Browsing by Subject "Poverty"
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Item Amanda Veasy Interview(2022-02-18) Institute for Diversity & Civic Life; Department of Religious StudiesThis interview is with Amanda Veasy, co-founder of One Love Longview, a nonprofit resource center for unsheltered, uninsured, and underserved populations. Amanda talks about the rapid rise of her organization as a response to community needs for accessible mental and physical health care. She describes the changes in her religious experiences over time, including being spurred to leave the church over her unwillingness to condemn the LGBTQ+ community. Amanda also talks about her methods of helping effectively by putting the individual’s desires and consent first and about the strength of her value of southern hospitality.Item Análisis de la implementación del Programa de Apoyo a Grupos Comunitarios(2003-06) Bonaldi, PabloItem Análisis de la implementación del Programa de Apoyo a Grupos Comunitarios(2006-07) Bonaldi, PabloItem La articulación de actores en el desempeño de las políticas sociales Estudio de caso: la comunidad de Barrufaldi en el Conurbano Bonaerense(2006-07) Santiago, Fernando; García, MarinaItem La articulacion de actores en el desempeño de las politicas sociales. Estudio de caso: la comunidad de Barrufaldi en el Conurbano Bonaerense.(2003) Kessler, Gabriel; Santiago, Fernando; García, MarinaItem Bajo la mediación del despido. Transformaciones en las condiciones de trabajo y de vida en trabajadores despedidos durante la crisis del Tequila. Análisis cualitativo(2005-08) Graziano, María Florencia; Molina Derteano, Pablo; Correa, María Eugenia; Hermida, Mariano; Salvia, AgustínItem Bajo la mediación del despido: transformaciones en las condiciones de trabajo y de vida en trabajadores despedidos durante la Crisis del Tequila. Análisis estadístico(2006-06) Persia, Juliana; Fraguglia, Luciana; Austral, Rosario; Raffo, María Laura; Salvia, Agustín; Zelarrayán, JulioItem A biosocial perspective on poverty and the early-life origins of mental health : the effects of timing and associated chains of risk(2012-08) McFarland, Michael Jason; Hayward, Mark D.; Umberson, Debra; Crosnoe, Robert; Mirowsky, John; Paige Harden, KathrynThe poor disproportionately bear the burden of diminished mental health. Despite the pronounced prevalence of these iniquitous disparities, researchers lack a comprehensive understanding of their origins and also the requisite knowledge to reduce or eliminate them. Past studies have largely focused on adult precursors and trajectories of change but have largely neglected the early-life origins, timing, and consequent chains of risk associated with mental health. This dissertation examines these elements and also considers the early-life origins of mental health in a novel way by integrating sociological-based frameworks with biosocial ones. More specifically, this dissertation examines the sensitive periods and chains of risk by which mental health problems develop or persist over time and provides clues as to when and how poverty exerts its noxious effect on mental health. This dissertation employs two national datasets: the Study of Early Child Care and Youth Development and the National Longitudinal Study of Adolescent Health to assess these issues. Viewed in tandem these datasets span from approximately ages 0 to 30 and provide an especially apropos opportunity to examine the early-life origins of mental health. This dissertation found five particularly important results. First poverty experienced in infancy had lasting effects on awakening cortisol – a marker of hypothalamus-pituitary-adrenal axis functioning. HPA dysregualtion, in turn, is thought to be related to a host of mental health disorders. Second poverty experienced in infancy had a pernicious effect on internalizing and externalizing behaviors in adolescence, net of poverty experienced at other points in time. Third, poverty experienced in adolescence was of particular importance compared to poverty exposure at other ages in shaping mental health in young adulthood. Fourth, poverty experienced during sensitive periods acted as a catalyst that set in motion a number of complex chains of risk that proliferated over time. Fifth there were meaningful gender differences in regards to both timing and chains of risk. Overall, these results underscore the need for both theoretical and empirical models that span from infancy to adulthoodItem Bringing order out of chaos : an examination of continuity and discontinuity in young children's experiences of household and classroom chaos during early childhood(2013-05) Bobbitt, Kaeley Celeste; Gershoff, Elizabeth T.Early childhood—a period of development that research has established as a critical period for establishing a foundation to support later development and well-being—is increasingly likely to take place in multiple contexts. Continuity and discontinuity in children’s exposure to environmental chaos across two important contexts for their early development: (1) the home and (2) the early learning and care (ELC) setting were examined using data from a large representative sample of low-income preschool children attending Head Start in order to determine how children’s exposure to chaos in each context combine to either promote or interfere with their social-emotional and cognitive development over a year of preschool. A series of multi-level models tested whether children’s experiences of chaos, operationalized in three ways: (1) as individual indicators of crowding, lack of routines, and instability in each setting; (2) as a cumulative index of chaos in each setting; and (3) as a profile that incorporated children’s experiences across setting, influenced children’s social-emotional and cognitive development. Both household and classroom chaos predicted children’s development, but children’s experiences in their home environments were the predominant influence, indicating that children who had non-chaotic home environments gained more over the preschool year than did children who had chaotic homes. These findings provide additional support that effective and high-quality early education and care settings must incorporate children’s home and family experiences.Item Class negotiations : poverty, welfare policy, and American television(2014-08) Murphy, Nicole Lynn; Beltrán, Mary C.Television impacts the shape of our common culture by depicting our societal fears, myths and hopes in a constantly shifting and negotiated manner. There is a glaring lack of research regarding media representations of children/adolescents in poverty. The study of this intersection is critically important for understanding societal discourse around education, healthcare, government assistance programs and even the opinions and practices of teachers and administrators. Children under 18 years of age represent 24 percent of the population, but they comprise 34 percent of all people in poverty in the United States. Among all children, 45 percent live in low-income families and approximately one in every five (22 percent) live in poor families. In this thesis, I trace discourse in the mainstream news and popular culture regarding children and poverty through welfare debates and policy changes in the U.S. from the 1990s and 2000s through the Clinton, Bush, and Obama administrations. Subsequently, I analyze the construction of this discourse on narrative television in the shows My So Called Life (ABC, 1994-1995) The O.C. (FOX, 2003-2007) and Shameless (Showtime, 2011-). Through this mapping, I examine how gender, sexuality, race, and age are mobilized in constructing televisual representations of poverty; as well as how shifting discourses and depictions make transparent society’s anxieties regarding poverty.Item Cobertura y operación del Programa Oportunidades en regiones interculturales indígenas(2008) Sariego Rodríguez, Juan LuisItem Cómo se explica el impacto educativo del Programa Oportunidades? Actores, factores y procesos(2008) Agudo Sanchíz, Alejandro; Jiménez Rodríquez, DanielaItem Consensos Políticos y Sociales en Torno a la Agenda de Inclusión Social del Plan Estratégico de la Ciudad de Buenos Aires(2004-07) González Andrada, AliciaItem ¿Construir Un Barrio o un Baile de los Que Sobran? Villa Nueva Resbalón de Cerro Navia y Villa San Arturo de Maipú(2003-04) Cáceres Ortega, TeresaItem Cuando yo me reajusté...Vulnerability to Poverty in a Context of Regional Economic Restructuring in Urban Mexico(2002) Rojas-García, GeorginaItem Curso actuaciones contra la pobreza y la exclusión social(Agencia Española de Cooperación International, Centro Iberoamericano de Formación de la Antigua, 2005-10) Villatoro, PabloItem La descentralizacion de las politicas sociales en Argentina, Chile y Peru(2003) Santiago, FernandoItem Descentralización y política social: del centralismo al desconcierto(2007) Escobar Latapí, AugustínEl presente texto se basa en trabajos empíricos relacionados con la evaluación de programas sociales federales para plantear qu, si bien la política social federal está encontrando, con mayor o menor éxito, modelos de acción que están brindando resultados y que empiezan a tener impacto en: la reducción de la incidencia y la profundidad de la pobreza; el aislamiento territorial y la dispersión, y la puesta en valor y utilización de los activos de los pobres urbanos (trabajo y vivienda, fundamentalmente), estos logros se han visto seriamente limitados por una difícil coordinación entre las acciones federales, estatales y municipales. La coordinación es crecientemente necesaria, pero extremadamente casuística y rehén de incentivos perversos, relaciones políticas y otros problemas, por lo que las acciones coordinadas pueden ser deficientes y sus impactos reducidos. La política social no podrá ser integral ni coherente si esta coordinación no mejora.Item Design matters : the relationship between policy design, context, and implementation in integration plans based on voluntary choice and socioeconomic status(2010-05) Diem, Sarah Lauren; Holme, Jennifer Jellison; Reyes, Pedro; Young, Michelle D.; Cantu, Norma; Ferguson, MiguelThe recent decision handed down by the U.S. Supreme Court in Parents Involved in Community Schools v. Seattle School District No. 1 (2007) has forced school districts to begin thinking of new ways to integrate their schools without relying on race as the single factor in their assignment plans. While some school districts already have begun to implement race-neutral student assignments, others are just beginning the process and are looking to plans that have been able to maintain diversity despite the new limitations being placed on them. In order to learn more about what factors are most critical in shaping racial and socioeconomic diversity in school districts, I examined the interaction between the design and implementation of 3 different integration plans that rely on voluntary choice and socioeconomic status (SES). I wanted to determine whether these factors had any effect on the way such integration plans are employed and ultimately on school-level diversity outcomes. I was also interested in learning how the local sociopolitical context influenced outcomes. I used qualitative case methodology, which allowed me to focus on the processes and meanings behind the plans. I conducted a historical analysis of desegregation on each of the school districts and used data collected from documents and interviews to analyze how design interacted with context to produce particular outcomes. I situated my analysis in the education policy implementation literature as it tells us that people and places play integral roles in how a policy is designed, adopted, and implemented. The ultimate success of a policy is heavily influenced by the actors involved in the creation of the policy as well as the context in which the policy is implemented. I found that the success of these plans depends heavily on their context. Urban school districts that have high poverty levels and few White students have a difficult time maintaining diversity, whereas school districts that incorporate the city and surrounding suburbs are more likely to maintain diversity because White, middle-class families do not have the same opportunity to flee the district. Furthermore, school districts that use geographic zoning and regulated choice are able to maintain higher levels of diversity. Support from the community and local policymakers also can play a role in the success of integration plans. The findings suggest that geographic and political contexts matter in the shaping and adoption of integration plans based on voluntary choice and SES. I offer suggestions to maintain integration given the local sociopolitical context of the school districts.