Module 2 Building Policy Agenda and Analyzing Policy
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Module 2 Building Policy Agenda and Analyzing Policy
QUESTION 1. What are the fundamental differences between the Target population and stakeholders’ groups as it relates to the Development of Policy ?
Is Either group more important than the other when constructing policy?
Building Policy Agenda NOTES
Social work advocates can build policy agendas within their agencies, communities, and during elections. Agencies providing services to individuals and communities are uniquely qualified to understand the needs of clients and stakeholders. Agency providers are aware of the client’s needs, access to services, funding for said services, and their ability to provide quality services, given their available resources. Agency executives are also aware of the concerns of special interest groups willing to support the agencies mission, as well as those groups who oppose the agencies mission and threaten the sustainability of the agency.
Community activists can provide disturbing information impacting their communities and highlight solutions that they believe will alleviate the problems. Social work advocates can take these issues presented by agencies and advocates to politicians and legislators, who can develop and implement policy to benefit individuals, groups, communities, and society.
Building policy agenda starts with identifying critical stakeholders like agency executives, community activists, and government officials. Even with the help of stakeholders, there will be challenges to building a compelling legislative agenda to develop meaningful policy. Jansson (2018) proposes a three-phase model to help social work practitioners assess potential challenges. Social work practitioners can embark on a three-phased approach to build policy agendas (p. 181):
- Diagnose the context
- Soften and Moderate the context
- Activate Change
These three phases are sequential and must be administered before the decision is made to move forward with proposing legislature. These phases must be enacted as a member of a group or committee. It should not be done lone, as numerous discussions and effective collaboration is the first step to building a quality agenda.
Policy Agenda
Review all three phases of building policy agenda by moving the slider between them.
Diagnosing Context
The act of diagnosing context is a “listening stage.” (Jansson, 2018, p. 183). During this stage, social work practitioners would collect as much information as possible about the history of existing and emerging problems, as well as solutions, in the form of existing programs and policies. Ideally, the advocate will apply several competency skills (political, analytic, interactional, and value-clarifying) to elicit information and gain awareness on important issues to develop a comprehensive policy agenda.
Can ethical reasoning compromise how information the diagnosis of contextual factors for agenda building?
Soften and Moderate the Context
The softening or moderating phase is task 8- policy assessing of the Eight Task Systems Approach to Policy Making. This phase applies a utilitarian approach, we discussed in week one. This phase is data-driven, research, and solution focused. Likewise, if problems are identified during the diagnosis phase, the advocate, must generate “solution streams” (Jansson, 2018, p. 188) to address the issues. If the problem has no solution streams, then the advocate may have to hold off on pushing forward with building the policy agenda. If there is a viable solution, this is the time for advocates to seek support from stakeholders to gain access to resources and funding to address the issues. This is the time to create a social media campaign to promote awareness for the social issue and the critical elements of the policy agenda.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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