Where Have All the Parents Gone

Write a three-page essay on one of the following topics. Do not write in the first person and second person.  Do not use contractions and give your essay a title.  Write in the present tense. Include a works cited sheet. Type your essay in the most recent MLA format.  Use at least four scholarly journal articles from Ebscohost only to support your claim.  Include an explicit-thesis statement with argumentative stance at the end of your introduction. Do not repeat what an author has already argued. Do not pad your essay with quotations from the primary or secondary sources. In addition, do not give ideas that are clichés and originate your own ideas. Do not use pretentious language.  Use a variety of syntax in your writing. Submit your assignment as a word or pdf file only.

  1. Whitehead suggests in her article, “Where Have All the Parents Gone” “if today’s children are in trouble, it’s because the parents are in trouble.” In addition, in “Autumn” in The Bluest Eye, Morrison introduces readers to children and their how they relate to their parents. In the twentieth-first century, has the role of parenting changed in the American society? Is there less emphasis and focus placed on parenting, and has this caused an instability of growth in the future generations? Can stability be created in parenting?  If so, how? Implement quotations and examples from The Bluest Eye in this response as well.
  2. According to Amy Chua in ” Why Chinese Mothers are Superior,” “Western parents are extremely anxious about their children’s self-esteem.” Do Western parents provide their children with the necessary armor to function and survive in the society? Have Western parents lenient parenting styles caused negative long-term effects on their children? Argue with a strong stance.
 
"Our Prices Start at $11.99. As Our First Client, Use Coupon Code GET15 to claim 15% Discount This Month!!"

Classroom And Safety Management Plans For Ages 4 And 5

Use the “Classroom and Safety Management Plans Template” to complete this assignment.

Part 1: Classroom Management

Classroom Rules and Expectations

Using the “Classroom and Safety Management Plans Template,” identify three classroom rules or expectations for a classroom with 4-5-year-old students.

Include one rule or expectation in each of the following areas:

  • Routines
  • Relationships
  • Field trips
  • In 50-100 words each, create and describe activities to teach each identified classroom rule and expectation to early childhood students.

Consequences and Due Process

In 250-500 words, describe consequences for not following the identified classroom rules and expectations, citing the “Ethical Principles and Professional Practice Standards for Special Educators.”

Explain due process procedures to follow concerning individuals with exceptionalities, and how the identified consequences align to these procedures.

Part 2: Safety Management

Identity five safety concerns specific to an early childhood setting. Describe procedures, in 100-150 words each, to manage the identified concerns, including the roles of each stakeholder involved.

Support your choices with a minimum of five scholarly resources.

 
"Our Prices Start at $11.99. As Our First Client, Use Coupon Code GET15 to claim 15% Discount This Month!!"

Comprehensive Early Reading Strategies And Instructional Goals

Creating an effective early reading plan takes practice. Young readers are learning to process language, increase vocabulary, recognize letter sounds, and blend sounds, in a very complex process. When young learners are at risk or are not progressing as expected, it is crucial to understand where the learner needs assistance and support. Only through clear evaluation and analysis can a comprehensive early reading plan become an effective intervention.

Develop a comprehensive early reading plan based on the following case scenario and the tasks that follow the scenario:

Student: Kale Age: 6.7 Grade: 1

Kale has just transferred to a new school from another state. It is the middle of the school year and Kale’s new teacher is concerned about his reading skills, particularly his decoding and sight words. His school records have not arrived from his old school, but his parents said that his previous teacher had asked to meet with them, but they were unsure if it was about reading. They thought it may have been about behavior. His primary spoken language is French. English is Kale’s second language. His parents struggle with speaking English and need an interpreter during meetings. It is unclear what prompted the move, but it appears it was sudden and not planned. Kale is an only child and there does not appear to be any family or friends in the area. Kale’s parents are currently unemployed.

Kale completed some assessments for his new teacher, who noted some skill deficits. Most of Kale’s peers recognize sight words like “and,” “has,” “is,” “a,” “the,” “was,” “to,” “have,” and “said.” Kale has difficulty when he encounters these words. Kale’s oral reading is slow and labored. He often says the wrong letter sound or guesses at words or waits until a peer says the word for him. Kale is unable to answer simple comprehension questions (e.g., main idea, main characters) after he has listened to a passage read aloud, as well. His teacher has scheduled a meeting with Kale’s parents to discuss the assessments.

The teacher developed the following instructional goals for Kale:

  1. Given a letter or letter combination, Kale will say the corresponding sound, accurately, three out of four trials.
  2. Given a brief reading passage on his instructional level, Kale will read the passage and be able to retell the main ideas, three out of four trials.
  3. Given a CVC (consonant-vowel-consonant) word prompt, Kale will be able to say the word “slowly” (sounding it out) and then say it “fast” (reading as a whole word), accurately and automatically.
  4. After listening to a story, Kale will recall three or four sequenced events.
  5. Shown sight words, Kale will state the word automatically.

Part 1: Reading Strategies

Summarize the following reading strategies in 100-200 words each. Describe the benefits of the strategy and specific tips for implementation.

  • Comprehension strategies
  • Graphic organizers
  • Independent practice
  • Model-lead-test
  • Peer tutoring
  • Repeated reading

Part 2: Instructional Goals

In 250-500 words, complete the following:

  • Sequence each of Kale’s instructional goals described in the case scenario in the order you would address them with him.
  • For each instructional goal, select an early reading strategy to use from Part 1 and explain why or how it will assist Kale in achieving the instructional goal.
  • Explain how you would involve Kale’s parents. Develop an activity from one of the early reading strategies that Kale’s parents can use at home.
  • Consider the effects of having moved to a new place, learning English as a second language from parents not proficient in English, and any cognitive processing problems that should be formally assessed. Explain how these issues should be considered to further assist Kale.

Support your summaries with 2-3 scholarly resources.

Prepare this assignment ac

 
"Our Prices Start at $11.99. As Our First Client, Use Coupon Code GET15 to claim 15% Discount This Month!!"

Digital Footprints

Prepare: Prior to beginning work on this discussion, carefully read Module 6, Section 6.1 in your course textbook, as well as the Week 3 Instructor Guidance.

Reflect: When you walk on the beach, you usually leave behind your footprints in the sand. Online, you also leave a footprint (or trail) when using digital technology. Your computer and the websites you visit create digital footprints of where you have been. Sometimes, this tracking is helpful to us. For example, if you leave a website and return later, you can simply pick up where you left without having to start over. At other times, these electronic trails could pose a security threat to you and your computer. Take some time to reflect on what you learned about how leaving a digital trail could both help and hurt you.

Write: Using the information you read in Section 6.1 of your course textbook, address the following:

  • Describe two digital footprints you have left within the last week. Analyze each one for potential risk on a scale of 1-10, 1 being low risk and 10 being high risk.
  • Write about a situation in which you or someone you know was a victim of a privacy, safety, or security breach online. Describe the situation and how it was eventually resolved.
  • Put your name into at least two different search engines (Google, Bing, Dogpile, Yahoo, Ask.com, and DuckDuckGo are some popular ones) and review your own digital trail. Pretend you are a potential employer. What observations could you make about your own online presence? Note: If you have a common name, you may need to add additional search terms or experiment with different search terms, such as the city in which you live (e.g., Dan Smith Clinton, Iowa).
  • Now that you have explored your own digital trail, identify at least three steps you can take to enhance your privacy, safety, and security on the web.

Your post should be at least 250 words.

 
"Our Prices Start at $11.99. As Our First Client, Use Coupon Code GET15 to claim 15% Discount This Month!!"

Module 06 Written Assignment – Communication Plan

 Module 06 Written Assignment – Communication Plan
Competency

Create assessment partnerships with families and professional colleagues to build effective learning environments.

Scenario

You are a lead teacher preparing to meet with a new family joining your early learning program. The purpose of this meeting is to form an assessment partnership with the family. During the meeting you will discuss with the family the benefits of sharing information and how you will use the created communication plan to support your partnership.

Instructions

Create a communication plan with a meeting agenda/script and communication details that:

Part One: Meeting Agenda/Script

  • Describes the characteristics of collaborative partnerships, including the roles of early childhood educators and family members towards creating and maintaining a partnership.
  • Defines an assessment measure the family can use to collect their own information (data) on their child’s development, along with:
    • How the information/data can be shared with the program.
    • How the information/data will be used to enhance the learning environment.

Part Two: Communication Details

  • Describes how often you will communicate with families and what assessment information will be shared.
    • Provides at least one example of how you will provide assessment information in meaningful and useful ways to the family.
  • Summarizes how the shared information will contribute to a developmentally appropriate learning environment.

Submission Requirements

  • Meets the following general requirements:
    • Provides at least one credible source as an APA formatted reference.
    • Uses professional language with correct spelling, grammar, and punctuation.
  • Compile the meeting agenda/script and the communication details into one document for the communication plan and submit as a Word Document.
  • Look very important to read everything. the name of this course is observation and assessment for effective curriculum. do this homework based on it.
 
"Our Prices Start at $11.99. As Our First Client, Use Coupon Code GET15 to claim 15% Discount This Month!!"

Student Discussion Post

READ BELOW STUDENT RESPONSE AND ANSWER THESE QUESTIONS

Response post: In addition to answering any follow-up questions I might ask in my feedback, address the following in your second post:

Was there a constant theme in the discussion?

What different ideas were brought out in the discussion?  Which ones do you agree or disagree with?

How do you now perceive this period/topic after reading the posts and doing the research?

Minimum length: at least 250 words.

STUDENT POST

Women of European descent in colonial America shared many similar experiences.  Whether living in the New England colony of Massachusetts, or further south in Virginia, virtually all experienced many hardships.  Because they were new to this continent, and there were no urban centers, or even long-established towns nearby, there was an endless amount of work to be done by these women.  Social class generally did not cause variation. Even the wealthy women had to work like crazy to try and approximate the standard European life.  Both sets of women came for a better life.  Those in Massachusetts often came for religious “freedom,” while those in Virginia tended to come for economic opportunities.  As such, there were often more whole families and married women coming to Massachusetts, while Virginia saw the immigration of more single women. Most single colonial women from both areas wanted to marry, which resulted in their shared loss of rights and privileges. Despite their lack of status and rights as married women, both groups were often left in charge of the family business, whether at the shops in the North, or the farms in the South, while their husbands were away for long periods of time on business. Due to lack of time, lack of quality water, or lack of desire, personal hygiene was not a priority for women from either area. Living and working around the continuous rhythm of pregnancy and breastfeeding was common for colonial women in both areas.

While the women in Massachusetts and Virginia shared many of the same experiences, there were notable differences in their daily lives.  Massachusetts women often lived into their sixties or even eighties, while life expectancy in the Chesapeake area was less than forty-five years.  The northern women were more likely to have a life-long marriage, while southern women were often widowed multiple times due to the mortality rate of southern men.

One major advantage for the Massachusetts women was the community they experienced with each other. They tended to live closer together in towns and relied on each other for social connection, help with current needs, and celebrating new births.  One downside to having more neighbors for the wealthier, higher class women of New England was the responsibility to shelter countless others during invasion threats from Native tribes. Elizabeth Saltonstall was one such woman, who had the demanding task of sheltering sixty guests for many months. In contrast, Virginia women tended to live on farms that were often miles from the nearest neighbor.  As such, southerners tended to experience more loneliness.  Because half of southern children died before adulthood, southern women undoubtedly suffered more grief from loss of life.  Another advantage the New England women had was that they were usually provided with the minimal education needed to be able to read their Bibles.  Most Virginian women were illiterate, and only one-third could sign their own name.

Where the early Virginian women found their advantage was from the sheer necessity of living in their more agricultural society.  Women were known to pilot canoes, hunt, and cultivate the fields as well as men.  Because of this blurring or semi-suspension of gender roles, these women garnered an independence that would not be seen by later generations until roughly the 20th century. It was not unheard of for wives to run away from unhappy marriages, smoke with the men after church, or speak their mind freely to authorities.

In these early years, social class or status did not generally have a big impact on the differences in women’s lives, regardless of where they lived.  All had to work extra hard, all had to conform (or not) to their communities’ expectations of gender roles, and all suffered the hardships of regional climate, whether it be the long and bitterly cold winters of New England, or the swampy climate of the Chesapeake.

 
"Our Prices Start at $11.99. As Our First Client, Use Coupon Code GET15 to claim 15% Discount This Month!!"

Week 6 – Assignment: Analyze Differences Between Theory And Concept Research

Assignment: Part 1

Write an annotated bibliography of two theories and two conceptual framework models. Use your knowledge from Week 4 about writing an annotated bibliography. This week, you will keep the sources to only theories and conceptual frameworks. You may use any theories and conceptual frameworks you choose.

  1. Name the theory or conceptual framework in a heading.
  2. Write two or three paragraphs about the author, the concept of the theory or conceptual framework.
  3. Write at least one paragraph of the use in history and today or why it is not used today.
  4. Write a conclusion about your thoughts on the theory or conceptual framework.

Assignment: Part 2

Using the instruction below, access the SPSS page and create an account. Include a screenshot of this account in your paper. Write a paragraph of your experience getting to this stage.

NCU includes the IBM SPSS Statistics software as a component covered by the Course Materials Fee. You will need this software for your statistics course(s) and may wish to use the software for other courses and/or your dissertation.

Here are the steps to do so:

  1. Register for an account using the SPSS page link in the weekly resources. Use your NCU email address during registration. If you have any problems registering for an account, please contact the NCU IT Service Desk: ServiceDesk@ncu.edu.
  2. You will receive an email confirming your account has been created. Click on the link provided in the email to complete the registration process (step-by-step visual is also attached).
  3. Download and install the software. Information about installation, common tasks, troubleshooting, and more can be accessed at IBM’s Knowledge Center link found in this week’s books and resources.
  4. Include a screenshot of your open account (remove any account numbers or personal information) and add this page to your paper.

Length: 6 pages

References:  Include a minimum of five (5) scholarly resources.

 
"Our Prices Start at $11.99. As Our First Client, Use Coupon Code GET15 to claim 15% Discount This Month!!"

Book Reflection On Lencioni’s Five Dysfunctions(Due On 5 Days)

1. Pick two of the dysfunctions that are described in the book and reflect on the importance of a leader addressing these specific dysfunctions. You must clearly state and identify which dysfunctions you will write about, and what you would do about them.

According to the book, the five dysfunctions are:

  • Absence of trust—unwilling to be vulnerable within the group
  • Fear of conflict—seeking artificial harmony over the constructive passionate debate
  • Lack of commitment—feigning buy-in for group decisions creates ambiguity throughout the organization
  • Avoidance of accountability—ducking the responsibility to call peers, superiors on counterproductive behavior which sets low standards
  • Inattention to results—focusing on personal success, status, and ego before team success

2. Write about how you as a leader would address this dysfunction (using course material, and material in the textbook).  What can leaders do to ensure this dysfunction is regularly avoided and what can leaders do if they encounter this within the teamAlso, what other creative solutions, and possibly leadership traits can you suggest addressing the specific dysfunctions. You are welcome to ask me (the professor} for some suggestions as to materials you might consider involving in this assignment).  YOU MUST both think critically as to what you, the leader, would do, and what you suggest are some leadership behaviors that can address these problems. Make sure you cite the sources you use. 

 
"Our Prices Start at $11.99. As Our First Client, Use Coupon Code GET15 to claim 15% Discount This Month!!"

Book Reflection On Lencioni’s Five Dysfunctions(Due On 5 Days)

1. Pick two of the dysfunctions that are described in the book and reflect on the importance of a leader addressing these specific dysfunctions. You must clearly state and identify which dysfunctions you will write about, and what you would do about them.

According to the book, the five dysfunctions are:

  • Absence of trust—unwilling to be vulnerable within the group
  • Fear of conflict—seeking artificial harmony over the constructive passionate debate
  • Lack of commitment—feigning buy-in for group decisions creates ambiguity throughout the organization
  • Avoidance of accountability—ducking the responsibility to call peers, superiors on counterproductive behavior which sets low standards
  • Inattention to results—focusing on personal success, status, and ego before team success

2. Write about how you as a leader would address this dysfunction (using course material, and material in the textbook).  What can leaders do to ensure this dysfunction is regularly avoided and what can leaders do if they encounter this within the teamAlso, what other creative solutions, and possibly leadership traits can you suggest addressing the specific dysfunctions. You are welcome to ask me (the professor} for some suggestions as to materials you might consider involving in this assignment).  YOU MUST both think critically as to what you, the leader, would do, and what you suggest are some leadership behaviors that can address these problems. Make sure you cite the sources you use. 

 
"Our Prices Start at $11.99. As Our First Client, Use Coupon Code GET15 to claim 15% Discount This Month!!"