Running head income distribution

Running head: INCOME DISTRIBUTION
1
INCOME DISTRIBUTION
3
Income Distribution
Author’s Name
Institutional Affiliation
Income Distribution
Introduction
Income distribution is acknowledged as a terminology used to
refer to an aspect of taking the national income and divide it
among individual groups, social classes, households or factors
of production to ensure that a value is achieved that can be used
for comparison purposes (Stockhammer, 2012). In this case, the
widely explored aspect of income distribution is the concept of
income inequality. In this case, there are a number of reasons as
to why income distribution may harm a countries economic
performance (Atkinson & Bourguignon, 2014). For instance, at
micro-economic level, income distribution and inequality tends
to increase the level of ill health spending and in the process, it
reduces the educational performance of those individuals that
are acknowledged as poor in the society.
In so doing, these elements play a very crucial role in the
reduction of the economic performance of labor force most
especially productivity.
Therefore, in order to comprehend the concept of income
distribution, it is important to analyze it in terms of the
economic issue, its implication to the society and some of the

economic principles that are embedded in.
Economic Issue
At the micro-economic level, income distribution and inequality
can limit the economic growth and in the process, it can result
into extensive levels of instability. Additionally, economic
inequality when it comes to micro-economic levels implies that
there is unequal access to income and wealth (Atkinson &
Bourguignon, 2014). In simple terms, the inequality factor of
income distribution revolves around income levels of
individuals and the wealth that a country boasts of in terms of
resources. In most developed nations, the income distribution
inequality is caused by difference of wealth, income, salaries,
and capital returns. In essence, the taxation levels and other
limiting factors such as pensions and child payments are some
of the reasons why income distribution inequality is prevalent in
most countries.
Income distribution as far as economic analysis is concerned is
explored in two principle
ways. Apparently, it is best to analyze the concept of income
distribution in terms of the functional income distribution such
that the income distribution among factors and the income size
distribution among individuals becomes the functioning part of
income distribution
(Atkinson & Bourguignon, 2014). In this case, functional
income distribution is universally acknowledged as an integral
part of economic analysis output, relative prices, and
employment
. In essence, there are several economic theories that have been
developed because of the economic stance of inequality in
income distribution. However, one sure thing is the fact that all
these elements revolve around the use of factors of production

such as entrepreneurship, labor, capital and land coupled with
their remuneration rates in terms of wages, rent and profit. In
other words, the conventional approach of income distribution
needed in this perspective is to deal with income distribution
questions as part of the neoclassical economics analysis of
resource allocation and process
(Atkinson & Bourguignon, 2014).
Economic efficiency and income distributio n can be said to be
the relationship that exists between the resulting output of a
service, a good, and the scarce resources input.
Additionally, the decreasing levels of economic efficiency
assumed to accompany the income inequality reduction is the
presumption that in most cases an increment as the inequality in
the distribution of income is required to
increase (Atkinson & Bourguignon, 2014).
Social Importance
For a given income level, land ownership and education,
increased inequality in terms of this attributes will almost
declare the fact that there should be higher levels of both
relative and absolute deprivation in these dimensions (Peichl,
Pestel & Schneider, 2012). In this case, income inequality is the
fundamental reason for social inequality. Additionally, it is very
important in determining inequality matters that have to do with
growth (Atkinson & Bourguignon, 2014). There is growing
evidence that those countries that possess higher inequality
levels most especially when it comes to realize lower growth in
terms of the economy
. In fact, a given pattern of growth in the household income has
a greater impact when it comes to the reduction of poverty most
especially if these incomes are distributed equally.
Income distribution and inequality is important in its own sense

since there is growing evidence and widely acknowledged
ethical basis for being worried about the question of equality
existing between individuals (Atkinson & Bourguignon, 2014).
However, the first question which come to most people’s head
is the nature of this inequality. Does this inequality present
itself in terms of opportunities or income? In this case, the
concept of income distribution is very crucial in determining
what is reasonable in equality.
Rising income distribution is a global concern since inequality
between developing and advanced markets has increased as
evidenced by the recent public backing by the president of the
United States, Barack Obama. In this case, President Obama
recognized the fact that the widening gap in the income
distribution inequality is the defining problem that the global
world is currently facing. Additionally, income distribution is a
very crucial value
in the society .In fact, irrespective of religion, ideology,
culture, and ideology, individuals care about income
distribution in that it affects the degree of inequality.
The concept of income distribution often differentiates between
the outcomes of income inequality that are determined by
household income, expenditure, wealth and inequality of income
opportunities (Atkinson & Bourguignon, 2014). Income
distribution occurs because of a combination of differences in
individual’s talents, efforts, and income opportunities. On some
instances, inequality in income distribution can be assumed
necessary evil. Apparently, in some occasions, inequality can
offer individuals a platform to invest, excel, save, compete, and
invest to develop and move ahead in their life (Miyazawa,
2012). For instance, some elements caused by inequality in
income distribution can lead to economic growth and in the
process, spur human capital despite the fact that they are

associated with higher levels of inequality in income
distribution. Some of these elements are returns in education
coupled with differentiation in labor and workforce
Income distribution inequality can as well influence the
economic growth in a positive manner by offering
entrepreneurship incentives that are important for a countries
development. They realize this objective by allowing a few
economic individuals to be in possession of the minimum
amount needed to get a good education and start a good
business (Atkinson & Bourguignon, 2014). Sustained and high
inequality levels most especially in issues revolving around
income opportunity can cause large social costs to the society.
For instance, inequality in income distribution can cause
detrimental implications to individual’s education as well as
their choices when it comes to occupation and in the process, it
does not provide the best incentives most especially if it rests
on rents (Atkinson & Bourguignon, 2014). In simple terms,
unequal distribution of income makes individuals within a
country to divert their overall talents towards realizing their
favored protection and treatment and in the process, leading to
increasing levels of corruption, nepotism, resource
misallocation coupled with adverse economic and social
consequences (Bertola Foellmi & Zweimüller 2014). In fact,
statistical evidence indicates that the growing influence of the
rich coupled with the stagnant incomes of the poor was one of
the reasons why there are increased cases of financial and
economic crises that hurt both the long-term and short-term
economic growth of a country (Atkinson & Bourguignon, 2014).
For instance, some scholars asserts that the prolonged inequality
in income distribution in advanced economies was one of the
reasons why the global financial crisis that occurred in the year
2008 since it intensified leverage, relaxation in mortgage
underwriting , and it increased overextension of credit. In the
process, it gave lobbyists an opportunity to push for

deregulation of financial matters.
Principles of Income Distribution
I. Lorenz’s Curve
One of the well-known principles of determining income
distribution is the Lorenz curve. Additionally, the Lorenz curve
is universally acknowledged as a graphical representation of the
percentage of the overall income that is realized through
cumulative percentages of family income. In this case, it is an
effective means of visualizing the extent and the degree of
inequality of income. For instance, the more specific area
between the areas of perfect equality or rather the diagonal line
and the Lorenz curve is the extent to which inequality is evident
in the total income distribution (Atkinson & Bourguignon,
2014).
å
=
m
j
j
n
1
Figure 1: Lorenz curve (Source: Jeanette Branzuela,
2014.general Principles of Income distribution. Retrieved from:
http://www.slideshare.net/etteneaj/general-principles-of-
income-distribution)
II. Income Mobility

Economic mobility is universally acknowledged as the ability of
family, an individual, or some other groups to lower or improve
on their current economic status that is usually determined by
the level of income (Stockhammer, 2012). Additionally,
economic mobility is in most cases measured by the movement
between the quintiles of income. In essence, the concept of
economic mobility may be classified as a type of social mobility
in which its measurements are determined by the increase or
decrease in the income levels of individuals (Atkinson &
Bourguignon, 2014).
III. Gini Co-Efficient
The Gini-coefficient is another important principle of
economics that is used in measuring the level of income
inequality between individuals. In this case, if it is assumed that
there are M numbers of distinct income groups, and each
income group is represented by letter j but there are
approximately m such income groups (Atkinson & Bourguignon,
2014). Therefore, it is accepted that within each individual
income group, there are various individuals within that group
that are earning such income hence the total number of
individuals earning that level of income is approximately
Source: (Jeanette Branzuela, 2014.General Principles of Income
distribution. Retrieved from:
http://www.slideshare.net/etteneaj/general-principles-of-
income-distribution)
The Gini-coefficient does not take into consideration the
difference that occurs between the mean income and the
individual income as it would be measured using co-efficient of
variation (Cruces, Perez-Truglia, & Tetaz, 2013). However, the

Gini coefficient instead takes into consideration the income
differences within all income pairs. The difference realized
through these measurements is then added together with
absolute values being employed such that the information
employed is not lost most especially through values being both
negative and positive.
Economic principles: Mankiw principles
People face trade offs
It is economically accepted that there is nothing like free lunch,
to get satisfied by one thing, it is acknowledged that people
often have to make do without another. In this case, some of the
economic tradeoffs are how people have to spend their income
and the trade-off between equity and efficiency (Stockhammer,
2012). Another good example when dealing with income
distribution is the fact that the more individuals spend on
protecting themselves, the less they will spend on improving
their standards of living. In fact, acknowledging the fact that
trade-offs exist does not at any one point indicate the type of
decisions that individuals will or should make.
The cost of something is what individuals give up to get
satisfaction.
Since individuals face trade-offs, it is important to note that
making decisions needs comparing the benefits and the costs of
alternative actions courses. In other words, this is
acknowledged as an opportunity cost of a good. In this case,
when individuals what to determine anything to do with income,
it is important for a persona making the decision to take into
consideration the opportunity cost of each possible alternative
(Stockhammer, 2012).
Rational individuals think at the margin

Economists in most cases often think that individuals are
rational. In this case, most consumers would like to purchase
the type of goods that will ensure that they obtain maximum
satisfaction from consuming them. Additionally, companies and
corporations would like to make investment decisions that will
ensure that the company realizes net revenues. As such, most
decisions involve incremental decisions such that rational
people are believed to often make their decisions by comparing
marginal costs and marginal benefits.
Individuals respond to incentives
Individuals are assumed to make their final decisions based on
the detriment and benefit of the decision. Additionally,
individuals decide on anything that will give them a desire to do
work. Moreover, incentives may result into a positive intention
or a negative intention in a more positive or negative way
(Miyazawa, 2012).
Trade can elevate the status of everyone
Trade cannot be viewed in the same way as a sports competition
where there is a loser and a winner. It is universally
acknowledged that countries i9ncur significant benefits when
they enter into a business transaction with one another. In this
case, even income distribution will increase trade opportunities
and in the process, it will allow for specialization the will be
instrumental in increasing the economy of a country
(Stockhammer, 2012).
Markets are a good way to structure economic activity.

Another avenue where the issue of income distribution can be
instrumental is the fact that many countries in the modern
century that once possessed centrally planned economies have
as of recent abandoned it and in the process, they are trying to
establish market economies. Since market, prices are able to
reflect the true product value (Miyazawa, 2012).
Governments can at times improve the outcomes of the market
When an economic market does not distribute resources
efficiently, it is the responsibility of the government to ensure
that income and resources are distributed effectively though
government policies. Some of the most common examples of
regulation include pollution regulation and monopolies.
A nation’s welfare and the standards of living depend on its
ability to produce services and goods.
Any country whose workers are able to produce a vast number
of goods and services per unit of time are able to benefit from
the advantage of having a higher standard of living. In so doing,
the income is evenly distributed; a nation’s productivity
increases, and so does it overall average revenue.
Prices Increases When the Government Supplies Too Much
Money
It is universally acknowledged that, when a country is able to
supply too much money, then the money value tends to fall. As
a result, the prices of goods and services shoot up hence
requiring more money to purchase the same goods and services.
In other words, this is one reason why the concept of income
distribution is very important (Socías, Koehoorn & Shoveller,

2016).
Society Faces a Short-Run tradeoff between Unemployment and
Inflation
Reducing the inflation level in most cases often result into a
temporary increment in unemployment. Additionally, this
economic trade-off is very vital in comprehending the short run
implications of changes in government, taxes, monetary policy,
and government spending (Stockhammer, 2012).
Conclusion
Income distribution is an important economic issue that
possesses significant importance to the society because of its
extensive economic principles. Additionally, some of the causes
of income inequality include education and training, ability
differences, discrimination, unequal distribution of wealth,
market power, tastes and risks, luck, connections and
misfortunes. In essence, poor income distribution can be taken
as an indicator of lack of income opportunity or income
mobility in the society. Moreover, widening gap in income
distribution and inequality possess significant implications for
microeconomic stability and growth of the economy. In this
case, inequality can concentrate the power and resources under
the ownership of a few individuals within the society hence
resulting into suboptimal employment of human resources, raise
crisis risk, economic instability and political instability. As a
result, the social and economic fallout from the financial crisis
that affected countries around the globe coupled with the
resultant headwinds to economic global employment and growth
have increased the attention that the concept of income
distribution and inequality is currently receiving.

References
Atkinson, A. B., & Bourguignon, F. (Eds.). (2014). Handbook
of Income Distribution SET vols. 2A-2B. Elsevier.
Bertola, G., Foellmi, R., & Zweimüller, J. (2014). Income
distribution in macroeconomic models. Princeton University
Press.
Bitler, M., & Hoynes, H. (2015). Heterogeneity in the Impact of
Economic Cycles and the Great Recession: Effects within and
across the Income Distribution. The American Economic
Review, 105(5), 154-160.
Cruces, G., Perez-Truglia, R., & Tetaz, M. (2013). Biased
perceptions of income distribution and preferences for
redistribution: Evidence from a survey experiment. Journal of
Public Economics, 98, 100-112.
Miyazawa, K. (2012). Input-output analysis and the structure of
income distribution (Vol. 116). Springer Science & Business
Media.
Peichl, A., Pestel, N., & Schneider, H. (2012). Does size
matter? The impact of changes in household structure on income
distribution in Germany. Review of Income and Wealth, 58(1),
118-141.
Stockhammer, E. (2012). Financialization, income distribution
and the crisis. Investigación económica, 39-70.
� EMBED Equation.3 * MERGEFORMAT ��

The teacher requires to state clear “where is the trade off? =>
explicit(clear) in the first part (introduction)”
It is hard to see the answer to the teacher’s question.
The instance is not well deductive as it does not explain why
income distribution inequality has direct influence on ill health
spending and educational performance before or after this
sentence.
Why do these elements play a crucial role? So the health and
education of the poor has such a huge influence on the whole
economy?
Is it a proper way to express this issue? What about income
distribution inequality or unbalanced income distribution?
What does child payments mean? And why are these external
factors the essential reasons for distribution inequality?
Principal?
Meaning unclear
ARE economic analysis output, relative prices, and employment
parallel factors?

So what does this part have to do with functional income
distribution?
Meaning unclear
Is the expression proper? Inequality is required to increase?
�Please add notes to each paragraph of this part so that we can
understand your logic and trains of thought.
INCOMPLETE SENTENCE. MEANING UNCLEAR
Income distribution is not a value, please rephrase it.
The teacher says to use 10 mankiw principles, so are these
principles still necessary for this paper?
_1234567890.unknown
Running head: THIRD CULTURE KIDS: STRUGGLE FOR
EXISTENCE; GROWING UP AMONG WORLDS 1
THIRD CULTURE KIDS: STRUGGLE FOR EXISTENCE;
GROWING UP AMONG WORLDS 9

Third Culture Kids: Struggle for Existence; Growing Up Among
Worlds
Student’s Name
Institution Affiliation
Worlds
Growing up among worlds is both challenging and beneficial to
children. Third Culture Kids spend most of their lives away
from their homes. Consequently, these children never adapt
their home or host cultures. Ruth Hill Seem, an American
sociologist coined the term, third culture kids to these children
because they spend most of their lives outside the cultures of
their parents. Growing up as a third-culture kid is challenging.
However, these children acquire international benefits due to
the multicultural background. In fact, third culture kids reach
high academic levels. According to research studies,
approximately 90% of these children obtain a university degree
and 40% proceed to pursue a doctoral or postgraduate degree.
Researchers assert that third culture kids benefit from the
intercultural experiences, which enables them to attain these
academic achievements. In their struggle for existence, third
culture kids tend to merge and mix the cultures of their
birthplace and the adopted ones to form distinct cultures
Cristina, I. (2013). The inner world of the immigrant child.
Routledge. 5-22
In this book, Cristina narrates the story of a teacher who
researches issues regarding third culture kids. Accordingly, this

teacher goes through an odyssey to examine the inner lives of
children from immigrant families. The teacher focuses on
creating a learning environment that is in line with the feelings
and needs of third culture kids. For this reason, she writes about
the personal involvements of immigrant children such as their
culture shock, uprooting experiences, and how they adjust to
new environments. Moreover, the writer describes the academic,
cultural, and psychological interventions of these children that
enable their transition into new languages, learning
environments, and culture. In these descriptions, the writer
tackles issues regarding bilingual and multicultural education,
foundations of learning, and literacy curriculum in the
contemporary school environment. Consequently, this article
can provide the research with information regarding the
personal lives of third culture kids.
Zhou, M. (1997). Growing up American: The challenge
confronting immigrant children and children of
immigrants. Annual review of sociology, 63-95.
The over-flask of immigrant children has increased in America
to form a diverse segment of cultural diversity. However, most
scholars have been focusing their attention on adult immigrants
and neglecting these third culture kids. Consequently, this trend
has led to less knowledge regarding the second-generation
individuals and its socioeconomic impact. For this reason, Zhou
decided to tackle the issue regarding the experiences of children
immigrants and their adaptation outcomes. Subsequently, Zhou
conducted studies on the direct and indirect immigrant
experiences and summarized them into a single excerpt for an
easier understanding of immigrant individuals. The writer
describes the trends and contexts that immigrants encounter in
the new homes. Moreover, he discusses the contributions of
these individuals to the sociology of immigration. This analysis
will be crucial in the research because it contains the issues that
immigrant individuals have to cope with in foreign countries.
Pollock, D., & Van Reken, R. (2010). Third culture kids:
Growing up among worlds. Nicholas Brealey Publishing. 179-

214
Pollock and Reken discuss the experiences of third culture kids
in their article, Third culture kids: Growing up among worlds.
According to these authors, third culture kids are children who
spend most of their lives living abroad. For this reason, Pollock
and Reken discuss real life experiences and its effects on the
developing and maturing of these children. These two writers
assert that third culture kids grow and adjust to the identity and
belonging of their host countries. Through these analyses, the
authors enable the readers to understand the benefits and
challenges of being a third culture kid. Moreover, Pollock and
Reken provide suggestions and advice regarding the adaptation
of these benefits for success. Moreover, these authors explain
the challenges that third culture kids, whose parents work i n
organizations that require their presences away from home, have
to deal with. In fact, the authors deeply focus on the effects that
these separations have on the relationships of parents and their
third culture kids regarding self-esteem and isolation.
Tokuhama-Espinosa, T. (2003). Third Culture Kids. The
multilingual mind: Issues discussed by, for, and about people
living with many languages, 165.
According to Takuhama-Espinosa, most individual in the world
are multilingual. In fact, one person in seven Americans uses a
different language from English at home. Consequently, the
author believes that people who speak multiple languages need
information about their variations on learning institutions,
linguistic identity, and diverse literacy levels. Subsequently,
Tokuhama-Espinosa combines his research with real life
examples to bring about information regarding the experiences
of individuals who can speak multiple languages. The author
tackles the common misconceptions that claim, acquiring more
than one language can lead to brain overload. In addition,
Tokuhama-Espinosa believes the assertions that some languages
are easier to learn than others is false. Lastly, this author argues
against the common stereotyping that adults cannot learn
foreign languages as fast as children can.

Moore, A.M.; Barker, G.G. (2012). "Confused or multicultural:
Third culture individuals' cultural identity”. International
Journal of Intercultural Relations. 36 (4): 553–562.
By interviewing 19 individuals who have varied cultural
experiences from six countries, the authors of this study
claimed that third culture kids are more likely to have a
multicultural identity. Notably, the purpose of this research
study was to examine the identities, multiculturalism, sense of
belonging, and communication competence of third culture
individuals. The results from Moore and Barker’s analysis show
that third culture kids lack a sense of belonging. However,
belonging to diverse nations has advantages to the third culture
kids. The authors assert that third culture kids are competent
than children who belong to a single cultural identity.
Consequently, this article would be beneficial to the research
process because it analyses the limitations and benefits of third
culture kids in the contemporar y world.
Hubbard, J. (2010). Service Learning with “Third-Culture
Kids”: Preparing an Iftar in Egypt. Social Studies and the
Young Learner, 23(2), 18-20.
Most international learning institutions incorporate social
studies in their curriculum. Subsequentl y, Hubbard believes that
these studies portray the energy and nature that is emerging in
schools and in young individuals globally. Moreover, Hubbard
claims that the concept of international-facility learning is
increasing. Nevertheless, the author asserts that diverse
international learning environments have benefits to students.
For instance, he claims that a third culture kid who attends an
international school possesses a culturally varied background
from his/her peers. According to the author, third culture kids
share perspectives, collaborate, connect with the host kids, and
discover similarities. For these reasons, third culture kids will
develop skills regarding cooperation, commitment, and
tolerance quicker than their peers do. This article is impor tant
because it provides recommendation regarding the strategies
that learning institution can develop to ensure support of third

culture kids.
Ann McLachlan, D. (2005). The Impact of Globalization on
Internationally Mobile Families: A Grounded Theory
Analysis. Journal of Theory Construction & Testing, 9(1). 14-20
The author of this article examines the influence that
globalization has on families that travel globally. In her study,
McLachlan conducted a qualitative research in England
regarding the characteristics of third culture kids in globally
mobile families. According the author, internationally mobile
families have developed complex and unique meanings of the
belonging, home, and root concepts. For this reason, these
families experience a dynamic process of interaction in foreign
countries. However, most of these families deploy specific
strategies to manage the transience and relocation of their
children who find challenges in adopting to the new
environments. Due to the analyses of internationally mobile
families, the article will be crucial in the report because it will
portray insight of international relations to immigrant
individuals.
Bushong, L. J. (2013). Belonging Everywhere & Nowhere:
Insights Into Counseling the Globally Mobile.
In this book, Bushong explains the steps to counsel efficiently
adult third culture kids. Throughout the book, the author
analyses the characteristics of children who have grown in a
globally mobile life. Subsequently, Bushong incorporates
stories, examples, resources, techniques, charts, and questions
to help counselors working with third culture kids. Notably, the
author discuss the challenges that both the third culture kids and
therapist go through due to misunderstandings. She asserts that
the hindrance towards understanding the depression of these
kids is due to the consequences of their mobile lifestyle.
Moreover, she believes that third culture kids have lives with
much privilege because they lack traumatic events, historical
depressions, or ongoing stress. For these reasons, individuals
who interact with these kids do not believe that these children
could have a cause of depression.

Outline: Third culture kids: struggle for existence; growing up
among worlds
Thesis Statement: In their struggle for existence, third culture
kids tend to merge and mix the cultures of their birthplace and
the adopted ones to form distinct cultures
I. Introduction
Growing up among worlds is both challenging and beneficial to
children. Third Culture Kids spend most of their lives away
from their homes. Consequently, these children never adapt
their home or host cultures. Ruth Hill Seem, an American
sociologist coined the term, third culture kids to these children
because they spend most of their lives outside the cultures of
their parents. Growing up as a third-culture kid is challenging.
However, these children acquire international benefits due to
the multicultural background. In fact, third culture kids reach
high academic levels. According to research studies,
approximately 90% of these children obtain a university degree
and 40% proceed to pursue a doctoral or postgraduate degree.
Researchers assert that third culture kids benefit from the
intercultural experiences, which enables them to attain these
academic achievements.
II. Body
A. The over-flask of immigrant children has increased in
America to form a diverse segment of cultural diversity
i. Third culture kids grow and adjust to the identity and
belonging of their host countries (Pollock & Reken, 2010).
ii. The common misconceptions that claim, acquiring more than
one language can lead to brain overload, some languages are
easier to learn than others is and adults cannot learn foreign
languages as fast as children can are false (Tokuhama-Espinosa,
2003).
B. Belonging to diverse nations has advantages and
disadvantages to the third culture kids
i. Third culture kids are competent than children who belong to
a single cultural identity (Moore & Barker, 2012)

ii. Third culture kids will develop skills regarding cooperation,
commitment, and tolerance quicker than their peers do
iii. Third culture kids lack a sense of belonging
iv. Individuals who interact with these kids do not believe that
these children could have a cause of depression
C. Internationally mobile families have developed complex and
unique meanings of the belonging, home, and root concepts.
i. Internationally mobile families experience a dynamic process
of interaction in foreign countries.
ii. Most of these families deploy specific strategies to manage
the transience and relocation of their children who find
challenges in adopting to the new environments (McLachlan,
2005).
III. Conclusion
Growing up as a third culture kid is both beneficial and
challenging. Children who grow up in a culturally diverse
environment will find socializing difficult. In addition, these
children can experience depression because they lack a sense of
belonging. However, most of the third culture kids grow to
become successful in their careers and life. This is due to the
interaction with diverse ways of life. Nevertheless, research
studies should focus on the methods of preventing depression in
third culture kids during their formative years.
Definition of Key Terms
Third Culture Kids – These individuals part of their formative
childhood in a different culture from that of their parents.
Cultural identity – This is a part of an individual’s perception
and conception that relates to his/her ethnicity, nationality,
social class, religion, locality, and social groups.
References
Ann McLachlan, D. (2005). The Impact of Globalization on
Internationally Mobile Families: A Grounded Theory
Analysis. Journal of Theory Construction & Testing, 9(1). 14-20
Bushong, L. J. (2013). Belonging Everywhere & Nowhere:

Insights into Counseling the Globally Mobile.
Cristina, I. (2016). The Inner World of the Immigrant Child.
Google Books. Retrieved 3 October 2016, from
https://books.google.co.ke/books?hl=en&lr=&id=xa3DuKvyno4
C&oi=fnd&pg=PP2&dq=Third+Culture+Kids:+Struggle+for+Ex
istence%3B+Growing+Up+Among+Worlds&ots=6hU8YFBKum
&sig=0vpgjmY_qx4KVnUiP4VEpzipE0s&redir_esc=y#v=onepa
ge&q&f=false
Hubbard, J. (2010). Service Learning with “Third-Culture
Kids”: Preparing an Iftar in Egypt. Social Studies and the
Young Learner, 23(2), 18-20.
http://socialstudies.org/system/files/publications/yl/2302/23021
8.pdf
Pollock, D., & Van Reken, R. (2010). Third culture kids:
Growing up among worlds. Nicholas Brealey Publishing. 179-
214
https://books.google.co.ke/books?hl=en&lr=&id=eYK8vsA8K8
MC&oi=fnd&pg=PR9&dq=Third+Culture+Kids:+Struggle+for+
Existence%3B+Growing+Up+Among+Worlds&ots=tly3qyXV8y
&sig=GJIepr3L8asHQniN93GSkgGvWEY&redir_esc=y#v=onep
age&q&f=false
Tokuhama-Espinosa, T. (2003). Third Culture Kids. The
multilingual mind: Issues discussed by, for, and about people
living with many languages, 165.
Van Reken, R. (2010). Third culture kids. International
Encyclopedia of Education, 636-643.
http://www.wis.edu/uploaded/Admissions/Third_Culture_Childr
en.pdf
Zhou, M. (1997). Growing up American: The challenge
confronting immigrant children and children of
immigrants. Annual review of sociology, 63-95.
Running head: ALL CAPS TITLE IN 50 CHARACTERS OR
LESS
(same wording as title below but made shorter to fit within 50
characters) 1

Full Title of Paper (in capital first letters)
Student’s Name
American University of Sharjah

Date
Professor’s Name
ALL CAPS TITLE IN 50 CHARACTERS OR LESS 2
Full Title of Paper
(centered, capital first letters, not in bold)
The introduction should include a hook/attention getter in one
or two sentences; background information about the topic;
background information about how the topic exists in the
region/country you are covering; justification for choosing this
research (Why should your topic should matter to society?); an
argumentative thesis statement that takes a side and includes the
three main supporting evidence you plan to use to back up your
claim (these are the three main sections of your paper below,
using more or less the same wording).
Heading for First Argument/Supporting Evidence
(This is a brief heading for the entire first section - centered,
bold, capital first letters)
In this short introductory paragraph, include opening sentences
that remind the reader of the main research topic and how this
entire first Argument/Supporting Evidence fits in and supports
your thesis (in other words, what will you try to persuade the
reader with in this entire first argument/supporting evidence?).
Introduce the three components/subheadings that are coming up

below.
Brief Subheading for First Point/Discussion (left aligned, bold
& capital first letters)
Begin with a topic sentence for this paragraph, which explains
the purpose of this paragraph, and then link it to first argument
above. Mention everything you know and have learned about
this particular perspective, including definitions of key terms.
Remember to include the sources you’ve used, with page
numbers or paragraph numbers (in-text citations).
Second subheading.This is the layout for the second subheading.
Should be brief, bold, with no capital first letters, ends with a
period, followed immediately by the content/paragraph. There
needs to be at least two second subheadings.
Second subheading. These second subheadings are used when
you plan to include more detail to support the argument it
belongs to. You may or may not use them for every argument.
Brief Subheading for Second Point (left aligned, bold and
capital first letters)
Begin with a topic sentence for this paragraph. Mention
everything you know and have learned about this particular
perspective, including definitions of key terms. You may wish
to present an opposing argument here. Explain the logic behind
the opposing argument – why do people believe what they
believe or say what they say or do what they do? What might be
the history behind it? Support your own perspective/claim with
sources and/or observations. Show honest reflection and critical
thinking. Remember to include the sources you’ve used, with
page numbers or paragraph numbers.
Subheading for 3rd Point/Opposing Arg. (left-aligned, bold &

perspective, including definitions of key terms. You may al so
wish to present an opposing argument. Support your own
perspective/claim with sources and/or observations. Show
honest reflection and critical thinking. Remember to include the
sources you’ve used, with page numbers or paragraph numbers.
End this third argument with a concluding remark linking this
entire first argument back to your main point.
Heading for Second Argument/Supporting Evidence
(This is a brief heading for the entire second section-centered,
entire Second Argument/Supporting Evidence fits in and
supports your thesis (in other words, what will you try to
persuade the reader with in this entire second
argument/supporting evidence?). Introduce the three
components/subheadings that are coming up below.
Brief Subheading for First Point/Discussion (left-aligned, bold
the purpose of this paragraph, and then link it to second
argument above. Mention everything you know and have learned
about this particular perspective, including definitions of key
terms. Remember to include the sources you’ve used, with page
Brief Subheading for Second Point (left-aligned, bold and

perspective, including definitions of key terms. You may also
entire second argument back to your main point.
Heading for Third Argument/Supporting evidence
(This is a brief title for the entire third section – centered, bold,
entire Third Argument/Supporting Evidence fits in and supports
your thesis (in other words, what will you try to persuade the
reader with in this entire third argument/supporting evidence?).
Introduce the three components/subheadings that are coming up
below.
Brief Subheading for First Point/Discussion (left-aligned, bold
the purpose of this paragraph, and then link it to third argument
above. Mention everything you know and have learned about
this particular perspective, including definitions of key terms.
Remember to include the sources you’ve used, with page

Brief Subheading for Second Point (left-aligned, bold and
perspective, including definitions of key terms. You may also
entire third argument back to your main point.
Conclusion
(A creative title is encouraged for your conclusion – centered,
Your conclusion should include the following: restating your
thesis and the three supporting arguments you made above, and
the conclusions you reached for each one; examining your
arguments in relation to each other; what are the implications of
your arguments? What do you want your reader to believe after
reading your paper? Provide a strong final statement pointing
back to the thesis or even the hook. Do not bring in new

arguments or information, but you can raise new general
questions or forward-looking perspectives.
(Entire paper should be double spaced only, even between
arguments; all paragraphs begin indented; and no right-
alignment anywhere)
References (sample layout)
American Psychiatric Association. (2000). Diagnostic and
statistical manual of mental disorders (4th ed., text rev.).
Washington, DC: Author.
Bower, H. (2001). The gender identity disorder in the DSM-IV
classification: A critical evaluation. Australian and New
Zealand Journal of Psychiatry, 35, 1-8.
doi:10.1046/j.1440-1614.2001.00859.x
Carroll, L. & Gilroy, P. J. (2002). Transgender issues in
counselor preparation. Counselor Education & Supervision,
41, 233-242. Retrieved from http://www.counseling.org
Carroll, L., Gilroy, P. J., & Ryan, J. (2002). Counseling
transgendered, transsexual, and gender- variant clients. Journal
of Counseling and Development, 80(2), 131-129. Retrieved
from
http://www.counseling.org
Castillo, R. J. (1996). Culture and mental illness: A client
centered approach. Pacific Grove, CA: Brooks/Cole.
Chen-Hayes, S. F. (2001). Counseling and advocacy with
transgendered and gender- variant persons in schools and
families. Journal of Humanistic Counseling, Education and
Development, 40(1), 34-48. Retrieved from

http://www.counseling.org
Crain, W. (2005). Theories of development: Concepts and
applications (5th ed.). Upper Saddle Ridge, NJ: Pearson.
Dixon, A. L., Scheidegger, C., & McWhirter, J. J. (2009). The
adolescent mattering experience: Gender variations in
perceived mattering, anxiety, and depression. Journal of
Counseling and Development, 87, 302-310.
Department of English ENG 204, Fall 2016
ENG 204 Final Research Paper Overview
Title of Paper
The Final Paper incorporates all feedback from the First Full
Draft. It is a fully developed source-based research paper using
APA style, polished in tone and style.
Title Page
Abstract and Key Words
The abstract summarizes the research paper in about 150 words.
Below the abstract 3-5 key words are listed.
Introduction (up to 1 page)
The introduction contains an attention getter, brief background,
appropriate entry to the topic, and research question(s)/ research
thesis.
Body (9-11 pages)
The body of the paper presents a well structured and logically
argued discussion. It includes headings that reflect the paper
organization and supports all points/arguments with credible
source material. The body also synthesizes multiple sources and
cites definitions of key terms/ideas. It demonstrates originality,
critical thinking and in-depth analysis.
Conclusion (up to 1 page)
The conclusion restates main points, comes to logical
conclusion from evidence, gives answer(s) to research
question(s), and makes final comment(s).
investigation, comments about significance, reference to

attention getter in introduction, etc.
References
This is an APA style reference list, containing all and only the
sources cited in the paper.
Rubric for Evaluating the Final Research Paper
The Final Research Paper (20%) – due week 14 – is 10-12 pages
(excluding bibliography, abstract, and title page), incorporating
feedback from the First Full Draft.
Elements
Points
Content
Title Page
Abstract and Key Words
Summarizes research paper in about 150 words
_____/4
Lists 3-5 key words
_____/1

Introduction – up to 1 page
Includes attention getter
_____/1
Provides appropriate entry to the topic
_____/2
States research question(s)/research thesis
_____/2
Body – 9-11 pages
Presents a well structured and logically argued discussion
_____/15
Includes headings that reflect the paper organization
_____/3
Supports all points/arguments with credible source material and
cites definitions of key terms/ideas as applicable
_____/15
Synthesizes multiple sources
_____/7
Shows originality, critical thinking and in-depth analysis
_____/10

Conclusion – up to 1 page
Restates main points and/or answers the research question(s)
_____/3
Comes to logical conclusion from evidence
_____/3
Makes final comment(s)
_____/2
References
Contains all and only the cited texts
_____/2
Style
Entire paper
Is polished in tone and style appropriate for academi c writing
_____/5
Mechanics

Entire paper
Is accurate in grammar, spelling, punctuation, capitalization,
word choice, and transitions, using variety in sentence structure
_____/10
Citations
Entire paper
Uses correct APA in-text citations
_____/2
Includes correct APA references
_____/3
Format/ Layout
Entire paper
Follows APA page layout (title page, running head, headings,
font, etc.)
_____/5
Revision

Incorporates feedback from the First Full Draft
_____/5
Total
_____/100
Order #159120301 (Status: Writer Assigned) Third Culture
Kids: Struggle for Existence; Growing Up Among Worlds (11
pages, 0 slides)
Reassign this order
· Instructions
· Files (3)
· Messages
· Customer History
Type of service:
Writing from scratch
Work type:
Research paper
Deadline:
26 Oct, 08:04 AM (4h) Extend deadline
Academic level:
College (1-2 years: Freshman, Sophomore)
Subject or Discipline:
Cultural and Ethnic Studies
Title:
Worlds
Number of sources:
15
Provide digital sources used:
No

Paper format:
APA
# of pages:
11
Spacing:
Double spaced
# of words:
3025
# of slides:
ppt icon 0
# of charts:
0
Paper details:
I want the main focus of this paper to be centered upon Dubai,
or UAE in general. You could also, refer to some Middle
Eastern countries if necessary. However, the main focus should
always revolve around Dubai or UAE.
I attached three documents for you. The research proposal that I
attached for you is a great help for you. The only problem with
the proposal is that it is mainly about the US, when in fact I
want my paper to be about UAE. So I need you to make stick to
the proposal as much as you can, and at the same time, keep the
focus of the paper on UAE(United Arab Emirates).
The second thing that I need you to follow as much as you can
is the working draft layout. This document has everything you
need to include in this research paper. Finally, take a look at the
rubric in order to figure out whether you have met the
requirements of this paper or not.
Comments:
#
Files
Who Uploaded

1
159120301_research_proposal_hisham_1.docx
Outline
24 KB
23 Oct, 08:52 PM
Customer
2
159120301_Working_Draft_Layout_3.docx
Guidelines for writing
22 KB
23 Oct, 08:52 PM
Customer
3
159120301_rubric_final_paper_f2016_2.docx
Order instructions
19 KB
23 Oct, 08:52 PM
Customer

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