Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship
between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors
perform and wellness. We provide implications for school counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emoti.
The study sought to investigate the effect of individual counselling on academic performance of underachievers’ pupil in Maimusari Public Primary School, Jere local Government Area, Borno State, Nigeria. The objectives of the study were to examine the nature and causes of underachievement in Maimusari Public Primary School, also the effect of individual counselling on academic performance of the underachievers’ pupil. Based on these objectives, two research questions and one null hypothesis were answered and tested respectively. Quasi-experimental design was used for the study. Twenty-two underachieving pupils were purposively sampled from the population of the study. Both questionnaire and interview were used as method of data collection; Effect of Individual Counselling on Underachievers in Public Primary Schools (EICUPPS) and interview schedule. The data collected was analysed using descriptive and inferential statistics. The findings of the study discovered that coming late to school, not having complete learning material, depression, anxiety and teachers attitude in the classroom were the major causes of underachievement in Maimusari primary school. The study also revealed that individual counselling has helped the pupils in overcoming their learning barriers. It is therefore, concluded that individual counselling has significant effect on underachievement among pupils of public primary school in Maiduguri, Borno State. It is recommended among others that class teachers need to be oriented on how to identify underachieving pupils in their various classes and inform the appropriate authority for proper management.
Bore, samuel k psycho educational groups in schools nfjca v2 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Hott, brittany roles of school counselor nfjca v3 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
The study sought to investigate the effect of individual counselling on academic performance of underachievers’ pupil in Maimusari Public Primary School, Jere local Government Area, Borno State, Nigeria. The objectives of the study were to examine the nature and causes of underachievement in Maimusari Public Primary School, also the effect of individual counselling on academic performance of the underachievers’ pupil. Based on these objectives, two research questions and one null hypothesis were answered and tested respectively. Quasi-experimental design was used for the study. Twenty-two underachieving pupils were purposively sampled from the population of the study. Both questionnaire and interview were used as method of data collection; Effect of Individual Counselling on Underachievers in Public Primary Schools (EICUPPS) and interview schedule. The data collected was analysed using descriptive and inferential statistics. The findings of the study discovered that coming late to school, not having complete learning material, depression, anxiety and teachers attitude in the classroom were the major causes of underachievement in Maimusari primary school. The study also revealed that individual counselling has helped the pupils in overcoming their learning barriers. It is therefore, concluded that individual counselling has significant effect on underachievement among pupils of public primary school in Maiduguri, Borno State. It is recommended among others that class teachers need to be oriented on how to identify underachieving pupils in their various classes and inform the appropriate authority for proper management.
Bore, samuel k psycho educational groups in schools nfjca v2 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Hott, brittany roles of school counselor nfjca v3 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Task Groups in the School SettingPromoting Children’s Socia.docxjosies1
Task Groups in the School Setting:
Promoting Children’s Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children’s SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselor’s strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ‘‘to be human
is to ‘live’ in groups’’ (p. 251). The group (e.g., family, peer) serves as
the ‘‘primary socializing influence’’ in children’s development (Kulic,
Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004).
Children develop social skills and prosocial behaviors through
social and emotional learning (SEL). Although there are various defi-
nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007)
define it succinctly as ‘‘the process through which children enhance
their ability to integrate thinking, feeling, and behaving to achieve
important life tasks’’ (p. 6). Five competency areas—self-awareness,
self-management, social awareness, relationship skills, and responsible
Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276–292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
decision-making—are basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social, and
Emotional Learning, 2000–2009).
Social and emotional intelligence, acquired through SEL, has been
associated with various positive outcomes in school and life. A socially
and emotionally intelligent child is less likely to develop aggressive-
ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Specific Details 1. Security Assessment Report D.docxwilliame8
Specific Details
1. Security Assessment Report
Defining the OS
Brief explanation of operating systems (OS) fundamentals and information systems architectures.
1. Explain the user's role in an OS.
2. Explain the differences between kernel applications of the OS and the applications installed by an organization or user.
3. Describe the embedded OS.
4. Describe how operating systems fit in the overall information systems architecture, of which cloud computing is a emerging, distributed computing network architecture.
Include a brief definition of operating systems and information systems in your SAR.
Other outstanding information
OS Vulnerabilities
1. Explain Windows vulnerabilities and Linux vulnerabilities.
2. Explain the Mac OS vulnerabilities, and vulnerabilities of mobile devices.
3. Explain the motives and methods for intrusion of MS and Linux operating systems.
4. Explain the types of security management technologies such as intrusion detection and intrusion prevention system
5. Describe how and why different corporate and government systems are targets.
6. Describe different types of intrusions such as SQL PL/SQL, XML, and other injections
.
SPECIAL SECTION SEXUAL HEALTH IN GAY AND BISEXUAL MENComp.docxwilliame8
SPECIAL SECTION: SEXUAL HEALTH IN GAY AND BISEXUAL MEN
Complexity of Childhood Sexual Abuse: Predictors of Current Post-
TraumaticStressDisorder,MoodDisorders,SubstanceUse,andSexual
Risk Behavior Among Adult Men Who Have Sex with Men
Michael S. Boroughs1,2 • Sarah E. Valentine1,2 • Gail H. Ironson3 • Jillian C. Shipherd4,5 •
Steven A. Safren1,2,6 • S. Wade Taylor6,7 • Sannisha K. Dale1,2, • Joshua S. Baker6 •
Julianne G. Wilner1 • Conall O’Cleirigh1,2,6
Received: 11 August 2014/Revised: 7 April 2015/Accepted: 10 April 2015/Published online: 10 July 2015
� Springer Science+Business Media New York 2015
Abstract Men who have sex with men (MSM) are the group
mostatriskforHIVandrepresentthemajorityofnewinfections
intheUnitedStates.Ratesofchildhoodsexualabuse(CSA)among
MSM have been estimated as high as 46%. CSA is associated
with increased risk of HIV and greater likelihood of HIV sexual
risk behavior. The purpose of this study was to identify the
relationships between CSA complexity indicators and mental
health, substance use, sexually transmitted infections, and HIV
sexual risk among MSM. MSM with CSA histories (n=162)
whowerescreenedforanHIVpreventionefficacytrialcompleted
comprehensive psychosocial assessments. Five indicators
ofcomplexCSAexperienceswerecreated:CSAbyfamilymember,
CSA withpenetration,CSA withphysicalinjury,CSA withintense
fear,andfirstCSAinadolescence.Adjustedregressionmodelswere
used to identify relationships between CSA complexity and
outcomes.ParticipantsreportingCSAbyfamilymemberwere
at 2.6 odds of current alcohol use disorder (OR 2.64: CI
1.24–5.63), two times higher odds of substance use disorder
(OR 2.1: CI 1.02–2.36), and 2.7 times higher odds of reporting
anSTIinthepastyear(OR2.7:CI1.04–7.1).CSAwithpenetration
wasassociatedwithincreasedlikelihoodofcurrentPTSD(OR
3.17: CI 1.56–6.43), recent HIV sexual risk behavior (OR 2.7:
CI 1.16–6.36), and a greater number of casual sexual partners
(p= 0.02). Both CSA with Physical Injury (OR 4.05: CI 1.9–
8.7) and CSA with Intense Fear (OR 5.16: CI 2.5–10.7) were
related to increased odds for current PTSD. First CSA in ado-
lescencewasrelatedtoincreasedoddsofmajordepressivedis-
order.Thesefindings suggest thatCSA,with one ormorecom-
plexities,createspatternsofvulnerabilitiesforMSM,includingpost-
traumaticstressdisorder,substanceuse,andsexualrisktaking,
and suggests the need for detailed assessment of CSA and the
development of integrated HIV prevention programs that address
mental health and substance use comorbidities.
Keywords Men who have sex with men (MSM) �
Childhoodsexualabuse(CSA)�PTSD�HIV�Sexualorientation
Introduction
Childhood Sexual Abuse: Mental Health and Sexual
Health Consequences
Intheextantliterature,childhoodsexualabuse(CSA)hasemerged
asanon-specificriskfactorforarangeofnegativehealthandmen-
talhealthsequelaeinadults.Forinstance,CSAhasbeenassociated
withmentalhealthproblemssuchasdepressionandpost-traumatic
stress disor.
More Related Content
Similar to Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docx
Task Groups in the School SettingPromoting Children’s Socia.docxjosies1
Task Groups in the School Setting:
Promoting Children’s Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children’s SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselor’s strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ‘‘to be human
is to ‘live’ in groups’’ (p. 251). The group (e.g., family, peer) serves as
the ‘‘primary socializing influence’’ in children’s development (Kulic,
Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004).
Children develop social skills and prosocial behaviors through
social and emotional learning (SEL). Although there are various defi-
nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007)
define it succinctly as ‘‘the process through which children enhance
their ability to integrate thinking, feeling, and behaving to achieve
important life tasks’’ (p. 6). Five competency areas—self-awareness,
self-management, social awareness, relationship skills, and responsible
Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276–292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
decision-making—are basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social, and
Emotional Learning, 2000–2009).
Social and emotional intelligence, acquired through SEL, has been
associated with various positive outcomes in school and life. A socially
and emotionally intelligent child is less likely to develop aggressive-
ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Similar to Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docx (20)
Specific Details 1. Security Assessment Report D.docxwilliame8
Specific Details
1. Security Assessment Report
Defining the OS
Brief explanation of operating systems (OS) fundamentals and information systems architectures.
1. Explain the user's role in an OS.
2. Explain the differences between kernel applications of the OS and the applications installed by an organization or user.
3. Describe the embedded OS.
4. Describe how operating systems fit in the overall information systems architecture, of which cloud computing is a emerging, distributed computing network architecture.
Include a brief definition of operating systems and information systems in your SAR.
Other outstanding information
OS Vulnerabilities
1. Explain Windows vulnerabilities and Linux vulnerabilities.
2. Explain the Mac OS vulnerabilities, and vulnerabilities of mobile devices.
3. Explain the motives and methods for intrusion of MS and Linux operating systems.
4. Explain the types of security management technologies such as intrusion detection and intrusion prevention system
5. Describe how and why different corporate and government systems are targets.
6. Describe different types of intrusions such as SQL PL/SQL, XML, and other injections
.
SPECIAL SECTION SEXUAL HEALTH IN GAY AND BISEXUAL MENComp.docxwilliame8
SPECIAL SECTION: SEXUAL HEALTH IN GAY AND BISEXUAL MEN
Complexity of Childhood Sexual Abuse: Predictors of Current Post-
TraumaticStressDisorder,MoodDisorders,SubstanceUse,andSexual
Risk Behavior Among Adult Men Who Have Sex with Men
Michael S. Boroughs1,2 • Sarah E. Valentine1,2 • Gail H. Ironson3 • Jillian C. Shipherd4,5 •
Steven A. Safren1,2,6 • S. Wade Taylor6,7 • Sannisha K. Dale1,2, • Joshua S. Baker6 •
Julianne G. Wilner1 • Conall O’Cleirigh1,2,6
Received: 11 August 2014/Revised: 7 April 2015/Accepted: 10 April 2015/Published online: 10 July 2015
� Springer Science+Business Media New York 2015
Abstract Men who have sex with men (MSM) are the group
mostatriskforHIVandrepresentthemajorityofnewinfections
intheUnitedStates.Ratesofchildhoodsexualabuse(CSA)among
MSM have been estimated as high as 46%. CSA is associated
with increased risk of HIV and greater likelihood of HIV sexual
risk behavior. The purpose of this study was to identify the
relationships between CSA complexity indicators and mental
health, substance use, sexually transmitted infections, and HIV
sexual risk among MSM. MSM with CSA histories (n=162)
whowerescreenedforanHIVpreventionefficacytrialcompleted
comprehensive psychosocial assessments. Five indicators
ofcomplexCSAexperienceswerecreated:CSAbyfamilymember,
CSA withpenetration,CSA withphysicalinjury,CSA withintense
fear,andfirstCSAinadolescence.Adjustedregressionmodelswere
used to identify relationships between CSA complexity and
outcomes.ParticipantsreportingCSAbyfamilymemberwere
at 2.6 odds of current alcohol use disorder (OR 2.64: CI
1.24–5.63), two times higher odds of substance use disorder
(OR 2.1: CI 1.02–2.36), and 2.7 times higher odds of reporting
anSTIinthepastyear(OR2.7:CI1.04–7.1).CSAwithpenetration
wasassociatedwithincreasedlikelihoodofcurrentPTSD(OR
3.17: CI 1.56–6.43), recent HIV sexual risk behavior (OR 2.7:
CI 1.16–6.36), and a greater number of casual sexual partners
(p= 0.02). Both CSA with Physical Injury (OR 4.05: CI 1.9–
8.7) and CSA with Intense Fear (OR 5.16: CI 2.5–10.7) were
related to increased odds for current PTSD. First CSA in ado-
lescencewasrelatedtoincreasedoddsofmajordepressivedis-
order.Thesefindings suggest thatCSA,with one ormorecom-
plexities,createspatternsofvulnerabilitiesforMSM,includingpost-
traumaticstressdisorder,substanceuse,andsexualrisktaking,
and suggests the need for detailed assessment of CSA and the
development of integrated HIV prevention programs that address
mental health and substance use comorbidities.
Keywords Men who have sex with men (MSM) �
Childhoodsexualabuse(CSA)�PTSD�HIV�Sexualorientation
Introduction
Childhood Sexual Abuse: Mental Health and Sexual
Health Consequences
Intheextantliterature,childhoodsexualabuse(CSA)hasemerged
asanon-specificriskfactorforarangeofnegativehealthandmen-
talhealthsequelaeinadults.Forinstance,CSAhasbeenassociated
withmentalhealthproblemssuchasdepressionandpost-traumatic
stress disor.
Specific Formatting Requirements
An appropriately chosen topic and its well treatment should result in a paper about 3,500-4,500 words. Note that it is the quality of the contents that counts, not the length. If your paper is slightly smaller or larger, it will be OK provided that its contents are acceptable. Please do not take advantage of line spacing, font size and margin size options to force a perceived smaller or larger paper. It will not work!
Organization:
Organize your paper in terms of sequentially numbered sections, subsections, and subsubsections, each with an appropriate title. The paper organization may be as follows:
Font Size & Family:Use 11-point or 12-point font size 7 Font Family is Cambria.Line Spacing. You may prepare your paper in 1.5 or double space format. If you choose to prepare in double space format, be sure to single space the title, abstract, itemized and enumerated lists, tables, and the bibliography
Paper Margins:Allow 1-inch margins on all four sides and justify text on both sides.
Tables and Figures:Number all tables, figures, and similar items and use this numbers to explicitly refer to such items. Include a descriptive caption for each table or figure (or similar items). Be sure to use a uniform/consistent approach for citing such items and for presenting their captions.
Example of data
Data analysis
We collected the data from 85 participants that answers all the survey questions.
The following is our analysis for some questions:
Figure 1 Question 1
The purpose of this question is to know how many of the participants drink coffee. The answers show that 64% of the participants drink coffee and 25% does not. The rest of 11% of them do not drink coffee usually.
Figure 2 Question 2
The purpose of this question is to know how much coffee shops or venders crowded and busy in Yanbu. 79% of the participants said that coffee shops are always busy and crowded, other 14% agreed but in sometimes only. The rest of 7% does not see that.
Figure 3 Question 3
The purpose of this question is to know if Yanbu city have enough vending machines. And the result show that yanbu does not have any vender machine or a very few ones. Around 97% of the participants said No.
Figure 4 Question 4
The purpose of this question is to know if anyone does not carry cash that will prevent them from buying coffee. As expected almost 100% will not buy coffee if they don’t have cash.
Figure 5 Question 5
The purpose of this question is to know if the participants used coffee vending machine with cards in yanbu. 75% of the participants have never used it and 22% used only out of yanbu.
Figure 6 Question 6
The purpose of this question is to know if the participants prefer to use coffee vending machine with smart cards. 73% of the participants like the idea and prefer to buy coffee with smart cards. 13% of them have issue with using these cards such as securi.
Species ChoiceFor this homework, you will introduce your course .docxwilliame8
Species Choice
For this homework, you will introduce your course project topic by uploading a brief presentation.
The topic of the course project will be any species native to Texas. The organism should come from one of the four major kingdoms (Protist, Fungus, Plant, or Animal) and be indigenous to Texas.
The organism should
NOT
be a domesticated pet
but rather a species that is native to the local area in Texas
.
Familiarize yourself with the course.
Create a
narrated
PowerPoint presentation
(2-3 slides) and upload it as a file attachment.
Your mini-presentation should include the following:
Your name, date, class name, and Instructor name
Common and scientific names
of the organism. If you need help writing a scientific name, check out this great resource from Chomchalow (2001):
http://www.journal.au.edu/au_techno/2001/oct2001/howto.pdf
Area of residence (city, state, country, etc.)
Why you chose this organism
.
SPECIAL REPORT ONDigital Literacy for Women & Girls.docxwilliame8
SPECIAL REPORT ON
Digital
Literacy
for Women
& Girls
https://www.facebook.com/allwomeninmedia?v=wall
http://www.allwomeninmedia.org
http://www.youtube.com/allwomeninmedia
http://twitter.com/#!/allwomeninmedia
mailto:[email protected]
http://www.att.com
http://www.allwomeninmedia.org
http://www.linkedin.com/groups?gid=150382&sharedKey=1B3E89771FDD
http://www.ciconline.org
ALLIANCE FOR WOMEN IN MEDIA FOUNDATION 1
2011 AlliAnce For Women in mediA
FoundAtion BoArd oF directors
Chair
VALERIE K. BLACKBURN
CBS BROADCASTINg, INC.
LOS ANgELES, CA
Chair-ElECt/ViCE Chair
KAy g. OLIN
LOCAL FOCUS RADIO
ATLANTA, gA
trEasurEr
KRISTEN WELCh
DISCOVERy COMMUNICATIONS, INC.
SILVER SpRINg, MD
trEasurEr-ElECt
SARAh FOSS
LIFT INDUSTRIES, LLC
RIChMOND, VA
immEdiatE Past Chair
SyLVIA L. STROBEL, ESq.
ALLIANCE FOR COMMUNITy MEDIA
MCLEAN, VA
dirECtors
ChRISTINA ANDERSON
NATIONAL CABLE & TELECOMMUNICATIONS
ASSOCIATION
WAShINgTON, DC
LISA C. DOLLINgER
SAN ANTONIO, TX
MIChELLE DUKE
NATIONAL ASSOCIATION OF
BROADCASTERS EDUCATION FOUNDATION
WAShINgTON, DC
CAROL gROThEM
CAMpBELL MIThUN/COMpASS pOINT
MEDIA
MINNEApOLIS, MN
CAROL hANLEy
ARBITRON, INC.
ChICAgO, IL
JONELLE hENRy
C-SpAN
WAShINgTON, DC
LAURIE KAhN
MEDIA STAFFINg NETWORK
SCOTTSDALE, AZ
CORNELIA KOEhL
hARpO, INC.
ChICAgO, IL
BRIDgET LEININgER
CNN
ATLANTA, gA
BONNIE pRESS
NEW yORK, Ny
hEIDI RAphAEL
gREATER MEDIA, INC.
BRAINTREE, MA
DEBORAh J. SALONS, ESq.
DRINKER BIDDLE & REATh
WAShINgTON, DC
KEIShA SUTTON-JAMES
ICBC BROADCAST hOLDINgS, INC.
NEW yORK, Ny
JENNIFER ZEIDMAN BLOCh
gOOgLE
NEW yORK, Ny
Increasing Digital
Opportunity for Women
By Erin M. Fuller, CAE
I
n 1995, Nelson Mandela said that “In the twenty-first century,
the capacity to communicate will almost certainly be a key
human right. Eliminating the distinction between the infor-
mation-rich and information-poor is also critical to elimi-
nating economic and other inequalities…and to improve the life of
all humanity.”
Sadly we are not there yet, and it’s too often women who are short-
changed when it come to access to communications, information,
and technology in particular. The Alliance for Women in Media
Foundation (AWMF) issues this Special Report to shine a light on digital literacy, with
a particular focus on media. This Special Report addresses the gender-based knowledge
divide, with a specific focus on girls, women and workforce training. In absolute terms,
women have less access to and use information and communications technologies less
than men. As a result, a stereotype has been developed that women are rather techno-
phobic, have less interest in, and are less capable using technology. One set of opinions
and explanations for why this is ranges from to the types of toys that children play
with—dolls vs. video games—to software and technology design.
Contrary to those kinds of claims, careful and broad-based statistical tests in 25 dif-
ferent countrie.
Species Diversity Over the long period of time that life has exi.docxwilliame8
Species Diversity
Over the long period of time that life has existed on Earth, there have been a number of important or significant innovations including (but not limited to) endosymbiosis to create mitochondria and chloroplasts; multicellularity; adaptation to land by plants and animals; development of exoskeletons in arthropods, shells in molluscs, and notochords followed by vertebral columns in chordates and vertebrates; and bipedalism in the ancestry of humans. All of these had to come about by natural selection in response to changing environmental forces. After studying the textbook reading assignment, pick one of these significant innovations and describe:
How the innovation appears to have happened
What environmental challenges were met and overcome by this innovation, and
What opportunities were opened for the organism that made this innovation
You must include in your post an example of at least one species and demonstrate that you understand scientific nomenclature by writing the correct binomial of the species name, and showing its hierarchy of classification. The hierarchy is shown from Domain to species. Explain how you use the scientific name to locate the nearest relatives of your chosen species, and provide an example.
.
Speciation is a two-part process.What reflects the two-part proc.docxwilliame8
Speciation is a two-part process.
What reflects the two-part process?
1. Initially identical populations must di-
verge but also interbreed to maintain gene
flow.
2. Initially identical populationsmust evolve
reproductive isolation and then move to dif-
ferent habitats.
3. Initially identical populations must mate
and maintain reproductive isolating mecha-
nisms.
4. Initially identical populations must di-
verge and evolve reproductive isolating mech-
anisms to remain separate.
5. Initially identical populationsmust evolve
mechanisms to diverge and then remain
closely related by reproductive isolating
mechanisms that fail.
.
Special Purpose Districts (SPD) have been relied on heavily in T.docxwilliame8
Special Purpose Districts (SPD) have been relied on heavily in Texas to provide essential goods to local citizens. Given the size of such districts and the local nature of their function, it is often believed that SPD's provide a clear democratic advantage to larger, more broadly defined governments such as a county or the state. However, evidence suggest that individuals seem to participate the least in these types of governments. What is the most significant reasons SPD's garner (gather or collect) such limited attention?
General Guidelines:
-Minimum of 750 words in length.
-Revised and edited.
-Incorporates assigned article, the textbook, and other academic sources to affirm or reject various points.
-Clearly answers the question posed.
-Organized well and concisely written.
-All source material cited.
.
Special Prison Populations (Significant Case)For this assi.docxwilliame8
Special Prison Populations (Significant Case)
For this assignment complete an essay detailing the significance of the case assigned (not a brief, but an essay). Include why the offender was arrested and a brief description of there journey through the criminal justice system. Most significantly, include what effects this case has had on the criminal justice system, if any.
Some states have used civil commitment proceedings to remove habitual sex offenders from society for extended periods of time, often indefinitely. In The United States Supreme Court case of Kansas v. Hendricks (1997) the Court ruled that such laws do not violate the Constitution's double jeopardy or ex post facto clauses. What reasoning did the Court use to arrive at this conclusion? Also, in the case of Kansas v. Hendricks (1997) explain the reasoning the court used to differentiate between a civil commitment and life in prison. Please answer both parts of the question.
1. Need 2 to 3 pages
2. Need to have book
Book title: Corrections Today, 4th Edition
ISBN number: 978-1-337-09185-5
.
SPECIAL NOTE Due to the World Health Organization and Centers for D.docxwilliame8
SPECIAL NOTE: Due to the World Health Organization and Centers for Disease Control and Prevention's current recommendations on social distancing, this assignment will be modified. Students will not be expected to conduct an interview or visit a public health organization during the Spring 2020 session. This assignment has been modified for this course session.
Assignment 6.2 Public Health Assessment
Part 1
By now, you should have a firm grasp on why increasing diversity and cultural awareness in public health organizations is critical. You have read, watched, studied, reflected on, and written about many public health initiatives working to improve inclusion and cultural awareness in public health organizations. Now is your opportunity to discover a public health organization that is working to increase diversity and inclusion! We are looking for those “bright spot” organizations that are intentionally working to increase cultural awareness. Research and then identify a public health organization that has implemented strategies, initiatives, or programs with the goal to increase diversity and inclusion. Access the template below and completely answer all questions/prompts. We are looking forward to hearing about the organization you selected and all they are doing in diversity and inclusion!
Part 2
We are living in an unprecedented time in our world with the novel coronavirus COVID-19 becoming a pandemic. There are many instances of how culture has impacted this crisis. Reflect upon this public health crisis and answer the following questions.
Complete the following template with three to five sentences for each question/prompt. Submit a Microsoft Word document. Carefully review the grading rubric for this assignment.
.
Special Events Site Inspection FormSpecial events can encompass .docxwilliame8
Special Events Site Inspection Form
Special events can encompass a wide variety of needs, from open spaces to arenas, from ballrooms to unique venues. Therefore, it is not possible to create an inspection form that includes all possible needs without it becoming ungainly in length. The following items are for consideration of a one location, one day or evening program, including food and beverage, and excluding any overnight guest accommodations.
(Note that the items in italics will be difficult or impossible for you to assess in your site visit – they are included as they would need to be considered prior to any contract were to be signed)
OUTSIDE BUILDING AND GROUNDS OF PROPERTY
* Traffic on main arteries to facility during the starting time of the event?
* Is there both self-service and valet parking? Is it adequate for anticipated crowd? Are there other possible spill-over parking options? Prices?
* Neighborhood – safe? Appealing?
* Building appearance – does it appear well maintained?
* Porte cochere – organized or chaotic? Good signage?
* Valet efficient and welcoming? Are you offered assistance or directions?
* Doors staffed? Doormen friendly and welcoming?
* Is there a loading dock? Truck clearance, maximum truck size & height limits, charges/fees? What are the hours of dock operation?
* Is there a freight elevator needed to access event space? Number, dimensions, weight limits, proximity and route to function space?
PUBLIC SPACES or PRE-FUNCTION SPACE (there may or may not be this space, or it may be outside courtyard area, main dining area of a restaurant, bar, etc., depending upon site)
* Is area comfortable and welcoming? Adequate seating? Noise level? Pleasant lighting?
* Is there a reader board? Is it easy to locate and current?
* Elevators – if needed to access events space, how many, how fast, how clean?
* Signage adequate to find directions?
* How easy will it be to move masses of people?
* Décor, furnishings and colors?
* Is there a cloak room or coat racks available (not important in Florida, but valuable in other climates)?
FACILITY FEATURES:
* Permanent (built-in) Bars/lounges – capacities, atmosphere, hours?
* Portable bar sets – draped tables or designed portable bar unit?
* Size, dimensions, of each room/space available. Suggested capacities. Ceiling height, chandeliers, columns/pillars, décor and color, flooring, dance floor? Floor load limits?
* Number of entrances to event space? Size of the largest entrance?
* Variety of built-in lighting options? Ceiling rigging points for lighting trusses?
* Computer hook-ups? (especially helpful for registration or check-in table)
* Location of temperature controls?
* Proximity to rest rooms? Rest room capacity? Cleanliness?
* Location for a registration area? Are electric and internet available at that location?
* Presence of windows? Do they have black-out curtains?
* Built in stage? Size? Backstage area? Green room? Fly space?
* Presence of air w.
Special NeedsPost initial response by TuedayPost all respons.docxwilliame8
Special Needs
Post initial response by Tueday
Post all responses by Saturday
How does a teacher make modifications and/or accommodations for children with special needs? In particular, how do you believe this can be done in a classroom for grades 1 -3? Focus on three of the following areas and discuss either how you would make a modification in this area, what you have seen other teachers do to make modifications, or what you have done in the past to make a modification.
classroom environment
classroom routines
learning activities
student groupings
teaching strategies
instructional materials
assessments
homework assignments
Lastly, how can we assist students to show social acceptance of their classmates with special needs?
Please title your thread using your name.
Thank you!
This discussion links to the following course objectives:
Put into practice the principal of developmentally appropriate practice.
Analyze the influence the classroom environment,
daily schedule,
and thoughtful planning teachers have on the healthy growth and development of young children
.
Special education teachers often provide training and support to.docxwilliame8
Special education teachers often provide training and support to general education teachers to promote successful inclusive practices in their classrooms. Understanding expectations, facilitating social skills, and designing and evaluating the effectiveness of positive learning environments helps all students, especially those with disabilities, learn and be productive in school.
Create a 12-15 slide digital presentation, to be given to general classroom teachers in a professional development setting, on inclusion and classroom management strategies that can be incorporated into classrooms. Include a title slide, reference slide, and presenter's notes.
The presentation should help the general education teachers build their skills in the following areas:
Identifying realistic expectations for the personal and social behaviors of students with mild to moderate disabilities in a general education inclusive classroom.
Assisting individuals with mild to moderate disabilities to develop their interpersonal skills for educational and other social environments.
Designing learning environments that motivate and encourage active participation in individual and group activities for individuals with and without disabilities.
Organizing, developing, and sustaining learning environments that support positive multicultural experiences.
Using collaborative learning groups and project-based activities to help individuals with and without disabilities practice self-determination and self-advocacy skills.
Support your findings with a 3-5 scholarly resources.
.
Special education teachers are part of the assessment team that dete.docxwilliame8
Special education teachers are part of the assessment team that determines eligibility for special education services. There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). Special educators must have general knowledge of the guidelines for eligibility, the characteristics, causes, and effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents.
Use the “IDEA Disability Category Comparison Template” to outline information for the categories of disability under IDEA. The first category, Autism, is completed for you.
APA format is not required, but solid academic writing is expected.
.
Special education teachers are called upon to make legal and eth.docxwilliame8
Special education teachers are called upon to make legal and ethical decisions for children and their families on a regular basis. Often, ethical dilemmas prove much more difficult to resolve than legal ones. How does having a strong personal moral code assist special education teachers in deciding their actions?
.
Speccy-the-prof, please accept the assignment. Answer your questio.docxwilliame8
Speccy-the-prof, please accept the assignment.
Answer your questions in an Excel or Word document. Show all calculations.
Please print your documents to make sure they look presentable (as if you are presenting a report to your CEO, if they don’t look presentable then make necessary formatting adjustments) before submitting / uploading your answers
.
.
Special education provides educational opportunities for students wh.docxwilliame8
Special education provides educational opportunities for students who need additional support to make academic or social progress in schools. All educators need to understand the components of special education because effective special education programs include collaboration with a variety of educators, administrators, and school staff.
.
Special education teachers are part of the assessment team that .docxwilliame8
Special education teachers are part of the assessment team that determines eligibility for special education services. There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). Special educators must have general knowledge of the guidelines for eligibility, the characteristics, causes, and effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents.
Use the “IDEA Disability Category Comparison Template” to outline information for the categories of disability under IDEA. The first category, Autism, is completed for you.
.
Spearman proposed general intelligence whereas other psychologists s.docxwilliame8
Spearman proposed general intelligence whereas other psychologists such as Gardner and Sternberg proposed multiple intelligence. Pretending that you are a psychologist, how would you define intelligence?
Your answer should be 2 pages, double spaced. Please respond to 2 others.
.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Azure Interview Questions and Answers PDF By ScholarHat
Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docx
1. Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in
poverty are faced with insignificant education, versus a child
with a higher income background. I have chosen this topic for
my research assignment being that an impact of poverty can
affect a child’s academic accomplishments significantly. This
results in them facing challenges such as lacking intellectual
and literary skills. The child readiness for school is reduced by
poverty because it brings forth poor physical health and motor
skills, dwindles the children's ability to concentrate and
remember information, reduces curiosity, attentiveness and
motivation. Children from lower-income families who manage
to complete high school are less likely to proceed to college.
Such children end up not achieving their life goals for lack of
education. The effects of poverty on education for some
children present unique challenges in breaking the cycle of
generational poverty. It further reduces their chances of living
productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
2. Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the
performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall
wellness of school counselors. We also examined the
relationship
between organizational factors (i.e., Recognized ASCA Model
Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a
predictive relationship between some of the job duties school
counselors
perform and wellness. We provide implications for school
counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school
counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
3. dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emotional, and career development while also
ensuring that their own wellness needs are being
met.
When their job duties are aligned with ASCA National
Model (2012) guidelines, school counselors feel more sup-
ported, have a greater commitment to their work, and experi-
4. ence increased job satisfaction (Baggerly & Osborn, 2006;
Pyne, 2011; Scarborough & Culbreth, 2008). Increased support
and supervision create a culture of professional wellness and a
more positive work environment for school counselors
(Bernard & Goodyear, 2009). Specifically, school counselors
who received supervision reported feeling more supported in
their role, competent, and empathetic with students (Moyer,
2011; Murphy & Kaffenberger, 2007; Young & Lambie, 2007).
Although school counseling supervision has been shown to
foster a supportive working environment, other organizational
factors make working in a school challenging. For example,
when school counselors have incomplete information about
how to perform their jobs, they experience role ambiguity,
which can result in decreased job satisfaction, stress, impair-
ment, and burnout (Cervoni & DeLucia-Waack, 2011; Leu-
werke, Walker, & Shi, 2009; Wilkerson & Bellini, 2006).
Other challenges include increased demands, unmanageable
caseloads, working in unsupportive systems, high levels of
5. emotional exhaustion, and receiving little to no supervision
(Culbreth, Scarborough, Banks-Johnson, & Solomon, 2005;
McCarthy, Kerne, Calfa, Lambert, & Guzmán, 2010; Moyer,
2011; Wilkerson & Bellini, 2006).
ASCA encourages programs to align school counselors’
work responsibilities with the ASCA National Model (2012),
and fully aligned programs can apply to receive Recognized
1 Adler Graduate School, Minnetonka, MN, USA
2
Governors State University, University Park, IL, USA
3 DePaul University, Chicago, IL, USA
Corresponding Author:
Nicole M. Randick, EdD, Adler Graduate School, Minnetonka,
MN 55343, USA.
Email: [email protected]
Professional School Counseling
Volume 22(1): 1-11
ª 2019 American School
Counselor Association
Article reuse guidelines:
sagepub.com/journals-permissions
7. services to one that administers comprehensive school counsel-
ing programs that target academic, career, and social/emotional
development through leadership, advocacy, collaboration, and
accountability (ASCA, 2012; Education Trust, 2009; Pérusse &
Goodnough, 2001). The ASCA National Model (2003, 2005,
2012) established the framework for how a school counselor
should function within a comprehensive school counseling
environment, specifying both appropriate and inappropriate
roles. Reasonable job duties include a combination of counsel-
ing, consultation, curriculum, and coordination duties (ASCA,
2012; Scarborough, 2005). These roles include providing indi-
vidual and small group counseling services to students, con-
sulting with stakeholders, conducting classroom lessons,
analyzing disaggregated data, designing interventions, and
facilitating school-wide responses for crisis management
(ASCA, 2012; Campbell & Dahir, 1997; Scarborough, 2005).
The ASCA National Model (2012) recommends that school
counselors spend 80% or more of their time in direct or indirect
8. student services. When secondary school counselors spent
more time engaging in ASCA-aligned duties, they were more
skilled in implementing support systems that directly impacted
student’s academic, social/emotional, and career development
(Olsen, Parikh-Foxx, Flowers, & Algozzine, 2016).
Although the ASCA National Model (2012) clearly speci-
fies appropriate and inappropriate job duties of school counse-
lors, many work within school districts where they are required
to engage in noncounseling duties such as scheduling, main-
taining records, and testing (Hatch & Chen-Hayes, 2008; Leu-
werke et al., 2009; Moyer, 2011; Perera-Diltz & Mason, 2008;
Scarborough & Culbreth, 2008). Some administrators and other
educators may not be aware of school counselors’ training,
appropriate job duties, or how they can make a difference in
students’ lives. Principals may be unaware of the ASCA
National Model or may have different perceptions about the
duties of school counselors (Bringman, Mueller, & Lee, 2010;
Leuwerke et al., 2009; Pérusse, Goodnough, Donegan, &
9. Jones, 2004). For example, McCotter and Cohen (2013) found
that New Jersey middle school counselors and principals had
differing perceptions about student needs across academic,
social/emotional, and career domains. When administrators,
teachers, and students expect school counselors to engage in
duties misaligned with their expertise, counselors are unable to
complete the duties they were trained to perform (DeMato &
Curcio, 2004; Gruman et al., 2013; Scarborough & Culbreth,
2008). Spending time on these noncounseling activities pre-
vents school counselors from engaging in counseling duties,
which have been shown to have the greatest impact on stu-
dents’ academic, social/emotional, and career outcomes (Carey
& Dimmitt, 2012; Lapan, Gysbers, & Kayson, 2006; Olsen
et al., 2016; Wilkerson et al., 2013; Whiston, Tai, Rahardja,
& Eder, 2011).
Organizational Factors
The changing landscape of school missions, goals of school
counseling programs, and student needs (Gruman et al.,
10. 2013; Olsen et al., 2016), coupled with difficult caseloads
(Lawson, 2007; McCarthy et al., 2010), further increase the
demands put on school counselors. For example, the recom-
mended student-to-school-counselor caseload is 250:1; how-
ever, the average caseload is 482:1, nearly twice the
recommended ratio (ASCA, 2017). Maintaining large case-
loads while being responsible for meeting the academic,
social/emotional, and career needs of all their students can be
overwhelming for school counselors (Gruman et al., 2013;
McCarthy et al., 2010; Salina et al., 2013). One way to contend
with increasing demands and complexity of caseloads is to
support school counselors through professional supervision.
The quality and quantity of supervision contributes to school
counselor wellness. Supervision is recognized as an effective
mediator of stress and work overload for school counselors
(Moyer, 2011; Page, Pietrzak, & Sutton, 2001; Young & Lam-
bie, 2007). When school counselors received supervision based
on the ASCA National Model with clearly defined role func-
11. tions within a supportive environment, they experienced
reduced stress and increased wellness (Lambie & Williamson,
2004; Moyer, 2011; Young & Lambie, 2007). Baggerly and
Osborn (2006) found that the combination of performing
ASCA National Model school counseling duties and receiving
supervision increased school counselors’ job satisfaction and
decreased attrition. Similarly, school counselors reported
reduced role stress when they felt their job duties matched their
expectations and training and they had peer supervision avail-
able (Culbreth et al., 2005). On the other hand, lack of super-
vision was a predictor for increased feelings of incompetence,
showing frustration with the school setting, and a lack of com-
passion for students (Moyer, 2011; Page et al., 2001; Witmer &
Granello, 2005).
When school counselors are supported in their role, they are
more likely to perform ASCA-aligned duties that foster posi-
tive student outcomes. For example, in their development of a
school-wide student support program, All Hands on Deck, Sal-
12. ina and colleagues (2013) found the establishment of trust from
administration was a precipitating factor in school counselors’
increased performance of student support services. Similarly,
2 Professional School Counseling
Gruman and colleagues (2013) found the collaboration
between teachers, administrators, and school counselors to be
essential for school counselors to meet the mental health needs
of high school students.
In summary, when counselors lack wellness in their own
lives, they are no longer able to “nurture wellness in others”
(Lawson, Venart, Hazler, & Kottler, 2007, p. 6). Studies on
school counselor wellness have been sparse even though
decreased wellness has been found to reduce the quality of
services that counselors provide (Wilkerson & Bellini, 2006;
Young & Lambie, 2007). Research suggests that when school
counselors work within a comprehensive school counseling
program and perform supervised duties for which they are
13. trained, they have a greater impact on student outcomes, are
more satisfied at work, experience less stress, report greater
wellness, and remain in their jobs longer (Clemens, Milsom,
& Cashwell, 2009; Salina et al., 2013). However, when schools
do not support a comprehensive school counseling program,
this contributes to role ambiguity, conflict, and stress for school
counselors attempting to navigate the roles they were trained to
perform (Cervoni & DeLucia-Waack, 2011; Curry & Bick-
more, 2012; Page et al., 2001).
Method
The purpose of this study was to investigate how school coun-
selors function within their roles and what organizational fac-
tors (i.e., RAMP, supervision, and support), if any, were most
influential in leading to increased levels of school counselor
wellness. Building from existing literature, we used the follow-
ing questions to guide the research study. First, does a positive
relationship exist between performance of actual counseling
duties (i.e., counseling, consultation, curriculum, and coordina-
14. tion) and overall wellness functioning among school counse-
lors? Second, does a negative relationship exist between
performance of noncounseling duties (e.g., clerical, fair share,
administrative) and overall wellness functioning among school
counselors? Third, does performance of actual counseling
duties (i.e., coordination, curriculum, counseling, and consulta-
tion) predict overall wellness functioning among school coun-
selors? Fourth, do organizational demographic factors (i.e.,
working at an RAMP school, supervision, and the degree to
which the counselor feels supported) predict overall wellness
and performance of actual counseling duties?
Derived from the above research questions, the following
hypotheses guided the inquiry:
� Hypothesis 1: A positive relationship exists between the
performance of counseling duties (i.e., counseling
[Hypothesis 1a], consultation [Hypothesis 1b], curricu-
lum [Hypothesis 1c], and coordination [Hypothesis 1d])
and overall wellness functioning.
� Hypothesis 2: A negative relationship exists between
15. performance of noncounseling duties (e.g., clerical, fair
share, administrative) and overall wellness functioning.
� Hypothesis 3: The performance of actual counseling
duties (i.e., coordination [Hypothesis 3a], curriculum
[Hypothesis 3b], counseling [Hypothesis 3c], and con-
sultation [Hypothesis 3d]) predicts overall wellness
functioning.
� Hypothesis 4: Organizational demographic factors (i.e.,
working at an RAMP school [Hypothesis 4a], supervi-
sion [Hypothesis 4b], and the degree to which the coun-
selor feels supported [Hypothesis 4c]) predict frequency
of performing counseling duties (i.e., counseling, con-
sultation, curriculum, coordination).
Participants and Procedures
We invited more than 25,000 school counselor members of the
ASCA via e-mail to voluntarily participate in the study, which
was approved by the institutional review board. We also dis-
tributed a separate e-mail invitation to several state, university,
and professional school counselor listserves. We posted two
16. follow-up messages requesting participation approximately 1
week and 3 weeks after the initial invitation. Participants were
asked to provide informed consent through the SurveyMonkey
online data collection system and complete the School Coun-
selor Activity Rating Scale (SCARS; Scarborough, 2005), the
Five-Factor Wellness Inventory (FFWEL; Myers & Sweeney,
2005b), and an organizational and descriptive questionnaire.
Of the possible respondents, 124 individuals began the sur-
vey and only 108 successfully completed the survey scales;
these constituted the sample employed for this study. Most
participants worked full-time (n ¼ 98, 90.74%) in elementary
schools (n ¼ 41, 37.96%), middle schools (n ¼ 24, 22.22%), or
high schools (n ¼ 43, 39.81%). Experience levels ranged from
less than 5 years of experience (n ¼ 34, 31.48%), to between 5
and 10 years of experience (n ¼ 37, 34.26%), to more than
10 years of experience (n ¼ 37, 34.26%). Participants identi-
fied as female (n ¼ 103, 95.37%) and male (n ¼ 5, 4.63%), and
race was reported as Caucasian (n ¼ 96, 88.89%), African
American (n ¼ 8, 7.41%), and Hispanic (n ¼ 3, 2.78%); one
participant chose not to report race.
Measures
SCARS. The SCARS (Scarborough, 2005) measures the fre-
quency of how school counselors actually spend their profes-
17. sional time versus how they would prefer to spend their time
performing professional activities informed by the ASCA
National Model. The 48-item scale was designed to closely
follow the recommendations of best practices found in the
ASCA National Model and the results of a literature review
of the common activities of counselors, including (a) counsel-
ing, (b) consultation, (c) curriculum, (d) coordination, and
(e) other activities (e.g., clerical, fair share, and administrative
duties). Participants rate each item on a Likert-type scale that
ranges from 1 (I never do this) to 5 (I routinely do this). The
Randick et al. 3
SCARS scores can be reported as total or mean scores for both
actual and preferred activities (Scarborough, 2005). For this
study, we used only the actual job duties portion of the scale
to collect frequency ratings. Cronbach’s as for this sample
were as follows: .86 for counseling, .82 for consultation, .94
for curriculum, and .89 for coordination.
Five-Factor Wellness Inventory. The FFWEL measures compo-
18. nents of wellness in the Indivisible Self Model of Wellness
(IS-Wel; Myers & Sweeney, 2005a). The IS-Wel was devel-
oped based on the Wellness Evaluation of Lifestyle (WEL;
Myers & Sweeney, 2005a), which is a holistic model of well-
ness grounded in Adlerian theory. This includes the idea that
the self is composed of the mind, body, and soul, which
together influence the meaning we give to our experiences
within our social context. Exploratory and confirmatory factor
analyses of the WEL yielded a single-order factor, total well-
ness, 5 second-order factors (i.e., Creative Self, Coping Self,
Essential Self, Physical Self, and Social Self), and 17 third-
order factors (e.g., love, nutrition, self-care).
The FFWEL was designed to be taken in approximately 15
min, with different versions for children, adolescents, and
adults. We used the adult version (FFWEL-A) of the instru-
ment in this study; it includes 7 demographic items and 91
items measuring each of the wellness factors in the IS-Wel.
The first section of the FFWEL consists of items focused
19. around the areas of wellness. These items elicit information
from individuals about behaviors, emotions, and feelings
relating to one’s health, quality of life, and longevity. The
items appear in random order and each is answered using a
Likert-type scale, ranging from 1 (strongly agree) to
4 (strongly disagree). Calculating the scores produces a score
in the range of 25–100, with higher scores indicating higher
levels of wellness (Myers & Sweeney, 2005b). For the pur-
pose of this study, we used only the total wellness score
because it encompasses a total score for all the five factors
of wellness, representing the level of wellness for optimal
functioning (Myers & Sweeney, 2005b).
Analysis of consistency (using Cronbach’s a) performed
during the development of the FFWEL supported the overall
wellness score and each of the secondary factors. The authors
of the instrument reported a high degree of construct validity
(Myers & Sweeney, 2005b) and examined internal consistency
again after a 5-year period. Myers and Sweeney (2005b) estab-
lished and reported reliabilities for the subscales as follows:
20. Total Wellness ¼ .98, Creative Self ¼ .96, Coping Self ¼ .89,
Social Self ¼ .96, Essential Self ¼ .95, and Physical Self ¼ .90.
Organizational and descriptive questionnaire. We developed the
12-item questionnaire based on existing literature, guiding
research questions, and feedback from experts in the field of
school counseling. The choices for most questions were yes,
somewhat, or no. Some items required respondents to choose
from a list of answers. The questionnaire was designed to col-
lect information specific to RAMP, supervision, support, and
training. Table 1 presents the questions and results. The ques-
tionnaire also included questions about grade level, employ-
ment status, years of experience (reported above), and what
activities counselors felt least supported in performing
(reported in results).
Data Analysis
We analyzed the data using SPSS Version 22.0. A preliminary
analysis of the data included identifying (a) if the assumptions
of the analyses were met, (b) reliability and validity of the
measures, (c) distributions of the variables, and (e) the extent
21. of missing data (Cone & Foster, 2006). We also screened the
data for skewness, kurtosis, and outliers. The sample showed
skewness between �.8 and þ.8 and kurtosis between �2 and
þ2, showing no issues. Missing data analyses found that 16 of
the respondents did not respond to all of the questions; we
discarded those responses, leaving our sample size relatively
small (N ¼ 108). We computed the mean and standard devia-
tion (SD) for the Total Wellness score from the FFWEL and
calculated frequencies and percentages for all descriptive and
organizational variables.
Table 1. Frequencies and Percentages of Organizational
Variables.
Organizational Variable Sample Percent Frequency
Working in RAMP school
Yes 4.63 5
No 95.37 103
Implement ASCA National Model
Yes 19.44 21
Somewhat 58.33 63
No 22.22 24
Training in ASCA National Model
Yes 48.15 52
Somewhat 25 27
No 26.85 29
22. Familiar with ASCA National Model
Yes 85.19 92
Somewhat 12.96 14
No 1.85 2
School support for ASCA National Model
Yes 25 27
Somewhat 55.56 60
No 19.44 21
Supervision
No 47.22 51
Licensed school counselor 4.63 5
School principal 38.89 42
Teacher 0 0
A faculty member 1.85 2
Other 7.41 8
Supervision based on ASCA National Model
Yes 7.37 7
No 92.63 88
Note. RAMP ¼ Recognized ASCA Model Program; ASCA ¼
American School
Counselor Association.
4 Professional School Counseling
To answer the first and second hypotheses, we performed a
bivariate correlation by examining participants’ mean subscale
scores from the SCARS (Scarborough, 2005) and the overall
23. wellness score from the FFWEL (Myers & Sweeney, 2005b).
An analysis of the Pearson correlation coefficients determined
the degree to which the variables were related. We analyzed the
remaining two hypotheses using regression analysis to deter-
mine which variables best predicted the criterion variable. To
determine the distinct contribution of actual counseling duties
from the SCARS (i.e., counseling, consultation, curriculum,
and coordination) on the overall wellness score from the
FFWEL (Myers & Sweeney, 2005b), we used a hierarchal
regression. And to analyze each predictor variable (i.e., RAMP
school, supervision, and support) to determine whether they
contributed any new information in predicting the criterion
variable (Total Score on the Actual Job Duties Scale), we used
a backward stepwise regression.
Results
On the SCARS, school counselors reported the frequency of
performing actual job duties. The job activities reported most
often included coordination duties (M ¼ 37.97, SD ¼ 10.08),
24. followed by “other” noncounseling duties (M ¼ 30.34, SD ¼
6.96) and counseling duties (M ¼ 29.29, SD ¼ 6.612). The least
reported activities were curriculum duties (M ¼ 24.45, SD ¼
10.078) and consulting duties (M ¼ 24.30, SD ¼ 5.29).
We also collected information on the ASCA National Model
activities in which school counselors felt least supported. The
least supported activities, listed in rank order, were delegating
clerical or noncounseling duties (n ¼ 77, 71.3%), appropriate
use of counselor time (n ¼ 63, 58.3%), ability to carry out
classroom guidance curriculum (n ¼ 41, 38%), collecting and
analyzing data (n ¼ 34, 31.5%), preventive role in school dis-
cipline (n ¼ 33, 30.6%), system support duties (n ¼ 31, 28.7%),
ability to provide individual student planning (n ¼ 20, 18.5%),
and responsive services/interventions (n ¼ 16, 14.8%).
Hypothesis 1
To test the first hypothesis, we conducted Pearson correlations
for each counseling-related subscale of the SCARS (Scarbor-
ough, 2005) and the total wellness score on the FFWEL (Myers
& Sweeney, 2005b). Employing Cohen’s (2008) effect size
cutoffs, we found a small to moderate positive relationship
between counseling and wellness, r(106) ¼ .234, p < .05, thus
supporting Hypothesis 1a. Similarly, a small to moderate pos-
itive relationship between consultation and wellness, r(106) ¼
.216, p < .05, provided support for Hypothesis 1b. With regard
25. to Hypothesis 1c, we found a small yet significant positive
relationship between curriculum and wellness, r(106) ¼ .013,
p < .05. Finally, we found the strongest relationship in this
sample between coordination and wellness, r(106) ¼ .35, p <
.01, and this moderate positive relationship provided support
for Hypothesis 1d. All in all, our results fully supported
Hypotheses 1a, 1b, 1c, and 1d.
Hypothesis 2
To assess Hypothesis 2, we calculated a Pearson correlation
between total wellness score on the FFWEL (Myers & Swee-
ney, 2005b) and noncounseling duties (i.e., other activities) as
measured by the SCARS (Scarborough, 2005). The total well-
ness score and noncounseling duties were not significantly
related, r(106) ¼ .019, p ¼ .848.
Hypothesis 3
To evaluate Hypothesis 3, we conducted a hierarchical regres-
sion to determine whether any of the four counseling-related
subscales from the SCARS (Scarborough, 2005) could be used
to predict total wellness on the FFWEL (Myers & Sweeney,
26. 2005b). We entered the variables one at a time in the model to
determine predictability and potential changes to the value of
the coefficient of determination. Based on theory, the order of
entry was coordination, curriculum, counseling, and consulta-
tion. The entry of each variable added the controlling effect of
that variable and how the new variable interacted with the
previous to determine overall predictability. The results are
displayed in Table 2.
The first model, which included only coordination, showed
a significant result in determining wellness, B ¼ 0.230, t(107)
¼ 30.38, p < .001. That model accounted for 11.7% of varia-
bility explained in the criterion variable, providing support for
Hypothesis 3a. Adding curriculum to the model increased the
overall variation explained to 13.6%, but curriculum itself was
not shown to be a significant predictor, B ¼�0.131, t(107) ¼
�1.819, p ¼ .072. The third variable, counseling, did not
change the overall value of r
2
, still contributing 13.6% of the
variation explained. The variable itself was not seen to be
Table 2. Prediction of Counseling Duties on Wellnessa From
27. Regression Analysis.
Model Variable b SE t p r2 p
1 Intercept 70.397 2.317 30.388 <.001 .117 <.001
Coordination 0.230 0.059 3.901 <.001
2 Intercept 71.588 2.384 30.034 <.001 .136 <.001
Coordination 0.283 0.065 4.340 <.001
Curriculum �0.131 0.072 �1.819 .072
3 Intercept 70.128 2.801 25.035 <.001 .136 <.001
Coordination 0.248 0.074 3.350 .001
Curriculum �0.156 0.076 �2.045 .043
Counseling 0.116 0.117 0.993 .323
4 Intercept 70.264 3.031 23.180 <.001 .128 .001
Coordination 0.252 0.080 3.163 .002
Curriculum �0.156 0.077 �2.034 .044
Counseling 0.123 0.129 0.947 .346
Consultation �0.019 0.156 �0.121 .904
aCriterion variable ¼ wellness.
Randick et al. 5
significant, B ¼ 0.116, t(107) ¼ 0.993, p < .323. Last, we
introduced consultation into the overall model; this caused the
overall variance explained to drop to 12.8%. Consultation also
was shown not to be a significant predictor of wellness, B ¼
�0.019, t(107) ¼�0.121, p < .904. Coordination was the only
model shown to be significant and thus fully supported Hypoth-
28. esis 3a.
Hypothesis 4
To test Hypothesis 4, we used a backward stepwise regression
with an exclusion level of .05 to determine whether any orga-
nizational demographics (i.e., RAMP, supervision, and sup-
port) could be used to predict frequency of counseling duties
(i.e., counseling, consultation, curriculum, and coordination),
as measured by the SCARS (Scarborough, 2005). Table 3 lists
the results of the unstandardized coefficients. The stepwise
modeling showed significance (p < .05) for all subscales. Sup-
port was the only significant variable for all subscales of the
SCARS (Scarborough, 2005). Support was a significant pre-
dictor for counseling, B ¼ 1.08, t(107) ¼ 3.06, p ¼ .003;
consulting, B ¼ 0.74, t(107) ¼ 2.53, p ¼ .013; curriculum, B
¼ 1.87, t(107) ¼ 3.878, p < .001; and coordination, B ¼ 11.22,
t(107) ¼ 5.203, p < .00. Thus, Hypothesis 4b was fully sup-
ported. RAMP was a significant predictor for coordination, B ¼
2.56, t(107) ¼ 2.796, p ¼ .006, and counseling, B ¼ 5.81,
t(107) ¼ 2.02, p ¼ .046, thus providing partial support for
Hypothesis 4a. Supervision did not show any predictability
on the SCARS (Scarborough, 2005) subscales; thus, Hypoth-
esis 4c was not supported. As such, 11% of the variation of the
29. frequency of performing counseling duties can be attributed to
support and RAMP, 5% of the variation in consultation can be
attributed to support, 12% of the variation in curriculum to
support, and 25% of the variation in coordination to support
and RAMP.
Discussion
The purpose of …
Soria 2
Victoria Soria
Dean Winther
English 101
10 March 2020
RAVENArticle 1 by Theresa Capra (2009).
Reputation. The author is a renowned researcher at Mercer
County Community College who holds a Ph.D. and specializes
in issues of education and children.
Ability to Observe. Being a researcher, the author is in a
position to access reliable evidence from other scholarly
researchers like her. Working as a director in the College also
allows her to observe the effects of poverty on the education of
children.
Vested Interest. Being a researcher, the author has no personal
interest in the topic. Instead, she seeks to inform the general
public about the effects of poverty.
Expertise. The author is an expert in the field of education such
that she is even pursuing her Ph.D. She also refers to scholarly
sources written by experts as evidence in the article.
Neutrality. The author is neutral about poverty and education.
She provides a discussion of the causes, effects, and possible
solutions that can be applied to curb the problem. Article 2 by
Sean Slade (2015)
30. Reputation. The author is the director of Global Outreach at
ASCD which aims at providing quality education that will grow
children emotionally, physically, psychologically, and socially
(ASCD, 2020). Thus, the author is in a position of authority.
Ability to Observe. The author is in a position that allows him
to access reliable evidence. Being the director of Global
Outreach at ASCD, the author works and interacts with children
and this allows him to observe how poverty can affect their
education.
Vested Interest. The author has some personal interest in the
topic. He is a contributor to news being posted on the website.
Thus, to get more views and reads, the author has to write
something captivating and which will get more reads. This will
increase his image in the online world.
Expertise. The author is not an expert in the field of poverty and
education. Judging from the website, the author is just a
contributor. It is only one evidence that quotes scholarly
research. All the other evidence is from news and politics.
Neutrality. The author is biased about the issue of poverty and
its impact on education. The author decided to focus on the
negative side of poverty only. This painted a bad picture on the
government and rich countries who, it is claimed, are the ones
who cause poverty. Although this is partially true, the author
fails to recognize intervention efforts from these rich countries
that have worked to curb poverty. In this biased state, the
author presents a one-sided argument only. Article 3 by Kelley
Taylor (2017)
Reputation. The author is a contributor to contents on the
Insight website which reports news about various issues facing
the world today. being a magazine website, the source is not in
a position of authority.
Ability to Observe. Being a news reporter, the author is in a
position to access reliable evidence through researching on the
internet and conducting interviews.
Vested Interest. The author has a personal stake in the topic.
Being a reporter, telling the truth or lying will provide the
31. author with exposure and more clicks to the website.
Expertise. The author is not a specialist in the issue of poverty
and education. The evidence quoted, however, comes from
reliable sources such as directors in institutions that research
child poverty and education.
Neutrality. The author is neutral about the issue of poverty.
Although highlighting its negative impacts, the author also
discusses the possible interventions that can be implemented to
address the impact of poverty on education.
Works Cited
Theresa Capra (2009). Poverty and its Impact on Education:
Today and Tomorrow.
http://www.nea.org/assets/docs/HE/TA09PovertyCapra.pdf
ASCD (2020). Sean Slade-Senior Director of Global Outreach.
http://www.ascd.org/news-media/Sean-Slade-Director-
Outreach.aspx
Kelley Taylor (2017). Poverty Long-Lasting Effects on
Students’ Education and Success.
https://www.insightintodiversity.com/povertys-long-lasting-
effects-on-students-education-and-success/