Can i have a good writer in POL dear writer this paper is very
important please read my post very good plus the instructions, the
written rubrics and the classmate examples i am going to upload 3 files
one is the instructions for this final paper one is a classmate sample
and the third is the written rubric please read each of these files one
by one and applique everything in your work while written the paper.
when you open the first file the instructions you will see 2 step week 6
and week 7.week 6 is the written presentation you will see
Week 6: Individual
Policy Analysis Written Research Paper
and week 7 is the oral presentation,  you will see
Week 7: Oral
Presentation Requirement
This oral ask you to record your voice for 10 minutes it ask you to use
Jing but if you don’t have jing download on your computer you use your
cell phone and record it after recording you can email me the recording i
will message you my email address later.what you really have to record from your voice it is your findings from your  individual policy analysis paper .First
thing to start is the policy analysis written and lastly the oral
presentation after reading my post download the first file which is the
instructions read it very good and next read or take a look on one of my
classmate sample look how she wrote her paper and read it it will give
you lot of ideas. make shore you applique the last file in your
writtings while written the paper because the cost points which the
written rubrics, thanks message me if you got any questions.
pol_402_final_paper_instructions.docx

pol_402_final_paper_written_rubric.doc

policy_analysis___welfare_classmate_example_2.docx

Unformatted Attachment Preview

Week 6: Individual Policy Analysis Written Research Paper
30 points
The individual written policy analysis will give students an opportunity to find their way through
the analysis process. Students should pick a policy from one of the following broad areas:
education, immigration, taxation, welfare, crime and punishment, energy and the environment, or
civil rights. Then students will research the specific topic and prepare a written policy analysis
on that specific topic. This assignment is worth 25% of the student’s final grade and will be
graded using the attached information literacy rubric.
Students should analyze a public policy problem using the Eightfold path outlined in the text.
The paper should include the following sections:
1. Define the problem
2. Assemble the evidence
3. Construct the alternatives
4. Select the Criteria
5. Project the outcomes
6. Confront the trade-offs
7. Decide!
8. Tell your Story
There is no page limit on this requirement. Please submit this separately, in the Week 6
Assignment folder. Please do not submit this in Week 7 with the Oral Presentation assignment.
Week 7: Oral Presentation Requirement
75 points
Students will present their findings from the individual policy analysis above using an online tool
called “Jing”. This tool can be downloaded for free here. Jing will only allow you to record for
five minutes. Therefore, each student’s presentation should last no longer than ten (5-10) minutes
(2 taped segments). This assignment will be assessed using an oral rubric and is worth 15% of
the student’s final grade. This presentation should entail the final step of the Eightfold Path from
your text, which is to “Tell Your Story”.
TOTAL POINTS = 105 points
1
Wilmington College
Information Literacy Rubric 5/07
Student: _________________________
Evaluation
Criteria
1
Unsatisfactory
Date: ________ Course: ____________________ Division: _______________
2
Developing
3
Satisfactory
4
Proficient
5
Distinguished
1. Students
will be able
to frame a
research
question.
Did not develop a
research question. No
identification of key
concepts, synonyms,
or related terms that
describe the
information needed.
Develops a vague
research question or
thesis statement.
Identifies few key
concepts, synonyms,
or related terms that
describe the
information needed.
Develops a general
research question or
thesis statement.
Identifies obvious key
concepts, synonyms,
or related terms that
describe the
information needed.
.
Develops a clear
research question or
thesis statement.
Identifies key
concepts, synonyms,
or related terms that
describe the
information needed.
.
Develops a focused
research question or
thesis statement.
Thoroughly identifies
relevant key concepts,
synonyms, and related
terms that describe the
information needed.
.
2. Students
will be able
to access
needed
information
effectively
and
efficiently.
Develops an
ineffective research
plan. Searches
inappropriate sources.
Search is incomplete
and retrieves well
below the minimal
requirement for
number and types of
sources.
Develops a
substandard research
plan using few key
words, synonyms,
subject headings, or
discipline specific
vocabulary. Searches
some inappropriate
sources. Completes a
search but retrieves
below the minimal
requirement for
number and types of
sources.
Develops a research
plan using basic key
words, synonyms,
subject headings, or
discipline specific
vocabulary. Searches
appropriate
resources.
Completes a search,
meeting the
requirement for
number and types of
sources.
Develops an effective
research plan using
key words, synonyms,
subject headings, and
discipline specific
vocabulary. Searches
a variety of
appropriate resources.
Completes an
effective search,
exceeding the
requirement for
number and types of
sources.
Develops a highly
effective research plan
using keywords,
synonyms, subject
headings, and
discipline specific
vocabulary. Searches a
wide variety of
appropriate resources.
Completes a thorough
search, far exceeding
the requirement for
number and types of
sources.
Score
2
Evaluation
Criteria
1
Unsatisfactory
2
Developing
3
Satisfactory
4
Proficient
5
Distinguished
3. Students
will be able
to evaluate
information
sources and
content.
No attempt is made to
evaluate information
and its sources. Does
not identify different
viewpoints among
sources. As required,
does not differentiate
between primary and
secondary sources,
using all secondary
sources. Journals not
used and/or none are
peer reviewed.
Ineffective evaluation
of information and its
sources. Minimal
and/or incorrect
consideration for
authority, accuracy,
objectivity, currency,
context, and coverage
of information and its
sources. Weakly
identifies different
viewpoints among
sources. As required,
differentiates
incorrectly between
primary and
secondary sources
using mostly
secondary sources.
Few journals used are
peer reviewed.
Basic evaluation of
information and its
sources. Some
consideration for
authority, accuracy,
objectivity, currency,
context, and
coverage of
information and its
sources. Identifies
different viewpoints
among sources. As
required,
differentiates
between primary and
secondary sources,
using primary and
secondary sources
equally. Some
journals used are
peer reviewed.
Effective evaluation of
information and its
sources. Considers
the authority,
accuracy, objectivity,
currency, context, and
coverage of
information and its
sources. Identifies
different viewpoints
and makes an attempt
to analyze the
differences. As
required, differentiates
between primary and
secondary sources,
using mostly primary
sources. Most journals
used are peer
reviewed.
Highly effective
evaluation of
information and its
sources. Fully
considers the authority,
accuracy, objectivity,
currency, context, and
coverage of information
and its sources.
Identifies and analyzes
differences in
viewpoint. As required,
differentiates between
primary and secondary
sources, using almost
all primary sources.
Journals used are peer
reviewed.
4. Students
will be able
to use
information
for a specific
purpose.
Lacks organization of
information. No
synthesis of ideas or
use of paraphrases or
quotations to draw
conclusions.
Information need not
met. Uses mostly
quotes, with little to no
paraphrasing. Unable
to communicate ideas
coherently.
Ineffective
organization of
information. Minimal
synthesis of ideas with
minimal use of
evidence
(paraphrases or
quotations) to draw
weak conclusions.
Uses some
paraphrasing and
many quotations. Has
not correctly
determined if the
information need has
been fully met. Weakly
communicates ideas.
Correct organization
of information.
Synthesizes ideas
using some evidence
(paraphrases and
quotations) to draw
conclusions. Uses
paraphrasing and
quotations. Meets the
basic information
need. Communicates
ideas.
Effective organization
of information.
Synthesizes ideas
effectively and
presents evidence
(paraphrases and
quotations) to draw
conclusions. Uses
paraphrasing with
some quotations.
Determines if more
information is needed
or if the information
need has been
satisfied.
Communicates ideas
effectively.
Highly effective
organization of
information.
Synthesizes multiple
ideas successfully and
presents solid evidence
(paraphrases and
quotations) to draw in
depth conclusions.
Uses mostly
paraphrasing with a few
pertinent quotations.
Effectively determines if
more information is
needed or if the
information need has
been satisfied.
Communicates ideas
expertly.
Score
3
Evaluation
Criteria
1
Unsatisfactory
2
Developing
3
Satisfactory
4
Proficient
5
Distinguished
5. Students
will
understand
ethical and
legal issues
affecting the
use of
information.
No understanding of
issues concerning
plagiarism (proper
paraphrasing, quoting,
and citing of
information sources).
Possesses no
knowledge of
copyright laws
regarding print and
online sources. Does
not use APA style for
citing and referencing
sources.
Incomplete
understanding of
issues concerning
plagiarism (proper
paraphrasing, quoting,
and citing of
information sources).
Possesses little
knowledge of
copyright laws
regarding print and
online sources.
Minimal use of APA
style for citing and
referencing sources
with many errors.
Basic understanding
of issues concerning
plagiarism (proper
paraphrasing,
quoting, and citing of
information sources).
Possesses
knowledge of
copyright laws
regarding print and
online sources. Uses
APA style for citing
and referencing
sources with some
errors.
Clear understanding of
issues concerning
plagiarism (proper
paraphrasing, quoting,
and citing of
information sources).
Observes copyright
laws regarding print
and online sources.
Uses APA style for
citing and referencing
sources with few
errors.
Thorough
understanding of issues
concerning plagiarism
(proper paraphrasing,
quoting, and citing of
information sources).
Consistently observes
copyright laws
regarding print and
online sources.
Consistently uses APA
style for citing and
referencing sources
with no errors.
6. Students
will be able
to use
technology to
communicate
information.
Paper formatting
indicates little skill in
word processing
applications. Many
errors in formatting of
title page, headers,
pagination, margins,
headings, and/or
spacing. No use of
spell and grammar
check, excessive
errors found.
Paper formatting
indicates basic skill in
word processing
applications. Several
errors in formatting of
title page, headers,
pagination, margins,
headings, and/or
spacing. Minimal use
of spell and grammar
check, many errors
found.
Paper formatting
indicates competence
with word processing
applications. Some
errors in formatting of
title page, headers,
pagination, margins,
headings, and/or
spacing. Use of spell
and grammar check,
some errors found.
Paper formatting
indicates proficiency
with word processing
applications. Few
errors in formatting of
title page, headers,
pagination, margins,
headings, and/or
spacing. Obvious use
of spell and grammar
check, few errors
found.
Paper formatting
indicates expertise with
word processing
applications. No errors
in formatting of title
page, headers,
pagination, margins,
headings, and spacing.
Obvious use of spell
and grammar check, no
errors found.
Total Points: __________
Converted Score: _________
Evaluated by: ________________________
Comments:
Sources: The Association of College and Research Libraries. (2000). Information Literacy Competency for Higher Education. Chicago, IL: ACRL.
Delaware Technical & Community College Libraries. (2004). Information Literacy guidelines for Rubrics.
Wilmington College Ed.D. Program. (n.d.). Rubric for Dissertation Project.
Score
Running head: POLICY ANALYSIS – WELFARE REFORM
Policy Analysis – Welfare Reform
Wilmington University
1
POLICY ANALYSIS – WELFARE REFORM
2
Step One: Definition Statement
Poverty alleviation is an important objective in the United States. Since the United States is the
second richest country in the world, why is there still a considerable amount of poverty and why
are anti-poverty outcomes so different in the United States compared to European countries?
POLICY ANALYSIS – WELFARE REFORM
3
Policy Analysis – Welfare Reform
Evidence of the Problem
In a journal written by Megan Martin, she states “clearly, national preferences play a role
in explaining the differences in social spending across countries, but there may be other factors
as well, such as the structure of the labor market, the level of fractionalization (race), country
size, and so on.” Martin goes on to say “ In their timely study of the different approaches taken
by America and Europe to address the problems of domestic inequality and poverty, Alesina and
Glaeser describe just how different America and Europe are in the level of state engagement in
the redistribution of income. They discuss various possible economic explanations for the
difference, including different levels of pre-tax income, the openness of the economy, and social
mobility. Moreover, they survey politico-historical differences such as the varying physical size
of nations, their electoral and legal systems, and the character of their political parties, as well as
their experiences of war. Finally, they examine sociological explanations which include different
attitudes to the poor and notions of social responsibility, as well as, most importantly, attitudes
about race. Alesina and Glaeser conclude that the Americans and Europeans differ in their
choices regarding the welfare state and redistribution as a result of their different history and
culture. No simple economic theory provides a one-line answer. Instead, ethnic heterogeneity
and political institutions seem to explain most of the differences.” (Martin, 2011, p. 4)
Alternatives
With flat incomes and inequality stuck at historically high levels, one might assume that
chronic economic insecurity and an off-kilter economy are the new normal and that nothing can
be done to fix it. But there is nothing normal or inevitable about elevated poverty levels and
stagnant incomes. They are the direct result of policy choices that put wealth and income into
POLICY ANALYSIS – WELFARE REFORM
4
the hands of a few at the expense of growing a strong middle class. Different policy choices can
bring different outcomes. When there are investments in jobs and policies to increase workers’
wages and families’ economic security, children and families see improved outcomes in both the
short and long term. The following are a few policy alternatives that can positively affect the
welfare of America’s citizens:
1. Minimum Wage Increase
a. In the late 1960s, a full-time worker earning the minimum wage could lift a
family of three out of poverty. Had the minimum wage back then been indexed to
inflation, it would be $10.86 per hour today, compared to the current federal
minimum wage of $7.25 per hour. Raising the minimum wage to $10.10 per hour
and indexing it to inflation—as President Barack Obama and several members of
Congress have called for—would lift more than 4 million Americans out of
poverty. Nearly one in five children would see their parent get a raise. Recent
action taken by cities and states—such as Seattle, Washington; California;
Connecticut; and New Jersey—shows that boosting the minimum wage reduces
poverty and increases wages. (Vallas & Boteach)
2. Job Creation
a. The best pathway out of poverty is a well-paying job. To get back to prerecession
employment levels, we must create 5.6 million new jobs. At the current pace,
however, we will not get there until July 2018. To kick-start job growth, the
federal government should invest in job-creation strategies such as rebuilding our
infrastructure; developing renewable energy sources; renovating abandoned
housing; and making other common-sense investments that create jobs, revitalize
neighborhoods, and boost our national economy. We should also build on proven
models of subsidized employment to help the long-term unemployed and other
disadvantaged workers re-enter the labor force.
POLICY ANALYSIS – WELFARE REFORM
5
b. In addition, the extension of federal unemployment insurance would have created
200,000 new jobs in 2014, according to the Congressional Budget Office. Indeed,
every $1 in benefits that flows to jobless workers yields more than $1.50 in
economic activity. Unfortunately, Congress failed to extend federal
unemployment insurance at the end of 2013, leaving 1.3 million Americans and
their families without this vital economic lifeline. (Vallas & Boteach)
3. Increase Earned Income Tax Credit for Childless Workers
a. One of our nation’s most effective anti-poverty tools, the Earned Income Tax
Credit, or EITC, helped more than 6.5 million Americans—including 3.3 million
children—avoid poverty in 2012. It’s also an investment that pays long-term
dividends. Children who receive the EITC are more likely to graduate high school
and to have higher earnings in adulthood. Yet childless workers largely miss out
on the benefit, as the maximum EITC for these workers is less than one-tenth that
awarded to workers with two children.
b. President Obama and policymakers across the political spectrum have called for
boosting the EITC in order to right this wrong. Importantly, this policy change
should be combined with a hike in the minimum wage; one is not a substitute for
the other. (Vallas & Boteach)
4. Reform the Criminal Justice System to Enact Support for Successful Re-entry.
a. The United States incarcerates more of its citizens than any other country in the
world. Today, more than 1.5 million Americans are behind bars in state and
federal prisons, a figure that has increased fivefold since 1980. The impact on
communities of color is particularly staggering: One in four African American
children who grew up during this era of mass incarceration have had a parent
incarcerated.
POLICY ANALYSIS – WELFARE REFORM
6
b. Mass incarceration is a key driver of poverty. When a parent is incarcerated, his
or her family must find a way to make ends meet without a necessary source of
income. Additionally, even a minor criminal record comes with significant
collateral consequences that can serve as lifelong barriers to climbing out of
poverty. For example, people with criminal records face substantial barriers to
employment, housing, education, public assistance, and building good credit.
More than 90 percent of employers now use background checks in hiring, and
even an arrest without a conviction can prevent an individual from getting a job.
The “one strike and you’re out” policy used by public housing authorities makes
it difficult if not impossible for individuals with even decades-old criminal
records to obtain housing, which can stand in the way of family reunification.
Furthermore, a lifetime ban—for individuals with felony drug convictions—on
receiving certain types of public assistance persists in more than half of U.S.
states, making subsistence even more difficult for individuals seeking to regain
their footing, and their families.
c. In addition to common-sense sentencing reform to ensure that we no longer fill
our nation’s prisons with nonviolent, low-level offenders, policymakers should
explore alternatives to incarceration, such as diversion programs for individuals
with mental health and substance abuse challenges. We must also remove
barriers to employment, housing, education, and public assistance. A decades-old
criminal record should not consign an individual to a life of poverty. (Vallas &
Boteach)
Criteria for Best Choice
The issue at hand is now deciding which of the four policy options will produce the most
effective long-term solution to this problem. The solution needs to offer those who are a part of
the poverty level the ability to rise up and pull themselves out. It must give them the means in
which to accomplish this task, as well as having the sustainability to continue to be a viable
POLICY ANALYSIS – WELFARE REFORM
7
option in the future. This option must also have evaluative processes in order to ascertain its
sustainability. Simply put, what, in the long run, will be the most effective and beneficial aspect
of the policy.
Trade-Offs to Best Option
In looking at the four policy options, the trade-off for minimum wage increase would be
to increase earned income tax credit for childless workers. This policy change should be
combined with the hike in the minimum wage; however, one cannot be a substitute for the other.
In order for the EITC to actually be effective there would need to be an increase in the minimum
wage, so on review it doesn’t appear that one could be the best trade-off for the other.
In regards to job creation and reforming the criminal justice system, the creating of new
jobs would rebuild our infrastructure to include proven models of subsidized employment to help
the long-term unemployed and other disadvantaged workers re-enter the labor …
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