Current Issues And Trends

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Please cite your sources.

Using the attachments, answer the questions below

Part I: Changing demographics and Building Blocks Learning Center

Using the “Demographics from Hansvale County” document, write an article for the faculty newsletter that includes the following:

  1. An explanation of how changing racial, cultural, and linguistic demographics in the county impacts the center
  2. Two real-world examples that illustrate how home language or race might impact children and families
  3. An explanation of at least one way Building Blocks Learning Center can respond to changing demographics to ensure an equitable program

Part II: Poverty and child development

Using the “Demographics from Hansvale County” document and information from the professional knowledge base, write an article for the faculty newsletter that includes the following:

  1. An explanation of how poverty impacts healthy child development and learning
  2. A description of at least two ways the center can adjust or add programming to meet the needs of children and families living in poverty
  3. A recommendation regarding how individual staff members can promote the healthy development and learning of children living in poverty
  4. An analysis of at least one recent state or federal policy related to early childhood education to ensure equity for all children in early childhood settings. Explain how the policy might impact the center.

Part III: Brain research and Building Blocks Learning Center

Using three research articles written in the past 5 years about brain research and child development, write an article explaining brain research and its impact on the early childhood field that includes the following:

  1. A summary of three recent developments in brain research and child development (Note: Use articles that have been published in the past 5 years, either from the Walden library or other professional resources, to support your summary.)
  2. A description of at least two ways teachers at Building Blocks Learning Center can use this information about the brain and child development to foster healthy development and promote learning

Part IV: Effective use of technology in the classroom

Using two research articles written in the past 5 years about the effective use of technology with children, write an article explaining the implications of technology on child development and the early childhood field that includes the following:

  1. An explanation of the benefits and challenges of using technology as a teaching tool for children
  2. A recommendation for families concerning appropriate use of technology for children at two different stages of development (i.e., infant-toddler, preschool, school-age)

Dimensions of Diversity

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(1)  Dimensions of Diversity

For years, the term diversity has been associated with specific parameters such as race, ethnicity, gender, sexual orientation, etc. It is important that we continue to understand those dimensions of diversity to evolve our conversation to more global aspects of our cultural selves. The graphic (click to enlarge) illustrates many dimensions of diversity that you may or may not have thought about.

For your initial discussion post think of diversity in all of its dimensions and discuss the concept of “difference.” What does it mean to be “different”? How do you determine who or what is different? Be sure to address the following:

1. In your family (extended, or otherwise), community, and workplace, what dimensions do you think of when you think someone is “different” than you? Do you focus on different dimensions depending on those three contexts?

2. Of those dimensions you think of, which can be changed and which cannot be changed?

3. Of those dimensions you think of, which are visible and which are non-visible? What are the advantages and disadvantages to having non-visible dimensions of diversity rather than visible ones?

Your initial discussion post should be at least 300 words (about three paragraphs).

Initial Post Checklist:

· Did you use scholarly resources to support your work?

· Did you discuss each area in the instruction and Grading Rubric?

· Did you use APA?

(2)  My Cultural Self

Who we are today is in large part defined by our cultures, societal connections, customs, and morals we learned as children. In our life journey we continually redefine our identities as we encounter more experiences and more people.

For this discussion post, discuss the concept of “culture.” Include the following:

1. How would you define “culture”? Discuss all the various ways you can consider culture (personal, geographic, organizational, etc.).

2. With which cultures do you most identify? What are the internal and external characteristics of your culture(s)?

3. What cultural norms did you learn as a child? What stereotypes are connected to those cultures?

Your initial discussion post should be at least 300 words (about three paragraphs).

Initial Post Checklist:

· Did you use scholarly resources to support your work?

· Did you discuss each area in the instruction and Grading Rubric?

· Did you use APA?

Required Text

Digital Resource (Links to an external site.): American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

Constellation: Kahn, A. (2015). The ecology of diversity: Examining individuals, societies, and cultures. San Diego, CA. Bridgepoint Education.

Constellation: Sole, K., & Landrum, R. E. (2015). Academic research and writing: A guide for the social sciences. San Diego, CA. Bridgepoint Education.

Required Resources

Bloom, P. (2014, January). Can prejudice ever be a good thing? [Video file]. Retrieved fromhttps://www.youtube.com/watch?v=KDBcoRLkut8 (Links to an external site.)

Davis, W. (2015). Thco research training institute [Video file]. Retrieved fromWade Davis TEDx (Links to an external site.)Wade Davis TEDx

Geiger, K. A., & Jordan, C. (2014). The role of societal privilege in the definitions and practices of inclusion. Equality, Diversity and Inclusion: An International Journal, 33(3), 261-274. doi: 10.1108/EDI-12-2013-0115. Retrieved from Proquest.

Hockett, D. (2017, September). We all have biases. So what can we do about it? [Video file]. Retrieved from We all have implicit biases. So what can we do about it? | Dushaw Hockett | TEDxMidAtlanticSalon (Links to an external site.)We all have implicit biases. So what can we do about it? | Dushaw Hockett | TEDxMidAtlanticSalon

Hollman, J. (2017). The power of diversity: Multiple generations working together. Printing Industries of America, the Magazine, 9(4), 2-3. [Proquest]

King, R. (2014, September). How autism freed me to be myself [Video file]. Retrieved fromhttps://www.youtube.com/watch?v=jQ95xlZeHo8 (Links to an external site.)

Lyiscott, J. (2014, February). 3 ways to speak English [Video file]. Retrieved fromhttps://www.youtube.com/watch?v=k9fmJ5xQ_mc (Links to an external site.)

Nelson, B. (2014). The Data on Diversity. Communications of the ACM, 57(11), 86-95. doi:10.1145/2597886 [EBSCOHost]

New York Times. (n.d.). Quiz: How Y’all, Youse, and You Guys Talk. Retrieved from http://www.nytimes.com/interactive/2013/12/20/sunday-review/dialect-quiz-map.html?_r=0 (Links to an external site.)

Piper, A. (2015). A focus on people. Internal Auditor 72(3), 47-51. [MasterFilePremier]

Project Implicit. (n.d.). Implicit Association Tests. Retrieved from https://implicit.harvard.edu/implicit/ (Links to an external site.)

Roberson, Q., Ryan, A., & Ragins, B. (2017). The evolution and future of diversity at work. Journal of Applied Psychology, 102(3), 483-499. [PsycArticles].

Ross, H. (2012, January 9). Diversity, inclusion, and the concealed mind (Part 1) [Web log comment]. Retrieved from http://mylinkage.com/blog/fighting-the-bias-in-your-brain-by-howard-ross/ (Links to an external site.)

Schmit, K. (2014). Working with different generations. Credit Union Management, 37(1), 24-26. [Proquest]

Secord, R. (2015). Managing cultural diversity. Leadership Excellence Essentials 32(9), 24. [Proquest]

Tritch, C. (2015, July). Let’s talk diversity and inclusion [Video file]. Retrieved fromLet’s Talk Diversity and Inclusion | Courtney Tritch | TEDxFortWayne (Links to an external site.)Let’s Talk Diversity and Inclusion | Courtney Tritch | TEDxFortWayne

Wright-Tillett, iO. (2012, December). Fifty shades of gay [Video file]. Retrieved fromhttps://www.youtube.com/watch?v=VAJ-5J21Rd0 (Links to an external site.)

A woman, age 72, with a total hip replacement and arthritis who is interested in continuing sex with her partner. (100 words minimum)

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Chapter 13
Sexuality and Aging

Objectives (1 of 3)

Recognize the importance of intimacy in feelings of sexuality.

Differentiate between sex and gender.

Define sexuality.

Recognize complications from common diseases that can interfere with the expression of sexuality.

Objectives (2 of 3)

List techniques to ameliorate complications in the expression of sexuality.

Identify some approaches to deal with sexuality issues, including the PLISSIT model.

Recognize the role prescription drugs can play in sexual expression.

Understand the causes of inappropriate client/patient sexual behavior and be able to choose appropriate responses.

Objectives (3 of 3)

Describe gender differences, including those in lesbian, homosexual and transgender persons, in sexual functioning caused by aging.

Recognize the ethical and policy dilemmas for sexuality for institutionalized older adults.

Sex & Sexuality (1 of 26)

  • Sexual innuendo pervades our society
  • Little time or attention devoted understanding our sexuality
  • Exploring our sexuality
  • Lifelong process
  • Frames how we see ourselves
  • Can greatly influence how we act

Sex & Sexuality (2 of 26)

  • Circles of Sexuality model
  • Ring of overlapping circles that represent the five core components of sexuality:
  • Sensuality
  • Intimacy
  • Sexual identity
  • Sexual health
  • Reproduction and sexualization

Sex & Sexuality (3 of 26)

  • FORGE
  • National transgender anti-violence organization
  • Added “power” to the sexualization circle to address issues of power and control often experienced by the LGBTQ community

Sex & Sexuality (4 of 26)

  • Similar models suggest sexuality is influenced by:
  • Feelings and beliefs about what it means to be male or female
  • Relationship(s) with people of similar or other genders
  • How relationships are established
  • How feelings are expressed

Sex & Sexuality (5 of 26)

  • Family, culture, and religious environments influence the development of sexuality
  • Being loved and nurtured fosters and strengthens our sense of competence
  • Abuse can inhibit the development of a positive sense of self-worth

Sex & Sexuality (6 of 26)

  • Sexuality is also influenced by:
  • Our self-perception as sexual beings
  • How our first expressions of overt sexual feelings were received by others

Sex & Sexuality (7 of 26)

  • Aging and sexuality
  • Sexual identity does not disappear with aging
  • Sexual feelings and urges simply change
  • Older adults may have fewer sexual encounters, but may find more pleasure by linking sex and intimacy to quality of life
  • Pleasuring, cuddling, and touching have been found to be more important among older adults

Sex & Sexuality (8 of 26)

  • Lindau study on sexuality among older adults found:
  • The two people involved define the parameters of the sexual relationship
  • An infinite variety of possibilities may prove satisfying to one or both partners
  • Main challenge for women remains finding a partner with whom to be intimate

Sex & Sexuality (9 of 26)

  • Another study identified a strong association between physical health and sexual activity among older adults
  • Identified benefits of mutually agreeable sex:
  • Improved health
  • Increased life span
  • More solid relationships
  • Bona fide escape from reality

Sex & Sexuality (10 of 26)

  • Study participants reporting some sexual problems indicated:
  • Sexual activity only began to substantially decrease after the age of 74
  • Problems experienced included:
  • Erectile dysfunction for men
  • Low libido, vaginal lubrication, and climax difficulties for women

Sex & Sexuality (11 of 26)

  • Findings from an analysis of the 2005–2006 National Social Life, Health, and Aging Project:
  • Sexual problems occurred in response to multiple stressors, not biological aging
  • Sexual health was directly affected by the strength and quality of the intimate relationship

Sex & Sexuality (12 of 26)

  • British study by Gott and Hinchliff found:
  • Older adults identified sex as an important part of a close relationship
  • Health problems and widowhood often led to a reprioritization of the role of sex
  • Intercourse remained centrally important even when viewed as no longer possible

Sex & Sexuality (13 of 26)

  • Study of older adults with lower socioeconomic status found:
  • Participants wanted to engage in sexual activities more frequently than they did, but lacked a partner
  • Touching and kissing were most desired
  • Mutual stroking, masturbation, and intercourse were less desired and infrequently experienced

Sex & Sexuality (14 of 26)

  • Intimacy
  • Requires self-acceptance and risk taking
  • Reinforces feelings of self-esteem and trust
  • Important component of meaningful sexuality
  • Reconciling the differences between one’s masculine and feminine qualities may be a key to vital aging
  • Embracing gender changes can enhance sexual activity

Sex & Sexuality (15 of 26)

  • Physiologic changes in sexual functioning
  • Women
  • Physical changes do not need to preclude sexual activity
  • Reduced sexual hormones only affect response time and intensity of physical response
  • Knowledge and appropriate adaptations can enhance sexual satisfaction in late life

Sex & Sexuality (16 of 26)

  • Menopause
  • Physiologic marker for changes in sexual functioning
  • Medicalization has identified female sexual dysfunction as a new category of disease
  • Culture, religion, family experiences, and level of acceptance of the aging process impact how a woman approaches and manages menopause

Sex & Sexuality (17 of 26)

  • Estrogen replacement therapy (ERT)
  • Recommended to treat “deficiency disease” of menopause
  • Helps alleviate symptoms, but increases risk for conditions such as heart disease, breast and uterine cancer, stroke, and cognitive decline
  • Final decision must be made by the individual considering her own circumstances

Sex & Sexuality (18 of 26)

  • Older women continue to regularly engage in and enjoy sex
  • Can be affected by decreased hormone levels and coexisting medical and psychiatric illnesses
  • Studies have found:
  • Sexually active women report frequent arousal, lubrication, and orgasm into old age
  • Sexual activity was not necessary to attain sexual satisfaction

Sex & Sexuality (19 of 26)

  • Effects of decreased estrogen from menopause:
  • Vaginal changes
  • Vasomotor changes leading to hot flashes or flushes
  • Less rapid and extreme vascular responses to sexual arousal
  • Orgasm with fewer contractions

Sex & Sexuality (20 of 26)

  • Effects of decreased estrogen from menopause (continued):
  • Bladder and urethral changes
  • Diminished fatty tissue of mons
  • Increased susceptibility of clitoral area to irritation by forced manipulation

Sex & Sexuality (21 of 26)

  • Decrease in libido
  • Sexual desire and activity are not necessarily related
  • Women may participate in sexual activity primarily for intimacy
  • Libido may increase post-menopause
  • Decreased desire may be the result of health problems, medication, or lack of partners

Sex & Sexuality (22 of 26)

  • Men
  • Changes in sexual functioning are less dramatic
  • Physical changes are largely due to reduced circulating testosterone
  • Arousal is delayed with less firm erection and less clear sense of impending orgasm
  • Orgasms may involve abbreviated ejaculation, decreased urethral contractions, decreased force and amount of ejaculate

Sex & Sexuality (23 of 26)

  • Other changes in sexual functioning:
  • Rapid loss of erection postorgasm
  • Longer time needed between erections
  • Decreased swelling and erection of nipples
  • Absence of flush
  • Reduced elevation of testicles
  • Knowing about and accepting these changes can contribute to increased sexual pleasure

Sex & Sexuality (24 of 26)

  • Gender differences
  • Meaning of sexuality can change with age
  • Cultural changes for women may include:
  • Different sexual scripts
  • Engagement in role transitions
  • Increased self-esteem
  • Promotion of their own sexual agency

Sex & Sexuality (25 of 26)

  • Masturbation
  • Safe way to relieve sexual tension
  • Continues through life
  • May enhance feelings of autonomy
  • Viewed by many as a substitute sexual activity

Sex & Sexuality (26 of 26)

  • Study findings indicate that:
  • Many men remain sexually active into their 70s
  • Most women are not sexually active, primarily due to a lack of partners or a decreased libido in their current male partner

Raising the Subject of Sexual Functioning (1 of 4)

  • Sexual functioning and sexuality need to be included as part of functional evaluations across the life span
  • Time and practice are needed to normalize the conversation about sexual functioning
  • Recognize your own discomfort
  • Start engaging patients
  • Ask open-ended questions

Raising the Subject of Sexual Functioning (2 of 4)

  • Practitioners should demonstrate:
  • Sensitivity
  • Empathy and understanding
  • Knowledge of physiologic changes
  • Cultural competency and respect
  • Familiarity with potential intervention strategies
  • Knowledge of available referral resources

Raising the Subject of Sexual Functioning (3 of 4)

  • Common misconceptions:
  • Client will initiate discussion about sexual functioning if it is important
  • Client’s sexual preference aligns with practitioner’s views of sexuality
  • Client is monogamous
  • Client share’s practitioner’s views on morality
  • Client’s age explicitly correlates with libido

Raising the Subject of Sexual Functioning (4 of 4)

  • Discussing sexual functioning with older adults can provide them with many benefits
  • Feeling empowered and less alone
  • Decreased inhibitions
  • Accepting their physical changes
  • Increased comfort with their sexuality
  • Enhanced sexual responses
  • Better communication

Assessing and Addressing Sexual Functioning (1 of 15)

  • PLISSIT model
  • Helps practitioner identify the level of intervention needed
  • Assists practitioner in understanding the level at which he or she can provide the intervention
  • Each ascending level requires more expertise from practitioners than the previous level
  • Knowledge of available resources is necessary

Assessing and Addressing Sexual Functioning (2 of 15)

  • Levels of treatment in the PLISSIT model
  • Permission
  • Limited information

Comprehensive Plan for Alumni and Community Collaboration

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Comprehensive Plan   for Alumni and Community Collaboration

The school exists to serve the community more than the community to serve the school. However, a mutually collaborative relationship has significant benefits to both school and community. Harnessing the support of alumni residing locally can lend significant support to this relationship. In this assignment, you will consider methods to harness the support of alumni in the creation of a mutually collaborative relationship with the community. For this assignment, the learner will continue working with the Collaborative Planning and Diagnostic Instrument included in the Rubin textbook. The learner will use the information gathered in phases 1-5 and develop a comprehensive plan for cultivating and maintaining a collaborative environment for a K-12 institution and community.

General Requirements:

Use the following information to ensure successful completion of the assignment:

· Refer to the Collaborative Planning and Diagnostic Instrument discussed in Resource 1 Planning and Assessment in the Rubin textbook.

· This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

· This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.

· You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Directions:

Write a paper (1,250–1,500 words) in which you consider the application of the Collaborative Planning and Diagnostic Instrument offered in the Rubin textbook to the creation of a mutually collaborative relationship with the community. Include the following in your paper:

1. A research-supported discussion of how phases 6-14 could be applied to creating a mutually collaborative relationship with the community.

2. A research-based discussion of how alumni could be engaged to support the application of phases 6-14 as described above.