Last month, your local coffee shop charged $4 for a cappuccino and sold 150 cappuccinos. This month, it increased the price of a cappuccino to $5 and is on track to sell 120 cappuccinos. Demand is A. elastic B. Inelastic C. Unitary Elastic

 

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Last month when Holiday Creations, Inc., sold 44,000 units, total sales were $282,000, total variable expenses were $236,880, and fixed expenses were $39,300 Estimate the change in the company’s net operating income if it were to increase its total sales by $1,800. (Round your final answer to the nearest whole dollar amount. Omit the “$” sign in your response.).

 

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Last month, Central Virginia Power Company which had been having trouble with cost overruns on a nuclear power plant that it had been building, announced that it was “temporarily suspending payments due to the cash flow crunch associated with its investment program.” The company’s stock price dropped from $28.50 to $25 when this announcement was made. How would you interpret this change in the stock price (that is, what would you say caused it)?

 

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Last week, you explored a variety of influences on parenting practices and styles, including instances when children are subjected to maltreatment defined as: “intentional harm to or endangerment of a child” (Berns, 2013, p. 144). This week, you focused on the role of early childhood programs in the lives of young children and families. One responsibility of early childhood educators, as well as any professional who works with young children and their families, is to be aware of requirements for responding to suspected child maltreatment and to support children and families to try to prevent child maltreatment. This Action Plan will help you gain information and ideas to do both.

Action Plan Professional Scenario: Imagine that you are an early childhood professional who has recently moved to the state where you are currently working. You know that it is your responsibility to be aware of state child maltreatment regulations. You also want to be prepared to recognize, intervene, and if at all possible, try to prevent child maltreatment.

Before you create your Action Plan together, consider:

• What you need to know about mandated reporting procedures in your state
• What ideas and advice from experts can be useful in supporting children who may be at risk for abuse or are victims of abuse, as well as nonabusive adults in a household
• What you must do in terms of reporting suspected abuse and what you realistically can do to help a child and family

Follow these steps to create your Action Plan.

1. What You Need to Know: Learning About the Reporting Procedures in Your State

States vary in detailing “mandated reporters” as well as official procedures for reporting. Visit the Child Welfare Information Gateway Web site to find out the regulations in your state*:

State Guides and Manuals Search https://www.childwelfare.gov/topics/systemwide/sgm/

At this site, click on your state, then click on the URL. Take notes on the following:

• The “mandated reporters” in your state (if your state has many mandated reporters, list those who work or interact with young children and note there are “others” as well)
• The official state procedure for reporting child maltreatment

*If you are unable to locate information for your state at this Web site, check your state board of education’s Web site, or do a Web search, for specific guidance and requirements for reporting child abuse in your state.

2. Ideas and Advice: Checking Resources

According to the NAEYC, early childhood educators are in a unique position to support children and families and, through these efforts, play a critical role in addressing the needs of children who are at risk for abuse and neglect.

Review the “Supporting Parents and Preventing Child Maltreatment” article.

Supporting Parents and Preventing Child Maltreatment (PDF)

https://class.waldenu.edu/bbcswebdav/institution/USW1/201870_05/BS_BSCD/EDUC_1006_WC/artifacts/SuppParentsPrevMal.pdf

Also review at least one other of the following resources.

Helping Children Thrive: Supporting Woman Abuse Survivors as Mothers (PDF) Review the “For Service Providers” sections (see the Index for pages).https://class.waldenu.edu/bbcswebdav/institution/USW1/201870_05/BS_BSCD/EDUC_1006_WC/artifacts/HelpChildThrive.pdfPromoting Effective and Nurturing Parenting (PDF) 

https://class.waldenu.edu/bbcswebdav/institution/USW1/201870_05/BS_BSCD/EDUC_1006_WC/artifacts/PromotEffect&NurtParent.pdf

Building Circles, Breaking Cycles—Preventing Child Abuse and Neglect: The Early Childhood Educator’s Role (PDF) https://class.waldenu.edu/bbcswebdav/institution/USW1/201870_05/BS_BSCD/EDUC_1006_WC/artifacts/BuildCirclesBreakCyc.pdf

Take notes on specific ideas and strategies that you, as an early childhood professional, would feel comfortable with and capable of using with children and families.

3. Taking Action: Addressing Child Maltreatment to Support Children in Need

With knowledge and ideas in hand, you’re ready to take action. Organize your Action Plan in two parts, to ensure you cover your two key roles—as a mandated reporter if you suspect abuse, and as an advocate concerned with the well-being of the children and families with whom you work.

Part I: How to Report Suspected Child Abuse in [Your State]In your own words, explain the procedure for reporting suspected child abuse in your state. List the following:Criteria to use for determining when abuse may be present and a report must be madeSteps to follow in making a reportPart II: Strategies for Helping Children and FamiliesBased on the resources, think about the kinds of needs families that have experienced abuse or are at risk for abuse may have in each of the following areas:Knowledge of child development and positive parenting practicesInformation on available community resourcesReassurance for children and nonabusive parentsThen, for each area, explain:A specific need that a parent or child may haveTwo specific strategies or suggestions you could use or recommend for addressing that need

As you write your plan:

• Choose strategies that you as an early childhood professional would have the skill and influence to implement.
• Think about how you present ideas and suggestions to families. Be supportive and nonjudgmental in the language you use.

Assignment length: 2–3 pages

 

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Last week, we talked about reflective listening skills as one of the building blocks for resolving conflict. Here’s the next one – assertion messages. And it’s the exact opposite of reflective listening. With listening, your focus is on the other person, their thoughts, their feelings and NOT your reaction or opinion on what they said. With assertion, you’re expressing your thoughts and feelings. Here’s the definition from Neil Katz of Syracuse University (same guy I used to define reflective listening) for assertion skills:

Expressing your thoughts and feelings without infringing on another or damaging your relationship with him or her.

Most of us have a sender orientation to communication. That is, we focus on what we, as the sender of a message, mean to say. Here’s a tip: instead, take a receiver orientation. Focus on how your message will be understood by the listener.When we are misunderstood (which often is the triggering event of a conflict) we often think the other person is at fault for not listening to us closely enough. Instead, take responsibility for the communication by ensuring that you state your message in a way that this particular person will understand your meaning. For example, when I tell my wife, “I’ll meet you at the movies around 7” she understands that to mean absolutely no later than 7. If I truly mean around seven, then I need to use a receiver orientation and find a new way to say it.

Chapter 6 contains a number of tips on how to express yourself skillfully when in a conflict situation. The most direct and easiest to practice and learn is the I-Message (the authors call it the X-Y-Z statement). Listen to how an I-Message differs from a You-Message.

You-Message I-Message

You’re incredibly rude cutting in front of me in line I believe I was next in line

You-Messages I-Messages

Put the focus on the other person Put the focus on you

Seldom mention your needs or feelings Describe your needs and feelings

Are blameful Are non-judgmental

So, here’s the I-Message formula:

I feel ……………… (your emotion)

When you ………..(the other’s behavior)

Because…………..(effect on you)

It’s a simple formula. We have gone into 3rd grade classes and taught the exact same formula. Yes, it sounds stilted. Yes, it sounds canned. And yes, it sounds like you just learned it at some class. But it works. Not 100% of the time. But it works a heck of a lot more often than a you-message. It is a necessary skill to learn in conflict resolution – which means you need to practice it … a lot.

Here are some rules about how to use each step – I-Message formula.pdf

Common mistakes in using formula:

Many of us don’t identify our emotions well. For me, it always come out, I feel upset.Here’s a set of emotion words that might help those of us who don’t do the emotion thing all that well – Emotion words.pdfThe Because statement needs to state the effect on your life. Many people say something like “because everyone else thinks so” or “because it’s a good idea.” If the other person does something that bothers you, then state how it bothers you. 

Now you need to practice the skill by answering the following:

Running head: ASSERTION 1 Assertion MessagesStudent NameInstitution Affiliation ASSERTION 2Assertion messages During the week, I had a chance to come across a situation which called for an…

 

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