Discuss how the Fear of Missing Out (FOMO) can be seen or viewed as a crisis in society today.

Combine chapters 5 and 6 into your discussion. Discuss how the Fear of Missing Out (FOMO) can be seen or viewed as a crisis in society today. nitial needs at lease 2 paragraphs, 2 professional citing in your discussion post and 1 when you reply to someone.LatoryaFear of Missing Out (FOMO) refers to the feeling or perception that others are having more fun, better opportunities, more experiences, or simply living better lives. According to the text, this is not something new, but it has increased over time with the aid of social media and reality television. It is no secret that the younger generations spend a lot of time on the internet basically in other people’s business. Most of the time when people post on social media they are posting the highlights of their life. We don’t know what they had to do or the path they had to take to get there and we also don’t know what they are truly going through.However, it is hard for others to realize that it is just a highlight, and that is when comparison kicks in and those feelings begin to internalize. Comparing your life with other people’s lives on the internet can cause a great deal of loneliness, anxiety, depression, envy, and low self-esteem. All of which can be detrimental to your mental health. When those feelings arise it can cause some serious damage. It can even cause suicidal ideations, attempts, and even death by suicide. FOMO is definitely a crisis in our society today.MorganThe Fear of Missing Out can be seen as a crisis in the world today because of the need to be seen, included, and in the know. According to Kanel (2019), “FOMO is a feeling of anxiety that an exciting or interesting event may currently be happening elsewhere” (p.94). Technology has given people instant gratification and has created a society where people need to know what is going on. In addition, people need to be seen and felt like they are important based off of the number of likes and comments they get from their posts. According to Zhang and Mao (2023), “the phenomenon of fear of missing out (FOMO) has received increasing scientific attention because of the strong motivation to know the movements of others and frequent checking of mobile phones”. This level of instant gratification causes panic in people who may not have received an invitation to a event or got the praise they thought they deserved. The level of anxiety this causes can be alarming to someone who may been in a crisis state or have the tendency to have anxious thoughts. In addition to anxiety, FOMO can lead to depression, decreased subjective well-being, and harmful social comparisons (Zhang & Mao, 2023).One way to combat the fear of missing out would be to introduce coping skills. The person in the crisis will need to first calm down and breathe. Second, the person would need to reflect on their behavior and their goals. One example that comes to mind is students who get in trouble for using their phones in class. At my school, students have to put their phones in a container when they enter the classroom to eliminate distractions. Many students have trouble with this and it is a fighting battle to get them to complete this task daily. The students who struggle with this task are constantly in a state of crisis. In the past, students have brought “burner phones” to put in the container so they can keep theirs without anyone knowing. This is problematic because students should be able to attend class without checking social media.

Take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.How would your communication and interview techniques for building a health history differ with each patient?

BUILDING A HEALTH HISTORY
Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.
For this Discussion, you will Take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.

To prepare:
With the information presented in Chapter 2 of Ball et al. in mind, consider the following:
By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
How would your communication and interview techniques for building a health history differ with each patient?
How might you target your questions for building a health history based on the patient’s social determinants of health?
What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
Select one of the risk assessment instruments presented in Chapter 2 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

You are a medical professor in charge of creating college assignments and answers for medical college students. You design and conduct lectures, evaluate student performance and provide feedback through examinations and assignments. Answer each question separately. Include and Introduction. Provide an answer to this content

BUILDING A HEALTH HISTORY
Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.
For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.

To prepare:
With the information presented in Chapter 2 of Ball et al. in mind, consider the following:
By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
How would your communication and interview techniques for building a health history differ with each patient?
How might you target your questions for building a health history based on the patient’s social determinants of health?
What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
Select one of the risk assessment instruments presented in Chapter 2 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

. Do not write who you are in the answer.

 Respond to two colleagues by proposing an intervention that would address the indicators identified. Explain the potential impact of social work interventions such as this on adolescents’ lives. How might Stephanie’s adolescent life have improved with this intervention? 

 Respond to two colleagues by proposing an intervention that would address the indicators identified. Explain the potential impact of social work interventions such as this on adolescents’ lives. How might Stephanie’s adolescent life have improved with this intervention? 
1JO- 
The first question I would have asked Stephanie when she was experiencing suicidal ideation as a teen is: Do you have a plan? It is critical that a worker not shy away from this difficult question (National Alliance on Mental Illness, n.d.) because it could mean the difference between life and death for an adolescent. I worked as a registered nurse on a behavioral health unit in the past and this was always one of the first questions we asked our patients. Part of my job was to assess patients in the emergency department before admission to the BHU. Unfortunately, however, most adolescents who complete a suicide attempt do not have a mental health diagnosis (Udoetuk et. al, 2019) so they are not in contact with a mental health professional.
I would have also asked Stephanie whether she had access to any lethal weapons such as guns or pills. Not having access to these items is a significant protective factor (Udoetuk et. al, 2019). My 19-year-old son shot himself in the head in December, and I will spend the rest of my life regretting the fact that I did not fight him harder to get the gun away from him that was his prized possession, given to him by his grandfather. My son’s suicide was an impulsive act, and he would still be here today if he had not had access to a loaded weapon. He had been working for months to get into the army, and died just days before that was set to happen. There is no possible way his act was pre-meditated. The gun was there, he had an impulse, and that was the end of the story.
My other son (30 years old) stabbed himself in the throat and laid in the snow and bled to death before someone found him the next morning. Even though the boys were not in contact, they somehow both chose the same night to go. In retrospect, all of the signs were there with my older son. He had frequent somatic complaints, sleep disturbances, anxiety, depression, and increased substance use, increased anger, and withdrawal from family (National Alliance on Mental Illness, n.d.; Udoetuk et. al, 2019). He was angry and withdrawn from me at the time of his death which is why I wasn’t there to save him. Another of my life’s biggest regrets. If Stephanie had shown these symptoms, I would have recommended a stay in a short term mental health facility, at the least, and then helped her come up with a long-term maintenance plan to help her deal with her issues.
Stephanie stated she is bipolar. Given the fact that many adolescents who complete a suicide attempt do not have an official mental health diagnosis, it does not mean they do not have an undiscovered underlying condition. I would have taken the steps necessary to ensure that all of Stephanie’s conditions were diagnosed so they could be properly treated. I believe both of my boys had ADHD; I have it and so does my daughter. I was only recently diagnosed at the age of 47 after it was too late to save my sons from its devastating effects. If I had known I had this, I would have researched it and realized it was hereditary. I believe ADHD caused my younger son’s death by impulsivity and I believe it caused my older son’s death because he was abusing substances in an attempt to self-medicate his symptoms.
2SO- 
Suicide represents a significant and concerning issue among youth, with alarming statistics indicating its prevalence. It’s distressing that a substantial percentage of young individuals who experience suicidal thoughts or behaviors do not receive adequate treatment. Social workers, due to their presence in diverse settings like schools, shelters, and mental health agencies, play a pivotal role in identifying and treating suicidal youth. Over the past decade, attachment-based family therapy, integrated cognitive behavioral therapy, and dialectical behavior therapy have shown promise in reducing suicidal ideation and attempts in young people. This article aims to review the theoretical foundations, conceptual frameworks, and key intervention techniques of these three therapies, enabling clinicians to effectively integrate them into their work with suicidal youth and families. Throughout this review, practical implications for practice are interwoven.
As the school social worker during Stephanie’s time of suicidal ideation, my approach would involve vigilant observation of her behavior for potential warning signs, underpinned by empathy and compassion. I would closely monitor indicators of emotional distress, such as isolation, mood fluctuations, and social withdrawal. If her academic performance were to suddenly deteriorate, I would consider it an essential cue to explore her emotional well-being further. Also, I would remain attentive to changes in her self-care routines and appearance, while also being attuned to expressions of hopelessness or negative thoughts.
 I would initiate open, non-judgmental conversations, creating a safe and supportive environment in which Stephanie could openly share her thoughts and experiences. By expressing genuine concern and seeking to understand any shifts in her behavior or mood, I would aim to uncover the underlying challenges she faces in coping with daily life. If she were to disclose feelings of hopelessness or thoughts of suicide, my top priority would be her safety, necessitating the involvement of appropriate professionals or support networks. My overarching goal would be to provide the necessary assistance and resources, ensuring Stephanie receives the comprehensive support required to navigate her difficulties and move toward a healthier and more stable well-being.

What specific issues within public education/schools that impact Students of Color are identified in the film Fighting for Mexican American Studies in Arizona Schools.  

For this assignment you will review the influential documentary 
Precious Knowledge: Fighting for Mexican American Studies in Arizona Schools. This film chronicles the fight for Ethnic Studies at Tucson Unified Schools District showing both what these courses are and how politicians attack them at various levels. You are tasked with reviewing the information in the film and answering two analytical questions that will require information from film in order to effectively complete this assignment. Thus, answer the following questions using specific information from the film:

 
1. What specific issues within public education/schools that impact Students of Color are identified in the film
 
2. In what ways does Ethnic Studies courses/teachings impact students and/or help them succeed in School?
 
To answer these questions you will use your on insights “I think this” and use references from the film “
Precious Knowledge shows us how Ethnic Studies impacts students in these ways.” You will need to incorporated 

THREE
references in your responses to effectively answer the questions and receive full credit for the assignment (

SIX 
references total).

Format

 
Essay:
3+ paragraph essay (intro/body/conclusion)
· Intro: give your general thoughts about the movie and responses to the essay questions
· Body: respond to the questions with depth and detail. Incorporate 3 film references for to support your answers to the questions. You will need to include 6 total references
· Conclusion: summarize what you wrote and share any last thoughts
 
Refences:
6 references total required for the assignment. Use the references from the film to support your answers to each question.
· General/paraphrased references: whenever you draw information from the film make sure you end your sentences/statements with a (Precious Knowledge, 2012)
· Direct quotes: if you include and verbatim statements from individuals interviewed in the film use a “” followed by (Precious Knowledge, 2012, 00:00). Time should be when the quote started
Other:
            –
12pt/times new roman font

            – 1” margins

            – double spaced

            – 500 words/2pgs

Rubric 

A) is an analysis that 

meticulously
follows all assignment guidelines and 

thoroughly
answers both questions. This essay has all required references from the film (3 per question/6 total) and students use them effectively to support answers to assignment questions. Additionally, the submission demonstrates that students had an excellent comprehension of the film and used information from it to complete the assignment. 

 
B) is an analysis that follows all assignment guidelines and answers both questions. This essay has some but not all required references from the film and students use them well to support answers to assignment questions. Additionally, the submission demonstrates that students had a decent comprehension of the film and used information from it to complete the assignment. 
 
C) is an analysis that generically follows all assignment guidelines and answers both questions. This essay has half of the required references from the film and student use them vaguely to support answers to assignment questions. Additionally, the submission demonstrates that students somewhat comprehended the film and used vague information from it to complete the assignment. 
 
D) is an analysis that poorly follows any of the assignment guidelines and weakly answers both questions. This essay has few if any of the required references from the film and uses them to poorly to support answers to assignment questions. Additionally, the submission demonstrates that students did not comprehend the film. 
 
F) is an analysis that fails to follow the assignment guidelines and doesn’t answer either of the questions posed. This essay has none of the required references from the film. Additionally, the submission demonstrates that students did not comprehend the film. 

You are stuck at Central Texas College Central Campus without transportation and need to get somewhere. You decide to take an Uber ride. You want to calculate the ride and then see if it is cost effective to use it a second time. Critically explain how to calculate the cost of the ride.

Linear Functions and Uber Fares

You are stuck at Central Texas College Central Campus without transportation and need to get

somewhere. You decide to take an Uber ride. You want to calculate the ride and then see if it is cost

effective to use it a second time. Critically explain how to calculate the ride.

Decide on a location in Killeen, Copperas Cove, or Harker Heights, TX that you need to get to from

campus. If you are an online student and are unfamiliar with the area, try the post office, civic center, or

google places to visit in Killeen, TX. Please pick a location that is at least one mile from campus. Go to

Google Maps (https://maps.google.com) and get directions from Central Texas College (on West Central

Texas Expressway) to the location you have chosen. You need to hit Alt-Print Screen or some other

method to get a screenshot. When you complete the assignment in Blackboard you will upload your

screenshot. If you are unfamiliar with Google Maps, you will need to click on the blue street sign with

the arrow on it to get directions.

The distance for the trip is the part we will use moving forward.

Distance of trip: miles

Go to Uber’s website (https://www.uber.com/global/en/price-estimate/) and get a fare estimate by

typing in the same address you did on Google Maps. The website often updates so you need to find

where you can get an estimate of the price. DO NOT order an actual uber ride. When you have done

this, it will give you a range of possible prices for the two different types of Uber rides you can take. We

are going to use and Uber X since we don’t have a group and we are trying to keep cost down. To the

right of this price, there is a question mark in a circle. Click on that symbol, and it will open up a price

breakdown for the ride.

Write down the Base Fare, the Booking Fee, and the price “Per Mile”.

Base Fare: $ ___________ Booking Fee: $ ___________ Per Mile: $ ___________

For simplicity, we are going to ignore the other options there. Since we are going at least a mile, we will

meet the minimum fare. We are not going to cancel, and we are not going to make the car wait for us

since we are not going to book the ride until we are stepping out the door to catch the ride.

We now want to create a cost function for the ride. will be the distance for the trip in miles, and will

be the cost of the fare. What is the price of the ride before the car starts moving? What part of the

equation of a line in slope-intercept form does this represent? What is the rate per mile? What does

this represent in the equation of a line? If x is the amount of miles for the trip and y is the cost, write an

equation for the line that describes the cost of Uber rides in the Killeen area.

Equation of line for fare price: = _____________________________________________

Plug in your distance for x and see if your y value is in the range of prices given in your estimate. They

give a range in case they have to take a longer router because of an accident, construction, etc.

For = distance from Google Map above, = ____________________ .

Let’s Check Your Equation

Choose a second location that you need to go to in the same area, again at least a mile away from CTC.

We want to be able to know ahead of time without using the Uber website what the second ride would

cost. Go to Google Maps again (https://maps.google.com) and get directions to the second location.

Get a screenshot like you did the first time and upload that one as well. Make note of the distance.

Make sure that all screenshots show the starting

and ending address before you upload the

screenshots for grading.

Distance of second trip: miles

Use your equation from above and plug in your distance for the second trip for x to estimate the fare.

For = distance of second trip, = ____________________ .

If you go to Uber’s website and get a price estimate, is your calculation in the range of values they give?

With your equation, you can now price any Uber ride in the area if you know the distance.

Respond to two colleagues by providing feedback on their choice of population, sample, and sampling technique concerning whether veterans more likely to become homeless over non-veterans?

 
Respond to two colleagues by providing feedback on their choice of population, sample, and sampling technique concerning whether How do their choices fit with the research question and research methodological approach?
Please use the Learning Resources and the NASW Code of Ethics to support your response (i.e., cite and reference).
1 SE-  
My research question is “Are veterans more likely to become homeless over non-veterans?” A population is the entire group that you want to draw conclusions about. A sample is the specific group that you will collect data from. The size of the sample is always less than the total size of the population. In research, a population doesn’t always refer to people .The population in my study would be homeless individuals. My research includes a study on both homeless veterans and homeless non-veterans. My sample group would include veterans and non-veterans because we’re working to determine if there are more homeless veterans or non-veterans that are homeless.
A cross-sectional analysis would help with obtaining the necessary data. Based on my study of the homeless population, this could be supplemented by an ethnographic study, which we closely observe the homeless and interact with them. One sure way to identify the homeless population is by observing those who are seen sleeping on the streets, in cars or just out in the open. 
2 SO- 
My research question is: What is the Impact of Domestic Violence on Young Males who are exposed to it Within Parental Relationships?
Population:
The population for this study comprises young males who have been exposed to domestic violence within parental relationships. These individuals should be in their adolescent or teenage years, typically between the ages of 12 and 18, and have experienced or witnessed domestic violence between their parents or caregivers.
Sample:
The sampling technique employed in this research would be purposive sampling. Since accessing a population that has been exposed to domestic violence within parental relationships can be challenging due to the sensitive nature of the topic, purposive sampling allows for the deliberate selection of participants who fit the specific criteria for the study. To identify potential participants, researchers may collaborate with local shelters, support groups, counseling centers, or social service agencies that cater to families experiencing domestic violence. Additionally, referrals from therapists, school counselors, and other professionals working with this population could also be valuable in identifying suitable participants.
Ethical and Cultural Considerations:

Informed Consent: Before involving any participants in the study, researchers must ensure that proper informed consent is obtained. This should include a clear explanation of the research objectives, procedures, potential risks, and benefits. Participants should also be informed about their rights, including the right to withdraw from the study at any time without consequences.
Confidentiality: Maintaining confidentiality is of utmost importance when studying a sensitive topic like domestic violence. Researchers must take necessary precautions to protect the identity of participants and ensure that their responses and personal information are kept confidential and not disclosed to unauthorized individuals.
Cultural Sensitivity: It is essential to acknowledge and respect cultural differences and nuances when conducting research on domestic violence. Different cultural norms, beliefs, and attitudes may influence how individuals perceive and respond to domestic violence. Researchers should be mindful of these cultural factors to avoid misinterpretations and ensure a nuanced understanding of the impact of domestic violence on young males within parental relationships.
Avoiding Harm: Researchers must be aware of the potential emotional distress or re-traumatization that participants may experience when discussing their exposure to domestic violence. Adequate support services and resources should be available to participants, and researchers should be prepared to provide referrals for counseling or other appropriate interventions if needed.

The best sampling technique for my research would be multi-phase sampling. Multi-phase sampling collects basic information from a large sample of units and then collects more detailed information for a subsample of these units. The most common form of multi-phase sampling is two-phase sampling (or double sampling), but three or more phases are also possible. Multi-phase sampling would be best because of my research on homeless would be broken down into two units of veterans and non-veterans that are homeless.
Homelessness would be considered an ethical issue. Homelessness harms people’s health and well-being,  homelessness harms the health system and health professionals; and, finally, homelessness is a result of inequitable policies, practices, and choices our society has made. The health effects of homelessness are grave, with higher incidence and severity of illness and injury among people experiencing homelessness.  VA is a beneficiary system: the government and people of the United States have made a moral commitment to care for the health needs of those who served in the military. In several cases, that moral commitment is not being carried out when it comes to out veterans.

What is a good sample in qualitative research?

PURPOSEFUL SAMPLING AND SATURATION
What is a good sample in qualitative research? It is NOT about size or generalizability.
The answer lies in how clearly you articulate the criteria for selecting data sources; (b) your ability to purposefully select cases; and (c) the extent to which those cases are “information-rich… for in-depth study” (Patton, 2015, p. 264) with respect to the purpose of the study.
As you prepare for this week’s Discussion, consider turning your attention to the variety of purposeful sampling strategies you may consider in developing your research plan. Also consider that qualitative researchers seek a threshold or cut-off point for when to stop collecting data. There is no 
magic number (although there are guidelines). Rather, saturation occurs as an interface between the researcher and the data and (b) between data collection and data analysis to determine when enough is enough.

For this Discussion, you will critique a sampling strategy used in a research article.

To prepare for this Discussion:

· Review the Guest, Bunce, and Johnson article; the Yob and Brewer article; and the Learning Resources related to sampling and saturation for this week.

BY DAY 3

Prepare a critique of the sampling strategy used by Yob and Brewer (n.d.). Include the following your critique:
· The purpose of the study
· Research questions
· Site selection
· The type of purposeful sampling strategy the researchers applied. 
· An alternative sampling strategy that the researchers could have considered. Explain your choice in terms of how the strategy is consistent with their research purpose and criteria for selecting cases.
· Provide a data saturation definition and evaluate the work of the researchers in this article regarding their efforts to achieve data saturation. Note what the researchers could have done differently to convince you that the relevant and important themes emerged.

Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.

RESOURCES

Required Readings

· Ravitch, S. M., & Carl, N. M. (2021). 
Qualitative research: Bridging the conceptual, theoretical, and methodological (2nd ed.) Sage Publications.

· Chapter 4, “Design and Reflexivity in Data Collection” (pp. 105–122)
· Chapter 5, “Methods of Data Collection” (pp.124-163)
 
· Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
· Chapter 3, “Qualitative Data-Gathering Methods and Style” (previously read in Week 3)
 
· Patton, M. Q. (2015). 
Chapter 5, Module 30: Purposeful sampling and case selection: Overview of strategies and options
 Download Chapter 5, Module 30: Purposeful sampling and case selection: Overview of strategies and options. In Qualitative research and evaluation methods (4th ed., pp. 264–315). Thousand Oaks, CA: Sage Publications.

 
· Guest, G., Bunce, A., and Johnson, L. (2006). 
How Many Interviews Are Enough?: An Experiment with Data Saturation and Variability
Links to an external site.
 
Field Methods 18(1), 59–82.

 
· Mason, M. (2010). 
Sample Size and Saturation in PhD Studies Using Qualitative Interviews
Links to an external site.
. 
Forum : Qualitative Social Research, 11(3)

 
· Yob, I., & Brewer, P. (n.d.). 
Working toward the common good: An online university’s perspectives on social change
 Download Working toward the common good: An online university’s perspectives on social change. 1-25.

In a speech presented at the NAACP Conference in 2015, former President Barack Obama stated, “We should not tolerate conditions in prison that have no place in any civilized country.” What prison conditions might President Obama have been referring to? How might these prison conditions contribute to sexual violence in prisons? Consider the differences for men, women, and persons who identify as LGBTQ in your response.

Overview
In this assignment, you will reflect on gender diversity in prison populations and how federal policies have impacted sexual violence in corrections.
Prompt
In a speech presented at the NAACP Conference in 2015, former President Barack Obama stated, “We should not tolerate conditions in prison that have no place in any civilized country.” Now that you’ve reviewed the resources for this module, you have a better understanding of the impact of gender diversity on prison populations and how federal policies have impacted sexual violence in corrections. In this 150- to 300-word journal, address the following:

What prison conditions might President Obama have been referring to?
How might these prison conditions contribute to sexual violence in prisons? Consider the differences for men, women, and persons who identify as LGBTQ in your response.
Which federal policies have been created in an effort to improve prison conditions?
How might these federal policies help to improve prison conditions? Consider the impact of these policies for men, women, and persons who identify as LGBTQ.

Specifically, the following rubric criteria must be addressed:

Identify the prison conditions referred to by President Obama.
Explain how these conditions may contribute to sexual violence in prisons (for men, women, and persons who identify as LGBTQ).
Identify federal policies that have been created to address the prison conditions identified above.
Explain how these federal policies can help to alleviate these prison conditions.

Explain the importance, value, and benefits of cross-curricular planning and the use of literature to support the learning outcomes being taught in other content areas in each grade range (K-3 and 4-8).

 
Reading and writing skills are essential in all content areas. Whether students are interacting with expository texts or texts from various literary genres, they need to be able to view text critically and gain meaning from it.  Using cross-curriculum planning, you can select books and readings that support what is being taught in other content areas while still reinforcing essential reading and writing skills.
Imagine your principal has asked you to create a short professional development session that can be shared with other teachers in your building. The goal of the session is to provide a high-level overview of the benefits of cross-content curriculum planning and using literature to support key concepts and ideas being taught in other subject areas.
Using the topic Resources and your own research, create an 8-10 slide PowerPoint presentation for a professional development session designed for K-12 teachers. 
 The presentation should:

Explain the importance, value, and benefits of cross-curricular planning and the use of literature to support the learning outcomes being taught in other content areas in each grade range (K-3 and 4-8).
Summarize how to best utilize cross-curricular planning in each grade range (K-3 and 4-8), including discussion of the unique processes that can be used in planning and the challenges one might face when planning for each grade range.
Explain how using literature to make cross-curricular content connections aligns to the reading content area standards.
Describe how using literature to make cross-curricular content connections can support differentiated instruction and help to meet the needs of diverse students. Provide specific examples to illustrate your ideas.
Provide an example of a cross-curricular lesson or activity for each grade range (K-3 and 4-8) so teachers understand how connections can be made between concepts and skills. Include discussion of both literature and expository text selections.
Include a title slide, reference slide, and speaker notes. There are no notes required for the title and reference slides, and these two slides are not part of the total presentation slide count.

Discuss censorship and inform families that some literature may present content that could create questions or be concerning to them. Explain the research-based evidence and rationale for exposing students to a variety of texts and topics, even those that might be considered controversial.

The ability to establish clear expectations for students and families and create an environment that encourages ongoing collaboration and dialogue between the teacher, students, and families is an important skill for reading teachers. Families typically want to know what their students are reading, why specific reading selections have been made, and how to ask questions and express concerns they may have about what their child is reading. It is also important that students feel energized and excited about engaging in reading activities.
Imagine you are teaching students in the 4-8 grade range and your principal has asked you to prepare back-to-school reading orientation materials for families. Create the materials in the brochure format (300-400 words).
The back-to-school information should include the following:

Definition of children’s literature and explanation of why it is valuable in education. Include discussion of the specific reading skills students will learn and practice and how these align to learning standards.
Research commonly read books for Grades 4-8 and create a list of five books you plan to read with students during the school year. Include an explanation of how and why the books were selected and how the books support state standards and the content taught in other curricular areas.
Describe how you will differentiate reading experiences for students based upon their reading ability and individual interests. Include discussion of how you will direct students in selecting books that are appropriate for them as individuals and will help them grow as readers and further develop their reading skills.
Discuss censorship and inform families that some literature may present content that could create questions or be concerning to them. Explain the research-based evidence and rationale for exposing students to a variety of texts and topics, even those that might be considered controversial.
Provide tips for families to help their children succeed in reading and in the classroom. Outline the communication steps families should take if they want to express concerns about and discuss classroom literature selections.