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I am currently in the process of transitioning my M.A. level course on Science, Technology, and Development with 11 students to virtual instruction. One of my interests in engaging with COVID-19 is to examine how it (should) informs development ideologies and practices. How should students of development studies retool -- conceptually, methodologically, practically -- in wake of the pandemic?

The main argument of the article is about how child poverty is induced by several factors.  She discusses the risks of child poverty to child development, some of these factors are parental stress, mental and physical illness, child hunger, and low expectations.  Lamy addresses how families can overcome poverty struggle.

This study addresses vulnerable populations because it explains that high blood levels, which is a sign of poverty, can have an impact on performance in testing.  Even though information was not given pertaining to poverty in each subject, these conclusions can be drawn from other studies.

In comparison to other counties, Essex county has the largest number of children above the CDC blood lead level, 5% of Essex county children are affected.  They surpassed Passaic County's 3.4%.  This risk is more prominent in Essex county than any other group in the state.

The article finds that because Newark's population is 75% black and Hispanic, the hiring problem has a disproportionate impact on minorities.  Blacks and Hispanics are most at risk of this issue.

The author is Cynthia E. Lamy, she is a developmental and National Institute for Early Education Research educational psychologist and research fellow at Rutgers University. 

This study was conducted by using testing data from 4th-grade students from North Carolina, and comparing if they matched high blood lead levels.  This method was conducted in seven counties through normal statistical methods.

Some vulnerabilities blacks in Newark face are health issues like blood lead poisoning because they cannot afford to solve the issue.