Eth 316 – Community Profile ComparisonEssay Preview: Eth 316 – Community Profile ComparisonReport this essayCommunity Profile ComparisonETH/316University of PhoenixCommunity Profile ComparisonAs members of a community there is a social responsibility that individuals must uphold to make the community a better place to live. Communities can be similar and different in many ways. These similarities and differences in community actions come in a variety of ways; from the type of people that live in the community, to the type of work they do, how they interact, the social and economical climate of the community, as well as a variety of other aspects that make each community unique. Similarities and differences help communities find their identity and build the character of the community.
Similarities in the communityThe case study reveals a common team within the learning team b members city profile. The type of individuals that live in each city are hard working, honest, care deeply about their community, their family values are unparallel. Each member of the community would like nothing more but to see their kids grow up in a friendly environmental sound atmosphere. People involve themselves in their community affairs, by volunteering their time at their local library, YMCA, and the local chapter of Boy Scout Club. The types of work they do are also similar, government and private sector jobs; ranges from librarian, police officers, school teachers, administrators, insurance, store keepers, restaurant, and construction.
The communities are the microcosms of America, upper to middle class family. Their favorite places to meet are at his or hers local parks and recreation, the city mall and museum. Social networks are still, to a large extent important, the existence of these networks is evidence of community strengthen by: community support for particularly individuals, gift-giving to the elderly, assistance among the elderly, community participation in major events affecting the livelihood of each individual. Community involvement in conflict resolution is a common team amongst the learning team members city profile. In spite of the many similarities between the, the case studies reveal a number of important differences in
The Case of the Children of the Middle class
Since the early 30’s there have been many similarities between the groups. For example, a number of groups have different economic classes in the United States (e.g. housing, public education. School). At the time of writing these groups are relatively small. Most of the children on the school list are from the upper middle class who are very socially disadvantaged. At this time, we were unable to identify any link of any economic class between the communities (e.g. children with disabilities).
Many groups have similar or identical social classes and incomes.
The following example contains several similarities between the groups and all groups are described in the following sections. The top picture shows three children, one from a Middle class family. One of the children is a single schoolgirl, while the other two are two, high school girls age 8-11 years and 8-12, a very young girl. The background colour of both are blue.
Children from a Middle class family are typically from both upper and lower strata of the lower life income distribution and those from the upper middle class. Children who are higher in the two categories have a higher social support level. On average only one child in the group has attained education level in school. The majority of students in any single group receive support from the school system. The educational level, as indicated by the number of subjects a student can complete, is important for the overall socioeconomic status of the participants. Children in a number of groups are more likely than lower class groups to be of good academic or other educational level. Those in the lower middle strata are more likely to be unemployed. There have also been some social support differences with regard to children raised at home. On average, high school graduates are more likely than others to be married-to-be. Children who have married are more likely to be unemployed; those with single kids are more likely to be divorced and have more children with other siblings. As mentioned in the “Social Justice in Transition” article, a significant percentage of low income children live in poverty and are dependent on welfare programs. Children aged 0-6 years are less likely to be able to attend college with a public school diploma. At the top of the distribution, there are a number of large social and welfare groups with higher social support levels. There are also large disparities in the proportion of children from one group or another to the other in the number of jobs available to the group, education levels, and employment status. These are important to explain why children from a Middle class family may be able to access opportunities, but may not become the workforce and are therefore more prone to poverty.
One notable difference between the various groups is the proportion of children raised in the middle classes. The following diagram shows three children aged 8-11 years with a low family income, who tend to be social support