Create a financial plan based on the scenario described above. You’ll use your productivity skills to organize your plan, and you’ll use your problem solving skills to determine a reasonable rate of savings to reach your goals. Finally, you’ll apply your technology skills to ensure that your budget is balanced, and expenditures (like housing) don’t exceed your employment income.
College of Early Childhood Educators | Case Study 1: Sarah́ s Confusing Behaviour. The case in this publication was written by a member of the College of Early Childhood Educators. The case describes a real experience in the professional practice of a registered early childhood educator.
It profiles a professional dilemma, incorporates participants with multiple perspectives and explores ethical complexities.
This case study may be used by members as a source for reflection and dialogue about the practice of early childhood educators within the framework of the Code of Ethics and Standards of Practice.
Case studies give meaning and context to the Code of Ethics and Standards of Practice. They transfer theoretical thinking into the realities, complexities and ambiguities of professional practice. They highlight the dilemmas and emotional tension associated with professional decision-making and action.
Analyzing a case encourages College members to examine problem-focused issues from a variety of perspectives and to explore the implications of a range of decision-making options or solutions.
Case studies stimulate professional inquiry and reflective practice. Discussing a case is a shared professional learning experience through which members gain an enhanced understanding of their practice and their broader professional community. College members, while engaging in case reflection and discussion, may also construct new understandings and develop additional strategies to enhance their practice.
Case-based professional learning encourages RECEs to step back from the specifics of daily practice and analyze, in a more global way, the broader issues arising across their profes- sion. RECEs can reflect, question assumptions and gain new insights into not only their own practice, but also their profession.
Case studies assist RECEs to identify common themes inherent to the rewards and challenges of working in the early childhood education sector. In this way, individual RECEs recognize that what seemed to be personal or isolated incidents are often examples of the broader and fundamental dilemmas facing other early childhood educators throughout the profession.
College of Early Childhood Educators | Case Study 1: Sarah́ s Confusing Behaviour 3
Enhancing Professional Practice through Case Study Discussion
Case Study Discussion
Explore the emotions experienced by case participants
struggling with the ambiguities of professional practice
Demonstrate how resolving a dilemma may present a variety
of options and a range of implications
Illustrate the complexities of
professional practice
Acknowledge the tension and pressure
points arising in daily practice
Highlight dilemmas associated with
professional decision- making and actions
Give meaning and context to the Code of Ethics and
Standards of Practice
Promote the growth of leadership skills and the ability to
function as reflective practitioners
Provide shared learning experiences
that move participants toward an enhanced
understanding of their own practice
and their professional community
Encourage College members to consider
problem-focused issues from a variety
of perspectives Transfer theoretical
thinking into descriptions of
professional practice
Stimulate professional inquiry
Facilitate generalizations about professional practiceAssist College
members to move from professional reflection
to problem-solving in practice
4
“Queer families are an abomination…a threat to the natural order…Their blood will be on their own heads”
I stare at my computer screen in disbelief. My eyes frantically scan the page in front of me, desperate to discover if I’ve mistakenly been re-directed to the site of some homophobic hate group. After what feels like an eternity, I sadly realize this is not what happened. In full colour, at the top left corner of my screen, a familiar face smirks back at me – the face of my preschool room partner, Sara.
My mind’s eye retreats to the past year of my professional life when I began my work as an early childhood educator. In particular, I am recalling the day I was first introduced to Sara Kirk, a senior staff member in the preschool program where I was hired.
My supervisor had assured me that Sara would be delighted to work with someone as committed to issues of equity and inclusion as I was. I’d just graduated from a program in early childhood education with a research interest in broadening approaches to creating and reflecting diversity in curriculum.
Sara had a reputation for ensuring that racial, ethnic, cultural and linguistic diversity were an integral part of the centre’s programs. She received an award of distinction for this reason.
One of my first tasks as her room partner was to assist her with the planning of the organization’s upcoming African cultural celebration, an annual event that recognizes and celebrates African culture. As a novice employee, I intended to learn from this woman who had several years of experience at this centre, demonstrated leadership skills and earned her an assistant supervisor position shortly following her hiring.
Sara stood directly in front of me. Her engaging smile and booming voice conveyed warmth and confidence. I really did hope we might become more than just professional colleagues. But even then, there was something about Sara that bothered me.
I remembered the words on my computer screen. My initial confusion shifted as memories of my work with Sara over the past year flooded my mind. Slowly, I recalled events that might be representative of the ugly words posted on the social media site.
“Welcome to our preschool room!” Sara sang out enthusiastically. “As you can see, the children are busy creating art work for tomorrow’s celebration. Feel free to jump right in!” She danced to the bookshelf to replace some of the current titles with children’s books that prominently featured black characters.
I had accepted Sara’s invitation to “jump right in” and opened the cloth bag I carried, clapped my hands in delight and cried out, “I’ve got some books for you!” I pulled out two titles that were personal favourites: Asha’s Mums and My Princess Boy.
Each, I believed, would support Sara’s commitment to racial diversity while simultaneously infusing gender and family diversity into the curriculum. I handed the books to Sara, anticipating her approval.
Instead, as Sara surveyed each cover, a skeptical expression replaced her wide smile. Shifting her gaze to my expectant face she remarked, quite matter-of-factly, “Thanks, but the children selected these books themselves. As you can see, there’s hardly enough room on the shelf for them as it is.”
She thrust the books back in my direction and returned to her work, visibly uncomfortable. I wondered if I’d been too presumptuous in assuming that Sara’s commitment to diversity extended beyond theoretical support for race, ethnicity, culture and language. However, I grinned in her direction, eager to show her that I understood.
Sara’s Confusing Behaviour
*The name of the early childhood educator who wrote the story is not provided. Names, locations, contexts and/or dilemmas presented in the case have been modified for the purposes of confidentiality.
College of Early Childhood Educators | Case Study 1: Sarah́ s Confusing Behaviour
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As the months progressed, there was nothing that really bothered me. Sometimes I wondered, however, why our relationship hadn’t developed beyond the professional. Sara was never blatantly disrespectful, yet she failed to make any real effort to get to know me. Our daily exchanges were limited to discussions about the program, the children and the families we supported.
Until now, I had never questioned the deliberate distance she had maintained. Perhaps I was still in awe of a reputation that had appeared, at least initially, to support my values of inclusion.
In early October, we welcomed Rory, a post-secondary student in an early childhood education program to our room. Sara greeted the announcement of his pending start with overt annoyance. “Another student? And a male no less! Shouldn’t he be assigned to Jonas’ room?”
“I thought you enjoyed having students,” I replied. “I’m excited to have a male presence in our program. Aren’t you?”
“Hmmmph,” she scoffed, “For the life of me, I’ll never understand why a man would want to work at a job that women do so naturally. To each his own I guess.” With that, she turned on her heel.
These interactions were typical of our conversations when our views collided. Still, she was beginning to express her views with increased candour. This suggested to me that our relationship had finally deepened! After all, why would she so openly share such controversial thoughts?
Rory began his placement experience with us, much to the delight of the preschoolers. Lauren, in particular, followed him around the room like a shadow, sitting on his lap every chance she got. Just before lunch, Sara, eyes scrutinizing the room, snapped,
“Lauren, you need to sit on the carpet like all of the other children! Please move your body so that Rory can start the story!” Lauren’s bottom lip quivered. Clearly saddened, Lauren slowly slid from Rory’s lap. She sat on the floor to his immediate right, her head hung in disappointment.
Later, as the children consumed lunch, Lauren asked Rory to take her to the washroom. Without pausing, Sara quipped, “I will take you to the washroom, Lauren. Rory, placement students are not allowed to be alone with the children”. Dismayed again, Lauren took Sara’s hand and followed her to the washroom, a pained look on her face.
When Rory’s gaze shifted in my direction, I’m sure he noticed my quizzical expression. Although Sara and I had mentored students before, I had never experienced such an abrupt reaction to a child’s growing attachment for one student.
I took in the faces of the other children in the room as they noted Sara’s demeanour and reacted to the authority in her loud voice. I also caught the glance of one of my colleagues just outside the door, who was nodding her head in seeming disapproval of the scenario.
The washroom is located within the classroom space. There is no policy that I knew of that prohibited placement students from assisting children with their washroom needs unsupervised. Sara’s bad mood was palpable that day so I decided to remain silent, brushing it off as just another isolated incident.
A few months later, three children were playing in the drama centre. A wedding was about to take place! Tissue paper flowers decorated the wall. Confetti littered the carpet. The children had planned and worked hard at designing such a wonderful space. There was no question that the children had clearly assigned roles. Tara, one of our senior preschoolers, was set to officiate
College of Early Childhood Educators | Case Study 1: Sarah́ s Confusing Behaviour
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contempt, looked squarely into her face, now rife with indignation, and announced brightly, “Mommy says that when a man loves a man, they sometimes get married. Uncle Rinaldo and Uncle Michael are getting married! I get to hold the rings!” Marlon’s news seemed to disturb Sara further. Her eyebrows furrowed and her lips pursed.
I searched in my head for previous examples of this behaviour. Was the policing of gender roles, identity and sexual orientation always part of the program? Surely she had not meant to solidify old stereotypes.
Ever more certain of the ordeal I now faced, my mind returned to the present. I once again contemplated the social media posting:
“Queer families are an abomination … A threat to the natural order…” What was I to do with this information? Should I respond? I grappled with potential answers.
Then, reality struck me. “What will she make of my sexual orientation and the fact that I have concealed it this long?”
The words blazed across my computer screen again. “…Their blood will be on their own heads”. Sara’s words and actions haunted me for the remainder of the day.
at the mock union. She stood before two young boys, each of whom wore oversized lace dresses and held bouquets of silk flowers.
Just as the ceremony commenced, Sara skipped into the room from her break and in her booming voice announced, “Miss Sara’s back! Ten minutes to tidy up!” She toured the room, greeting children at each of the learning centres.
As she approached the drama play space, the hop in her step ceased. Frozen in place, Sara turned to me and demanded, “What’s going on here?”
“It’s a wedding! Doesn’t everyone look beautiful?” I exclaimed ignoring her tone.
Sara shook her head in disbelief. “Feng is not allowed to wear dresses. His father gave me explicit instructions to redirect this behaviour.
In fact, he’s told me on several occasions that Feng is to refrain from using this space altogether. The neighbourhood children are already teasing him for playing with dolls. The last thing he needs is encouragement to dress like a girl!”
I was not sure if Sara had merely forgotten to share this parent’s instructions, or if the entire story was fabricated. Giving her the benefit of the doubt yet again, I decided to wait for a more opportune time to discuss the matter.
After all, if what she revealed was true, surely Sara would have wanted an opportunity to educate a parent about a child’s need to explore his or her identity through play.
Sara turned back to the children, whose engagement in play had resumed. “Time to tidy up! You’ve made quite the mess here”. I smiled weakly at the saddened faces. Tara, with downcast eyes, struggled to return furniture to its original configuration. Sara practically ripped the dresses from the boys’ skinny bodies. Resilient little Marlon, still undeterred by Sara’s
College of Early Childhood Educators | Case Study 1: Sarah́ s Confusing Behaviour
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Case Study Reflections 1. What are the key facts in this case?
2. What dilemmas exist for the case writer and for Sara?
3. What impact might these dilemmas have on the children in the centre’s program?
4. How might the placement student be affected by Sara’s attitude and actions?
5. What professional values and issues surface through this case?
6. How are the ethical and/or professional practice standards reflected (or not reflected) through this case?
7. The case writer feels haunted by Sara’s words and behaviour. What impact might these feelings have on professional practice? How do you think these feelings could be mitigated?
College of Early Childhood Educators | Case Study 1: Sarah́ s Confusing Behaviour
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Risk: Match the sentence halves. This is a FILLABLE document (see page 2). You need to complete the sentences; that is, match the statements in Box#1(Number) with those in Box#2(Letter) to complete a sentence. Place the correct answers in Box#3(Answers). You may use the readings or the Internet to research your answers. IMPORTANT: NOT ALL SENTENCES IN BOX#2 ARE USED.
BOX#1(Number)
Match this half….
1. When it comes to risk you will want to incorporate privacy
2. Hactivists often want to publicize their activities
3. To achieve effective information risk governance,
4. Social media accounts
5. Security risks to your business network require
6. When it comes down to it, any risk that includes financial loss, and/or disruption or damage(s) to the very reputation of a business or organization due to
7. As information security professionals, we can develop a similar fixation because we may tend to focus so intently
BOX#2(Letter)
…with its corresponding half here
A. can become sources of risk even when they haven’t been compromised.
B. on one risk that our awareness of larger hazards is diminished.
C. a setback in institutional perspective on casual risk affirmation.
D. the information risk and security team must work closely with other groups.
E. and contingency parameters , a system of risk arises.
F. you to take preventative measures by conducting a threat audit.
G. and regulatory compliance by design, taking a holistic view of information risk.
H. you to perform a providential plan that requires action below the least definable objective.
I. some sort of impact or failure of its information technology systems is known as cyber risk.
J. as much as possible to draw attention to their cause.
Page 1 of 2
……….Fill out BOX#3 with the correct answers.
Instructions: THIS IS A FILLABLE DOCUMENT. Fill in the corresponding matching letters in the tables provided. Not all letters are used. Submit this COMPLETED assignment.
BOX#3(Anwers)
1st Half 2nd Half
1
2
3
4
5
6
7
GRADE SCORE: Each correct answer is worth 7 points.
MAKE SURE TO SAVE THIS PDF FILE AND UPLOAD IT CORRECTLY.
Page 2 of 2
Design a plan for capacity management, production planning, and scheduling CO8: Compose the results of operations and case studies effectively in writing the results of operations analysis and case studies
Prompt:
According to the assigned case study, Lawn King must develop an S&OP plan that considers the costs of inventory, overtime, hiring, and layoff (beware of stock outs). If the plan results in back orders, Lawn King will have to incur greater costs later in the year to meet demand. Analyze the case study and answer the following questions:
Develop a forecast to use as a basis for Sales and Operations Planning.
Develop a S&OP plan by month for fiscal year 2020. Consider the use of several different production strategies. Which strategy do you recommend? Use of Excel will greatly save time in making these plans.
Instructions:
Label your Word document as follows: yourlastname.doc (ex: Johnson.docx)
The paper should be at least 1,000-words
The paper should be APA-compliant paper comprising your response
Minimum 5 full pages of content (Word Document) of strategic material (does not include cover page, abstract, nor reference pages)
All charts, graphs, pictures are to go in the appendix (not a substitute for content)
The paper must provide inline citations to at least five scholarly sources supporting your paper
Refrain from excessive use of quotes in your response (less than 5%)
Once you submit your document to the assignment folder it will automatically be loaded to TURNITIN.COM within the course. Your similarity scan score must be 20% or less (the following will be excluded: headers, bibliography, etc. prior to instructor grading paper—focus on the content of scan percentage
Plagiarism will result in an automatic zero for this assignment
There are no late assignments accepted after the last day of the course
First, read a news story from the newspaper or the Internet. Answer the following questions regarding your news story: 1) What is the main issue, who are the main actors being discussed;
Second, read all the articles and watch all the videos assigned in this module. Answer the following questions regarding one of the assigned articles or videos: 1) What are the basics of this article/video (who, what, when, how, why, etc.); 2) What is the overall main point the author is trying to convince you of? 3) Do you agree with the author’s argument? Why? Why not?
Finally, tie together your news story with what you learned from the assigned article and videos for this week. Type your answers using your own words, no outline or bullets, complete sentences and paragraphs, single-spaced, full-page.
Identifying current and relevant resources enables the Early Childhood professional to inform and assist children, families and colleagues.
Directions: Create a file of the following resources:
Throughout the class, we will look at this Red-Letter Leadership (in many Bibles the words of Jesus are printed in red) as it applies to teams. This week, we look at an example of how Jesus used teams of different sizes for different purposes. Throughout the Holy Bible, we are able to see ways in which Jesus demonstrated leadership principles that we today hold up as best practices.
Upon successful completion of this assignment, you will be able to:
· Appraise a biblical perspective regarding team composition.
Background Information
Read(new tab) or listen(new tab) to Luke 6:12-16 (NIV)
The Twelve Apostles
One of those days Jesus went out to a mountainside to pray and spent the night praying to God. When morning came, he called his disciples to him and chose twelve of them, whom he also designated apostles: Simon (whom he named Peter), his brother Andrew, James, John, Philip, Bartholomew, Matthew, Thomas, James son of Alphaeus, Simon who was called the Zealot, Judas son of James, and Judas Iscariot, who became a traitor.
Read(new tab) or listen(new tab) to Luke 10:1 (NIV)
Jesus Sends Out the Seventy-Two
After this, the Lord appointed seventy-two others and sent them two by two ahead of him to every town and place where he was about to go.
Read(new tab) or listen(new tab) to Matthew 17:1 (NIV)
The Transfiguration
After six days Jesus took with him Peter, James, and John the brother of James, and led them up a high mountain by themselves.
Read(new tab) or listen(new tab) to Matthew 26:36-38 (NIV)
Gethsemane
Then Jesus went with his disciples to a place called Gethsemane, and he said to them, “Sit here while I go over there and pray.” He took Peter and the two sons of Zebedee along with him, and he began to be sorrowful and troubled. Then he said to them, “My soul is overwhelmed with sorrow to the point of death. Stay here and keep watch with me.”
In each of these scenes, Jesus chooses a different number of people to use as a team depending on the task. When he is choosing the number of people into whom he will pour and mentor over a three-year period, he chooses 12.
When he wants future towns to be aware of his message before he arrives, he chooses 72 people and puts them into groups of two. When he is going up the mountain for his Transfiguration, he brings three, his inner circle. Right before his death, he brings his 12 disciples with him to Gethsemane and asks them to pray. Then he takes just three to go with him to a further spot. There are more examples.
We have all witnessed teams that failed due to not having enough people involved and teams that have failed because too many people were involved. Jesus knew, as do good leaders today, that for each task there is an optimal team size or composition.
The team number might be dictated by the size of the task or by the particular skills needed. Either way, it is helpful if the leader thinks critically prior to developing the team about what skills are needed for the task and the size of the team that will give the team the best chance of success.
Another thing to consider from these scenes of Jesus choosing specific teams for specific tasks is, who is the inner circle? Who is it that you share your greatest wins with and count on when you are at your most distressed? The literature on resilience tells us that the most important factor in increasing the resilience of an individual is whether or not that person has supportive relationships.
If you do not have this in your life, it would be wise to seek it out. Proverbs 18:24 tells us that “One who has unreliable friends soon comes to ruin, but there is a friend who sticks closer than a brother.” And in order to gain that friend, you may have to be that friend for someone else first.
Instructions
1. Review the rubric to make sure you understand the criteria for earning your grade.
2. Review the information in the Getting Started and Background Information sections.
3. Write a 250-300 word reflection paper (Word document) that shares your thoughts/perspectives on the following:
a. Think of a team that you are on. What is an upcoming task that this team will have to perform?
b. What are the specific skills needed to complete this task? Do you have those people on your team, or do you need to recruit someone? What is the optimal team size for this task? Why?
c. What are some of the relational elements related to the team size or composition?
d. What personal, professional, or even spiritual insights might you glean from your reflection on the devotional materials in this workshop?
4. Reflection papers are to be written in accordance with APA Guidelines (7th ed.) including format guidelines. Papers must be logical, well organized, grammatically correct, and have correct spelling and sentence structure. Write in complete paragraphs.
In workshop three we looked at the ways in which cultures at the national or regional level impact teams. During this workshop, we will look at how the culture within organizations impacts teams. Two organizations in the same country, in the same state or province, in the same city, on the same block, could have two very different organizational cultures. This discussion helps us learn why that happens.
Upon successful completion of this discussion, you will be able to:
· Identify the artifacts, beliefs and values, and underlying assumptions of an organization as well as explain how they impact the way teams function.
Instructions
1. Review the rubric to make sure you understand the criteria for earning your grade.
2. Review the Getting Started section.
3. Read Discovering Leadership (Middlebrooks et al., 2020) Chapter 11.
4. Review Discovering Leadership Chapter 12, especially pages 307-311.
5. Watch Edgar Schein Explains Culture Fundamentals – Excerpt(new tab)
6. Initial Post of 300-400 words responding to the question prompts due by the end of day 4 of the workshop. Two additional 100-to-200-word responses to other students’ posts due by the end of the workshop. Any questions posed by the instructor to the student must also be answered.
7. Discussion Prompts:
a. Identify 3 – 4 key artifacts that seem to represent your organization’s values. Why?
b. Identify 3 – 4 driving beliefs and values of your organization.
c. Identify some of the key underlying assumptions that determine behavior in your organization.
d. Explain how these artifacts, beliefs and values, and underlying assumptions impact the way teams operate within your organization.
Review the associated rubric(new tab)
Instructions. Review the rubric to make sure you understand the criteria for earning your grade. Read Types of Teams(new tab) from the Management Study Guide.
2. Review the Getting Started section of the workshop.
3. Review Discovering Leadership (Middlebrooks et al., 2020) Chapter 12, especially pages 306-307.
4. Read Types of Teams(new tab) from the Management Study Guide.
5. Read Types of Teams(new tab) from Lumen – Module 10.
6. Read Types of Teams(new tab) from Lumen – Module 8.
7. Think of a team you are on now or have been on recently. Address the following assignment requirements in a two-page paper:
a. Title page
b. Take about half a page to describe the team as well as what the team’s purpose or goal is/was.
c. Spend about 3/4 of a page identifying which of the types of teams from our resources best describes your team and why.
d. Spend about 3/4 of a page describing the strengths and weaknesses of your team’s type or types. Does your team need to change to a different type? Why or why not?
e. Conclusion that includes 2 – 3 key insights or next steps for your team.
f. References page
8. All papers are to be written and formatted in accordance with APA Guidelines (7th ed.). Papers must be logical, well organized, grammatically correct, and have correct spelling and sentence structure. Write in complete paragraphs of at least three sentences in length.
American West, Industrial America, the Gilded Age, and American Imperialism. After reading your text and reviewing the assigned materials, discuss the experiences of indigenous children attending Native American boarding schools in the late 19th and early 20th centuries.
How do the boarding schools fit into the context of a U.S. drive for assimilation? What do you believe the consequences of the boarding schools were on Native American tribes?
Native American Boarding School Sources and Resources
American Indian Boarding Schools
Struggling with Cultural Repression
Survivors of Native American Boarding Schools Discuss Dark History in the U.S
To receive full credit for this assignment your post must address the questions asked in the prompt in at least 200 words. You do need to cite your sources. Also, don’t forget to reply to a classmate’s post (in around 150 words).
