Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
What It Means to Be At-Risk and Why It Matters Essay
Week 1 Discussion 1 What It Means to Be At-Risk and Why It Matters
It is likely that you have at least heard the term at-risk used in a variety of contexts, but you may not know exactly what is meant by this commonly used term. When working in a community or educational environment, one must be aware of the scope of at-risk groups so as to implement or guide them toward appropriate and effective supports or services. In this discussion, you will analyze a variety of descriptions of at-risk groups and behaviors associated with them for the purpose of acquiring your own working definition.
You will include this definition in your website that is created throughout the course and finalized during the Week Six Final Project and make adjustments to your working definition during Week Six when you reflect upon how your definition has expanded.
Prepare for this discussion by reading the Week One Instructor Guidance and reviewing the following resources that provide descriptions of at-risk groups and the behaviors associated with them:
U.S. Department of Health & Human Services: At-Risk Individuals (Links to an external site.)
- A website defining at-risk individuals.
- A website about child abuse and neglect.
- An article describing violent behavior in children and adolescents.
- A website defining the concept of being at-risk.
- A website offering descriptions for youth at risk.
Initial Post: Considering the descriptions in the websites provided above, create an initial post that addresses the following:
- Discuss which of the websites most effectively described the term at-riskas it relates to establishing and enhancing your understanding of the phrase.
- Write a working definition of the term at-riskin your own words. Review the Week One Instructor Guidance for what constitutes a working definition.
- Explain what the personal value is in having knowledge of groups at risk in relation to your current or anticipated future work with children and/or families.
Overview A few words about the importance of reading the Instructor Guidance pages are likely to be useful to you to start off this guidance. Next, this overview provides a section about the course learning outcomes and their relationship to the weekly outcomes and program outcomes. This overview section concludes with helpful information about active reading strategies and academic writing, which will be useful to you for excelling in this course and in future classes.
About the Instructor Guidance Pages The guidance pages provide an overview of the week, a section with intellectual elaboration written by professors at Ashford University about the course topics explored during the current week, and additional specific guidance for the assessments (i.e., assignments and discussions) written by the course designers to supplement the instructions provided with the assessments and in the grading rubrics that are located on the weekly unit homepages. Supplemental resources are also included in the Instructor Guidance.
You are encouraged to consider using these resources to support your completion of the weekly assessments beyond using the required and recommended resources provided on the weekly unit homepages and in the consolidated list of resources on the Course Materials page. Thus, you are strongly encouraged to review the Instructor Guidance each week as part of your study plan. Not only does the Instructor Guidance offer you insights and assistance with the weekly topics and activities, it models effective academic writing, which is expected of you in all of your coursework in this graduate-level course. The Scope and Outcomes of EDU644 Through the assessments in EDU644, you will have opportunities to examine and create original resources you can use as a professional educator working with families and children at-risk.
Upon successful completion of this course, you will have demonstrated your mastery of the five course learning outcomes, which are listed on the Syllabus. Review the Course Map on the Syllabus to learn how each assessment in the course aligns to the five course learning outcomes. The courses learning outcomes guided the design of this course and all align to one or more of the weekly outcomes, which are more specific about what you will do each week and are listed on the weekly unit homepages. The course and weekly outcomes are aligned to the Master of Arts in Education (MAED) Program Learning Outcomes, which can be viewed from the MAED Program Details (Links to an external site.)page on the Ashford University website. If you have questions about the scope and outcomes of EDU644, please contact the instructor in the Ask Your Instructor discussion. Next, please continue reading to learn about active reading strategies and the importance of academic writing in this graduate-level course.
This course gives you many opportunities to sharpen your 21st century technology skills. While at first you may not think you are technically savvy enough for the technology enhanced components of the various assessments, rest assured your instructor is prepared to assist you when challenges using the technology do arise. Active Reading and Academic Writing in EDU644 Each week in EDU644 you will complete a significant amount of reading from the Rubin (2012) textbook and other resources related to groups and individuals at risk. It is strongly recommended that you start using strategies for active reading now if you do not already as part of your study routine.
Review the Tips for Active Reading (Links to an external site.)tutorial that is part of the recommended resources for Week One to learn more about active reading. The tutorial is approximately ten-minutes long and explains the concept of active reading and practical strategies for active reading. This tutorial will be especially useful for you as you read the textbook. Additionally, remember that EDU644 is a graduate-level course. As such, your writing in the discussion and assignment assessments each week is expected to demonstrate your best academic ability, including the area of academic writing.
For a review of what academic writing entails, view the What is Academic Writing? (Links to an external site.)tutorial that is part of the recommended resources for Week One. Approximately fourteen-minutes, this video tutorial explains the fundamental components of academic writing and will provide helpful reminders about academic writing to support your writing in all assignments and discussions throughout the course.
Intellectual Elaboration This week we focus on developing a working definition of the term “at-risk” and evaluate resources associated with poverty. In Week One and throughout the course, we will evaluate groups at risk and associated behaviors in relation to the potential impact the behaviors have on the well-being or ability of the groups to thrive. By defining the nature of the issues facing families and children at risk, there are opportunities to for you to form a foundational understanding of the potential needs of families and children at risk.
Defining “At-Risk” When we speak of groups and individuals at risk, we want to emphasize the individuals and groups first. Therefore, when writing about groups and individuals in this course, it is important to phrase the writing so that in most cases, the people come first before the label “at-risk”. The table below provides some examples of acceptable and unacceptable ways to phrase your references to groups and individuals throughout the course. We have also modeled this phrasing throughout the course for you. Please work to emulate this style of referring to groups and individuals at risk.
Preferred Phrasing Less Acceptable Phrasing · Children at risk or Families at risk
· Persons or groups living in poverty
· People with disabilities
*Reference to homelessness is covered in the Week Three Instructor Guidance.
· At-risk children or At-risk families
· Poor people or Impoverished people
· Disabled people
Poverty as an At-Risk Indicator
Poverty is a condition related to the socioeconomic status of families and children. In the United States, the instances of poverty for individuals, groups, and across generations in families has been changing with more single parent families and children living with socioeconomic hardships. In part caused by the housing-market crash and associated recession in the late-2000s, more families have found themselves in poverty. To be sure, the picture of poverty has changed as indicated in the Figures 1 and 2 on this page. Figure 1 is a visual of how you might typically think of a family in poverty appearing while Figure 2 shows a more modern look at a family in poverty. What comes to mind as you view these figures? Do your perceptions of poverty include visualizations such as these?
Figure 1. A Visual of Poverty in the Past. Figure 2. A Visual of Poverty in the 21st Centure
Some effects of the condition of poverty include marginalization of health and access to healthcare, effects on the academic achievement of children and their families who also sometimes attend school, conditions of financial stability, and mental health and overall wellness of families to function in society.
According to many sources, the socioeconomic divide between high and low-income Americans is increasing; the trend has changed recently to include poverty labels for many who were formerly in the shrinking “Middle Class” segment of the population of Americans in the United States.
To learn more about middle class populations living in poverty, view the video from CBS News (2011): CBS Evening News – Family faces the growing edge of poverty (Links to an external site.) . The video is approximately four-minutes long and highlights families who were middle class and who are now living in or on the edge of the poverty level in the United States.
Next, watch the CBS News (2011) video: CBS Evening News – Poverty spilling into American suburbs (Links to an external site.). This two-minute video explores an analysis of census data shows that in the 2000s, the number of low-income neighborhoods grew by 54 percent in U.S. suburbs, compared to 18 percent in cities.
According to the World Health Organization (2014) “the immediate cause of inequalities in chronic diseases is the existence of higher levels of risk factors among the poor” (p.3). Such inequalities include decreased educational opportunities; psychosocial stress; limited choice of consumption patterns; inadequate access to health care and health education; and vulnerability to the adverse effects of globalization (p.3).
While individuals are covered by healthcare in the United States, the impacts of diabetes, heart disease, and other chronic diseases continues to impact the low-income communities at disproportionate levels (World Health Organization, 2014). The effects of the Patient Protection and Affordable Care Act (HR3590) have yet to be determined for their effectiveness in serving families and children in poverty.
In order to reach families and children at-risk, experts in the field such as teachers, social workers, and law enforcement, must understand the nature of poverty and the resulting impacts. As the experts gain a sense of the needs of families and children at risk, the programs and strategies can be customized to meet their needs. Through a set of sequenced steps, the issues of social, economic, health, and academic needs can be gradually addressed while many Americans are struggling to survive.
Working with children and families at risk is a labor of passion and hope for improving their futures. There must be a concerted effort to really understand the nature of poverty and the connections to socio-economic and academic related issues. Experts who work with these families and children can gain a deeper sense of purpose as they dig further into the underlying nature of poverty.
This section includes additional specific assistance for excelling in the discussions for Week One beyond what is given with the instructions for the assessments. If you have questions about what is expected on any assessment for Week One, contact your instructor using the Ask Your Instructor discussion before the due date.
Post Your Introduction
The Post Your Introduction discussion is your first opportunity to demonstrate mastery of the first course learning outcome, “Distinguish groups and behaviors considered at risk.” This discussion is also your first opportunity to make a professional and positive impression on your classmates and instructor while you get acquainted.
The initial post for this discussion could be composed as a text response or as a slideshow using Microsoft’s PowerPoint (Links to an external site.), which could be narrated using Jing (Links to an external site.),or a webcam video of you speaking by using YouTube (Links to an external site.). The content expectations for the initial post are equivalent to one page of double-spaced text, eight-to-ten PowerPoint slides with a title and references slide, or a three-to-five minute recording. If you create a multimedia introduction, include a link to its location on the web or attach the file to your initial post.
If you use the YouTube option, you may wish to keep your video as “unlisted” if you do not want it publicly available in search results on the YouTube website. The privacy policies for Jing and YouTube are provided in the descriptions for these resources in the Recommended Resources list for Week One. Please take time to review the policies. If you have questions about the use of these media options, contact the instructor in the Ask Your Instructor discussion.
Discussion 1: What it Means to be At-Risk and Why it Matters
Discussion 1 for Week One is another opportunity to demonstrate mastery of the course learning outcome that calls on you to “Distinguish groups and behaviors considered at risk.” By reviewing the resources listed in the Discussion directly, you will begin to acquire a general understanding of what it means to be at-risk. As such, you will develop your own working definition from which to draw from and ultimately, expand upon as you progress through the course.
Having a working definition means you have enough knowledge of something to apply it in a practical, meaningful way. It is also important you pay close attention to the Guided Response prompt for this, and every discussion each week. Doing so requires you to demonstrate critical thinking and communication skills that add to the quality of each discussion as well as your ability to more accurately show what you know, giving your instructor a more accurate sense when assessing your responses.
Discussion 2: Evaluating the Impact of Poverty
Discussion 2 for Week One is yet another opportunity to demonstrate mastery of the course learning outcome that calls on you to “Distinguish groups and behaviors considered at risk.” With this Discussion you have the opportunity to investigate a particular web resource that will expand your understanding of those living in poverty while revealing traits of an effectively structured website that makes information easy to access and understand. Recognizing organization and content structures will help you as you begin to structure your own website in Week Two.
When investigating the Poverty USA (Links to an external site.)website, take time to explore the Homepage and several of the links and additional pages. Gear your exploration toward the focus of this discussion which asks you to summarize statistical data, consider the impact of poverty on families, and analyze programs, policies, and resources. Additionally, observe the structure and design features of the website itself.
You are asked to remark upon features that were particularly helpful, innovative, or interactive—elements that made your learning of the content more effective. Last, you have the opportunity to conduct your own search for another website on the topic of poverty for which you will share and remark upon. This additional discovery will also add to your understanding of poverty and website design features.
CBS News. (2011, November 3). CBS Evening News – Family faces the growing edge of poverty (Links to an external site.)[Video file]. Retrieved from http://youtu.be/bv48A9BSews
CBS News. (2011, November 3). CBS Evening News – Poverty spilling into American suburbs (Links to an external site.) [Video file]. Retrieved from http://youtu.be/4BEG3z2bV_A Johnson, L. [lisajohnsonphd]. (2013, November 11). Tips for active reading (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=WoCrKa-rm1w&feature=youtu.be Johnson, L. [lisajohnsonphd]. (2014, September 2). What is academic writing? (Links to an external site.)[Video file]. Retrieved from https://www.youtube.com/watch?v=Zn8Ja92b3ZI Rubin, A. (2012). Clinician’s guide to evidence-based practice: Programs and interventions for maltreated children and families at risk. Hoboken, NJ: Wiley and Sons.
World Health Organization (2014). Chronic diseases and health promotion. Part two: The urgent need for action (Links to an external site.). Retrieved from http://www.who.int/chp/chronic_disease_report/part2_ch2/en/
American Academy of Child & Adolescent Psychiatry . (2011, December). Understanding violent behavior in children and adolescents (Links to an external site.). Retrieved from http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Understanding_Violent_Behavior_In_Children_and_Adolescents_55.aspx
- This AACAP website provides an overview of violent behavior in children and adolescents and links to other Facts for Families Pagesthat may be of use for this course. This website is a required resource for the Week One discussion about what it means to be at-risk.
Teachnology. (n.d.). The effects of poverty on teaching and learning (Links to an external site.). Retrieved from http://www.teach-nology.com/tutorials/teaching/poverty/
- This website provides an overview of the concept of at-riskand explores several challenges of poverty in learning environments. This website is a required resource for the Week One discussion about what it means to be at-risk.
U.S. Department of Health & Human Services. (2012). At-risk individuals (Links to an external site.) . Retrieved from: http://www.phe.gov/Preparedness/planning/abc/Pages/at-risk.aspx
- This HHS website provides the HHS definition of at-risk individuals and elaborates on how their definition is related to the National Response Framework (NRF) definition of at-risk individuals. The website also discusses the typical services an individual at risk typically needs and provides examples for how to identify an individual at risk. This website is a required resource for the Week One discussion about what it means to be at-risk and assignment about poverty.
National Center for School Engagement. (n.d.). Serving at-risk youth (Links to an external site.). Retrieved from http://schoolengagement.org/school-engagement-services/at-risk-youth
- The National Center for School Engagement was established based on over a decade of educational research conducted by Colorado Foundation for Families and Children. NCSE has generated many resources about school attendance, attachment, and achievement. NCSE provides training and technical assistance, research and evaluation to school districts, law enforcement agencies, courts, as well as state and federal agencies – to name a few. This website is a required resource for the Week One discussion about what it means to be at-risk.
Poverty USA (Links to an external site.). (http://www.povertyusa.org)
- The Poverty USA website describes an initiative of the Catholic Campaign for Human Development offering a vast array of information regarding issues related to poverty in the United States as well as ways to make a difference, how to get involved, the provision of resources, stories of hope and videos that show the impact of poverty. This website is a required resource for the Week One discussion about Evaluating the Impact of Poverty.
U.S. Department of Health & Human Services (n.d.). Factors that contribute to child abuse and neglect (Links to an external site.). Retrieved from https://www.childwelfare.gov/can/factors/contribute.cfm
This HHS website provides links to articles about several factors that contribute to child abuse and neglect. The website also emphasizes the importance of awareness of these factors for individuals working with groups at risk. This website is a required resource for the Week One discussion about what it means to be at-risk.and assignment about poverty.
Ashford University (n.d.) Quick ‘n’ dirty: Ashford university library (Links to an external site.) [Video file]. Retrieved from https://content.bridgepointeducation.com/curriculum/file/e857a1f5-ed8b-4901-9b88-8b9e4d7652c7/1/Quick%20%27n%27%20Dirty%20Ashford%20University%20Library%20%282%29.zip/Quick%20%27n%27%20Dirty%20Ashford%20University%20Library/quick.html
- This website is provided by Ashford University as a resource for learning to search the Library for scholarly journals using the online databases. This resource will be valuable to students throughout the course for locating scholarly resources to use with other discussions, assignments, and the Week Six final project.
Ashford University (n.d.). Searching for articles using FindIt@AU (Links to an external site.) [Video file]. Retrieved from https://content.bridgepointeducation.com/curriculum/file/0122cf67-2fe2-40fc-8d61-9aea0bf62068/1/MATLT-FindIt%20Advanced%20Search.zip/MATLT-FindIt%20Advanced%20Search.htm
- This website is provided by Ashford University as a resource for learning to conduct research using the Library. This resource will be valuable to students throughout the course for conducting research for the other discussions, assignments, and the Week Six final project.
Johnson, L. [lisajohnsonphd]. (2013, November 11). Tips for active reading (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=WoCrKa-rm1w&feature=youtu.be
- This approximately ten minute video explains the concept of active reading and presents practical strategies for active reading. This video tutorial will be useful for students in EDU644 as they read the Rubin (2012) required text and other required readings for each week.
Johnson, L. [lisajohnsonphd]. (2014, September 2). What is academic writing? (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=Zn8Ja92b3ZI
- This approximately fourteen minute video explains the fundamental components of academic writing. This tutorial will provide helpful reminders to students in EDU644 about academic writing to support their writing in all assignments and discussions throughout the course.
Google. (n.d.). Use a webcam to record video (Links to an external site.). (n.d.).Retrieved from https://support.google.com/youtube/answer/57409?hl=en
Jing (Links to an external site.). (http://www.techsmith.com/download/jing)
Office. (n.d.). Tips for creating and delivering an effective presentation (Links to an external site.). Retrieved from http://office.microsoft.com/en-us/powerpoint-help/tips-for-creating-and-delivering-an-effective-presentation-HA010207864.aspx
- Use this website as an expert resource for tips to create and deliver an effective presentation, such as the autobiographical presentation you have the option of creating in the Week One Post Your Introduction discussion. Please be sure to review the Microsoft Office Privacy Statement (Links to an external site.)to understand your rights and responsibilities related to privacy when using any of the technology and associated services with Microsoft Office, such as PowerPoint.
What It Means to Be At-Risk and Why It Matters Essay
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.
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