Assessment 3: EssayAssessment type Essay Word limit/length 2500 words Weighting 50% of total grade Overview The sins of the father are to be laid upon the children.” (William Shakespeare, The Merchant of Venice) -It must be recognised that the experiences of trauma and loss, present since European invasion are a direct outcome of the disruption of cultural wellbeing. Trauma and loss of this magnitude continue to have intergenerational effects” (National Strategic Framework for Aboriginal and Torres Strait Islander People’s Mental Health and Social and Emotional Well Being 2004—2009, p .6) It is now clear that trauma at formative times and adverse childhood experiences can have an impact on health and wellbeing in later life. This assignment provides an opportunity for you to consider the mechanisms by which trauma can impact on subsequent generations and how these impacts can be reduced. Learning outcomes • Critique the influences and impacts of transgenerational trauma with a focus on Aboriginal and Torres Strait Islander and Culturally and Linguistically Diverse populations. • Construct helpful interventions, in partnership with consumers, to common mental health conditions within the context of older persons mental health. Task With reference to developmental theory and research: • Discuss how trauma can be communicated intergenerationally; • Describe the effects of intergenerational trauma across the lifespan generally and with reference to Aboriginal and Torres Strait Islander populations; • Succinctly describe therapeutic approaches to facilitate healing and recovery of individuals and communities
Assessment TypeReport of Family Issue Weighting 50% Aligned Learning outcomes a. b. Explore critical, strength-based and anti-oppressive theory to practice with individuals and families. Locate individual and family issues within social, cultural and political conditions c. Critically explore the values, assumptions and challenges in working with families that present with complex/ multiple issues in the community, and range of social work responses. d. Demonstrate a critical understanding of ethical challenges relating to culture, gender, age and power and strategies to work in an antioppressive, strengths-based manner. e. Apply practice skills, assessment skills, resource & networking skills to working with individuals and families. f. Consider the challenge of working critically within the current sociopolitical culture of managerialism and neo-liberalism. Length 2000 words *Australian Eastern Standard Time (AEST)/Australian Eastern Daylight Savings Time (AEDT). Check your time zone to ensure that you submit your assessment on time. If required, use a time zone converter. Assessment 2 Details and Instructions In class, we will spend time reviewing media reports on issues affecting families and children. Choose one of these issues or another contemporary issue in the Australian media to write a report on: A. The Issue • Choose an issue that affects families and children. Analyse how the issue affects diverse children and families? How is it relevant now? • Outline current debates about the issue, using research and current Australian media material. • Refer to legislation relating to the issue (identify Acts, dates and websites) • Identify and critique government and opposition policy positions, identifying relevant federal, state or local government policies • Identify and explain how the work of relevant peak bodies, forums, foundations, research institutes, publications or websites relate to the issue. • Describe an agency in Melbourne that responds to families affected by this issue. Identify the sector in which the agency is located eg government, non-government, trust, other. • Outline social workers’ roles, ethical considerations and practices in response to the issue. • Analyse managerialist and neoliberal constraints and how the agency can address the issue • Describe an example of a child, young person or family who would go to this agency. What would they hope to achieve. • Analyse the model of practice that the agency might use in working with this family, child or youth • Draw some conclusions about the policy and practice relating to this issue • Make some suggestions for future developments in policy and practice. B. Policy Responses • Identify and critique government and opposition policy positions, identifying relevant federal, state or local government policies • Identify and explain how the work of relevant peak bodies, forums, foundations, research institutes, publications or websites relate to the issue. C. Practice Responses – Agency • Describe an agency in Melbourne or Sydney that responds to families affected by this issue. Identify the sector in which the agency is located eg government, non-government, trust, other. • Outline social workers’ roles, ethical considerations and practices in response to the issue. • Analyse managerialist and neoliberal constraints and how the agency can address the issue • Describe an example of a child, young person or family who would go to this agency. What would they hope to achieve. • Analyse the model of practice that the agency might use in working with this family, child or youth • D. Conclusions and Critique • Draw some conclusions about the policy and practice relating to this issue • Make some suggestions for future developments in policy and practice. Assessment Criteria 1. Demonstrated research into the issue, and relevant debates and legislation 2. Insight into the impact of the issue on diverse families and children 3. Critique of government, non-government organisations’ responses to the issue 4. Analysis of limitations and impact of agency and social workers, with example 5. Demonstrated understanding of issue and suggestions for future policy and practice developments. 6. Academic literacy Submission Instructions: Students should submit their assessment online. Marking Criteria – Assessment 2 Report on Family Issue 1. Demonstrated research into the issue, and relevant debates and legislation 2. Insight into the impact of the issue on diverse families and children 3. Critique of government, non-government organisations’ responses to the issue 4. Academic integrity: Clear written communication skills, accurate referencing and reference to 10 set readings – journal article or book chapters 5.Demonstrated understanding of issue and suggestions for future policy and practice developments. 6. Academic integrity: Clear written communication skills, accurate APA referencing of 10 set readings – journal article or book chapters Total Mark: /50 Comments:
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Evaluate and revise ethical issues in visual media communication to improve awareness of social perceptions.
Student Success Criteria
View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the Details & Information pane.
Scenario
You are the campaign manager for a well known environmental outreach organization. The current campaign is to bring awareness to the organization’s Ohio River Clean-Up Project. As the manager, one of your tasks is to review all content and visuals used by the campaign. You actively evaluate and revise any ethical issues that may be detrimental to the project, your organization, or society in general.
As you meet with one of the campaign designers, you identify several ethical problems with the new poster he has created. His poster includes the following elements:
The poster image shows a group of poor, urban, African-American children playing alongside the Ohio River.
The poster text states: “Let’s help them clean up.”
The poster has several overlaid images in the corner of a few celebrities, which gives the impression of celebrity endorsement.
There are no sources acknowledged anywhere on the poster.
The poster has been digitally altered to make the African-American children appear thinner, darker, and dirtier.
Since you are flying out to a campaign meeting in one hour, you ask this campaign designer to hold this poster and wait for your video review.
You plan to take time tomorrow to create a seven minute or less video analysis. Using screen share, you can present the poster image visually and verbally instruct this designer how to correct several ethical visual issues. You realize you will not only have to identify the ethical visual issues and explain how to revise and change them, but you will also need to clearly describe to him the effect these unethical media issues will have on society
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Record of Assessment Cycle Learner name PIN No Assessor name Amy Norman Planned Assessments Unit / Assessment criteria Due Date ‘Please keep me safe.’ This simple but profoundly important hope is the very minimum upon which every child and young person should be able to depend. “Protection of Children in England ‘A progress report 12th March 2009’” Task 1 In order to support the above statement you need to compile a folder which includes: • an outline of current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people • an explanation of child protection within the wider concept of safeguarding children and young people • an analysis of how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people • an explanation of when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice • an explanation of how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing. Task 2 An important part of safeguarding children and young people is working in partnership with other organisations to ensure a robust support system. Add to your folder the following: • an explanation of the importance of safeguarding children and young people • an explanation of the importance of a child or young person-centred approach • an explanation of what is meant by partnership working in the context of safeguarding • a description of the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed. Task 3 Policies and procedures form an important part of work place practice. It is vital to ensure that all staff have a clear understanding of the requirements and responsibilities in relation to the safeguarding of children, young people and staff. Add to your folder the following: • an explanation of why it is important to ensure children and young people are protected from harm within the work setting • an explanation of policies and procedures that are in place to protect children and young people and adults who work with them • an evaluation of ways in which concerns about poor practice can be reported whilst ensuring that whistle-blowers and those whose practice or behaviour is being questioned are protected • an explanation of how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits. Task 4 It is important that as a child care practitioner you are able to respond to a child or young person who may have been abused or harmed. Add to your folder the following: • a description of the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding • a description of the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting • an explanation of the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged. Task 5 As bullying appears to be more prevalent in society you will need to be able to identify and manage situations where bullying may occur. Add to your folder the following: • an explanation of different types of bullying and the potential effects on children and young people • an outline of the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place • an explanation of how to support a child or young person and/or their family when bullying is suspected or alleged. Task 6 An important part of safeguarding is to empower the child or young person so that they can develop strategies to protect themselves. Add your folder the following: • an explanation of how to support children and young people’s self-confidence and self-esteem • an analysis of the importance of supporting resilience in children and young people • an explanation of why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety • an explanation of ways of empowering children and young people to make positive and informed choices that support their well-being and safety. Task 7 E-safety is an area of growing importance and you need to be informed of the issues involved in new technology. Add to your folder the following: • an explanation of the risks and possible consequences for children and young people of being online and of using a mobile phone • a description of ways of reducing risk to children and young people from: – social networking – internet use – buying online – using a mobile phone. CYP 3.3 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 4.1 4.2 4.3 5.1 5.2 5.3 6.1 6.2 6.3 6.4 7.1 7.2 25/11/2021 Assessor Signature Date Learner Signature Date 11/11/2021 Feedback – Comment on the assessment criteria covered and units completed
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Don’t use the numbers in this example post in your post. Please make sure all posts are unique and use different numbers.
Review the criteria for a binomial in excel by going to content, week 4, learning material and looking at the 4 items on binomial below Readings and Resources before selecting your problem.
Example
a) On this example we will examine the probability a couple who has 8 children has exactly 5 boys.
b) Next we will look at the probability that they have more than 5 boys.
c) Finally we will look at the probability that they have at most 5 boys.
Assume a .5 chance of having a boy.
Solution can be solved using excel.
a) On this example we will examine the probability a couple who has 8 children has exactly 5 boys.
Type this in an excel cell
=binom.dist(5,8,.5,False)
and then hit enter
.21875 would be the answer
b) Next we will look at the probability that they have more than 5 boys.
Type this in an excel cell
=1-binom.dist(5,8,.5,True)
and then hit enter
.144531 would be the answer
c) Finally we will look at the probability that they have at most 5 boys.
Assume a .5 chance of having a boy.
Type this in an excel cell
=binom.dist(5,8,.5,True)
and hit enter
.855469 would be the answer
Instructions:
For your post you will make up a problem similar to this example. Try to have at least 3 scenarios. You will not solve your own problem
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The Public Health Field that I am addressing is community health.
1. The Topic is Factors That Are Associated with Depression among Pre-School Children in Memphis, Tennessee
Research Question(s)
The current qualitative research study will be guided by the following four research questions:
1. What are the main causes of depressive symptoms among pre-school children in Memphis?
2. What effects do depressive symptoms have on the performance and general health of the pre-school children in the area?
You will use this writing for your week 8 proposal.
Part One: Write out research question(s), research objective(s), and hypothesis(es) for each research question (include null hypothesis for each). Give brief overview of study design including theory/model and briefly what methods you will use (ex. systematic literature review or meta-analysis, cohort study, qualitative survey/interview, etc.) (full methods will be submitted in week 8).
Part Two: Literature Review. Before you begin, read “Research and writing the literature review” attached document. Use the APUS library to search for full-text articles. Find at least four (4) primary (not reviews) research studies that are directly relevant to your research question. Complete the attached article summary table for all four articles (more if you would like). After completing the table, review the “Worked Example of a Literature Review” document attached. Choose at least three (3), but more is fine, to write your literature review section. You will write a complete Literature Review section for submission.
Submit both the article summary table and a separate document with Part One and Literature Review section. Submission should be in APA formatting.
Grading will be based on your ability to write and conduct proper research on the topic of your choice.
Please note that a final version of your research proposal will be due by week 8 of class. Please see the week 8 assignment directions in order to become familiar with the final requirements and continue to work on your research proposal throughout the course.
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This week you will begin to write your research proposal by writing developing your research question, objectives, and hypotheses and your literature review.
The Public Health Field that I am addressing is community health.
1. The Topic is Factors That Are Associated with Depression among Pre-School Children in Memphis, Tennessee
Research Question(s)
The current qualitative research study will be guided by the following four research questions:
1. What are the main causes of depressive symptoms among pre-school children in Memphis?
2. What effects do depressive symptoms have on the performance and general health of the pre-school children in the area?
You will use this writing for your week 8 proposal.
Part One: Write out research question(s), research objective(s), and hypothesis(es) for each research question (include null hypothesis for each). Give brief overview of study design including theory/model and briefly what methods you will use (ex. systematic literature review or meta-analysis, cohort study, qualitative survey/interview, etc.) (full methods will be submitted in week 8).
Part Two: Literature Review. Before you begin, read “Research and writing the literature review” attached document. Use the APUS library to search for full-text articles. Find at least four (4) primary (not reviews) research studies that are directly relevant to your research question. Complete the attached article summary table for all four articles (more if you would like). After completing the table, review the “Worked Example of a Literature Review” document attached. Choose at least three (3), but more is fine, to write your literature review section. You will write a complete Literature Review section for submission.
Submit both the article summary table and a separate document with Part One and Literature Review section. Submission should be in APA formatting.
Grading will be based on your ability to write and conduct proper research on the topic of your choice.
Please note that a final version of your research proposal will be due by week 8 of class. Please see the week 8 assignment directions in order to become familiar with the final requirements and continue to work on your research proposal throughout the course.
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Picture books and professional journals can lead children through inquiry and investigation. The natural process of how living things grow, change, have needs, and follow predictable patterns can be used to develop children’s background knowledge. For this discussion board assignment:
Original Response
1. Select two picture books appropriate to preschool-aged children that you can use to teach your selected topic. One of your selected books should be fiction and the other book should be non-fiction.
2. Use the Unit 2 optional resources for early childhood book lists, reviews and recommendations, as well as online bookstores to look for picture books.
3. Review the six criteria for evaluating books used by the NSTA and Children’s Book Council (found in Chapter 2 of Royce, C. A., Morgan, E. R., & Ansberry, K. R. (2012). Teaching science through trade books. NSTA Press.). You will apply a selection of these criteria in your written description of each book.
The book has substantial science content.
Information is clear, accurate, and up-to-date.
Theories and facts are clearly distinguished
Facts are not oversimplified so that the information is misleading.
Generalizations are supported by facts and significant facts are not omitted.
Books are free of gender, ethnic, and socioeconomic bias.
4. Write a description of each book that includes all of the following elements:
Topic: List your selected topic (from Unit 1).
Book Features: Describe the features of each book. Examples: Are there illustrations, or graphic aids, and what kind? Is there text? Are there charts or diagrams? Is there a table of contents or index? Explain specific features of each book that appeal to you for teaching children.
Book Evaluation: Select three (3) of the six criteria used by the NSTA and Children’s Book Council to evaluate your book selections.
Selected Topic Connection: Explain why you chose each book for your topic? Provide two specific examples that illustrate the links between the books and your topic (one example for each book)
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Reading list Your core texts for this unit are: Marion, M (2015) Guidance of Young Children. Pearson (any edition is fine -tenth is currently out of print) Porter, L (2016) Young Children’s Behaviour. Routledge (this is an e-book — available for download chapter by chapter via the library) Bentzen, W (2008) Seeing Young Children. Cengage Learning. Each week there are specifically chosen readings from these and other sources; other sources can be accessed through the Blackboard reading list.
Due to unavailability of the Marion text from publishers, the Porter chapters have been provided alongside the Marion readings each week. Students are encouraged to complete either/both readings as these readings complement one another. If you are unable to download the Porter chapters, please try again later as the library online version has a three-user limit at any one time. Please contact your tutor or lecturer if you have any issues accessing the readings. Study Schedule •Meek Mod3 Date Guiding Children: guidance and strengths- Chapter in Ebbek based approaches & Wanniganayake) see reading list Porter (2016) chapter 2 Marion Ch 1
Haerron & 2 1 5 August Humanist approaches to guiding children’s behaviour Marion Ch 2, 3 Porter (2017 Chapter in Ebbek & Wanniganayake) see reading list Porter (2016) Chapter 8, 1 1 3 1 12 August Humanist approaches to guiding children’s behaviour: putting theory into caregiving practice Porter Chapter 12 Marion appendix 353-360 4 1 19 August Behaviourist and cognitive-behavioural approaches to guiding children’s behaviour Marion 54-58; 5 2 26 August Children’s behaviour in context Porter Chapter 18 Hildebrad (2005)
6 2 2 September Children’s behaviour in TBA context: parenting programmes 7 2 9 September Observing Children’s Bentzen Ch 1,2,3 behaviour: purpose, Marion Ch 6 8 3 16 September 9 23 September ethics and process Qualitative and Quantitative methods in observing children’s behaviour Online week Bentzen Assignment 1 Due
10 3 9 October Frameworks for Bentzen Ch 13 understanding and Marion Ch 3 interpreting children’s behaviour 11 3 14 October Special topics in Porter Chapter 7, guidance: Self-esteem Ch 13 and self-regulation Marion Chapter 7 12 3 21 October Special topics in Porter 15, 16 guidance: Social and Marion Chapter 8 Emotional competence
Weighting 50% Format Case studies Word limit 1500 Date/Week Week 8: 13th September Submit Via Turnitin Blackboard Assignment Overview What? You are a worker within a child-parent centre working with a range of families on guiding children’s behaviour. Create a 500-word report on each of the 3 presented case studies (total word count 1 500) to guide the centre’s work with these families. Your report should include the following information: Possible reasons for the child’s behaviour that examine or refer to context, culture, gender Strategies you would recommend for responding to the child’s behaviour, explanations of these strategies and your reasons for recommending them (your reasoning should be attentive to context, culture, gender and/or cultural competence) A clear explanation of the theoretical approach(es) from which these strategies derive A programme within the child-parent centre or relevant service that you might recommend the child/family attend and why. Why? Report Reports aim to clearly transmit information about a topic that has been compiled as a result of research and analysis to a specific audience and for a specific purpose. As such, it is an essential communication skill needed for business, government and academia. Problem solving Being able to effectively solve problem is a highly sought-after skill by employers. You will develop your problem solving skills in this assessment when you identify and evaluate the relevant aspects of the issue /problem, break them down into their constituting parts, consider various ways of approaching and resolving the issue /problem, decide on the most appropriate way to overcome it and propose a way to monitor and seek feedback on the solution you put forward. Where? Blackboard Assessment 2 Turnitin Dropbox How? This is an individual assignment. Marking criteria A marking rubric is available in the assessment tab on Blackboard. Please read through the marking rubric to ascertain expectations for the assignment. Learning Outcomes addressed by Assessment 1 1 . Deconstruct the underlying assumptions, goals and strategies applied in humanist, behavioural and cognitive behavioural approaches to child rearing and parenting programs. 2 Describe the relationship between changing social, cultural and family structures and approaches to child rearing in the Australian and international context. 3 Explain the influence of context, culture and gender in the Australian and international context in the determination of what is deemed socially acceptable behaviour for children from birth to twelve years of age. 4 Discuss the role of cultural competence in understanding, interpreting and managing children’s behaviour. 5 Observe, interpret, plan strategies and evaluate children’s behaviour using a range of assessment techniques. Unit Content addressed by Assessment 1
Theoretical approaches and strategies for guiding children’s behaviour
Contextualising children’s behaviour and adult responses to it.
Interpreting, evaluating and planning strategies to respond to children’s behaviour
Case Studies for Assignment 1 2021 CHN3203 1) A two-and-a-half-year-old child who attends a supported playgroup with her mother is reluctant to engage in any activities. She hides behind her mother or won’t leave her side. She is often quite tearful and quite fearful and doesn’t like other children looking at her. The parent has told you (the case worker) that it is very draining: the parent would like to talk and join in and meet other parents in the group, but the child doesn’t allow this to happen. 2) A parent from a culturally and linguistically identified background comes to a transition to kindy session quite distressed. They have recently been told by a doctor that their almostfour-year-old should be able to dress and feed themselves without adult support. They report that they began to ask to the child to do so, but the child is refusing and insists that the parent continue to dress them and support their eating. The parent feels distressed about creating conflict in the relationship and feels that they have done the wrong thing by not teaching the child these skills earlier although they are just doing what they did with their older two children. They are also worried that the child will be disadvantaged in fouryear-old kindy next year as there will be no parent to support their dressing and eating needs. 3) The family support coordinator at your centre has been in conversation with a family in need of some additional support in guiding their child’s behaviour and asks you for advice. The child is 7 and the parents report that she is highly sensitive to criticism, won’t try new things at school or at home and responds angrily when the parents try to help her to do her homework or school readers. The parents are frustrated by the behaviour and tend to respond by telling her she needs to make an effort and that she won’t get to be good at anything if she doesn’t work at it. They are worried that she doesn’t have many friends at school and have noticed that she tends to be quite controlling when she does spend time with her friends. 4) You work in a supported playgroup at the child and parent centre. A two-year-old child who attends the playgroup with his mother has started to hit other children, sometimes with toys. The child hits mostly in situations when another child tries to play with toys that he is working with. The mother has not intervened when the child hits and seems to laugh it off as ‘boys’ behaviour. Other parents have started to ask you if the child can be excluded from the playgroup because of his behaviour, which they term ‘antisocial’. When one of the child’s older siblings attends the playgroup, you notice that the older child is quite physical both with the younger child and with their mother. 5) Write a case study of your choice and respond to it according to the provided questions*. *Please note, if you choose this option you won’t be specifically allocated marks for the case study preparation; as the marking rubric sets out, you will only be allocated marks for the report that you provide. However, the quality of the report will be dependent on the quality of the case study you write, as the marker must be able to judge whether your responses and recommendations are appropriate.
CHN3203 Assignment 1 Marking criteria: CASE STUDIES Criterion HD Credit Pass Fail Score Strategies Strategies are an excellent fit with behaviours described; developmentall y appropriate and strengthsbased Strategies are a very good fit with behaviours described; developmentall y appropriate and strengthsbased Strategies are a solid fit with behaviours described; somewhat developmentall y appropriate and begin to use a strengthsbased approach Strategies are a sound fit with behaviours described; approximately developmentall y appropriate No strategies chosen, strategies are inappropriate or poorly chosen; uses a deficit approach; no or incorrect relationship between child’s developmental capacities and strategies Explanations of strategies and reasons for recommending them Excellent explanations of strategies which expertly link the strategy to the behaviour; are theoretically rigorous and attentive to child’s self esteem; excellent reasons for recommendatio ns which are very clearly attentive to context, culture, gender and/or cultural competence Very good explanations of strategies which clearly link the strategy to the behaviour; are well supported by theory and attentive to child’s self esteem; very good reasons for recommendatio ns which are clearly attentive to context, culture, gender and/or cuftural competence Solid explanations of strategies which link the strategy to the behaviour; are supported by theory and attentive to child’s self esteem; sound reasons for recommendatio ns which are somewhat attentive to context, culture, gender and/or cultural competence Sound explanations of strategies which begin to link the strategy to the behaviour; however not necessarily attentive to child’s self esteem or theoretical support; some reasons for recommendatio ns which are beginning to engage with issues of context, culture, gender and/or cultural competence No or incomplete explanations, no or minimal link between strategy and be haviour, no or minimal reference to context, culture, gender or cultural competence approaches understanding of how the strategies are underpinned by theories and explanation of the theories Very good understanding of how the strategies are underpinned by theories and explanation of the theories Sound understanding of how the strategies are underpinned by theories and explanation of the theories Solid understanding of how the strategies are underpinned by theories and explanation of the theories Explanation of theories missing, incomplete or incorrect; incorrect choice of theories in relation to strategies Programme/ser recommendatio n Recommendatio n of programme/ser vice demonstrates wide research in the field, an excellent fit between service and child’s developmental (st)age and behaviour, and thoughtful engagement family context Recommendati on of programme/ser vice demonstrates research in the field, a good fit between behaviour, child and service and good engagement with family context Recommendati on of programme/ser vice demonstrates some research in the field, a reasonable fit between behaviour, child and service, some engagement with family context Recommendati on of programme/ser vice is appropriate, though may be general or not well suited to the behaviour or with little reference to family context No recommendatio n of service, inappropriate recommendatio n or recommendatio n does not relate to behaviour, family context or child. In text referencing Always correct Few errors Mostly correct Attempt made with some errors No attempt /rarely correct Reference Page Always correct Few errors Mostly correct Attempt made with some errors No attempt /rarely correct The academic writing within this document is indicative of the standard required at university level, Yes The academic writing within this document is NOT indicative of the standard required at university level, resulting in a lower score than that is evident within the Rubric. Please access the Academic Services that are available both online and on campus so that you can progress positively with your studies. Assignments with academic writing that is not of university standard will not be able to score over 59%, regardless of the proficiency of the content
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This is a much trickier question that it seems at first glance. In order to respond, you need to ask yourself two crucial questions. First, what does it mean to be a “modern” parent – what are the challenges that modern parents face that make parenting especially hard in the 21st century? Second, you need to define what “good parenting” is. What is the metric we use to define success as parents?
The responses to this question are likely to be quite diverse, but that’s okay. An excellent response will address the two crucial questions, which lead to an answer that incorporates at least 3 of the weekly learning resources (include citations and references). In addition, find and incorporate at least one credible news article or journal article that supports your response. This article should be no more than 2 years old.
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