behavior modification

aper details  

Operant conditioning provides a strong theory and a number of tools that can be applied to behavior modification. This week, you will be creating a set of behavior modification strategies applying the different principles of operant conditioning that you learned about in Chapter 12 of your text.

Create a PowerPoint presentation covering the following points. You should be creative in developing these different strategies. Make sure to read all the way through Chapter 12 so that you can understand the many different operant principles as you describe how to apply each strategy and which operant principle is being applied in the strategy. Do not repeat the exact same strategy in more than one situation.

A set of two operant-based strategies for training your new puppy
A set of two operant-based strategies an elementary teacher could put into place with children who are struggling with behavior issues in school
A set of two operant-based strategies a parent can use with their child to encourage them to keep their room clean and help with the household chores
A set of two operant-based strategies that you can apply to yourself when wanting to change a behavior (either stopping an undesired behavior or starting a new desired behavior)
Each slide should focus on just one strategy providing step-by-step procedures for the strategy and an overview of the operant principle. Headings should be used throughout the presentation to clearly describe the focus of each slide.

This PowerPoint presentation should be eight to 10 slides in length and written in proper APA format. In addition to the minimum slide count, you should also include a cover page and a reference page in APA format. Use a minimum of one source in addition to your textbook to support your points.

Organisations and People – Case study report (USE the template attached for the report)

Provide an introduction to and overview of the three main metaphors encountered during the module – *building blocks, iceberg and river (see below for more explanations on these descriptions). In the overview, identify key theoretical perspectives in organisation and people management which link to these metaphors.
• Present case studies of two contemporary organisations. Use the three metaphors and relevant theories to explain how organisation and people management take place in the two organisations, drawing out similarities and contrasts between the two. It is suggested that you choose two cases that you have already encountered in the module.
• Present a conclusion in which the three metaphors and the case studies are used to reflect on your own management and organisational experience, highlighting ways in which they will inform your future managerial practice.
The report should also have an executive summary and a reference list in the Harvard Referencing style. These will not count towards the final word count.

Suggested structure and weighting
The following shows a suggested structure and word-weighting for the report. Whilst you do not have to follow this exactly, it is recommended that your report should broadly follow this pattern:
1. Introduction (100 words)
2. The three metaphors (900 words, split evenly between the three sub-sections below)
2.1 The organisation as a set of building blocks
2.2 The organisation as an iceberg
2.3 The organisation as a river
3. Case studies (600 words, split evenly between the two sections below)
3.1 Case study organisation #1
3.2 Case study organisation #2
4. Conclusions, with personal reflections on managerial practice. (400 words)

We can apply our three metaphors to the different aspects of knowledge and learning we have encountered in this unit:

Basics Metaphors of Block, River and Iceberg
• A building-blocks perspective would see knowledge in terms only of explicit knowledge, basic, surface-level facts which can make up a ‘database’ of encoded knowledge within an organisation. In this sense, knowledge is a ‘thing’ which people and organisations simply accumulate.
• An iceberg perspective recognises that tacit knowledge has much more depth and is a much more personal and individual form of knowledge which comes from experience.
• A river perspective recognises that knowledge is of no use if it remains static and is not being shared and transferred between people. To be useful, knowledge needs to be dynamic and animated, like a river. This, in turn, allows organisations to be more adaptable and innovative.
As suggested at the start of the module, the three metaphors are not there to suggest that any one approach to knowledge is better that the other; instead they show different aspects of knowledge and how they work together. In this respect, we see knowledge as a body of explicit knowledge and theory (building blocks), which becomes useful in practice when individuals use experience to transform this explicit knowledge into tacit knowledge (iceberg), and which becomes useful to organisations when it is shared and transferred between people (river).

Overview of personality
When we think about people that we know, we often describe them in terms of their personality traits and characteristics. As we will see in this unit, employers will also have desired personality characteristics in mind when they advertise for a job vacancy. In this unit, we will examine some of the main theories of personality and examine how these link into recruitment and selection techniques that aim to match desired personality characteristics to candidates.
In this unit, we will examine two main approaches to personality:
• The nomothetic approach suggests that personality is something which can be measured, with personality tests used to put people into specific personality categories and types. This view sees personality as being like a set of building blocks, made up of certain measurable components in the form of personality traits.
• The ideographic approach suggests that our personalities are unique, complex and always changing, and cannot be boiled down to a simplistic measurement. This approach sees personality as more like an iceberg, with rich, complex, hidden depths, and also a bit like a river in that it is always changing and developing.
Whilst we will focus on the links between personality and theories and recruitment and selection, we also see how personality is linked to other aspects of the individual, including leadership development and career development.

King, D. and Lawley, S. (2019). Organizational Behaviour (3rd edition) Oxford University Press, pp. 266-269.

Root Cause Analysis- Medication error

For this assessment, you can use a supplied template to conduct a root-cause analysis. The completed assessment will be a scholarly paper focusing on a quality or safety issue pertaining to medication administration in a health care setting of your choice as well as a safety improvement plan.

As patient safety concerns continue to be addressed in the health care settings, nurses can play an active role in implementing safety improvement measures and plans. Often root-cause analyses are conducted and safety improvement plans are created to address sentinel or adverse events such as medication errors, patient falls, wrong-site surgery events, and hospital-acquired infections. Performing a root-cause analysis offers a systematic approach for identifying causes of problems, including process and system-check failures. Once the causes of failures have been determined, a safety improvement plan can be developed to prevent recurrences. The baccalaureate nurse’s role as a leader is to create safety improvement plans as well as disseminate vital information to staff nurses and other health care professionals to protect patients and improve outcomes.

As you prepare for this assessment, it would be an excellent choice to complete the Quality and Safety Improvement Plan Knowledge Base activity and to review the various assessment resources, all of which will help you build your knowledge of key concepts and terms related to quality and safety improvement. The terms and concepts will be helpful as you prepare your Root-Cause Analysis and Safety Improvement Plan. Activities are not graded and demonstrate course engagement.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Analyze the elements of a successful quality improvement initiative.
Apply evidence-based and best-practice strategies to address a safety issue or sentinel event pertaining to medication administration. ;
Create a viable, evidence-based safety improvement plan for safe medication administration.
Competency 2: Analyze factors that lead to patient safety risks.
Analyze the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization.
Competency 3: Identify organizational interventions to promote patient safety.
Identify existing organizational resources that could be leveraged to improve a safety improvement plan for safe medication administration.
Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.
Professional Context

Nursing practice is governed by health care policies and procedures as well as state and national regulations developed to prevent problems. It is critical for nurses to participate in gathering and analyzing data to determine causes of patient safety issues, in solving problems, and in implementing quality improvements.

Scenario

For this assessment, you may choose from the following options as the subject of a root-cause analysis and safety improvement plan:

The specific safety concern identified in your previous assessment pertaining to medication administration safety concerns.
The readings, case studies, or a personal experience in which a sentinel event occurred surrounding an issue or concern with medication administration.
Instructions

The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a health care setting. You will create a plan to improve the safety of patients related to the concern of medication administration safety based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen health care setting to provide a rationale for your plan.

Use the Root-Cause Analysis and Improvement Plan Template [DOCX] to help you to stay organized and concise. This will guide you step-by-step through the root cause analysis process.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand ;what is needed for a distinguished score.

Analyze the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization.
Apply evidence-based and best-practice strategies to address the safety issue or sentinel event pertaining to medication administration.
Create a feasible, evidence-based safety improvement plan for safe medication administration.
Identify organizational resources that could be leveraged to improve your plan for safe medication administration.
Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.
Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like but keep in mind that your Assessment 2 will focus on safe medication administration.

Assessment 2 ;Example [PDF].
Additional Requirements

Length of submission: Use the provided Root-Cause Analysis and Improvement Plan template to create a 4-6 page root cause analysis and safety improvement plan pertaining to medication administration.
Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
APA formatting: Format references and citations according to current APA style.

Why College Athletes Should Get Paid

Task:       Write a research paper using evidence to support a thesis that addresses your research question examining a current issue or event in the news from the perspective of your field of study. The audience is people who are generally educated but do not have extensive knowledge of your field or topic.
Length:   1600-2000 words
Sources: Minimum of 6. At least 3 of these must be from scholarly journals, and all sources should be selected based on reliability, currency, and level of information/analysis. The UMGC library will be very useful in helping you find appropriate sources. You can, but do not have to, include all of the sources from your annotated bibliography.
Due date and revision: The first draft of the research paper is due for workshop with me on Tuesday, 6/15, by NOON AST.  We will have one-on-one meetings to go over your paper during the 6/16 class session. Submit your draft as an attachment (Microsoft Word is required) to this assignment folder. This should be as complete a draft as possible, in order to receive the most helpful feedback. In working on your draft, you may want to look at the rubric that will ultimately be used to grade your final paper. You can see it when viewing these instructions through the Assignments area of the classroom.
During our one-on-one workshop, you will receive feedback on your draft.
You will then revise your paper and submit it by Tuesday, 6/22, at 11:30pm AST, to the folder “Assignment 3: Research Paper, revised draft.” This version will be graded using the rubric and will count for 30% of your course grade.
Outcomes you should achieve by completing this assignment
The outcomes for this assignment are listed below, with the associated course outcomes in parentheses:
•Use research to write a paper that will inform or persuade an audience (Course outcome 1)
•Form unified, coherent, and well-supported paragraphs in support of the thesis statement (Course outcome 2)
•Select sources, use them to inform and support your writing, and document them in APA style (Course outcome 4)
•Demonstrate accurate grammar and mechanics in writing (Course outcome 3)
•Participate in the process of receiving feedback and revising your writing (Course outcome 1)
Topic
This paper is the culmination of your research project, in which you are examining a current issue or event in the news from the perspective of your field of study. Before drafting your paper, you will have chosen a topic, developed a research question, and identified several potential sources in an annotated bibliography. You should write on the same topic for this paper, unless your professor has asked you to make changes to your topic.
Organizing and supporting your paper
As you write your paper, be sure to include the following:
•an engaging introductory paragraph that includes an effective and clear thesis statement
•any definition of terms or background information that your reader is likely to need to understand your paper
•focused body paragraphs that begin with topic sentences and use effective transitions. This is where you will support the thesis using arguments and evidence.
•a concluding paragraph that reiterates the thesis, summarizes key points of the paper, and leaves the reader with the “So what?”
Research is a key element of this paper. Take care to support your claims with research throughout the paper. Include APA in-text citations whenever you use sources, whether through quote, paraphrase, or summary. An APA reference list at the end of the paper should list all of the sources cited in the text of the paper.
Point of view
This paper will be written in an academic style. Use third person point of view. Do not use “I” or “you.”
Formatting your assignment
Incorporate these elements of APA style:
•Use one-inch margins.
•Double space.
•Times New Roman or Arial 12pt. font
•Include APA 7th edition title page and pagination throughout essay

Fundamental Cause and Market-Justice theories

Choose 2: (Only address 2 questions) Refer to the articles (3) provided and provide in text citations.

Sources : 2 PDF’s attached & the link posted below)

https://apha.org/policies-and-advocacy/public-health-policy-statements/policy-database/2018/01/18/housing-and-homelessness-as-a-public-health-issue

How does the theory of fundamental causes support a public health viewpoint?
Describe the four essential features of a fundamental cause of health inequity.
What are the limitations of the fundamental cause theory?
Comment on, “the critical barrier to dramatic reductions in death and disability is a social ethic that unfairly protects the most numerous or the most powerful from the burdens of prevention.”
Comment on, “The domain model of justice [in America] has been market-justice.” What does this mean for public health?

Analyzing Policy

Continuing with the public policy you selected in the Week 3 assignment, Historical Perspective, you will now describe and expand upon the influence, motives, and impacts of your chosen policy and its parameters. Write a 4–5 page paper in which you:

Write a one-page summary of the policy, including the purpose, the context of the problem, and any recommendations or suggestions from the policy to address the problem. (Use your summary skills to keep this to one page.)
Identify all the stakeholders, official and unofficial, along with any interest groups involved with your policy.
Describe the role and function of each of the stakeholders you identified.
Of the list of stakeholders you identified, pick two and describe the political influence of each stakeholder, explaining motives, conflicts, interrelationships, and impacts on the policy.
Include at least four peer-reviewed references (no more than five years old) from material outside the textbook. Note: Appropriate peer-reviewed references include scholarly articles and governmental websites. Wikipedia, other wikis, and any other websites ending in anything other than “.gov” do not qualify as peer-reviewed. Use Basic Search: Strayer University Online Library to identify references.
As you develop your paper, you may want to reference Communicating Uncertainty In Policy Analysis [PDF] for a summary of policy analysis principles.

This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.

The specific course learning outcome associated with this assignment is:

Analyze the impact of the intergovernmental functions and roles associated with public policy formulation and implementation in the United States.

the importance of professional associations in nursing

=Examine the importance of professional associations in nursing. Choose a professional nursing organization that relates to your specialty area, or a specialty area in which you are interested. In a 750‐1,000 word paper, provide a detailed overview the organization and its advantages for members. Include the following:

  1. Describe the organization and its significance to nurses in the specialty area. Include its purpose, mission, and vision. Describe the overall benefits, or “perks,” of being a member.
  2. Explain why it is important for a nurse in this specialty field to network. Discuss how this organization creates networking opportunities for nurses.
  3. Discuss how the organization keeps its members informed of health care changes and changes to practice that affect the specialty area.
  4. Discuss opportunities for continuing education and professional development.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 

Explore the “List of Nursing Organizations,” located on the Nurse.org website.

URL:

https://nurse.org/orgs.shtml

Training Session for Policy Implementation

Develop a 2-5-page training strategies summary and annotated agenda for a training session that will prepare a role group to succeed in implementing your proposed organizational policy and practice guidelines.

Introduction
Training and educating those within an organization who are responsible for implementing and working with changes in organizational policy is a critical step in ensuring that prescribed changes have their intended benefit. A leader in a health care profession must be able to apply effective leadership, management, and educational strategies to ensure that colleagues and subordinates will be prepared to do the work that is asked of them.

As a master’s-level health care practitioner, you may be asked to design training sessions to help ensure the smooth implementation of any number of initiatives in your health care setting. The ability to create an agenda that will ensure your training goals will be met, and will fit into the allotted time, is a valuable skill for preparing colleagues to be successful in their practice.

Note: Remember that you can submit all, or a portion of, your draft strategy summary and annotated training agenda to Smarthinking for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

To help ensure a smooth rollout and implementation of your proposed policy and practice guidelines, design a training session for one of the role groups in the organization that will be responsible for implementation.

Write a brief summary of your strategies for working with your chosen role group.
Explain how this training session will help prepare the group to succeed in implementing your proposed policy and practice guidelines, and why you chose this group to pilot your proposal.
Prepare an annotated agenda for a two-hour training session.
During this training session, you will want to ensure that the individuals you are training understand the new policy and practice guidelines. You will need them to buy into the importance of the policy in improving the quality of care or outcomes and their key role in successful policy implementation. You must help them acquire the knowledge and skills they need to be successful in implementing the policy and practice guidelines.

As outcomes of this training session, participants are expected to:

Understand the organizational policy and practice guidelines to be implemented.
Understand the importance of the policy to improving quality or outcomes.
Understand that, as a group, they are key to successful implementation.
Possess the necessary knowledge and skills for successful implementation.
Requirements
The strategy summary and annotated training agenda requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for document format and length and for supporting evidence.

Summarize evidence-based strategies for working with the role group to obtain their buy-in and prepare them to implement the new policy and apply the associated practice guidelines to their work.
Why will these strategies be effective?
What measures might provide early indications of success?
Explain the impact of the new policy and practice guidelines.
How they will be implemented?
How will they affect the daily work routines and responsibilities of the role group?
Justify the importance of the new policy and practice guidelines with regard to improving the quality of care or outcomes related to the role group’s work.
How will the policy and guidelines help improve the quality of care or outcomes?
Explain the role group’s importance in implementing the new policy and practice guidelines.
Why is the work and buy-in of the role group important for successful implementation?
How could you help the group feel empowered by their involvement during implementation?
Determine appropriate and effective instructional content, learning activities, and materials for the training session.
How will each proposed activity on your agenda support learning and skill development?
Can you complete the training within the allotted two hours?
Organize content so ideas flow logically with smooth transitions.
Proofread your strategy summary and training agenda, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your strategies.
Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
Be sure to apply correct APA formatting to source citations and references.
Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Assessment 4 Example [PDF].
Strategy Summary and Training Agenda Format and Length
Format your document using APA style.

Use the APA Style Paper Template [DOCX]. An APA Style Paper Tutorial [DOCX] is also provided to help you in writing and formatting your strategy summary and agenda. Be sure to include:
A title page and references page. An abstract is not required.
A running head on all pages.
Appropriate section headings.
Be sure your strategy summary and agenda is 2–5 pages in length, not including the title page and references page.
Supporting Evidence
Cite 2–4 external sources to support your strategies for working with the group you have identified and generating their buy-in, as well as for your approach to the training session, activities, and materials.

Note: Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated.

Portfolio Prompt: You may choose to save your strategy summary and agenda to your ePortfolio.

Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice.
Explain the impact of new policy and practice guidelines.
Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.
Justify the importance of a new policy and practice guidelines with regard to improving the quality of care or outcomes related to a selected role group’s work.
Determine appropriate and effective instructional content, learning activities, and materials for a training session.
Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces.
Summarize evidence-based strategies for working with a selected role group to promote their buy-in and prepare them to implement a new policy and apply associated practice guidelines to their work.
Explain a selected role group’s importance in implementing a new policy and practice guidelines.
Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella’s writing standards.
Organize content so ideas flow logically with smooth transitions.
Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
SCORING GUIDE
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Summarize evidence-based strategies for working with a selected role group to promote their buy-in and prepare them to implement a new policy and apply associated practice guidelines to their work. Does not suggest approaches for working with a specific group to ensure buy-in and preparedness to implement a policy and apply practice guidelines. Suggests poorly-developed approaches for working with a specific group, which will not clearly ensure buy-in and preparedness, or strategies are not supported by evidence. Summarizes evidence-based strategies for working with a selected role group to promote their buy-in and prepare them to implement a new policy and apply associated practice guidelines to their work. Succinctly summarizes evidence-based strategies for working with a selected role group to promote their buy-in and prepare them to implement a new policy and apply associated practice guidelines to their work. Argues effectively for the efficacy of these strategies and suggests insightful measures indicative of early success.
Explain the impact of a new policy and practice guidelines. Does not describe a new policy and practice guidelines. Describes a new policy and practice guidelines. Explains the impact of a new policy and practice guidelines. Explains the impact of a new policy and practice guidelines. Offers clear insight into their implementation and effects on the role group’s daily work routines and responsibilities. Interprets complex policy considerations or practice guidelines with respect and clarity.
Justify the importance of a new policy and practice guidelines with regard to improving the quality of care or outcomes related to a selected role group’s work. Does not justify the importance of a new policy and practice guidelines with regard to improving the quality of care or outcomes related to a selected role group’s work. Presents unconvincing justification for the importance of a new policy and practice guidelines with regard to improving the quality of care or outcomes related to a selected role group’s work. Justifies the importance of a new policy and practice guidelines with regard to improving the quality of care or outcomes related to a selected role group’s work. Justifies the importance of a new policy and practice guidelines with regard to improving the quality of care or outcomes related to a selected role group’s work. Presents a compelling and persuasive argument that will appeal to the group.
Explain a selected role group’s importance in implementing a new policy and practice guidelines. Does not describe the selected group’s role in implementing a new policy and practice guidelines. Describes the selected group’s role in implementing a new policy and practice guidelines. Explains a selected role group’s importance in implementing a new policy and practice guidelines. Provides a clear, concise, explanation of a selected role group’s importance in implementing a new policy and practice guidelines. Suggests an empowering, future vision highlighting the positive contributions of the group.
Determine appropriate and effective instructional content, learning activities, and materials for a training session. Does not describe instructional content, learning activities, and materials for a training session. Describes instructional content, activities, and materials for a training session. Determines appropriate and effective instructional content, learning activities, and materials for a training session. Determines appropriate and effective instructional content, learning activities, and materials for a training session. Provides convincing justification for the effectiveness of each proposed activity in supporting learning and skill development, exhibiting insight into the group’s work and the particular demands of implementing a new policy and practice guidelines.
Organize content so ideas flow logically with smooth transitions. Does not organize content for ideas to flow logically with smooth transitions. Organizes content with some logical flow and smooth transitions. Organizes content so ideas flow logically with smooth transitions. Organizes content so clarity is enhanced and all ideas flow logically with smooth transitions.
Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence. Does not support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence. Sources lack relevance or credibility, or the evidence is not persuasive or explicitly supportive of main points, assertions, arguments, conclusions, or recommendations. Supports main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence. Supports main points, assertions, arguments, conclusions, or recommendations with relevant, credible, and convincing evidence. Skillfully combines virtually error-free source citations with a perceptive and coherent synthesis of the evidence.

Housing, Water, Food, and Faith in Baltimore

Prompt: Describe how RESIDENTIAL RACIAL SEGREGATION (info on this on the Research Materials Document) has shaped contemporary religious groups involved in either HOUSING, FOOD, or WATER justice efforts in Baltimore.

Pick ONLY ONE issue and ONE organization, you can ONLY CHOOSE from the following options:
1) Jews United for Justice on housing/rental court;
2) the Black Church Food Security Network on food justice;
3) the Institute for Islamic, Christian, and Jewish Studies on water justice.
Materials on each of these issues and organizations are available in the Research Materials Document (Links to an external site.) – ONLY USE materials from this document.

Format & Guidelines for Essays:

1,200 word minimum (about 4 pages long); 12pt Times New Roman font; double spaced; 1inch margins;
ONLY use and cite information from our UWR Textbook, Guest Lectures, and Research Materials Folder (Links to an external site.) (do NOT look up or cite info from other websites or books);
Include a at least 3 APA formatted citations of your sources per each body paragraph – include only citations from the UWR Textbook, Guest Lectures, sources from the Research Materials Folder (click here for APA citation instructions (Links to an external site.))
Include an introductory paragraph with a thesis sentence (e.g. “In this essay I will…” – click here for instructions on developing a thesis statement (Links to an external site.)) and at least three more sentences outline what your essay will cover (use future tense) (100 words);
Include a concluding paragraph restating your thesis sentence (e.g. “In this essay I have…”) and the outline of what your essay covered (use past tense) and also what you personally think and learned about the subject or what work remains to be done – (200 words).

Policy Development Project

This will be a 5 page paper. Students will write in APA format and include a title and reference page. This paper should have a minimum of 5 sources. Words in Bold should be your headings.

Students will develop one Goal for addressing poverty within an at-risk population. The goal should be specific and measurable. (a good framework is SMART goals (Links to an external site.)).
Using a minimum of three sources students will provide three possible or proposed Policy Solutions which have already been explored.
From these three possible policies students will identify the single Best Policy option and explain your rationale.
Based upon one of these policies students will work to develop Policy Improvements or means for implementation. This might mean addressing intersectionality, broadening scope, making a federal proposal one that will work locally (or vice versa), this improvement could also focus on how to get public support for said policy. This does not have to be your own idea. You may find something written by an advocacy group or researcher, etc and support that improvement. Be sure to cite.
Elaborate on your policy proposal by further describing Implementation for Improvement (chose 3 to outline and explain why):
Who would be eligible?
Would your eligibility rules be selective? Universal? Means tested? Who are the intended beneficiaries? The unintended beneficiaries?
What would those who are eligible receive? Intangible or concrete benefits? Limited scope or diversified? Cash? In-kind? Vouchers?
Where and by whom would services be delivered?
Would they be centralized or decentralized? Professional providers, paraprofessionals, or lay?
How would the program or service be financed? Categorical or block grants? Entitlements or discretionary funds? Federal, state or local? Voluntary contributions, general revenues, fee for service, sliding fee scale, matching funds, dedicated tax, prior contribution, private contract?
After working on this project and taking this course, what do you think is the biggest Barrier to Policy Solutions for poverty in the United States (or California if you focused more locally)? What role do you believe your future profession plays in regards to this goal (in what ways do you think change is encouraged or impeded)?