POVERTY by dandanhuanghuang

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									         POVERTY: WORLDWIDE-UNITED STATES
                         TAKE NOTES!
•   Absolute poverty is defined according to an absolute
    minimum standard, often called the ‘poverty line’.
•   Relative poverty means that you are poor in relation to
    those around you.
•   Income poverty (‘less than a dollar a day’, for example),
    means that you are poor if you have less money than the
    defined poverty line for your country.
•   Human poverty takes into account other factors, such
    as life expectancy, infant malnutrition, illiteracy and lack
    of food or clean water.
•   Basic needs definitions also go beyond money, to
    include all the things that a person needs in order to
    survive – including employment and participation in
    society.
       THE UNEQUAL WORLD-READ AND REFLECT
•   The GDP (Gross Domestic Product) of the poorest 48 nations (i.e. a quarter
    of the world’s countries) is less than the wealth of the world’s three richest
    people combined.
•   “Approximately 790 million people in the developing world are still
    chronically undernourished, almost two-thirds of whom reside in Asia and
    the Pacific.”
•   The richest 50 million people in Europe and North America have the same
    income as 2.7 billion poor people. “The slice of the cake taken by 1% is the
    same size as that handed to the poorest 57%.”
•   “Today, across the world, 1.3 billion people live on less than one dollar a
    day; 3 billion live on under two dollars a day; 1.3 billion have no access to
    clean water; 3 billion have no access to sanitation; 2 billion have no access
    to electricity.”
•   The total wealth of the top 8.3 million people around the world “rose 8.2
    percent to $30.8 trillion in 2004, giving them control of nearly a quarter of
    the world’s financial assets.”
•   In other words, about 0.13% of the world’s population controlled 25% of the
    world’s assets in 2004.
        Poverty in Clinton-2000
•   14% of the people in Clinton County
•   25% have children; 45% are single parents
•   School/Education Impact
•   Elementary-50%/Jr. High-41%/HS-30% Free or
    reduced lunch…State of Iowa avg. 26%
•   Avg. ITED Scores lower by almost 50%-45avg.
•   Attendance: 2 times more likely to miss
•   4 Times as more likely to be suspended/Drop
•   GPA: Lower income:2.11 Higher Income: 2.75
                  POVERTY IN THE UNITED STATES
                    • 2005 HHS Poverty Guidelines

Family Unit       48 states           Alaska        Hawaii
Number

     2            12,830              16,030        14,760

     *3           16,090              20,010        18,510

     *4           19,350              24,190        22,260

     5            22,610              32,350        29,760

Each Additional   3,260               4,080         3,750
Person add
                          Working Poor
• Working poor is a term used to describe individuals and families
  who maintain regular employment but remain in relative poverty due
  to low levels of pay and dependent expenses.

• In the USA and Canada a person is working poor depending on his
  revenues compared to an absolute poverty level. Officially, in the
  United States, the working poor are defined as individuals who
  spent at least 27 weeks in the labor force.

• In the United States, according to the government Bureau of Labor
  Statistics, there were 6.4 million working poor in 2000 [1]; by 2003
  the number had grown [2]. In 2004, Business Week suggested [3]
  that "the share of the workforce earning subpoverty pay [is] 24% [in
  2003]".
• Nickel and Dimed: On (Not) Getting By in America is a book
  written by Barbara Ehrenreich. Written from the perspective of the
  undercover journalist, it sets out to investigate the impact of the 1996
  welfare reform on the "working poor" in the United States.

• Written as an exposé, Ehrenreich attempts to combat the "too lazy to
  work" and "a job will defeat poverty" ideals held by traditionalists.
  Suggesting problems with the argument, Ehrenreich highlights many
  of the difficulties people have working jobs that pay low wages.
• Foremost, she attacks the notion that low-wage jobs require
  "unskilled" labor. The author, a Ph.D. educated journalist, found
  manual labor taxing, uninteresting and degrading. She described how
  the work required incredible feats of stamina, focus, memory, quick
   thinking, and fast learning. Constant and repeated movement creates
   a risk of repetitive stress injury, pain must often be worked through to
   hold a job in a market with constant turnover; and the days are filled
   with degrading and uninteresting tasks (e.g. toilet-cleaning and shirt-
   reordering).
           Generational Poverty
       Observations towards education
• Lack of resources at home; supplies, etc.
• Tolerance of unusual behavior at home
• Collaboration is not the norm; one needs to
  lookout for one’s self.
• An Individual’s value is placed on
  entertainment/or the ability to act out
• High noise level at homes
• Education is “selling out”; Use of language
• HANDOUTS: How to live in Poverty/Middle Class
    United Downstreaming: World Poverty: Doctors without borders
• Why do some areas of world have poverty?
• Underdevelopment/Uncertainty of future
   – 96% of R/D is in the western developed countries
   – Brain Drain of educated
   – Role of women: Half of population uneducated/creates larger
      population
   – Uneven distribution of resources to those who control the
      distribution
   – Globalization adds to the problem/”neo-liberalism: markets not
      services
   – Unstable govts. And countries w/out resources are avoided
   -Aid: transition from first to third world is very difficult
      1.Costs/Training
      2. Adaptations are necessary
      3. Realistic expectations and awareness needed
               CAUSES OF POVERTY
• STRUCTURAL ADJUSTMENTS
• INEQUALITY OF RESOURCES
• FOOD DUMPING/AID
• CORRUPTION
• ANY OTHERS?
  LIST:WAR/NAT.DISASTER/DISEASE
•DO YOU UNDERSTAND HOW THESE ISSUES IMPACT POVERTY?
•FREE TRADE
•WORLD BANK
•DEBT
•NATURAL CONDITIONS
•WAR
    TIME, MARCH 14, 2005; “THE END OF POVERTY”
    SOLUTIONS suggested by Jeffery Sachs; economist

•    MAKE A COMITTMENT TO ENDING
     POVERTY
•    ADOPT A PLAN OF ACTION: Target
     dates/goals as set by the U.N.’S Millennium
     Development Goal
•    RAISE THE VOICE OF THE POOR: MEDIA
     COVERAGE; All nations/symbolic leader? Ex.
     Bono
•    REDEEM THE ROLE OF THE U.S. IN THE
     WORLD: We have the resources and funds;
     responsibility?
•   Rescue and Remodel the IMF and World
    Bank

•   STRENGTHEN THE UNITED NATIONS-
    Give “teeth” to UNICEF/WHO/FAO

•   HARNESS GLOBAL TECHNOLOGY

•   MAKE A PERSONAL COMMITTMENT
           POVERTY ASSIGNMENT
• FORM GROUPS OF 3
• READ HANDOUT: CAUSES OF POVERTY ARE DIVERSE AND COMPLEX ISSUES
• CREATE ESSENTIAL QUESTIONS (2) FOR EACH
  CAUSE
• Example: What are the diverse issues of world
  poverty? Why are the issues complex?
             ESSENTIAL QUESTIONS

• #1: STRUCTURAL ADJUSTMENT
• How does attracting investment invite such drastic
  dividends such as reduced wages, cheaper resources,
  and lower standards?
• Why are developing countries opening their economies
  to stronger developing countries?
• Is it necessary for the IMF and the World Bank to
  deny extended loans and other financial solutions to
  the developing countries? Why or Why not?
• Identify the cutbacks in health, education and other
  vital social-services.
 POINT-COUNTERPOINT CONCERNING POVERTY
 choose any 3 topics below to write about
• The lack of individual responsibility cause poverty
• The lack of opportunities causes poverty
• Discrimination does/does not cause poverty
• Welfare-to work programs help alleviate poverty
• Welfare-to-work programs cause more poverty
• People can work their way out of poverty/cannot work out
  of poverty
• Poverty is/is not disproportionate to minorities

• W.History: Chapter 36 Sect 1. P.1071
• Am. History P. 820-823 P. 884-885

								
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