The Social and Economic Justice Agenda Paper of the Biden Administration
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
President Biden has announced and suggested a slew of community-building projects. Which two of these efforts do you think will have the most positive impact on addressing the racial, economic, and/or gender gaps exposed by social justice demonstrations and COVID experiences during the last year? What will it take to make these programs’ promises a reality? Do you believe these projects will be successful in the next three years, and if so, why (or why not)?
ten to fifteen pages
Course Description: Our communities shape us, and we shape them. There is solid evidence and study, as well as decades of common sense, that neighborhood quality of life influences people’s career and educational possibilities, as well as their health and life outcomes. The United States is grappling with rising income and wealth disparities that cut across geographies and neighborhoods. The same way that wealth and income do not totally identify a person, neither do they fully describe a community. Every community has assets that should be celebrated and can be used to expand opportunities. The development of asset-based tools and processes that help communities build their strengths from within, with the help of external resources, will be a major task for future administrations in Washington and Boston. These tools and services must be built with racial, social, and gender equity at their core.
Community developers have worked for fifty years to enable residents to build better neighborhoods for themselves neighborhoods that provide opportunity and a good quality of life to everyone, including those with lower incomes and less tangible wealth, the middle classes, and international investors who have transformed urban areas. Community-based organizations, governmental agencies, corporations and private real estate development bodies, foundations, quasi-public entities such as transportation authorities, private individuals, social media, and cultural institutions have all contributed time, labor, and financial resources to the development of communities over the last two decades.
This course will look at the obstacles and opportunities that community developers have as they work to achieve their goals after a period of financial, political, and social upheaval. We’ll look at:
how the field has progressed since its inception in the 1960s and 1970s, and how it differs from what it was in the past;
how the field is currently organized, including the roles of community-based organizations, community development financial institutions, local, state, and federal agencies, banks, developers, universities, cultural institutions, social media, and other stakeholders; how the field is currently organized, including the role of community-based organizations, community development financial institutions, local, state, and federal agencies, banks, developers, universities, cultural institutions, social media, and other stakeholders;
the most important concerns and tactics in community economic development, such as community planning, community organizing, real estate development and company growth, and governmental regulations, as well as developing innovations in the sector;
the links between community development and other sectors such as health, the environment, public safety, housing, cultural identity, new technology, and education, as influenced by the COVID-19 epidemic; and
guest lectures, readings, and (if feasible) some exploring of local neighborhoods to learn more about the very intriguing community development profession here in Boston.
This course’s lecturer has worked in law, environmental design, higher education, racial equity, and government administration. He is one of five members of the Boston Planning and Development Agency’s Board of Directors. He has worked with commercial housing developers, community development corporations, universities, cultural organizations, government agencies, and private persons who have been directly involved with community development through the Mayors’ Institute on City Design. The purpose of this course is to discuss and conduct research on the growing number of community development entities, techniques, tools, and ideals that influence American urban economic and community development, with an emphasis on achieving accessibility, opportunity, and social justice.
Students should have a wide awareness of the key issues influencing contemporary American community development by the end of the course, and will be better prepared to work in the field. Students will gain a more nuanced understanding of the controversies in the area and begin to form their own opinions on these difficult issues, especially as new community development policies are produced at the federal and municipal levels. Finally, students will gain experience communicating about community economic development concerns to a variety of audiences, including practitioners, policymakers, and community leaders who are not professionals.
Materials for the course.
Putting Money Into What Works in America’s Communities () http://www.whatworksforamerica.org () (????????). This book is available for purchase online. The book can be ordered for free from the Federal Reserve Bank of San Francisco if you want a hard copy.
Shelterforce’s weekly e-newsletter is recommended for students. http://www.rooflines.org/ () is where you can sign up. (????????)
Each week, different readings will be assigned.
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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