Prioritizing Intergenerational Equity in Policy-Making
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
A Call to Action: Prioritizing Intergenerational Equity in Policy-Making
Intergenerational equity refers to the principle that current generations should not use up all the resources and opportunities available to them at the expense of future generations. It is about balancing the needs of the present with the needs of the future. In policy-making, this means making decisions that take into account the long-term consequences of current actions and policies.
There are several reasons why we need to prioritize intergenerational equity in policy-making. First, we are facing numerous global challenges such as climate change, resource depletion, and economic inequality that have long-term implications for future generations. Failing to address these issues adequately will have dire consequences for future generations.
Second, young people are disproportionately affected by many of these challenges. For example, climate change will have a significant impact on the lives of young people, who will be living with its consequences for decades to come. Likewise, economic inequality can limit opportunities for young people, making it harder for them to achieve their full potential.
Third, young people have a stake in the decisions that are being made today. They will be the ones living with the consequences of those decisions in the future. Therefore, they should have a voice in the policy-making process.
To prioritize intergenerational equity in policy-making, we need to take several steps. First, we need to involve young people in the policy-making process. This means giving them a seat at the table and listening to their ideas and perspectives. Young people should be able to participate in decision-making processes that affect their lives, whether that is through voting, serving on advisory boards, or other means.
Second, we need to ensure that policies and decisions are made with a long-term perspective in mind. This means taking into account the potential impacts on future generations, even if those impacts may not be felt for decades to come. We need to think about the legacy we are leaving for future generations and act accordingly.
Third, we need to prioritize sustainability in all policy-making. This means considering the environmental, social, and economic impacts of policies and decisions. We cannot continue to prioritize short-term gains over long-term sustainability. We need to think about how our actions today will impact future generations and make choices accordingly.
Fourth, we need to invest in the future. This means investing in education, research and development, and infrastructure that will benefit future generations. We need to think about the kind of world we want to leave for our children and grandchildren and make investments that will help us achieve that vision.
Fifth, we need to take action on global challenges. Climate change, resource depletion, and economic inequality are global challenges that require global solutions. We need to work together across borders and generations to address these challenges and ensure a sustainable future for all.
In conclusion, prioritizing intergenerational equity in policy-making is essential if we want to create a sustainable future for all. We need to involve young people in decision-making processes, ensure that policies are made with a long-term perspective, prioritize sustainability, invest in the future, and take action on global challenges. By doing so, we can create a world that is equitable, sustainable, and prosperous for generations to come.
Prioritizing Intergenerational Equity in Policy-Making
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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