Raising Kids in The Norfolk Intercity
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
Raising Kids in The Norfolk Intercity
Respond to two peers’ initial post with comparisons of similar social problems, how other communities are addressing it, and if special populations are being served.
Student post down below:
The community for my assignment is parents with children in the Norfolk Public School district that is diagnosed with ADHD/ADD which is a neurobehavioral disorder characterized by a combination of inattentiveness, distractibility, hyperactivity, and impulsive behavior. My organization wants to connect other parents who have or experience the same type of issues with others who are dealing with and caring for an ADHD/ADD child and counseling for the parents that have already been seeking treatment and intervention for their child. Parents of children with ADHD have consistently shown to experience more burdens and extra stress (Narkunam, Hashim, Sachdev and Pillai, 2014).
It’s already stressful raising kids in the Norfolk intercity area but when you have the added pressure of an ADHD child parents need support too! We want to work with all the local treatment centers in the community that parents use to help their children receive free counseling for themselves in this particular matter. In this counseling we first help the parents to recognize how their child’s ADHD impact the entire family as a whole and how they can formulate a plan to help the family as well. Before the parent can be successful with parenting and ADHD child, this must fully understand this point. The community is addressing this by giving and receiving advice, and provide a safe place to vent feelings and share experiences, this is very refreshing to have this outlet.
Capella University Major Causes of Homelessness Discussion
Respond to two peers’ initial posts with recommendations of strategies that the agency can implement to overcome perceived barriers and inquiry if they have attempted to implement any of these.
Student post down below:
Growing up I never heard of a homeless person only a vagrant. We were taught they were bad however there was no focus or information on how many were actually homeless in the city. I chose this population since when doing homeless advocacy, I spoke with many diverse people. It seemed that when it came to homelessness gender and race mean nothing as it can happen to anyone. This being said I believe this to be the reason the homeless population has so much diversity. When it comes to needs the homeless have many some need homes, some jobs, some medical treatment for substance abuse, alcoholism, or mental health issues. There is also the aspect of where do they sleep, what do they eat, and how do they survive without help? The society in my community is against the homeless population as the pan handling has become a major issue and tent cities have also created issues. Our homeless situation got worse and finally there was articles being written about the homeless issue. Sherman (2019) explains, “homelessness is growing in Massachusetts. Last year, an estimated 20,068 people were experiencing homelessness in Massachusetts, representing a 20.6 percent increase compared to 2010, according to an annual report by the U.S. Department of Housing and Urban Development. The numbers, advocates say, are woefully undercounted. “The nightmare of why we’re seeing the numbers go so high is because there really is no place for people to live,” said Robyn Frost, executive director of the Massachusetts Coalition for the Homeless. Massachusetts is historically bad at creating affordable housing. In 1969, the state enacted a law known as Chapter 40B to encourage more development in municipalities where affordable housing totaled less than 10 percent of all homes. Fast forward 50 years, however, and more than 80 percent of the 351 Massachusetts municipalities still fall short of the 10 percent benchmark, according to a Wicked Local report last year. “When it comes to diversity this population also needs help from collaborations of organizations as not all serve all needs of the homeless. Heath & Isabell (2017) explain, “Understandings of what counts as diversity to collaborative stakeholders varies depending on the collaboration’s orientation.6 Three major orientations to collaboration in part explain some of the primary impetuses for collaborating—(1) community reform, (2) conflict resolution, and (3) efficiency of resources.7 Although collaborating organizations are likely to subscribe in some way to all of these orientations, it may be helpful to think of these orientations as foregrounding or backgrounding assumptions and values in interorganizational collaboration. If we understand what is foregrounded as important to stakeholders, we can make better sense of how diversity is understood in different contexts, what strengths and weaknesses exist around this thinking, and ways to fortify collaborative organizing.” When it comes to the homeless there are some times interpreters are needed, housing services, job help, food, etc. It takes a collaboration of differing organizations in order to accomplish meeting all the needs of the homeless so having diverse collaboration is vital. We just recently finally built a homeless shelter however with Covid-19 it seems the homeless rate is rising even with moratoriums on rent and mortgages. This population is diverse and the help this population needs is also diverse.
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. |
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