The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman & Gottlieb, 2014;
O’Connell, Boat, & Warner, 2009). In this article, we
review evidence for three major processes by which
early childhood interventions (ECIs) promote well-
being and reduce problem behaviors. These are (a)
cognitive advantage, (b) family support behavior
(FS), and (c) school quality and support (SS).
The accumulated research widely supports these
processes as critical targets of preventive interven-
tions for children growing up in economically dis-
advantaged contexts. Our perspective on promoting
well-being is informed by three decades of studying
the Child–Parent Centers (CPC), a large-scale pro-
gram providing comprehensive education and fam-
ily services to low-income children from preschool
to third grade. CPC’s success in promoting well-
being and high economic returns is documented in
the Chicago Longitudinal Study (CLS), which has
tracked 1,500 families into adulthood. We also draw
on the accumulated life course research on the ben-
efits of primarily center-based ECIs, as well as con-
temporary programs and practices.
Consistent with prevention research, well-being
is used to describe the multidimensional outcomes
of ECI, including school achievement and attain-
ment, socioemotional development and mental
health, and health behavior. We regard well-being
as not just the absence o.
Assignment Content1. Top of FormProfessional dispositions ha.docxbraycarissa250
Assignment Content
1.
Top of Form
Professional dispositions have been defined as the “values, commitments, and professional ethics that influence behavior toward candidates, families, colleagues and communities and affect candidate learning, motivation and development as well as the educator’s own professional growth” (NCATE, 2000).
Dispositions can also be described as attitudes and beliefs about counseling, as well as professional conduct and behavior. Not all dispositions can be directly assessed, but aspects of professional behavior are assessed during classes and field experiences in counseling settings.
Review the Master of Science in Counseling Professional Dispositions.
To prepare for professional dispositions assessments in this program, write a 700 word paper in which you:
· Reflect on your personal strengths in connection to the dispositions. Support your ideas with examples.
· Identify areas for personal growth in connection to the dispositions. Support your ideas with examples.
· Outline an action plan for developing the identified areas for personal growth.
· Describe why it is important to adhere to the dispositions. How do they support professionalism in counseling? How do they make a counselor effective?
Format your assignment according to course-level APA guidelines.
Bottom of Form
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman ...
· Independent Design Project Literature Review and Research Log .docxodiliagilby
· Independent Design Project: Literature Review and Research Log: Entry 4
Literature Review and Research Log
Independent Design Project
Continue research for your independent design project paper by determining the application of advanced state-of-the-art robotics in relation to your design. Use these references to update or modify your design as necessary. Identify how your design reflects applicable categories of advanced state-of-the-art robotics.
Create a new entry to your research log (Module 4) and enter each reference you found relating to the application of robotic fundamentals (at least five). Place these references in alphabetical order, in the proper current APA format, with a brief description of the resource and its applicability.
Be sure to keep these files for use when you complete your week 9 final design project. You will need to add any applicable items from these logs to your final project.
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman & Gottlieb, 2014;
O’Connell, Boat, & Warner, 2009). In this article, we
review evidence for three major processes by which
early childhood interventions (ECIs) promote well-
being and reduce problem behaviors. These are (a)
cognitive advantage, (b) family support behavior
(FS), and (c) school quality and support (SS).
The accumulated research widely supports these
processes as critical targets o ...
Running Head FEDERAL EDUCATION PROPOSAL1FEDERAL EDUCATION.docxcharisellington63520
Running Head: FEDERAL EDUCATION PROPOSAL
1
FEDERAL EDUCATION PROPOSAL
10
Federal Education Proposal
Cornelius Kealoha
Ashford University
Capstone Final: Federal Education Proposal: Early Childhood Education
Introduction
In the United States of America the demand for early childhood education and care programs continue to increase due to two reasons; high demand for out of home care for child and due to recognition that educational experience is very important during the early ages of development in a child (Blenkin, 2012). Research has indicated that high quality and appropriate early childhood set of programs lead to both short and long term positive impact on the child’s social and cognitive development. But with this understanding in mind, we see a program that is ill informed and with policies that are insufficient being imparted into the lives of the children. The programs that are existent in most cases have relied upon approaches that fragmented, and piecemeal to the complex matters that face children and their families at this early stage in their lives. Effective policies have not been frequently been funded at the most appropriate level in order to provide support to the families and the children (Gullo, 2014).
It is my belief that currently United States is at crossroads, and it is important that we must be able to come up with an integrated system of early childhood care and education which is made up of comprehensive approaches which directly brings together families and communities in the design, evaluation and implementation. It is important to invest in a child at an early age and be able to rip benefits that involve cost saving in the future. If we fail to make this investment on early child education, it means that we will be facing an uncertain future as America that will be at risk of increased delinquency, lowered levels of productivity, lower adults ready to be productive and less economic development (Blenkin, 2012).
Background of this paper
After suggesting above that the early education system in the United States might be lacking in one or two areas, one area in which I find the system to have a big problem is in formative assessment. It is important that we should understand that there is a relationship which exists between assessment in early childhood education and teaching and learning (Gullo, 2014).
i. Purpose
This is a paper that is created to make a review of issues in early childhood education and make proposal when it comes to formative assessment. The findings of this paper is intended to better the early childhood education in United States since it will be used in support of the development framework for the early education and learning (Gullo, 2014). This is a paper that is created in order to answer questions that are related to formative assessment in early childhood education.
ii. Curriculum relation to assessment
Features of curriculum such as degree of formality and informality cannot be s.
Early Head Start Relationships Associationwith Program Outc.docxsagarlesley
Early Head Start Relationships: Association
with Program Outcomes
James Elicker
Human Development and Family Studies, Purdue University
Xiaoli Wen
Early Childhood Education, National College of Education, National Louis University
Kyong-Ah Kwon
Department of Early Childhood Education, Georgia State University
Jill B. Sprague
Human Development and Family Studies, Purdue University
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have
been recommended as essential aspects of early childhood intervention. This study explored the
associations of these relationships with program outcomes for children and parents in 3 Early Head
Start programs. A total of 71 children (8–35 months, M ¼ 20), their parents, and 33 program
caregivers participated. The results showed that caregiver–child relationships were moderately
positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent
relationships were generally positive and temporally stable. Caregiver–child relationships were more
positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relation-
ships were more positive when parents had higher education levels and when staff had more years of
experience, had more positive work environments, or had attained a Child Development Associate
credential or associate’s level of education rather than a 4-year academic degree. Hierarchical linear
modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger
predictor of both child and parent outcomes than was the quality of the caregiver–child relationship.
There were also moderation effects: Stronger associations of caregiver–parent relationships with
observed positive parenting were seen in parents with lower education levels and when program
caregivers had higher levels of education. Practice or Policy: The results support the importance
of caregiver–family relationships in early intervention programs and suggest that staff need to be
prepared to build relationships with children and families in individualized ways. Limitations of this
study and implications for program improvements and future research are discussed.
Early Head Start is a federally funded community-based program for low-income families with
infants and toddlers and pregnant women, with goals to enhance child development and promote
healthy family functioning (Early Head Start National Resource Center, 2008). A guiding
Correspondence regarding this article should be addressed to James Elicker, PhD, Department of Human Development
& Family Studies, Purdue University, Fowler Memorial House, 1200 West State Street, West Lafayette, IN 47906-2055.
Early Education and Development, 24: 491–516
Copyright # 2013 Taylor & Francis Group, LLC
ISSN: 1040-9289 print/1556-6935 online
DOI: 10.1080/10409289.2012.695519
principle of Early Head Start is the importance of building pos ...
Assignment Content1. Top of FormProfessional dispositions ha.docxbraycarissa250
Assignment Content
1.
Top of Form
Professional dispositions have been defined as the “values, commitments, and professional ethics that influence behavior toward candidates, families, colleagues and communities and affect candidate learning, motivation and development as well as the educator’s own professional growth” (NCATE, 2000).
Dispositions can also be described as attitudes and beliefs about counseling, as well as professional conduct and behavior. Not all dispositions can be directly assessed, but aspects of professional behavior are assessed during classes and field experiences in counseling settings.
Review the Master of Science in Counseling Professional Dispositions.
To prepare for professional dispositions assessments in this program, write a 700 word paper in which you:
· Reflect on your personal strengths in connection to the dispositions. Support your ideas with examples.
· Identify areas for personal growth in connection to the dispositions. Support your ideas with examples.
· Outline an action plan for developing the identified areas for personal growth.
· Describe why it is important to adhere to the dispositions. How do they support professionalism in counseling? How do they make a counselor effective?
Format your assignment according to course-level APA guidelines.
Bottom of Form
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman ...
· Independent Design Project Literature Review and Research Log .docxodiliagilby
· Independent Design Project: Literature Review and Research Log: Entry 4
Literature Review and Research Log
Independent Design Project
Continue research for your independent design project paper by determining the application of advanced state-of-the-art robotics in relation to your design. Use these references to update or modify your design as necessary. Identify how your design reflects applicable categories of advanced state-of-the-art robotics.
Create a new entry to your research log (Module 4) and enter each reference you found relating to the application of robotic fundamentals (at least five). Place these references in alphabetical order, in the proper current APA format, with a brief description of the resource and its applicability.
Be sure to keep these files for use when you complete your week 9 final design project. You will need to add any applicable items from these logs to your final project.
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman & Gottlieb, 2014;
O’Connell, Boat, & Warner, 2009). In this article, we
review evidence for three major processes by which
early childhood interventions (ECIs) promote well-
being and reduce problem behaviors. These are (a)
cognitive advantage, (b) family support behavior
(FS), and (c) school quality and support (SS).
The accumulated research widely supports these
processes as critical targets o ...
Running Head FEDERAL EDUCATION PROPOSAL1FEDERAL EDUCATION.docxcharisellington63520
Running Head: FEDERAL EDUCATION PROPOSAL
1
FEDERAL EDUCATION PROPOSAL
10
Federal Education Proposal
Cornelius Kealoha
Ashford University
Capstone Final: Federal Education Proposal: Early Childhood Education
Introduction
In the United States of America the demand for early childhood education and care programs continue to increase due to two reasons; high demand for out of home care for child and due to recognition that educational experience is very important during the early ages of development in a child (Blenkin, 2012). Research has indicated that high quality and appropriate early childhood set of programs lead to both short and long term positive impact on the child’s social and cognitive development. But with this understanding in mind, we see a program that is ill informed and with policies that are insufficient being imparted into the lives of the children. The programs that are existent in most cases have relied upon approaches that fragmented, and piecemeal to the complex matters that face children and their families at this early stage in their lives. Effective policies have not been frequently been funded at the most appropriate level in order to provide support to the families and the children (Gullo, 2014).
It is my belief that currently United States is at crossroads, and it is important that we must be able to come up with an integrated system of early childhood care and education which is made up of comprehensive approaches which directly brings together families and communities in the design, evaluation and implementation. It is important to invest in a child at an early age and be able to rip benefits that involve cost saving in the future. If we fail to make this investment on early child education, it means that we will be facing an uncertain future as America that will be at risk of increased delinquency, lowered levels of productivity, lower adults ready to be productive and less economic development (Blenkin, 2012).
Background of this paper
After suggesting above that the early education system in the United States might be lacking in one or two areas, one area in which I find the system to have a big problem is in formative assessment. It is important that we should understand that there is a relationship which exists between assessment in early childhood education and teaching and learning (Gullo, 2014).
i. Purpose
This is a paper that is created to make a review of issues in early childhood education and make proposal when it comes to formative assessment. The findings of this paper is intended to better the early childhood education in United States since it will be used in support of the development framework for the early education and learning (Gullo, 2014). This is a paper that is created in order to answer questions that are related to formative assessment in early childhood education.
ii. Curriculum relation to assessment
Features of curriculum such as degree of formality and informality cannot be s.
Early Head Start Relationships Associationwith Program Outc.docxsagarlesley
Early Head Start Relationships: Association
with Program Outcomes
James Elicker
Human Development and Family Studies, Purdue University
Xiaoli Wen
Early Childhood Education, National College of Education, National Louis University
Kyong-Ah Kwon
Department of Early Childhood Education, Georgia State University
Jill B. Sprague
Human Development and Family Studies, Purdue University
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have
been recommended as essential aspects of early childhood intervention. This study explored the
associations of these relationships with program outcomes for children and parents in 3 Early Head
Start programs. A total of 71 children (8–35 months, M ¼ 20), their parents, and 33 program
caregivers participated. The results showed that caregiver–child relationships were moderately
positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent
relationships were generally positive and temporally stable. Caregiver–child relationships were more
positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relation-
ships were more positive when parents had higher education levels and when staff had more years of
experience, had more positive work environments, or had attained a Child Development Associate
credential or associate’s level of education rather than a 4-year academic degree. Hierarchical linear
modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger
predictor of both child and parent outcomes than was the quality of the caregiver–child relationship.
There were also moderation effects: Stronger associations of caregiver–parent relationships with
observed positive parenting were seen in parents with lower education levels and when program
caregivers had higher levels of education. Practice or Policy: The results support the importance
of caregiver–family relationships in early intervention programs and suggest that staff need to be
prepared to build relationships with children and families in individualized ways. Limitations of this
study and implications for program improvements and future research are discussed.
Early Head Start is a federally funded community-based program for low-income families with
infants and toddlers and pregnant women, with goals to enhance child development and promote
healthy family functioning (Early Head Start National Resource Center, 2008). A guiding
Correspondence regarding this article should be addressed to James Elicker, PhD, Department of Human Development
& Family Studies, Purdue University, Fowler Memorial House, 1200 West State Street, West Lafayette, IN 47906-2055.
Early Education and Development, 24: 491–516
Copyright # 2013 Taylor & Francis Group, LLC
ISSN: 1040-9289 print/1556-6935 online
DOI: 10.1080/10409289.2012.695519
principle of Early Head Start is the importance of building pos ...
Geert Driessen (2023) Encyclopedia The Perry HighScope Preschool Program A Cr...Driessen Research
Early Childhood Education programs aim at preventing educational delays associated with socio-ethnic disadvantage in the home environment of young children. Advocates claim that such programs can be effective, provided they are of high quality. Despite the investment of enormous budgets, the educational gap between socio-economically deprived families and their wealthier counterparts is still widening. The question therefore is justifiied whether these claims are justified. This article focuses on the internal and external validity of the most cited preschool program, the High/Scope Perry PreschoolProject, which was carried out between 1962 and 1967 in one school in Ypsilant, MI. Are the program's effects as reported by, e.g. Lawrence Schweinhart and James Heckman, reliable and valid? And is it really possible to generalize the findings of this so-called model program to other programs, target groups, settings and conditions, as is being claimed?
Geert Driessen (2023) The Perry High/Scope Preschool program. A critique
Retrieved from https://encyclopedia.pub/entry/history/show/109024
Why America Needs High-Quality Early Care and Education, a statement of principles. Corporate Voices for Working Families and The Business Roundtable, 2009.
R E S E A R C H A R T I C L EPlaying Fair The Contributio.docxmakdul
R E S E A R C H A R T I C L E
Playing Fair: The Contribution of
High-Functioning Recess to Overall School
Climate in Low-Income Elementary Schools
REBECCA A. LONDON, PhDa LISA WESTRICH, MSWb KATIE STOKES-GUINAN, PhDc MILBREY MCLAUGHLIN, PhDd
ABSTRACT
BACKGROUND: Recess is a part of the elementary school day with strong implications for school climate. Positive school
climate has been linked to a host of favorable student outcomes, from attendance to achievement. We examine 6 low-income
elementary schools’ experiences implementing a recess-based program designed to provide safe, healthy, and inclusive play to
study how improving recess functioning can affect school climate.
METHODS: Data from teacher, principal, and recess coach interviews; student focus groups; recess observations; and a
teacher survey are triangulated to understand the ways that recess changed during implementation. Comparing schools that
achieved higher- and lower-functioning recesses, we link recess functioning with school climate.
RESULTS: Recess improved in all schools, but 4 of the 6 achieved a higher-functioning recess. In these schools, teachers and
principals agreed that by the end of the year, recess offered opportunities for student engagement, conflict resolution, pro-social
skill development, and emotional and physical safety. Respondents in these four schools linked these changes to improved
overall school climate.
CONCLUSIONS: Recess is an important part of the school day for contributing to school climate. Creating a positive recess
climate helps students to be engaged in meaningful play and return to class ready to learn.
Keywords: recess; school climate; play; emotional safety; physical safety.
Citation: London RA, Westrich L, Stokes-Guinan K, McLaughlin M. Playing fair: the contribution of high-functioning recess to
overall school climate in low-income elementary schools. J Sch Health. 2015; 85: 53-60.
Received on January 20, 2014
Accepted on July 9, 2014
Recess has been called ‘‘the fourth R’’
1 and is
thought to be an important part of the elementary
school day because the free play and physical activity
associated with recess are key inputs to both learning
and a well-behaved classroom.2 Play itself is so critical
for children’s healthy development that it has been
recognized by the United Nations High Commission
for Human Rights as a right of every child3 and by the
American Academy of Pediatrics as an essential part
of children’s social, emotional, cognitive, and physical
well-being, especially for those who are economically
aAssistant Director of Research and Policy, ([email protected]), Education Department, Center for Collaborative Research for an Equitable California, University of California, Santa
Cruz, 1156 High Street, Santa Cruz, CA 95064.
bFormerly Research and Policy Analyst, ([email protected]), John W. Gardner Center for Youth and Their Communities, Graduate School of Education, Stanford University,
365 Lasuen Street, Stanford, ...
Recess Quality and Social and Behavioral Health in Elementary School Studentsvideosplay360
A majority of research findings have focused on recess as instrumental to achieving minutes of physical
activity rather than focusing on the psycho-social benefits associated with a high-quality recess environment. The purpose of the
current study was to examine the relationship between recess quality and teacher-reported social, emotional, and behavioral
outcomes in children.
18 Kappan December 2018January 2019What We’ve learAnastaciaShadelb
18 Kappan December 2018/January 2019
What We’ve learned about learning
JOSEPH L. MAHONEY ([email protected]) is assistant professor
of psychology at the University of Wisconsin-Superior and senior research
scientist at the Collaborative for Academic, Social, and Emotional Learning
in Chicago, Ill. JOSEPH A. DURLAK ([email protected]) is an emeritus
professor of psychology at Loyola University and senior research scientist at
the Collaborative for Academic, Social, and Emotional Learning in Chicago,
Ill. ROGER P. WEISSBERG ([email protected]; @RogerWeissberg)
is chief knowledge officer at the Collaborative for Academic, Social, and
Emotional Learning in Chicago, Ill. Durlak and Weissberg are coeditors, with
Celene Domitrovich and Thomas Gullotta, of the Handbook of Social and
Emotional Learning: Research and Practice (Guilford, 2016).
An update on social and
emotional learning outcome
research
An examination of four meta-analyses of SEL programs found multiple positive
outcomes in the short and long term for participating students.
By Joseph L. Mahoney, Joseph A. Durlak, and Roger P. Weissberg
I
n recent years, it has become commonplace
among American educators to argue that if
schools aim to prepare young people for life
in today’s complex and diverse world, then
they must provide instruction in more than
just academic content and skills (in English language
arts, mathematics, science, social studies, and other
subject areas). Social and emotional learning (SEL),
too, is critical to students’ long-term success in and out
of school, and it merits careful, sustained attention
throughout K-12 education (Bridgeland et al., 2013;
DePaoli et al., 2017; Weissberg et al., 2015).
Already, thousands of schools within and outside
the United States have implemented SEL programs
(Humphrey, 2013; Weissberg & Cascarino, 2013), and
many U.S. state departments of education have issued, or
are in the process of issuing, standards for the develop-
ment of specific SEL skills at each grade level (Dusenbury
et al., 2015). So, too, have many federal, state, and local
policy makers become willing to provide funding support
for SEL programs.
Although SEL has been conceptualized in various ways,
it can broadly be understood as the processes through
which children and adults acquire and effectively apply
the knowledge, attitudes, and skills necessary to manage
their emotions, set and achieve positive goals, feel and
show empathy for others, establish and maintain positive
relationships, and make responsible decisions (Weissberg
& Cascarino, 2013). More specifically, Roger Weissberg and
colleagues (2015) have identified a set of five core clusters
of social and emotional competencies: self-awareness,
self-management, social awareness, relationship skills, and
responsible decision making.
These competencies are thought to facilitate students’
academic performance, positive social behaviors, and
social ...
Geert Driessen (2019) Are the early childhood education claims valid?Driessen Research
Early Childhood Education (ECE) often is part of a broader educational disadvantage policy and offers institutional compensatory programs to young children who lack specific educational stimulation in the home environment. ECE typically aims on children from deprived socioeconomic backgrounds and those of immigrant origin. Although ECE nowadays is widespread and accepted as perhaps the most important means of preventing and combatting educational disadvantage, the controversy surrounding the evidence of effects and thus the justification and foundation of ECE provisions still is not solved. This article focuses on the basis (or lack of it) of ECE in the Netherlands.
The Expansion of School-Community Partnershipsnoblex1
Across the country, states and communities are mobilizing to focus attention on young children and families, and many benefits could accrue from an integration of community–school efforts with early childhood initiatives. Ample evidence from research supports such integration.
Source: https://ebookscheaper.com/2021/02/10/the-expansion-of-school-community-partnerships/
New Trends in Parent Involvement and Student Achievementnoblex1
Recent research reviewing historical trends in parent involvement and student achievement point out the inconsistency of those findings by documenting apparent improvements in achievement while other studies do not support a relationship.
Source: https://ebookscheaper.com/2022/02/25/new-trends-in-parent-involvement-and-student-achievement/
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxtodd581
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxglendar3
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
1.1 The Benefits of Early Childhood EducationAccording to the Na.docxpaynetawnya
1.1 The Benefits of Early Childhood Education
According to the National Association for the Education of Young Children (NAEYC), the largest membership organization for early education professionals, there are more than 300,000 licensed or regulated early childhood programs in the United States (NAEYC, n.d.). This figure includes a variety of for-profit and nonprofit program types, such as child care centers, preschools, and family child care homes.
An early childhood care program is generally defined as an educational or child care service provided to young children, including infants through 5-year-olds and often also inclusive of older children in after-school programs. Such programs usually employ teachers or caregivers, as well as support staff such as kitchen workers or office assistants. The amount of time children spend in early childhood programs each day can vary from a few hours in a part-day preschool program to nine hours or more in a full-day child care center.
With rare exception, these programs are run by early childhood administrators. The work of early childhood administrators has a significant effect on the lives of young children and their families, because early childhood education plays an important role in the healthy development of children and sets the stage for academic achievement and future success.
Meeting the Needs of Children and Families
For many parents, the top priority in enrolling their child in an early childhood program is to find adequate child care services so they can continue to work outside the home. In the United States today, more than half of the mothers of children under age five are in the labor force (United States Department of Labor, 2008), and four out of five young children with employed mothers receive child care by someone other than their parents (Forum on Child and Family Statistics, 2010). Working parents may need flexibility in pick-up and drop-off times, some may need extended hours care, and all want care that is safe, high quality, and affordable.
Parents also enroll their children in child care or preschool programs for social and cognitive reasons. They may wish for their child to interact with other children, or they may seek to develop their child's school-readiness skills to help prepare him or her for kindergarten.
For children who are considered high risk for school failure, there are programs that provide targeted supports to help children develop language, literacy, and problem-solving skills. For example, publicly funded early childhood programs help children living in poverty who might not otherwise have access to early childhood programs prepare for kindergarten and later school success.
Positive Outcomes of High-Quality Care
The first five years of a child's life are a critical period of development. Children are learning essential cognitive, social, emotional, physical, and self-help skills necessary for success in school and in life. A growing body of research ...
This paper reviews studies on school safety and safety precautionary measures in schools to safe guard the lives and properties in the school environment. To this end, the review is done under the following headings: theoretical framework; concept of safe school; relevance of the concept of safe school to health education; empirical evidences of studies on school safety. The primary responsibility of every Local Education Authority (LEA) is to ensure a safe and secure environment for students, staff and visitors. Specific actions that schools can take to increase school safety include ways to identify possible warning signs of students-at-risk and provide support to such students who do not feel that they belong in the school community. Working together, schools and community partners can focus their emergency planning using national guidance, including efforts to build a positive school climate to establish relations of trust and respect among students and staff in order to encourage them to share information about threatening behavior before an incident occurs. Students who do not feel safe at school stay home, and when students are not in school, they do not perform academically; it is therefore recommended that students’ perception of safe school is vital for progress in the entire educational endeavour.
Write a scholarly paper in which you apply the concepts of epide.docxarnoldmeredith47041
Write a scholarly paper in which you apply the concepts of epidemiology and nursing research to a communicable disease. Choose one communicable disease.
Epidemiology Paper Requirements
Include the following in your assignment:
A thorough description of the disease including causes, mode of transmission, symptoms, treatment and complications. Discuss the demographic most affected-incidence, prevalence, morbidity and mortality.
What are the determinants of health affecting this disease?
https://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health
.
Identify the epidemiologic triad including host, agent and environmental factors as related to this disease.
Discuss the role of the public health nurse in relation to this disease. How is the public health nurse involved in finding, reporting, collection and analysis of data and follow up?
A minimum of three references is required. The written essay should be at least 1250 words in length.
APA format is required.
.
Write a S.M.A.R.T. goal to improve the Habit 5 Seek First to .docxarnoldmeredith47041
Write a S.M.A.R.T. goal to improve the Habit 5
:
Seek First to Understand, Then to be understood:
This is an area which I feel I struggle in. I am able to communicate but I am a very bad listener. I do care and try to be a positive problem solver, but as I stated I must practices the skill of learning to listen and understanding what people are saying. Rank 5
.
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Similar to The title for this Special Section is Developmental Research a.docx
Geert Driessen (2023) Encyclopedia The Perry HighScope Preschool Program A Cr...Driessen Research
Early Childhood Education programs aim at preventing educational delays associated with socio-ethnic disadvantage in the home environment of young children. Advocates claim that such programs can be effective, provided they are of high quality. Despite the investment of enormous budgets, the educational gap between socio-economically deprived families and their wealthier counterparts is still widening. The question therefore is justifiied whether these claims are justified. This article focuses on the internal and external validity of the most cited preschool program, the High/Scope Perry PreschoolProject, which was carried out between 1962 and 1967 in one school in Ypsilant, MI. Are the program's effects as reported by, e.g. Lawrence Schweinhart and James Heckman, reliable and valid? And is it really possible to generalize the findings of this so-called model program to other programs, target groups, settings and conditions, as is being claimed?
Geert Driessen (2023) The Perry High/Scope Preschool program. A critique
Retrieved from https://encyclopedia.pub/entry/history/show/109024
Why America Needs High-Quality Early Care and Education, a statement of principles. Corporate Voices for Working Families and The Business Roundtable, 2009.
R E S E A R C H A R T I C L EPlaying Fair The Contributio.docxmakdul
R E S E A R C H A R T I C L E
Playing Fair: The Contribution of
High-Functioning Recess to Overall School
Climate in Low-Income Elementary Schools
REBECCA A. LONDON, PhDa LISA WESTRICH, MSWb KATIE STOKES-GUINAN, PhDc MILBREY MCLAUGHLIN, PhDd
ABSTRACT
BACKGROUND: Recess is a part of the elementary school day with strong implications for school climate. Positive school
climate has been linked to a host of favorable student outcomes, from attendance to achievement. We examine 6 low-income
elementary schools’ experiences implementing a recess-based program designed to provide safe, healthy, and inclusive play to
study how improving recess functioning can affect school climate.
METHODS: Data from teacher, principal, and recess coach interviews; student focus groups; recess observations; and a
teacher survey are triangulated to understand the ways that recess changed during implementation. Comparing schools that
achieved higher- and lower-functioning recesses, we link recess functioning with school climate.
RESULTS: Recess improved in all schools, but 4 of the 6 achieved a higher-functioning recess. In these schools, teachers and
principals agreed that by the end of the year, recess offered opportunities for student engagement, conflict resolution, pro-social
skill development, and emotional and physical safety. Respondents in these four schools linked these changes to improved
overall school climate.
CONCLUSIONS: Recess is an important part of the school day for contributing to school climate. Creating a positive recess
climate helps students to be engaged in meaningful play and return to class ready to learn.
Keywords: recess; school climate; play; emotional safety; physical safety.
Citation: London RA, Westrich L, Stokes-Guinan K, McLaughlin M. Playing fair: the contribution of high-functioning recess to
overall school climate in low-income elementary schools. J Sch Health. 2015; 85: 53-60.
Received on January 20, 2014
Accepted on July 9, 2014
Recess has been called ‘‘the fourth R’’
1 and is
thought to be an important part of the elementary
school day because the free play and physical activity
associated with recess are key inputs to both learning
and a well-behaved classroom.2 Play itself is so critical
for children’s healthy development that it has been
recognized by the United Nations High Commission
for Human Rights as a right of every child3 and by the
American Academy of Pediatrics as an essential part
of children’s social, emotional, cognitive, and physical
well-being, especially for those who are economically
aAssistant Director of Research and Policy, ([email protected]), Education Department, Center for Collaborative Research for an Equitable California, University of California, Santa
Cruz, 1156 High Street, Santa Cruz, CA 95064.
bFormerly Research and Policy Analyst, ([email protected]), John W. Gardner Center for Youth and Their Communities, Graduate School of Education, Stanford University,
365 Lasuen Street, Stanford, ...
Recess Quality and Social and Behavioral Health in Elementary School Studentsvideosplay360
A majority of research findings have focused on recess as instrumental to achieving minutes of physical
activity rather than focusing on the psycho-social benefits associated with a high-quality recess environment. The purpose of the
current study was to examine the relationship between recess quality and teacher-reported social, emotional, and behavioral
outcomes in children.
18 Kappan December 2018January 2019What We’ve learAnastaciaShadelb
18 Kappan December 2018/January 2019
What We’ve learned about learning
JOSEPH L. MAHONEY ([email protected]) is assistant professor
of psychology at the University of Wisconsin-Superior and senior research
scientist at the Collaborative for Academic, Social, and Emotional Learning
in Chicago, Ill. JOSEPH A. DURLAK ([email protected]) is an emeritus
professor of psychology at Loyola University and senior research scientist at
the Collaborative for Academic, Social, and Emotional Learning in Chicago,
Ill. ROGER P. WEISSBERG ([email protected]; @RogerWeissberg)
is chief knowledge officer at the Collaborative for Academic, Social, and
Emotional Learning in Chicago, Ill. Durlak and Weissberg are coeditors, with
Celene Domitrovich and Thomas Gullotta, of the Handbook of Social and
Emotional Learning: Research and Practice (Guilford, 2016).
An update on social and
emotional learning outcome
research
An examination of four meta-analyses of SEL programs found multiple positive
outcomes in the short and long term for participating students.
By Joseph L. Mahoney, Joseph A. Durlak, and Roger P. Weissberg
I
n recent years, it has become commonplace
among American educators to argue that if
schools aim to prepare young people for life
in today’s complex and diverse world, then
they must provide instruction in more than
just academic content and skills (in English language
arts, mathematics, science, social studies, and other
subject areas). Social and emotional learning (SEL),
too, is critical to students’ long-term success in and out
of school, and it merits careful, sustained attention
throughout K-12 education (Bridgeland et al., 2013;
DePaoli et al., 2017; Weissberg et al., 2015).
Already, thousands of schools within and outside
the United States have implemented SEL programs
(Humphrey, 2013; Weissberg & Cascarino, 2013), and
many U.S. state departments of education have issued, or
are in the process of issuing, standards for the develop-
ment of specific SEL skills at each grade level (Dusenbury
et al., 2015). So, too, have many federal, state, and local
policy makers become willing to provide funding support
for SEL programs.
Although SEL has been conceptualized in various ways,
it can broadly be understood as the processes through
which children and adults acquire and effectively apply
the knowledge, attitudes, and skills necessary to manage
their emotions, set and achieve positive goals, feel and
show empathy for others, establish and maintain positive
relationships, and make responsible decisions (Weissberg
& Cascarino, 2013). More specifically, Roger Weissberg and
colleagues (2015) have identified a set of five core clusters
of social and emotional competencies: self-awareness,
self-management, social awareness, relationship skills, and
responsible decision making.
These competencies are thought to facilitate students’
academic performance, positive social behaviors, and
social ...
Geert Driessen (2019) Are the early childhood education claims valid?Driessen Research
Early Childhood Education (ECE) often is part of a broader educational disadvantage policy and offers institutional compensatory programs to young children who lack specific educational stimulation in the home environment. ECE typically aims on children from deprived socioeconomic backgrounds and those of immigrant origin. Although ECE nowadays is widespread and accepted as perhaps the most important means of preventing and combatting educational disadvantage, the controversy surrounding the evidence of effects and thus the justification and foundation of ECE provisions still is not solved. This article focuses on the basis (or lack of it) of ECE in the Netherlands.
The Expansion of School-Community Partnershipsnoblex1
Across the country, states and communities are mobilizing to focus attention on young children and families, and many benefits could accrue from an integration of community–school efforts with early childhood initiatives. Ample evidence from research supports such integration.
Source: https://ebookscheaper.com/2021/02/10/the-expansion-of-school-community-partnerships/
New Trends in Parent Involvement and Student Achievementnoblex1
Recent research reviewing historical trends in parent involvement and student achievement point out the inconsistency of those findings by documenting apparent improvements in achievement while other studies do not support a relationship.
Source: https://ebookscheaper.com/2022/02/25/new-trends-in-parent-involvement-and-student-achievement/
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxtodd581
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxglendar3
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
1.1 The Benefits of Early Childhood EducationAccording to the Na.docxpaynetawnya
1.1 The Benefits of Early Childhood Education
According to the National Association for the Education of Young Children (NAEYC), the largest membership organization for early education professionals, there are more than 300,000 licensed or regulated early childhood programs in the United States (NAEYC, n.d.). This figure includes a variety of for-profit and nonprofit program types, such as child care centers, preschools, and family child care homes.
An early childhood care program is generally defined as an educational or child care service provided to young children, including infants through 5-year-olds and often also inclusive of older children in after-school programs. Such programs usually employ teachers or caregivers, as well as support staff such as kitchen workers or office assistants. The amount of time children spend in early childhood programs each day can vary from a few hours in a part-day preschool program to nine hours or more in a full-day child care center.
With rare exception, these programs are run by early childhood administrators. The work of early childhood administrators has a significant effect on the lives of young children and their families, because early childhood education plays an important role in the healthy development of children and sets the stage for academic achievement and future success.
Meeting the Needs of Children and Families
For many parents, the top priority in enrolling their child in an early childhood program is to find adequate child care services so they can continue to work outside the home. In the United States today, more than half of the mothers of children under age five are in the labor force (United States Department of Labor, 2008), and four out of five young children with employed mothers receive child care by someone other than their parents (Forum on Child and Family Statistics, 2010). Working parents may need flexibility in pick-up and drop-off times, some may need extended hours care, and all want care that is safe, high quality, and affordable.
Parents also enroll their children in child care or preschool programs for social and cognitive reasons. They may wish for their child to interact with other children, or they may seek to develop their child's school-readiness skills to help prepare him or her for kindergarten.
For children who are considered high risk for school failure, there are programs that provide targeted supports to help children develop language, literacy, and problem-solving skills. For example, publicly funded early childhood programs help children living in poverty who might not otherwise have access to early childhood programs prepare for kindergarten and later school success.
Positive Outcomes of High-Quality Care
The first five years of a child's life are a critical period of development. Children are learning essential cognitive, social, emotional, physical, and self-help skills necessary for success in school and in life. A growing body of research ...
This paper reviews studies on school safety and safety precautionary measures in schools to safe guard the lives and properties in the school environment. To this end, the review is done under the following headings: theoretical framework; concept of safe school; relevance of the concept of safe school to health education; empirical evidences of studies on school safety. The primary responsibility of every Local Education Authority (LEA) is to ensure a safe and secure environment for students, staff and visitors. Specific actions that schools can take to increase school safety include ways to identify possible warning signs of students-at-risk and provide support to such students who do not feel that they belong in the school community. Working together, schools and community partners can focus their emergency planning using national guidance, including efforts to build a positive school climate to establish relations of trust and respect among students and staff in order to encourage them to share information about threatening behavior before an incident occurs. Students who do not feel safe at school stay home, and when students are not in school, they do not perform academically; it is therefore recommended that students’ perception of safe school is vital for progress in the entire educational endeavour.
Write a scholarly paper in which you apply the concepts of epide.docxarnoldmeredith47041
Write a scholarly paper in which you apply the concepts of epidemiology and nursing research to a communicable disease. Choose one communicable disease.
Epidemiology Paper Requirements
Include the following in your assignment:
A thorough description of the disease including causes, mode of transmission, symptoms, treatment and complications. Discuss the demographic most affected-incidence, prevalence, morbidity and mortality.
What are the determinants of health affecting this disease?
https://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health
.
Identify the epidemiologic triad including host, agent and environmental factors as related to this disease.
Discuss the role of the public health nurse in relation to this disease. How is the public health nurse involved in finding, reporting, collection and analysis of data and follow up?
A minimum of three references is required. The written essay should be at least 1250 words in length.
APA format is required.
.
Write a S.M.A.R.T. goal to improve the Habit 5 Seek First to .docxarnoldmeredith47041
Write a S.M.A.R.T. goal to improve the Habit 5
:
Seek First to Understand, Then to be understood:
This is an area which I feel I struggle in. I am able to communicate but I am a very bad listener. I do care and try to be a positive problem solver, but as I stated I must practices the skill of learning to listen and understanding what people are saying. Rank 5
.
Write a Risk Management Plan for a School FacilityInclude th.docxarnoldmeredith47041
Write a Risk Management Plan for a School Facility
Include the following topics listed below
Write at least one page per topic, double spaced, Times Roman, Font Size 12
Provide References.
Use the APA Format
·
Personnel Management
·
Indemnification Waiver
·
General Supervisory Practices
·
Crowd Management Plan
.
Write a review that 750 - 1000 words in length about one chapter in .docxarnoldmeredith47041
Write a review that 750 - 1000 words in length about one chapter in the Niebuhr textbook. Half will be a summary and half will be the student’s personal reflection. The reflection should include points that the student agrees and disagrees with Niebuhr about and why.
Niebuhr, H. Richard. (2001).
Christ and Culture
. New York: Harper and Row.
.
write a resume using the example belowCONTACT INFOFirs.docxarnoldmeredith47041
write a resume using the example below
CONTACT INFO
First and Last Name
City, State (Optional) | Best Phone Number to Reach You | Appropriate Email Address
SUMMARY OF QUALIFICATIONS
· 3-5 sentences describing why you would be a great fit for the position.
· Describe your relevant accomplishments, strengths, knowledge, experience, skillsets, and languages.
· This is the “preview to the movie.” Highlight your best qualifications so they choose to read the rest of the resume.
· Use bullet points to distinguish each sentence if more aesthetically pleasing.
PROFESSIONAL EXPERIENCE
· List jobs you have held in the past 10 years; only list older jobs if they are directly related to desired job.
· Do NOT list a job if you worked at a place of employment for less than 3 months.
· If you have some jobs that are related to your desired position/field and others that are not, only list the related jobs in this section. Create an “Additional Work History” section at the end of the resume for the non-related jobs.
· Use bullet points to list achievements, results, recognitions, and duties for each job.
Company Name - City, State
Job Title
Start Year - End Year or Present
3-5 achievements, results, recognitions, and duties
INTERNSHIP / EXTERNSHIP / CLINICAL EXPERIENCE
· This section should take priority over others unless you have previous work history in exact field.
Company Name - City, State
Title or Role
Month Year - Month Year
2-3 Main Responsibilities/Duties
CERTIFICATIONS and LICENSURES
Name of Certification/License
Issuing Company or Organization
Certification/License Number
Expiration Month Year
EDUCATION
· Only include schools that you received a degree or relevant certifications from, or are currently attending.
· Do NOT include your high school.
School Name - City, State
Major/Area of Study
Degree Earned
Graduation Year/Estimated Graduation Month Year
CORE COMPETENCIES
· List 6-9 competencies, skills, traits, and/or areas of proficiency that directly relate to the job.
· Utilize the job description to find the types of preferred and/or required skills and traits.
· This is a great area to match keywords from the job description that may not otherwise be easily listed in your resume.
· Use bullet points and columns to make this section more aesthetically pleasing and organized.
RELEVANT COURSEWORK
· List the core courses you have already completed and are currently in.
· Use bullet points to list each course.
VOLUNTEER WORK / AFFILIATIONS
Organization
City, State
example of resume
SHARKLY BRUCE, COTA/L
Amity Island, FL | (975) 206-1120 |
[email protected]
SUMMARY OF QUALIFICATIONS
· Certified Occupational Therapy Assistant with two 8-week rotations of Level II OTA fieldwork, as well as 3 years of previous healthcare experience in a hospital setting.
· Extensive direct care experience assisting patients after treatment of traumatic wounds from local wildlife attacks.
· Proven track record o.
Write a resume and cover letter for the following positionOnline.docxarnoldmeredith47041
Write a resume and cover letter for the following position
Online Marketing Strategist
Riverside, CA 92507
Full-time, Contract
Raincross is seeking a full time marketing rockstar to manage client accounts, devise and implement strategies and craft winning content daily. Candidates must be extremely motivated, possess excellent research and writing skills and pay very close attention to detail.
Requirements
Master the art of creating content: blog articles, updates on social sites, press releases, infographics (or at least the concepts behind them for our design team to create) are all part of the ideal candidates daily tasks
Research and analyze the latest data to uncover gaps; stay up to date on the latest trends and be quick enough to jump on them before they pass
Convert through compelling CTA’s: Create copy for signage, newsletters, email campaigns, online promotions, ads, etc to help brand reach their goals
A/B test: Do you know what works and what doesn’t?
Craft brand strategies: Figure out what they’re doing right, what they’re doing wrong and create strategies to implement. Research to include competitor marketing, trends, etc. Come up with creative new ways to help clients grow and become more successful
Social advertising: Run ads on Facebook, Instagram, Twitter, LinkedIn and any other social platform that allows us to
Responsibilities
Bachelors Degree in Communications, Marketing or similar
Excellent written and verbal communication and customer service skills
Must take initiative, possess creativity, be hands on and a team player
Should be open-minded, a fast learner, enthusiastic, and adaptable
Experience in writing, copy-writing, researching trends, analyzing data, a/b testing, brand strategies and running social ads and campaigns a huge plus
.
Write a response to the peers post based on the readings. Origi.docxarnoldmeredith47041
Write a response to the peer's post based on the readings.
Original Prompt:
Compare Carroll's strategies for creating sound in
Jabberwocky
with those used by Swenson in
A Nosty
Fright.
Pay attention to connotative and denotative meanings of the words and how the poet plays with sound.
Edilzon Ramirez
Response to Prompt:
In both poems there is a common element. And that is a wordplay to make nonsense poetry. The effect of this, is that we must think more in depth to figure out the real meaning behind the works of literature. In Jabberwocky, the writer begins by setting up the mood giving us the background of the events that are about to occur. The use of exclamation marks throughout the poem afterwards, are what in my opinion, give it the sound. For example, “O frabjous day! Callooh! Callay!” suggests sort of a proud/relived cry. Which is furthered backed up by the whimsical words that have a positive connation to them due to the slaying of the jabberwocky, who terrorized the people.
While in “A Nosty Fright” another poem with nonsense words or portmanteau the mood is sad, and it only becomes gloomier. Like Miss Brill, the poet describes things together, in the first stanza “roldengod and the soneyhuckle” and jumps to a lonely chipmunk, suggesting that it has lost its companion. There is hope for it when it meets the grasshopper. Ultimately, it comes to an end “Here we part,” said the hassgropper. “Pere we hart,” mipchunk, too”. All hope is lost for the chipmunk and is waiting for the winter to come. This symbolizes death because during the months of October, November, and December many mammals including the chipmunks hibernate and its almost like it wanted to go to sleep permanently remarking things like “Will it ever be morning, Nofember virst”.
Some say, that the chipmunk is a representation of the author and her sexuality. She like the chipmunk, was alone and the typhoon that was mentioned earlier, was her losing her mind. The words and the sounds they make, further makes this evident because it is gibberish written by someone who is broken.
(Your response to your peer should add or extend the point given by your peer.)
.
Write a response to the following prompt.Analyze the characteriz.docxarnoldmeredith47041
Write a response to the following prompt.
Analyze the characterization Shakespeare employed in
Julius Caesar
, paying particular attention to the role of women. (50 pts) Remember, as you write, to use the language of characterization as we have discussed in class.
.
Write a response to a peers post that adds or extends to the discus.docxarnoldmeredith47041
Write a response to a peer's post that adds or extends to the discussion point of your peer by Friday 07/24/2020.
This week's discussion prompt:
Explain how Faith in "Young Goodman Brown," Georgiana in "The Birthmark," and Elizabeth in "The Black Minister's Veil" are use to reveal some truth about the central male characters in each story. Describe the similarities that you see among these women characters.
Peer's Post:
-Emily Seide
In each of the three short stories, the female characters play a large role in the character development of the three male protagonists (Goodman, Aylmer, and Hooper). Throughout each story, the women leave a lasting impact on their significant other’s mentality of the world and perception of others. In “Young Goodman Brown”, Brown is faced with troubling sights that make him alter his point of view on his town and the townspeople. Brown was introduced to the true form of some nasty people, including his wife, Faith. When he returns home the next morning from a place of sinister evil, his encounter with Faith and his townspeople has made him a hardcore skeptic of anyone and everyone around him. Goodman Brown never trusted a soul after that night because he was forced to believe that evil resides in everyone. In “The Birthmark”, Aylmer goes insane trying to remove his wife, Georgiana’s, birthmark. Even after hearing how beautiful and well liked she is, Georgiana agrees to get her birthmark removed. Rather than seeing this as a perfect part of her, Aylmer sees the birthmark as a flaw that gives her an imperfect complexion. Later in the story, as the birthmark fades and she wakes up, she states that he should’ve admired what he had in the first place, then dies. This made Aylmer realize that he took time for granted, and now he lives a life without Georgiana due to his impatience with her already beautiful complexion. And finally, in “The Minister’s Black Veil”, Reverend Hooper consistently wears a black veil that covers the majority of his face. Several people were afraid and intimidated by it, except for his fiancée, Elizabeth. After further questioning, she begins to fear the veil due to what it symbolizes- the sin in all human beings. Hooper’s plea for Elizabeth to stay reveals the extent of which he is willing to sacrifice, and the decision for him to continue to wear the veil reveals great sorrow; “Do not leave me in this miserable obscurity forever!” (Hawthorne, 36). In each of the short stories, each female character, always a love interest, is first skeptical of the main character’s choice of actions, then later comply. In each short story, a life lesson is learned for each male character.
Readings are attached!
.
Write a response mini-essay of at least 150 to 300 words on the dis.docxarnoldmeredith47041
Write a response mini-essay of at least 150 to 300 words on the discussion topic identified below. Take a position and defend it. (Specify a thesis and support it very briefly with evidence)
The response essay should provide one example from the contemporary world to support your
Position. Ideally you have a source reference for your example. You must have a source reference if you
Refer to any material which is neither common knowledge nor personal experience. essay should be typed using
APA style
feature with a title page and list of references if any are used.
Topic:
Technology changes education
Postman argues that television technology substantively changes aspects of culture such as news, politics, religion, and education in ways that suit the technology, not the human culture that uses the technology. It is a point others have made as well, though it is still contested by many other philosophers and social critics. One excellent example of technological change is on-line course delivery. While there are some who say that the new medium does not provide an education, others (such as your instructor) believe they can accomplish a better education in some subject areas. What have you noticed? What differences are there in on-line education that are due to the way it is technologically mediated? What differences do they make in the education you are receiving? Do you think this is a better or worse education? Why might your instructor think it can be better (and not just because he manages the class while in his pajamas)?
.
Write a response for each document.Instructions Your post sho.docxarnoldmeredith47041
Write a response for each document.
Instructions:
Your post should be a thoughtful response and should include outside reference material from the internet or primary literature. That reference should be referred to specifically with an in-text citation (author, year) and your post should have a bibliography with those outside sources you used cited in APA format.
.
write a resonse paper mla styleHAIRHair deeply affects people,.docxarnoldmeredith47041
write a resonse paper mla style
HAIR
Hair deeply affects people, can transfigure or repulse them. Symbolic of life, hair bolts from our head. Like the earth, it can be harvested, but it will rise again. We can change its color and texture when the mood strikes us, but in time it will return to its original form, just as Nature will in time turn our precisely laid-out cities into a weed-way. Giving one's lover a lock of hair to wear in a small locket [3] around his neck used to be a moving and tender gesture, but also a dangerous one, since to spell-casters, magicians, voodoo-ers, and necromancers of all sorts, a tuft of someone's hair could be used to cast a spell against them. In a variation on this theme, a medieval knight wore a lock of his lady's pubic hair into battle. Since one of the arch-tenets of courtly love was secrecy, choosing this tiny memento instead of a lock of hair from her head may have been more of a practical choice than a philosophical one, but it still symbolized her life-force, which he was carrying with him. Ancient male leaders wore long flowing tresses as a sign of virility (in fact,
"kaiser" and "tsar" both mean "long-haired"
). In the biblical story of Samson, the hero's loss of hair brings on his weakness and downfall, just as it did for the hero Gilgamesh before him. In Europe in more recent times, women who collaborated with the enemy in World War II were humiliated by having their hair cut short. Among some orthodox Jews, a young woman must cut off her hair when she marries, lest her husband find her too attractive and wish to have sex with her out of desire rather than for procreation. Rastafarians regard their dreadlocks as "high-tension cables to heaven." These days, to shock the bourgeoisie and establish their own identity, as every generation must, many young men and women wear their hair as freeform sculpture, with lacquered spikes, close-cropped patterns that resemble a formal garden maze, and colors borrowed from an aviary or spray-painted alley. The first time a student walked into my classroom wearing a "blue jay," it did startle me. Royal-blue slabs of hair were brushed and sprayed straight up along the sides of his head, a long jelly roll of white hair fell forward over his eyebrows, and the back was shiny black, brushed straight up and plastered close to the head. I didn't dislike it, it just seemed like a lot to fuss with each day. I'm sure my grandmother felt that way about my mother's "beehive," and I know my mother feels that way about the curly weather system which is my own mane of long thick hair. One's hairstyle can be the badge of a group, as we've always known -- look at the military's crew cut, or the hairstyles worn by some nuns and monks. In the sixties, wearing long hair, especially if you were a man, often fetched a vitriolic outburst from parents, which is why the musical Hair summed up a generation so beautifully. The police, who seemed so clean-cut and cropped then, were succee.
Write a response about the topic in the reading (see attached) and m.docxarnoldmeredith47041
Write a response about the topic in the reading (see attached) and make sure you include the following:
1. Brief summary of the reading
2. What was intersting?
3. The main points highlighted and what do you think of the reading?
( 2 page response)
.
Write a research report based on a hypothetical research study. Con.docxarnoldmeredith47041
Write a research report based on a hypothetical research study. Conducting research and writing a report is common practice for many students and practitioners in any of the behavioral sciences fields.
A research report, which is based on scientific method, is typically composed of the different sections listed below:
Introduction:
The introduction states a specific hypothesis and how that hypothesis was derived by connecting it to previous research.
Methods:
The methods section describes the details of how the hypothesis was tested and clarifies why the study was conducted in that particular way.
Results:
The results section is where the raw uninterpreted data is presented.
Discussion:
The discussion section is where an argument is presented on whether or not the data supports the hypothesis, the possible implications and limitations of the study, as well as possible future directions for this type of research.
Together, these sections should tell the reader what was done, how it was done, and what was learned through the research. You will create a research report based on a
hypothetical
problem, sample, results, and literature review. Organize your data by creating meaningful sections within your report. Make sure that you:
Apply key concepts of inferential hypothesis tests.
Interpret the research findings of the study.
Examine the assumptions and limitations of inferential tests.
Develop a practical application of the research principles covered in this course.
Focus of the Research Report
To begin, create a hypothetical research study (you do not have to carry out the study; you will just have to describe it) that is based on the three pieces of information listed below. Once you have your hypothetical study created, write a three- to four-page research report (excluding title and reference pages) that outlines the study. You are encouraged to be creative with your research study, but be sure to follow the format outlined below and adhere to APA formatting as outlined in the Ashford Writing Center.
Your hypothetical research study should be based on the following information:
Recent research has indicated that eating chocolate can improve memory. Jones and Wilson (2011) found that eating chocolate two hours before taking math tests improved scores significantly. Wong, Hideki, Anderson, and Skaarsgard (2009) found that women are better than men on memory tests after eating chocolate.
There were 50 men and 50 women who were randomly selected from a larger population.
A
t
-test was conducted to compare men and women’s performance on an assessment after eating chocolate. The results showed an independent
t
-test value of
t
.05(99) = 3.43;
p
< .05
Your research study must contain the following:
Title Page
Title of your report
Your name
The course
Instructor
Date
Introduction
Introduce the research topic, explain why it is important, and present the purpose of the paper and the resea.
Write a Research Paper with the topic Pregnancy in the adolesce.docxarnoldmeredith47041
Write a Research Paper with the topic: Pregnancy in the adolescent life.
The conditions are:
APA format
Double space
One inch margin on all sides
All paragraph in the body are indented
The title is centered on the page with your name and school institution
Paragraph 2, 3, and 4 need another inch more
All pages should be numbered and with citation
Apart of the Research paper write the topic sentence (a question or a statement) & the THESIS of the Research Paper. Write 3 citations for your Research Paper.
.
Write a Research Paper with the topic Autism a major problem. T.docxarnoldmeredith47041
Write a Research Paper with the topic: Autism a major problem.
The conditions are:
APA format
Double space
One inch margin on all sides
All paragraph in the body are indented
The title is centered on the page with your name and school institution
Paragraph 2, 3, and 4 need another inch more
All pages should be numbered and with citation
Apart of the Research paper write the topic sentence (a question or a statement) & the THESIS of the Research Paper.
Write 3 citations for your Research Paper.
.
Write a research paper that explains how Information Technology (IT).docxarnoldmeredith47041
Write a research paper that explains how Information Technology (IT) promotes getting people who are affected by policies involved in the policy-making process. Cite specific examples.
1000- 1200 words APA format and
Create a powerpoint presentation using 5 slides on the main points covered in your research paper. You may use a title slide and a reference slide.
Please find the attached text book.
.
Write a research paper outlining possible career paths in the field .docxarnoldmeredith47041
Write a research paper outlining possible career paths in the field of Human Resources Management (HRM) and based upon independent research discuss how different organizations might develop and implement a strategic HRM plan.
Research Paper Instructions:
IMPORTANT!!
Submit your work as an MS WORD ATTACHMENT in either a .doc, .docx, or .rtf format.
Please support your ideas, arguments, and opinions with independent research, include at least three (3) supporting references or sources (NOT Wikipedia, unknown, or anonymous sources), format your work in proper APA format, include a cover page, an abstract, an introduction and a labeled conclusion in accordance with the course rubric, a minimum of 3 FULL pages of written content, and a reference section. Double space all work and cite all listed references properly in text in accordance with the 6th edition of the APA manual, chapters 6 & 7.
.
Write a Research paper on the Legal issues associated with pentestin.docxarnoldmeredith47041
Write a Research paper on the Legal issues associated with pentesting.
Paper Specifics
3000 words (not counting citations)
APA format
Max team size of two
Minimum 5 academic sources
Provides clear summary and introduction to project scope; includes coherent discussion of key concepts, principles, and problem statement; develops clear context between project tasks and performing security testing in a virtual environment
Provides a thorough and concise summary of the project by listing the purpose and results of each test conducted; or research summary; clearly links the results with recommendations/research, which are supported by test data and external references
.
Write a research paper on one of the following topics .docxarnoldmeredith47041
Write a research paper on
one
of the following topics:
1. What are the effects of corruption on capitalism and foreign investment? (Unit II)
Be sure to include at least the following points in your paper:
What are the types of corruption?
What are effects of corruption on MNCs?
How can MNCs deal effectively with these problems?
2. How can MNCs effectively negotiate with local employees, local suppliers, and local governments in the Middle East? (Unit IV)
Be sure to include at least the following points in your paper:
What are some examples of negotiation cases in the Middle East?
How do MNCs use negotiation to solve problems?
What roles do different cultures have in negotiation?
3. Discuss the problems MNCs face when assigning expatriates to an Eastern European country and how they should support the expatriates. (Unit VII)
Be sure to include at least the following points in your paper:
What are problems for international assignments in Eastern Europe?
What are solutions for the problems?
What are strategies MNCs can implement to support their expatriates?
Directions:
The paper should be at least 750 words in length.
You are required to use a minimum of three scholarly sources for the paper.
All sources used must be referenced; paraphrased and quoted material must have accompanying APA citations.
.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The title for this Special Section is Developmental Research a.docx
1. The title for this Special Section is Developmental Research and
Translational
Science: Evidence-Based Interventions for At-Risk Youth and
Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and
Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic
advantage, family support behavior, and school
quality and support as processes through which early childhood
interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies
of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large
effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12
achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up
to half of the program impacts on well-being.
They also help to explain the positive economic returns of many
effective programs. The generalizability of
these processes is supported by a sizable knowledge base,
including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
2. tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman & Gottlieb, 2014;
O’Connell, Boat, & Warner, 2009). In this article, we
review evidence for three major processes by which
early childhood interventions (ECIs) promote well-
being and reduce problem behaviors. These are (a)
cognitive advantage, (b) family support behavior
(FS), and (c) school quality and support (SS).
The accumulated research widely supports these
processes as critical targets of preventive interven-
tions for children growing up in economically dis-
advantaged contexts. Our perspective on promoting
well-being is informed by three decades of studying
the Child–Parent Centers (CPC), a large-scale pro-
gram providing comprehensive education and fam-
ily services to low-income children from preschool
to third grade. CPC’s success in promoting well-
being and high economic returns is documented in
the Chicago Longitudinal Study (CLS), which has
tracked 1,500 families into adulthood. We also draw
on the accumulated life course research on the ben-
efits of primarily center-based ECIs, as well as con-
temporary programs and practices.
Consistent with prevention research, well-being
is used to describe the multidimensional outcomes
of ECI, including school achievement and attain-
ment, socioemotional development and mental
health, and health behavior. We regard well-being
as not just the absence of negative outcomes but
4. expansion would be more likely to be successful.
Three Processes of ECI Impacts
In recognition of the complex array of factors dur-
ing and after program participation that account for
long-term effects, research has increasingly empha-
sized examination of a comprehensive set of child,
family, and school-related processes. This led to the
development of the 5-hypothesis model of interven-
tion (5HM; Reynolds, 2012). Derived from the accu-
mulated research on ECI over four decades, 5HM
posits that effects are explained by indicators of five
general paths of influence: cognitive–scholastic
advantage (CA), FS, SS, motivational advantage
(MA), and social adjustment (SA).
Because the major purpose of ECI is to promote
enduring effects into adulthood, the extent to which
this pattern is observed will depend on the magni-
tude of effects on one or more of the processes. As
shown in Figure 1, we emphasize the contributions
of CA, FS, and SS due to their strong evidence as
processes. The contributions of MA and SA are usu-
ally initiated by the other three. Space limitations
also necessitate this focus (see Ou & Reynolds,
2010; Reynolds, 2012). To be valid explanations,
paths must be independently associated with both
program and outcome measures. The hypotheses
could work in combination. For example, participa-
tion may affect parent involvement through early
CA, just as parent involvement and CA may link
directly to SS. Although substantial support exists
for the independent and combined influence of the
processes, the pattern is expected to vary depend-
5. ing on goals, program content (e.g., family vs. cen-
ter-based), and implementation fidelity. The
summary of evidence for the three processes, which
are not rank ordered, is followed by a review of
findings from a variety of interventions.
Cognitive–Scholastic Advantage
Effective ECIs provide systematic, activity-based
educational experiences that stimulate children’s
emerging cognitive, language, numeracy, and social
skills. All of these skills are necessary for optimal
school readiness. Decades of research have linked
participation in effective ECIs to CA and reductions
in the achievement gap among high-risk popula-
tions (Camilli, Vargas, Ryan, & Barnett, 2010; Rey-
nolds, 2012, p. 19). CA promotes effective and
smooth school transitions that provide cumulative
advantages in adjustment and performance by
enhancing later learning, increasing teacher expecta-
tions of performance, promoting school commit-
ment and stability in learning environments, and
SS
FS
CA
SS
FS
CA
Early Childhood
6. Age 3-9
Adult
Age 18-30
Program
Participation
Timing
Duration
Intensity
Adult Well Being
Target Child
-Educational Attainment
-Employment
-Avoidance of Crime
-Avoidance of Social
Welfare Services
-Psychological Well-
Being
-Health Status/Behavior
Parent
-Educational Attainment
-Employment
-Avoidance of Social
Welfare Services
-Mental HealthCA = Cognitive Advantage
FS = Family Support Behavior
SS = School Quality & Support
Exogenous
7. Conditions
Gender
Socio-Environmental
Risk
Neighborhood
Attributes
Developed Abilities
Cognitive Development
Language & Literacy
Math & Numeracy Skills
Family Support Behavior
Involvement in School
Parent Expectations
Home Support for Learning
Parenting Skills
School Quality and Support
Classroom & School Climate
School-Level Performance
Continuity in Learning
Early Childhood to Adolescence
Age 5-17
Figure 1. Three processes from early childhood intervention to
adult well-being. Adapted from 5-hypothesis model of
intervention
(5HM, Reynolds, 2012); motivational advantage (MA) and
8. social adjustment (SA) also contribute to impacts (see
Appendix).
Processes in Early Childhood 379
avoiding the need for remediation. The cumulative
benefits of CA was a key finding of the landmark
multisite Cornell Consortium for Longitudinal Stud-
ies (1983), in which participants in 11 ECI programs
experienced increases in cognitive and school readi-
ness skills by half a standard deviation (half a year
gain over controls). This culminated in reduced
remedial education and higher rates of school com-
pletion. Findings from the Abecedarian Project,
HighScope/Perry Preschool, and CPC consistently
show that participation is associated with CA and
achievement (Campbell et al., 2002; Reynolds, 2012;
Schweinhart et al., 2005). CA is also supported by
ECI meta-analyses documenting mid- to long-term
effects on achievement, socioemotional learning,
and delinquency (Camilli et al., 2010; Washington
State Institute for Public Policy [WSIPP], 2014).
In sum, graduates of high-quality ECIs tend to
exhibit CA relative to nonparticipating peers. Upon
school entry, they are more cognitively prepared,
motivated, and confident in their ability to succeed.
CA thus initiates a process of scholastic achievement
and commitment, which has in turn been linked to
well-being in other domains across the life span. For
example, children with greater CA upon school
entry have been found to exhibit higher levels of
social competence and lower rates of problem
behaviors, and are more likely to obtain high school
9. diplomas, college degrees, and steady employment
as adults (Power et al., 2013). Thus, the research in
this area has increasingly affirmed that “doing well”
in school is strongly predictive of “being well”—
psychologically, physically, and financially—in both
childhood and adulthood (Figure 1).
Family Support Behavior
The FS process indicates that longer term effects
of ECI will occur to the extent that participation
enhances parenting skills, attitudes, and expecta-
tions, and involvement in children’s education (Ou
& Reynolds, 2010; Reynolds, Ou, & Topitzes, 2004).
The main factors examined are parent involvement
in school, parent expectations for achievement, and
support for learning at home. Parenting behaviors
lead to improved well-being (e.g., achievement) by
increasing children’s learning time directly (reading
with parents, higher school attendance) or indi-
rectly (parental monitoring), enhancing children’s
motivation and school commitment, and increasing
expectations for attainment and success. They also
improve social support and parenting skills, which
reduce social isolation and the risk of child mal-
treatment. Meta-analyses of family interventions
and parenting behaviors (Farrington & Welsh, 2007;
Jeynes, 2007) show that involvement and monitor-
ing link to higher achievement and delinquency
prevention.
Previous CPC research supports the critical role
of FS—and especially parent involvement—in pro-
moting children’s academic success and long-term
well-being. Using longitudinal CPC data, Haya-
10. kawa, Englund, Warner-Richter, and Reynolds
(2013) reported that parent involvement influenced
continued achievement via two major pathways.
First, early parent involvement predicted later par-
ent involvement, such that parents who were
highly involved in kindergarten were likely to con-
tinue their high levels of involvement throughout
the elementary grades. Second, parent involvement
in school influenced children’s school motivation,
which in turn impacted achievement. These results
suggest that parents’ sustained involvement across
the elementary years initiates a cumulative process
that continues to foster children’s motivation and
subsequent parent involvement, which both influ-
ence school achievement.
Further evidence on the importance of FS in fos-
tering well-being comes from home visiting and
parenting interventions, including Nurse–Family
Partnership, Family Check-Up, and Parents as
Teachers (Avellar & Supplee, 2013). In a large-scale
Parents as Teachers study, Zigler, Pfannenstiel, and
Seitz (2008) found that significant improvements in
third-grade achievement for a state sample were
initiated by parental home literacy and school
readiness skills, both of which were further
impacted by preschool participation. This suggests
the reinforcing influences of FS and CA. Other par-
enting and home visiting programs generally sup-
port these findings (Avellar & Supplee, 2013; Sweet
& Appelbaum, 2004), though mixed effects are also
reported. The strongest impacts occur for high-need
families at relatively high levels of dosage.
In another CPC study, FS, as measured by par-
ent involvement in school and avoidance of later
11. child maltreatment, was found to mediate the
effects of preschool on educational attainment,
crime, and health behaviors (Reynolds & Ou, 2011).
Increased parent involvement in school led to
greater school commitment and student achieve-
ment, which in turn reduced the incidence of child
maltreatment. The generalizability of these results is
supported by research from three different ECIs,
each of which identified parent involvement as a
contributing path from ECI to educational attain-
ment (Abecedarian, Perry, CPC; Englund, White,
Reynolds, Schweinhart, & Campbell, 2014).
380 Reynolds, Ou, Mondi, and Hayakawa
School Quality and Support
In this process, intervention effects are expected
to persist as a function of attending schools of suf-
ficient quality and enrichment. Key indicators of
SS include aggregate achievement, student school
stability, and school climate (Bogard & Takanishi,
2005; Kyriakides et al., 2013; Reynolds et al., 2004).
SS provides the developmental continuity neces-
sary to sustain preschool gains by increasing the
duration, predictability, and stability of enriching
postprogram learning environments. Families are
likely to value and seek out schools that match the
quality and climate of children’s preschool pro-
gram (Reynolds, 2012). ECI gains are more sus-
tained in the presence of this learning environment
(Campbell et al., 2002; Englund et al., 2014; Rey-
nolds, Magnuson, & Ou, 2010). Evidence indicates
that attendance in schools with relatively high per-
12. centages of proficient achievers positively affects
school climate, performance expectations, and peer
norms (Jennings & Greenberg, 2009; Kyriakides
et al., 2013; Pianta, 2005). School mobility, espe-
cially if frequent, creates learning discontinuities
that hinders the maintenance of a positive and pre-
dictable environment (Takanishi & Kauerz, 2008).
These discontinuities can be reduced and counter-
acted by ECI (Bogard & Takanishi, 2005; Reynolds,
2012).
Previous studies have indicated that the benefits
of Head Start participation are more strongly sus-
tained if participants attend more supportive and
higher quality elementary schools (Currie & Tho-
mas, 2000; Lee & Loeb, 1995; Redden et al., 2001).
These results parallel studies showing that
enhanced elementary-grade services (e.g., smaller
classes and greater instructional time) add to and
sustain the benefits of earlier intervention (Finn,
Suriani, & Achilles, 2010; Mashburn, 2015; Rey-
nolds, Magnuson, et al., 2010). These links have
also been corroborated in the findings for children
attending CPCs. For example, continued enrollment
in higher quality schools mediates the relation
between participation and school achievement and
attainment (Reynolds, Englund, et al., 2010; Rey-
nolds & Ou, 2011).
School mobility is a negative indicator of the
continuity in learning environments that has been
frequently associated with lower school perfor-
mance and higher levels of school dropout and
behavioral problems (Han, 2014; Reynolds, Chen, &
Herbers, 2009). Recent studies have found that
school mobility is associated with adjustment and
13. mental health difficulties (Gruman, Harachi,
Abbott, Catalano, & Fleming, 2008), because it may
break social ties that increases the risk of later prob-
lem behaviors.
Most prior studies indicate that frequent mobility
is associated with lower school achievement and
problem behaviors, and this impact holds after
many individual and family differences are taken
into account. Participation in high-quality preschool
promotes school stability and support (Bogard &
Takanishi, 2005; Englund et al., 2014; Schweinhart
et al., 2005), which helps maintain learning gains.
Mobility has also been found to mediate preschool
effects on early adult well-being (Englund et al.,
2014; Reynolds et al., 2009; Reynolds, Englund,
et al., 2010), as school-stable children are more
likely to remain in better schools, as well as avoid
remediation and delinquency.
In the next section, we describe the background
and impacts of the CPC program and other ECIs
that promote the three processes of influences. This
is followed by a breakdown of the magnitude of
the influence of the processes in accounting for
effects on long-term well-being.
Effects of CPC Intervention
The CPC program opened in 1967 with funding
from Title I of the Elementary and Secondary Edu-
cation Act to counteract the negative effects of pov-
erty on school success. The 25 CPCs were located
in the highest poverty neighborhoods in Chicago,
in which 7 in 10 families are low income. Common
14. problems were high rates of absenteeism and low
achievement.
As the second oldest federally funded preschool
program, CPC provides comprehensive educational
and family support services to children within a
developmentally appropriate ecological framework
(Reynolds, 2012; Sullivan, 1971). The program is
implemented in centers that are directed by a head
teacher; a parent-resource teacher, who manages the
parent-resource room; and a school-community repre-
sentative to connect families with health and social
services. Core program principles include a school-
based structure, a strong emphasis on literacy, the
use of child-focused instructional approaches, and
strengthening the family–school relationship. To
maximize individual learning opportunities, pre-
school class sizes are small (average teacher to child
ratio is 2 to 17). Comprehensive parent involvement
included a variety of home- and school-based
approaches. Services are provided from preschool
to third grade.
Processes in Early Childhood 381
Research on CPC effectiveness is based on many
cohorts of graduates and a diverse set of studies,
including the Chicago Longitudinal Study (2005).
The CLS is an ongoing prospective study of a com-
plete cohort of 989 children who attended 20 CPCs,
as well as a matched comparison group of 550
same-age children who attended publicly funded
full-day kindergarten in five randomly selected
schools. The groups were equivalent on child and
15. family characteristics, and many analyses assessing
robustness (e.g., propensity score and latent vari-
able approaches) support internal validity (Rey-
nolds & Ou, 2011; Reynolds, Temple, Ou, Arteaga,
& White, 2011). Over 90% of the groups have been
followed successfully from kindergarten to adult-
hood. Evidence from CPC studies meet the rigorous
standards of the What Works Clearinghouse and
many other registries of effectiveness (Reynolds &
Temple, 2008; Reynolds, Temple, Ou, et al., 2011).
The performance of CPC preschool participants
consistently exceeded that of the comparison group
on many indicators of well-being, from the begin-
ning of kindergarten through early adulthood.
Although effect sizes (ES) varied by outcome, most
exceeded .20 SD, which translate to substantial
social benefits (see Appendix S1). For example, the
program’s initial effect on cognitive skills
(ES = .63 SD) at age 5 contributed to a cumulative
advantage on later well-being. Program-related
reductions in special education placement
(ES = �.45 SD) and grade retention (ES = �.37 SD)
as well as lower rates of delinquency and crime are
indicative of significant economic benefits. For
example, by age 24 the preschool group had a 22%
lower rate of felony arrest than the comparison
group (16.5% vs. 21.1%, respectively). The educa-
tional and crime prevention benefits also carry over
to mental health, as CPC graduates had lower rates
of depressive symptoms in early adulthood (12.8%
vs. 17.4%; ES = .20 SD or a 26% reduction). Benefi-
cial effects were not detected for classroom adjust-
ment, perceived competence, or overall college
attendance (Ou & Reynolds, 2010; Reynolds, 2012).
16. Effects of Other ECIs
Although there is a large literature on the effects of
ECIs, only a few studies have tracked participants
into adulthood. We highlight studies examining the
effects of five programs on school achievement,
educational attainment, and crime prevention. They
illustrate the three processes of long-term effects.
Findings from the Abecedarian Project, Perry
Preschool, and the Cornell Consortium show ES on
school achievement ranging from one third to three
fourths of a standard deviation. These are consis-
tent with the ES of CPC and state prekindergarten
programs (Camilli et al., 2010). A similar pattern of
findings was found for high school completion and
years of education (Reynolds & Temple, 2008).
Perry Preschool, a panel study of Head Start
(Garces, Currie, & Thomas, 2002), and Nurse–Fam-
ily Partnership (Eckenrode et al., 2010) also found
reductions in criminal behavior of 30%–40%, which
also match those from CPC. This latter effect is lar-
gely attributable to reductions in child maltreat-
ment. Reductions in health compromising behavior
and mental health problems have also been
observed (Englund et al., 2014; O’Connell et al.,
2009; Ou & Reynolds, 2010). Overall, these findings
show that high-quality ECIs enhance participants’
well-being across a range of contexts and over time.
Some shorter term studies (e.g., Early Head Start,
Head Start) have found few gains (O’Connell et al.,
2009), which may be a function of dosage, fidelity,
attrition, and levels of family and school support
(Reynolds, Temple, Ou, et al., 2011).
Summary of Processes of Influence
17. We summarize the contributions of the three pro-
cesses of CPC and related programs for four youth
and adult outcomes using the percentage contribu-
tion of each process to the total indirect (mediated)
effect (see Appendices S2–S4; Reynolds & Ou,
2011). The findings are based on structural equa-
tion modeling of longitudinal associations in which
measurement error, multiple indicators of each pro-
cess, and alternative specifications are taken into
account. After adjusting for gender, family risk, and
the influence of other processes, CA-initiated path-
ways involving early achievement and need for
remedial education accounted for 19%–40% of the
indirect effect. These are sizable contributions, both
direct and indirect, in good-fitting models. FS-
initiated pathways, which included parent involve-
ment in school and avoidance of child maltreat-
ment, independently accounted for 18%–26% of the
indirect effects. SS paths, measured by school qual-
ity and frequent mobility, accounted for 27%–50%
of the indirect effect of preschool (see Appendices
S5 and S6). Domain crossover was evident as FS
and SS accounted for sizable shares of impacts on
arrests. Impacts on felony arrest were mediated by
the number of school moves alone (bs = �.13 [pro-
gram to moves] and .09 [moves to arrest]) and by
382 Reynolds, Ou, Mondi, and Hayakawa
paths involving parent involvement, school mobil-
ity, and high school completion (Appendices S3
and S6). CA and SS accounted for substantial
shares of impacts to adult depressive symptoms.
18. With regard to depressive symptoms, the major-
ity of the indirect effect of CPC was attributable to
paths initiated and contributed by CA, FS, and SS.
CA showed the largest contribution. Similar to the
other outcomes, one process was that the early CA
advantage (b = .36) carried over to promote greater
parent involvement (b = .19) and attendance in
higher quality schools (b = .24), which lowered
rates of delinquency (b = �.12) and improved the
likelihood of school completion (b = .18), leading to
lower rates of depressive symptoms (Appendix S6).
SS was the largest contributor to juvenile arrest,
whereas the three processes made equal contribu-
tions to high school completion and felony arrest.
A similar pattern of findings has been found for
school achievement and occupational attainment.
Studies have also used structural equation modeling
to strengthen validity. Reanalyses of the Perry, Abe-
cedarian, and CPC programs (Englund et al., 2014;
Reynolds, Englund, et al., 2010), which included
matched measures and sequences of each process,
revealed that the processes accounted for a majority
of the observed impacts on educational attainment
and health behaviors at age 21 (see also
Appendix S7). The studies also showed that class-
room SA helped transmit the effects of CA. CA con-
tributed more to long-term effects for Perry and
Abecedarian, whereas FS and SS influences were
larger for CPC. In both Perry and CPC, the number
of school moves was predicted by program partici-
pation (bs = �.11 and �.17) and directly linked to
juvenile arrest (bs = .20 and .12, respectively). Many
studies also show that the sustainability of effects
in ECI and prevention programs is strengthened by
19. SS (Jennings & Greenberg, 2009; Mashburn, 2015;
Redden et al., 2001).
Feasibility and Cost Effectiveness at a Larger
Scale
Our review of the three processes shows their posi-
tive direct and indirect contributions to many indi-
cators of well-being. These provide a strong
foundation for expanding effective ECIs that target
these processes. For example, because FS is an
established influence on children’s outcomes, a vari-
ety of interventions (e.g., center-based, family-
based) are being expanded as two-generational
approaches (Avellar & Supplee, 2013). The No
Child Left Behind Act also mandates that schools
develop parent involvement and engagement plans.
Parallel efforts to improve school quality through
curricular reforms, increased alignment of instruc-
tion, and small classes also are feasible and scalable.
Expanding access to effective programs can provide
cumulative advantages, which lead to enhanced
well-being in multiple domains.
ECIs that operate by promoting CA, FS, and SS
also show high economic returns (O’Connell et al.,
2009). Table 1 shows the results of cost–benefit
analyses for three programs: Abecedarian, Perry,
and CPC. Although studies vary dramatically in
cost per child and in age of measurement, each pro-
gram demonstrates a positive economic return with
regard to cost savings in remediation and increases
in economic well-being due to higher levels of edu-
cation. Abecedarian showed a return of roughly 3
dollars per dollar invested, CPC 7–11 dollars, and
20. Perry 9–16 dollars (Barnett & Masse, 2007; Reynolds
& Temple, 2008; Reynolds, Temple, White, Ou, &
Robertson, 2011; Schweinhart et al., 2005). The
Table 1
Benefit–Cost Findings of Selected Early Childhood
Interventions (2012 Dollars)
Program Program scale Age at follow-up
Program cost
per child ($)
Total benefits to
society per child ($) Benefit–cost ratio
Abecedarian project Model 21 53,495 172,988 3.23
Chicago CPC Preschool-1 Large 21 9,426 67,271 7.14
Chicago CPC Preschool-2 26 9,426 102,117 10.83
Perry Preschool-1 Model 27 20,221 176,740 8.74
Perry Preschool-2 40 20,221 326,407 16.14
WSIPP (2014) meta-analysis Large 4–17 6,974 29,210 4.20
Values were converted for the original studies to 2012 dollars
using the Consumer Price Index for Urban Workers (CPI-U).
Studies were
as follows: Abecedarian (Barnett & Masse, 2007), Child–Parent
Center (CPC; Reynolds et al., 2002; Reynolds, Temple, White,
et al.,
2011), and Perry (Schweinhart et al., 2005). Washington State
Institute for Public Policy (WSIPP) meta-analysis included 49
studies of
state and school district programs.
Processes in Early Childhood 383
21. benefits were also spread among many outcome
domains.
A meta-analysis of 49 state and school districts
programs (WSIPP, 2014), primarily for children
from economically disadvantaged contexts, shows a
projected return of roughly four dollars per dollar
invested, in large part because of early enrichments
in cognitive and scholastic development, parent
involvement, and socioemotional learning. This
indicates that implementation at larger scales can
provide sizable economic benefits provided that
program quality is relatively high. As shown in
Table 1, the cost per child to achieve positive
returns is lower than that of model programs.
Generalizability Across Child, Family, and
Community Contexts
The CPC program has been recently expanded to
serve children from diverse ethnic backgrounds
(e.g., Latinos, Hmong refugees) and other under-
studied groups. With funding from the U.S. Depart-
ment of Education’s Office of Innovation, the
Midwest CPC Expansion preschool to third-grade
intervention is presently located at more than 30
urban and metropolitan schools in Illinois and Min-
nesota. A cohort of over 2,500 program and 1,300
comparison-group students in four districts is being
followed to third grade. The comparison group par-
ticipated in the usual preschool programs for 3-
and 4-year-olds, and attended 25 schools that were
matched to program schools on propensity scores
of economic disadvantage. School achievement and
adjustment, and parent involvement are the pri-
22. mary outcomes of investigation. The six core ele-
ments of the program are collaborative leadership,
effective learning experiences, aligned curriculum,
parent involvement and engagement, professional
development, and continuity and stability. They are
tailored to the needs of each school and commu-
nity. The program manual (Reynolds, Hayakawa,
Englund, Candee, 2016) describes the CPC imple-
mentation system and the larger evidence base (see
also Hayakawa et al., 2015; Temple Reynolds,
2015).
Initial findings show that Chicago and Saint Paul
implementation in 2012–2013 have effects on school
readiness and parent involvement in school that are
similar to CPC implemented in the 1980s (Reynolds
et al., 2014). This pattern was observed in the pres-
ence of a significantly enhanced program in which
baseline performance was equivalent and compar-
ison groups received existing school-based
preschool (i.e., state preschool or Head Start). For
example, full-day compared to part-day preschool
in the same schools was linked to higher rates of
meeting school readiness norms (81% vs. 59%) at
the end of preschool and lower rates of chronic
absence (21% vs. 38%; Reynolds et al., 2014). Rela-
tive to participants in the usual preschool program,
a substantially greater percentage of Chicago CPC
participants met school readiness norms at the end
of the year (70% vs. 52%; Reynolds et al., 2016).
These effects indicate the continued feasibility and
effectiveness of the program across contexts. Other
high-quality state and local programs show similar
patterns of effectiveness (e.g., Camilli et al., 2010;
WSIPP, 2014).
23. It will be important to assess effects on ethnic
and geographic subgroups. The original CLS sam-
ple was nearly all African American. Although this
sample was representative of urban poverty, it does
not reflect other types of contexts. The CPC pro-
gram generally exerts its strongest effects on boys
and children affected by the highest levels of
sociodemographic risk (Ou & Reynolds, 2010; Rey-
nolds, Temple, White et al., 2011). Girls benefit
more from school-age intervention (Reynolds, Tem-
ple, Ou, et al., 2011; Reynolds, Temple, White,
et al., 2011). Impacts of extended intervention are
similar for most groups.
Limitations of Knowledge
Although the processes substantially explained
impacts on well-being, three limitations should be
noted. First, studies primarily examined educational
outcomes. Only a few have examined mental
health, crime, and health behaviors. Individual pro-
cesses may play different roles depending on the
outcome and age of measurement. Further research
is warranted.
Second, few studies have examined several pro-
cesses together within a comprehensive model.
The contributions of each process may vary by
individual indicators and across programs and
social contexts. Social and motivational factors, for
example, may play significant yet complex roles.
More extensive longitudinal studies into adulthood
are needed. Although distinct, the processes are
correlated and should be interpreted within the
full model specification and program theory. Find-
24. ings from life course studies show the relative
strength of the three processes. Alternative pro-
cesses across a wide range of studies also warrant
greater attention.
384 Reynolds, Ou, Mondi, and Hayakawa
Finally, the three processes reviewed in our arti-
cle have not been fully assessed for particular child
and family subgroups, such as family economic sta-
tus, different racial and ethnic groups, and for dif-
ferent levels of risk. The magnitude of influence for
each will depend on the level of variation observed,
which will be affected by child and family risk fac-
tors. However, the accumulated research in human
development and health sciences (Braveman & Got-
tlieb, 2014; O’Connell et al., 2009) is consistent with
the findings of our review.
Conclusion
Strengthening programs and sustaining their effects
are key contributions of processes. Given the impor-
tance of entering kindergarten and the early grades
proficient in multiple domains, it is expected that
improving the quality of programs and increasing
their length and intensity will strengthen the paths
to well-being. Program features such as well-trained
teachers and small classes are key sources of
impacts and economic benefits (Table 1). The provi-
sion of comprehensive services can broaden the
paths of influence necessary for sustained effects.
Our review supports the generalizability of the pro-
cesses in promoting well-being. A range of inter-
25. ventions that impact these processes would be
expected to positively contribute. These could be
independent or complementary of ECI. For exam-
ple, interventions that prevent child maltreatment
may exert longer term effects on health and well-
being by impacting juvenile delinquency, school
achievement, and need for remedial education. The
processes reviewed can promote sustained effects of
intervention. Their reproducibility in a variety of
contexts will help ensure that the demonstrated
benefits of ECI can be effectively scaled.
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Supporting Information
Additional supporting information may be found in
the online version of this article at the publisher’s
website:
Appendix S1. Effects of Preschool Participation
in the Child–Parent Centers (CPC)
34. Appendix S2. Percentage Contributions of Three
Processes to Total Indirect Effects of CPC Preschool
Participation
Appendix S3. Percentage Contributions of Paths
of Influence to Standardized Total Indirect Effects
of CPC Preschool
Appendix S4. Percentage Contributions of Medi-
ators to Standardized Direct (Main) Effects of Pre-
school
Appendix S5. LISREL Mediation Model for High
School Completion Coefficients Are Standardized
and Adjusted for Measurement Errors
Appendix S6. LISREL Mediation Model for (a)
Felony Arrest and (b) Depressive Symptoms By
Age 24. Coefficients Are Standardized and
Adjusted for Measurement Errors
Appendix S7. Summary Paths of Effects From
Preschool to Years of Education at Age 21 in Three
Studies.
Processes in Early Childhood 387
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http://dx.doi.org/10.1007/s10935-008-0132-1
35. This document is a scanned copy of a printed document. No
warranty is given about the
accuracy of the copy. Users should refer to the original
published version of the material.
ITS 832 CHAPTER 10
VALUES IN COMPUTATIONAL MODELS REVALUED
INFORMATION TECHNOLOGY IN A GLOBAL ECONOMY
DR. JORDON SHAW
INTRODUCTION
• Technology perceptions
• Technology and public decision making
• Methodology
• Case studies
• Analysis
• Summary and conclusions
TECHNOLOGY PERCEPTIONS
• Debate on underlying assumptions of models
36. • Are models biased?
• Is technology biased?
• Are model builders biased?
• Are model users biased?
• Technological determinism
• Technology is not neutral of value-free
• Social construction of technology
• Technology is designed with bias, or values
• Technological instrumentalism
• Technology is neutral and value-free
TECHNOLOGY AND PUBLIC DECISION MAKING
• Policy making involves complex systems
• Model bias must be understood to evaluate results
• Bias, or value can be categorized
• Values of the data
• Values of the model
• Values of the decision-making process
METHODOLOGY
37. • Select six case studies
• Carry out secondary analysis of results
• Identify cases with three basic characteristics
• New model designed for case
• Relate to policy issues with the natural or built world
• Highly complex and controversial issues
CASE STUDIES
• Morphological Predictions in the Westerschele (Belgium and
the Netherlands)
• Morphological Predictions in the Unterlbe (Germany)
• Flood-Risk Prediction (Germany and the Netherlands)
• Determining the Implementation of Congestion Charging in
London (UK)
• Predicting and Containing the Outbreak of Livestock Diseases
(Germany)
• Predicting Particular Matter Concentrations (the Netherlands)
ANALYSIS
• Analyzing empirical data resulted in several findings
38. • Values in data
• Cases 1-4 exhibited higher trustworthiness of data
• Margin of error high in all cases
• Values in the model
• Similar to values in data findings
• Values in the decision-making process
• Clear lines of authority in cases 1, 4, and 5
• Lack of clear authority (cases 2, 3, and 6) leads to conflict
SUMMARY AND CONCLUSIONS
• Model effectiveness is impacted by bias
• Values can originate from multiple sources
• Data
• Model design
• Model use
• Outcome validity requires a clear understanding of values put
forth by model
use
ITS 832 CHAPTER 9
STAKEHOLDER ENGAGEMENT IN POLICY
39. DEVELOPMENT: OBSERVATIONS AND
LESSONS FROM INTERNATIONAL EXPERIENCE
INFORMATION TECHNOLOGY IN A GLOBAL ECONOMY
DR. JORDON SHAW
INTRODUCTION
• Methodology
• Useful engagement tools
• Factors that support effective tool use
• Foundations of Stakeholder Engagement
• Cases
• Case comparison
• Discussion
• Conclusion
METHODOLOGY
• Policy making increasingly involves stakeholders
• Not just decision makers
• Technology provides many benefits
• Supports advanced complex modeling
40. • Allows more stakeholders to participate (engage)
• Stakeholder engagement
• Improves acceptance
• Increases policy quality
• Reduces iterations for re-work
• Two primary questions regarding technology tool use
• What types of engagement tools are useful?
• What factors support effective tool use?
STAGES OF THE POLICY PROCESS
FOUNDATIONS OF STAKEHOLDER ENGAGEMENT
• Stakeholder engagement enhances
• Accountability
• Efficiency in making decisions
• Good governance
• Stakeholder
• “Any group or individual who can affect or is affected by the
achievement of an organization’s objectives.”
• First phase
41. • Stakeholder identification and analysis
• Stakeholder engagement
• Informing
• Consulting
• Involving
• Collaborating
• Empowering
CASES
• E-Government Strategic Planning in Afghanistan
• Renewable Energy Policy for Kosice, Slovakia
• Redesigning the European Union’s Inspection Capability for
International
Trade
• Understanding Child Health Outcomes in New Zealand
• Transportation and Urban Planning Indicator Development in
the USA
CASE COMPARISON
42. • Points of comparison
• Situation and approach
• Types of stakeholders and participation
• Methods for stakeholder identification
• Methods for stakeholder engagement
• Tools and technologies used
• Results
SUMMARY
• Stakeholder engagement is worth the effort
• Success starts with care in stakeholder identification
• Engagement helps build consensus
• Tools include
• Technology
• Legacy
• Experience helps to select the right tools for current
stakeholders
Attached is the chapter 9 and 10 need write assignment on the
chapter 9 and 10
3 pages and more please (1000+words)
43. Each student will write a short research paper for a peer-
reviewed research paper that pertains to the week’s assigned
reading. This will be a detailed summary of the research paper
and what you gained from the research. Each week, you will
find an article/peer-reviewed research paper that pertains to the
week's assignment. If you have a difficult time, Google Scholar
is a wonderful location to find these types of articles:
https://scholar.google.com/
Once you find the article, you will simply read it and then write
a review of it. Think of it as an article review where you
submit a short overview of the article.
*All outside sources must be referenced and cited in your paper.
All papers will be reviewed with a plagiarism software. Any
references not properly referenced and cited will result in a 0 on
your paper. Multiple violations will result in a failure for the
course!