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Reform Proposal to Help Disadvantaged Children

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A reform proposal to help the disadvantaged child would have to include the child who does not have a parent to help him or her on the way to becoming an educated and responsible citizen. Up until the last half of the twentieth century, the child in this category was simply an orphan. Now in the late twentieth century the child's biological parents may well still be alive but be in jail, on drugs, too self-involved to care about another human being (even their own child), or otherwise unconcerned about the fate of the child their actions created.

In line with the political mantra "Every child a wanted child." the government and the schools could take advantage of existing technology and connect the disadvantaged child with adults who actively want to be involved in the child's welfare, even if they themselves were not biologically responsible for him or her. In bell curve sociology, for each of these parents who do not have room in their lives and hearts for a child, there is an adult who has room to spare for an extra child or for a child they cannot have themselves.

I am not proposing adoption in the legal sense but adoption by communication. When Cain asked God "Am I my brother's keeper?" God wanted to talk to Cain about something more important so He didn't answer the question. However, the answer is "Yes." There are many people who are more than willing to help "keep" the disadvantaged child on track with guidance, help, and simply communication. The age of comput

. . .
rich child whose parents work 10-12 hour days (plus commute) could be more "disadvantaged" than some impovershed children whose parent(s) devote their free time to raising their children in the way they should go. There certainly are many such parents, or no one would graduate from inner-city high schools. At the same time, a complex, detailed, and lengthy survey would be needed to determine the percentage of parents who were failures at school then discourage academic success in their own children. Thus, in both describing a parent interested (or not) in the maturation of his or her child and describing the parent interested (or not) in the education of his or her child, the only absolute one can state is that one cannot state an absolute. Only trends and patterns can be described, but some people, once they are defined as a trend, will break it for no other reason than to be different. The same is true for the child and whether he or she wants to learn. There are myriad factors influencing a child's decision to tune out the education, but they can be categorized as internal and external. The internal decision, whatever the cause, cannot easily be identified, and perhaps never be remedied without a serious change in the ch
. . .

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Approximate Word count = 1584
Approximate Pages = 6 (250 words per page)

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