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Commitment to Professionalism. Due by Day 7. As leaders in early childhood education we are in the unique position of creating partnerships with the community, organizations, and local government in an effort to promote the needs of the children we are serving. Through a program’s daily operation, we are witnesses to the specific issues that are facing the children, families, and community in which we work. When we highlight and broadcast these issues and advocate for a community’s needs, we are also advocating for increased awareness of the value and professionalism of the field of early childhood education. When we participate in advocating in our field we are further demonstrating that we are professionals that deserve to be valued and respected.

After reading the week’s text, write a reflection in two parts:

• Part I

Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate.

• Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group.
• Describe the strategies you would use to gain the support needed for this issue through individual advocacy.
• Describe the strategies you would use to attract the support needed for this issue through collective advocacy.
• Create two talking points (as discussed in Chapter 13) using one concrete example (refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue.
  • These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating.
• Part II

Create a Commitment to the Profession Statement. Remember, this is a draft that will continually be revised and modified as new information is acquired. Address the following:

• Describe how you will advocate on behalf of young children, their families, and the profession.
• Describe how you will support the development of future practitioners and leaders in the field.
• Refer to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from unskilled workers and toward paradigm professionals.

1. Define a public servant and why public servants should be especially sensitive to ethical issues.

2. Discuss Felkenes’s reasons for why it is important for criminal justice professionals to study ethics.

3. Define morals, ethics, values, duties, supererogatories, imperfect duties, meta-ethics, normative ethics, and applied ethics.

4. What are the four elements that specify the types of behaviors that are judged under ethical criteria? Which groups traditionally have been exempt from legal and moral culpability? Why?

5. What are the steps in analyzing an ethical dilemma?

1. Define a public servant and why public servants should be especially sensitive to ethical issues.

2. Discuss Felkenes’s reasons for why it is important for criminal justice professionals to study ethics.

3. Define morals, ethics, values, duties, supererogatories, imperfect duties, meta-ethics, normative ethics, and applied ethics.

4. What are the four elements that specify the types of behaviors that are judged under ethical criteria? Which groups traditionally have been exempt from legal and moral culpability? Why?

5. What are the steps in analyzing an ethical dilemma?

This task relates to a sequence of assessments that will be repeated across Chapters 6, 7, 8, 9 and 10. Select any example of a visualisation or infographic, maybe your own work or that of others. The task is to undertake a deep, detailed ‘forensic’ like assessment of the design choices made across each of the five layers of the chosen visualisation’s anatomy. In each case your assessment is only concerned with one design layer at a time.

For this task, take a close look at the annotation choices:

1. Start by identifying all the annotation features deployed, listing them under the headers of either project or chart annotation
2. How suitable are the choices and deployment of these annotation features? If they are not, what do you think they should have been?
3. Go through the set of ‘Influencing factors’ from the latter section of the book’s chapter to help shape your assessment and to possibly inform how you might tackle this design layer differently
4. Also, considering the range of potential annotation features, what would you do differently or additionally?

1. In discussion with Josh, Tonya foreshadows “some serious obstacles to overcome.” Describe these obstacles in detail.

2. How can Josh win support for his team’s three-point plan to use technology to help IFG reach its customers?

Physiological changes occur throughout our lives and can have significant effects on our self-esteem. Some of these changes can be more significant than others. As argued in Chapter 4 of the course textbook, physical events that occur during our life (i.e., puberty, loss of senses, illness) may have physiological effects.

Using the theoretical knowledge you have gained from your required reading for this week, discuss a time in life, based on personal or vicarious experiences, when you felt that physical changes were most impactful to you (early childhood, middle childhood, young adulthood, middle age). Share only information that you are comfortable with, or you may use another’s experiences or a fictitious example.

Consider the following questions as you discuss:

Do you believe neural plasticity was a significant variable during this chosen stage of your (or another’s) life? Why or why not?
Did synaptic pruning, based on this event, alter the way you now view the world? If so, what about your worldview changed? Explain.
Did the event shape who you are as a person (your identity)?
Based on your knowledge and your experiences, indicate the advice you might give to someone who is experiencing something similar?
What ethical considerations are associated with the advice you give?Father and son sitting in front of a couch.jpg

N-Z

Shriner and Shriner (2014) state that

“Teenagers who have close relationships with their parents are less likely to initiate sexual activity at an early age (Bynum, 2007). Further, parents who have a good line of com­munication with their adolescents seem to delay the onset of sexual activity as well (Aspy et al., 2007)”. (Shriner & Shriner, 2014, section 10.2, para. 11)

This is further substantiated by additional research, located in your required resources: Sutton, Lasswell, Lanier, and Miller’s (2014).

Based on your personal and vicarious experiences, assess whether you agree with this research or not. Support your explanation with supporting examples or with scholarly citations.
Describe a real-life event that could interfere with the research findings. (Example: Sarah recently lost her grandmother and has felt very sad. She finds this subject hard to talk to her parents about. There is also a boy who has given her a great amount of attention lately and seems open to listening to her.) Share only information that you are comfortable with, or you may use another’s experiences or a fictitious example.

Prior to beginning this activity, read Chapter 12: School, Work, and Leisure, in the course textbook. In addition, to support a deep reflection about your knowledge gained from this chapter, reflect on your own educational journey, from your childhood through the present.

In this reflection,

• Identify and explain key points throughout out your lifespan (childhood, adolescence, and adulthood) that have left an impression on your beliefs about receiving an education.
  • Include at least three experiences: one in childhood, one as a teen, and one as an adult.
  • Identify what led to the events and what effects each event has had on your academic journey or beliefs about earning a degree.
• Identify factors suggested to be effectors of development, by your weekly reading that align with your experiences (i.e., childcare, preparedness, learning environment). Share only information that you are comfortable with, or you may use another’s experiences or a fictitious example.
  • To successfully do this, add proper citations throughout your writing.

nswer the following Questions:

1. Hypotheses – Formulate null and alternative hypotheses. What do you think is the relationship between IQ scores and GPA?
2. Variables – Describe the scale of measurement (nominal, ordinal, interval, or ratio) for each of the variables.
3. Correlation – Write an overview of the results of the correlation (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting. Be sure to provide sufficient explanation for any numbers presented. Consider the following in your overview and conclusions:
   • Is there a significant correlation between IQ scores and GPA? If so, what does a significant correlation mean?
   • Using the correlation table and scatterplot, explain whether the relationship is positive, negative, or no correlation.
   • Describe the strength of the relationship (e.g. very strong, moderate, weak, etc.).
   • What do the results tell us about your hypotheses?
   • What conclusions can we draw from these results? What conclusions can we NOT make using these results?