What should cindy do and why

While she seems very knowledgeable about her community resources, she may not know that most programs offer scholarships. Ninety percent of youth in center-based programs at Girls Inc. Transportation is more challenging. Most after school programs provide busing from school to their center, but getting a ride home can be difficult.

Parent carpools, public transportation, and Center vans are some solutions. Locating programs in a Housing Authority Development can make walking an easy option.

Cindy's school principal, who seems very committed to his students, may want to start an after school program in his building. Third, community partnerships between agencies can remove obstacles to participation in after school programs. In Girls Inc. Finally, Marla could enjoy quality time with Cindy if she discovers her new job allows more time. In many after school programs, parents are welcome to attend. Many programs designed for girls may interest parents as well.

For example, corporations have joined our efforts to provide programs that teach girls woodworking, automobile maintenance, and money management skills to name a few. Parent volunteers sharing their talents also make great instructors. Communicating sensitively with Marla, identifying accessible and affordable after school programming, and providing the opportunity for Marla to participate in after school activities with Cindy, would meet Marla's desire for time with her daughter, and provide Cindy with a beneficial after school experience.

Mary Larner is an applied researcher and policy analyst concerned with children's issues. She is currently living and working in Sweden. Cindy is a lucky girl, though things are not easy for her. She is full of life and energy, she grasps the positive elements in her experience, she has a loving relationship with her mother, and she goes to a school with an engaged and supportive staff.

Even so, Cindy is not doing well in school, and she spends much of her free time unsupervised, bored, or both. Her problems are of a sort that good after school activities naturally address, but her mother is unlikely to send her to such a program, despite suggestions from the school. Why not? This case study is not really about Cindy but about the adults who surround her.

Cindy's mother Marla is single and struggling to stay off welfare, so she juggles jobs, schedules, and paid help to keep an eye on Cindy after school lets out. The teacher Nikki is attuned to Cindy's problems and thinks a formal after school program could help. Though she has a good relationship with Marla, her understanding of the family is limited.

The school principal and guidance counselor see the value of linking students to community-based after school activities, although the school does not operate or house a program of its own. Finally, while after school resources exist in the community, they are uncoordinated, and public transportation is minimal.

All the adults described here are thinking of Cindy's needs and interests when they wonder about after school activities for her. Cindy's mother and the staff at the school look at after school alternatives for Cindy from sharply differing perspectives.

They have different goals, they see different options, and they are aware of different constraints. Such differences can only be overcome in the context of a broad problem-solving discussion of interests, options, constraints, and responsibilities. What issues might then come up? Time together — The case tells us that Marla's top priority after school hours is her desire to spend time with Cindy herself.

As a single mother with no working car and struggling to manage work, household chores, and childrearing, Marla has little time to enjoy being with Cindy. It is most fun to be together outside the house, not cooped up indoors, although Marla does not organize excursions herself. In any case, an after school arrangement that kept Cindy away for even longer each day would frustrate Marla's interest in having time together.

The school staff, however, do not place a high value on the time Cindy spends with her mother, and are instead concerned that Marla does not know how to provide appropriate experiences to foster Cindy's development. Attitudes like these do not foster a good working relationship.

Safety and supervision — Like any concerned parent, Marla is trying to find an after school arrangement that will keep Cindy secure. Several options she has considered or tried unbeknownst to the school have not met her safety criteria, including a family child care home, and the idea that Cindy would walk home alone. Cindy's teacher Nikki, however, worries about other safety issues when she sees Cindy playing around parked cars or hears of the videos she watches. Clearly, both Marla and Nikki are right—both sets of risks deserve attention when the pros and cons of different after school options are weighed.

Structure and enrichment — The educators in Cindy's life think of after school activities as a chance for children to master the social and academic skills that will help them succeed during the regular school day. Cindy's teacher Nikki would like to see her attend a formal program emphasizing social skills and self-esteem. She does not see much developmental value for Cindy in unstructured time spent with her mother.

The school's focus on educational enrichment during out-of-school time is natural, but narrow. Equally natural is a parent's focus on protecting time for the parent—child relationship. Their perspectives need not conflict, but could be balanced if Cindy attended structured activities just a few days a week. Cost and logistics — When parents arrange after school care, the mundane details of cost and transportation often play a determining role, especially in low-income or single-parent families.

Marla has tight finances, no working car, and no partner with whom to share responsibility, so cost and transportation top the list of criteria for a workable after school arrangement. She knows how little she can afford to pay, how rigid her work hours are, and how inefficient the community bus system is. Therefore, she invests her own energy on finding a job that will let her be home with Cindy after school.

By contrast, the school staff pay little heed to the pragmatic details of after school program cost and location. Their listings of community programs do not highlight cost, location, and transportation, so Marla does not view these as viable options.

Experience has shown that while many community after school programs are underutilized, those that are free or low-cost tend to have long waiting lists. Responsibility — Who should arrange after school activities for Cindy and her classmates? This task has long been the purview of parents, who have often responded like Marla by finding a relative or family child care provider to look after their children.

Until recently, schools also paid little attention to this issue, beyond perhaps renting space to a program, or passing out information about community offerings. Now, awareness of after school is growing among school leaders, but resources have not grown apace. Frustration escalates, as does finger-pointing; parents, schools, and community organizations look to each other to solve the problem.

The truth is that all have a role to play in finding or creating constructive, workable after school experiences for today's children. To succeed at that important task, however, parents, school staff, and community leaders must think and reach beyond their own interests to communicate with one another. Only then will the after school opportunities they create truly meet the needs of children, parents, educators, and the community at large.

Melody Brazo is a former family liaison for student achievement for Cambridge Public Schools in Massachusetts and is currently an educational consultant. This case illustrates the pitfalls involved in seeing other people in terms of their deficits, rather than their strengths. Because she does not have the money to repair or insure her car, Marla does not have a reliable way to get around the city. It is difficult for her to get to Cindy's school, difficult to pick up Cindy from after school, difficult to take Cindy to interesting places in the summer.

She struggles to hold down a low-paying job while constantly making and remaking childcare arrangements. She is raising a child alone, far away from her family safety net. Through all of this, however, she is giving her daughter an up-close view of the lengths to which a parent will go to provide for a child.

This is an enormous strength which goes unnoticed by the school personnel. Nikki assumes that Marla lacks the parenting skills and motivation to follow through on her good intentions because she is single and poor. But while being poor may complicate the job of parenting, it does not mean that Marla has no ideas of what her daughter needs outside of school to support her learning in the classroom.

Nikki's assessment of Cindy is framed negatively, as well: Cindy needs to improve her social skills, to learn to be less impulsive, to make appropriate overtures to peers, to feel better about herself, and to have more enriching after school experiences. Shellie and Ed also view Cindy and Marla through the deficit lens.

Shellie has had numerous conversations with school personnel about Cindy, but none with Marla. She relies on Cindy, a second grader, to relay all her communications home to Marla, thereby placing the burden of making contact on Marla. She assumes that Marla lacks parenting skills, and fails to credit Marla for her role in helping Cindy maintain the social gains she made during summer camp.

They respect the commitment, even if they want nothing to do with it. To them, Sister Cindy is like a kind but conservative and conspiracy-loving aunt. Perhaps, then, their attitude towards Sister Cindy reflects shifting attitudes about religion itself.

But if so, what does this mean for religion? But is there any real power left in religion if even many among the pious consider the idea that we should be deferential to religious institutions in matters of belief and behavior that is, that we should allow ourselves to be disciplined by them, to use Foucauldian language too quaint and irrelevant to take seriously?

Cindy and Jed cut their campus ministry teeth in the s, when college preachers vigorously debated atheists, socialists, feminists, and more.

Mind you, this is not some conservative plea for a return to traditional religion, though I do think thoughtful conservative religious people would likely be concerned to discover—to use Christian language—that the scandal of the gospel has largely lost the power to scandalize an enervation for which they themselves are, in my view, largely responsible. And if religion indeed no longer has this power, then we may perhaps imagine that religion of the kind that made real claims on and demands of people is heading, like that elderly aunt, rather headlong into oblivion.

Bill Black, part-time employee, fractured and cut his right hand when a springloaded piston on a food cart snapped back and caught his hand between the cart and a heavy loading cart door. Each accident was caused when another employee failed to replace the knife guard after cleaning it. Winston Knapp received burns on his face, chest, legs, and stomach when hot water splashed out of the steamer into which he had lowered a tray of hot food… Jake has also asked Cindy to omit any accidents for which reports were not made to Human Resources at the time of the incident.

Cindy is distressed by the number of accidents that have occurred during the previous calendar year at CFS. She has just reviewed data from the Bureau of Labour Statistics for in her Restaurant Management class.

Cindy knows that working in food service can be quite dangerous, but the number of accidents at CFS during the last year is about 20 percent more than in other, comparable small food service operations. In addition, she has found that many accidents were never reported to the state. Another problem with the incident reports Jake has supplied Cindy to compile her report is the fact that they fail to mention Rick James, a student employee who contracted a severe case of salmonella poisoning from handling diseased seafood.

Rick has just returned from a three-month hospital stay. He had been so ill that he had become paralyzed and at first was not expected to live. He missed almost a whole semester of school. She has jotted down her alternatives: 1. Prepare the report as Jake has asked, with omissions. Prepare the report, but include the incident reports. Send the complete report directly to President Dawes. Leak the story to the student newspaper and the local press.

What should Cindy do and why? Frame your answer in terms of a safe and healthy workplace. If given the case that you were Cindy, what would you outline as the steps in developing an effective safety management program?