Putting knowledge into action is critical to supporting family engagement. As a culminating activity for this course, you will develop a family engagement plan. This plan extends for the entire year and will include multiple factors which support family engagement. Family engagement plans must take into account your community, school, and the families in your classroom so you will provide a summary of the context of your classroom. Provide a brief description of your classroom, school, and community. Information should include, but not be limited to demographics (cultural, socioeconomic, age, family structure, ect.), school type (charter, magnet, Title 1, primary, elementary, K-8, K-12, etc.), classroom dynamic (curriculum, text selection, technology available, student abilities/student needs, linguistics, etc.)Develop a family engagement plan for your classroom that includes the following components:Home-Based Family Engagement Activities (monthly: August – May)Describe your home learning program for students throughout the school year. This program should include interactive “family homework” that is developmentally appropriate for students. In your plan, tell how you’ll organize a take-home kit or “mobile learning” program for the year and give examples of specific kits you might send home throughout the year.Communication Describe a minimum of three different ways you will communicate with your students’ families throughout the year, beyond your traditional parent–teacher conferences. At least TWO of these strategies must be reciprocal, or two-way communication, and your plan should include a way that your communication will be regular and frequent (include the frequency of communication as well). Additionally, tell how you would use technology as an alternate form of communication. Parents and Guardians as Decision MakersDescribe at least two different ways that you will include families as partners in making decisions about their child’s education. While some opportunities will arise unexpectedly, also think about how you can purposefully plan for families to share the decision-making power with you throughout the year. One of your examples should be a description of how you would help support families to be decision makers for their child going through the referral and IEP process for specialized services.Parent EducationDescribe at least three different ways you will help support your students’ families in their parenting skills. Your plan may include ways you’ll communicate parenting information to your students’ families and/or organized programs in which your entire school will participate. One of your three parent education activities should be a Home Visit/Extra-curricular (ballgame, recital, concert, etc.) Event program. Describe how you’d implement this program, including when visits would be done and strategies you and the other teachers would use to have successful visits. Home Visit plans are encouraged for PreK – 2; 3-6 may have more success with an Extra-curricular Event visit.Community ResourcesDescribe how you would use community resources to support your teaching and your students’ learning and development throughout the year. Give examples of resources you’d use from five of the following categories: service agencies, transportation services, government/political agencies, social, cultural, ethnic, or educational agencies, business and commercial enterprises, the media, the natural environment, and people in the community. Provide one idea for a district-level community partnership for your school district.School-Based Family Engagement ActivitiesDescribe at least three different ways throughout the school year that you will actively solicit family support, assistance, and/or engagement for your classroom activities. This may include volunteer opportunities, family events, or other school activities for families to attend. Also include your plan for recruiting, training, and retaining volunteers.Make sure the ideas for each section of your plan fit your community, school, and classroom’s families. In particular, your plan should address the socioeconomic and cultural makeup of the community and school district, including the families that have limited English speaking skills. Also make sure your plans are developmentally appropriate the age of your children. Use your textbook, course assignments, and suggested websites as a resource for ideas for each section.

InstructionsIt will be carried out with two students working together. This is a “role play exercise,” in which one student is the student nurse, and the other will role play as a client. In this assignment, the nursing student will be demonstrating the therapeutic nurse-client relationship and analyzing the therapeutic and nontherapeutic techniques used. You will take turns in the roles.This is not about always having therapeutic responses. It is about learning from practice and review. It is expected that you will think of other ways to respond or interact with the client that may be more therapeutic after the interaction is terminated. After the conversation is over, you will complete in IPR form.The client roles are:Mr. Jones is a 69-year-old retired engineer. He was admitted to the in-patient psychiatric unit the previous day. His daughter had called the police when he locked himself in his bathroom and refused to come out. She thought he was suicidal. He was brought to the hospital by the police and was admitted on involuntary status. He has been reticent since admission but told his daughter he had no reason to live since his wife died.Diagnosis: Major Depressive DisorderNursing Diagnosis: Risk for suicide.Mrs. Alvarez is a 34-year-old female who has lived in this country for the past 10 yrs. She is a stay at home mom with three small children. Her husband works two jobs to support the family. Lately, she has been extremely anxious and fears that her children will become ill or injured. This seems to be an unrealistic concern, but she has been unable to sleep well and has lost 15 lbs. in the past month. She is a voluntary admission and states she knows she needs help.Diagnosis: Generalized Anxiety DisorderNursing Diagnosis: Ineffective copingYou will select the role you wish as a client and take turns switching roles. After the conversation, you will document the interactions using the form provided and following the guidelines instructions for each column.IPR Form ExplanationThe IPR is completed with the form to guide you, and the rubric to explain the grading process for content.IPR FormThe first column is for you, the nursing student’s, comments/ questions, and responses. You may want to include the introduction process. It is understandable if the initial conversation is more superficial to establish rapport. You may not want to include all of this but move on to the more focused interaction. Your nonverbal communication is included here.Then, the conversation will move to a focus on the client’s feelings, concerns, issues as he/she has identified them. After the introduction, it may be beneficial to establish with the client a short- term goal for the interaction.The second column is for the client’s comments, questions, responses. Also, the nonverbal reactions of the client are included in this column.The middle column is for you to write what you are thinking or feeling.The last two columns are for you to document the technique that you used in that portion of the conversation. If it is a non – therapeutic response, you are to write the response and think of how you could revise to more therapeutic response. You can change any response if you think of how you could have responded differently but, identify and change all non – therapeutic responses.Remember, this is an assignment that will assist you in all communication with others.Explanation of the Rubric Criteria for Interpersonal Process Recording (IPR)Communication (20 verbal entries, ten nonverbal, ten techniques)Criteria 1 Nursing Interaction (verbal and nonverbal) – Nursing statements and questions demonstrate a positive, caring approach and show insight into the client needs. These interchanges will include the introduction process, but not the more superficial interchanges. Nonverbal communication techniques are also recognized. Thoughts and feelings are identified and documented.Criteria 2 – The client verbal statements and questions are documented. Nonverbal communication is also observed and interpreted. You may also identify defense mechanism(s) used by the client.Criteria 3 – All communication techniques used are identified (using titles previously reviewed).Criteria 4 – All non-therapeutic techniques to be identified and changed to a therapeutic method. If in the review of the interaction, a more appropriate or therapeutic approach (verbal or nonverbal) is identified, document how this response/ statement would be changed

Select a WSJ article that reports on an ethical dilemma related to the week’s textbook chapter reading. Read the article and post your personal reaction to the article. You are being asked to form a moral or ethical judgment of the ramifications and implications of the ethical dilemma that you have identified in the WSJ article.

Review the Netiquette policies (Links to an external site.) before posting.
The approximate length of a discussion forum response should be about 200 words, 20 lines;
Succinctly summarize the article that you have selected;
Present the ethical dilemma that you have identified in the article as a question;
Select and apply any one of the many ethical theories which are covered in the course (e.g., consequentialism, deontology, virtue ethics, etc.) to carry out your ethical analysis;
Form an objective moral or ethical judgment of the ramifications and implications of the ethical dilemma that you have identified in the WSJ article

By Exer
Hertz’s Mom-and-Pop Investors Face a Bankruptcy Process Not Designed for Them
This article it is discussing the implications that Hertz is going through in the bankruptcy process. This means the overall process whether it is the stockholders or whether it is what is going on in their business. In the article, Hertz is faced with a dilemma on their own, which is to tell their stockholders about the situations that are at hand along with helping them with the process of letting them do it on their own. They mention that people who are not known to this are the bigger investors compared to the smaller ones which they are considering the mom and pop investors. While I think they are faced with a dilemma I think that it should be obvious from my perspective which is to help them through the process and tell them the different options that they have. Since they are smaller investors putting in what they can afford into a dying business I think that is the right thing to do morally which is to help the small investors. In the article, they mention that most big companies that invest in other companies have the capital to go out and seek other professional opinions on what to do with the situation that they are put in. They also mention that bigger companies know how to handle the rights offering while this was mentioned in the article, “the rights offering isn’t open too many individual investors, who must meet certain criteria under federal securities law to participate” I feel as if this is targeting smaller companies not giving them a chance to get those certain things that they might want and this is stopping them, many mom and pop investors are not going to be able to reach that and is directed to bigger companies. If they were given a chance and shown the proper way to do things this will less likely happen to be an article I would be discussing.
https://www.wsj.com/articles/hertzs-mom-and-pop-in… (Links to an external site.)
By Alicia
Can a code of conduct and set protocols help to avoid dishonest and deceptive behavior in the workplace?
Last month, Nancy Mozzachio, who was the former COO of the company Cedar Realty Trust, was fired from her position. She claims that she was fired after injuring about legal options regarding sexual harassment and discrimination she was facing at work. Upon further investigation from the company it was apparent that her inquiry occurred after an investigation started against Mozzachio for submitting a fraudulent reimbursement request.
This week’s textbook chapter discusses the fact that “employees may cynically believe that people who violate the organization’s codes of ethics and conduct are neither caught nor punished”. It is clear based upon this article, that when ethics are made a priority in an organization, this statement does not hold true. Cedar Realty Trust had a pre-established code of ethics and board for the purpose of objectively evaluating situations that could potentially violate the company’s ethical values. When evaluating the actions taken by Mozzachio from a utilitarianism lens, her actions were not ethical. There was only one person that was benefitted by her actions: herself. The owner(s) of the company and everyone affected by the company’s financial standing would be affected negatively should the money just be handed over for her to use towards her house’s security deposit. The action is detrimental to the greatest number of people.
https://www.wsj.com/articles/allegations-against-c… 

The topic is “Pollution from an Economic Perspective.”
1-Think of an argument you have been involved in (The argument is Pollution from an Economic Perspective:) Describe an argument or discussion you have had with someone or one that you have written (this can be a really silly or mundane example!). Why did you write/have this argument? What was/is your position? Who was this argument with or for?
Example: My husband’s family from across the country is having a reunion in Colorado in July. It is being organized by an uncle who lives in California. Since he doesn’t live in Colorado, the planning and communication are chaotic. I think my husband and I should help with the planning and organizing. My husband doesn’t want to get involved because he doesn’t like to plan things and his uncle can be difficult; however, I think we should help.
2-earn more about the common features involved in argument situations: Please read pages 37-42 and 44-47 in Perspectives. These ideas are from chapter 2. Then, use the textbook to explain the following terms and give some examples:
a) What are some different kinds of argument texts?
b) What is exigence? What are some examples?
c) What are constraints? What are some examples? How can these be positive as well as negative?
3-Apply the textbook reading: Use the TRACE criteria from the textbook reading to briefly analyze the argument you described in question one. Just write a short paragraph to show that you can identify the different elements.

Example: TEXT — a conversation or discussion; READER — my husband; AUTHOR — me; CONSTRAINTS — my husband does not like organizing things, he has negative experiences with his uncle; I like organizing things and have not had the negative experiences. However, we both want the reunion to be less chaotic. EXIGENCE: The reunion planning and communication are unorganized and chaotic.
4-Read or listen to Bitzer’s original article, “The Rhetorical Situation” from 1968 and answer the questions below. Remember to use quotations if you take words and phrases directly from the text. 
— Click this link for a copy of the reading. (Links to an external site.) Focus on sections II, III and IV.
Questions:
a) What else does Bitzer say about exigence and how you can determine if it is rhetorical?
b) What else does Bitzer say about the audience and how it can be rhetorical?
c) How does Bitzer describe constraints?
5-Apply Bitzer’s theory to some scenarios. According to Bitzer’s theory, some situations and arguments are rhetorical and some are not. Which of these situations would be considered “rhetorical?” Why or why not?
a) Your dog has bad allergies, so you make an appointment to visit the vet.
b) Coming back from an evening out, you realize that the dog has been chewing on the furniture and destroyed one of your shoes.
c) You write a poem about your dog, expressing how much you love him.
d) Your girlfriend wants to get another dog, but you disagree.
e) Your girlfriend goes ahead and gets a puppy anyway, and you still disagree.
6-Reconsider your example in question one. Considering your example argument, do you think it was a rhetorical situation? Why or why not?

Example: For my situation with the family reunion, it could be rhetorical but maybe not. It involves discourse because we can talk about the problem, but I don’t know if we can really positively change the exigence. If I convince my husband (by arguing/explaining) that we should help, then the chaos of the poor communication and organization could be reduced. However, it might just be that arranging this reunion is going to be difficult because there are so many opinionated people involved. Simply talking to my husband and convincing him to help might not really solve the problem.

7-Other theorists have questioned Bitzer’s ideas because they could be overly simplistic. One critic, Richard Vatz, argues that it is not the “situation” that presents the exigence Edit download (Links to an external site.), but that the rhetor (or writer) chooses what should be written about and what is important (or salient). Look at today’s headlines in a newspaper or magazine you read sometimes. Tell me what publication you are looking at (give me a link), then answer these questions: In your opinion, what is generating the arguments or news stories highlighted here? Is there an urgent situation that naturally demands a response? What other factors might determine the content of the different articles?
 

Reader-response suggests that the role of the reader is essential to the meaning of a text, for only in the reading experience does the literary work come alive. The purpose of a reader response essay is examining, explaining, and defending your personal reaction to a text.Your critical reading of a text asks you to explore:why you like or dislike the text;explain whether you agree or disagree with the author;identify the text’s purpose; andcritique the text.There is no “right” or “wrong” answer to a reading response. In theory. Nonetheless, it is important that you demonstrate an understanding of the reading and clearly explain and support your reactions. Do not use the standard approach of just writing: “I liked this text because it is so cool and the ending made me feel happy,” or “I hated it because it was stupid, and had nothing at all to do with my life, and was too negative and boring.” This will earn a very low score.In writing a response you should assume the reader has already read the text. I certainly have. Thus, do not use too much time when you summarize the contents of the text. There are prompts in a Template (linked below) for you to follow. Be sure to take a systematic, analytical approach to the text.Essay 2 Template (note this Essay 2 Template is different from the Essay 1 Template)https://docs.google.com/document/d/1hEFNu8bejrcZM-w4anqWCXTkqlDolAq3YCU8wS27G9w/edit?usp=sharingWrite as a ScholarWhen writing a reader-response write as an educated adult addressing other adults or fellow scholars. As a beginning scholar, if you write that something has nothing to do with you or does not pass your “Who cares?” test, but many other people think that it is important and great, readers will probably not agree with you that the text is dull or boring. Instead, they may conclude that you are dull and boring, that you are too immature or uneducated to understand what important things the author wrote.Key TakeawaysIn reader-response, the reader is essential to the meaning of a text, because readers bring the text to life. The purpose of a reading response is examining, explaining, and defending your personal reaction to a text. When writing a reader-response, write as an educated adult addressing other adults or fellow scholars. As a beginning scholar, be cautious of criticizing any text as “boring,” “crazy,” or “dull.” If you do criticize, base your criticism on the principles and form of the text itself. The challenge of a reader-response is to show how you connected with the text.The Structure of the Reader-Response EssayIn the beginning paragraph of your reader-response essay, be sure to mention the following:title of the work to which you are responding;the author;short summary of the story (no more than 4 sentences);the main thesis of the text.Then, do your best to answer the questions below. Remember, however, that you are writing an essay, not filling out a short-answer worksheet. Work through these questions in order, one by one, in your essay. Each should be its own paragraph. See the Template as a guide.In the next three supporting paragraphs following the beginning paragraph, address the following:supporting paragraph 1: Who are the people discussed in this text? What do you think happened? When did it happen? Where is the “speaker” as he’s communicating to the reader? Why is he telling the reader the things he tells us? How is he dealing with what happened? Use your thoughts and support them with quotes or examples to illustrate the answers. supporting paragraph 2: What is the Human experience in this text? Use quotes or examples to illustrate how the text relates to the Human experience.supporting paragraph 3: Which of the “Big 9” Literary Elements Was Most Impactful in this work? This needs explanation from you and clear examples directly from the text to support why. For the concluding paragraph, discuss:your overall reaction to the text;whether you would read something else like this in the future;whether you would read something else by this author; andif you would recommend reading this text to someone else and why.Reader-response suggests that the role of the reader is essential to the meaning of a text, for only in the reading experience does the literary work come alive. The purpose of a reading response is examining, explaining, and defending your personal reaction to a text.Do not use any outside sources other than the literary work.