Census Operations and How to Fill Out the Form
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The document provides an overview of the 2010 US Census timeline and process for filling out census forms. It discusses key census operations from February to August 2010, including the mail-out period and door-to-door nonresponse follow up. It also outlines the role of grassroots organizations in encouraging census participation and the steps involved in filling out the 10 question census form, including questions about household members, race, and Hispanic origin.
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U.S. DEPARTMENT OF COMMERCE
Economics and Statistics Administration
U.S. CENSUS BUREAUThis is the official form for all the people at this address.
It is quick and easy, and your answers are protected by law.
Use a blue or black pen.
The Census must count every person living in the United
States on April 1, 2010.
Before you answer Question 1, count the people living in
this house, apartment, or mobile home using our guidelines.
• Count all people, including babies, who live and sleep here
most of the time.
The Census Bureau also conducts counts in institutions
and other places, so:
• Do not count anyone living away either at college or in the
Armed Forces.
• Do not count anyone in a nursing home, jail, prison,
detention facility, etc., on April 1, 2010.
• Leave these people off your form, even if they will return to
live here after they leave college, the nursing home, the
military, jail, etc. Otherwise, they may be counted twice.
The Census must also include people without a permanent
place to stay, so:
• If someone who has no permanent place to stay is staying
here on April 1, 2010, count that person. Otherwise, he or
she may be missed in the census.
1. How many people were living or staying in this house,
apartment, or mobile home on April 1, 2010?
Number of people =
IJMark K all that apply.
No additional people
IJMark K ONE box.
Owned by you or someone in this household free and
clear (without a mortgage or loan)?
Rented?
Occupied without payment of rent?
4. What is your telephone number? We may call if we
don’t understand an answer.
Area Code + Number
– –
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person living here who owns or rents this house, apartment, or mobile
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living here. This will be Person 1.
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Last Name
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Male Female
➜
Day Year of birthAge on April 1, 2010
9. IJWhat is Person 1’s race? Mark K one or more boxes.
White
Black, African Am., or Negro
American Indian or Alaska Native — Print name of enrolled or principal tribe. C
Asian Indian
Chinese
Filipino
Other Asian — Print race, for
example, Hmong, Laotian, Thai,
Pakistani, Cambodian, and so on. C
Japanese
Korean
Vietnamese
Native Hawaiian
Guamanian or Chamorro
Samoan
Other Pacific Islander — Print
race, for example, Fijian, Tongan,
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Filling out the Census Form and Census Operations
This webinar will walk through the Census timeline and questionnaire. Presenters will address questions about the issues that often arise when Native people look at the form. This session will also go over Census operations in Indian Country to help you make sure your entire community is counted.
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Use a blue or black pen.
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States on April 1, 2010.
Before you answer Question 1, count the people living in
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• Count all people, including babies, who live and sleep here
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• If someone who has no permanent place to stay is staying
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she may be missed in the census.
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apartment, or mobile home on April 1, 2010?
Number of people =
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clear (without a mortgage or loan)?
Rented?
Occupied without payment of rent?
4. What is your telephone number? We may call if we
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home. If the owner or renter lives somewhere else, start with any adult
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The document provides an overview of the 2010 US Census timeline and operations. It outlines the key phases of the census from initial media promotion in March 2010 through data publication schedules in 2011. It also discusses common barriers to census participation and recommends messaging strategies for non-profits to encourage involvement and help people complete their census forms. Suggested actions for non-profits include promoting the census, training staff to answer questions, reminding clients to respond, and hosting events.
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This document discusses the 2010 Census and outlines key information and timelines for nonprofits. It describes how the census process works and identifies populations that are hard to count. It also discusses ways nonprofits can promote census participation, such as distributing materials, hosting events, and forming Complete Count Committees. Additional resources for nonprofits are available through the NonprofitsCount.org website.
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If you are involved with the 2010 Census and are an employee of a Federal, state or local governmental entity or non-profit organization, you may want to engage in discussion with colleagues on GovLoop at http://bit.ly/glcensus.
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The document discusses trends from the 2010 US Census data regarding population growth among Hispanic and multi-cultural populations. Some key points:
- The Hispanic population grew much faster than total and non-Hispanic white populations between 2000-2010.
- Hispanic population growth significantly impacted states like Texas, California, Oregon, North Carolina and Alabama, with growth rates far exceeding projections.
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Introduction
Imagine yourself walking into a 21st-century early childhood classroom in the United States. A group of chatty youngsters happily greets you at the door. Some are tall and lean, others are short and stocky. You squat down so that you are eye to eye with them. The first girl who hugs you is wearing thick glasses and hearing aids. The children are ethnically diverse—Latino, Black, Somali, Hmong. Most of them shout, "Good morning!" but a few chime in with "¡Buenos dias!" You greet each of them in their native language as they run into your arms for hugs. You notice a boy lingering on the outskirts of the group. He is attentive, but quiet, and he's not making direct eye contact with you or the other children. He appears to have something to say, but he can't seem to find the words.
Clearly, the children in the classroom represent different cultural backgrounds and have different levels of English-language skills. This imaginary classroom depicts the wide range of cultural diversity found in today's early childhood education programs. How can you, as a teacher, best incorporate your children's cultural experiences and their diverse language skills into the classroom learning environment?
This chapter will lay the foundation for early childhood teachers as they prepare to educate today's diverse student population. First, we will describe the recent rise in cultural diversity across the United States, especially among the preschool and school age population. Next, we define the key concepts of culture and cultural diversity, and discuss why they are important. Third, we describe the value of language in various cultures, its important role in teacher-child interactions, and how it affects teachers' relationships with culturally diverse children. Lastly, we discuss some ways in which early childhood educators can help prepare this upcoming generation of culturally diverse children to succeed in school.
1.1 Cultural Diversity Among Children Ages 0–8
Before we discuss the rising cultural diversity within the United States, we must understand the key concepts of culture and cultural identity. Culture consists of the social practices, beliefs, values, and behaviors that intentionally—and unintentionally—shape human communication, interactions, and preferences. Culture is evident in how humans do things, and it explains why we want (or feel the need) to do these things. Cultural heritage and traditions shape children's communication practices, interests in instructional activities, and classroom behavior.
We each have a cultural identity that can be defined by various demographic, geographic, religious, or social indicators, and people can belong to several different cultural groups. For example, a child may be culturally defined as an Israeli boy from an upper-income Jewish family living in New York City, or an early childhood teacher might culturally identify with Southern African Americans from the Pentecostal Christian denomination. .
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The 2011 San Luis Obispo County homeless enumeration survey found:
1) The total homeless population counted was 3,774 individuals, with 36% in North County which had the highest proportion of homeless children at 71% of the region's count.
2) The average age of surveyed homeless individuals was 42 years old. Women comprised 32% of surveyed individuals and men 66%.
3) Regarding ethnicity, 59% of surveyed individuals identified as White, 15% Hispanic/Latino, 9% other, 8% Native American, 5% Black/African American, and 2% Asian and Pacific Islander. Native Americans and Black/African Americans were overrepresented compared to county census data.
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This document provides instructions for accessing and analyzing data on limited English proficiency (LEP) populations and poverty levels from the American Community Survey (ACS). It discusses:
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2) How to manipulate the PUMS dataset in Excel to calculate household income, assign poverty status indicators, collapse family size categories, and summarize the data by poverty status.
3) How to sort the data to identify and summarize numbers of LEP and non-LEP individuals by poverty status using language ability variables from the ACS.
The document
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- Several learning tasks assess how students deal with information, identify primary/secondary/tertiary sources, and analyze news reports and speeches.
- The document aims to teach students key information literacy skills like sourcing, evaluating and applying information in an English class context.
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The document provides an overview and timeline of the 2010 Census process. It discusses that the Census is currently in the Non-Response Follow Up phase, where Census workers visit households that did not return their questionnaire to conduct interviews. It outlines that this phase runs from May 1 to July 10, 2010. It also notes that local Census offices will close between September and October 2010, and that most detailed Census data will be released to communities by March 2011.
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原件一模一样【微信：bwp0011】《(RWTH毕业证书)德国亚琛工业大学毕业证》【微信：bwp0011】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
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如果您处于以下几种情况：
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◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
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◇回国马上就要找工作，办给用人单位看；
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◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
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3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
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对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
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Stunning art in the small multiples format brings out the spatiotemporal nature of societal transitions, against backdrop issues such as energy, housing, waste, farmland and forest. In each frame we see hopeful and frightful interplays between spending and saving. Problems emerge when one of the two parts of the existential anaglyph rapidly shrinks like Arctic ice, as factors cross thresholds. Ecological wealth and intergenerational equity areFour at stake. Not enough spending could mean economic stress, social unrest and political conflict. Not enough saving and there will be climate breakdown and ‘bankruptcy’. So where does speculative design start and the gambling and betting end? Behind each fabular frame is a four ratio problem. Each ratio reflects the level of sacrifice and self-restraint a society is willing to accept, against promises of prosperity and freedom. Some values seem to stabilise a frame while others cause collapse. Get the ratios right and we can have it all. Get them wrong and things get more desperate.
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- 1. 2010 Census: Timeline and Filling Out the Questionnaire March 17, 2010 2:05 – 3:00 pm Eastern To hear audio for the webinar, you must also call in to our free teleconference line. To call in, dial: 1 (866) 379-3045 Conference ID: 63082428
- 34. Questions? Concerns? To ask a question online, click on the Q&A button at the top of your screen and type your question in. (No need to use the “ Ask a Question” hand button, just ask away.) To ask a question on the phone, press *1 on your keypad. You’ll be put into a queue and the operator will un-mute your line at the appropriate time.
Editor's Notes
- Thank you all for joining us today for the second in the NCAI series of webinars designed to provide tribes with information and assistance on the 2010 Census in Indian country. Today, we will present a special webinar on Census operations and filling out the Census form.
- NCAI staff will go over how the webinar works.
- Residence rule: where did this person live most of the time in the last year. Students living in boarding schools are counted in their permanent family residence. College students counted where they attend college
- If two or more people are related then it is considered a family household, otherwise it is considered a non-family household.
- There are 19 box to write in enrolled or principle. If the name is longer than the 19 spaces, you can write outside the assigned boxes. We will capture up to 30 characters. Also, if a person writes in more than one tribal name, we will capture up to 2. If a person writes a tribal name in the SOR box, we will capture that as well.