Student 2The child that I observed was the little boy in the y.docx
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Student 2 The child that I observed was the little boy in the yellow shirt. I learned that he both walks and climbs the stairs without help. I also observed that he was able to shuffle through the pile of toys without falling over and that he was able to bend over and pick toys up without falling. When asked if he can find a pilot for his helicopter and if he can find a boat he points in both cases, although he does go to play with the boat a moment later. His language development is still at a level where he calls the helicopter a plane, but he does say a couple of two word statements. Those statements are “it flies” and “big boat”. When asked who could ride in the boat, he grabs the closest toy which is a horse and he calls it a horse. He also points to a turtle decoration and says turtle. He spends some time watching the other little boy play, but also spends time sitting near him playing. When the boy in green tries to take his boat, he stands up and taking the boat with him goes to the far side of the play area. He pointed when asked questions more than he spoke. Other performance-based assessments that I would like to complete would be ones that would help me to fill in the checklist better as it would give a better picture of what his strengths and weaknesses are. I would choose to do these because by covering most if not all of the checklist it will be easier to make better conclusions about if his development is on track. Games could be introduced to the play session to observe different skills, as could a snack time, and clean up time and these could be further assessed using a numerical rating scale to get a better idea of where his development is along a scale (Wortham, 2012). Some of the advantages of performance based assessments are they a good tool for monitoring young children’s development, they are in context and can be incorporated into existing activities, they can be adapted to each child and their circumstance, and they can be ongoing (Wortham, 2012). Some of the disadvantages of these assessments are that they are subjective, the teacher needs to be skilled to interpret them correctly, they can be time consuming and complex, and there are concerns about the validity and reliability of them (Wortham, 2012). I feel that with proper training the advantages outweigh the disadvantages to using performance-based assessments with young children. .
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1Observing DevelopmentStudent’s NameInstitution Name
1
Observing Development
Student’s Name
Institution Name
Course Name
Instructor’s Name
Assignment Due Date
Observing Development
Summary of children’s developmental characteristics
Child 1
The child depicted traits that met the different milestones for the age. She shows significant eye-hand coordination as evident when she reached for the toy. Her sensory milestones were massively evident during the observation period. She not only used both her hands to explore the teddy bear, but she also moved it to her mouth. She is able to seek attention by making babbling sounds, an indication that the child is progressing well in her communication milestones. The child also illustrated both play and social skills when she raised her hands to be picked up and enjoyed playing peek-a-boo with her mother. She is also able to feed well.
The child’s growth and development are promising. However, she indicates strengths in certain milestones unlike in others. The child’s strengths are evident in the sensory, communication, and feeding milestones (Pathways.org, n.d.). She also indicates strengths in coordination abilities as well as play and social skills. However, the child’s motor milestones were lacking but the period the child was observed could have skewed the results.
Based on the child’s age, growth and development, she is progressing well. She has marked most of her milestones and exceeded some (Pathways.org, n.d.). Her parent indicated that the child enjoys bath time. She also established that the child is always playful and tolerates diaper and clothes change unless she is hungry or unwell. The parent’s response and the observed development of the child ascertain that she is likely to perform more functions at a significant rate (Pathways.org, n.d.). Therefore, no much effort is needed for the child’s developmental improvement.
Child 2
This child walks alone without much support. He is able to remove items obstructing his way, including toys and pulls them behind him. In addition to this, he is able to move up and down the stairs with little support. The child can feed himself despite being playful with food. He can turn doorknobs and open the door. He is also able to drink from an open cup even though he makes messes. His communication was impressive as he could easily form a sentence. However, his inability to climb up the coach was questionable yet he performed much more difficult tasks.
The child’s developmental milestones are appropriate for his age. One major strength is that the child is independent and does most things alone. He is able to walk alone without tripping or falling, establishing that his motor milestones are his strengths despite lagging in some of these milestones (Pathways.org, n.d.). The social and communication skills are also strong suits for the child (The Early Childhood Direction Center, 2012). An aspect of cognitive skills was lacking. The major weakness of this child is attributed to the fact that he always k ...
Student 1The children seem to enjoy being outdoors the child i.docx
Student 1
The children seem to enjoy being outdoors the child in the green shirt walks over to the cat and pets it and says the cat was underneath Sherry’s car as he walked by the he touches the cat then goes up the stairs, as the children climbing the stair the child with the green shirt seem to walk up the stairs with ease, as they enter the room toys are already out they come up to get the toy that they are interested in the child with green shirt get an airplane, he see the other child with the helicopter he says helicopter as the other child hold the helicopter he says helicopter, helicopter flies he used his words to describe the helicopter and what it does the child in the green shirt finds a truck he says big truck this is a big truck a few second he finds a train he says Cho-Cho train, he puts down the train and picks up a green car he asked what’s this call and the lady says it a lifter the child said the lifter picks up wood he puts the car down and picks up a Lego/ Lego people he sat down to put the Lego people toy inside the Lego toy after put the toy inside of the Lego he puts it down and get another toy then the truck again and two cars, he says two cars has too many wheels The child seem to pick up toys playing with them but not with each other the child in the green shirt is very vocal he his speech is clear I am able to understand what he is saying, children language skills every day through listening to other people talk, by introducing several language development activities into their daily play can help them practice the skills that they are learning and language will grow into sentences and conversation.
Toddler Language Development Activities
Reading is a fun activity that they enjoy, to build toddlers interest, use reading time as an opportunity to build language skills. Choose books that have with big bold pictures age appropriate. (Examples The very hungry Caterpillar) After you read several pages, ask a question about the story, such as "What do you think will happen next? At the end of the book, ask to tell the story again, but this time, pause to allow the child to supply details from the story. The activities can help to promote a toddler's language development. Assessment of young children is to collect information necessary to make important decisions about their developmental and educational needs, assessment enhance opportunities for growth, development.
Advantages- Reading is a rewarding activities for children, there are many benefits to reading vocabulary development, language cognition, voice recognition and image recognition. CD’s tend to embellish the storytelling with silly voices they emphasize reading as a source of pleasure this make children eager to learn how to read.
Disadvantages- children from economically disadvantaged homes receive less language input from their parents and are therefore less prepared from school than their peers from financially stable homes.
.
Final guidance
The document provides guidance logs for reflective practice. The first log describes an observation of a child, M, running around outdoors and tripping. The decision is made to use limit-setting strategies to encourage M to explore safely. Actions taken involve using I-messages to ask M to slow down, with mixed results. The second log observes a conflict over a toy between two children. Negotiation strategies are used, with the children eventually sharing the toy. Areas for improvement are discussed, like being more patient to allow children to solve problems themselves.
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The document discusses observations of child development across four domains - social-emotional, cognitive, language, and physical. It describes interactions witnessed between children aged 3-5 that demonstrated skills in each domain, such as a boy helping another child in a wheelchair to show social-emotional development. The domains are interrelated, and examples are given of activities involving multiple domains, such as reading aloud developing language and cognitive skills. The author reflects on how the observations improved their understanding of child development.
Reflective practice logs template
The document contains a reflective practice assignment submitted by a student named Khiara Remedios G. Albaran. It includes two guidance logs summarizing interactions with children during free play activities. In the first log, the student redirects a child named Jacob who interrupts another child's activity by distracting him with a new toy. In the second log, the student prevents a conflict over a toy between Mark and Mary by redirecting Mark to a duplicate toy. The student reflects on displaying confidence, controlling emotions, and having duplicate materials available to effectively guide the children's behaviors.
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Running Head APPLICATION .docx
Running Head: APPLICATION 1
Week 2 Application
EDUC – 3003 Obs and Asmnt Child
Rona Harris
Walden University
SUMMARY OF REFLECTION
1. How the information that you gleaned from the interview contributes to your knowledge of the child you selected for your Child Observation Project
Based on the observation of Hillary it is clear to realize that she is a relatively intelligent child. This is due to the fact that at 4 years old, she is capable of depicting the advanced use of cognitive functions. This is evident by the fact that at first she is quiet always seeming to be self-absorbed but this is just a ploy. She is very quiet at first and this can often be confused for being due to the notion that she is shy but that is not the case as deduced. Hillary has adapted the art of critical thinking as it was evident because she was not self-absorbed as we gathered when we tried to talk about her thinking she wasn’t listening only for her to answer, saying that she did not actually have a problem with socializing but she just understood that not every situation required a response. She said that her mother had expressly told her to learn to take time and think of something before she spoke. This observation had started with the intent of investigating her social development but it was becoming clear that she did not necessarily have a social problem but she was just a product of her environment.
2. Information, knowledge, and/or advice from the Parent/Family Member Interview Sheet that you want to remember in order to facilitate your observation
Hillary is clearly a product of growing up around four teens and adults in her life and for the most part she is bound to inherit their behavior. This was not meant to be the focus of the observation, but it was clearly turning into a cognitive war on social development. More critical analysis I came to the realization that Hillary was a product of her environment and socialization as she was a direct mirror of her relative. But the most amazing part of the visit and subsequent observation is the fact that through it became apparent that the behavior is not the only thing that was being influenced by the family but rather the family was helping to nurture Hillary’s cognitive development. This is due to the fact that it requires a tremendous amount of brain ability to be instructed and Hillary clearly was keen on following instructions.
Also, as the observation went on it was apparent to see that Hillary had heightened thinking and deduction capability as she was watching a television show meant for the age group of 13 years and above and she actually very intriguing and charismatic. She expressed extensive concentration and thinking as she was subjected by me and other grownups. For her age, it was clear from other activities the level of maturity that she possessed, but more so the thinking cap ...
Recommended
1Observing DevelopmentStudent’s NameInstitution Name
1
Observing Development
Student’s Name
Institution Name
Course Name
Instructor’s Name
Assignment Due Date
Observing Development
Summary of children’s developmental characteristics
Child 1
The child depicted traits that met the different milestones for the age. She shows significant eye-hand coordination as evident when she reached for the toy. Her sensory milestones were massively evident during the observation period. She not only used both her hands to explore the teddy bear, but she also moved it to her mouth. She is able to seek attention by making babbling sounds, an indication that the child is progressing well in her communication milestones. The child also illustrated both play and social skills when she raised her hands to be picked up and enjoyed playing peek-a-boo with her mother. She is also able to feed well.
The child’s growth and development are promising. However, she indicates strengths in certain milestones unlike in others. The child’s strengths are evident in the sensory, communication, and feeding milestones (Pathways.org, n.d.). She also indicates strengths in coordination abilities as well as play and social skills. However, the child’s motor milestones were lacking but the period the child was observed could have skewed the results.
Based on the child’s age, growth and development, she is progressing well. She has marked most of her milestones and exceeded some (Pathways.org, n.d.). Her parent indicated that the child enjoys bath time. She also established that the child is always playful and tolerates diaper and clothes change unless she is hungry or unwell. The parent’s response and the observed development of the child ascertain that she is likely to perform more functions at a significant rate (Pathways.org, n.d.). Therefore, no much effort is needed for the child’s developmental improvement.
Child 2
This child walks alone without much support. He is able to remove items obstructing his way, including toys and pulls them behind him. In addition to this, he is able to move up and down the stairs with little support. The child can feed himself despite being playful with food. He can turn doorknobs and open the door. He is also able to drink from an open cup even though he makes messes. His communication was impressive as he could easily form a sentence. However, his inability to climb up the coach was questionable yet he performed much more difficult tasks.
The child’s developmental milestones are appropriate for his age. One major strength is that the child is independent and does most things alone. He is able to walk alone without tripping or falling, establishing that his motor milestones are his strengths despite lagging in some of these milestones (Pathways.org, n.d.). The social and communication skills are also strong suits for the child (The Early Childhood Direction Center, 2012). An aspect of cognitive skills was lacking. The major weakness of this child is attributed to the fact that he always k ...
Student 1The children seem to enjoy being outdoors the child i.docx
Student 1
The children seem to enjoy being outdoors the child in the green shirt walks over to the cat and pets it and says the cat was underneath Sherry’s car as he walked by the he touches the cat then goes up the stairs, as the children climbing the stair the child with the green shirt seem to walk up the stairs with ease, as they enter the room toys are already out they come up to get the toy that they are interested in the child with green shirt get an airplane, he see the other child with the helicopter he says helicopter as the other child hold the helicopter he says helicopter, helicopter flies he used his words to describe the helicopter and what it does the child in the green shirt finds a truck he says big truck this is a big truck a few second he finds a train he says Cho-Cho train, he puts down the train and picks up a green car he asked what’s this call and the lady says it a lifter the child said the lifter picks up wood he puts the car down and picks up a Lego/ Lego people he sat down to put the Lego people toy inside the Lego toy after put the toy inside of the Lego he puts it down and get another toy then the truck again and two cars, he says two cars has too many wheels The child seem to pick up toys playing with them but not with each other the child in the green shirt is very vocal he his speech is clear I am able to understand what he is saying, children language skills every day through listening to other people talk, by introducing several language development activities into their daily play can help them practice the skills that they are learning and language will grow into sentences and conversation.
Toddler Language Development Activities
Reading is a fun activity that they enjoy, to build toddlers interest, use reading time as an opportunity to build language skills. Choose books that have with big bold pictures age appropriate. (Examples The very hungry Caterpillar) After you read several pages, ask a question about the story, such as "What do you think will happen next? At the end of the book, ask to tell the story again, but this time, pause to allow the child to supply details from the story. The activities can help to promote a toddler's language development. Assessment of young children is to collect information necessary to make important decisions about their developmental and educational needs, assessment enhance opportunities for growth, development.
Advantages- Reading is a rewarding activities for children, there are many benefits to reading vocabulary development, language cognition, voice recognition and image recognition. CD’s tend to embellish the storytelling with silly voices they emphasize reading as a source of pleasure this make children eager to learn how to read.
Disadvantages- children from economically disadvantaged homes receive less language input from their parents and are therefore less prepared from school than their peers from financially stable homes.
.
Final guidance
The document provides guidance logs for reflective practice. The first log describes an observation of a child, M, running around outdoors and tripping. The decision is made to use limit-setting strategies to encourage M to explore safely. Actions taken involve using I-messages to ask M to slow down, with mixed results. The second log observes a conflict over a toy between two children. Negotiation strategies are used, with the children eventually sharing the toy. Areas for improvement are discussed, like being more patient to allow children to solve problems themselves.
CHILD DEVELOPMENT OBSERVATION AND REFLECTIONAngel Winslow
The document discusses observations of child development across four domains - social-emotional, cognitive, language, and physical. It describes interactions witnessed between children aged 3-5 that demonstrated skills in each domain, such as a boy helping another child in a wheelchair to show social-emotional development. The domains are interrelated, and examples are given of activities involving multiple domains, such as reading aloud developing language and cognitive skills. The author reflects on how the observations improved their understanding of child development.
Reflective practice logs template
The document contains a reflective practice assignment submitted by a student named Khiara Remedios G. Albaran. It includes two guidance logs summarizing interactions with children during free play activities. In the first log, the student redirects a child named Jacob who interrupts another child's activity by distracting him with a new toy. In the second log, the student prevents a conflict over a toy between Mark and Mary by redirecting Mark to a duplicate toy. The student reflects on displaying confidence, controlling emotions, and having duplicate materials available to effectively guide the children's behaviors.
Understanding Social Issues in Autism Spectrum Disorders
A presentation to broaden understanding of the social deficits and interventions for students with Autism Spectrum Disorders.
Infants and toddlers with challenging behavior.pptx
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Running Head APPLICATION .docx
Running Head: APPLICATION 1
Week 2 Application
EDUC – 3003 Obs and Asmnt Child
Rona Harris
Walden University
SUMMARY OF REFLECTION
1. How the information that you gleaned from the interview contributes to your knowledge of the child you selected for your Child Observation Project
Based on the observation of Hillary it is clear to realize that she is a relatively intelligent child. This is due to the fact that at 4 years old, she is capable of depicting the advanced use of cognitive functions. This is evident by the fact that at first she is quiet always seeming to be self-absorbed but this is just a ploy. She is very quiet at first and this can often be confused for being due to the notion that she is shy but that is not the case as deduced. Hillary has adapted the art of critical thinking as it was evident because she was not self-absorbed as we gathered when we tried to talk about her thinking she wasn’t listening only for her to answer, saying that she did not actually have a problem with socializing but she just understood that not every situation required a response. She said that her mother had expressly told her to learn to take time and think of something before she spoke. This observation had started with the intent of investigating her social development but it was becoming clear that she did not necessarily have a social problem but she was just a product of her environment.
2. Information, knowledge, and/or advice from the Parent/Family Member Interview Sheet that you want to remember in order to facilitate your observation
Hillary is clearly a product of growing up around four teens and adults in her life and for the most part she is bound to inherit their behavior. This was not meant to be the focus of the observation, but it was clearly turning into a cognitive war on social development. More critical analysis I came to the realization that Hillary was a product of her environment and socialization as she was a direct mirror of her relative. But the most amazing part of the visit and subsequent observation is the fact that through it became apparent that the behavior is not the only thing that was being influenced by the family but rather the family was helping to nurture Hillary’s cognitive development. This is due to the fact that it requires a tremendous amount of brain ability to be instructed and Hillary clearly was keen on following instructions.
Also, as the observation went on it was apparent to see that Hillary had heightened thinking and deduction capability as she was watching a television show meant for the age group of 13 years and above and she actually very intriguing and charismatic. She expressed extensive concentration and thinking as she was subjected by me and other grownups. For her age, it was clear from other activities the level of maturity that she possessed, but more so the thinking cap ...
Covington ElementaryAshley CovingtonProfessor Lori Infants.docx
Covington Elementary
Ashley Covington
Professor Lori
Infants, Children, and Adolescents EDU/305
September 17, 2012
Introduction
Elementary school is made up of children who are of the ages between five and twelve approximately
These are the children who have already undergone the preschool stage.
Elementary school is made up of children who are of the ages between five and twelve approximately. These are the children who have already undergone the preschool stage.
2
Age of the children
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old
This ensures all age groups are covered
Different behavior will be observed due to age difference
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old. The rationale for this is to ensure that the observations give the views about all the age groups covered. The children will be expected to portray different behaviors due to difference in the ages.
3
The Elementary Classroom
Relaxed and Cozy Atmosphere with happy students
Neat and orderly environment
Rules and Consequences are posted
Reading Centers
A elementary classroom needs to be organized, and the materials need to be accessible to all children.
Safety is the number one priority when it comes to students of all ages. (Bradley, 2012)
4
Learning Centers
Arts and crafts
Reading center
Computer Lab
Spelling Center (Write spelling words with shaving cream!)
Learning during this observation will take place through two main activities; through teaching and testing the children while in the classroom setting and through interacting with the children casually to study their behavior mainly through play. The three main theories behind this are behaviorism, cognitive and social theories Behaviorism will consist of keenly studying the children as they are in the classroom setting. Their behavior is observed and comments given based on what is studied. As for the cognitive theory, this will apply when tests and teaching will be conducted as the children’s capability will be tested. As for the social theory, children will be observed as they interact with their teachers and other children. Their ability to perform when in groups will be assessed in this case.
5
Diverse Population
reading books from diverse cultures
Coming up with creative stories from all diverse regions
Common language
Embracing all cultures
No single diverse background is superior
Represent all cultures in the study
Diversity among the children will be addressed through; reading books from diverse cultures, Coming up with creative stories from all diverse regions, using a common langua.
350 053 pdf
There are seven principles that characterize typical human growth and development:
1. Development proceeds from the head downward and from the center of the body outward. This means that motor skills develop in a top-down and inside-out pattern.
2. Development depends on biological maturation and learning through experiences and interactions. Maturation allows new abilities to emerge, while learning enhances development.
3. Development progresses from simple to more complex skills and thinking. For example, children classify objects based on simple properties before understanding more abstract categories.
4. Growth and development is a continuous, step-by-step process as new skills build upon existing ones.
5. Development moves from general, uncontrolled movements to finer, directed motor skills
1B-jean-Piagets-Stages-of-Development.pptx
- Children can think logically about concrete objects and events and have developed skills like conservation, reversibility, and seriation. However, they still struggle with abstract thinking and hypothetical situations.
- They have improved perspective-taking abilities compared to earlier stages but may still exhibit some egocentrism. Their thinking is also limited in that they focus on a single viewpoint.
- While children can use basic logical operations, they lack fully systematic reasoning and may not consistently apply logic to more complex problems. They are still developing their cognitive abilities during this stage.
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Directions The following questions deal with water safety. Circ.docx
Directions: The following questions deal with water safety. Circle the response option, which best describes how you feel about the question. Please answer all of the questions honestly. All responses are confidential. Note: If you have more than one child enrolled in the program, please answer the questions based on the youngest child who is participating.
Part 1
1.
Very Unlikely
Unlikely
Likely
Very Likely
How likely are you to watch/supervise the child you care for with a lifeguard on duty?
VU
UL
L
VL
How likely is it that the child you care for would drown, if he or she does not learn how to swim?
VU
UL
UL
VL
How likely are you to take the child you care for swimming at a place with no lifeguard on duty?
VU
UL
UL
VL
How likely is it that the child you care for would get hurt or injured with a lifeguard on duty?
VU
UL
UL
VL
How likely is it that the child you care for would drown if left unsupervised, near or in the water?
VU
UL
UL
VL
2.
Very Unlikely
Unlikely
Likely
Very Likely
Without my supervision, the child I care for could drown when near or in the water.
VU
UL
L
VL
Without swim lessons, the child I care for could drown when near or in the water.
VU
UL
L
VL
Without a lifeguard on duty, the child I care for could drown when near or in the water.
VU
UL
L
VL
A non-swimmer may slip under the water unnoticed and drown in a matter of seconds.
VU
UL
L
VL
If someone was drowning and I did not call for help, the person could die.
VU
UL
L
VL
3.
Strongly Disagree
Disagree
Agree
Strongly Agree
I would feel good about myself if I was able to help someone who was drowning.
SD
D
A
SA
I would feel relieved if the child I care for knew how to swim.
SD
D
A
SA
I would feel reassured if there was a lifeguard on duty at the place we go swimming.
SD
D
A
SA
I would feel better if I knew how to rescue someone who was drowning.
SD
D
A
SA
I would feel better if I knew how to prevent the child I care for from drowningdowning.
SD
D
A
SA
4.
Strongly Disagree
Disagree
Agree
Strongly Agree
Not knowing what to do during a water related emergency could result in a drowningdowning.
SD
D
A
SA
Not having a lifeguard on duty could result in a drowning.
SD
D
A
SA
Not having a supervised place to practice swimming could result in a drowning.
SD
D
A
SA
Not receiving swim lessons could result in a drowning.
SD
D
A
SA
Not having access to rescue equipment could result in a drowning.
SD
D
A
SA
5.
Strongly Disagree
Disagree
Agree
Strongly Agree
I am confident that I can prevent the child I care for from drowningdowning.
SD
D
A
SA
I am confident the child I care for can swim.
SD
D
A
SA
I am confident that I can adequately watch/ supervise the child I care for in and around the water.
SD
D
A
SA
I am confident that I can enroll or reenroll the child I care for into swim lessons.
SD
D
A
SA
I am confident that if I saw someone drowning, I would know what to do.
SD
D
A
SA
6.
True
False
Unsure
Lakes are safer to swim in than pools.
T
F
U
To help someone who.
Running head CHILD OBSERVATION 1 Child Ob.docx
Running head: CHILD OBSERVATION 1
Child Observation
Student Name
Brandman University
Date
CHILD DEVELOPMENT 2
Abstract
This paper discusses an observation done in a child care setting with a child who was four years old at
the time of the observation. During the observation, the child participated in circle time, snack time,
and free play, where the observer was able to look for behavioral indicators of her development. After
the observation, activities were assigned to four categories: social skills, fine motor skills, gross motor
skills, and cognitive skills. Applications of the observation were made to Erikson, Vygotsky, and
Bandura’s theories. This child is developing within “normal” standards, demonstrating a healthy self-
esteem and a willingness to look to adults as role models.
CHILD DEVELOPMENT 3
Child Observation
Name: Jerry Doe
Term: Summer 1, 2017
First Name of Child: Claudia
Age of Child: 4 years old
Date of Observation: June 4, 2019
Time of Observation: 2:00 to 3:00 p.m.
Place of Observation: Child Care Center
Other People Present in the Observation Setting: 1 teacher, 2 assistants, 9 other children
Development: Appears to be normal and on track according to guidelines
Permission: Permission was granted by the Director of the Child Care Center and parents
Description of Setting
Claudia was observed through a two way mirror. At no time did the observer and the child interact.
During the observation, Claudia participated in circle time, snack time, and free play. She appeared to
relate to other children well and was enthusiastic during circle time. She appeared to be on track
developmentally. The room was set up in centers, including dramatic play, blocks, reading, science,
and art.
Social Development
Sits with legs crossed during number and story time
Rocks back and forth while singing with the group
Smiles and gives the answer when the teacher asks the group to identify a number
Talks to child next to her three different times
Smiles and yells another answer when the teacher calls on her
Points to the felt board while talking to the girl next to her
Smiles at the girl next to her
CHILD DEVELOPMENT 4
Claps for the other children three different times
Tells a boy he “did a good job”
Hugs a girl next to her two different times
Scoots closer to the girl next to her and smiles
Leans toward and boy and talks to him during snack time
Talks to others at the table during snack
Hits a boy on the head with her twisted-up paper placemat
Pulls on a boy’s shirt while taking him to the book area
Squeezes between the boy and another girl on the couch and laughs and smiles
Shares book with two other children
Smiles when teacher tells her she is correct
Tells girl next to her, “I got it right!”
Gross Motor Skills Development
Crosses her legs 6 different times wh ...
Bell Curve Analysis
The document discusses Stephen Jay Gould's critique of The Bell Curve. Gould argued that IQ tests are inadequate for determining success or comparing races because they do not account for life circumstances. While The Bell Curve argued IQ can determine success and vary between races, Gould and others believe factors like environment and socioeconomic status also influence intelligence and outcomes. Gould's critique created controversy over whether the authors of The Bell Curve were racist and if intelligence is determined by race.
Required Resources1. Read from your text, Challenging Behavior.docx
Required Resources
1. Read from your text, Challenging Behavior in Young Children:
· Chapter 9: Guidance
· Chapter 9 provides specific strategies for helping young children with challenging behavior.
· Chapter 10: Functional Assessment and Positive Behavior Support
· Chapter 10 provides information on the functions that behaviors serve and developing a positive behavior support plan.
2. The IRIS Center. (n.d.). A-B-C Analysis. Retrieved from http://iris.peabody.vanderbilt.edu/mcontent/behavior-abc-video/
1. This activity will allow students to observe a child having tantrums and list the target behavior, antecedents, consequences, and hypothesis regarding the function of behavior. This activity will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
1. The IRIS Center. (n.d.). Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan. Retrieved from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm
1. This module outlines the steps of the Functional Behavioral Assessment process and will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
Recommended Resource
1. The IRIS Center for Training Enhancements. (n.d.). Methods of Functional Behavioral Assessment. Retrieved on from http://flpbs.fmhi.usf.edu/pdfs/pbs_FBA_Practice.pdf
· This info brief provides a brief overview of different methods to use when conducting functional assessments.
ECE201: INTRODUCTION TO EARLY CHILDHOOD BEHAVIOR
WEEK THREE INSTRUCTOR GUIDANCE
Children require guidance and sympathy far more than instruction.
-Anne Sullivan
Welcome to Week THREE of ECE201!!
As we learned last week, all children display challenging behaviors. This is a normal part of development. When children have a difficult time controlling their emotions adults need to provide positive and clear guidance. Seems simple right?
Well, as anyone who has worked with children knows, it can be more difficult then it seems. Fortunately, there are research-based approaches and guidance strategies that adults can use to help children manage their behavior.
As the quote above suggests, using guidance strategies that are based on respect and empathy for children is a key part of your role as an ECEC professional. Far more than they need instruction and lectures, punishment and consequences, children need sympathy and guidance in their quest to manage themselves and to take their place gracefully and joyfully as fully functioning members of their families, their peers, and their communities.
Overview of the Learning Week
This week we focus our learning on approaches and strategies to guiding young children’s behavior that are both respectful and effective. As an ECEC professional your knowledge about how children learn and grow will provide a foundation for using these strategies in ways that are developm ...
HDFS 3900; 2-3 Year Old Observation Template Gruenhut.docx
Students in UGA's Prenatal and Infant Development course observed a class of 2 and 3 year-olds at the University Child Care Center. Students watched child behavior, child interactions, equipment functionality, and teacher behavior, then related it to course content.
Anecdotal records
Anecdotal records are brief accounts of important developmental events or behaviors that provide a comprehensive picture of a child's progress. They involve writing short stories about what a child does and says in different contexts to reveal their skills. Anecdotes should include details like setting, participants, and a sequence of events. While quick to conduct, anecdotes may also be subject to bias. Sociometric techniques allow teachers to understand peer dynamics by observing who plays together and assess social skills through child interviews. This information helps teachers support children struggling with social skills.
6Performance-Based Assessment Michelle Del GuericoScienc.docx
6Performance-Based Assessment
Michelle Del Guerico/Science Source/Getty Images
Pretest
1. Worksheets, exams, and screening tests are examples of performance-based assessments. T/F
2. Performance-based assessments provide an authentic evaluation of student learning. T/F
3. Performance-based assessment is particularly vulnerable to error based on bias. T/F
4. Portfolios are best used to collaborate with children. T/F
5. Rubrics are easy to design and use. T/F
Answers can be found at the end of the chapter.
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Introduction
Learning Objectives
By the end of this chapter, you should be able to:
ሁ Define and give examples of performance-based assessment.
ሁ Identify the advantages and understand the limitations of performance-based assessment.
ሁ Identify multiple approaches used to assess performance in early childhood.
ሁ Explain the purposes and development of portfolios.
ሁ Design and implement rubrics to evaluate performance-based outcomes.
Gretchen is a Head Start teacher in a predominantly migrant community in south Florida. Her
17 students range in age from 2 to 4 and are developmentally diverse. This Head Start curricu-
lum is aligned with Florida’s Early Learning and Developmental Standards, which are devel-
opmentally based. These standards encourage a play-based curriculum, so Gretchen arranges
authentic and culturally relevant activities. Children will be guided in free play, art, sensory
experiences, science projects, embedded early mathematics, stories and dramatic play, and gross
and fine motor activities.
Gretchen spends the first few weeks of school establishing routines, such as transitions, meals,
and independent and group play. Additionally, Gretchen talks with, reads stories to, and is a play
partner to all the children as she carefully observes her students’ social development, problem-
solving skills, early academic competencies, movement, and communication strengths. She rec-
ognizes that 4-year-old Kristen is well liked by the other children, is eager to learn, has already
learned to count to 20, and can reliably retell the main parts of a story after a single reading. At
the same time, 3-year-old Stetson prefers playing alone, is easily provoked to aggression, and has
a difficult time sitting through the reading of a short book, either alone or with other children.
It could be said that Gretchen conducted performance-based assessment of her students. That is,
she observed Kristen, Stetson, and the rest of her children performing curriculum-based activi-
ties. Through the remainder of the year, Gretchen will continue to make performance-based
assessments to be used to plan activities to challenge Kristen and scaffold Stetson, as well as the
other 15 children in the class. Outcomes for these activities will also be continuously monitored
to ensure that all children make adequate progress.
Introd.
Gulf_News_Why_I_Chose_Girls_Only_Education
The document discusses setting intellectual standards for children's thinking. It introduces four key intellectual standards: clarity, precision, accuracy, and logic.
Clarity means thinking and communicating in a way that is easily understandable without ambiguity. Precision means being exact to the necessary level of detail and specificity. Accuracy means being free from errors and distortions. Logic means that the thinking makes sense, with parts that fit together soundly and resemble reality.
The document provides examples of questions parents can ask children to encourage development of these four standards and higher quality thinking. It emphasizes the importance of these "Big Four" standards in learning and that children should be guided by them.
human growth and development prinicples.pptx
1) There are principles that characterize typical human growth and development, including progression from head to toe, center to periphery, simple to complex skills, and general to specific movements.
2) Development depends on maturation of the brain and nervous system as well as learning through experiences and environment.
3) While following general patterns, each child develops at an individual rate and stages of development will be reached at different ages.
ECE 205 CHILD DEVELOPMENT WEEK ONE INSTRUCTOR GUIDANCE .docx
ECE 205 CHILD DEVELOPMENT
WEEK ONE INSTRUCTOR GUIDANCE
Pat Yourself on the Back for starting
this course!
“When dealing with children there is greater need for observing than of probing.”
-Maria Montessori
Overview of the Learning Week
Welcome to ECE 205: Child Development. In this course you will become familiar with the influences on child
development by gaining a better understanding of why studying child development is important. You will be
discussing the major theorists and their theories, as well as identifying the developmental ages and stages
associated with each. In the Week One guidance, Chapters 1 and 3 will be examined.
Think about your chosen profession.
Are you familiar with the ages, stages, and milestones of child development?
Do you know how to work with children of all developing stages?
Do you understand developmentally appropriate practices in relation to a child’s age and
developmental stage?
http://www.dailymontessori.com/montessori-theory/
In your profession, you will help children, families, and colleagues better understand child development by
empowering them with ways to reach children at their developmental stage that will help with motor,
cognitive, communication, social-emotional, and self-help skills.
This week you will begin by examining your own personal beliefs about child development. You will be asked
to think back to when you were a child and remember things that contributed to your development. You will
also decide why understanding child development and the study of child development is important in your
chosen profession. Developmental theories will also be examined.
Instructor Expertise
You may be asking why the study of child development is so important. You, as someone working with
children, play a huge role and have a great impact on each child by providing appropriate experiences,
support, and direction child so they reach their optimum developmental level.
What is Child Development and Why Study It?
In 1976, Gene R. Medinnus determined in his Child Study and Observation Guide that there are four principal
reasons for studying children. They are:
1. Having a natural curiosity about human development
2. Needing assistance in guiding children’s development
3. Wanting to better predict behavior
4. Pursuing an interest in understanding one’s own actions. (Groark, McCarthy, & Kirk, 2014).
Because so many children each day are in some type of childcare center, early childhood classroom, or clinic, it
is vital that caregivers provide appropriate support. Professionals working with young children have the
opportunity to impact all aspects of child development while they are in contact with these children.
According to our course text, “it is essential to understand typical human development because that
understanding assists child caregivers in predicting how a child will learn and progress in developmenta ...
Developmental Domains Piece by Piece [WLO 2] [CLO 1]One of t
Developmental Domains: Piece by Piece [WLO: 2] [CLO: 1]
One of the keys to working with young children and providing them with the best care and education possible is our individual understanding as caregivers and educators of how young children grow and develop. Only with this understanding will we be able to foster appropriate development of the whole child. As Groark, McCarthy, & Kirk (2014) mention, “It is essential that caregivers understand typical human development because that understanding assists them in predicting how a child will learn and progress through specific areas of child development, or developmental domains” (Section 1.1, para. 2). The purpose of this discussion is to help you gain the necessary understanding not only of what the major developmental domains are, but also how each are intricately pieced together.
To prepare for this discussion,
· Read Chapter 1: “The Importance of Studying Child Development” in the course text.
· Review the Centers for Disease Control and Prevention’s Developmental Milestones (Links to an external site.) web page.
· Complete the Developmental Domains (Links to an external site.) interactivity.
· Based on your current or future career goals, choose which age range you would like to use for your discussion.
· Infancy: Birth – 12 months
· Toddler: 1 – 3 years
· Early childhood: 4 – 8 years
· Middle Childhood: Age 9 – 12 years
· Adolescence 13 – 18 years
· The specific age range used in this discussion is Early Childhood which incorporates children aged between 4 - 8 years.
· Developmental milestone comprises of a set of skills that children within a shared age group are expected to have achieved. The millstones are classified according to their distinct developmental domain. Five domains are used to characterize typical human development which enables caregivers to gain insight into how children will learn and progress through the various developmental domains. With appropriate knowledge of developmental domains, caregivers can facilitate optimal development of the child by providing proper support and direction thus influencing the child's social skills and academic competency Developmental milestones are only considered a framework as they are only a guide for caregivers to compare each individual child with predetermined human development expectation across different ages. However, since each child is unique, there are variations in the timing of the developmental milestones due to intrinsic and extrinsic influences (Groark et al, 2014).
· There are five domains characterizing child development. The first is motor development which entails the utilization, harmonization, and growth of muscles by a child. This domain is further classified into how a child uses ad synchronizes both small muscle movement and large muscle movements. The second developmental domain is cognition which encompasses skills related to how a child learns and processes information, solves problems, reasons, and rec ...
Talent Essay
Is Talent A Natural Ability?
Your Greatest Talent
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talent development Essay
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6731 app 2gd
The document discusses using assessments to drive instruction. It describes using pre-assessments to understand students' prior knowledge and designing assessments that involve students and parents. Formative assessments like questioning and observations during play are used to guide instruction and ensure it meets students' individual needs. The goal is for assessments to continually inform instruction and for students to become self-directed learners.
Strict APA format 1 page and no references before 2015. Peer-reviewe.docx
Strict APA format 1 page and no references before 2015. Peer-reviewed only
NO PLAGIARISM (APA format)
Part 1
Chapter 12 – From the chapter reading, we learned that e-mail is a major area of focus for information governance (IG) efforts, and has become the most common business software application and the backbone of business communications today. In addition, the authors provided details to support their position by providing 2013 survey results from 2,400 corporate e-mail users from a global perspective. The results indicated that two-thirds of the respondents stated that e-mail was their favorite form of business communication which surpassed not only social media but also telephone and in-person contact.
Q1: With this detail in mind, briefly state why the e-Mail has become a critical component for IG implementation?
Part 2
2. Write on two topics 50 words discussing the above question (50 words x 2)
Note: Create a new page other than paper in the same document for two topics
.
Stress and Healthcare Workers Productivity at Lexington Medical .docx
Stress and Healthcare Workers Productivity at Lexington Medical Center
ABSTRACT
The research proposal aim at assessing the effect of workplace stress on workers productivity at Lexington Medical Center. The objective of the research is to assess worker productivity, the stress level among health workers, and the extent to which their productivity and performance is related to stress levels. The research survey will be a cross section and it will involve 120 participants (about 20% of the total population) and it will be conducted through convenience sampling techniques and stratified sampling. The data will be collected using questionnaire and descriptive statistical regression analysis will be used for data analysis. Before the actual data collection, there will be pilot study to determine reliability of the
research process. At this stage, the research will include expert opinion to enhance validity of the research.
This abstract did not give a background and summary of your study, and your expected outcome
Keywords:Employee productivity/ job performance, work place stress/occupational stress, doctors, nurses, medical attendant Lexington Medical Center.
Table of Contents
Why do you have a background and Statement of the Problem? The background can be covered in the statement and description of the problem.
1CHAPTER ONE
11.0INTRODUCTION
11.1 Background to the Research Problem
31.2 Statement of the Research Problem
31.3 Objectives of the Study
31.3.1General Objective
41.3.2 Specific Objectives
41.4. Research Questions
Why do you have a General and a Specific Objectives and Research Question. Please read the textbook or my powertpoint and understand it. Also my dissertation..
41.4.1 General Research Question
41.4.2 Specific Research Questions
41.5 Relevance of the Research
51.6 Organization of the Dissertation (Why disseration? Disseration is totally different from a Research Proposal
51.7. Limitations
6CHAPTER TWO
62.0 LITERATURE REVIEW
62.1 Overview
62.2 Conceptual Definitions
72.2.1 Work Place Stress
72.2.2 Employee Performance
82.3. Theoretical Literature Review
82.3.1 Employees Performance Management
82.3.2 Stress at Workplace
10Work Stress and Employees Performance
10Theories of Work Stress
10The Job Demands-Control Theory (JD-C)
11The Role Theory
11Empirical Literature Review
12Assessing Employee Performance
132.5.3 Relationship between work Stresses and Employee Performance
13Research Gap Identified
142.9 Statement of Hypotheses
15CHAPTER THREE
153.0 RESEARCH METHODOLOGY
153.1 Overview
153.2 Research Design
153.3 Study Population
153.4 Area of the Research
163.5.1 Sample Size
173.5.2 Sampling Procedure
183.6. Variables and Measurements
193.7 Methods and Instrument Used for Data Collection
193.8. Data Processing and Analysis
21CHAPTER FOUR
214.0 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
214.1 Summary
22References
CHAPTER ONE
1.0 INTRODUCTION (Omit the numbers. LOOK AT MY DISSERATION)
1.1 Background You do not need to put backgr.
Stress and Chronic Illness- Choose and describe chronic illness su.docx
Stress and Chronic Illness- Choose and describe chronic illness such as hypertension, diabetes, HIV, etc. Discuss the role of psychological stress in the development and progression of that illness.Develop two research questions that would evaluated the relationship between psychological stress and the illness you have chosen. Additionally, briefly propose a research method that could be used to test the research questions and describe why this method would be appropriate.
In APA format NO mare than 2 pages in single space.
.
StrengthsWeaknessesOpportunitiesThreatsSkillsK.docx
Strengths
Weaknesses
Opportunities
Threats
Skills
Knowledge
Experience
Preparation
(Additional attribute)
(Additional attribute)
READING LIST TO CHOOSE TOPIC FROM:
1) Writing and Citing - Rothman, J. (2014, Feb. 20). Why is Academic Writing so Academic. New Yorker. Available at: https://www.newyorker.com/books/page-turner/why-is-academic-writing-so-academic.
2) Origins of American Politics and Polices - Wood, J. (2010, May 10). Tocqueville in America. New Yorker. Available at: https://www.smithsonianmag.com/history/inside-story-americas-19th-century-opiate-addiction180967673/.
3) Constitutional Provisions for Limited Government - Dunham, R. G., & Mauss, A. L. (1976). Waves from Watergate: evidence concerning the impact of the Watergate scandal upon political legitimacy and social control. Pacific Sociological Review, 19(4), 469-490. Available at: https://scholarlyrepository.miami.edu/cgi/viewcontent.cgi?article=1006&context=sociology.
4) Voting and Representative Government
John Jay College of Criminal Justice
- McKinley, J. & Mays, J. (2019, Oct. 24). Early Voting Stirs Anxiety in N.Y. The New York Times. Available at: https://www.nytimes.com/2019/10/24/nyregion/early-voting-nyelection.html.
5) Division of Power: Federal v. State Authority - Hammer, D., Phillips, B., & Schmidt, T. L. (2010). The intended—and unintended— consequences of healthcare reform. Healthcare Financial Management, 64(10), 50-55. Available at: https://www.researchgate.net/profile/Terry_Schmidt5/publication/47348397_The_intendedand_unintended-consequences_of_healthcare_reform/links/5512cda50cf270fd7e33781b/Theintended-and-unintended-consequences-of-healthcare-reform.pdf.
6) America’s Civil Liberties - Nelson, T. E., Clawson, R. A., & Oxley, Z. M. (1997). Media framing of a civil liberties conflict and its effect on tolerance. American Political Science Review, 91(3), 567-583. Available at: https://www.researchgate.net/profile/Thomas_Nelson6/publication/209409737_Media_Framing_ of_A_Civil_Liberties_Conflict_and_Its_Effect_on_Tolerance/links/02e7e5323276f31251000000 .pdf.
February 20th – 14th Amendment and Civil Rights - Epps, G. (2015, Dec. 10). Is Affirmative Action Finished?. The Atlantic. Available at: https://www.theatlantic.com/politics/archive/2015/12/when-can-race-be-a-college-admissionsfactor/419808/.
7) Legislative Branch and the People - O’Keefe, E. (2014, Feb. 4). Farm bill passes after three years of talks. The Washington Post. Available at: https://www.washingtonpost.com/news/post-politics/wp/2014/02/04/farm-billpasses-after-three-years-of-talks/.
February 27th – Legislative Branch and Political Parties - Everett, B., Sherman, J. & Bresnahan, J. (2013, Oct. 1). Shutdown: Congress sputters on CR. Politico. Available at: https://www.politico.com/story/2013/09/house-senate-governmentshutdown-097557.
8) Executive Branch and Domestic Policies - Guetzkow, J. (2010). Beyond deservingness: congressional d.
Strengths-based nursing (SBN) is an approach to care in which eigh.docx
Strengths-based nursing (SBN) is an approach to care in which eight core values which guide nursing action, thereby promoting empowerment, hope and self-efficacy. In caring for patients and families, the nurse focuses on their inner and outer strengths-that is, on what patients and families do that best helps them deal with problems and minimize deficits. SBN creating environments and experiences that better enable patients and their families to take control over their lives and health care decisions.
SBN respects a person's self-knowledge and values choice and self-determination, even though there are always limits to the choices available and a person's ability to act in her or his own interest is affected by circumstances, knowledge, and predisposition. it is as important to consider patients' deficits as it is to consider their strengths; both are essential aspects of the whole person. The current health care system is changing into a new system that focuses more on community-based and primary care with the hospitals forming the pillar of the health care system although they are not the primary service (Lind and Smith, 2008). This change has brought about a strength based nursing care which is aimed at developing an individual’s strength to encourage and help in healing. From the perspective of SBN, the nurse's role is to help patients achieve their goals in the healthiest possible way.
SBN sees the nurse's role not as deciding for others but rather as listening attentively and deeply in order to clarify, elaborate, explain, provide information, make suggestions, connect people with resources, and advocate for patients and their families so they may hear their own voices and make their voices heard. Strengths-Based Care (SBC) requires that the nurse use a process to uncover the person’s concerns, get to know the patient and members of the family as individuals, and discover their strengths in order to plan and carry out nursing care.
Nurses require strong nursing leadership to enable them practice strength-based nursing care. Strength based nursing care has a prospective of becoming a game changer in nursing and also revolutionize healthcare. In this approach the focus is redirected from shortages and crisis to use of strength of resources to deal with problems and overcome any shortcomings (Gottlieb, 2012). The medical model need not be a deficit model. The two are not mutually exclusive. Physicians can diagnose and treat problems and also have a strengths perspective and practice whole-person care.
HOLMES INSTITUTE
FACULTY OF
HIGHER EDUCATION
HS1031 Introduction to Programming – Assignment I
Assessment Details and Submission Guidelines
Trimester T1 2019
Unit Code HS1031
Unit Title Introduction to Programming
Assessment Type Individual Assignment
Assessment Title Assignment I
Purpose of the
assessment (with ULO
Mapping)
Assess student’s ability to develop algorithmic solutions to programming problems.
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Infants, Children, and Adolescents EDU/305
September 17, 2012
Introduction
Elementary school is made up of children who are of the ages between five and twelve approximately
These are the children who have already undergone the preschool stage.
Elementary school is made up of children who are of the ages between five and twelve approximately. These are the children who have already undergone the preschool stage.
2
Age of the children
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old
This ensures all age groups are covered
Different behavior will be observed due to age difference
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old. The rationale for this is to ensure that the observations give the views about all the age groups covered. The children will be expected to portray different behaviors due to difference in the ages.
3
The Elementary Classroom
Relaxed and Cozy Atmosphere with happy students
Neat and orderly environment
Rules and Consequences are posted
Reading Centers
A elementary classroom needs to be organized, and the materials need to be accessible to all children.
Safety is the number one priority when it comes to students of all ages. (Bradley, 2012)
4
Learning Centers
Arts and crafts
Reading center
Computer Lab
Spelling Center (Write spelling words with shaving cream!)
Learning during this observation will take place through two main activities; through teaching and testing the children while in the classroom setting and through interacting with the children casually to study their behavior mainly through play. The three main theories behind this are behaviorism, cognitive and social theories Behaviorism will consist of keenly studying the children as they are in the classroom setting. Their behavior is observed and comments given based on what is studied. As for the cognitive theory, this will apply when tests and teaching will be conducted as the children’s capability will be tested. As for the social theory, children will be observed as they interact with their teachers and other children. Their ability to perform when in groups will be assessed in this case.
5
Diverse Population
reading books from diverse cultures
Coming up with creative stories from all diverse regions
Common language
Embracing all cultures
No single diverse background is superior
Represent all cultures in the study
Diversity among the children will be addressed through; reading books from diverse cultures, Coming up with creative stories from all diverse regions, using a common langua.
350 053 pdf
There are seven principles that characterize typical human growth and development:
1. Development proceeds from the head downward and from the center of the body outward. This means that motor skills develop in a top-down and inside-out pattern.
2. Development depends on biological maturation and learning through experiences and interactions. Maturation allows new abilities to emerge, while learning enhances development.
3. Development progresses from simple to more complex skills and thinking. For example, children classify objects based on simple properties before understanding more abstract categories.
4. Growth and development is a continuous, step-by-step process as new skills build upon existing ones.
5. Development moves from general, uncontrolled movements to finer, directed motor skills
1B-jean-Piagets-Stages-of-Development.pptx
- Children can think logically about concrete objects and events and have developed skills like conservation, reversibility, and seriation. However, they still struggle with abstract thinking and hypothetical situations.
- They have improved perspective-taking abilities compared to earlier stages but may still exhibit some egocentrism. Their thinking is also limited in that they focus on a single viewpoint.
- While children can use basic logical operations, they lack fully systematic reasoning and may not consistently apply logic to more complex problems. They are still developing their cognitive abilities during this stage.
Summer reading to my colleagues summary of scott looney's idea
what would you do if you had a copy of Thomas Paine's COMMON SENSE in 1774 and you were on Linked In? Wouldn't you want to share it? That's what Scott Looney's presentation did to me. "This is a start of a revolution." I hope you will go to TINYURL.com/NoGradesSite and learn more
Directions The following questions deal with water safety. Circ.docx
Directions: The following questions deal with water safety. Circle the response option, which best describes how you feel about the question. Please answer all of the questions honestly. All responses are confidential. Note: If you have more than one child enrolled in the program, please answer the questions based on the youngest child who is participating.
Part 1
1.
Very Unlikely
Unlikely
Likely
Very Likely
How likely are you to watch/supervise the child you care for with a lifeguard on duty?
VU
UL
L
VL
How likely is it that the child you care for would drown, if he or she does not learn how to swim?
VU
UL
UL
VL
How likely are you to take the child you care for swimming at a place with no lifeguard on duty?
VU
UL
UL
VL
How likely is it that the child you care for would get hurt or injured with a lifeguard on duty?
VU
UL
UL
VL
How likely is it that the child you care for would drown if left unsupervised, near or in the water?
VU
UL
UL
VL
2.
Very Unlikely
Unlikely
Likely
Very Likely
Without my supervision, the child I care for could drown when near or in the water.
VU
UL
L
VL
Without swim lessons, the child I care for could drown when near or in the water.
VU
UL
L
VL
Without a lifeguard on duty, the child I care for could drown when near or in the water.
VU
UL
L
VL
A non-swimmer may slip under the water unnoticed and drown in a matter of seconds.
VU
UL
L
VL
If someone was drowning and I did not call for help, the person could die.
VU
UL
L
VL
3.
Strongly Disagree
Disagree
Agree
Strongly Agree
I would feel good about myself if I was able to help someone who was drowning.
SD
D
A
SA
I would feel relieved if the child I care for knew how to swim.
SD
D
A
SA
I would feel reassured if there was a lifeguard on duty at the place we go swimming.
SD
D
A
SA
I would feel better if I knew how to rescue someone who was drowning.
SD
D
A
SA
I would feel better if I knew how to prevent the child I care for from drowningdowning.
SD
D
A
SA
4.
Strongly Disagree
Disagree
Agree
Strongly Agree
Not knowing what to do during a water related emergency could result in a drowningdowning.
SD
D
A
SA
Not having a lifeguard on duty could result in a drowning.
SD
D
A
SA
Not having a supervised place to practice swimming could result in a drowning.
SD
D
A
SA
Not receiving swim lessons could result in a drowning.
SD
D
A
SA
Not having access to rescue equipment could result in a drowning.
SD
D
A
SA
5.
Strongly Disagree
Disagree
Agree
Strongly Agree
I am confident that I can prevent the child I care for from drowningdowning.
SD
D
A
SA
I am confident the child I care for can swim.
SD
D
A
SA
I am confident that I can adequately watch/ supervise the child I care for in and around the water.
SD
D
A
SA
I am confident that I can enroll or reenroll the child I care for into swim lessons.
SD
D
A
SA
I am confident that if I saw someone drowning, I would know what to do.
SD
D
A
SA
6.
True
False
Unsure
Lakes are safer to swim in than pools.
T
F
U
To help someone who.
Running head CHILD OBSERVATION 1 Child Ob.docx
Running head: CHILD OBSERVATION 1
Child Observation
Student Name
Brandman University
Date
CHILD DEVELOPMENT 2
Abstract
This paper discusses an observation done in a child care setting with a child who was four years old at
the time of the observation. During the observation, the child participated in circle time, snack time,
and free play, where the observer was able to look for behavioral indicators of her development. After
the observation, activities were assigned to four categories: social skills, fine motor skills, gross motor
skills, and cognitive skills. Applications of the observation were made to Erikson, Vygotsky, and
Bandura’s theories. This child is developing within “normal” standards, demonstrating a healthy self-
esteem and a willingness to look to adults as role models.
CHILD DEVELOPMENT 3
Child Observation
Name: Jerry Doe
Term: Summer 1, 2017
First Name of Child: Claudia
Age of Child: 4 years old
Date of Observation: June 4, 2019
Time of Observation: 2:00 to 3:00 p.m.
Place of Observation: Child Care Center
Other People Present in the Observation Setting: 1 teacher, 2 assistants, 9 other children
Development: Appears to be normal and on track according to guidelines
Permission: Permission was granted by the Director of the Child Care Center and parents
Description of Setting
Claudia was observed through a two way mirror. At no time did the observer and the child interact.
During the observation, Claudia participated in circle time, snack time, and free play. She appeared to
relate to other children well and was enthusiastic during circle time. She appeared to be on track
developmentally. The room was set up in centers, including dramatic play, blocks, reading, science,
and art.
Social Development
Sits with legs crossed during number and story time
Rocks back and forth while singing with the group
Smiles and gives the answer when the teacher asks the group to identify a number
Talks to child next to her three different times
Smiles and yells another answer when the teacher calls on her
Points to the felt board while talking to the girl next to her
Smiles at the girl next to her
CHILD DEVELOPMENT 4
Claps for the other children three different times
Tells a boy he “did a good job”
Hugs a girl next to her two different times
Scoots closer to the girl next to her and smiles
Leans toward and boy and talks to him during snack time
Talks to others at the table during snack
Hits a boy on the head with her twisted-up paper placemat
Pulls on a boy’s shirt while taking him to the book area
Squeezes between the boy and another girl on the couch and laughs and smiles
Shares book with two other children
Smiles when teacher tells her she is correct
Tells girl next to her, “I got it right!”
Gross Motor Skills Development
Crosses her legs 6 different times wh ...
Bell Curve Analysis
The document discusses Stephen Jay Gould's critique of The Bell Curve. Gould argued that IQ tests are inadequate for determining success or comparing races because they do not account for life circumstances. While The Bell Curve argued IQ can determine success and vary between races, Gould and others believe factors like environment and socioeconomic status also influence intelligence and outcomes. Gould's critique created controversy over whether the authors of The Bell Curve were racist and if intelligence is determined by race.
Required Resources1. Read from your text, Challenging Behavior.docx
Required Resources
1. Read from your text, Challenging Behavior in Young Children:
· Chapter 9: Guidance
· Chapter 9 provides specific strategies for helping young children with challenging behavior.
· Chapter 10: Functional Assessment and Positive Behavior Support
· Chapter 10 provides information on the functions that behaviors serve and developing a positive behavior support plan.
2. The IRIS Center. (n.d.). A-B-C Analysis. Retrieved from http://iris.peabody.vanderbilt.edu/mcontent/behavior-abc-video/
1. This activity will allow students to observe a child having tantrums and list the target behavior, antecedents, consequences, and hypothesis regarding the function of behavior. This activity will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
1. The IRIS Center. (n.d.). Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan. Retrieved from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm
1. This module outlines the steps of the Functional Behavioral Assessment process and will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
Recommended Resource
1. The IRIS Center for Training Enhancements. (n.d.). Methods of Functional Behavioral Assessment. Retrieved on from http://flpbs.fmhi.usf.edu/pdfs/pbs_FBA_Practice.pdf
· This info brief provides a brief overview of different methods to use when conducting functional assessments.
ECE201: INTRODUCTION TO EARLY CHILDHOOD BEHAVIOR
WEEK THREE INSTRUCTOR GUIDANCE
Children require guidance and sympathy far more than instruction.
-Anne Sullivan
Welcome to Week THREE of ECE201!!
As we learned last week, all children display challenging behaviors. This is a normal part of development. When children have a difficult time controlling their emotions adults need to provide positive and clear guidance. Seems simple right?
Well, as anyone who has worked with children knows, it can be more difficult then it seems. Fortunately, there are research-based approaches and guidance strategies that adults can use to help children manage their behavior.
As the quote above suggests, using guidance strategies that are based on respect and empathy for children is a key part of your role as an ECEC professional. Far more than they need instruction and lectures, punishment and consequences, children need sympathy and guidance in their quest to manage themselves and to take their place gracefully and joyfully as fully functioning members of their families, their peers, and their communities.
Overview of the Learning Week
This week we focus our learning on approaches and strategies to guiding young children’s behavior that are both respectful and effective. As an ECEC professional your knowledge about how children learn and grow will provide a foundation for using these strategies in ways that are developm ...
HDFS 3900; 2-3 Year Old Observation Template Gruenhut.docx
Students in UGA's Prenatal and Infant Development course observed a class of 2 and 3 year-olds at the University Child Care Center. Students watched child behavior, child interactions, equipment functionality, and teacher behavior, then related it to course content.
Anecdotal records
Anecdotal records are brief accounts of important developmental events or behaviors that provide a comprehensive picture of a child's progress. They involve writing short stories about what a child does and says in different contexts to reveal their skills. Anecdotes should include details like setting, participants, and a sequence of events. While quick to conduct, anecdotes may also be subject to bias. Sociometric techniques allow teachers to understand peer dynamics by observing who plays together and assess social skills through child interviews. This information helps teachers support children struggling with social skills.
6Performance-Based Assessment Michelle Del GuericoScienc.docx
6Performance-Based Assessment
Michelle Del Guerico/Science Source/Getty Images
Pretest
1. Worksheets, exams, and screening tests are examples of performance-based assessments. T/F
2. Performance-based assessments provide an authentic evaluation of student learning. T/F
3. Performance-based assessment is particularly vulnerable to error based on bias. T/F
4. Portfolios are best used to collaborate with children. T/F
5. Rubrics are easy to design and use. T/F
Answers can be found at the end of the chapter.
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Introduction
Learning Objectives
By the end of this chapter, you should be able to:
ሁ Define and give examples of performance-based assessment.
ሁ Identify the advantages and understand the limitations of performance-based assessment.
ሁ Identify multiple approaches used to assess performance in early childhood.
ሁ Explain the purposes and development of portfolios.
ሁ Design and implement rubrics to evaluate performance-based outcomes.
Gretchen is a Head Start teacher in a predominantly migrant community in south Florida. Her
17 students range in age from 2 to 4 and are developmentally diverse. This Head Start curricu-
lum is aligned with Florida’s Early Learning and Developmental Standards, which are devel-
opmentally based. These standards encourage a play-based curriculum, so Gretchen arranges
authentic and culturally relevant activities. Children will be guided in free play, art, sensory
experiences, science projects, embedded early mathematics, stories and dramatic play, and gross
and fine motor activities.
Gretchen spends the first few weeks of school establishing routines, such as transitions, meals,
and independent and group play. Additionally, Gretchen talks with, reads stories to, and is a play
partner to all the children as she carefully observes her students’ social development, problem-
solving skills, early academic competencies, movement, and communication strengths. She rec-
ognizes that 4-year-old Kristen is well liked by the other children, is eager to learn, has already
learned to count to 20, and can reliably retell the main parts of a story after a single reading. At
the same time, 3-year-old Stetson prefers playing alone, is easily provoked to aggression, and has
a difficult time sitting through the reading of a short book, either alone or with other children.
It could be said that Gretchen conducted performance-based assessment of her students. That is,
she observed Kristen, Stetson, and the rest of her children performing curriculum-based activi-
ties. Through the remainder of the year, Gretchen will continue to make performance-based
assessments to be used to plan activities to challenge Kristen and scaffold Stetson, as well as the
other 15 children in the class. Outcomes for these activities will also be continuously monitored
to ensure that all children make adequate progress.
Introd.
Gulf_News_Why_I_Chose_Girls_Only_Education
The document discusses setting intellectual standards for children's thinking. It introduces four key intellectual standards: clarity, precision, accuracy, and logic.
Clarity means thinking and communicating in a way that is easily understandable without ambiguity. Precision means being exact to the necessary level of detail and specificity. Accuracy means being free from errors and distortions. Logic means that the thinking makes sense, with parts that fit together soundly and resemble reality.
The document provides examples of questions parents can ask children to encourage development of these four standards and higher quality thinking. It emphasizes the importance of these "Big Four" standards in learning and that children should be guided by them.
human growth and development prinicples.pptx
1) There are principles that characterize typical human growth and development, including progression from head to toe, center to periphery, simple to complex skills, and general to specific movements.
2) Development depends on maturation of the brain and nervous system as well as learning through experiences and environment.
3) While following general patterns, each child develops at an individual rate and stages of development will be reached at different ages.
ECE 205 CHILD DEVELOPMENT WEEK ONE INSTRUCTOR GUIDANCE .docx
ECE 205 CHILD DEVELOPMENT
WEEK ONE INSTRUCTOR GUIDANCE
Pat Yourself on the Back for starting
this course!
“When dealing with children there is greater need for observing than of probing.”
-Maria Montessori
Overview of the Learning Week
Welcome to ECE 205: Child Development. In this course you will become familiar with the influences on child
development by gaining a better understanding of why studying child development is important. You will be
discussing the major theorists and their theories, as well as identifying the developmental ages and stages
associated with each. In the Week One guidance, Chapters 1 and 3 will be examined.
Think about your chosen profession.
Are you familiar with the ages, stages, and milestones of child development?
Do you know how to work with children of all developing stages?
Do you understand developmentally appropriate practices in relation to a child’s age and
developmental stage?
http://www.dailymontessori.com/montessori-theory/
In your profession, you will help children, families, and colleagues better understand child development by
empowering them with ways to reach children at their developmental stage that will help with motor,
cognitive, communication, social-emotional, and self-help skills.
This week you will begin by examining your own personal beliefs about child development. You will be asked
to think back to when you were a child and remember things that contributed to your development. You will
also decide why understanding child development and the study of child development is important in your
chosen profession. Developmental theories will also be examined.
Instructor Expertise
You may be asking why the study of child development is so important. You, as someone working with
children, play a huge role and have a great impact on each child by providing appropriate experiences,
support, and direction child so they reach their optimum developmental level.
What is Child Development and Why Study It?
In 1976, Gene R. Medinnus determined in his Child Study and Observation Guide that there are four principal
reasons for studying children. They are:
1. Having a natural curiosity about human development
2. Needing assistance in guiding children’s development
3. Wanting to better predict behavior
4. Pursuing an interest in understanding one’s own actions. (Groark, McCarthy, & Kirk, 2014).
Because so many children each day are in some type of childcare center, early childhood classroom, or clinic, it
is vital that caregivers provide appropriate support. Professionals working with young children have the
opportunity to impact all aspects of child development while they are in contact with these children.
According to our course text, “it is essential to understand typical human development because that
understanding assists child caregivers in predicting how a child will learn and progress in developmenta ...
Developmental Domains Piece by Piece [WLO 2] [CLO 1]One of t
Developmental Domains: Piece by Piece [WLO: 2] [CLO: 1]
One of the keys to working with young children and providing them with the best care and education possible is our individual understanding as caregivers and educators of how young children grow and develop. Only with this understanding will we be able to foster appropriate development of the whole child. As Groark, McCarthy, & Kirk (2014) mention, “It is essential that caregivers understand typical human development because that understanding assists them in predicting how a child will learn and progress through specific areas of child development, or developmental domains” (Section 1.1, para. 2). The purpose of this discussion is to help you gain the necessary understanding not only of what the major developmental domains are, but also how each are intricately pieced together.
To prepare for this discussion,
· Read Chapter 1: “The Importance of Studying Child Development” in the course text.
· Review the Centers for Disease Control and Prevention’s Developmental Milestones (Links to an external site.) web page.
· Complete the Developmental Domains (Links to an external site.) interactivity.
· Based on your current or future career goals, choose which age range you would like to use for your discussion.
· Infancy: Birth – 12 months
· Toddler: 1 – 3 years
· Early childhood: 4 – 8 years
· Middle Childhood: Age 9 – 12 years
· Adolescence 13 – 18 years
· The specific age range used in this discussion is Early Childhood which incorporates children aged between 4 - 8 years.
· Developmental milestone comprises of a set of skills that children within a shared age group are expected to have achieved. The millstones are classified according to their distinct developmental domain. Five domains are used to characterize typical human development which enables caregivers to gain insight into how children will learn and progress through the various developmental domains. With appropriate knowledge of developmental domains, caregivers can facilitate optimal development of the child by providing proper support and direction thus influencing the child's social skills and academic competency Developmental milestones are only considered a framework as they are only a guide for caregivers to compare each individual child with predetermined human development expectation across different ages. However, since each child is unique, there are variations in the timing of the developmental milestones due to intrinsic and extrinsic influences (Groark et al, 2014).
· There are five domains characterizing child development. The first is motor development which entails the utilization, harmonization, and growth of muscles by a child. This domain is further classified into how a child uses ad synchronizes both small muscle movement and large muscle movements. The second developmental domain is cognition which encompasses skills related to how a child learns and processes information, solves problems, reasons, and rec ...
Talent Essay
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6731 app 2gd
The document discusses using assessments to drive instruction. It describes using pre-assessments to understand students' prior knowledge and designing assessments that involve students and parents. Formative assessments like questioning and observations during play are used to guide instruction and ensure it meets students' individual needs. The goal is for assessments to continually inform instruction and for students to become self-directed learners.
Similar to Student 2The child that I observed was the little boy in the y.docx (17)
Covington ElementaryAshley CovingtonProfessor Lori Infants.docx
Covington ElementaryAshley CovingtonProfessor Lori Infants.docx
Summer reading to my colleagues summary of scott looney's idea
Summer reading to my colleagues summary of scott looney's idea
Directions The following questions deal with water safety. Circ.docx
Directions The following questions deal with water safety. Circ.docx
Required Resources1. Read from your text, Challenging Behavior.docx
Required Resources1. Read from your text, Challenging Behavior.docx
HDFS 3900; 2-3 Year Old Observation Template Gruenhut.docx
HDFS 3900; 2-3 Year Old Observation Template Gruenhut.docx
6Performance-Based Assessment Michelle Del GuericoScienc.docx
6Performance-Based Assessment Michelle Del GuericoScienc.docx
ECE 205 CHILD DEVELOPMENT WEEK ONE INSTRUCTOR GUIDANCE .docx
ECE 205 CHILD DEVELOPMENT WEEK ONE INSTRUCTOR GUIDANCE .docx
Developmental Domains Piece by Piece [WLO 2] [CLO 1]One of t
Developmental Domains Piece by Piece [WLO 2] [CLO 1]One of t
More from cpatriciarpatricia
Strict APA format 1 page and no references before 2015. Peer-reviewe.docx
Strict APA format 1 page and no references before 2015. Peer-reviewed only
NO PLAGIARISM (APA format)
Part 1
Chapter 12 – From the chapter reading, we learned that e-mail is a major area of focus for information governance (IG) efforts, and has become the most common business software application and the backbone of business communications today. In addition, the authors provided details to support their position by providing 2013 survey results from 2,400 corporate e-mail users from a global perspective. The results indicated that two-thirds of the respondents stated that e-mail was their favorite form of business communication which surpassed not only social media but also telephone and in-person contact.
Q1: With this detail in mind, briefly state why the e-Mail has become a critical component for IG implementation?
Part 2
2. Write on two topics 50 words discussing the above question (50 words x 2)
Note: Create a new page other than paper in the same document for two topics
.
Stress and Healthcare Workers Productivity at Lexington Medical .docx
Stress and Healthcare Workers Productivity at Lexington Medical Center
ABSTRACT
The research proposal aim at assessing the effect of workplace stress on workers productivity at Lexington Medical Center. The objective of the research is to assess worker productivity, the stress level among health workers, and the extent to which their productivity and performance is related to stress levels. The research survey will be a cross section and it will involve 120 participants (about 20% of the total population) and it will be conducted through convenience sampling techniques and stratified sampling. The data will be collected using questionnaire and descriptive statistical regression analysis will be used for data analysis. Before the actual data collection, there will be pilot study to determine reliability of the
research process. At this stage, the research will include expert opinion to enhance validity of the research.
This abstract did not give a background and summary of your study, and your expected outcome
Keywords:Employee productivity/ job performance, work place stress/occupational stress, doctors, nurses, medical attendant Lexington Medical Center.
Table of Contents
Why do you have a background and Statement of the Problem? The background can be covered in the statement and description of the problem.
1CHAPTER ONE
11.0INTRODUCTION
11.1 Background to the Research Problem
31.2 Statement of the Research Problem
31.3 Objectives of the Study
31.3.1General Objective
41.3.2 Specific Objectives
41.4. Research Questions
Why do you have a General and a Specific Objectives and Research Question. Please read the textbook or my powertpoint and understand it. Also my dissertation..
41.4.1 General Research Question
41.4.2 Specific Research Questions
41.5 Relevance of the Research
51.6 Organization of the Dissertation (Why disseration? Disseration is totally different from a Research Proposal
51.7. Limitations
6CHAPTER TWO
62.0 LITERATURE REVIEW
62.1 Overview
62.2 Conceptual Definitions
72.2.1 Work Place Stress
72.2.2 Employee Performance
82.3. Theoretical Literature Review
82.3.1 Employees Performance Management
82.3.2 Stress at Workplace
10Work Stress and Employees Performance
10Theories of Work Stress
10The Job Demands-Control Theory (JD-C)
11The Role Theory
11Empirical Literature Review
12Assessing Employee Performance
132.5.3 Relationship between work Stresses and Employee Performance
13Research Gap Identified
142.9 Statement of Hypotheses
15CHAPTER THREE
153.0 RESEARCH METHODOLOGY
153.1 Overview
153.2 Research Design
153.3 Study Population
153.4 Area of the Research
163.5.1 Sample Size
173.5.2 Sampling Procedure
183.6. Variables and Measurements
193.7 Methods and Instrument Used for Data Collection
193.8. Data Processing and Analysis
21CHAPTER FOUR
214.0 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
214.1 Summary
22References
CHAPTER ONE
1.0 INTRODUCTION (Omit the numbers. LOOK AT MY DISSERATION)
1.1 Background You do not need to put backgr.
Stress and Chronic Illness- Choose and describe chronic illness su.docx
Stress and Chronic Illness- Choose and describe chronic illness such as hypertension, diabetes, HIV, etc. Discuss the role of psychological stress in the development and progression of that illness.Develop two research questions that would evaluated the relationship between psychological stress and the illness you have chosen. Additionally, briefly propose a research method that could be used to test the research questions and describe why this method would be appropriate.
In APA format NO mare than 2 pages in single space.
.
StrengthsWeaknessesOpportunitiesThreatsSkillsK.docx
Strengths
Weaknesses
Opportunities
Threats
Skills
Knowledge
Experience
Preparation
(Additional attribute)
(Additional attribute)
READING LIST TO CHOOSE TOPIC FROM:
1) Writing and Citing - Rothman, J. (2014, Feb. 20). Why is Academic Writing so Academic. New Yorker. Available at: https://www.newyorker.com/books/page-turner/why-is-academic-writing-so-academic.
2) Origins of American Politics and Polices - Wood, J. (2010, May 10). Tocqueville in America. New Yorker. Available at: https://www.smithsonianmag.com/history/inside-story-americas-19th-century-opiate-addiction180967673/.
3) Constitutional Provisions for Limited Government - Dunham, R. G., & Mauss, A. L. (1976). Waves from Watergate: evidence concerning the impact of the Watergate scandal upon political legitimacy and social control. Pacific Sociological Review, 19(4), 469-490. Available at: https://scholarlyrepository.miami.edu/cgi/viewcontent.cgi?article=1006&context=sociology.
4) Voting and Representative Government
John Jay College of Criminal Justice
- McKinley, J. & Mays, J. (2019, Oct. 24). Early Voting Stirs Anxiety in N.Y. The New York Times. Available at: https://www.nytimes.com/2019/10/24/nyregion/early-voting-nyelection.html.
5) Division of Power: Federal v. State Authority - Hammer, D., Phillips, B., & Schmidt, T. L. (2010). The intended—and unintended— consequences of healthcare reform. Healthcare Financial Management, 64(10), 50-55. Available at: https://www.researchgate.net/profile/Terry_Schmidt5/publication/47348397_The_intendedand_unintended-consequences_of_healthcare_reform/links/5512cda50cf270fd7e33781b/Theintended-and-unintended-consequences-of-healthcare-reform.pdf.
6) America’s Civil Liberties - Nelson, T. E., Clawson, R. A., & Oxley, Z. M. (1997). Media framing of a civil liberties conflict and its effect on tolerance. American Political Science Review, 91(3), 567-583. Available at: https://www.researchgate.net/profile/Thomas_Nelson6/publication/209409737_Media_Framing_ of_A_Civil_Liberties_Conflict_and_Its_Effect_on_Tolerance/links/02e7e5323276f31251000000 .pdf.
February 20th – 14th Amendment and Civil Rights - Epps, G. (2015, Dec. 10). Is Affirmative Action Finished?. The Atlantic. Available at: https://www.theatlantic.com/politics/archive/2015/12/when-can-race-be-a-college-admissionsfactor/419808/.
7) Legislative Branch and the People - O’Keefe, E. (2014, Feb. 4). Farm bill passes after three years of talks. The Washington Post. Available at: https://www.washingtonpost.com/news/post-politics/wp/2014/02/04/farm-billpasses-after-three-years-of-talks/.
February 27th – Legislative Branch and Political Parties - Everett, B., Sherman, J. & Bresnahan, J. (2013, Oct. 1). Shutdown: Congress sputters on CR. Politico. Available at: https://www.politico.com/story/2013/09/house-senate-governmentshutdown-097557.
8) Executive Branch and Domestic Policies - Guetzkow, J. (2010). Beyond deservingness: congressional d.
Strengths-based nursing (SBN) is an approach to care in which eigh.docx
Strengths-based nursing (SBN) is an approach to care in which eight core values which guide nursing action, thereby promoting empowerment, hope and self-efficacy. In caring for patients and families, the nurse focuses on their inner and outer strengths-that is, on what patients and families do that best helps them deal with problems and minimize deficits. SBN creating environments and experiences that better enable patients and their families to take control over their lives and health care decisions.
SBN respects a person's self-knowledge and values choice and self-determination, even though there are always limits to the choices available and a person's ability to act in her or his own interest is affected by circumstances, knowledge, and predisposition. it is as important to consider patients' deficits as it is to consider their strengths; both are essential aspects of the whole person. The current health care system is changing into a new system that focuses more on community-based and primary care with the hospitals forming the pillar of the health care system although they are not the primary service (Lind and Smith, 2008). This change has brought about a strength based nursing care which is aimed at developing an individual’s strength to encourage and help in healing. From the perspective of SBN, the nurse's role is to help patients achieve their goals in the healthiest possible way.
SBN sees the nurse's role not as deciding for others but rather as listening attentively and deeply in order to clarify, elaborate, explain, provide information, make suggestions, connect people with resources, and advocate for patients and their families so they may hear their own voices and make their voices heard. Strengths-Based Care (SBC) requires that the nurse use a process to uncover the person’s concerns, get to know the patient and members of the family as individuals, and discover their strengths in order to plan and carry out nursing care.
Nurses require strong nursing leadership to enable them practice strength-based nursing care. Strength based nursing care has a prospective of becoming a game changer in nursing and also revolutionize healthcare. In this approach the focus is redirected from shortages and crisis to use of strength of resources to deal with problems and overcome any shortcomings (Gottlieb, 2012). The medical model need not be a deficit model. The two are not mutually exclusive. Physicians can diagnose and treat problems and also have a strengths perspective and practice whole-person care.
HOLMES INSTITUTE
FACULTY OF
HIGHER EDUCATION
HS1031 Introduction to Programming – Assignment I
Assessment Details and Submission Guidelines
Trimester T1 2019
Unit Code HS1031
Unit Title Introduction to Programming
Assessment Type Individual Assignment
Assessment Title Assignment I
Purpose of the
assessment (with ULO
Mapping)
Assess student’s ability to develop algorithmic solutions to programming problems.
Strengths-to-Strategies, Curriculum Vitae, and Action PlanDue.docx
Strengths-to-Strategies, Curriculum Vitae, and Action Plan
Due
Mar 12 by 11:59pm
Points
150
Purpose
The purpose of this assignment is to develop (a) a leadership strength-to-strategy plan, (b) a professional curriculum vitae (CV), and (c) an action plan for leadership formation. The strengths-to-strategy plan (developed from the Week 1 interactive) formulates a plan to guide leadership development. The CV provides a record of professional and academic accomplishments. The action plan addresses gaps or developmental opportunities in the CV while applying strategies from the strength-to-strategy plan. The strengths-to-strategy plan, professional CV, and developmental action plan contribute to the student's professional development of skills and competencies relevant to the DNP-prepared nurse.
NR703 Professional CV Template (Links to an external site.)
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO3: Differentiate attributes of effective leaders and followers in influencing healthcare (PO6)
CO5: Formulate selected strategies for leadership and influence across healthcare systems (PO8)
PREPARING THE ASSIGNMENT
Follow these guidelines when completing each component of this assignment. Contact your course faculty if you have questions.
The assignment will include the following components:
Uses APA 7th edition formatting and style guide
Page numbers are required
There is no running head used
One title page
Suggested title: Strengths-to-Strategy, Curriculum Vitae, and Action Plan
Format the title page as shown in the APA Paper Template in the "Resources" tab of Canvas home page menu and as demonstrated below:
Strengths-to-Strategy, Curriculum Vitae, and Action Plan
Name
University
NR703: Applied Organizational & Leadership Concepts
March Session 2021
Turn on Grammarly.com to correct grammar and punctuation
Include an introduction and a conclusion paragraph
Use the following required level 1 headings:
Strengths-to-Strategy Plan
Professional Curriculum Vitae *(I will do this part, I will insert a Curriculum Vitae as an
appendix A
)
Action Plan for Leadership Formation
Conclusion
Introduction (10 points)
Note: Do not use “Introduction” as a heading. Place the paper’s title on the first line to match the title on the title page
Present a clear purpose statement
Introduce the sections of the paper in a mini-outline in sentence format. The mini-outline should reflect the paper's three primary sections as represented by the level 1 headings (excluding the conclusion, which is a component of all papers)
Establish the significance of the paper to you as a future DNP-prepared nurse.
Strength-to-Strategy Plan (40 points)
: Complete the Week 1 Strength-to-Strategy Plan interactive exercise located in the Explore section of Week 1 after taking the Zenger-Folkman Extraordinary Leader Assessment
Use the Strength-to-Strategy Plan interactive .
Street Sense Media uses a range of creative platforms to spotl.docx
Street Sense Media uses a range of creative platforms to spotlight solutions to homelessness and empower people in need.
Download the AppDonateEventsArticles ⌵NewsOpinionArtObituariesPrint ArchivesMedia Channels ⌵Film >>FIlmmakers Co-opHomelessly in LoveInterview SeriesRequest a ScreeningCommunity ForumsIllustrationPhotographyPodcast SeriesStudent SeminarsTheatre >>Staging HopeDevising HopeWriters’ GroupServices ⌵Vendor ProgramDigital Professional ProgramService Provider GuideGet Involved ⌵DonateConnectVolunteerInternSubscribeAdvertiseAbout ⌵Mission & HistoryOur Team >>VendorsArtists-in-ResidenceStaffInternsVolunteersBoard of DirectorsFinancesStreet Sense in the NewsOur Excellence in Journalism AwardsContact Us
Street Sense Media uses a range of creative platforms to spotlight solutions to homelessness and empower people in need.
Download the AppDonateEventsArticles ⌵NewsOpinionArtObituariesPrint ArchivesMedia Channels ⌵Film >>FIlmmakers Co-opHomelessly in LoveInterview SeriesRequest a ScreeningCommunity ForumsIllustrationPhotographyPodcast SeriesStudent SeminarsTheatre >>Staging HopeDevising HopeWriters’ GroupServices ⌵Vendor ProgramDigital Professional ProgramService Provider GuideGet Involved ⌵DonateConnectVolunteerInternSubscribeAdvertiseAbout ⌵Mission & HistoryOur Team >>VendorsArtists-in-ResidenceStaffInternsVolunteersBoard of DirectorsFinancesStreet Sense in the NewsOur Excellence in Journalism AwardsContact Us
Street Sense Media uses a range of creative platforms to spotlight solutions to homelessness and empower people in need.
Download the AppDonate
How an unlikely friendship led a homeless man to housing
by Jeff Gray // November 28, 2018
Reed and Anthony met by chance in 2010. Two years later, they embarked on a journey to get Anthony off the street.
Bathroom bill moving forward to full D.C. Council vote
Empower change: Join our 15th anniversary campaign News
This local librarian is serving his community by serving up food and literature
by Zachary Headings // November 29, 2018
Christopher Stewart has been reaching out to his community by standing on a street corner with free breakfast food and novels.
The first three D.C. General replacement shelters open
by Reginald Black // November 29, 2018
There is a possible revolution in the way homelessness is addressed in the nation's capital.
D.C. Superior Court ruling fights back against housing discrimination
by Samantha Caruso // November 29, 2018
Two housing groups in Washington, D.C., were penalized for refusing to accept government subsidies as payment for security deposits and monthly rent, said the Equal Rights Center, the plaintiff in this case.
A woman died from exposure near Union Station during the first hypothermia alert of the year
by Rachel Cain // November 29, 2018
Every year about 40 to 50 people die in D.C. due to exposure to cold weather.
Bathroom bill moving forward to full D.C. Council vote
by Katie Bemb // Novem.
Strengths Paper Write a 2-page paper that identifies your top 5 str.docx
Strengths Paper: Write a 2-page paper that identifies your top 5 strengths and how you can apply them to your current or future leadership context.
i. What are your strengths/advantages?
ii. What are your weaknesses/pitfalls?
iii. How would you address these weaknesses?
iv. How would you use your strengths in leadership?
.
Stratification and Prejudice in Current EventsThe purpose of t.docx
Stratification and Prejudice in Current Events
The purpose of this assignment is to explore stratification and prejudice in current events. Despite great advances towards equality between the races and genders, racial and gender discrimination, as well as class stratification remain serious social problems. To conclude this course, you will use the news media to discover current social issues with regards to race and gender.
To complete this assignment, perform the following tasks:
Using newspapers, news websites, or news magazines, select three current events (within the last six months) that reflect our studies on stratification. One event should represent racial issues, one gender issues, and one class issues. All three should demonstrate discrimination and/or stratification in American society.
Using your research, describe the current events and how they are reflective of your studies on racial, gender, and class discrimination and/or stratification.
Analyze the events and apply the lecture and text to the news articles. What theories of stratification apply? Are the current events representative of the historical trends of racial, gender, and class discrimination and or/stratification? What solutions, if any, should be applied to these current events?
In your discussion, apply your personal experiences and observations to the current events.
How do you feel that the media perpetuates discrimination and/or stratification based on race, gender, and class? Support your ideas with concepts from the text and/or appropriate outside resources.
Provide a minimum of three references and apply the correct APA standards in the format of text, citations, and references. Your paper should include a title page and reference. Your paper should be at least five pages in length, not including the title and reference pages.
Assignment 1 Grading Criteria
Selected and used research to describe three current events, one each that addresses racial, gender, and class discrimination and/or stratification.
Analyzed each current event, incorporating theories and concepts from the text, lecture, and appropriate outside resources.
Compared the current events to historical trends of racial, gender, and class discrimination and or/stratification.
Suggested possible solutions for each current event.
Applied personal experiences and observations to the current events.
Analyzed the media’s role in perpetuating discrimination and/or stratification
.
Street CodeConsider this quote from Robert Sampson and William J.docx
Street Code
Consider this quote from Robert Sampson and William Julius Wilson in
Toward a Theory of Race, Crime, and Urban Inequality:
Shaw and McKay (1942) argued that three structural factors -- low economic status, ethnic heterogeneity, and residential mobility -- led to the disruption of local community social organization, which in turn accounted for variations in crime and delinquency rates... Arguably the most significant aspect of Shaw and McKay's research, however, was their demonstration that high rates of delinquency persisted in certain areas over many years, regardless of population turnover. More than any other, this finding led them to reject individualistic explanations of delinquency and focus instead on the processes by which delinquent and criminal patterns of behavior were transmitted across generations in areas of social disorganization and weak social controls (1942, 1969).
This is the "macrosocial" view that Sampson and Wilson discuss, that crime cannot be attributed solely to individual-level (microsocial) factors. Thinking back over the theories we've studied this term, what society-level factors do you think affect crime? And why would such factors impact different races/ethnicities differently? Is it differences in social disorganization (Shaw & McKay)? Is it the "code of the street" (Anderson)? Limited access to legitimate coping mechanisms when faced with strain (Merton, Agnew)? Get creative!
.
Strengths and Barriers to Program Implementation As you de.docx
Strengths and Barriers to Program Implementation
As you design your program, it is important to anticipate potential issues related to program implementation. Careful forethought can help you to minimize unnecessary stumbling blocks during implementation.
There are strengths and barriers associated with every program. What do you see as the key factors to be aware of for your program? Brainstorm key terms such as
community, culture, environment, organization, client, bias,
and
ethics
. Give consideration to the factors you come up with
(along with those in the Learning Resources)
as you proceed with this Discussion.
To prepare:
Review the information presented in the Learning Resources. What are some of the factors (e.g., community, organization, environmental, ethical) that you consider strengths or facilitators for your program (breast cancer in African American women in the USA)?
Which ones do you think may pose a challenge for your program(breast cancer in African American women in the USA)?
How do these barriers need to be addressed in your program design?
How might the strengths be leveraged to help overcome the barriers?
By tomorrow Wednesday 01/02/19 2 pm post a minimum of 550 words essay in APA format with a minimum of 3 scholarly references from the list of required readings below.
(Also see attached file on the previous paper regarding the program on the issue of breast cancer in African American women in the USA).
Include the level one header as numbered below:
Post
a cohesive scholarly response that addresses the following:
1) Analyze two or more community, client, organization, and/or environmental forces that may facilitate your program and two or more that may pose a challenge for your program (breast cancer in African American women in the USA).
2) Propose a strategy for addressing one of the barriers as a part of your program design (breast cancer in African American women in the USA)?
3) Ask questions of your colleagues regarding how you might address the other challenge.
Required Readings
Hodges, B. C., & Videto, D. M. (2011).
Assessment and planning in health programs (2nd ed.). Sudbury, MA: Jones & Bartlett Learning.
• Chapter 4, “Program Planning: The Big Picture”
• Chapter 5, “Social Marketing, Program Planning, and Implementation”
• Chapter 8, “Identifying Strategies and Activities”
• Chapter 9, “Program Implementation"
Chapter 4
outlines the program planning steps and emphasizes the importance of including your target population and additional stakeholders in the design process.
Chapter 5
reemphasizes this focus on the target audience as the authors discuss the use of marketing principles in relation to program development and implementation.
Chapter 8
discusses the importance of utilizing strategies that are aligned with the theoretical foundations of a program and presents recommendations for developing suitable activities. I.
Strengths 1. Large Enrollment 2. Flexible class schedules1. The.docx
Strengths: 1. Large Enrollment 2. Flexible class schedules
1. The Apollo Group is the largest provider of higher education for adults seeking an associates’, bachelors’, or masters’ degree. The University of Phoenix has over 400,000 students enrolled in one of their many degree programs. The revenues of the Apollo Group have increased by $4.9 billion and its profits increased to $553 million since 1996. 2. The Apollo Group offers classes that are catered around the schedules of working adults. Classes are offered year round with minimal breaks between semesters. Most students take one class twice a week for five to six weeks in the evenings. Classes are also offered online for students who do not wish to participate in the traditional classroom learning environment.
Weaknesses: 1. Accreditation 2. Lack of Qualified Instructors
1. The University of Phoenix (UOP) is accredited by the Higher Learning Commission. This accreditation is sufficient in most states, but some states require other accreditations from that particular state. The Bachelors’ and Masters’ programs in business offered by UOP are not accredited by the Association to Advance Collegiate Schools of Business (AACSB). The AACSB is the most highly recognized accreditation in the industry. By not receiving this accreditation, students who receive degrees from UOP may not be considered for positions in the business industry. 2. UOP utilizes facilitators to facilitate or lead seminar style classrooms. Most classes are comprised of 10-15 students and those students are broken up into groups of 5. Most assignments are group assignments. The class facilitator leads the discussions and guides the class through the curriculum. The facilitators are the instructors for the class. UOP does not hire or employ professors with Doctoral Degrees in order to keep their labor cost down. When a college does not employ doctoral level instructors the quality of education is impaired.
Opportunities: 1. Perceived as a low quality diploma mill. 2. Lack of doctoral staff
These two opportunities for the University of Phoenix are intertwined. The degree programs at UOP are viewed as low quality diploma mills because they do not employ a large number of doctoral level instructors on their campuses. The class room curriculum is developed by the class facilitators. Those facilitators are not considered qualified in the education arena to develop such curriculums for bachelor and master level degree programs. Therefore, UOP is viewed as a for profit educational college that enrolls students in a degree program that does not equip them to handle the challenges they will face in the real world. It is a weakness, because in some states the graduates will not considered for a position in their field of study because UOP is not accredited.
Threats: 1. Competition. 2. Regulatory Issues
1. UOP faces more competition now as more public and private sector universities are now offering adult degree programs and online.
Street artist Shepard Fairey, who was graduated from the Rhode I.docx
Street artist Shepard Fairey, who was graduated from the Rhode Island School of Design, and the nation’s largest news wire service, The Associated Press (A.P.), sued each other over who owns the right to use and sell a well-recognized photograph image of President Obama. The A.P. claims that Fairey is profiting from a photo taken by a freelance photographer, Mannie Garcia, at the National Press Club in Washington, D.C. Fairey used the photograph as inspiration for his familiar “HOPE” poster, which became an unofficial symbol of the Obama presidential campaign.
Fairey claims that he simply used the A.P. photo “as a visual reference” and that his poster transforms the image in Garcia’s picture into a brand-new work of art with its own copyright protection.
The U.S. Copyright Code gives the creator of a photograph (or any kind of creative work, including movies, books, articles and songs) – the legal right to limit how other people can use the photo.
Background
A photograph, like any piece of creative work, becomes protected by copyright as soon as it is “fixed.” That means, as soon as the image is recorded in the photographer’s camera. The photo does not have to be registered with the U.S. Copyright Office or marked with the (c) copyright symbol to be legally protected.
When a photo is copyrighted, that means that the owner has the right to decide how other people use it. A wire service like The Associated Press makes its money by charging newspapers, magazines, broadcasters, and websites a fee to use its photographs. So, the A.P. is very protective about making sure that people are not duplicating or reselling its photos without a license and paying.
Photos are protected by copyright even when they are placed on the Web in a way that makes it very easy to duplicate them. An owner does not give up his copyright just by displaying the photo on a website.
If a person is accused of violating copyright law (“copyright infringement”), he can defend himself by proving that he made a “
fair use
.” The federal copyright law recognizes a “fair use” defense to allow people to make limited use of other people’s creative work, as long as they add some new creative value or meaning. Common examples of fair use are sampling a phrase from a popular song recording as part of a new song, or showing a brief clip from a movie to go along with a movie review.
To decide whether someone’s use of another person’s creative work is or isn’t a fair use, there are four points to consider:
Section 107 of the Copyright Act
defines fair use as follows:
[T]he fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. In determining whether the use made of a work in any particular case is a fair use the factor.
Stream MorphologyInvestigation ManualENVIRONMENTAL SCI.docx
Stream Morphology
Investigation
Manual
ENVIRONMENTAL SCIENCE
Made ADA compliant by
NetCentric Technologies using
the CommonLook® software
STREAM MORPHOLOGY
Overview
Students will construct a physical scale model of a stream system
to help understand how streams and rivers shape the solid earth
(i.e., the landscape). Students will perform several experiments
to determine streamflow properties under different conditions.
They will apply the scientific method, testing their own scenarios
regarding human impacts to river systems.
Outcomes
• Design a stream table model to analyze the different
characteristics of streamflow.
• Explain the effects of watersheds on the surrounding
environment in terms of the biology, water quality, and economic
importance of streams.
• Identify different stream features based on their geological
formation due to erosion and deposition.
• Develop an experiment to test how human actions can modify
stream morphology in ways that may, in turn, impact riparian
ecosystems.
Time Requirements
Preparation ...................................................................... 5 minutes,
then let sit overnight
Activity 1: Creating a Stream Table ................................ 60 minutes
Activity 2: Scientific Method: Modeling Human Impacts
on Stream Ecosystems .................................. 45 minutes
2 Carolina Distance Learning
Key
Personal protective
equipment
(PPE)
goggles gloves apron
follow
link to
video
photograph
results and
submit
stopwatch
required
warning corrosion flammable toxic environment health hazard
Key
Personal protective
equipment
(PPE)
goggles gloves apron
follow
link to
video
photograph
results and
submit
stopwatch
required
warning corrosion flammable toxic environment health hazard
Table of Contents
2 Overview
2 Outcomes
2 Time Requirements
3 Background
9 Materials
10 Safety
10 Preparation
10 Activity 1
12 Activity 2
13 Submission
13 Disposal and Cleanup
14 Lab Worksheet
18 Lab Questions
Background
A watershed is an area of land that drains
any form of precipitation into the earth’s water
bodies (see Figure 1). The entire land area that
forms this connection of atmospheric water to
the water on Earth, whether it is rain flowing into
a lake or snow soaking into the groundwater, is
considered a watershed.
Water covers approximately 70% of the earth’s
surface. However, about two-thirds of all water
is impaired to some degree, with less than
1% being accessible, consumable freshwater.
Keeping watersheds pristine is the leading
method for providing clean drinking water to
communities, and it is a high priority worldwide.
However, with increased development and
people flocking toward waterfront regions to live,
downstream communities are becoming increas-
ingly polluted every day.
From small streams to large rivers (hereafter .
STRATEGYLeadershipLighting a fire under theniWhy urgen.docx
STRATEGY
Leadership
Lighting a fire under theni
Why urgency—not panic—is the key
to getting ahead in a recession
John Kotter got an enviable—if
unintentional—endorsement when
then-candidiitc liarack Obama began
inserting the phrase it sense ofurgeney
into his comments about the economy.
A Sense ofUrgeney (Harvard Business
Press, 2008) is the title of Kotter s
latest book on fostering change in
organizations—a subject the Harvard
Business School professor has owned
since publishing the seminal Leading
Change, in 1996.
Kotter believes there arc two kinds
of urgency—and, like cholesterol, one
is good and one is bad. The good kind
is characterized by constant scrutiny of
external promise and peril. It involves
relentless focus on doing only those
things that move the business forward in
the marketplace and on doing them right
now, if not sooner. 'I'he bad kind—to
which many companies have recently
succumbed^—is panic driven and charac-
terized by breathless activity that winds
up prodticing nothing demonstrably new,
Kotter advises leaders to stamp out
the bad urgency, which demoralizes and
drains people, and use the^—tiare we say
it?—opportunity of the economic crisis
to remake their organizations with a lean
and hungry look. And he encourages
them to sustain that newfound urgency
even when flush times return. Editor-at-
large I.eigh Fiuchanan spoke with Kotter
about his urgent call to urgency.
Samue! Johnson said nothing focuses
the mind like a hanging. Has that
happened with the recession? Has
it focused the minds of company
leaders and created the sense of
urgency you advocate?
1
Relentless Leadership guru John Kotter, author of 4 Sense oí Urgency,
says you should be doing something right now, today this very moment,
to move your company forward.
I wish that it had. Many companies
probably think they're responding with
urgency, and there are certainly a lot ot
people running aroujid tr)ing to come up
with solutions. But most ofthat activity is
going to be ineffectual, because it is driven
by a fear of losing. It's not that gut-level
determination to win and to make abso-
lutely sure that they do something every
single day to keep pushing that goal
forward. That's true urgency.
How can you distinguish good urgency
fronn bad urgency?
There are lots of signs of false urgency.
Frenetic activity. Everyone is exhausted,
working 14-hour days. One red flag is
how difficult it is to schedule a meeting.
With true urgency, people leave lots of
white space on their calendars, because
they recognize that the important
stuft^—the stuff they need to deal with
immediately—is going to happen. If
8 6 . I N C SEPTEMBER 2009 PHOTOGRAPH BY ADAM AMENGUAL
STRATEGY
you're overbooked, you can't manage
pressing problems or even recognize
they're pressing until tot) late.
People think that in urgent situations,
they're expected to take on Enore and
more. They're worried about keeping
their jobs, so they try to demonstrate
their value hy being incredihh' b.
STRATEGIESWhat can I do with this majorAREAS EMPLOYER.docx
STRATEGIES
What can I do with this major?
AREAS EMPLOYERS
CRIMINAL JUSTICE
SOCIAL SERVICES
Corrections
Counseling
Juvenile Justice
Casework
Administration
Probations & Parole
Victim Advocacy
State and federal correction facilities
County jails
Precinct station houses
Prison camps
Youth correction facilities
Medium-security correction facilities
Voluntary correction facilities
Halfway houses and pre-release programs
Reintegration programs
Alternative schools
Juvenile detention centers
Juvenile group homes
Women’s and family shelters
Domestic violence agencies
Immigration and naturalization services
Other nonprofit organizations
Seek courses or training in topics such as
victimology, social problems, diversity issues, or
grieving.
Supplement curriculum with courses in psychology,
sociology, or social work.
Gain experience working with a juvenile population in
any capacity (i.e., sports teams, summer camp
counselor, parks and recreation programs, and
community/religious youth groups).
Gain related experience in employment interviewing,
social casework, substance abuse, and
rehabilitation.
Learn to work well with people of diverse backgrounds.
Consider learning a second language.
Maintain a blemish-free driving and criminal record.
Gain firearms and self-defense training.
Earn a master’s degree in social work or counseling
for therapy positions.
Obtain a masters degree in criminal justice or
business for upper-level positions in facilities
management or administration.
JUDICIARY AND LAW
Court Reporting
Legal Assistance
Legal Research
Administration
Local, state, and federal courts
Law firms
Corporate legal departments
Public interest law organizations
Consider a double major or minor in the social
sciences such as psychology, anthropology,
sociology, or political science.
Attend a postsecondary vocational or technical college
that offers court reporting or paralegal certification
programs.
Obtain a law degree from a law school accredited by
the American Bar Association (ABA).
Learn to use software packages such as CD-ROM
research databases.
Develop strong research, computer, and writing skills.
Maintain a high grade point average to gain admittance
to law school.
Participate in mock trial groups.
STRATEGIESEMPLOYERSAREAS
(Criminal Justice, Page 2)
LAW ENFORCEMENT
Patrolling
Investigating
Forensics
Probation
Security
City/County Government Organizations including:
Police departments
Correction facilities
County sheriff departments
Liquor Control Commission
State Government Organizations including:
State troopers
Crime labs
Penitentiaries
Federal Government Organizations including:
U.S. Customs and Border Protection
Federal Bureau of Investigations (FBI)
Internal Revenue Service (IRS)
Drug Enforcement Agency (DEA)
Central Intelligence Agency (CIA)
Department of Homeland Security
Postal Service
Federal Marshals
Wildlife, Fisheries, and Parks
United States Department of Agriculture (USDA)
National Parks Service
Crime lab.
Strategies for ChangeWeek 7 The Hard Side of Change Management.docx
Strategies for Change
Week 7: "The Hard Side of Change Management"
Change is a challenge. This isn’t news. We focus on all the elements that may stand in our way such as human resistance, poor leadership, or lack of motivation. But sometimes we get so wrapped up in these soft elements of change that we overlook the nuts and bolts, the hard elements that are important to making change successful.
Initial Post Instructions
After reading “The Hard Side of Change Management” this week, it will be fruitful to explore additional theories of change management. To prepare for the discussion forum this week, conduct some research on other theories: complexity theory; Kurt Lewin's Force Field Analysis (Unfreeze, Change, Freezing); Morgan's
Images of Organization
or related articles.
Compare and contrast these models with Kotter's
8 Steps to Change
. At this point, refrain from personal opinion - focus on an objective analysis of the theories themselves.
Follow Up Posts, 75-150 words minimum
After your initial post, read over the items posted by your peers and your instructor. Select at least two different posts, and address the following items in your responses:
i. Did your peer’s assessment of the different theories offer new insights to you?
ii. What questions remain in your mind after reading their analyses of these change model? Invite further conversation about these theories.
Patricia McCarthy
Kurt Lewin’s Force Field Analysis involved three steps, unfreezing, moving and refreezing. Lewin’s three concepts considered the ideas of shaping and incorporating a way to deal with the investigating, comprehension and achieving change at the organizational and societal level. The unfreezing stage was based on that the balance should be destabilized (unfrozen) before old conduct can be disposed of (unlearned) and new conduct effectively embraced. Under the moving stage one should try to consider every one of the powers at work and distinguish and assess, on a testing premise, all the accessible alternatives. In the final stage refreezing new conduct must be, somewhat, compatible with the remainder of the conduct, character and condition of the person or it will just prompt another round of disconfirmation.
Morgan’s tactic was based on the principle that organization concepts depended on the understanding of images of the organization. Metaphors can be viewed as ideas which can support the understanding of an organization. Morgan’s ideas “metaphors” are a machine, an organism, an information processor (brain), a culture, a political system, a psychic prison, a flux and transformation, an instrument of domination. Morgan’s metaphors have filled in as methods for translating hierarchical issues, as beginning stages for research, and as edges for characterizing writing in the field. The metaphors also include various theories and means of making sense of organizations while some scholars see them as a tool to analyze and.
Strategic PlanningUnrestrictedthe managerial proc.docx
Strategic Planning
Unrestricted
“the managerial process of creating and
maintaining a fit between the organization’s
objectives and resources and the evolving
market opportunities”
What is strategic planning?
• Goal:
• Long-term growth and profitability
• Addresses two questions:
• What is the organization’s main activity
(currently)?
• How will it reach its goals?
Strategic planning
• A subgroup of a single business or a collection of
related businesses within the larger organization
Strategic business units
• Each SBU has:
• A unique target market
• Control over its resources
• Its own unique competitors
• A unique strategic plan
• May have its own accounting, R&D,
manufacturing, marketing
Strategic business units
Strategic alternatives - tools
Ansoff’s strategic opportunity matrix
The innovation matrix
• Yellow:
• Core Innovation
• Uses existing assets
• Ex: Tide Pods
• Orange:
• Adjacent Innovation
• Uses existing abilities in new ways
• Ex: Crest Whitestrips
• Red:
• Transformational Innovation
• New markets, new products, new businesses
• Ex: Uber/Lyft
The innovation matrix
Core Innovation
Next year’s car
Adjacent Innovation
Electric car
Transformational
Innovation
App-based taxi service
The innovation matrix
• Portfolios: SBUs will have a range of performance
in terms of growth and profitability
• This matrix organizes each SBU by their present or
future growth and market share
• Relative market share:
• The ratio between the company’s market share and the
share of the largest competitor
Boston Consulting Group’s Portfolio Matrix
Boston Consulting Group’s Portfolio Matrix
Boston Consulting Group’s Portfolio Matrix
Build Build or Harvest
Hold or Harvest Divest
Boston Consulting Group’s Portfolio Matrix
The General Electric Model
• Ansoff’s Matrix:
• Helps you choose between current options (the
present market and what you can currently offer)
and new options (a new market and/or new
products)
• Innovation Matrix:
• Illustrates how opportunities change as you move
away from core capabilities
• Boston Consulting Matrix:
• Helps you analyze the performance of a portfolio of
SBUs
• General Electric:
• Adds more nuance to the Boston Consulting matrix
When to use what?
• Based on the company or SBU’s strategy,
managers can now create a marketing plan
• Process of anticipating future events and determining
strategies to achieve organizational objectives in the
future
Planning
• Designing activities relating to marketing objectives and
the changing marketing environment
Marketing planning
• Written document that acts as a guidebook of
marketing activities for the marketing manager
Marketing plan
The Marketing Plan
• To provide clearly stated activities that help
employees and managers understand and work
toward common goals
• To allow the examination of the marketing
environment in conjunction with the inner
workings of the businesses
• To help marketing ma.
StrategicCompetitive PositionApple Inc. is known for its state-of.docx
Strategic/Competitive Position
Apple Inc. is known for its state-of-the-art designs for products such as the iPhone, but most are unaware that Apple has used technology to streamline its supply chain management and operational systems to provide competitive pricing. This use of technology has allowed the company to under price its competitors and yet maintain a 25 percent margin on their products. The use of IT has provided Apple with a strategic and competitive position which most of their competitors find difficult to match or exceed.
Using your company or a real-world example from your research, analyze how information systems affect the firm’s strategic and competitive position.
Using the assigned readings and the Argosy University online library resources, explain how information technology:
Impacts competitive rivalry, such as pricing, promotion, and distribution
Enables or dissuades new entrants
Enables customers to achieve greater bargaining power
Enables suppliers to gain more bargaining power
Gives rise to substitute products or services that threaten the existing market
Give reasons and examples from your research to support your responses.
Write your initial response in approximately 300 words. Apply APA standards to citation of sources.
By
Saturday, July 26, 2014
, post your response to the appropriate
Discussion Area
. Through
Wednesday, July 30, 2014
, review and comment on at least two peers’ responses. Consider the following:
Respond to at least two points they have made regarding competitive strategies.
Assignment 1 Grading Criteria
Maximum Points
Initial response:
Was insightful, original, accurate, and timely.
Was substantive and demonstrated advanced understanding of concepts.
Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
16
Discussion response and participation:
Responded to a minimum of two peers in a timely manner.
Included research in the response.
Asked challenging questions that promoted the discussion.
Drew relationships between one or more points in the discussion.
16
Writing:
Wrote in a clear, concise, formal, and organized manner.
Responses were error free.
Information from sources, where applicable, was paraphrased appropriately and accurately cited.
8
Total:
40
.
Strategies for Negotiation & Conflict Resolution Dr. Janice Ba.docx
Strategies for Negotiation & Conflict Resolution
Dr. Janice Barrett
Notes onCrisis Management and Conflict Resolution
Defining a crisis: An event that brings, or has the potential for bringing, an organization and its leaders into disrepute and imperil the organization’s future profitability, reputation, growth and possibly its very survival.
Financial measures of a crisis: bankruptcy, drop in sales, boycotts, loss of valuable employees etc.
Tarnished reputation results: the erosion of a company’s reputation in the eyes of its many stakeholders and the general public --- the worth of an entire organization can be endangered as a consequence.
Characteristics of a crisis:
Suddenness
Uncertainty
Time compression
The seven types of crises:
1. nature (natural disasters such as earthquakes, hurricanes, floods)
2. technology (oil spills, nuclear reactor accidents)
3. confrontation (equal rights, strikes)
4. malevolence (terrorists, disinformation)
5. skewed values (fraud, cheating, embezzlement)
6. deception (withholding information, lying, deceptive products)
7. misconduct (illegal or criminal acts).
Essentials of a contingency plan: Contingency planning involves formulating responses to crises before they occur. The essentials of a contingency plan include: anticipating what might happen, searching for preventative and preparatory measures, and drafting appropriate responses to those situations most likely to occur or whose impact is greatest.
Other, more specific elements are: Identify all potential contingencies and areas of vulnerability, examine specific vulnerabilities, review general vulnerabilities based on the organization’s “public nature”, establish crisis thresholds and assign crisis alert responsibilities, organize and train a crisis management team and establish a crisis communications center, Obtain advanced approvals for contingency plan measures, list and prioritize publics that must be informed, prepare a crisis media list and background press materials, and designate and train spokespersons.
The most important tasks are: Identifying risks, ranking those risks in a matrix based on relative impact as compared to probability of occurrence, and finally creating plans to eliminate or mitigate the impact of the most impactful and highest probable incidents. Every crisis cannot be planned for; there are simply not enough resources to do so. However, high impact, and high probability risks can be eliminated, or at least mitigated by proper planning and management.
The essentials of a contingency plan include: anticipating what might happen, searching for preventative and preparatory measures, and drafting appropriate responses to those situations most likely to occur or whose impact is greatest. Other, more specific elements are: Identify all potential contingencies and areas of vulnerability, examine specific vulnerabilities, review general vulnerabilities based on the organization’s “public nature”, establ.
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Syllabus
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Chapter 2
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