Despite numerous studies that show LGBT populations are at an increased risk of experiencing sexual assault, very little headway has been made in understanding where they seek help from after the fact. Disengagement with the experiences of LGBT student victims of sexual assault could not only disempower them but also undermine the efficacy of campus-level response policies. This study is aimed at understanding the most common reasons LGBT students do not report their sexual assault to campus officials. 20 LGBT student survivors of sexual assault were interviewed about their beliefs around reporting, campus resources, and beliefs on the role their universities play in bringing them justice. Results are forthcoming, but preliminary analysis has shown the need to create campus resources that are considerably more relevant to these populations. This study intends to add to the literature on sexual violence by highlighting key flaws in campus-level policy that need to be addressed to better support LGBT victims in their fight for justice.

Many of the 26 million U.S. children who rely on free or reduced-price meals at school lose reliable food access during the summer months. However, little evidence has emerged on the relationship between poor food access and a student's ability to perform will in school. I study the role of free summer meal sites funded by the U.S. Department of Agriculture in supporting student achievement using student-level data from a large urban school district in the metro-Atlanta area. I find that approximately 70% of free/reduced-price meal eligible students live within 1 mile of a meal site, but that relaxing site location restrictions does not bring the remaining 30% any closer. In addition, I find that moving from zero to one mile to the nearest summer meal site is associated with lower achievement in reading and math. This relationship becomes stronger with distance, as students who live 3+ miles from a site experience even greater declines compared to students who live within 1 mile of a site.

Development Economics is a branch of economics which is being identified as a platform to sketch the destination of an economy for maintaining a considerable standard of living specially for the third world countries (Escobar, 1995, p. 213). Development economics is comparatively a new area, but it has faced noteworthy changes since its birth in 1940s due to the diverse nature of the societies and different ideologies (Oslington, 1993). The problem in measuring development lies with the vast and wide range of socio-economic, cultural and political issues. It has been found that at the passage of time the definition of development has been changed. The development strategy is characterized by both the quantity and quality of goods and services. But it depends on the state of the development progress. If the economy is suffering from minimal basic needs, then it would be the best option to provide their needs irrespective of the quality. Here, quantity matters while quality should be an issue if the economy moves towards a higher level of standard of living. This work will try to explore the basis of ‘quantitative’ & ‘qualitative’ development. A theoretical elaboration of the arguments on development is being considered and the whole discussion is based on the secondary evidence. A survey method will lead to explore the success history of development of different countries. It will also consider the critical appreciation based on various economic thoughts. This research will help to find the appropriate strategy of development using cross-country data.