Tuesday, January 28, 2020

Middle-Class Homelessness in America Essay Example for Free

Middle-Class Homelessness in America Essay Can you imagine yourself standing in line in hope for a cot at a shelter to share with your family, or waiting for a warm meal in a soup kitchen? This is what many middle-class American citizens have succumbed to. Has the American dream been lost, has the middle-class lost its position in the American economy, and has the inequality of income cause the demise of the middle-class? By focusing on the health care reform and record low unemployment rate we overlook the underlying problem; the dwindling middle-class, the backbone of our country. Many studies have been conducted to define middle-class without much success. It has been attempted to relate it to annual income. One study states that yearly incomes between $32,900 and $64,000, another between $50,800 and $122,000, and the U. S. census bureau middle 60% of incomes is the largest range of all lies between$ 20600, and $102,000 as what defines middle-class. Dan Horn notes in the Cincinnati Enquirer â€Å"Psychologist Ken Eisold, a contributor to Psychology today, said, though, that the way people describe their social status has more to do with what’s going on in their heads than their wallets. † Eisold goes on to say that â€Å"it’s really more about identity†. Horn adds that Julie Heath, director of the University of Cincinnati’s Economics Center agrees with Eisold that saying, â€Å"We’re a middle-class family has more than a financial connotations to it, it has a salt-of the earth to it. That’s the bed rock. Essentially this shows that Americans do not base their social status on their income alone, but also on their personal accomplishments and views of where they have come from and where they are going. That being said, the bed rock of the middle-class comes from one of the most common descriptions what living in America is all about; the great American Dream. History tells us that this emotion connected with being middle-class started showing up in the 1830’s. In these times people came to America hoping for the best, and they clung to ideas of how they would make it. They believed that if those ideas and values were kept, that they were middle-class, even if they were not financially. This is how the idea of the Leave it to Beaver life style came into being. In the 1950’s men took white collar jobs while women stayed home and maintained their house and families. They bought homes in the suburbs, nice family cars, and made safe investments. This provided them a sense of stability and many believed this is what the American dream is all about. Today, in pursuit of the dream, to maintain their middle-class status many Americans have higher incomes than their parents did but both parents are working. Yet while doing the best that they that they can possibly do, many are watching their dreams shatter. Erin Currier, director of the Pew Economic Mobility Project, said â€Å"stability is one of the biggest threats to the middle class today. † She goes on to say, â€Å"Though born into middle-class, many fall out by adulthood. † This is due to inflation of basic needs such as health care, day care, college funding, and the rise of the inequality of income. One term often referred to when relating to the middle-class crisis is Income Gap. As defined on the internet by investapedia. om, the income gap is the unequal distribution of household and individual income across the various participants in an economy. A sociology and political science professor at the University of Arizona who studies income inequality and poverty, says that over the past three decades â€Å"is slow income growth compared to general economic growth†¦ a bigger and bigger portion of economic growth has occurred to the wealthiest 1 %, whether the measure is basic wages or total compensation,† says Lane Kenworthy. (CQ researcher 3) There is political risk involved with this shift that is greater than economics and family finances. A large middle class, especially one that is politically active, tends to be a kind of anchor that keeps our country from swinging back and forth. There are typical values that middle-class families acquire and pass on to their children and those values tend to be good for democracy,† states Teresa Sullivan, provost and executive vice president for academic affairs at the University of Michigan, and the co-author of The Fragile Middle Class: Americans in Debt. (CQ Researche r 2) The new millennium looked very hopeful for the war on poverty in America. The federal poverty rate was the lowest it had been since 1974 according to CQ Researcher. The next 4 years even better with Housing prices doubling in many cities and increase in home equity loans that brought the Home-ownership rate up to an all time high of 69 percent. In 2008 we would not only see the sand shift out from the false growth of the economy led by the banks and lending companies but our government bail the banks out with $700 billion rescue bill, They did not however bail out the borrower and many lost their homes. Leading to the current middle class crisis. These issues, the rise of the inequality of income and the shattering of the American dream, have led us to the downfall of the middle class. In more recent years the middle-class are finding themselves not only having a decrease in their income due to layoffs and downsizing, but while not able to maintain their dream are losing their homes due to foreclosures. They are now finding themselves sleeping in their cars, if fortunate to still have one. They are waiting in lines for food and shelter, and bathing in gas station rest rooms, standing on street corners and highway exit’s begging for money or work. I have a personal interest in this research because I consider myself a middleclass American who lived through these years of the housing crisis and recession, I have lost a business, I am dealing with the short sale of my home and a threat of foreclosure, I have suffered through divorce and currently I am a struggling single mother. In conclusion the decline of the middle-class has hit very close to home. Although the hope of the American dream dies a slow death in my own heart, because of the continual economic status and burden of the cost of living rising, many like me are losing hope.

Monday, January 20, 2020

Supply and Demand Essay -- Economy Economics Supply Demand Essays

Supply and Demand Every organisation which provides goods or services to fee paying customers must, by its very nature, charge price for that good or service, to pay for its costs, have retained profits for investments and to keep its shareholders happy. In theory, the market price of any good or service is determined by the interaction of forces of demand and supply. There is an old saying, that ?if you can teach a parrot to say ?demand? and ?supply? you have created a trained economist.?1 There is some truth to this saying as most problems in the economics can be examined by applying the rules of demand and supply. Therefore, the concepts of demand and supply can be claimed to be among the most important in economics. In order to understand either of them it is necessary to examine the factors that determine them. Although, a good?s price relative to other goods is probably the most important factor influencing demand for most goods most of the time, there are other factors as well. These are disposable income, the price of complimentary goods and substitutes, tastes and preferences, expectations, size of population, advertising. Suppliers on the other hand are interested in making profits, and thus anything that affects profitability affects the supply. These include the price of other products, costs, technology and goals of firms. a) The price of any product is determined by the interaction of the forces of demand and supply. The market price is set at the point, where demand equals supply, equilibrium. This can be seen from figure 1. For the purpose of this essay we will look at the prices of beer. We can see that, the price is set at 1.65, where D intersects S. Fig. 1 The Penguin dictionary of economics defines demand as ?the desire for a particular good or service supported by the possession of the necessary means of exchange to effect ownership?, while supply is defined as:? the quantity of a good or service available for sale at any given price?2. When an economist refers to the demand for a product he means effective demand, which may be defined as ?the quantity of the commodity, which will be demanded at any given price over some given period of time.?3 However, the price of the good or service varies according to the changes in either demand or supply. In order to show that it is necessary to... ...ng under?, if their shareholders are not satisfied they will sell shares and the company will be vulnerable to take-over bids. In conclusion, it can be seen that the principles of demand and supply have a theoretical influence on price determination. The theory provides a useful and simple tool in determining the price of a product by the means of demand and supply, an equilibrium price. However, the theoretic approach, uses many assumptions, which limit the application of theory to the real business environment. It is useful for academic purposes, while it is difficult to imagine that actual businesses will follow it in the business planning process. It is also difficult to use it as the theory assumes the perfect market, which does not exist, with few exceptions, newsagents being one of these. In other forms of competition firms would base pricing decisions on expected decisions of their rivals (oligopoly), or would decide by themselves taking into account only their needs (monopoly). Thus, it can be concluded that companies would adopt their pricing policy on the environment they operate in, probably without even using the theory of demand and supply.

Sunday, January 12, 2020

Education Beyond the Classroom

The assignment is going to outline how ‘Eureka! A Museum for Children’ plays a part in learning outside the classroom environment. The museum will be examined to see how it plays a role in life-long learning. We define learning outside the classroom as: â€Å"The use of places other than the classroom for teaching and learning. † Every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances.Learning is a process of active engagement with experience. It is what people do when they want to make sense of the world. It may involve the development or deepening of skills, knowledge, understanding, awareness, values, ideas and feelings, or an increase in the capacity to reflect. Effective learning leads to change, development and the desire to learn more. (DfEE 2000) Learning outside the classroom is about raising achievement through an organised, powerful approa ch to learning in which direct experience is of prime importance.This is not only about what we learn but importantly how and where we learn. (Learning Outside the Classroom (2006)) †¦ museums and galleries †¦, in themselves, understood as educational establishment. They were set up to enable people to educate themselves†¦ Museums were one opportunity among many of acquiring knowledge. (Hooper-Greenhill 1994, p. 1) Museums are still very much thought of as educational establishments but the audience for whom they cater for varies very much from one museum to another.Formal and informal educations are two terms that are used to describe the type of education that a person receives. Formal is the set ‘curriculum’ that is taught in the traditional school setting. Whereas informal education is the curriculum taught in museums or other institutes that are outside of the schools. (Hein 1998, p. 7) Children’s museums are not museums in the traditional sen se. They are different in their missions, in their approach and in their specifically targeted age-group. (Pearce 1998, p. 19) Eureka! s a museum that has been specially designed for a specific age group, and is the UK’s first and foremost museum for children. Historical context of Eureka! Eureka was first opened in July 1992 by HRHThe Prince of Wales, as an educational charity, the idea for Eureka was modelled on the North American concept of a Children’s Museum and remains to be the only museum of its type and scale. The basis of children’s museums is in interactivity, learning by doing, learning through fun, learning through play. (Pearce 1998, p. 6) Since it has opened it has enjoyed unrivalled success, proving popular with children, parents and teachers alike. At Eureka! there are over 400 hands on, must touch exhibits, each teaching children more about themselves and reflecting the world in which they are growing up in, it is achieved by a fun approach to learning and development. Eureka! meets National Curriculum requirements, it has six themed galleries and a full programme of interactive workshops covering an imaginative range of curriculum themes to support Foundation, KS1 and KS2 learning.The education service aims to take the hassle out of school visits by providing fully structured itineraries, picnic and storage facilities, staff support, teaching resources and work sheets. Museums are the world of ‘infotainment’ and ‘edutainment’ where people have fun but also learn something. (Pearce 1998, p. 80) Learning Experiences Teachers are provided with an education resource pack which includes detailed notes on how to get the best from each of the museum’s section and indicates links to the National Curriculum. There are also special workshops which may be booked for school classes. (Pearce 1998, p. 7) The museum also provides special designed packages for the school holidays and Science activities, also sleepovers that have to be pre-booked.‘Me and My Body’ encourages children to find out more about themselves by using the exhibits to discover how the body and the five different senses work, also it enables visitors to use various aids to experience what it is like to have a disability. ‘Living and Working Together’ that recreates an environment where visitors can discover the mysteries of daily life and try out the jobs people do in the many buildings on a high street and in the house.. Our Global Garden’ helps children the familiar ‘backyard' to amazing gardens that exist in the world. It is themed around seven different ‘gardens'; each telling their own unique story, whilst emphasising the inter-relationships between them, finding out what makes them precious and how best to look after them. ‘SoundSpace’ provides children with a unique experience, enabling them to explore and understand sound, music and performance t hrough state-of-the-art technology, by exploring the physics of sound by seeing and feeling vibrations and creating their very own musical sequences.Throughout the experience, Sound Space aims to enhance the understanding of Science, Technology, Engineering and Maths (STEM) by exploring the unique relationships that exist between music and creativity, science, technology and the arts in a fun and accessible way. Over the past three years Eureka! has been the lead partner for Creative Minds, a ? 3. 8 million pound regional initiative to encourage children’s interest and learning in STEM; to help in the creation of a future workforce. The ‘Creative Minds' project is to provide young people with learning opportunities in STEM from 2003 to 2006.Over 15,000 learning opportunities have been delivered to both young people, their teachers and those who work in the sector. (Publication Material, Creative Minds (2005)) ‘SoundGarden and Desert Discovery’, these galler ies aim to extend opportunities in the museum for babies and young children to develop their senses and stretch their imaginations. These galleries support early education principles of learning through play, reflecting the intentions of the Birth to Three Matters framework and the Foundation Stage curriculum.It is expected that the lifespan of exhibits vary from 5-7 years and that the cost of devising, designing, fabricating and installing new exhibits in the future will need to be raised from various sources including charitable foundations and corporate sponsorships. (Pearce 1998, p. 67) The latest two galleries opened in 2004 and respectively in 2005. The museum needs to keep abreast of changes in school education; for example, the National Curriculum, that now emphasises on practical experience. (McLean 2003, p. 113)Meticulous care is taken when devising and developing new exhibits for a children’s museum, to ensure that they will engage the target audience and enable th em to learn as well as have fun. Exhibits are tested and modified in the light of children’s reaction and views. There are opportunities for comments and suggestions. As child-centred organisations the museums concentrate their resources on ensuring that they serve the needs of the children. (Pearce 1998, p. 113) The learning experiences found in Eureka! helps the child to make sense of the world around them by making links between feelings and learning.This is part of life-long learning as these feelings stay with the child into adulthood and affect their behaviour, lifestyle and work. It influences their values and the decisions made. It allows the child to transfer learning experienced outside to the classroom and vice versa. A commitment to life-long learning can demonstrate a positive social role for a museum and can also meet the demands from funding bodies for demonstrating public benefit and greater public accountability. (American Association of Museums 1993 cited in McLean 2003, p. 114) InclusitivityEureka! is a registered Educational Charitable Trust, in 1987 with the support of the museum’s patron, HRH The Prince of Wales, business sponsorship, government grants and the local council, it found its town centre site in Halifax, it later opened in 1992. The museum is situated five minutes from the motorway in Halifax town centre, next to the railway station on a 12. 5 acre site. It is a two storey, visible steel, stone and glass exposed structure. The whole site is accessible to wheelchair users and there is level access with a lift between floors.The convenience of location and ease of access is an important dominant of usage, the access includes physical access for those who are physically disabled. A limited number of wheelchairs are available on loan and also has special parking for them. It has not debarred the disabled and has attempted to provide for their needs. (McLean 2003, p. 134) For anyone with visual or hearing impairments, there is a full range of multi-sensory, highly stimulating exhibits available. Programmes can be adapted for particular needs as long as the museum is informed beforehand for school groups.Museum information is available in large print and houses a ‘Talking map’ that talks in four different languages. It is ideal for partially sighted individuals but it does not include any Braille for the blind people, so in this case it is a disadvantage for this certain group. Throughout the entire museum there is no inclusion for the blind, even though the galleries and the museum are designed so that these consumers are still able to visit, but it can not be done alone, they need someone to accompany them but the essential carers are admitted free.The talking map also caters for people whose first language is not English. The site is well lit, with colourful lighting that attracts and engages the children into wanting to explore. The signage for directions are appropriate for the audience for whom it caters for, the children mostly, they are all big and colourful with pictures as well as writing. The gallery signage and information is at average eyelevel for all aged grouped children and legible. The toilets for both the able and disabled toilets are clearly marked and changing facilities are also available.The museum was established as an educational charity and not for profit organisation, therefore Eureka! receives no government funding and must rely upon admission fees. These admission fees combined with transport costs mean that individuals from disadvantaged backgrounds or in areas of deprivation are missing out on the experiences that are offered. The prices are debarring a group of individuals from using the museums. These independent museums depend on visitors, it is consumer oriented, and has to be user-friendly, so it has an instinct and a need to reach out and serve their public. Sekers cited in McLean 2003, p. 30) The museum has offers for educa tional visits and large groups in order to reduce the cost of the visits to the museum, but on an individual family outing the prices are fixed. (Eureka! Publication Material, Appendix I) Health & Safety The building has its own risk assessment form that must be filled out before a group of children are allowed to visit for educational school visits. The building and exhibits are designed to minimise risk of injury from slips, trips, falls and finger traps.All elements of the museum are constantly monitored and modified to meet current safety standards. All the signage is marked and the dangers indicated. The museum has a lost children procedure is in place with the staff having the appropriate confirmed by national qualifications. The museum has qualified First Aiders on duty every day and the staffs are checked for relevant criminal history. The maintenance activities are carried out in accordance with HSWA 1974 and MHSW Regulations 1999 by trained technicians.Electrical and porta ble appliance testing is carried out annually in accordance with 16th Edition Regulations. Also, the fire evacuations and training are carried out in accordance with Fire Risk Assessment and Fire Certificates. Group leaders are advised to carry out their own risk assessment in accordance with their organisations aims. (Appendix II) The museum provides the teachers with information sheets for each area of the museum. The risk assessments are available for operations and activities as appropriate with again all the signage clearly marked.As the museum is designed for ‘hands-on’ the risk assessment on all the equipment and facilities are checked daily and regularly to ensure they comply with safety regulations. Eureka! is covered by public liability and Employers liability insurances and has written accident and emergency procedures in place. Eureka! is licensed by local authority regulations for all safety, fire, plant and lifting equipment and appropriate certificates ar e held. ConclusionThere can be no absolute blue print for children’s museums beyond the key characteristics mentioned previously. Otherwise each group or organisation will have its own emphasis and idea of what makes their museum special and important to its area. Diversity is one of the strengths of the movement. The emphasis is always on learning, exploring, on discovery. For that reason, in developing a British model it may be appropriate to adapt the term children’s discovery centre or children’s discovery museum for future use.

Saturday, January 4, 2020

Salaries and Benefits of US Congress Members

The salary and benefits paid to the Senators and Representatives of the U.S. Congress is a constant source of public fascination, debate—and most of all—fake news.   For example, one massively-sent email states, â€Å"Many citizens had no idea that members of Congress could retire with the same pay after only one term.† Well, maybe many citizens do not have that idea, because it is just flat wrong. Another infamous email demanding passage of a mythical â€Å"Congressional Reform Act† claims members of Congress do not pay Social Security taxes. That, too, is wrong Salaries and benefits of members of the U.S. Congress have been the source of taxpayer unhappiness and myths over the years. Here are some facts for your consideration. As of 2019, the base salary for all rank-and-file members of the U.S. House and Senate was $174,000 per year, plus benefits. Salaries have not been increased since 2009. Compared to private-sector salaries, the salaries of members of Congress is lower than many mid-level executives and managers. Rank-and-File Members: The current salary (2019) for rank-and-file members of the House and Senate is $174,000 per year. Members are free to turn down pay increase and some choose to do so.In a complex system of calculations, administered by the U.S. Office of Personnel Management, congressional pay rates also affect the salaries of federal judges and other senior government executives. Congress: Leadership Members Salary  (2019) Leaders of the House and Senate are paid a higher salary than rank-and-file members. Senate Leadership Majority Party Leader - $193,400Minority Party Leader - $193,400 House Leadership Speaker of the House - $223,500Majority Leader - $193,400Minority Leader - $193,400 Pay Increases   Members of Congress are eligible to receive the same annual cost-of-living increase given to other federal employees if any. The raise takes effect automatically on January 1 of each year unless Congress, through the passage of a joint resolution, votes to decline it, as Congress has done since 2009. Benefits Paid to Members of Congress You may have read that Members of Congress do not pay into Social Security. Well, thats also a myth. Social Security Prior to 1984, neither Members of Congress nor any other federal civil service employee paid Social Security taxes. Of course, they were also not eligible to receive Social Security benefits. Members of Congress and other federal employees were instead covered by a separate pension plan called the Civil Service Retirement System (CSRS). The 1983 amendments to the Social Security Act required federal employees first hired after 1983 to participate in Social Security. These amendments also required all Members of Congress to participate in Social Security as of January 1, 1984, regardless of when they first entered Congress. Because the CSRS was not designed to coordinate with Social Security, Congress directed the development of a new retirement plan for federal workers. The result was the Federal Employees Retirement System Act of 1986. Members of Congress receive retirement and health benefits under the same plans available to other federal employees. They become vested after five years of full participation. Health Insurance Since all provisions of the Affordable Care Act or â€Å"Obamacare† took effect in 2014, members of Congress have been required to purchase health insurance plans offered through one of the Affordable Care Act-approved exchanges in order to receive a government contribution toward their health coverage. Prior to the passage of the Affordable Care Act, insurance for members of Congress was provided through the Federal Employees Health Benefits Program (FEHB); the government’s employer-subsidized private insurance system. However, not even under the FEHB plan was the insurance â€Å"free.† On average, the government pays from 72% to 75% of the premiums for its workers. Like all other federal retirees, former members of Congress paid the same share of premiums as other federal employees. Retirement   Members elected since 1984 are covered by the Federal Employees Retirement System (FERS). Those elected prior to 1984 were covered by the Civil Service Retirement System (CSRS). In 1984 all members were given the option of remaining with CSRS or switching to FERS. As it is for all other federal employees, congressional retirement is funded through taxes and the participants contributions. Members of Congress under FERS contribute 1.3 percent of their salary into the FERS retirement plan and pay 6.2 percent of their salary in Social Security taxes. Members of Congress become eligible to receive a pension at the age of 62 if they have completed a total of 5 years of service. Members who have completed a total of 20 years of service are eligible for a pension at age 50, are at any age after completing a total of 25 years of service. No matter their age when they retire, the amount of the members’ pension is based on their total years of service and the average of their highest three years of salary. By law, the starting amount of a Member’s retirement annuity may not exceed 80% of his or her final salary. Can They Really Retire After Only One Term? Those mass emails also claim that members of Congress can get a pension equal to their full salaries after serving only one term. That one is partly true but mostly false. Under the current law, which requires at least 5 years of service, members of the House of Representatives would not be eligible to collect pensions of any amount after serving only one term, since they come up for reelection every two years. On the other hand, U.S, Senators — who serve six-year terms — would be eligible to collect pensions after completing only one full term. In neither case, however, would the pensions be equal to the member’s full salary. While it is highly unlikely and has never happened, it is possible for a longtime member of Congress whose pension began at or near 80% of his or her final salary could — after many years of accepted annual cost-of-living adjustments — see his or her pension rise to equal his or her final salary. Average Annual Pensions According to the Congressional Research Service, there were 611 retired members of Congress receiving federal pensions based fully or in part on their congressional service as of October 1, 2016. Of this number, 335 had retired under CSRS and were receiving an average annual pension of $74,028. A total of 276 Members had retired with service under FERS and were receiving an average annual pension of $41,076 in 2016. Allowances Members of Congress are also provided with an annual allowance intended to defray expenses related carrying out their congressional duties, including official office expenses, including staff, mail, travel between a Members district or state and Washington, DC, and other goods and services. Outside Income Many members of Congress retain their private careers and other business interests while they serve. Members are allowed to retain an amount of permissible outside earned income limited to no more than 15% of the annual rate of basic pay for level II of the Executive Schedule for federal employees, or $28,400.00 a year in 2018. However, there is currently no limit on the amount of non-salary income members can retain from their investments, corporate dividends or profits. House and Senate rules define what sources of outside earned income are permissible. For example, House Rule XXV (112th Congress) limits permissible outside income to salaries, fees, and other amounts received or to be received as compensation for personal services actually rendered. Members are not allowed to retain compensation arising from fiduciary relationships, except for medical practices. Members are also barred from accepting honoraria - payments for professional services typically provided without charge. Perhaps most importantly to voters and taxpayers, member of Congress are strictly prohibited from earning or accepting income that may appear to be intended to influence the way they vote on legislation. Tax Deductions Members are allowed to deduct up to $3,000 a year from their federal income tax for living expenses while they are away from their home states or congressional districts. Early History of Congress Pay How and how much members of Congress should be paid has always been a debated issue. America’s Founding Fathers believed that since congressmen would typically be well-off anyway, they should serve for free, out of a sense of duty. Under the Articles of Confederation, if U.S. congressmen were paid at all, they were paid by the states they represented. The state legislatures adjusted their congressmen’s pay and could even suspend it completely if they became dissatisfied with them. By the time the first U.S. Congress under the Constitution convened in 1789, members of both the House and Senate were paid $6 for each day there were actually in session, which was then rarely more than five months a year. The $6 per-day rate remained the same until the Compensation Act of 1816 raised it to a flat $1,500 a year. However, faced with public outrage, Congress repealed the law in 1817. Not until 1855 did members of Congress return to being paid an annual salary, then $3,000 per year with no benefits. Sources and Further Reference Brudnick, Ida A. â€Å"Congressional Salaries and Allowances: In Brief.† Congressional Research Service (April 11, 2018).Feran, Tom. â€Å"Can members of Congress retire with full pay after just one term?† Politifact Ohio (January 11, 2013)