ed595 simulating poverty

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Simulating Poverty

Watch the video Standing Up to Poverty – Official Film (Nebraska Loves Public Schools, 2013), listen to the podcast Poor Children, a New Majority in Public Schools (Scott, 2015), and view one of the following documentaries:

  • Children in the Fields (Association of Farmworker Opportunity Programs, 2008)
  • Poor Kids (Frontline, 2012)
  • Rich Hill (Tragos & Palermo, 2014)
    • Available to rent for a nominal fee from Netflix, Amazon, or iTunes.

Answer the following in 2-3 substantive paragraphs:

  • What did you learn that could affect your professional practices/responses when dealing with students, families, and communities in poverty?
  • How can you make sure all students, regardless of their diverse socioeconomic backgrounds, are able to understand the context of poverty in ways that support the community of learners?
  • In what ways do the opinions in these resources match your views and experiences?
  • Are there areas in which you disagree based on your experiences?

Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.

Click here for information on course rubrics.

References

Association of Farmworker Opportunity Programs. (2008). Children in the fields [Video file]. Retrieved from

Frontline. (2012). Poor kids [Video file]. Retrieved from http://www.pbs.org/wgbh/pages/frontline/poor-kids/

Nebraska Loves Public Schools. (2013, May 23). Standing up to poverty – official film [Video file]. Retrieved from

Scott, A. (2015, January 16). Poor children, a new majority in public schools [Podcast]. Retrieved from http://www.marketplace.org/topics/wealth-poverty/p…

Tragos, T. D., & Palermo, A. D. (Directors). (2014). Rich hill [Motion Picture]. United States: The Orchard.

Poverty

When you think of poverty, what comes to mind? Shah (2014) provides the following statistics:

  • Almost half the world—over 3 billion people—live on less than $2.50 a day.
  • Nearly a billion people entered the 21st century unable to read a book or sign their names.
  • 1 billion children live in poverty (1 in 2 children in the world).
  • Based on enrollment data, about 72 million children of primary school age in the developing world were not in school in 2005; 57 percent of them were girls. And these are regarded as optimistic numbers. (p. 1)

The international portrait of poverty described above is not a positive one. Poverty statistics in the United States are also disconcerting: 15.1% of Americans lived in poverty in 2010 (National Poverty Center, 2015). Poverty rates disproportionally affect women and young children.

The issue of socioeconomics in schools is a complicated one. On one hand, the U.S. mandates schooling for all students regardless of socioeconomic status. On the other hand, schools in wealthier areas typically have access to better materials, better qualified teachers, and generally more funding than schools in poorer areas. Lori Langer de Ramirez (2005) states, “While no two schools can be termed ‘equal,’ this disparity leads one to question whether the education that students receive in different schools is equitable” (p. 10).

Recently, it has been determined that “for the first time in at least 50 years, a majority of U.S. public school students come from low-income families, according to a new analysis of 2013 federal data” (Layton, 2015, para. 1). This has startling consequences for what it means to support students, schools, and communities in achieving educational excellence.

References

de Ramirez, L. L. (2005). Voices of diversity: Stories, activities, and resources for the multicultural classroom.Upper Saddle River, NY: Prentice Hall.

Layton, L. (2015, January 16). Majority of U.S. public school students are in poverty. Retrieved from http://www.washingtonpost.com/local/education/majo…

National Poverty Center. (2015). Poverty in the United States: Frequently asked questions.
Retrieved from www.npc.umich.edu/poverty/

Shah, A. (2014). Causes of poverty. Retrieved from http://www.globalissues.org/issue/2/causes-of-pove…

Weekly Objectives

Through participation in the following activities, the candidate will:

  • Describe the way issues of equality can impact the learning environment. (3l, 9i)
    • Simulating Poverty
    • Socioeconomic Status in the Classroom
  • Identify aspects of student learning diversity that may impact the learning process and develop strategies for collaborating with students and families as appropriate. (3a)
    • Simulating Poverty
    • Socioeconomic Status in the Classroom

Heads Up

In Week 5, you will submit a 7- to 9-page advocacy action plan for supporting students in the classroom and building community. This assignment will take quite a bit of time to develop. Begin thinking about this now

Required Studies

The following materials are required studies for this week. Complete these studies at the beginning of the week, and save these materials for future use. Full references for these materials are listed in the Required Course Materials section of the syllabus.

Excellence Through Equity (Blankstein, Noguera, & Kelly, 2016)
  • Select one chapter to read—chapter 3, 4, or 5—based on which is more appealing to you in terms of focus and topic. You will use this reading for the assignment due Saturday.
  • Chapter 3: Building a School of Opportunity Begins With Detracking (Burris, 2015, pp. 59-72)
  • Chapter 4: The Voices and Hearts of Youth: Transformative Power of Equity in Action (Harper, 2015, pp. 73-96)
  • Chapter 5: Empowering Students and Teachers Through Performance-Based Assessment (Barlowe & Cook, 2015, pp. 97-122)
Read
  • Overcoming the Silence of Generational Poverty (Beegle, 2003) [Web page]
View
  • Standing Up to Poverty – Official Film (Nebraska Loves Public Schools, 2013) [Video] [Transcript]
  • You will view one of the following documentaries for the Tuesday discussion post:
    • Children in the Fields (Association of Farmworker Opportunity Programs, 2008) [Video] [Transcript]
    • Poor Kids (Frontline, 2012) [Video] [Transcript]
    • Rich Hill (Tragos & Palermo, 2014) [Video] [Closed captioned]
      • Available to rent for a nominal fee from Netflix, Amazon, or iTunes.
Engage
  • An Atlas of Upward Mobility Shows Paths out of Poverty (Leonhardt, Cox, & Miller, 2015) [Web site]
    • Note: Explore the interactive feature, The Best and Worst Places to Grow Up: How Your Area Compares
  • 474: Back to School (This American Life, 2012) [Podcast] [Transcript]
  • Poor Children, a New Majority in Public Schools (Scott, 2015) [Podcast] [Transcript]

 

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Capital-Equipment Budgeting Discussion 2

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Capital-Equipment Budgeting

Capital-equipment budgeting is typically related to the expansion of current services. This type of budget must be justified and requires a viability or return on investment analysis. Evaluate the advantages and disadvantages of financing options (e.g., mortgages and loans; lines of credit, leases; bond financing) for a specified capital improvement or equipment project.

Resources

Readings

1. Textbook:
Dropkin, M., Halpin, J., & LaTouche, B. (2007). The budget-building book for nonprofits (2nd ed.). Jossey-Bass.
Chapter 16: Allocating Administrative, Overhead, and Shared Costs
Chapter 17: Revising Draft Operating Budgets
Chapter 18: Zero-Based Budgeting (ZBB)
Chapter 19: Capital Budgeting

2. Video:
Rae, W, [ehowfinance]. (2009, February 6). Making a Budget: How to Create a 0-Based Budget [Video File]. Retrieved from https://youtu.be/4HNFnNrSNjA (Links to an external site.)

Recommended Readings

1. Websites:
SAMHSA. (n.d.) Grants. Substance Abuse and Mental Health Services Administration. Retrieved from https://www.samhsa.gov/Grants (Links to an external site.)

National Institute of Health (NIH). (2015). Grants and funding: NIH’s central resource for grants and funding information. National Institute of Health (NIH). Retrieved from http://grants.nih.gov/grants/oer.htm

 

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Please read there are two assignments, grammer spelling labels | B6804 – Forensic Investigative Techniques | Argosy University

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7-1 One Discussion: Open Forum

An analysis of the evidence related to the offender of a crime may provide insight into the general nature of the crime (type of crime, motivations, etc.), the offender’s knowledge of the location of the crime, the risk level for the offender, victim selection, and the relationship between the victim and offender.

In this Open Forum Discussion, you continue your conversation about the case, focusing on concepts related to the offender.

  • Review the evidence of the criminal report from the offender’s perspective.
  • What are your initial thoughts of the offender that impact your analysis of the offense?
  • What other things would you like to know about the offender?
  • As you reviewed the evidence concerning the offender, what other issues are surfacing/presenting?

7-2 Second 2 Assignment: Investigating a Crime: Phase II – Concepts Related to the Offender

The final part of Phase II is the analysis of the offender. As with victimology, criminal investigative analysis of the offender is evaluated in three stages:

  • Pre-Offense – All information providing insight on such things as:
    • Planning
    • Knowledge of victim
    • Knowledge of crime scene location
  • Offense – All information providing insight on such things as:
    • Offender risk level
    • Offender actions during offense
    • Nature of the offense (motive, aggression, etc.)
      • Behaviors related to M.O.
      • Behaviors suggesting psychological needs
    • Relationship to victim
  • Post-Offense – In homicides, actions by offender can sometimes provide insight into:
    • Motivations
    • Offender/victim relationship
    • Consciousness of guilt

To prepare for this assignment:

  • Review the criminal report from the perspective of the offender.

In a 2- to 3-page analysis of the offender:

  • Pre-offense behavior
  • Offense behavior
  • Post-offense behavior
  • Risk level
  • Motive
  • Intent
  • Premeditation
  • Aggression
  • Victim selection

Support your conclusion with references to specific evidence.

Here is some Required Readings

Turvey, B. E. (2012). Criminal profiling: An introduction to behavioral evidence analysis (4th ed.). San Diego, CA: Academic Press.

  • Chapter 13, “Interpreting Motive” (pp. 311–330)
  • Chapter 14, “Case Linkage: Offender Modus Operandi and Signature” (pp. 331–360)
  • Chapter 17, “Inferring Offender Characteristics” (pp. 403–446)
  • Chapter 19, “Sex Crimes” (pp. 481–506)
  • Chapter 20, “Domestic Homicide” (pp. 507–520)

Miller, L. (2014). Serial killers: Development, dynamics, and forensics. Aggression and Violent Behavior, 19(1), 12–22. doi:10.1016/j.avb.2013.11.003

Pakkanen, T., Zappalà, A., Bosco, D., Berti, A., & Santtila, P. (2015). Can hard-to-solve one-off homicides be distinguished from serial homicides? Differences in offense behaviors and victim characteristics. Journal of Criminal Psychology, 5(3), 216–232.

Trojan, C., & Salfati, G. (2016). Criminal history of homicide offenders: A multi-dimensional analysis of criminal specialization. Journal of Criminal Psychology, 6(1), 28–41.

Your state constitution. | Political Science homework help

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Required Resources

Read/review the following resources for this activity:

  • Textbook: Chapter 1, 2, 3
  • Lesson
  • Minimum of 2 scholarly sources in addition to the textbook.

Instructions

  • Go online and look up your state constitution. Choose three state sections such as religious freedom, freedom of the press, etc. and discuss the guidelines for each.
  • Compare these sections to the equivalent section in the United States Bill of Rights. List differences, if any.

Writing Requirements (APA format)

  • Length: 2 pages (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page (minimum of 2 scholarly sources in addition to textbook if cited)