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Ive never heard of poverty as the clinical cause of emotional distress. I don't think anyone ever claimed that putting a bunch of money in a parents bank account an hour before the CST would cause their child's score to be higher. The term 'poverty' is a proxy for all the circumstances and/or causes that can impact a student and in this case be reflected in their achievement measures. While its clear there can be variability in the effects, extent of influence and even resistance to those I dont think anyone ever claimed that putting a bunch of money in a parents bank account an hour before the CST would cause their childs score to be higher. The term poverty is a proxy for all the circumstances and/or causes that can impact a student and in this case be reflected in their achievement measures. While its clear there can be variability in the effects, extent of influence and even resistance to those circumstances, I think its pretty clear that there is a large degree of commonality within any subgroup defined by parental income as well as other, probably even more important metrics, such as parental educationwhich of course correlates to income. I also dont think it even has to be explicit trauma per se, rather other, less actively trauma inducing things such as limited vocabulary exposure, limited cultural exposure, limited educational access and resources, etc, etc. I also dont think it really matters how deterministic these things are because people who invoke the poverty card dont do so as a means to simply give up, rather to try to make sure we dont actually make things worse by focusing on the wrong issue. Thats important to understand because from that viewpoint it is not an excuse at all. I also believe it is important to remember that children have very little control over the environments in which they grow up. While creating policy that punishes adults for their own mistakes may make policy sense because they have some level of control over their lives, and an ability to understand cause and effect and to modify their behavior and sometimes circumstance, young children do not have that ability to any extent.

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Alston, Philip. P. 29. Ibid. p. 31. In this instance, judges interpret the meaning of words and the intentions of their authors in a manner that is considered adequate in resolving a case. Judicial self restraint and judicial activism are evident in the opinions and dissents of Supreme Court cases such as Allen v. right, Lujan v. Defenders of ildlife, and Chevron v. Natural Resources Defense Council.

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First, student voice involves the values, opinions, beliefs, perspective, and cultural backgrounds of all students. So this is more than simply listening to our students in class. Listening to the collective student voice means that we listen to and respond to what really matters to students. Are their opinions being heard?Are their values and beliefs being respected?Are their varying cultural backgrounds freely expressed?Next, student voice should affect instructional approaches. Here is where the student choice piece comes in. To truly let student voice be heard, does the way you are teaching reflect that youre actually letting students make choices about how they learn?Does the way something is being taught offer students opportunities to express their personal beliefs and opinions?Can they share or learn about their own culture, feel comfortable to let their values be known?Does your school have an activity period, or flex block?Perhaps you could use this time for students to pursue projects of their choice or meet with groups of students to share some of the things they care about. Could you dedicate time just for students to explore and celebrate their culture?Could students presents their projects, big ideas, opinions, etc. to their class?To the whole school?Just like the example at the outset it can be frustrating, and confidence draining, when you feel like your voice is not being heard. It makes you feel as if others dont value you. This isnt how we want students to feel!For students that are struggling with finding their place, or feel like they dont fit in, knowing that their voice is being heard can help them to see that theyre not alone. To truly personalize learning, student voice is essential.

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Departments of Neurogsurgery, Pathology, Cytogenetics and Internal Medicine University of Arkansas for Medical Science, Little Rock, ArkansasBrain Cancer ClusterSurrounds Petrochemical Plant SOURCE: Journal of Toxicology and Environmental Health,43:117 129, 1994 An unusually high number of bone, bladder and brain cancers were found to be occurring among children living in a residential area near 3 petrochemical plants between 1981 and 1990. The children ranged in age from 0 19 years. Upon reviewing 28 death certificates of these three types of cancers, 27 of the children lived within 2 3 kilometers approx. 1. 0 2. 0 miles from the chemical plants. According to the pollution reports compiled by the Environmental Protection Agency of the Republic of China, nine serious air pollution events occurred in these chemical plant districts which released the chemicals vinyl chloride and acrylonitrile. Other chemical sources from the plants included polycyclic aromatic hydrocarbons and well water contamination with the chemical phenol, which was found far over government safety guidelines. Drs. Bi Jen Pan, Yu Jue Hong, Gwo Chin Chang, Ming Tsan WangSchool of Public Health, Kaosiung Medical College, Taiwan, China Twenty seven patients who died from cancer were found to have significantly higher levels of pesticides in their fat tissues in comparison to forty four people who died from other illnesses. Researchers at the School of Medicine, Odense University, Denmark, surveyed a total of 71 people who died either from cancer or from another illness.

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Thus, in order to understand the use and applicableness of the Equity Theory as an explanation and/or as a motivator in the workplace it is vital that these strengths and weaknesses be reviewed and evaluated. Efficiency, effectiveness, and applicableness of theory components supported by several research studies over the years1. 1967 Effects of Inequity Produced by Underpayment on Work Output, Work Quality, and Attitudes Towards the Work, by Lawler and O'Gara For example: As in underpayment conditions, which is observed and proven through the research of the Greenburg Studies in 1990For example: Reasonable to assume that most people do compare "their inputs and outcomes relative to others" Redmond, 2009Stetcher and Rosse 2007 state that "based on the assumption that people are capable of calculating costs and benefits in choosing among alternative courses of action" p. 778. For example, employees can use the equity theory to determine if inequity has occurred, and if so, they can use the expectancy theory to act upon the inequity. For example: Offers a variety of strategies for restoring equity but does not predict in detail which option an individual will select Redmond, 2009For example: Because many studies were short term there is no knowledge of long term reactions to inequity Redmond, 2009For example: Various factors, which are not under administrations, managers, and/or organizations control can lead to inequity Redmond, 2009For example: Human perception can be flawed, thus exposing any conceived perception of outcomes and inputs to error as wellThe original equity theory, as posed by Adam's, lacks scientific consideration or explanation for different values or lack thereof of equity itself within culturesFor example: Research conducted on the equity theory as it pertains to the Eastern cultures found that equality, rather than equity, was preferred Leung and Bond, 1982, 1984; Leung and Park, 1986; Mahler, Greenberg, and Hayashi, 1981, as cited in Fadil et al, 2005As illustrated above, the Equity Theory possesses both strengths and weakness, the examination of which is necessary for the correct use of the theorys application in the workplace.