity. The parents are coming and
going and take newsletters from an organizer labeled, “Preschool News,” which is set out for them.
Mrs. Ashland notices her student Johnny has again been dropped off in the lobby with Mrs. Ford, the
director, prior to school opening. Johnny is the first to enter the room and goes to the listening center to
hear a story. Johnny’s parents both work long hours and have arranged to drop him off with Mrs. Ford 15
minutes before the doors are open so that they can make it across town and be on time for work. Johnny
stays for the afterschool program, and his parents are often late picking him up. Johnny is often left
waiting and generally looks at books while he waits. Mrs. Ashland has tried to make contact with his
parents, but is usually unsuccessful. She has sent several notes and called several times at night, but
usually does not receive a response back. On one occasion, when they were able to come in, they praised
Mrs. Ashland and mentioned that they were so glad Johnny was thriving in school because they are very
busy with work. Johnny’s parents noted that they get home late and are tired and are not as involved as
they would like to be. They are grateful for a teacher who is responsible for Johnny’s development.
Mrs. Ashland scans the room as the children begin to explore the day’s learning activities.
During drop-off time each day, Mrs. Ashland smiles at Maya’s mother, who does not speak English, and
hands her the newsletter that has been translated into Spanish. Mrs. Ashland greets them with a cheery
“Good morning.” Each day, Maya’s mother waves and says, “Te Amo,” as she watches Maya walk into
the classroom..
Jane’s mother, Mrs. Smith, enters the classroom and tells Mrs. Ashla ...
ECE430 Week Three Case Study Focus Families M.docxSALU18
ECE430 Week Three Case Study
Focus: Families
Mrs. Ashland arrives at school very early in the morning before the children arrive so that she can get set
up. She often uses this time to update children’s portfolios from the day before and to set up the learning
environment with activities and materials connected to her curriculum plans. When her colleagues arrive,
they engage in friendly conversation and Mrs. Ashland shares the planned activities for the day with
them.
Mrs. Ashland has an effective morning routine for student drop-off. The parents or caregivers drop their
children off at the classroom by signing them in at the door. During this time, Mrs. Ashland is stationed
by the door and greets each child and family as they arrive and points out any new information on the
parent bulletin board. She often kneels down to greet the childrennd does the daily health check as they
enter. Mrs. Ashland directs the children to go wash their hands so that they are able to engage in
independent play in the open areas. The materials that are set out are aligned with the thematic unit taking
place in the classroom; the assistant teachers are setting up the next activity. The parents are coming and
going and take newsletters from an organizer labeled, “Preschool News,” which is set out for them.
Mrs. Ashland notices her student Johnny has again been dropped off in the lobby with Mrs. Ford, the
director, prior to school opening. Johnny is the first to enter the room and goes to the listening center to
hear a story. Johnny’s parents both work long hours and have arranged to drop him off with Mrs. Ford 15
minutes before the doors are open so that they can make it across town and be on time for work. Johnny
stays for the afterschool program, and his parents are often late picking him up. Johnny is often left
waiting and generally looks at books while he waits. Mrs. Ashland has tried to make contact with his
parents, but is usually unsuccessful. She has sent several notes and called several times at night, but
usually does not receive a response back. On one occasion, when they were able to come in, they praised
Mrs. Ashland and mentioned that they were so glad Johnny was thriving in school because they are very
busy with work. Johnny’s parents noted that they get home late and are tired and are not as involved as
they would like to be. They are grateful for a teacher who is responsible for Johnny’s development.
Mrs. Ashland scans the room as the children begin to explore the day’s learning activities.
During drop-off time each day, Mrs. Ashland smiles at Maya’s mother, who does not speak English, and
hands her the newsletter that has been translated into Spanish. Mrs. Ashland greets them with a cheery
“Good morning.” Each day, Maya’s mother waves and says, “Te Amo,” as she watches Maya walk into
the classroom..
Jane’s mother, Mrs. Smith, enters the classroom and tells Mrs. Ashla ...
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at a young age. His mother, Anita Zuccarello, is of Italian descent, and his father, Glenn Aasen, is
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An impressive finishing time of 3:46:39, placing 324th in the Male division ages 40-44.
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Narrated Business Proposal for the Philadelphia Eaglescamrynascott12
Slide 1:
Welcome, and thank you for joining me today. We will explore a strategic proposal to enhance parking and traffic management at Lincoln Financial Field, aiming to improve the overall fan experience and operational efficiency. This comprehensive plan addresses existing challenges and leverages innovative solutions to create a smoother and more enjoyable experience for our fans.
Slide 2:
Picture this: It’s a crisp fall afternoon, driving towards Lincoln Financial Field. The atmosphere is electric—tailgaters grilling, fans in Eagles jerseys creating a sea of green and white. The air buzzes with camaraderie and anticipation. You park, join the throng, and make your way to your seat. The stadium roars as the Eagles take the field, sending chills down your spine. Each play is a thrilling dance of strategy and skill. This is what being an Eagles fan is all about—the joy, the pride, and the shared experience.
Slide 3:
But now, the day is marred by frustration. The excitement wanes as you struggle to find a parking spot. The congestion is overwhelming, and tempers flare. The delays mean you miss the pre-game excitement, the tailgate camaraderie, and even the opening kick-off. After the game, the joy of victory or the shared solace of defeat is overshadowed by the stress of navigating out of the parking lot. The gridlock, honking horns, and endless waiting drain the energy and joy from what should have been an unforgettable experience.
Our proposal aims to eliminate these frustrations, ensuring that from arrival to departure, your experience is extraordinary. Efficient parking and smooth traffic flow are key to maintaining the high spirits and excitement that make game days special.
Slide 4:
The Philadelphia Eagles are not just a premier NFL team; they are an integral part of the community, hosting games, concerts, and various events at Lincoln Financial Field. Our state-of-the-art stadium is designed to provide a world-class experience for every attendee. Whether it's the thrill of game day, the excitement of a live concert, or the camaraderie of community events, we pride ourselves on delivering a fan-first experience and maintaining operational excellence across all our activities. Our commitment to our fans and community is unwavering, and we continuously strive to enhance every aspect of their experience, ensuring they leave with unforgettable memories.
Slide 5:
Recent trends show an increasing demand for efficient event logistics. Our customer feedback has consistently highlighted frustrations with parking and traffic. Surveys indicate that a significant number of fans are dissatisfied with the current parking situation. Comparisons with other venues like Citizens Bank Park and Wells Fargo Center reveal that we lag in terms of parking efficiency and convenience. These insights underscore the urgent need for innovation to meet and exceed fan expectations.
Slide 6:
As we delve into the intricacies of our operations, one glaring issue emer
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holaesungusto.- Boletín final de la I Copa Panamericana de Voleibol Femenino U17 - Ciudad de Guatemala 2024 que se realizó del 27 de mayo al 01 de julio, en el Domo Polideportivo Zona 13.
Fuente: norceca.net
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Story board for teen issue
1. School
The pregnant girl arrives at school The other girls in the school look at At break time, the pregnant girl
in sadness. Afraid of what everyone her and laugh. Making the meets up with her boyfriend. The
will think of her pregnant girl even more upset. boy is scared and tells her he’s
leaving her.
The girl goes into the toilet and sits The girl goes into the corridor and The teacher walks in and stops her
down against the wall crying on her starts punching her stomach to get and tries to comfort her and she
own. rid of the baby. advises her about her pregnancy.
2. The teacher calls the girl’s mum The mum comes into school and
into the school. talks with her daughter and the
teacher. They discuss how they can
help the girl.
