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Mike111's opinion of Africa: ignorant negroes
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[QUOTE]Originally posted by Troll Patrol: [QB] [QUOTE]Originally posted by claus3600: [qb] ^ Excellent. Excellent.Excellent. [/qb][/QUOTE]Icing on the cake. Poverty, socio-economic position, social capital and the health of children and adolescents with intellectual disabilities in Britain: a replication Abstract Background When compared with their nonintellectually disabled peers, people with intellectual disabilities (IDs) have poorer health and are more likely to be exposed to poverty during childhood. Given that exposure to child poverty has been linked to poorer health outcomes, we attempted to estimate the extent to which the health inequalities faced by children and adolescents with IDs may be accounted for by their more disadvantaged socio-economic position. Methods Secondary analysis of data on a nationally representative sample of 12 160 British children aged under 17 years extracted from the Department of Work and Pensions' Families and Children Study. Results After controlling for age and sex, children with IDs were significantly more likely (corrected odds ratio = 2.49) to be reported to have less than good health than their nonintellectually disabled peers. However, 31% of the elevated risk for poorer health was accounted for by between-group differences in socio-economic position and social capital. Conclusions A socially and statistically significant proportion of the increased risk of poorer health among children and adolescents with IDs may be attributed to their increased risk of socio-economic disadvantage. http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2788.2007.00951.x/abstract Socioeconomic Status A family's socioeconomic status is based on family income, parental education level, parental occupation, and social status in the community (such as contacts within the community, group associations, and the community's perception of the family), note Demarest, Reisner, Anderson, Humphrey, Farquhar, and Stein (1993). Families with high socioeconomic status often have more success in preparing their young children for school because they typically have access to a wide range of resources to promote and support young children's development. They are able to provide their young children with high-quality child care, books, and toys to encourage children in various learning activities at home. Also, they have easy access to information regarding their children's health, as well as social, emotional, and cognitive development. In addition, families with high socioeconomic status often seek out information to help them better prepare their young children for school. Crnic and Lamberty (1994) discuss the impact of socioeconomic status on children's readiness for school: "The segregating nature of social class, ethnicity, and race may well reduce the variety of enriching experiences thought to be prerequisite for creating readiness to learn among children. Social class, ethnicity, and race entail a set of 'contextual givens' that dictate neighborhood, housing, and access to resources that affect enrichment or deprivation as well as the acquisition of specific value systems." Ramey and Ramey (1994) describe the relationship of family socioeconomic status to children's readiness for school: "Across all socioeconomic groups, parents face major challenges when it comes to providing optimal care and education for their children. For families in poverty, these challenges can be formidable. Sometimes, when basic necessities are lacking, parents must place top priority on housing, food, clothing, and health care. Educational toys, games, and books may appear to be luxuries, and parents may not have the time, energy, or knowledge to find innovative and less-expensive ways to foster young children's development. Even in families with above-average incomes, parents often lack the time and energy to invest fully in their children's preparation for school, and they sometimes face a limited array of options for high-quality child care--both before their children start school and during the early school years. Kindergarten teachers throughout the country report that children are increasingly arriving at school inadequately prepared." (p. 195) Families with low socioeconomic status often lack the financial, social, and educational supports that characterize families with high socioeconomic status. Poor families also may have inadequate or limited access to community resources that promote and support children's development and school readiness. Parents may have inadequate skills for such activities as reading to and with their children, and they may lack information about childhood immunizations and nutrition. Zill, Collins, West, and Hausken (1995) state that "low maternal education and minority-language status are most consistently associated with fewer signs of emerging literacy and a greater number of difficulties in preschoolers." Having inadequate resources and limited access to available resources can negatively affect families' decisions regarding their young children's development and learning. As a result, children from families with low socioeconomic status are at greater risk of entering kindergarten unprepared than their peers from families with median or high socioeconomic status. http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea7lk5.htm A new report, billed as one of the most comprehensive studies to date of how low-income and minority students fare in college, shows a wide gap in graduation rates at public four-year colleges nationwide and "alarming" disparities in success at community colleges. The analysis, released Thursday, found that about 45 percent of low-income and underrepresented minority students entering as freshmen in 1999 had received bachelor's degrees six years later at the colleges studied, compared with 57 percent of other students. Fewer than one-third of all freshmen entering two-year institutions nationwide attained completion -- either through a certificate, an associate's degree or transfer to a four-year college -- within four years, according to the research. The success rate was lower, 24 percent, for underrepresented minorities, identified as blacks, Latinos and Native Americans; it was higher, 38 percent, for other students. Only 7 percent of minority students who entered community colleges received bachelor's degrees within 10 years. The report provides a statistical starting point for 24 public higher-education systems that pledged two years ago to halve the achievement gap in college access and completion by 2015. Together, the systems represent two-fifths of all undergraduate students in four-year public colleges. "This is not just research for research's sake," said Kati Haycock, president of the Education Trust, the District-based nonprofit group that prepared the report, "Charting a Necessary Path." "This is the base line for a very aggressive action initiative among a number of institutions that have said, 'We're going to make this better.' " The Access to Success Initiative, announced in 2007, predates President Obama's American Graduation Initiative announced this year, which calls for the United States to regain the global lead in college degrees by 2020. Any progress charted by the 24 college and university systems, which include the University System of Maryland and state university systems in California and New York, will dovetail "very neatly" with the president's goal, said Haycock, whose organization advocates for disadvantaged students. Within the University System of Maryland, the report found a 51 percent graduation rate among low-income students and a 46 percent rate among underrepresented minorities, compared with a graduation rate of about 64 percent for higher-income students and 67 percent for whites and Asians. William E. Kirwan, chancellor of the Maryland system, said in a statement that closing the achievement gap "is not just a competitiveness issue for our nation, it is also the civil rights issue of our day." One bright spot in the research was the Pell Grant, the federal program to help low-income students through college. The study found that Pell recipients at community colleges completed their studies at a rate of 32 percent, the same as other students. Pell students who transferred to four-year colleges also graduated at the same rate, 60 percent, as other students. A bill pending in Congress would strengthen the Pell program by raising the maximum grant and tying the program to inflation for the first time. The research released Thursday includes part-time students and transfer students, significant groups that aren't included in federal data on college completion, the report's authors said. Halving the gap by 2015 would mean narrowing the disparity in six-year graduation rates from 12 percentage points to 6 and shrinking the gap in community college success from 14 points to seven. "If these guys make the improvements they intend to make . . . it really changes the trajectory of higher education in this country," Haycock said. http://www.washingtonpost.com/wp-dyn/content/article/2009/12/03/AR2009120302569_pf.html [/QB][/QUOTE]
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