In the story on New York Times titled, "Lesson of the Day: ‘These Families Feel Forgotten as N. Y.C. Pushes to Open Schools" 1. How do the experiences of Arianne Allan, a mother of two, illustrate the limitations of new city services for remote learning, such as giving all public school students an iPad?

2. Create a chart with four columns: (1) issues and challenges, (2) responses from families who are homeless, (3) responses from advocacy groups and (4) responses from the local government and the Department of Education. Then, respond to the following questions using your chart to organize your answers:

What are some of the challenges and issues that families without housing are facing as the new school year approaches?

What are some of the solutions that families and advocacy groups are suggesting?

How has the city and the Department of Education responded?

3. Why are some homeless families deciding to send their children to in-person school this fall? What layers of privilege — such as social class and the ability to work from home — affect how much choice parents have about their child’s education this fall?

4. Christlie Jean-Baptiste, a college student and mother of two children, said of families in shelters, “We’re kind of overlooked.” Based on how Ms. Jean-Baptiste describes her experiences with remote learning, why do you think she feels overlooked?

5. What were some of the factors that Crystal Berroa, a mother of three, was facing as she tried to decide whether or not to send her children back to the classroom for in-person learning?

Answer and Explanation:

1. In the article we can see that public schools in New York when planning how remote education would be, due to the coronavirus, did not take into account the situation of many students who do not have the minimum resources to attend online classes. This can be seen in the case portrayed in the article, the case of the family of Arianne Allan. She and her children do not have a home and live in a shelter that does not have a wifi network, in addition to having no telephone signal, which greatly impairs the education of children. In addition, Arianne's children contracted the coronavirus and received iPads donated by the school late, which hampered their education. Arianne, concerned about the children's education, had to use her salary to pay for an inefficient and unreliable wifi network. Many children are in the same situation, or worse, but schools have not moved to help them and have yet stipulated the return to face-to-face classes, without worrying if some students are academically late.

2. a) families do not know if their children will have sufficient academic base to follow the classroom classes, since they were unable to follow the remote classes. b) Families and advocacy groups are suggesting that schools, at least, correct the errors of donated iPads, so that children can better study and monitor the school year, in addition to the need for schools to promote social professionals that help students access the study platforms, in addition to correcting technical problems that may happen.

3. Because they will have better academic support, where the academic system will be concerned with whether they are able to study or not. For this, it is necessary that parents have a better economic condition than they currently have, it is necessary to have a job that is well paid, allowing the school to be paid and essential services such as food, water, among others to be provided. for the children.

4. She feels forgetful because she doesn't have the support needed for her and her children, besides, nobody seems to care about it. My experience with remote study is not so different in relation to technical problems, but I am in a better situation than those reported in the article, since I have full access to quality internet and a comfortable home.

5. She is afraid that the academic delay of her children, due to remote education, will make them uncomfortable at school, becoming anti-social, ashamed and sad. Her children were unable to access classes and are very late.

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11-32. the main character in the parable, the forgiving father, whose character remains constant throughout the story, is a picture of god. in telling the story, jesus identifies himself with god in his loving attitude to the lost. the younger son symbolizes the lost (the tax collectors and sinners of that day, luke 15: 1), and the elder brother represents the self-righteous (the pharisees and teachers of the law of that day, luke 15: 2). the major theme of this parable seems not to be so much the conversion of the sinner, as in the previous two parables of luke 15, but rather the restoration of a believer into fellowship with the father. in the first two parables, the owner went out to look for what was lost (luke 15: 1-10), whereas in this story the father waits and watches eagerly for his son's return. we see a progression through the three parables from the relationship of one in a hundred (luke 15: 1-7), to one in ten (luke 15: 8-10), to one in one (luke 15: 11-32), demonstrating god’s love for each individual and his personal attentiveness towards all humanity. we see in this story the graciousness of the father overshadowing the sinfulness of the son, as it is the memory of the father’s goodness that brings the prodigal son to repentance (romans 2: 4).