This assessment has three-parts. Click each of the items below to complete this assessment.
Part I: Family Engagement
As you begin to consider how you will engage families at the start of the new school year, it is important to reflect upon why family engagement is necessary and beneficial for children, families, and early childhood programs. Review Document #1: Blue Stream Early Learning Center Overview.
Document #1: Blue Stream Early Learning Center Overview
Center Information
Founded in 1978
Five Different Classroom Levels
1. 6 weeks to 1 year old
1. 1 year old to 2 years old
1. 2 years old to 3 years old
1. 3 years old
1. 4 years old and 5 years old
Classroom Size: Up to 12 children
Teacher/Child Ratio: 1:4 to 1:12 (varies by level)
Current Enrollment: 46
No. of Teachers: 12
Student Demographics
Race/Ethnicity
White: 76%
Asian: 13%
Black: 3%
Hispanic: 8%
Gender
Female: 59%
Male: 41%
Household Income
Less than $25,000: 8%
$25,000 to $49,999: 23%
$50,000 to $74,999: 32%%
$75,000 to $99,999: 27%
$100,000 or more: 10%
Single-Income Household: 39%
Dual-Income Household: 61%
Household Type:
One-Parent: 17%
Two-Parent: 78%
Other (Grandparents, Relatives, etc.): 5%
In two to three pages, do the following:
· Explain why family engagement is important for the healthy development of children and why it is essential to creating a foundation for effective early childhood practice.
· Describe at least two strategies that you would use to engage families prior to the beginning of the school year.
· Explain why you chose these strategies and how each strategy can be used to promote a respectful, reciprocal, and responsive partnership with the families.
Part II: Individualized Family Communication Plans
Imagine that it is now the second week of the school year. You have received the completed Beginning of the Year Questionnaires that you sent to the children’s families as seen in the following documents:
Document #2: Jon Hall: Beginning of the Year Questionnaire
Document #2: John Hall: Beginning of the Year Questionnaire
Tell Me A Little Bit About Your Child
All information will be kept confidential.
Your Name: Stephanie Hall___________________________________________________________
Your Child’s Name: Jonathan Hall______________________________________________________
Nicknames: Jonny, Jon_______________________________________________________________
Does your child have allergies or any other health conditions we should be aware of?
He has illness-induced asthma and is allergic to strawberries._______________________________
_________________________________________________________________________________
What is the most important thing I should know about your child?
He is painfully shy around new children and adults, but he can be talkative once he gets__________ comfortable with someone. One-on-one interactions are the best way to get him out of his shell._
________________________________________________________________________.
CNL-605 Topic 3 Case Study JohnnyJohnny is a 9-year-old boyWilheminaRossi174
CNL-605 Topic 3 Case Study: Johnny
Johnny is a 9-year-old boy brought to the emergency room where you are employed as a crisis therapist. The patient was transported by a crisis mobile team who was called by the school. The evaluation by the ER physician as well as the urine drug screen is unremarkable: there are no acute or chronic concerns with this patient. In the chart, you note the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 form completed by the mother (attached). Admission paperwork identifies that Johnny has had numerous visits to the principal’s office in the past year, all triggered by various disruptive behaviors.
Today’s crisis started when Johnny refused to follow directions regarding an in-class assignment. When the teacher attempted to redirect his behavior things escalated rapidly: Johnny yelled at the teacher, cursed at him using vulgar language, and when the teacher grabbed him by the shoulders to take him to the principal’s office Johnny impulsively stabbed the teacher in the arm with a pencil he was clenching in his hand. Johnny was escorted to the principal’s office who immediately called the police and Johnny’s parents. The police officer was compelled to contact the county crisis hotline who dispatched a crisis mobile team. The crisis clinicians made the determination that Johnny is a danger to others, and he must be taken immediately to the nearest emergency room for emergency psychiatric evaluation. Johnny has refused to speak to the ER physician or his nurse.
You gather most of your clinical information from his mother who is at the bedside. Johnny’s mother reports that he has always been a clever, charming, and very playful boy. She informed that for the past year Johnny has been increasingly stubborn, repeatedly challenging his mother’s and his teacher’s authority when compliance with home and/or classroom rules is required. Johnny used to be an A+ student. For the past year, however he has been averaging Bs in most subjects, grades that he earned effortlessly.
His mother repeatedly assures you that his drop-in grades is not due to lack of intellectual ability but rather because Johnny prefers playing over any type of work. His mother denies any changes in sleep, appetite, or any mood fluctuations. Furthermore, his mom reports that Johnny is a healthy and happy boy who is interested in sports, the outdoors, videogames, and that he wishes to become a software engineer when he grows up. She reports that the school counselor has mentioned that Johnny may be suffering from ADHD or even bipolar disorder. The thought of these diagnoses appears very disturbing to Johnny’s mom. She quickly assures you that she has not observed Johnny to ever struggle with depression, or distractibility, and reports that he has always been a good sleeper. She reports that Johnny has never made any statements amounting to thoughts or impulses to harm self or others.
Johnny’s mother presents shaken ...
CNL-605 Topic 3 Case Study JohnnyJohnny is a 9-year-old boyWilheminaRossi174
CNL-605 Topic 3 Case Study: Johnny
Johnny is a 9-year-old boy brought to the emergency room where you are employed as a crisis therapist. The patient was transported by a crisis mobile team who was called by the school. The evaluation by the ER physician as well as the urine drug screen is unremarkable: there are no acute or chronic concerns with this patient. In the chart, you note the DSM-5 Parent/Guardian-Rated Level 1 Cross-Cutting Symptom Measure—Child Age 6–17 form completed by the mother (attached). Admission paperwork identifies that Johnny has had numerous visits to the principal’s office in the past year, all triggered by various disruptive behaviors.
Today’s crisis started when Johnny refused to follow directions regarding an in-class assignment. When the teacher attempted to redirect his behavior things escalated rapidly: Johnny yelled at the teacher, cursed at him using vulgar language, and when the teacher grabbed him by the shoulders to take him to the principal’s office Johnny impulsively stabbed the teacher in the arm with a pencil he was clenching in his hand. Johnny was escorted to the principal’s office who immediately called the police and Johnny’s parents. The police officer was compelled to contact the county crisis hotline who dispatched a crisis mobile team. The crisis clinicians made the determination that Johnny is a danger to others, and he must be taken immediately to the nearest emergency room for emergency psychiatric evaluation. Johnny has refused to speak to the ER physician or his nurse.
You gather most of your clinical information from his mother who is at the bedside. Johnny’s mother reports that he has always been a clever, charming, and very playful boy. She informed that for the past year Johnny has been increasingly stubborn, repeatedly challenging his mother’s and his teacher’s authority when compliance with home and/or classroom rules is required. Johnny used to be an A+ student. For the past year, however he has been averaging Bs in most subjects, grades that he earned effortlessly.
His mother repeatedly assures you that his drop-in grades is not due to lack of intellectual ability but rather because Johnny prefers playing over any type of work. His mother denies any changes in sleep, appetite, or any mood fluctuations. Furthermore, his mom reports that Johnny is a healthy and happy boy who is interested in sports, the outdoors, videogames, and that he wishes to become a software engineer when he grows up. She reports that the school counselor has mentioned that Johnny may be suffering from ADHD or even bipolar disorder. The thought of these diagnoses appears very disturbing to Johnny’s mom. She quickly assures you that she has not observed Johnny to ever struggle with depression, or distractibility, and reports that he has always been a good sleeper. She reports that Johnny has never made any statements amounting to thoughts or impulses to harm self or others.
Johnny’s mother presents shaken ...
CULTURAL HERITAGE ASSESSMENT TOOLStudent’s nameInstructions .docxannettsparrow
CULTURAL HERITAGE ASSESSMENT TOOL
Student’s name:
Instructions: Interview someone from a different ethnic or cultural background from your own.
This set of questions is related to a given person’s ethnic, cultural, and religious background. It can help you to perform a heritage assessment to determine how deeply a given person identifies with his traditional heritage. It is most useful in setting the stage so that you can begin to assess and understand the person’s own traditional health and illness beliefs and practices and in helping to determine the community resources that will be appropriate to target for support when necessary. The questions were Taken and adapted from Spector, R, E., Cultural diversity in health & illness (7th ed., Appendix E).
Survey:
Initial of the person being surveyed: ___________ Age: _____ Gender: ________
How do you know this person and why did you decide to interview him/her?
To the best of your knowledge, what is your heritage (ethnic background)?
Were you or any of your family (parents, grandparents, great-grandparents etc.) born outside of the United States? If so, describe who and where you/they were born and the ages you/they were when immigrating into the U.S. (to the best of your ability)
What is your native language? _______________________________________
Do you speak/understand this native language? (1) Yes __ (2) No __
Do you read your native language? (1) Yes ______ (2) No ______
Are other languages spoken in your family? If so which one (s)? _____________
What setting did you grow up in? Urban _________ Rural _________
When you were growing up, who lived with you?
Did most of your extended family; grandparents, aunts, uncles, cousins live near your home? (1) Yes _____ (2) No ____
Approximately how often did you visit your family members who lived outside of your home?
Was your original family name changed? (1) Yes _______ (2) No ________
What kind of school did you go to? (1) Public ____ (2) Private ____ (3) Parochial (Religious) ______
As an adult, do you live in a neighborhood where the neighbors are primarily the same religion and ethnic background as yourself? (1) Yes _____ (2) No ________
Do you belong to a religious institution? (1) Yes ________ (2) No ________
Would you describe yourself as an active member? (1) Yes ______ (2) No ______
How often do you attend your religious institution? (1) Daily __________ (2) Weekly _________ (3) Monthly________ (4) Special holidays only ___________ (5) Never _____________
Do you practice your religion in your home? (1) Yes ______ (2) No __________ (if yes, please specify how) 3) Praying _____ (4) Religious Reading _____ (5) Diet _______ (6) observing holy days _________ (6) Celebrating religious holidays _____ (7) Other ________________
If you are married, is your spouse the same religion as you? Yes _____ No _____
If married, is your spouse the same ethnic background as you? Yes ____ No _____
Do you prepare foods of your ethnic background? (1) Yes ___.
My English Book - Preparatory
MEB is the English book for pre-school which introduces basic linguistic terms.
•Activities are designed to motivate pre-schoolers to express themselves using short, simple sentences
•There will be songs, rhymes, poems and stories for children
This assessment is designed to evaluate your proficiency in the foll.docxhowardh5
This assessment is designed to evaluate your proficiency in the following standards: CCSS: W.11-12.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS: RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of the story or drama (for example, where the story is set, how the action is ordered, and how the characters are introduced and developed).
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Read:
“As the North Wind Howled” | The New Yorker
And answer the questions:
1.
Writers use literary devices to signal to their readers important details that build the themes of their story, one such literary device used in the above story is ___________. _________ helps to develop the plot by showing the reader __________ about the story. For example when it says ____________ this means _________, which builds the plot by ______.
2.
A possible theme for this story is ________________ because _______. On the other hand it could be _______ because ________.
.
This Assessment constitutes a Performance Task in which you are as.docxhowardh5
This Assessment constitutes a Performance Task in which you are asked to assume the role of a director in an early childhood setting. You will be asked to research appropriate funding sources and to create a balanced budget that aligns with the mission and vision of the early childhood program provided in the scenario.
Envision that you are the director of The Learning Place Early Childhood Center. A severe flood has recently occurred in the area, causing water damage to many homes and businesses in the town.
In this Assessment, you will seek new funding sources to cover costs, develop a balanced budget, and provide a rationale for your budgetary decisions.
Your response to this Assessment should:
PART I: FUNDING SOURCES
On the “Funding Source Template” provided, list and describe at least three specific funding sources that you will seek out to help pay for the new costs due to the flooding. Provide a rationale explaining how the funding sources meet the needs of the early childhood program.
PART II – CREATING THE BUDGET
Create a balanced budget under the tab “Please Update Budget” in the Excel “Assessment Budget” document. This balanced budget must account for the following that occurred as a result of the flood:
1. The Learning Place Early Childhood Center needs a great deal of repairs as the entire floor is covered with up to 1-foot of water. The estimated repairs are approximately $15,000.
2. It will cost about $6,000 to fix the damaged furniture and equipment.
3. The outdoor play area has large cracks in the pavement and the jungle gym has become rusty due to flooding. Repairs on the outdoor play area are estimated at about $10,000.
4. Families in the neighborhood are experiencing losses in their homes as well. As a result, several families have decided to withdraw their children from your early childhood care center as they cannot afford the weekly tuition. The estimated tuition loss is approximately $25,000 for the year.
5. Two lead teachers and one assistant teacher have decided to move to a different town, causing them to resign from their positions. These teachers will only be paid approximately half their salaries for the year.
Balance your budget so that it is clearly aligned with the mission and beliefs of The Learning Place Early Childhood Center in the “Assessment Mission” document.
PART III: BUDGET RATIONALE
Write a 3- to 4-page essay that:
· Explains how your budget reflects the mission and vision of The Learning Place Early Childhood Center
· Provides the rationales for the changes that you made to the budget in Part II
· Explains why cash-flow analysis, projections, and long-term planning are all important when managing budgets (Note: In your explanation, be sure to relate these terms to the given scenario and any relevant professional experience that you may have.)
********** I have templates for the assignment. ****************
REFERENCE MATERIALS
PART I
This chapter excerpt provides information on various fundi.
More Related Content
Similar to This assessment has three-parts. Click each of the items below to.docx
CULTURAL HERITAGE ASSESSMENT TOOLStudent’s nameInstructions .docxannettsparrow
CULTURAL HERITAGE ASSESSMENT TOOL
Student’s name:
Instructions: Interview someone from a different ethnic or cultural background from your own.
This set of questions is related to a given person’s ethnic, cultural, and religious background. It can help you to perform a heritage assessment to determine how deeply a given person identifies with his traditional heritage. It is most useful in setting the stage so that you can begin to assess and understand the person’s own traditional health and illness beliefs and practices and in helping to determine the community resources that will be appropriate to target for support when necessary. The questions were Taken and adapted from Spector, R, E., Cultural diversity in health & illness (7th ed., Appendix E).
Survey:
Initial of the person being surveyed: ___________ Age: _____ Gender: ________
How do you know this person and why did you decide to interview him/her?
To the best of your knowledge, what is your heritage (ethnic background)?
Were you or any of your family (parents, grandparents, great-grandparents etc.) born outside of the United States? If so, describe who and where you/they were born and the ages you/they were when immigrating into the U.S. (to the best of your ability)
What is your native language? _______________________________________
Do you speak/understand this native language? (1) Yes __ (2) No __
Do you read your native language? (1) Yes ______ (2) No ______
Are other languages spoken in your family? If so which one (s)? _____________
What setting did you grow up in? Urban _________ Rural _________
When you were growing up, who lived with you?
Did most of your extended family; grandparents, aunts, uncles, cousins live near your home? (1) Yes _____ (2) No ____
Approximately how often did you visit your family members who lived outside of your home?
Was your original family name changed? (1) Yes _______ (2) No ________
What kind of school did you go to? (1) Public ____ (2) Private ____ (3) Parochial (Religious) ______
As an adult, do you live in a neighborhood where the neighbors are primarily the same religion and ethnic background as yourself? (1) Yes _____ (2) No ________
Do you belong to a religious institution? (1) Yes ________ (2) No ________
Would you describe yourself as an active member? (1) Yes ______ (2) No ______
How often do you attend your religious institution? (1) Daily __________ (2) Weekly _________ (3) Monthly________ (4) Special holidays only ___________ (5) Never _____________
Do you practice your religion in your home? (1) Yes ______ (2) No __________ (if yes, please specify how) 3) Praying _____ (4) Religious Reading _____ (5) Diet _______ (6) observing holy days _________ (6) Celebrating religious holidays _____ (7) Other ________________
If you are married, is your spouse the same religion as you? Yes _____ No _____
If married, is your spouse the same ethnic background as you? Yes ____ No _____
Do you prepare foods of your ethnic background? (1) Yes ___.
My English Book - Preparatory
MEB is the English book for pre-school which introduces basic linguistic terms.
•Activities are designed to motivate pre-schoolers to express themselves using short, simple sentences
•There will be songs, rhymes, poems and stories for children
This assessment is designed to evaluate your proficiency in the foll.docxhowardh5
This assessment is designed to evaluate your proficiency in the following standards: CCSS: W.11-12.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS: RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of the story or drama (for example, where the story is set, how the action is ordered, and how the characters are introduced and developed).
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Read:
“As the North Wind Howled” | The New Yorker
And answer the questions:
1.
Writers use literary devices to signal to their readers important details that build the themes of their story, one such literary device used in the above story is ___________. _________ helps to develop the plot by showing the reader __________ about the story. For example when it says ____________ this means _________, which builds the plot by ______.
2.
A possible theme for this story is ________________ because _______. On the other hand it could be _______ because ________.
.
This Assessment constitutes a Performance Task in which you are as.docxhowardh5
This Assessment constitutes a Performance Task in which you are asked to assume the role of a director in an early childhood setting. You will be asked to research appropriate funding sources and to create a balanced budget that aligns with the mission and vision of the early childhood program provided in the scenario.
Envision that you are the director of The Learning Place Early Childhood Center. A severe flood has recently occurred in the area, causing water damage to many homes and businesses in the town.
In this Assessment, you will seek new funding sources to cover costs, develop a balanced budget, and provide a rationale for your budgetary decisions.
Your response to this Assessment should:
PART I: FUNDING SOURCES
On the “Funding Source Template” provided, list and describe at least three specific funding sources that you will seek out to help pay for the new costs due to the flooding. Provide a rationale explaining how the funding sources meet the needs of the early childhood program.
PART II – CREATING THE BUDGET
Create a balanced budget under the tab “Please Update Budget” in the Excel “Assessment Budget” document. This balanced budget must account for the following that occurred as a result of the flood:
1. The Learning Place Early Childhood Center needs a great deal of repairs as the entire floor is covered with up to 1-foot of water. The estimated repairs are approximately $15,000.
2. It will cost about $6,000 to fix the damaged furniture and equipment.
3. The outdoor play area has large cracks in the pavement and the jungle gym has become rusty due to flooding. Repairs on the outdoor play area are estimated at about $10,000.
4. Families in the neighborhood are experiencing losses in their homes as well. As a result, several families have decided to withdraw their children from your early childhood care center as they cannot afford the weekly tuition. The estimated tuition loss is approximately $25,000 for the year.
5. Two lead teachers and one assistant teacher have decided to move to a different town, causing them to resign from their positions. These teachers will only be paid approximately half their salaries for the year.
Balance your budget so that it is clearly aligned with the mission and beliefs of The Learning Place Early Childhood Center in the “Assessment Mission” document.
PART III: BUDGET RATIONALE
Write a 3- to 4-page essay that:
· Explains how your budget reflects the mission and vision of The Learning Place Early Childhood Center
· Provides the rationales for the changes that you made to the budget in Part II
· Explains why cash-flow analysis, projections, and long-term planning are all important when managing budgets (Note: In your explanation, be sure to relate these terms to the given scenario and any relevant professional experience that you may have.)
********** I have templates for the assignment. ****************
REFERENCE MATERIALS
PART I
This chapter excerpt provides information on various fundi.
This assessment challenges students to collect, compare and contrast.docxhowardh5
This assessment challenges students to collect, compare and contrast economic data on two countries
(one rich, one poor) and develop a multi draft essay and presentation that includes two policy
recommendations for the poor country on ways it might try to improve its economic performance and
social welfare.
Instructions
1. Students select two countries (one poor; one rich) that they are interested in.
2. Write the essay using the following structure
400 Words
APA
.
This Assessment constitutes a Performance Task in which you are aske.docxhowardh5
This Assessment constitutes a Performance Task in which you are asked to evaluate various sources of information related to a topic in the early childhood field. You will choose a topic from the options below, evaluate the credibility of both scholarly and Internet sources, analyze ethical guidelines, and synthesize your findings.
Access the following to complete this Assessment:
University of British Columbia. (n.d.).
Evaluating information sources
. Retrieved from
http://help.library.ubc.ca/evaluating-and-citing-sources/evaluating-information-sources/
University of California Berkeley Library. (2012).
Evaluating web pages: Techniques to apply and questions to ask
. Retrieved from
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
Society for Research in Child Development (SRCD). (2007).
Ethical standards in research
. Retrieved from
http://www.srcd.org/about-us/ethical-standards-research
Performance Task Submission Template
You will evaluate research related to your chosen topic and write a 5- to 7-page response using the template provided.
Topic Options:
The use of technology in early childhood programs
Dual language instruction in early childhood programs
Inclusion within the early childhood environment
Childhood obesity prevention strategies
This Assessment requires submission of one (1) document: a completed
Performance Task Submission Template
.
.
This Asignment has audio (Dnt knw how to post AUDIO but if u have .docxhowardh5
*This Asignment has audio* (Dnt knw how to post AUDIO but if u have answ great :)
ADELANTE | Escuchar Leccion 7
Preguntas
Contesta las siguientes preguntas según la entrevista.
1.¿Qué tiene Julián en común con otras personas de su misma profesión?
2.¿Te parece que Julián siempre fue rico? ¿Por qué?
3.¿Qué piensas de Julián como persona?
.
This article was downloaded by[Florida International Universi.docxhowardh5
This article was downloaded by:[Florida International University]
On: 22 July 2008
Access Details: [subscription number 788824511]
Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954
Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK
Justice Quarterly
Publication details, including instructions for authors and subscription information:
http://www.informaworld.com/smpp/title~content=t713722354
“Striking out” as crime reduction policy: The impact of
“three strikes” laws on crime rates in U.S. cities
Tomislav V. Kovandzic a; John J. Sloan III a; Lynne M. Vieraitis a
a University of Alabama at Birmingham,
Online Publication Date: 01 June 2004
To cite this Article: Kovandzic, Tomislav V., Sloan III, John J. and Vieraitis, Lynne
M. (2004) '“Striking out” as crime reduction policy: The impact of “three strikes”
laws on crime rates in U.S. cities', Justice Quarterly, 21:2, 207 — 239
To link to this article: DOI: 10.1080/07418820400095791
URL: http://dx.doi.org/10.1080/07418820400095791
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http://dx.doi.org/10.1080/07418820400095791
http://www.informaworld.com/terms-and-conditions-of-access.pdf
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A R T I C L E S
" S T R I K I N G OUT" A S C R I M E
R E D U C T I O N P O L I C Y :
T H E I M P A C T O F " T H R E E S T R I K E S "
I.AWS O N C R I M E R A T E S I N U . S . C I T I E S
TOMISLAV V. KOVANDZIC*
J O H N J. SLOAN, III**
L Y N N E M. VIERAITIS***
U n i v e r s i t y of Alabama at B i r m i n g h a m
During t h e 1990s, i n response to public dissatisfaction over w h a t were
perceived as ineffective crime reduction policies, 25 states and Congress
passed t h r e e strikes laws, designed to d e t e r criminal offenders by
m a n d a t i n g significant sentence e n h a n c e m e n t s for those w i t h prior
convictions. F e w large-scale e v a l u a t i o n s of t h e i m p a c t of t h e s .
This article was downloaded by [Carnegie Mellon University].docxhowardh5
This article was downloaded by: [Carnegie Mellon University]
On: 07 March 2014, At: 17:16
Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954
Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH,
UK
The Academy of Management
Annals
Publication details, including instructions for
authors and subscription information:
http://www.tandfonline.com/loi/rama20
Transactive Memory
Systems 1985–2010: An
Integrative Framework of Key
Dimensions, Antecedents, and
Consequences
Yuqing Ren a & Linda Argote b
a Carlson School of Management , University of
Minnesota
b Tepper School of Business , Carnegie Mellon
University
Published online: 26 Jul 2011.
To cite this article: Yuqing Ren & Linda Argote (2011) Transactive Memory
Systems 1985–2010: An Integrative Framework of Key Dimensions, Antecedents,
and Consequences, The Academy of Management Annals, 5:1, 189-229, DOI:
10.1080/19416520.2011.590300
To link to this article: http://dx.doi.org/10.1080/19416520.2011.590300
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Transactive Memory Systems 1985 – 2010:
An Integrative Framework of Key Dimensions, Antecedents,
and Consequences
YUQING REN∗
Carlson School of Management, University of Minnesota
LINDA ARGOTE
Tepper School of Business, Carnegie Mellon University
Abstract
Over two decades have passed since Wegner and his co-authors published th.
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On: 26 February 2013, At: 21:14
Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,
37-41 Mortimer Street, London W1T 3JH, UK
Social & Cultural Geography
Publication details, including instructions for authors and subscription information:
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From oral histories to visual narratives: re-presenting
the post-September 11 experiences of the Muslim
women in the USA
Mei-Po Kwan a
a Department of Geography, The Ohio State University, 1036 Derby Hall, 154 North Oval Mall,
Columbus, OH, 43210-1361, USA E-mail:
Version of record first published: 13 Aug 2008.
To cite this article: Mei-Po Kwan (2008): From oral histories to visual narratives: re-presenting the post-September 11
experiences of the Muslim women in the USA, Social & Cultural Geography, 9:6, 653-669
To link to this article: http://dx.doi.org/10.1080/14649360802292462
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From oral histories to visual narratives:
re-presenting the post-September 11
experiences of the Muslim women in the USA
Mei-Po Kwan
Department of Geography, The Ohio State University, 1036 Derby Hall,
154 North Oval Mall, Columbus, OH 43210-1361, USA, [email protected]
Since the attacks on the World Trade Center in New York City and the Pentagon in
Washington, DC on 11 September 2001, Muslims or Muslim-looking people in the USA
have experienced a significant increase in hostility and hate violence. The anti-Muslim
hate crimes have affected the lives of these people of color in significant ways. In this
article I seek to recover part of the post-September 11 experiences of American Muslims
that were obfuscated by the dominant anti-Muslim master narrative, which conflated the
Islamic faith with terrorism and constructed all Muslims as dangerous anti-American
outsiders. I explore a way of telling stories about these experiences using the expressive
power of geos.
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UK
Ethnic and Racial Studies
Publication details, including instructions for authors
and subscription information:
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The invisible weight of
whiteness: the racial grammar
of everyday life in contemporary
America
Eduardo Bonilla-Silva
Published online: 29 Sep 2011.
To cite this article: Eduardo Bonilla-Silva (2012) The invisible weight of whiteness: the
racial grammar of everyday life in contemporary America, Ethnic and Racial Studies,
35:2, 173-194, DOI: 10.1080/01419870.2011.613997
To link to this article: http://dx.doi.org/10.1080/01419870.2011.613997
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ERS ANNUAL LECTURE 2011
The invisible weight of whiteness: the racial
grammar of everyday life in contemporary
America
Eduardo Bonilla-Silva
(First submission July 2011; First published September 2011)
Abstract
Racial domination, like all forms of domination, works best when it
becomes hegemonic, that is, when it accomplishes its goal without much
fanfare. In this paper, based on the Ethnic and Racial Studies Annual Lecture
I delivered in May 2011 in London, I argue there is somet.
This article states that people of color have a high death rate in t.docxhowardh5
This article states that people of color have a high death rate in the state of Texas. The high death rate could be due to lower income, the lack of access to health care, and preexisting conditions. Many people of color work in jobs that are more exposed to the virus and few work from home which is considered safer during the pandemic. Much of the deaths are tied to poverty and high populated areas. Hidalgo county, near the border of Mexico, was hit the hardest by the coronavirus. Delays in insurance and death certificates were the cause for the count being very high early on but they have since recalculated the number to 312 deaths due to the virus. The gulf of Texas was also hit hard with COVID-19. Hindsight being 20/20, we should have been tracking how to recover from the virus rather than focusing on the death toll so much.
“In 2016 an estimated 15 percent of Texans were uninsured, the highest percentage of any state and much higher than the 10 percent figure for the U.S. population as a whole” (Champagne 426). Our united states government has discussed ways to make health care available to all citizens. There are contrasted opinions amongst politicians and citizens on how it should be provided and to what extent. Another question that weighs on our government is: Should health care be a mandatory investment on each person? If the insurance is not affordable to a citizen due to poverty, then someone must pay for it in this scenario. During covid 19, I am sure that the government’s concern for lack of health insurance amongst the poor amplified across Texas. The situation in the article is logically consistent with our textbook. The government has had a concern with the lack of insurance and in the article, people died because of the lack of health care amongst the poorer U.S. citizens.
“Rural communities may be more vulnerable to disease outbreaks as they often exhibit high poverty rates and older populations with increased prevalence of comorbidities” (Holder, Katherine et al.) Comorbidities is the presence of two or more underlying conditions in one person. Holder states that increased inflammation from covid 19 also exasperates the underlying conditions which can cause death quickly in the patient. The author in this article is consistent with the first article and addresses the people that suffered with covid and due to their previous health concerns.
I helplessly watched my husband suffer through the virus along with Pneumonia in January. He does not have underlying health conditions that we are aware of and yet this virus was very scary. I scoured the internet on natural ways to add to the routine of the medications that the medical doctors provided to him. A lot of Mexican tea that consisted of garlic, rosemary, eucalyptus, and lemon was added to the routine along with me having my husband do as much walking as possible. More than anything, we prayed for God’s help. About 5 day.
This article needs to combine four articles to write my own views on.docxhowardh5
This article needs to combine four articles to write my own views on cooperation
1. https://www.thecrimson.com/article/2012/8/30/academic-dishonesty-ad-board/
2. https://slate.com/news-and-politics/2012/09/harvard-cheating-scandal-everyone-has-it-wrong-the-students-should-be-celebrated-for-collaborating-on-an-unfair-test.html
3. https://blogs.ams.org/phdplus/2013/02/03/the-take-home-lesson-from-the-harvard-cheating-scandal/
4. https://ila.onlinelibrary.wiley.com/doi/full/10.1002/jaal.1002
I have written this essay but I need to revise a lot of things
.
This article deals basically with the dynamic environment of todays.docxhowardh5
This article deals basically with the dynamic environment of today's businesses. Despite all of the efforts a company puts forth to scan the environmental issues, crises can occur and have to be managed. The article first reviews several crises in businesses during the recent times, to define and identify the nature of a crisis. Then the anatomy of a crisis is presented schematically. Finally, by recommending certain preventive measures and interventions, the article concludes that acknowledging a crisis and communicating with the stakeholders are as important as planning the prevention, diagnosis, and intervention to solve crisis situations.
Full Text
Toby J. Kash: Pittsburg State University, Pittsburg, Kansas, USA
John R. Darling: Pittsburg State University, Pittsburg, Kansas, USA
Introduction
Strategic planning as a discipline has been concurrently taught and exercised in the past 40 years. This relatively new concept has been the major thrust in the management of US corporations. The art of strategic planning has helped the planners to forecast and cope with a variety of forces, issues and problems beyond their operating control. Nevertheless, all the non-foreseeable issues cannot be forecasted. Therefore, a certain productive function for the management of these issues and crises seems to be missing in a large number of companies. The strategic planning literature shows an experience curve in such forecasts, i.e. as mistakes are made, we learn from them. That is how contingency planning, scenario analysis and surprise management have evolved. The Johnson and Johnson Tylenol case, and the Union Carbide tragedy in Bhopal, India, are examples recurrently referred to in the strategic management literature. The way these two companies dealt with a crisis issue has provided us with a certain level of knowledge and experience that can be used in similar situations.
We have also learned that it is no longer a question of "if" a business will face a crisis; it is, rather, a question of "when," "what type" and "how prepared" the company is to deal with it (Mittroff et. al., 1996). Whether it is a natural disaster, such as an earthquake, tornado or flood, or a man made disaster, such as accidents, wildcat strikes or product tampering, a business will eventually face some form of crisis.
The MIR space station, built and placed in operation by the Soviet Union in 1986, had a very limited mission and encountered anticipated mechanical problems, for which the planners had devised solutions. With the infusion of $400 million by the USA to jointly operate the system, MIR faced a situation in June 1997 that was not forecasted. An unmanned cargo ship hit the spacecraft, disabling the MIR solar panels, thus affecting the airconditioning and lighting functions. This was a crisis to deal with. Two measures were found appropriate: a space walk for temporary repairs, and a manned supply shuttle later to perform major repairs. The question is, could t.
This article appeared in a journal published by Elsevier. The .docxhowardh5
This article appeared in a journal published by Elsevier. The attached
copy is furnished to the author for internal non-commercial research
and education use, including for instruction at the authors institution
and sharing with colleagues.
Other uses, including reproduction and distribution, or selling or
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In most cases authors are permitted to post their version of the
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regarding Elsevier’s archiving and manuscript policies are
encouraged to visit:
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Author's personal copy
A simheuristic algorithm for the Single-Period Stochastic
Inventory-Routing Problem with stock-outs
Angel A. Juan a,⇑, Scott E. Grasman b, Jose Caceres-Cruz a,1, Tolga Bektas� c
a Department of Computer Science, Multimedia, and Telecommunication, IN3-Open University of Catalonia, 08018 Barcelona, Spain
b Department of Industrial and Systems Engineering, Rochester Institute of Technology, USA
c Southampton Management School and Centre for Operational Research, Management Science and Information Systems (CORMSIS), University of Southampton, UK
a r t i c l e i n f o
Article history:
Available online 7 December 2013
Keywords:
Inventory-Routing Problem
Stochastic demands
Stock-outs
Simulation–optimization
Simheuristics
Randomized heuristics
a b s t r a c t
This paper describes a ‘simheuristic’ algorithm – one which combines simulation with
heuristics – for solving a stochastic variant of the well-known Inventory-Routing Problem.
The variant discussed here is integrated by a vehicle routing problem and several inventory
problems characterized by stochastic demands. Initial stock levels and potential stock-outs
are also considered, as well as a set of alternative refill policies for each retail center. The
goal is to find the personalized refill policies and associated routing plan that minimize, at
each single period, the expected total costs of the system, i.e., the sum of inventory and
routing costs. After motivating it, a detailed description of the problem is provided. Then,
a review of the related literature is performed and our simulation–optimization approach
is introduced. The paper presents a set of numerical experiments comparing the proposed
method against different refill strategies and discusses how total costs evolve as the level of
system uncertainty and the inventory-holding costs per unit are varied.
� 2013 Elsevier B.V. All rights reserved.
1. Introduction
One of the most important paradigms in supply chain management is to move from sequential decision making toward
integrated decision making, where all parties in the supply chain determine the best policy for the entire system. This is in
contrast to sequentially optimized decisions in supply chains.
This are two separate questions with 100 words each.1)Currentl.docxhowardh5
This are two separate questions with 100 words each.
1)
Currently, a foreign born naturalized citizen cannot be President or Vice President, per the Constitution. Should this portion of the Constitution be amended? Why or why not?
2)
One problem in the electoral process is campaign contributions. Where does that money from? Why do people and organizations contribute thousands of dollars to candidates an political parties? Does money buy influence? Shoud it?
.
This age of improvement” held both a collective (public) component .docxhowardh5
This “age of improvement” held both a collective (public) component and an individual (private) component. That is, the impulse for reform aimed at improving American society by elevating the moral behavior of individual Americans. Discuss this process by examining the various reform movements that defined the age. How did this impulse for reform seek to impact the broader political, cultural, and economic landscape of American society? When responding to your peers, discuss what the reformers hoped to accomplish. What impact did their efforts have?
*** Use proper citation methods for your discipline when referencing scholarly or popular sources. ***
.
This assignment has three partsKnowing that global busine.docxhowardh5
This assignment has three parts:
Knowing that global business models are constantly changing, how do you perceive IT systems helping or hindering the change process? Explain
What elements do you believe should be included in Disaster Recovery planning and why?
Companies may abuse or ethically misuse information systems in regard to customers and employees. Have you or someone you know experienced such abuse? If so, how was it handled? If not, how would you begin to take steps to eliminate such abuse or misuse?
.
This assignment has many benefits. First, it requires a search o.docxhowardh5
This assignment has many benefits. First, it requires a search of indexing and abstracting databases from the online library to find an article that meets the specified criteria (must be related to ethics). It also emphasizes what a scholarly article is; to discern between scholarly and non-scholarly writing; to condense someone else's lengthy argument into a concise report; to think critically about what has been read by assessing the strengths and weaknesses of the research; and, thus, to become participants in the discussions regarding the topic at hand.
FYI: Wikipedia is not an acceptable resource for academic writing. Please use the university library for reference. Articles must be peer-reviewed.
.
This assignment has 5 parts.Collaboration in a business enviro.docxhowardh5
This assignment has 5 parts.
Collaboration in a business environment is a best practice that leverages the collective knowledge of the team that is assembled. Peer evaluation and support, provided in the spirit of continuous improvement and organizational success, result in higher quality deliverables than what are generally possible by the efforts of an individual.
Describe the process that you plan to use to conduct research, identify findings, and develop the Comprehensive Project that is due in Unit 5.
Present a preliminary outline that indicates how you intend to organize the project deliverable.
Please review the process and outlines of other students, providing an objective assessment and constructive feedback that will help strengthen the effectiveness of their efforts and the quality of their finished products.
What are the essential elements of a Mission Statement?
What is the purpose of a Key Operating Principle?
What sort of additional material would best ensure success of the project? Why?
.
This assignment has one of two options. Please open and view the ass.docxhowardh5
This assignment has one of two options. Please open and view the assignment BEFORE sending any offers. Once you have read the assignment please send me a
detailed personal message letting me know the option you have chosen and that you understand the assignment thoroughly
. Thank you all serious offers will be considered. Generic responses without proof you read the attachment will NOT be considered.
.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
This assessment has three-parts. Click each of the items below to.docx
1. This assessment has three-parts. Click each of the items below
to complete this assessment.
Part I: Family Engagement
As you begin to consider how you will engage families at the
start of the new school year, it is important to reflect upon why
family engagement is necessary and beneficial for children,
families, and early childhood programs. Review Document #1:
Blue Stream Early Learning Center Overview.
Document #1: Blue Stream Early Learning Center Overview
Center Information
Founded in 1978
Five Different Classroom Levels
1. 6 weeks to 1 year old
1. 1 year old to 2 years old
1. 2 years old to 3 years old
1. 3 years old
1. 4 years old and 5 years old
Classroom Size: Up to 12 children
Teacher/Child Ratio: 1:4 to 1:12 (varies by level)
Current Enrollment: 46
No. of Teachers: 12
Student Demographics
Race/Ethnicity
White: 76%
Asian: 13%
Black: 3%
Hispanic: 8%
Gender
Female: 59%
Male: 41%
2. Household Income
Less than $25,000: 8%
$25,000 to $49,999: 23%
$50,000 to $74,999: 32%%
$75,000 to $99,999: 27%
$100,000 or more: 10%
Single-Income Household: 39%
Dual-Income Household: 61%
Household Type:
One-Parent: 17%
Two-Parent: 78%
Other (Grandparents, Relatives, etc.): 5%
In two to three pages, do the following:
· Explain why family engagement is important for the healthy
development of children and why it is essential to creating a
foundation for effective early childhood practice.
· Describe at least two strategies that you would use to engage
families prior to the beginning of the school year.
· Explain why you chose these strategies and how each strategy
can be used to promote a respectful, reciprocal, and responsive
partnership with the families.
Part II: Individualized Family Communication Plans
Imagine that it is now the second week of the school year. You
have received the completed Beginning of the Year
Questionnaires that you sent to the children’s families as seen
in the following documents:
Document #2: Jon Hall: Beginning of the Year Questionnaire
Document #2: John Hall: Beginning of the Year Questionnaire
Tell Me A Little Bit About Your Child
All information will be kept confidential.
3. Your Name: Stephanie
Hall_________________________________________________
__________
Your Child’s Name: Jonathan
Hall_________________________________________________
_____
Nicknames: Jonny,
Jon__________________________________________________
_____________
Does your child have allergies or any other health conditions we
should be aware of?
He has illness-induced asthma and is allergic to
strawberries._______________________________
_____________________________________________________
____________________________
What is the most important thing I should know about your
child?
He is painfully shy around new children and adults, but he can
be talkative once he gets__________ comfortable with someone.
One-on-one interactions are the best way to get him out of his
shell._
_____________________________________________________
____________________________
Briefly describe your child’s personality.
Jonny is very shy. He prefers to play by himself instead of with
other children. He is very curious and
will ask a lot of questions, once he is familiar with a
person.__________________________________
_____________________________________________________
______________________________
4. What are some of your child’s favorite activities?
He likes to build things with Legos and read books with pictures
of dinosaurs in them______________
_____________________________________________________
______________________________
_____________________________________________________
______________________________
How will your child go home from school (bus, carpool, other)?
By car__________________________
Is there anyone else who will regularly pick up your child from
school?
No__________________________________________________
_______________________________
Please share any other information that you think will be
important for me to know.
Jonny works best in a structured environment, and he can
sometimes have difficulty with unstructured time. He doesn’t
usually have tantrums, but when he does, the best way to handle
it is to give him____ activities that he can do by alone--puzzles,
blocks, coloring books, etc.____________________________
Tell Me A Little Bit About You and Your Family
Do you speak another language at home? If so, which one?
No__________________________________________________
______________________
Do you read to your child? How often?
Yes, every night before he goes to
bed.___________________________________________
_____________________________________________________
5. ______________________
Who else lives at your house (grandparents, siblings, pets,
etc.)?
No one else aside from me, Jonny, and my husband. We have
two cats._________________
_____________________________________________________
______________________
What is your preferred method of communication (email, phone
call, note, meeting, etc.)?
Phone call, but email, meetings, and notes are all
fine.______________________________
_____________________________________________________
_____________________
How would you like to be involved in our classroom? Please
check all that apply.
_X_ Cut out materials at home
_X_ Help at class parties/events
_X_ Help make art projects and crafts
_X_ Attend field trips
_X_ Other I’m a stay-at-home parent, so if you need an extra
adult, I’m always__
available and willing to help. Please don’t hesitate to
ask.____________
_____________________________________________________
______
_____________________________________________________
______
6. · Document #3: Annie Xun: Beginning of the Year
Questionnaire
· Document #3: Annie Xun: Beginning of the Year
Questionnaire
·
· Tell Me A Little Bit About Your Child
·
· All information will be kept confidential.
·
· Your Name: Alan
Xun_________________________________________________
______________
·
· Your Child’s Name: Annie
Xun_________________________________________________
_______
·
· Nicknames:
None________________________________________________
__________________
·
· Does your child have allergies or any other health conditions
we should be aware of?
No.__________________________________________________
____________________________
_____________________________________________________
____________________________
·
· What is the most important thing I should know about your
child?
· She doesn’t like to sit and do
nothing.______________________________________________
____
·
_____________________________________________________
____________________________
7. ·
_____________________________________________________
____________________________
·
· Briefly describe your child’s personality.
· Very friendly. Sometimes bossy. Likes to play with other
children.____________________________
·
_____________________________________________________
____________________________
·
_____________________________________________________
____________________________
·
· What are some of your child’s favorite activities?
· She likes to draw pictures and look at books with pictures. She
like to go to the park and play on__
swings.______________________________________________
_____________________________
_____________________________________________________
____________________________
·
· How will your child get home from school (bus, carpool,
other)? Bus__________________________
·
· Is there anyone else who will regularly pick up your child
from school?
· Yes, grandma or
grandpa.______________________________________________
______________
_____________________________________________________
____________________________
·
· Please share any other information that you think will be
important for me to know.
· My wife and I work long hours and are not able to spend lot of
8. time with Annie. My parents take
care of her. They don’t speak a lot of English. My son speaks
English to Annie sometimes.________
_____________________________________________________
____________________________
·
·
· Tell Me A Little Bit About You and Your Family
·
· Do you speak another language at home? If so, which one?
·
Chinese.______________________________________________
____________________________
·
· Do you read to your child? How often?
· No, her brother reads to her
sometimes.___________________________________________
_____
·
_____________________________________________________
____________________________
·
· Who else lives at your house (grandparents, siblings, pets,
etc.)?
· Grandma, grandpa, uncle, big
brother_______________________________________________
___
·
_____________________________________________________
____________________________
·
· What is your preferred method of communication (email,
phone call, note, meeting, etc.)?
· Email or
note._________________________________________________
____________________
9. ·
_____________________________________________________
____________________________
·
· How would you like to be involved in our classroom? Please
check all that apply.
· ___ Cut out materials at home
· ___ Help at class parties/events
· ___ Help make art projects and crafts
· ___ Attend field trips
· ___ Other
_____________________________________________________
___________
·
_____________________________________________________
___________
·
_____________________________________________________
___________
·
_____________________________________________________
___________
·
·
· .
· Document #4: Irene Segers: Beginning of the Year
Questionnaire
· Document #4: Irene Segers: Beginning of the Year
Questionnaire
·
· Tell Me A Little Bit About Your Child
10. ·
· All information will be kept confidential.
·
· Your Name: Jason
Segers_______________________________________________
__________
·
· Your Child’s Name: Irene
Segers_______________________________________________
____
·
· Nicknames:
None________________________________________________
_______________
·
· Does your child have allergies or any other health conditions
we should be aware of?
·
No.__________________________________________________
_________________________
·
_____________________________________________________
_________________________
·
· What is the most important thing I should know about your
child?
· She learns best with hands-on
activities.____________________________________________
__
·
_____________________________________________________
__________________________
·
_____________________________________________________
__________________________
·
11. · Briefly describe your child’s personality.
· She is very stubborn and likes to do things her way. But she is
also very kind, always willing to share
· toys or treats with other
children._____________________________________________
_________
·
· What are some of your child’s favorite activities?
· Irene likes being outdoors and running around the park. She
likes to dance and put on little skits._
·
_____________________________________________________
____________________________
·
_____________________________________________________
____________________________
·
How will your child get home from school (bus, carpool, other)?
Car__________________________
·
· Is there anyone else who will regularly pick up your child
from school?
· Her
nanny________________________________________________
_________________________
· Her mother every other Monday, Wednesday, and
Friday___________________________________
·
_____________________________________________________
_____________________________
·
· Please share any other information that you think will be
important for me to know.
· Her mother and I recently separated, and it’s been hard on
Irene. If she acts out somewhat, that may
· be the reason. Please let me know if she
12. does._____________________________________________
·
_____________________________________________________
______________________________
·
·
· Tell Me A Little Bit About You and Your Family
·
· Do you speak another language at home? If so, which one?
· Her nanny is fluent in Spanish and English, but I don’t speak
any other languages to her besides____
English.______________________________________________
______________________________
·
· Do you read to your child? How often?
· Her nanny reads to her before bed during the week. I try to
read to her during the weekends. I’m not sure if her mother
does.________________________________________________
________________
·
· Who else lives at your house (grandparents, siblings, pets,
etc.)?
· No one; just the two of
us.__________________________________________________
____________
·
· What is your preferred method of communication (email,
phone call, note, meeting, etc.)?
·
Email________________________________________________
_____________________________________________________
_____________________________________________________
__________
·
· How would you like to be involved in our classroom? Please
check all that apply.
13. · _X_ Cut out materials at home
· ___ Help at class parties/events
· ___ Help make art projects and crafts
· ___ Attend field trips
· ___ Other
_____________________________________________________
___________
·
_____________________________________________________
___________
·
_____________________________________________________
___________
·
_____________________________________________________
___________
·
·
·
· .
Based on the questionnaires, create an individualized plan for
how you would communicate and collaborate with each of the
three children’s families.
Each of the three individualized plans should be two pages in
length and include:
· An explanation of the initial method of communication you
will use with the family. Explain why you chose the method for
this specific family.
· A description of at least one potential obstacle you might face
in communicating with the family.
· Describe at least one strategy you might use to overcome the
obstacle you identified, so you can effectively communicate and
collaborate with the family.
· An explanation of how you will communicate information to
14. the family about their child’s overall development and academic
progress. Provide a rationale for your choice.
· An explanation of how you will communicate to the family the
opportunities for them to engage in the classroom. Provide a
rationale for your choice. Include an explanation of why
building a partnership with this family is essential to the
healthy development of the child(ren) in this family.
· A description of at least one strategy you would use to obtain
information from the family. Provide a rationale for your
choice.
Part III: Family Newsletter
A month has passed, and it is time to update the families on
their children’s progress.
Your newsletter should include:
· An overview of learning and development that has taken place
in the classroom since the first month of school.
· A welcome to families and an invitation to volunteer or
become involved in the classroom community at Blue Stream
Early Childhood Center. Provide at least one specific way
families can volunteer or become involved in the classroom
community.
· At least one recommendation for promoting their child’s
emotional, social, cognitive, or physical development at home.
Save this file as CC003_firstinitial_lastname (for example,
CC003_J_Smith). When you are ready to upload your completed
Assessment, select Submit.