Discussion Board Replies Answers 1Bids 53Other questions 10

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Replies: Address the following questions in your responses to at both Post. Each Post must be 200 words each.. Respond in a pleasant, kind and professional manner:· What did you learn from your classmate’s thread?· What additional questions do you have after reading the thread?· What clarification do you need regarding the thread?· How do your recommendations compare to your classmate’s recommendations?· What have you learned from others’ responses?· What were the most compelling points from the interaction with your fellow students?· How did your participation in this discussion affect your opinion and recommendations for this scenario?· What still needs to be clarified after the discussion with your classmates?· Refrain from pointing out grammatical or APA errors.Post # 1Discussion Board 3: Scope and Work Breakdown Structure of Potential Project           A clearly defined scope is an absolute must for successful project completion.  Defining and adhering to the project scope ensures accurate delivery.  According to Gido, Clements and Baker (2018), “The project scope defines what needs to be done.  It is all the work that must be done to produce all the project deliverables, satisfy the sponsor or customer that all the work and deliverables meet the requirements and acceptance criteria, and accomplish the project objective” (p. 4-2).  Expanding on the project scope is the work breakdown structure. This is a hierarchical organization of the work to be done, broken into specific deliverables.  When these items are detailed, clearly defined, and agreed to by both the customer and the vendor organization, the likelihood of success is high.The Scope           Hassan, Ahmad and Zuhaira (2018), say “scope definition of a project is one of the key metrics to determine success or failure of software projects.  Many software problems can be traced back to poorly defined and/or incomplete scope definitions” (p. 220).  In an agile project environment, the scope and by extension the WBS is likely to change more so than in a traditional project environment.  According to Amjad, Ahmad, Saba, Anjum, Manzoor, Balubaid and Malik (2018), “Scope definition in agile is a difficult task due to the flexible nature of project scope.  It occurs iteratively in agile projects” (p. 5822).  With that said, the initial project scope statement for the project is as follows: Diebold Nixdorf will develop and implement a software package to enable self-healing of the enhanced note acceptor within the US Bank ATM fleet, which will prompt the device to reset and run specific motor sequences to clear hard and soft faults caused by network and user interface related issues.  Software development will begin January 2, 2019, engineer and customer testing will occur periodically throughout the project culminating with a pilot deployment, and the finished product will be rolled out to the entire ATM fleet on August 1, 2019.With this initial project scope statement and the following Work Breakdown Structure, work may commence toward the accomplishment of reducing enhanced note acceptor service call volume.The Work Breakdown Structure           According to Siami-Irdemoosa, Dindarloo and Sharifzadeh (2015), “A comprehensive, efficient work breakdown structure (WBS) can prove pivotal within project management planning processes by partitioning projects into stages, deliverables and work packages” (p. 85).  Zecheru and Olaru (2016) also define a WBS as, “[an] organization tree, which presents a subdivision of effort required to achieve a specific objective, such as a program, project and contract” (p. 62).  In creating the WBS for this project (also available in Microsoft Project format), three phases have emerged, each with a final milestone. Phase One           The first phase consists of software development.  This phase includes the initial deliverable of a current production environment image loaded on an ATM in the test lab.  The second deliverable of this phase is the interface software package for Windows to XFS to device communication.  The third deliverable for this phase is a completed remotely-deliverable packet which includes the specific automated commands necessary to make the machine take the necessary self-healing actions.  The milestone for phase one coincides with the beginning of phase two.  The coding team accomplishes this by delivering the complete software package to the in-house testing team.Phase Two           Phase two kicks off with the acceptance of the software package from the coding team by the test engineers.  The first deliverable of phase two is the initial testing report.  The engineers produce this report after loading the software layer onto the production imaged machine in the lab and testing for function.  The second deliverable is the customer test report.  The testing team develops this report after the image is tested in the customer test facility and remotely pushed to a test machine in a lab environment.  The project reaches the phase two milestone after the engineering, testing and customer teams complete any necessary rework and successfully test in a lab environment.Phase Three           Phase three begins with the testing of the image in the live environment.  The first deliverable is for the pre-selected pilot machines to be remotely flashed with the new image.  Upon successful reimaging, the machines will be monitored for fifteen days.  The second deliverable is a pre-post analysis of the pilot group, with report presented to both engineering teams and the customer executive team.  The third deliverable is the complete rollout to the entire production environment.  Three separate remote pushes between the hours of 0200 and 0400 en awill accomplish this goal.  When the new self-healing image is on all machines, the final project milestone will be complete.Biblical Integration and Conclusion            Luke 14:28 (English Standard Version) says “For which of you, desiring to build a tower, does not first sit down and count the cost, whether he has enough to complete it?”  Planning is critical to the success of every project, agile or traditional, and defining the scope is the beginning of that planning process.  The end goal must be clearly defined in order to create the work breakdown structure necessary to reach that goal.  Though the WBS may be more variable in agile projects than traditional, it is still of vital necessity in order to avoid excessive cost overrun and potential project failure.  Proverbs 24:27 (English Standard Version) also speaks to the importance of early preparation, saying “Prepare your work outside; get everything ready for yourself in the field, and after that build your house.”  Scope definition and WBS creation are the foundation of the project, and with proper attention given early in the process, greater opportunity for success is created. ReferencesAmjad, S., Ahmad, N., Saba, T., Anjum, A., Manzoor, U., Balubaid, M. A., & Malik, S. U. R. (2018). Calculating completeness of agile scope in scaled agile development. IEEE Access, 6, 5822-5847. doi:10.1109/ACCESS.2017.2765351Gido, J., Clements, J., & Baker, R. (2018). Successful project management (7th ed.). Boston, MA: Cengage. SKU: 2110771.Hassan, I. u., Ahmad, N., & Zuhaira, B. (2018). Calculating completeness of software project scope definition. Information and Software Technology, 94, 208-233. doi:10.1016/j.infsof.2017.10.010Siami-Irdemoosa, E., Dindarloo, S. R., & Sharifzadeh, M. (2015). Work breakdown structure (WBS) development for underground construction.Automation in Construction, 58, 85-94. doi:10.1016/j.autcon.2015.07.016Zecheru, V., & Olaru, B. G. (2016). Work breakdown structure (WBS) in project management. Revista De Management Comparat International, 17(1), 61.Post #2Managing the scope of a project is the most important function of a project manager. Project scope management can be further sub-divided into its components (Khan, 2006). Managing the scope of a project is made easy by leveraging software that is capable of tracking changes that often occur on preplanning stages such estimating and managing costs (Morejon, 2006). To that point, the scope of the project will be positioned around leveraging the current enthusiasm for one of the most prevalent shoe brands worldwilde–Air Jordan. This latest trend will be used as an invaluable method to educate the 12th graders about the necessity of dressing professionally as they embark upon their future endeavors. Equally important, this project will recognize male high school sensiors for their academic and civic accomplishments. The metamorphic swap of a pair of Air Jordan sneakers for a pair of Allen Edmonds dress shoes, fundamentally signifes the student’s preparedness to receive the essential progressions of life to come.Senior applicants must have a minimum grade point average (GPA) of 3.0 and be an active participant in no less than two community/extracurricular activities. In addition, the 12th grade students are required to submit an 750 word essay on the importance of education. From a budgeting standpong, the total project obligation is $12,280.00. Funds will be procured to purchase and remit the number of scholarships, Allen Edmonds shoes, and the catering retainer for the awards banquet. Moreover, sponsors will donate the remaining items (dress socks, personalized messenger bag, and shoe maintence kit).As an outreach project, the organization will collbaorate with local high schools in Birmingham, AL. This out-of-the box project is envisioned to present ten (10) Senior male students with a pristine pair of Allen Admonds dress should, accompanying dress socks, a personalized messenger bag, and a shoe maintenance kit to assist winners with preserving their latest addition. Moreover, the young men will be awarded one $1,000.00 scholarship to aid in their tuition expenses while attending a fully accredited college or university of their choice. All funds will be sent directly to the student’s school of choice upon verification of enrollment and class schedule. Essentially, the overarching objective is to inform the young men about the necessity of dressing professionally, as well as instilling the nugget of knowledge that dressing for success is indispensable. By presenting a pair of Allen Edmonds dress shoes, coupled with a monetary scholarship, the goal is to propel them into their purpose in life.The work breakdown structure is at the heart of project’s planning efforts, as it defines the basic project management structure that provides the framework for development and maintenance of the scope and more (Bolles, 2006). All components of scope management interact with each other through the WBS which consists of a hierarchical breakdown of the project into its constituent elements. In essencce, having a detailed WBS means having a large number of levels (Khan, 2006). This allows for more accurate management of the project. Specifically, it categorizes this project’s responsibilities and offers an outline designed to organize and manage the designated tasks. The WBS can be presented in graphical form making possible an overview of the entire process (Zecheru, 2016). Furthermore, the decomposition of the project’s deliverables is highlighted at a more granular level to include the following hierarchal tiers: ⦁ Plan ⦁ Marketing ⦁ Fundraising ⦁ Presentations ⦁ Applications ⦁ Brunch ⦁ Awards Ceremony  (Please reference WBS graph in the attached document)ReferencesBolles, D. L., & Hubbard, D. G. (2006). 14. Effective and Efficient Work Breakdown Structures: 14.1 What Is Work Structuring? In Power of Enterprise-Wide Project Management (pp. 162–165). American Management Association International. Retrieved from http://ezproxy.liberty.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=32721061&site=ehost-live&scope=siteKhan, A. (2006). Project Scope Management. Cost Engineering, 48(6), 12–16. Retrieved from http://ezproxy.liberty.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=21557346&site=ehost-live&scope=siteMorejon, M. (2006). ‘Scope It’ Right for Project Management Ease. CRN, (1182), 37. Retrieved from http://ezproxy.liberty.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=20201240&site=ehost-live&scope=siteZECHERU, V., & OLARU, B. G. (2016). Work Breakdown Structure (WBS) in Project Management. Review of International Comparative Management / Revista de Management Comparat International, 17(1), 61–69. Retrieved from http://ezproxy.liberty.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=117405988&site=ehost-live&scope=site  MGMT651D01_Discussion3Underwood.rtf (2.688 MB)

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Socw 6210 week 9Answers 1Bids 57Other questions 10

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Spiritual DevelopmentThroughout your coursework in HBSE, you have explored many factors that influence an individual’s behavior. This week, you focus on spirituality, a factor that contributes significantly to the way individuals view themselves and find meaning in their lives. Zastrow and Kirst-Ashman (2016) stated, ‘The spiritual domain is an important means by which many people organize their view of the world’ (p. 132).As you explore the topic of spirituality this week, consider how a client’s spirituality might influence your approach with that client. In addition, consider how your own spirituality might influence your work and why your awareness of spirituality is essential to your effectiveness as a social worker.Learning ObjectivesStudents will: Analyze the role of spirituality in social work practice Apply awareness of spirituality to social work practiceLearning ResourcesNote: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.Required ReadingsZastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.Chapter 3, Section ‘Relate Human Diversity to Psychological Theories” (pp. 130-132)Chapter 7, Sections ‘Review Fowler’s Theory of Faith Development,’ ‘Critical Thinking: Evaluation of Fowler’s Theory,’ and ‘Social Work Practice and Empowerment Through Spiritual Development’ (pp. 350-354)Chapter 15, Section ‘Spotlight on Diversity 15.2: Spirituality and Religion’ (pp. 694-696)Barker, S. L. (2007). The Integration of spirituality and religion content in social work education: Where we’ve been, where we’re going. Social Work & Christianit, 34(2), 146–166.Note: You will access this article from the Walden Library databases.Crisp, B. R. (2011). If a holistic approach to social work requires acknowledgement of religion, what does this mean for social work education?. Social Work Education, 30(6), 663–674.Note: You will access this article from the Walden Library databases.Day, J. (2010). Religion, spirituality, and positive psychology in adulthood: A developmental view. Journal of Adult Development, 17(4), 215–229.Note: You will access this article from the Walden Library databases.Furness, S., & Gilligan, P. (2010). Social Work, Religion and Belief: Developing a Framework for Practice. British Journal of Social Work, 40(7), 2185–2202.Note: You will access this article from the Walden Library databases.Oxhandler, H. K., & Pargament, K. I. (2014). Social work practitioners ‘integration of clients’ religion and spirituality in practice: A literature review. Social Work, 59(3), 271–279.Note: You will access this article from the Walden Library databases.Stirling, B., Furman, L., Benson, P. W., Canda, E. R., & Grimwood, C. (2010). A comparative survey of Aotearoa New Zealand and UK Social Workers on the role of religion and spirituality in practice. British Journal of Social Work, 40(2), 602–621.Note: You will access this article from the Walden Library databases.Document: Wagenfeld-Heintz, E. (2009). Faith and its application to the practice of social work. Journal of Religion, Spirituality & Aging, 21(3), 182–199. (PDF)(PDF)Faith and its application to the practice of social work by Wagenfeld-Heintz, E., in the Journal of Religion, Spirituality & Aging, 21/3. Copyright 2009 by Haworth Pastoral Press. Reprinted by permission of Taylor & Francis Informa UK Ltd- Journals via the Copyright Clearance Center.Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].’The Logan Family’ (pp. 9-10)Document: Life Span Interview (PDF)You will use this document for your Life Span Interview Assignment In Week 10.Required MediaLaureate Education (Producer). (2013). Logan family: Episode 3 [Video file]. Retrieved from https://class.waldenu.eduNote:  The approximate length of this media piece is 2 minutes.Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptOptional ResourcesUse the link below to access the MSW home page, which provides resources for your social work program.MSW home pageAtchley, R. C. (2006). Continuity, spiritual growth, and coping in later adulthood. Journal of Religion, Spirituality & Aging, 18(2/3), 19.Hodge, D. R., & Bushfield, S. (2007). Developing spiritual competence in practice. Journal of Ethnic and Cultural Diversity in Social Work, 15(3-4), 101–127.Linzer, N. (2006). Spirituality and ethics in long-term care. Journal of Religion and Social Work, 25(1), 87–106.Nelson-Becker, H., & Canda, E. R. (2008). Spirituality, religion, and aging research in social work: State of the art and future possibilities. Journal of Religion, Spirituality & Aging, 20(3), 177–193.Nelson-Becker, H. (2005). Religion and coping in older adults: A social work perspective. Journal of Gerontological Social Work, 45(1/2), 51–67.Discussion: Spiritual DevelopmentFurness and Gilligan (2010) stated, ‘There is a growing body of literature written predominantly for health professionals and more recently for social workers about the importance of developing and incorporating cultural and spiritual sensitivity and awareness in their work with others’ (p. 2187). Spirituality, which may or may not include involvement with an established religion, contributes to human diversity and influences human behavior. An individual’s spirituality may be an important factor in his or her social environment. As a social worker, your awareness of a client’s spirituality may help increase your understanding of the client and his or her needs.Sensitivity to and respect for your client’s spiritual dimension reflects your appreciation of diversity. As you consider the potential impact of your clients’ spirituality on their perspectives and behavior, you must also consider how your spirituality might influence your interactions with a client.For this Discussion, you consider the impact of spirituality on your interactions with clients.By Day 3Post a Discussion in which you explain how considerations about clients’ worldviews, including their spirituality or religious convictions, might affect your interactions with them. Provide at least two specific examples. In addition, explain one way your own spirituality or religious convictions might support your work with a client, and one barrier it might present. Finally, share one strategy for applying an awareness of spirituality to social work practice in general.By Day 5Read a selection of your colleagues’ posts.Respond to at least two colleagues in one of the following ways: State how your colleague’s examples of spirituality’s influence in client relationships resonate with you. Provide support for your perspective. State whether you are likely to use your client’s strategy in your own social work practice, and explain why.Be sure to support your responses with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.Submission and Grading InformationGrading CriteriaTo access your rubric:Week 9 Discussion RubricPost by Day 3 and Respond by Day 5To participate in this Discussion:Week 9 DiscussionAssignment: Spirituality and Social Work PracticeBeing culturally sensitive by respecting your clients’ spirituality and religious traditions, in general, is an important professional competence (Furness & Gilligan, 2010). Applying your spiritual awareness to a specific client case, however, may require even greater skill. In this assignment, you consider how you might address a client’s crisis that includes a spiritual or religious component.To prepare for this Assignment, review this week’s media about Eboni Logan’s visit with her school social worker.By Day 7Submit a 2- to 4-page paper that answers the following questions: As Eboni’s social worker, would you include spirituality and religion in your initial assessment? Why or why not? What strategies can you use to ensure that your personal values will not influence your practice with Eboni? How would you address the crisis that Eboni is experiencing?Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.Colleagues Responses  and answer this in the following way Respond by Day 5 to at least two colleagues in one of the following ways: State how your colleague’s examples of spirituality’s influence in client relationships resonate with you. Provide support for your perspective. State whether you are likely to use your client’s strategy in your own social work practice, and explain why. Ashley Burk RE: Hello Everyone,            The differences in each person’s life experience influence their worldview and their biopsychosocial environment also impact life experience and worldview.  As a white Christian woman, I cannot expect an African-American Muslim man to have the same or even similar life experiences to my own.  It is imperative social workers view social work practice as a continuous learning opportunity.  Social workers must also recognize the difference between religion and spirituality.  Religions are formal institutions which include common beliefs, traditions, and spiritual practices (Zastrow, & Kirst-Ashman, 2016).  Spirituality is a human developmental process to examine, explain, and develop beliefs about the “reality beyond the material world” (Barker, 2007, pg. 148).  A person does not have to be religious to be spiritual, or spiritual to be religious (Zastrow, & Kirst-Ashman, 2016).  Social workers need to respect clients’ worldviews and their religious or spiritual beliefs or lack thereof.  An atheist does not believe in a higher power, and a Christian social worker believes in one God. However, this difference in spirituality and religion should not impact the ability of a social worker to assist an atheist client or to try and impose their personal religious beliefs on a client.             My faith gives me a solid foundation on which to build a more accepting attitude toward others.  Recognizing similarities between my faith and other systems of faith is one way to breakdown barriers and promote religious freedom for all people.  The challenges I have faced throughout my life have led me to a career dedicated to helping others and the protection of those who are struggling.  My faith helps keep me centered and will enhance my ability to empathize with clients.  I must teach myself to recognize instances of religious privilege because unintentional bias and prejudice are still bias and prejudice and can damage a social worker/client relationship. Understanding spirituality as a universal human experience and no matter a person’s religious beliefs they underwent a spiritual journey to develop their belief system (Barker, 2007; Zastrow, & Kirst-Ashman, 2016). Response 2 michelle washington RE: Discussion – Week 9COLLAPSEWe will work with clients that have had experiences that have shaped their worldviews about several topics. As social workers we will experience working with diverse clients, communities and cultures. I believe everyone has the right to believe what they want regarding spirituality and we should respect those differences. Whether we agree or disagree in my opinion isn’t relative to the level of service we provide. I personally know that I have no right to judge or try to impose my beliefs in my practice. As professionals we must serve clients without biases and be nonjudgmental. We can’t allow person beliefs to be a barrier for service. If one can’t do that then they in my opinion are in the wrong profession.  I am a Christian and grew up in a Pentecostal church. I am very solid in my faith.  We went several times a week and on some days there were multiple services we attended.  I experienced a lot of judgment for being the free spirit that I am.  In my opinion some of the most judgmental people are in the church. I choose to be my hair mostly shaved and I have several tattoos. I have felt judgement even without someone saying anything verbally. Looks and stars are judgmental. So, for me in practice I know I can except and embraces whoever I work with. I feel strongly that that everyone should be and do want they want and feel. Acceptance and respect can in my opinion combat barriers.Staying knowledgeable about diversity is one strategy I will apply in practice.  It is essential that we be competent about the clients we serve. We should continuously educate ourselves on diverse topics. I also feel like we should ask questions. If you don’t ask then you won’t know.

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Penn Foster dental hygiene project Answers 0Bids 44Other questions 10

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The four lessons in this course have explored the best ways to set up healthy and safe environments for children and how to promote a healthy lifestyle. Early childhood professionals are advocates for children and their families. They must make sure that they’re providing families with healthy choices, ideas, and resources to help families better understand how to live healthy lives. In this assignment, imagine yourself in the role of a preschool classroom teacher preparing to send home with students a Healthy Take Home Bag that offers families the opportunity to work, play, explore, and learn together regarding health, safety, and nutrition. You’ll complete this assignment in theory; in other words, it isn’t necessary to create a real Take Home Bag. However, you’ll plan your bag, your letter to families, and your essay responses as if you were putting together a real Take Home Bag.InstructionsAs an early childhood professional, building a home-school connection is an important part of teaching and learning. As we teach three-, four-, and five-year-old children about healthy lifestyles, nutrition, safety, and wellness, we also must offer support and education to families at home. This graded project involves developing a themed Healthy Take Home Bag to be sent home each week with a different child throughout the school year. It should contain important ideas and activities that provide families and children with knowledge about becoming and staying healthy and fit. These bags allow family members to be involved in a child’s learning.Follow these steps to begin your assignment: Choose one of these four themes and plan your Healthy Take Home Bag around your selected topic:a.  Germs, Handwashing, and Staying Healthyb.  Nutrition and Healthy Food Choicesc.  Fire Safety and Emergency Preparednessd.  Dental Health and HygieneSearch online and select an image of the ideal book bag, backpack, or tote bag you would send home with children in your class. Copy the image of the bag and paste it into your assignment. Cite the source of the image on your references page in APA format, and explain in five to seven sentences which theme you’ve selected and why. Then, share why you selected this particular bag to serve as your Healthy Take Home Bag.    From the teacher’s perspective, write a letter to families of your students explaining what the bag is about and why their children are receiving the bag to take home. In your letter, include a greeting and closing, and follow proper spelling, punctuation, grammar, and formatting rules. Your letter should motivate and excite families to receive the bag, provide a detailed explanation of each item included in the bag, suggest how to use each item appropriately, and include any other directions, suggestions, or guidance you wish to express. Before writing your letter, imagine what questions, concerns, or apprehensions families might have as they receive the Healthy Take Home Bag. Then include your answers and any additional information that might lessen their confusion or reluctance.Research ideas as you plan the bag’s contents, which should include materials in each of the following categories:Games.  Include a description of at least one game families would play together that promotes understanding of your chosen theme. Describe the materials needed to play each game, and share a summary of how each game is played. Finally, indicate what the child will learn from playing each game at home with their family. This portion of your assignment is expected to be one fully developed paragraph of at least five to seven sentences.Children’s literature.  Identify and describe two books that promote children’s understanding of your chosen topic. Provide the title, author’s name, publisher, date, and a summary of each book. Then, identify two reasons for selecting each book to be included within your Healthy Take Home Bag.This portion of your assignment is expected to be two fully developed paragraphs of at least five to seven sentences each (one paragraph per book).Manipulatives.  Describe at least one manipulative set you would include in the Healthy Take Home Bag. Tell about the materials included and how they’re to be used. Then explain how the manipulatives extend the child’s understanding of your selected theme. This portion of your assignment is expected to be one fully developed paragraph of at least five to seven sentences.Dramatic play.  Share ideas for costumes, puppets, or other dramatic play materials you would send home in the Take Home Bag. Be specific by sharing the manufacturer’s name of each item, describing the items themselves, and explaining how they’ll be used. Describe how the dramatic play items you’ve included relate to your chosen theme and advance the child’s understanding of your selected topic. This portion of your assignment is expected to be one fully developed paragraph of at least five to seven sentences.Sensory play.  Describe one sensory play experience you would include in the Take Home Bag to help teach children and families about your selected topic. Explain how this sensory experience would benefit the family. This portion of your assignment is expected to be one fully developed paragraph of at least five to seven sentences.Science experiment.  Describe one age-appropriate science experiment included in the Take Home Bag that supports your selected topic. Explain the materials needed, the steps of the experiment, and the expected outcome. Then, explain how this experiment would benefit the family. This portion of your assignment is expected to be one fully developed paragraph of at least five to seven sentences.Recipes for healthy snacks.  Share at least one recipe for a kid-friendly snack that’s healthy, nutritious, and relates to the topic you’ve chosen. Identify the ingredients you would send home in the bag or expect the family to have on hand. Describe the procedure of making the snack, and explain how and why the snack contributes to the family’s experience in learning together about the bag’s theme. This portion of your assignment is expected to be one fully developed paragraph of at least five to seven sentences.Additional resources.  Provide at least one resource—such as a website, book, magazine, movie, or other resource—that would extend the family’s exploration of your chosen theme. Explain what the resource is and how it would benefit the family. Make sure this is a credible source that families will find beneficial and easily accessible. This portion of your assignment is expected to be one fully developed paragraph of at least five to seven sentences. As you complete these portions of your assignment, click on the links below and consider some of the ideas pinned for you on your ECE instructors’ Pinterest boards: ECE130 Health, Safety and NutritionHealthy Take Home Bag IdeasSubmission and GradingFormatting Your AssignmentBegin by creating a title page in APA format. Format your paper using a standard font, such as 12-point Times New Roman. Set the margins at a standard 1 inch on all sides. Set your line spacing as double. Because you’ve given your information on the title page, no header is necessary. The standard style format for citations, if required, is American Psychological Association (APA). For more information on this citation style, refer to this site.Prior to Submitting Your Assignment for GradingBefore submitting your ideas for your Healthy Take Home Bag:Watch the video on your student portal for this assignment, as it offers greater insight and advanced instructions on how to successfully complete this exam.Visit the recommended Pinterest boards and related websites for ideas about age-appropriate and developmentally appropriate activities to include in your Take Home Bag.Proofread your work for any spelling, punctuation, grammatical, or formatting errors.Review the grading rubric below to ensure all portions of the assignment are satisfied.Save your assignment as one continuous file in Microsoft Word or another rich-text format.Read the statement below.I declare that the assignment submitted here is original except for source material explicitly acknowledged in APA formatted, in-text citations and references.I acknowledge that I am aware of the College’s policy and regulations on honesty in academic work, and of the disciplinary guidelines and procedures applicable to breaches of such policy and regulations, as contained in my Student Handbook.I submit this assignment for grading as my best efforts, resulting from my careful consideration of the assignment’s instructions as explained in my lesson material and in the assignment’s video on my student portal. If, after considering the lesson material and the video, I was unsure of the assignment’s requirements, I have already contacted my instructor via phone or email to seek guidance and clarification. In submitting this work for a grade, I accept that my work will not be returned ungraded.Submitting Your Assignment for GradingNote: Each project is individually graded and therefore could take up to five to seven business days to grade. Follow this procedure to submit your assignment online:Be sure that your document contains:Your nameYour student number Course name and number Project number (580803)Go to http://www.pennfoster.edu and log in to your student portal.On your student portal, click on Take an Exam.In the box provided, enter the examination number. (The number for this exam is 580803.)Click on Submit.On the next screen, enter your email address. (Note: This information is required for online submission.)If you wish to tell your instructor anything specific regarding this assignment, enter it in the Comments.Attach your file as follows:Click on the first Browse box.Locate the file you wish to attach.Click on Submit. Be sure to keep a backup copy of any files you submit to the school!Grading Criteria—Healthy Take Home Bag ProjectGrading CriteriaExemplaryProficientFairPoorNot EvidentImage of ideal Healthy Take Home Bag is provided.  Selected bag is appropriate, and bag and chosen theme are explained in a fully developed paragraph.108640One or more games are provided.  Games are age- and developmentally appropriate, and are explained in a fully developed paragraph.108640Two or more children’s books are provided.  Books are age- and developmentally appropriate, and are explained in two fully developed paragraphs.108640One or more sets of manipulatives are provided.  Manipulatives are age- and developmentally appropriate, and are explained in a fully developed paragraph.108640One or more dramatic play sets are provided.  Dramatic play activities are age- and developmentally appropriate, and are explained in a fully developed paragraph.108640One or more sensory play experiences are provided.  Sensory play activities are age- and developmentally appropriate, and are explained in a fully developed paragraph.108640One or more science experiments are provided.  Science experiments are age- and developmentally appropriate, and are explained in a fully developed paragraph.108640One or more recipes for healthy snacks are provided.  Recipes are age- and developmentally appropriate, and are explained in a fully developed paragraph.10864 0One or more additional resources are provided.  Resources are appropriate and easily accessible to families, and are explained in a fully developed paragraph.108640APA references page, title page, in-text citations, spelling, grammar, punctuation, and format are appropriate.108640

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