Cambridge and Chelmsford Social Science Discussion
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Cambridge and Chelmsford Social Science Discussion
please respond to Meghan with 200 words
Community Meeting Background information and process and procedure.
The background of COVID-19, is a virus that has spread throughout the world. According to the Centers for Disease Control and Prevention, CDC (2020) stated the virus is thought to spread from person to person, or inhaled into the lungs. The CDC (2020) states that “The virus that causes COVID-19 is spreading very easily and sustainably between people”.
On March 4, 2020, California governor, Gavin Newsom declared a state of emergency order due to the threat of COVID-19. The goal of the order is to preserve public health and safety, and maintain the state’s hospital delivery system. On March 19, 2020, a stay at home order was enforced.
Prioritizing Health Care Systems and proper PPE needed. It gave orders for the Office of Emergency Services to take steps to ensure compliance. Governor Newsom enforced the order by California Law. According to Administrator of the County Wire (2020), Sandboarding County orders cancellation of all gatherings on March 17, 2020.
This order closed all non-essential businesses, listed all essential business and public services that could remain open. The county provided steps to protect the health of citizens. It also provided a web site for the public.
I researched the agenda to find the topic they would be discussing. The school board meetings action was the adoption of the Emergency Resolution and delegating authority to take necessary action to protect students and staff from the spread of the Corona Virus (COVID-19).
To researched this topic, I went to the website gov.ca.gov and located the March, 19, 2020 Stay at Home Order and what it contained. I researched the Sandboarding County website sbcounty.gov for information on the county’s orders for closure. Next, I went to cdc.gov for information about COVID-19. The meeting was held with two members in the room while the other members attending by teleconference.
The meeting was very professional and business oriented. The roll call was taken and the Pledge of Allegiance was recited. All members were present except for Cody Gregg who was absent. Emails were read from citizens and then they took a short recess after hearing the emails.
The meeting came to order and they read the order to all members. Motion to approve the order was made by Marcy Kitenge and the second by Ella “Lee” Rogers. Then asked for further discussion by each member. Each member was asked to vote individually by name. All members voted in approval of the order. After the vote the next meeting was scheduled and the meeting was closed.
I chose this meeting because COVID-19 is still a concern today. We experienced a reopening of the state, and now we are experiencing a second closure and stay at home orders. Our future is uncertain as we move forward. We are now witnessing the highest numbers of COVID-19 cases and deaths since the orders were initially put into place. Many of our schools and colleges are moving to distant learning for the fall semester.
The board members and occupations are: Eric Swanson, Board President, Ella “Lee” Rogers, Board Vice President, Mark Dundun, Board clerk, Marcy Kitt Inger, Board member, and Cody Gregg, Board member. The issue of COVID-19 closure was reviewed by each member.
The President of the Board read to members what the order being voted on contained. The President asked each member if they wanted to discuss any issues or questions on the order before the vote was taken. The members did not have any discussions and they all voted to approve the order.
I agree that the vote was in the best interest of the public’s safety and should have been approved. This meeting was related to the Ecological Model of Human Development of Ecosystems. The students whom the order affects were not participants in the meeting or the voting.
Yet, these actions affected them academically. Bern’s wrote “The ecosystem (exon meaning outside) refers to setting which children are not active participants, but that affects them in one of their microsystems” (2016, p. 24). I felt the meeting was very professionally conducted to make an informed decision. I feel under the circumstances of the Governors and counties orders I would have handled this situation the same way this board did.
Analysis.
This Stay at Home Order affected children, parents, schools and the community. Children were removed from their schools and had to continued their school year assignments at home. Parents had to become teachers for their children in a homeschool environment. This left many parents unprepared for teaching their children.
Bern’s stated that the state requirements differ, but usually home schools must be taught by a credentialed teacher (2016). This is especially true of young children learning how to read, write, and understand mathematics. Also, parents of high school students may not be able to provide the needed assistance to their child. Many parents had difficulties besides homeschooling, such as job loss and having to care for elderly parents.
The community also suffered because as businesses closed so did income, and their ability to serve family’s needs. Many schools offered food services such as pre-made lunches that families could drive-thru to pick up. Yet, many of services to the community were unavailable. Many students fell behind in their education and are struggling with not being able to socialize with their friends and family.
Bukowski, Brenden, & Vitara (2007) discussed “There is increasing evidence that experiences with peers affect children’s feelings, thoughts, and behavior” (as citied in Bern’s, 2016, p. 55). These events can have emotional affects such as depression, stress, and acting out in children. Since we are in a presidential election year politician have been very involved with the economic and health issues caused by the COVID-19 Pandemic.
Both parties are fighting on how the United States should be addressing this issue. Many politicians feel that we must return to our normal life style so that the economy will be preserved. Others feel that we must think of the health, safety, and well-being of our citizens before the economy. Unfortunately, many families are struggling to pay rent or make mortgage payment. Feeding their families and health care are difficulties many families are facing. In our communities’ businesses are struggling to stay open and may close permanently.
The economic turn is devastating to both family and community. Many of our schools have implemented online teaching and zoom calls to help further children’s education. If a child needs assistance a teacher may have a zoom call or face-time call with the students. Children without internet connection in their homes can receive work packets through their schools. The federal Government is aiding families by rent relief programs, stimulus checks, and increased unemployment benefits.
The community has also received help from the government through funding. Business owners were able to apply for loans to help their businesses survive. These governmental relief programs helped the families to get needed resources. When parents are not worried about how to pay the rent or being homeless, or how they will feed their family they are able to provide the emotional support their family needs.
Concluding Thoughts.
The COVID-19 Pandemic has so many impacts on the world that it would be difficult to discuss them all. The impact to families is very evident. Parents reactions to the circumstances of the pandemic and the impact on their lives are seen by their children. Emotional stress and job loss cause parents to react differently toward their children. Conges & Dogan (2007), McLeod, Akens, & Burton (2006) discussed “Economic hardship experience by lower-class families is associated with anxiety, depression, and irritability” (as citied in Bern’s, 2016, p. 128).
The children may be experiencing emotional stress cause by not having the opportunity to communicate and play with their peers. Parents should encourage their children to communicate by phone, text, face-time or zoom to have the interaction they are missing. Pettit & Mize (1993) discussed “Parents who provide opportunities for their children to have contact with peers may coach their children to interact positively and may intervene when negative behavior occurs” (as citied in Brans, 2016, p. 282). Parents and children are having to be creative in how education is approached.
Some parents who are unwilling to have their children return to a classroom setting and may look to alternative schools or home-schooling options. Many parents may choose to use a charter school to provide academic needs. Bern’s stated that charter schools must meet the state’s educational requirements, and academic achievement is proven through standardized testing (2016). Many families need economic assistance to provide housing, clothing, health care, and food on the table.
While federal stimulus payments are of help families may need access to more resources available through federal programs. NCCP (2013) discussed “Research is clear that poverty is the single greatest threat to children’s well-being” (as citied in Bern’s, 2016, p. 398). These programs include unemployment compensation, child nutrition services, welfare, and housing assistance. The pandemic has taught me how to be more self-reliant, and be more considerate of other’s needs.
Children will look back on these times later and find that they need to be strong, compassionate, willing to make changes, and be self- motivated. They will learn to be responsible for their actions and involvement concerning their education. Families will find that communication is essential to emotional health and happiness. Families will be able to express their emotions and be more open to asking for assistance when needed. People within the community must work together to build up families. When a crisis happens family, communities, and government must work together to overcome obstacles that arise. I have also learned that I must not trust everything that politicians say, but investigate the facts for myself. Media is often biased, so what they report is not always accurate. I know that I can be happy with just being at home and being with my family.
Agenda.
References.
Bern’s, Roberta M. Child, Family, School, Community. 10th ed., Cengage Learning, Inc, 2016.
Centers for Disease Control and Prevention. (2020, June 16). How COVID-19 spreads. https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/how-covid-spreads.html (Links to an external site.)
Administrator of the County Wire. (2020, March 17). County orders cancellation of all gatherings; Third case confirmed. https://wp.sbcounty.gov/cao/countywire/?p=5523 (Links to an external site.)
Newsom, G. (2020, March 19). Executive Order N-33-20. https://www.gov.ca.gov/wp-content/uploads/2020/03/3.19.20-attested-EO-N-33-20-COVID-19-HEALTH-ORDER.pdf (Links to an external site.)
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!