Sharing Web Resources

The website that I chose is the National Center for Children in Poverty. The sections that I felt were most relevant are Topics and State Profiles. I chose these two sections because in Topics you can view articles related to poverty which gives advice on how to help those in poverty. State profiles gives a break down of children who are living in poor or low-income families from state to state. All this is relevant because you are able to choose your state, access the poverty statistics and help the children in your demographics; the topics categories have good resources on how to help low-income families and those suffering from poverty.

According to the National Center for Children in Poverty, child poverty rates are highest amongst black, latino, and American Indian children (NCCP, 2015). This made me think about an issue in new ways such as I must now work harder for the children who are of this descent and make sure that they have everything that they need HOLISTICALLY. Because these three ethnicities have the highest poverty rates, it is important to make sure that we do all we can to make sure this does not affect them academically.

The economist contributed to this website through the tools tab in which you are allowed to calculate a basic needs budget, there is a income converter, a young child risk calculator, and other tools that can be used to show what poverty looks like. 

One article that I read discussed helping children and parents access mental health through medicaid. This will help children to receive services through home visits and also parenting programs. Receiving services through medicaid will also help low-income/poor families to get the services they need to better their health. 

National Center for Children in Poverty
http://www.nccp.org/

 Walden University M.S. in Early Childhood Studies

Formative Evaluative Criteria for Applications and Reflective Essays

Quality of Work Submitted Work reflects graduate-level critical, analytical thinking.	A: Exemplary Work A = 4.00; A- = 3.75 All of the previous, in addition to the following:	B: Graduate Level Work B+ = 3.50; B = 3.00; B- = 2.75 All of the previous, in addition to the following:	C: Minimal Work C+ = 2.50; C = 2.00; C- = 1.75	F: Work Submitted but Unacceptable F = 1.00
Adherence to Assignment Expectations The extent to which work meets the assigned criteria.	Assignment exceeds expectations, integrating additional material and/or information. Assignment demonstrates exceptional breadth and depth.	All parts of the assignment are completed, with fully developed topics. The work is presented in a thorough and detailed manner. Assignment demonstrates appropriate breadth and depth.	Most parts of assignment are completed. Topics are not fully developed. Assignment   demonstrates minimal depth and breadth.	Does not fulfill the expectations of the assignment. Key components are not included. Assignment lacks breadth and depth.
Assimilation and Synthesis of Ideas The extent to which the work reflects the student’s ability to- Understand the assignment’s purpose; Understand and analyze material in videos, readings, and             discussions; Apply          presented strategies **May include, but are not limited to, scholarly articles, collegial discussions; information from conferences, in service, faculty development, and/or meetings. .	Demonstrates the ability intellectually  to explore and/or implement key instructional concepts. Demonstrates exceptional inclusion of major points, using creditable sources**, in addition to course videos or required readings. Demonstrates insightful reflection and/or critical thinking.	Demonstrates a clear understanding of the assignment’s purpose. Includes specific information from course videos or required readings to support major points. Provides careful consideration of key instructional concepts.	Shows some degree of understanding of the assignment’s purpose. Generally applies theories, concepts, and/or strategies correctly, with ideas unclear and/or underdeveloped Minimally includes specific information from course videos or required readings.	Shows a lack of understanding of the assignment’s purpose. Does not apply theories, concepts, and/or strategies Does not include specific information from course videos or required readings.
Written Expression and Formatting The extent to which scholarly, critical, analytical writing is presented in APA format; Standard Edited English ( i.e. correct grammar, mechanics).	Represents scholarly writing in a correct APA format. Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structure with clear transitions. Effective sentence variety; clear, concise, and powerful expression are evident. Work is written in Standard Edited English. No prominent errors interfere with reading.	Work is well organized with correct APA formatting  throughout. Ideas are clearly and concisely expressed. Elements of effective communication such as an introduction and  conclusion are included. Work is written in Standard Edited English with few, if any, grammatical or mechanical errors	Somewhat represents mature, scholarly, graduate-level writing, with APA generally followed. Ideas are not clearly and concisely expressed. Elements of effective communication such as an introduction and  conclusion are not included. Work contains more than a few grammatical, or mechanical errors.	The quality of writing and/or APA formatting are not acceptable for graduate level work. Major points do not reflect appropriate elements of communication.   No effort to express ideas clearly and concisely. Work is not written in Standard Edited English. Contains many grammatical or mechanical errors
Final Assignment Grade	A: Exemplary Work A = 4.00; A- = 3.75	B: Graduate Level Work B+ = 3.50; B = 3.00; B- = 2.75	C: Minimal Work C+ = 2.50; C = 2.00; C- = 1.75	F: Work Submitted but Unacceptable F = 1.00