How does the Head Start program share information with parents about their child’s development and what type of information does the grantee gather from parents about their child’s development?

EACH QUESTIONS MUST BE MINIMUM OF 150 WORDS or
MORE. PLEASE NUMBER EACH QUESTION.

(NO IN-TEXT CITATIONS or REFERENCES NEEDED)

Read Section 1302.34 and answer the following question.

1. How does the Head Start program share information with parents about their
child’s development and what type of information does the grantee gather from
parents about their child’s development?

Section 1302.34 Parent and Family engagement in education
and child development Services.

(a) Purpose. Center-based and family childcare programs must structure education and child

development services to recognize parents’ roles as children’s lifelong educators, and to

encourage parents to engage in their child’s education.

(b) Engaging parents and family members. A program must offer opportunities for parents and

family members to be involved in the program’s education services and implement policies to

ensure:

(1) The program’s settings are open to parents during all program hours;

(2) Teachers regularly communicate with parents to ensure they are well-informed about their

child’s routines, activities, and behavior;

(3) Teachers hold parent conferences, as needed, but no less than two times per program year, to

enhance the knowledge and understanding of both staff and parents of the child’s education and

developmental progress and activities in the program;

(4) Parents have the opportunity to learn about and to provide feedback on selected curricula and

instructional materials used in the program;

(5) Parents and family members have opportunities to volunteer in the class and during group

activities;

(6) Teachers inform parents, about the purposes of and the results from screenings and

assessments and discuss their child’s progress;

(7) Teachers, except those described in paragraph (b)(8) of this section, conduct at least two

home visits per program year for each family, including one before the program year begins, if

feasible, to engage the parents in the child’s learning and development, except that such visits

may take place at a program site or another safe location that affords privacy at the parent’s

request, or if a visit to the home presents significant safety hazards for staff

Read Section 1302.71 and answer the following question.

2. How does the Head Start program support families in their transition into and

out of Head Start?

1302.71 Transitions from Head Start to
kindergarten.
(a) Implementing transition strategies and practices. A program that serves children who will

enter kindergarten in the following year must implement transition strategies to support a

successful transition to kindergarten.

(b) Family collaborations for transitions. (1) A program must collaborate with parents of

enrolled children to implement strategies and activities that will help parents advocate for and

promote successful transitions to kindergarten for their children, including their continued

involvement in the education and development of their child.

(2) At a minimum, such strategies and activities must:

(i) Help parents understand their child’s progress during Head Start;

(ii) Help parents understand practices they use to effectively provide academic and social support

for their children during their transition to kindergarten and foster their continued involvement in

the education of their child;

(iii) Prepare parents to exercise their rights and responsibilities concerning the education of their

children in the elementary school setting, including services and supports available to children

with disabilities and various options for their child to participate in language instruction

educational programs; and,

(iv) Assist parents in the ongoing communication with teachers and other school personnel so

that parents can participate in decisions related to their children’s education.

(c) Community collaborations for transitions. (1) A program must collaborate with local

education agencies to support family engagement under section 642(b)(13) of the Act and state

departments of education, as appropriate, and kindergarten teachers to implement strategies and

activities that promote successful transitions to kindergarten for children, their families, and the

elementary school.

(2) At a minimum, such strategies and activities must include:

(i) Coordination with schools or other appropriate agencies to ensure children’s relevant records

are transferred to the school or next placement in which a child will enroll, consistent with

privacy requirements in subpart C of part 1303 of this chapter;

(ii) Communication between appropriate staff and their counterparts in the schools to facilitate

continuity of learning and development, consistent with privacy requirements in subpart C of

part 1303 of this chapter; and,

(iii) Participation, as possible, for joint training and professional development activities for Head

Start and kindergarten teachers and staff.

(3) A program that does not operate during the summer must collaborate with school districts to

determine the availability of summer school programming for children who will be entering

kindergarten and work with parents and school districts to enroll children in such programs, as

appropriate.

(d) Learning environment activities. A program must implement strategies and activities in the

learning environment that promote successful transitions to kindergarten for enrolled children,

and at a minimum, include approaches that familiarize children with the transition to

kindergarten and foster confidence about such transition.

(e) Transition services for children with an IEP. A program must provide additional transition

services for children with an IEP, at a minimum, as described in subpart F of this part.

Transitions between programs.
(a) For families and children who move out of the community in which they are currently
served, including homeless families and foster children, a program must undertake
efforts to support effective transitions to other Early Head Start or Head Start programs.
If Early Head Start or Head Start is not available, the program should assist the family to
identify another early childhood program that meets their needs.

(b) A program that serves children whose families have decided to transition them to
other early education programs, including public pre-kindergarten, in the year prior to
kindergarten entry must undertake strategies and activities described in §1302.71(b)
and (c)(1) and (2), as practicable and appropriate.

(c) A migrant or seasonal Head Start program must undertake efforts to support
effective transitions to other migrant or seasonal Head Start or, if appropriate, Early
Head Start or Head Start programs for families and children moving out of the
community in which they are currently served.

.Which agent of socialization do you believe is most powerful through the life course?( B)Do you think this might change over time and why?2. Reflecting on the lecture notes and videos on the development and presentation of self, how does new technology, like smartphones and social media sites such as Facebook, Twitter, and Instagram affect the presentation of self?What do you think the consequences of technology-mediated interaction on how we are socialized in the future – could this contribute to the sense of alienation or anomie, or might this benefit our society?

1(A).Which agent of socialization do you believe is most powerful through the life course?( B)Do you think this might change over time and why?2. Reflecting on the lecture notes and videos on the development and presentation of self, how does new technology, like smartphones and social media sites such as Facebook, Twitter, and Instagram affect the presentation of self?What do you think the consequences of technology-mediated interaction on how we are socialized in the future – could this contribute to the sense of alienation or anomie, or might this benefit our society? 

Compare and contrast the major classification systems for mental disorders (such as DSM-5 and ICD-11) and their impact on diagnosis and treatment. 2-Discuss the role of psychological assessment in understanding and diagnosing abnormal behavior. 3-Explore the ethical considerations involved in conducting research on abnormal behavior.

1-Compare and contrast the major classification systems for mental disorders (such as DSM-5 and ICD-11) and their impact on diagnosis and treatment. 2-Discuss the role of psychological assessment in understanding and diagnosing abnormal behavior. 3-Explore the ethical considerations involved in conducting research on abnormal behavior.

Do you rely on caffeine to start your day? Do you rely on caffeine later in the day to “get through” your day? If no, how do you start your day or create energy?

 1. Create a TV ad, radio ad, or poster idea to discourage drug use. You can focus on a general message or focus on one substance like alcohol, vaping, opioids, etc.  Then Explain how you could use this media form for prevention. 
2. Do you rely on caffeine to start your day? Do you rely on caffeine later in the day to “get through” your day? If no, how do you start your day or create energy? 
3. Do you think caffeine is a gateway drug?  Why or Why not?
4.  What drug do you think (alcohol, tobacco, caffeine, or marijuana) leads to exploring other drugs the most? Why?
5. Is there a drug you think should be a considered a "gateway drug", aside from the already known ones?  What and why?

Robert, a 9th grader, is very popular because of his wonderful sense of humor, his respect for teachers, and his expertise in military vehicles. Robert also happens to have Spina Bifida, which confines him to a motorized wheelchair due to his limited mobility and limb strength. His disability negatively impacts his access to reading materials because of the motor coordination it takes to hold a book. Robert is fully included in the general education classroom but struggles to keep up with grade-level reading and written assignments.  The 9th grade social studies teacher is beginning a history unit specifically on the Civil War and has asked you to help evaluate the elements of this unit in regard to Robert’s strengths, areas of need, level of readiness, barriers that will impact his learning, as well as differentiated instruction strategies and instructional technology to overcome those barriers. Explain how each instruction strategy and instructional technology device fit into the TPACK framework.  Explain how safe, legal, and ethical use of digital information and technology, including the respect for copyright, intellectual property, and the appropriate documentation of sources will be incorporated into the lesson. 

Robert, a 9th grader, is very popular because of his wonderful sense of humor, his respect for teachers, and his expertise in military vehicles. Robert also happens to have Spina Bifida, which confines him to a motorized wheelchair due to his limited mobility and limb strength. His disability negatively impacts his access to reading materials because of the motor coordination it takes to hold a book. Robert is fully included in the general education classroom but struggles to keep up with grade-level reading and written assignments. 
The 9th grade social studies teacher is beginning a history unit specifically on the Civil War and has asked you to help evaluate the elements of this unit in regard to Robert’s strengths, areas of need, level of readiness, barriers that will impact his learning, as well as differentiated instruction strategies and instructional technology to overcome those barriers. Explain how each instruction strategy and instructional technology device fit into the TPACK framework. 
Explain how safe, legal, and ethical use of digital information and technology, including the respect for copyright, intellectual property, and the appropriate documentation of sources will be incorporated into the lesson. 
Your peer, the 9th grade social studies teacher, has provided you with the unit elements, requirements and Robert’s characteristics. 
Unit Elements & Requirements

Subject Matter: Civil War (events leading up to, the event, event outcome)
Group Discussions
Workbook/ Worksheet & Textbook Reading
Videos
Written Homework Assignments
Summative Unit Assessment

Student Characteristics

Loves military vehicles
Good sense of humor
Respectful
Auditory Learner
Logical/ Mathematical Thinker
Limited Mobility
Limited motor coordination
Can use a computer but due to limitations, slow typist

DISCUSSION QUESTION: Using this Case Study information and past discussions you have had with this teacher:

Provide a list of at least two differentiated instruction strategies and two instructional technologies to overcome those barriers specific to this unit plan. 
Explain how each instruction strategy and instructional technology device fit into the TPACK framework. 
Explain how safe, legal, and ethical use of digital information and technology, including the respect for copyright, intellectual property, and the appropriate documentation of sources will be incorporated into the lesson. 
Provide additional webpages, journal articles, and videos that the teacher can also use for future reference (cited in APA formatting).

Guided Response: Reply to two peers taking the role of the 9th grade social studies teacher. Use the suggestions made by your peers to create a mini 15 minute lesson including alignment with the Common Core State Standards; a one-day lesson objective, and a description of the activity in which the whole class will participate; any integrated technology; and how you will assess student learning. 

Does criminal profiling benefit law enforcement? If so, how? If not, explain why it may not.

Does criminal profiling benefit law enforcement? If so, how? If not, explain why it may not.
APA format 
minimum of
in-text citations 
APA references 

Define in your own words these key ethical terms. Keep your definitions simple. You should focus on the concept of these definitions because then it is easier to apply a concept to various situations.  Justice Nonmaleficence Beneficence

Welcome to Week 3. Ethical principles are integral to the foundational role of nurses. Knowledge and understanding of these terms will benefit you not only in this course but throughout the program and your nursing career. 
We'll start this week by defining key ethical terms, and later this week, there will be a question or two where you can demonstrate how these terms influence nursing.
Define in your own words these key ethical terms. Keep your definitions simple. You should focus on the concept of these definitions because then it is easier to apply a concept to various situations. 
Justice
Nonmaleficence
Beneficence
Autonomy
Fidelity
Responsibility
Accountability
Confidentiality
Advocacy

For healthcare organizations to function at full capacity, all technological and healthcare systems must guarantee protection of patient privacy. Several safeguards are placed into practice to prevent intentional or accidental data breaches of patient information. What safeguards do you presently have in your professional practice to ensure protection of patient information? What safeguards are currently utilized at your healthcare organization to ensure privacy?

see below
 
For healthcare organizations to function at full capacity, all technological and healthcare systems must guarantee protection of patient privacy. Several safeguards are placed into practice to prevent intentional or accidental data breaches of patient information.

What safeguards do you presently have in your professional practice to ensure protection of patient information?
What safeguards are currently utilized at your healthcare organization to ensure privacy?
What types of ethical concerns could an organization incur if a data breach were to occur?

Why were these culture wars so significant to so many people? How significant were they to the larger story of American history or were they a distraction from other more important trends and events?

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Format for Word document  – VERY IMPORTANT – please follow these directions.
  The body of your Word document must be double-spaced, 12-point, with 1-inch margins, and preferably in Times New Roman, Palatino Linotype, or Garamond font.  Type your name in the upper right-hand corner and put a short title at the top of the first page.  Do not give me a title page. 
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A War for the Soul of America:  A History of the Culture Wars, by Andrew Hartman.
Hartman argues that fights over American culture were constant through the 1970s, 80s, and 90s.  And that these conflicts came out of the 1960s challenges to a “normative America.”  On one side, were those defending those changes of the 1960s, and on the other were those seeking a return to that normative America.  These “wars” over culture didn’t only occur in the arena of electoral politics, but on the many battlefields of the larger American culture – in films and music, in popular culture and television, and in schools and universities. 
After reading this book, write ann which you comment on these conflicts.  Why were these “culture wars” so significant to so many people?  How significant were they to the larger story of American history or were they a distraction from other more important trends and events?  Considering what you know about the 1920s, in what ways were these cultural conflicts a continuation of long-fought cultural battles and in what way were these fights of the 80s and 90s new to the American scene?  Are these battles still being fought or has one side appeared to win?

Describe and discuss your favorite film, book, show, or story.

 Write a 2 page journal entry about a topic of your choice 
If you are looking for ideas to write about, consider these possible topics:

Describe the most memorable day of your life.
Discuss some reasons you chose to attend college.
Describe what it means to be a parent or your philosophy about raising children.
Discuss some mentors in your life. 
Describe who you most admire and why. 
Discuss the people who support you on your educational journey.
Describe your dream job and what that would mean for your lifestyle.
Recount your greatest success or mistake and what you learned from it.
Describe and discuss your favorite film, book, show, or story.
Practice using 1 of the genres (i.e., forms of writing) reviewed in this course, such as a social media post, blog post, narrative, summary, or letter, and use a specific text structure (e.g., description, narration, comparison) within it.