1. 2. Mathematics Education for All Journal (FEAP 2d)
   Description: Equity in mathematics education requires high expectations and strong support for all students. Clinical experiences that focus on equitable practices promote the development of knowledge, skills, and disposition related to student diversity. In this assignment, the pre-service teacher will participate in a variety of guided clinical experiences in a K-12 mathematics classroom that focus on diversity and reflect on ways in which they can demonstrate respect for students’ cultural linguistics and family background.

   Directions: In this assignment, the pre-service teacher will actively engage in the clinical school settings and complete journal entries following the guided field experiences described. The clinical experiences include:

   • Observation Entry 1: One Child’s Experience
     • The purpose of this observation is to focus on one child who has a special need (e.g. gifted, LD, ELL) and observe his or her learning in a lesson. Remember to speak with the teacher about the purpose of the observation and have him or her assist in selecting the student. You will need to be careful that in observing the student you do not make him or her feel uncomfortable. You may use the 8.1 Observation Checklist from the Field Experience Guide as a resource (Bay-Williams, 2013, pg. 84).
   • Observation Entry 2: Culturally Responsive Instruction
     • Observe a mathematics classroom teacher to consider the extent to which the lesson is culturally responsive. The following are a few questions you may want to consider while observing – “Does the content include a balance of procedures and concepts? Are students expected to engage in problem solving and generate their own approaches to problems? Are connections made between mathematics topics? In what ways is the content related to familiar aspects of students’ lives?  In what ways is prior knowledge elicited / reviewed so that all students can participate in the lesson? To what extent are students asked to make connections between school mathematics and mathematics in their own lives? How are the interests of students (events, issues, literature, or pop culture) used to build interest and mathematical meaning? In what ways are students invited to include their own experiences within a lesson? Are story problems generated from students and teachers? Do stories reflect the real experiences of students?  Are individual student approaches presented and showcased so that each student sees their ideas as important to the teacher and their peers? Are alternative algorithms shared as a point of excitement and pride (as appropriate)? Are multiple modes used to demonstrate knowledge (e.g. visuals, explanations, and models) valued? Are students (rather than just the teacher) justifying the correctness of solutions? Are students invited to (expected to) engage in whole-class discussions where students share ideas and respond to each other’s ideas? In what ways are roles assigned so that every student feels that they contribute to and learn from other members of the class? Are students given a choice in how they solve a problem? How do they demonstrate their knowledge of the concept? (Bay-Williams, 2013, pg. 86).
   • Teacher Interview Entry 3: Student Diversity
     • Create a chart/table that identifies the class learner profile (gender, intellectual disabilities, gifted, culturally/ethnically diverse, English language learners, struggling/reluctant learners). Discuss possible adaptations or instructional strategies that can be implemented to ensure mathematics is accessible and meaningful to all students with the classroom teacher. Include which strategies are used to differentiate a lesson in order to meet the needs of all the diverse learners in the classroom. Include strategies that are used to make the content accessible, but still maintain high expectations for learning the intended objectives (Bay-Williams, 2013, pg. 87).
   • Teacher Interview Entry 4: Environment and Students
     • Ask a classroom teacher how they use knowledge of students, family, and community to make decisions for his or her mathematics teaching. Describe how he or she develops an environment with high expectations for all learners. This description might include student cultural or linguistic backgrounds; inclusion and involvement of family learning styles; learning differences; personalities; skills/backgrounds; local community interests/events; interests of individual students; and seasonal considerations (Bay-Williams, 2013, pg. 88).
   • Teaching Entry 5: Lesson Adaptations
     • The purpose of this experience is for you to apply what you know about students, what you know about adaptations for various special needs, and your knowledge of mathematics teaching. Adaptations include both accommodations and modifications. Create a three-column chart/table identifying specific accommodations and/or modifications that directly relate to at least five learners in the classroom. Design a task and plan a lesson for a small group of learners.  (Bay-Williams, 2013, pg. 89).
   • Teaching Entry 6: Sheltering a Lesson for English Language Learners
     • The purpose of this field experience is to identify and incorporate those instructional strategies that can support an English Language Learner (ELL).  Using an existing lesson from a textbook or teacher resource you will use the technique called “sheltering”; in other words you will take each component of the lesson (the objectives; the before, during, and after; and the assessment) and determine the accommodations or modifications necessary to make it accessible to an English Language Learner (Bay-Williams, 2013, pg. 91).
     • For your School of Education E-Portfolio Reflection, use the following to guide you:
   • Provide a brief description of the assignment.
   • Select the FEAPs addressed in this assignment and add them to your portfolio in the Standards section. 
   • Discuss the potential impact on student learning addressing individual student need’s provides. How does the reflective thinking process enhance teacher lesson design and implementation of instructional strategies and practices?
   • Explain how you have grown as an educator as a result of reviewing, evaluating, and designing activities to meet diverse student needs. In other words, explain what you have learned from this assignment.  However, do not describe the assignment.
   • Explain what you will do to improve the lesson. 
   • Include any APA citations and references.

Instructions: Discuss healthcare policy and politic and discuss the impact of mentors during the course.

Requirements:

– Formatted and cited in current APA 7 

– The discussion must address the topic

– Rationale must be provided

– Use 3 academic sources. Not older than 5 yearsor references in the 600 words)

Ø Use 3 academic sources. Not older than 5 years

– Not Websites are allowed.

– Plagiarism is NOT allowed

  Reply to this post with at least 300 words, 2 scholarly references in APA format 7th edition, no plagiarism, please.

Healthy aging is a global concern, and social determinants of well-being play an energetic part in shaping the aging experience for older adults. The World Health Organization (WHO) names social determinants of health as a person’s birth, development, lifestyle, occupation, and aging. The distribution of affluence, influence, and capital at the worldwide, national, and limited levels impacts these conditions (Santini et al., 2020). Poverty may impact the social determinants of health for elderly adults. Poverty significantly impacts poor health outcomes, such as lowered quality of life, more significant morbidity, and higher mortality rates for older people. Older adults living in poverty have a higher chance of social isolation, food insecurity, poor housing, and limited access to healthcare services. Social isolation is a critical concern since older adults living in poverty are likelier to have fixed social networks, which lowers social participation and community engagement. This may harm their mental health and quality of life, leading to loneliness and despair.

Food insecurity is another social determinant of health that impacts older adults living in poverty. Poor nutrition can improve the hazard of chronic diseases such as diabetes, hypertension, cardiovascular illness, and malnutrition in older adults, leading to weakened immune systems, increased risk of falls, and other adverse health effects (Pirrie et al., 2020). In addition, older adults living in poverty are more likely to encounter food insecurity due to the high cost of healthy food and limited grocery stores that offer fresh produce. This can lead to insufficient intake of essential nutrients, further increasing the risk of chronic diseases and poor health outcomes.

Another social determinant of health is Inadequate housing, which negatively impacts the health of older adults living in poverty. Poor housing conditions, such as insufficient heating and cooling, poor ventilation, and constrained space, may be experienced by older persons who live in poverty (Singu et al., 2020). Asthma, respiratory diseases, and other chronic health disorders might result from these conditions. Additionally, a small room may limit their mobility, increasing the possibility of falls and other accidents.

Access to health care services is a severe communal determinant of health for impoverished older adults. Thay are less likely to have health insurance, limiting healthcare access. They may have to choose between healthcare and basic needs such as nutrition, protection, and garments. They may also need more access to healthcare services due to financial constraints, transportation issues, and a need for healthcare providers in their area. This can lead to delayed diagnosis and treatment of chronic diseases, worsening poor health outcomes.

In conclusion, social determinants of well-being are vital in shaping the aging understanding for older adults, specifically those in poverty. Handling sociable determinants of healthiness, such as sociable separateness, nutrition insecurity, inadequate accommodation, and limited access to health care services, is vital in enabling healthy aging for all individuals, however of socioeconomic status. Public health interventions addressing these social determinants of health can enhance health results and the value of life for impoverished older adults.

References

Pirrie, M., Harrison, L., Angeles, R., Marzanek, F., Ziesmann, A., & Agarwal, G. (2020). Poverty and food insecurity of older adults living in social housing in Ontario: a cross-sectional study. BMC Public Health, 20(1). https://doi.org/10.1186/s12889-020-09437-3

Singu, S., Acharya, A., Challagundla, K., & Byrareddy, S. N. (2020). Impact of Social Determinants of Health on the Emerging COVID-19 Pandemic in the United States. Frontiers in Public Health, p. 8. https://doi.org/10.3389/fpubh.2020.00406

Santini, S., Galassi, F., Kropf, J., & Stara, V. (2020). A Digital Coach Promoting Healthy Aging among Older Adults in Transition to Retirement: Results from a Qualitative Study in Italy. Sustainability, 12(18), 7400. https://doi.org/10.3390/su12187400