Result of Government Antipoverty Programs Concering Poverty Case Assignment

Result of Government Antipoverty Programs Concering Poverty Case Assignment

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Result of Government Antipoverty Programs Concering Poverty Case Assignment

Poverty

The issue of poverty is not confined to urban settlement space alone. People through –

out the metropolitan region suffers its effects. Poverty is caused by the uneven development

of the economy. In the 1950s, despite growing affluence, large numbers of

Americans were poor, with some living in appalling conditions (Harrington, 1962).

At the time, it was recognized that there were poor people in rural areas as well as urban

places. As a result of government antipoverty programs such as the War on

Poverty, the poverty rate declined to about 12.1 percent in the 1960s. In the 1970s

and 1980s, however, the rate rose again and reached levels comparable to Depressionera

statistics; roughly 20 percent of the total population was living at or below the

poverty line in the 1980s (Wilson, 1987). Today, as a consequence of our current economic

meltdown, unemployment and poverty have hit unprecedented levels and the

problem remains our most serious domestic issue.

In 2008 the federal government issued guidelines that defined poverty for a family

of four as $21,200 in yearly income for the contiguous United States, with Alaska and

Hawaii slightly higher at $26,500 and $24,380, respectively (U.S. Department of

Health and Human Services, 2009). It is difficult to figure how a family of four can

manage on this budget, particularly for those living in urban areas with high rents and

food costs. Today there are many more people living at or below this rate than in

2008; over 40 million, or about 14 percent of the population, in fact. Another indicator

of poverty is whether people possess health insurance. In 2007, before the economic

crisis hit, almost 16 percent of Americans had none.

Poverty can be considered an urban problem because of its concentration in large

city neighborhoods, as the sociospatial perspective suggests, although the range of

poverty rates for all cities in the United States is quite broad. Cleveland and Detroit,

for example, had rates above 30 percent in 2007, while the rates in their surrounding

suburban areas were much less. In general, the city as a spatial form concentrates the

poor in record numbers, and that is precisely the sociospatial effect that makes poverty

an urban problem. As William J. Wilson has observed, “To say that poverty has become

increasingly urbanized is to note a remarkable change in the concentration of

poor people in the United States in only slightly more than a decade” (1987:172).

220 9 : M E T R O P O L I TA N P R O B L E M S

Furthermore, the demographic profile of the poor is cause for alarm. In 2005,

17.6 percent of all children under eighteen years old were living in poverty. This

high figure is astounding for a developed country like the United States. During that

same year, a higher proportion of black (34.5 percent) and Hispanic (28.3 percent)

children under age eighteen were poor than were their non-Hispanic white counterparts

(10.0 percent) (http://mchb.hrsa.gov/chusa07/popchar/pages/103cp.html).

Because the minority population of the United States is overwhelmingly urban,

these figures imply a concentration of poor minority group members, especially children,

in the large central cities and represents a major problem for the entire society,

not just for those living in central cities.

The spatial effects of concentrating the poor in a few neighborhoods contribute

to urban problems. For example, ghetto areas are the sites of the most violent criminal

and drug-related activities, so the urban poor are the most likely to be crime victims

and suffer the most from crime (Taylor, 1991). In addition, ghetto areas have

worse medical care than other parts of the city. A study of infant mortality rates in

New York found that the rate was almost twice as high in central Harlem and Bedford-

Stuyvesant (23.4 and 21 per 1,000, respectively), both well-known black communities,

compared to the city average of 13.3 per 1,000 (the national average was

10 in 1,000 in 1990).

I N C R E A S I N G I N C O M E I N E Q U A L I T Y,

U N E M P L O Y M E N T, A N D P O V E R T Y

The current economic crisis has had a number of troubling effects by increasing the

problem of poverty in the United States. Because of uneven development, however,

the burden of the crisis has fallen most heavily on the working class, not on corporate

executives or fully employed professionals. Consequently, as a recent report shows, the

income inequality gap has widened considerably. In fact, “Income inequality in the

United States is at an all-time high, surpassing even levels seen during the Great Depression”

(Saez, “Income Inequality is at an All Time High,” New York Times, 2009).

Since 2000, the top 1 percent of American wage earners have doubled their share of

wages. The top 10 percent of employed people pulled in almost 50 percent of all

earned wages in 2007, a “level that is higher than any other year since 1917.”

As our economic crisis persists, unemployment remains high (it was close to 10

percent in July 2009). According to a federal government report in June:

Unemployment rates were higher in June than a year earlier in all 372 metropolitan

areas, the Bureau of Labor Statistics of the U.S. Department of Labor reported

today. Eighteen areas recorded jobless rates of at least 15.0 percent, while

9 areas registered rates below 5.0 percent. The national unemployment rate in

June was 9.7 percent, not seasonally adjusted, up from 5.7 percent a year earlier.

I N C R E A S I N G I N C O M E I N E Q U A L I T Y , U N E M P L O Y M E N T , A N D P O V E R T Y 221

Among the 369 metropolitan areas for which nonfarm payroll data were available,

352 areas reported over-the-year declines in employment, 16 reported increases,

and 1 had no change. (Hall, 2009)

Furthermore, statistics on job loss indicate that the phenomenon is greater in

many of our largest multicentered metropolitan regions (not just cities). Thus the

economic crisis concentrates the poor and the unemployed in these areas.

Of the 49 metropolitan areas with a Census 2000 population of 1 million or

more, Detroit-Warren-Livonia, Mich., reported the highest unemployment rate

in June, 17.1 percent. The large areas with the next highest rates were Riverside–

San Bernardino–Ontario, Calif., 13.7 percent; Charlotte–Gastonia–Concord,

N.C.–S.C., 12.4 percent; Las Vegas–Paradise, Nev., 12.3 percent; and Providence–

Fall River–Warwick, R.I., 12.1 percent. Eighteen additional large areas

posted rates of 10.0 percent or more. . . . All 49 large areas registered over-theyear

unemployment rate increases of at least 2.0 percentage points. (U.S. Bureau

of Labor Statistics, 2009)

Loss of a job has negative ripple effects on the economy that bring other jobs into

jeopardy. Proposed employment creation to combat this problem so far has not materialized,

giving people cause for substantial worry that the economic recovery will

take considerable time. Another negative effect of increasing poverty and unemployment

is that it impacts the housing market. In fact, because the United States has

failed to provide an adequate supply of affordable housing, the banks that provided

loans to people who could ill afford them helped pave the way for the present economic

crisis. Consequently, the issues of poverty, income inequality, and unemployment

are compounded and mixed in with the country’s equally large housing crisis.

Result of Government Antipoverty Programs Concering Poverty Case Assignment

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER CLICK ON THE LINK HERE:  https://essaysolver.com/orders/ordernow You Can Also Place the Order In www.perfectacademic.com/orders/ordernow / www.essaysolver.com/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!

PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!

Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!

Why Work With Us!!

• Tired of getting an average grade in all your school assignments, projects, essays, and homework? Try us today for all your academic schoolwork needs. We are among the most trusted and recognized professional writing services in the market.

• We provide unique, original and plagiarism-free high quality academic, homework, assignments and essay submissions for all our clients. At our company, we capitalize on producing A+ Grades for all our clients and also ensure that you have smooth academic progress in all your school term and semesters.

• High-quality academic submissions, A 100% plagiarism-free submission, Meet even the most urgent deadlines, Provide our services to you at the most competitive rates in the market, Give you free revisions until you meet your desired grades and Provide you with 24/7 customer support service via calls or live chats.