What makes a public policy issue
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This document outlines the criteria for determining what constitutes a public policy issue and provides guidance for a group project where students will research and address a local issue. To be a public policy issue, a problem needs to have broad scope, elicit intense concern over an extended duration, and require significant resources to address, while potentially facing opposition from groups that control related policies. For their project, students will form groups, choose an approved local issue to research, develop and implement a plan of action, and present their findings. They will document their work in a journal and essays evaluating their project's effectiveness.
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Similar to What makes a public policy issue
CCSS Project Citizen Power Point
Project Citizen in Action is a civic education program that promotes competent and responsible civic participation among students, parents, and community members. It engages students in learning how to monitor and influence public policy by identifying a public policy problem in their community, evaluating alternative solutions, proposing their own solution, and developing an action plan to implement it. Students conduct research from various sources and present their findings and policy recommendations in a portfolio.
Unit5Assign1SCPPRead the followingWeinstein, J. (2010).
Unit5Assign1SCPP
Read the following:
Weinstein, J. (2010).
Social change
.
Lanham, MD: Rowman & Littlefield.
Pages 27–28 in Chapter 1, "The Social Scientific Perspective."
Social Policy Toolbox (see attachments)
Also see attachments for an example of the instructors expectations.
Community Policy Proposals
You will be using the results of your Unit 3 Community Assessment assignment as the basis for this assignment. You have examined the social change and public policy environment of your home community by surveying the population demographics (taking into account gender, race, and sexual orientation, as well as varied nationalities and their social and economic status) and explored public sources of information in order to identify demands for social changes in businesses, non-profits, and government. These demands reflect the possible need for public policy development.
Draft and present to your group two possible policy proposals that respond to the specific public demands you identified in your community in the previous assignment.
(Due Sunday November 2)
These demands may apply to businesses, non-profit organizations, or government.
Utilize the document entitled, "Elements of a Standard Policy Statement," which is located in your Social Policy Toolbox, to guide your development of these proposals.
Include a title for each proposal.
Meet with your group during this week.
Each member of your group will offer each of their public policy proposals for review.
Acting in a collaborative capacity, offer suggestions concerning the public policy proposals of each of your peers and recommend to each presenter a primary policy that should be developed and used to complete the remaining project assignments.
Write a 750-word written summary of your meeting(s) with your group, emphasizing these elements:
(DUE NOVEMBER 8....I will try to provide feedback from the group for the summary once available)
State the proposed policy on which you have decided, with the following:
A descriptive title.
A statement of the public entity for which the policy is intended.
The beneficiaries of the policy.
The human service outcome for social change.
State which actors in the home community may play a constructive and active role to advance the policy process, and identify the actors or factors that may pose as obstacles to your proposed policy.
State the key discussion points raised by your peers in support of or in opposition to your proposed policy.
State your rationale for choosing the policy proposal.
Assignment Requirements
Summary Length: 750 words.
Font and font size: Times New Roman, 12 point.
Formatting: Present your paper in APA format.
Written communication: Written communication must reflect graduate-level writing skills and successfully convey the message.
Summary Example
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The document summarizes steps in a community action cycle for community mobilization on health issues:
1. Prepare to mobilize by selecting an issue, forming a team, and gathering community information.
2. Explore the issues and set priorities by analyzing health problems and deciding objectives.
3. Plan together by determining activities, roles, and resources to achieve objectives.
4. Act together by accompanying community actions, strengthening capacity, monitoring progress, and problem-solving challenges.
Accountability in Action - Step Seven
Step Seven of the Accountability in Action training kit.
In this step we learn about evidence-based advocacy. We will learn how to develop an advocacy strategy and consider who you should make your case to and how to communicate it.
Civic Engagement Letter CHDV 3210Due Dates Draft due Mon.docx
Civic Engagement Letter
CHDV 3210
Due Dates
Draft due Monday, 11/7 by 11:59pm
Final Submission due Monday, 12/5 by 11:59pm
Letter must be mailed or emailed to representative by Tuesday, 12/13
Instructions: Students will write a one-page advocacy letter to an elected official about an important community issue. Students must use the template provided or receive approval in advance for another format.
Your letter should:
a) Identity an important issue that affects families within a chosen community. What issue are you addressing?
b) Identify an appropriate elected official at the county, state, or national level; appropriate meaning someone in a position that can address your issue. In your letter, note the official’s correct title and their full name.
c) Describe how the issue affects children and families. Be specific!
d) Provide at least ONE key statistic AND empirical research to support your argument. Must include APA citation within your paragraph and include the reference at the bottom of the letter.
e) Describe specific actions you would like the elected official to take to address this family centered issue. What solution(s) are you proposing they take?
f) Date should be included at top of letter; at bottom of letter sign and print your name
g) Letter must meet appropriate length requirement of one page with 4 paragraphs, following the provided template.
h) Letter must be spell-checked and make grammatical sense.
i) Letter should be typed, single-spaced, use appropriate font (Times/Times New Roman, 12 point). Note that the appropriate spacing for each paragraph should follow the template: do not indent the start of each paragraph and use one line spacing in between paragraphs.
*The formatting guidelines for a letter are different from what I usually require for a paper.
**Use the template on the following page.
_________________________(Your full name)
_________________________(Your mailing address)
_________________________
Month day, year
Dear _________________ ___________________,
(Person’s Title) (Person’s Full Name)
Paragraph 1 – The Introduction: Briefly describe the problem and what action(s) you want your political representative to take to address it. (Three to four sentences). ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Paragraph 2 – The Issue: Describe in detail how the problem affects children and families. Be specific by giving a(n) example(s)! Include one statistic AND empirical research to support your argument. Use APA format. (Four to five sentences). ______________________________________________________________________________ __________________________________________________________________.
Hello,I have a paper with 1400 words i want to paraghrase it and a.docx
Hello,
I have a paper with 1400 words i want to paraghrase it and and 600 words and make it a an A paper and this is the sample:
Academic institutions have policies and regulations in place to uphold educational standards as well as to ensure the safety and fair treatment of all students.
While those policies are usually well intended, some policies do not work as expected because of the ways in which they are designed, phrased or implemented. The same policy may also affect different people in different ways, and some policies that are helpful for some people may not be well received by others. People who are affected by these policies might respond in a number of ways: some may accept the policies as they are and abide by them regardless of how they feel about them, while others might try to change them by persuading those in power to change or abolish the policies--or at least change the ways they are implemented. If the policies are well designed and implemented but widely misunderstood, it is also possible to communicate with those who are affected to clarify the misunderstanding, providing a different way of seeing the current situation.
The goal of this project is to address a policy issue that affects members of the campus community--students, faculty, staff and administrators. What are some of the current issues and concerns that members of your institution are discussing? What are some of the controversies that are being covered by student newspapers and other campus publications? What policies are in place--or not in place--that may be related to those issues? Who are the stakeholders being affected by those policies and in what ways? Could the situation be improved by creating a new policy, or modifying or abolishing the current policy? Could the issue be resolved by changing the ways in which current policies are implemented? Or could it be addressed by raising the awareness among the stakeholders?
Once you have identified a policy issue, find out as much information as you can about the policy. Possible sources of information could include policy documents, policy makers, people who implement or enforce the policy and people who are affected by the policy. You may choose to interview or survey some of the people involved. You may also find relevant information in local publications, such as campus newspapers and websites.
As you do your research, consider the following questions: What is the policy? Who created it and for what purpose? How effective is the policy? How is it implemented? Which members of the community are being affected by it and how? How is the policy or the implementation perceived by the members of the community? What solutions have already been proposed? What other possible solutions can you think of? If policy changes are needed, who are in the position to create, change, or abolish relevant policies?
If the issue you have chosen is
not
related to a current policy, but you feel that one needs to be creat.
Assignment Evidence-Based Treatments for Individuals Living Wit.docx
Assignment: Evidence-Based Treatments for Individuals Living With a Diagnosis of Schizophrenia
There is an overall misunderstanding that those living with a very serious mental disorder are not able to lead normal successful lives. Since the deinstitutionalization movement, there has been a development of evidence-based treatments that assist individuals living with a serious mental illness. This is particularly true in the area of schizophrenia. Treatment models that have focused on individuals living with schizophrenia have helped these individuals lead very productive lives.
For this Assignment
, research the literature for evidence-based treatment models that are designed to help individuals living with a diagnosis of schizophrenia. Find an article focused on seeking such treatments that assist the individual with community integration, employment, social skills, family relationships, and/or daily living skills.
Assignment (2–4 pages, APA format)
Your paper should include:
· A summary of the article. Include in your summary the underlying theory and treatment objectives of the intervention
References (use 3 or more)
Assignment 2:
Community Assessment
The purpose of this assignment is to broaden your understanding of a community, develop analytical skills regarding communities in relation to specific populations and their needs, and to better plan and develop interventions to address issues and problems facing the community.
This assignment has three parts: Part I Understanding Your Community, where you will consider the current demographics of the community and analyze how that has changed over the past 20 years; Part II Community Assessment, where you assess your community and a problem within your community; and Part III Community Action Plan, where you develop a specific action plan to address the problem you identified. As you reflect on the learning resources and concepts from Weeks 1-4, be sure to explain what you have learned about the policy’s effect on various groups. Consider how will this knowledge assist you with your community action plan.
Submit
a 4page paper. The paper needs to be well-researched and written using APA guidelines. Data should come from at least five sources.
Part I: Understanding your Community
· Analyze how your community has changed over the past 20 years. Use policy and community concepts and theories from the learning resources to support your analysis.
· Describe your community, using research and statistics to describe socio-demographic make-up. (For example: How many persons live in the city and/or in the town? What were/are their cultural/racial characteristics? What were/are their incomes, ages, political affiliations, etc.?)
Part II: Community Assessment
· Describe a problem that the community is currently experiencing.
o Assess the duration, intensity, and frequency of the problem.
o Analyze the probable etiology of the problem, supporting your analysis with resource.
Program Design for Peacemakers
This document provides an overview of a program design for peacebuilders, including considerations for theories of change, monitoring and evaluation, and developing a logic model. It discusses the evolution of peacebuilding from focusing on processes like mediation (Peacebuilding 1.0) to incorporating more sectors like development (Peacebuilding 2.0) to a systems approach (Peacebuilding 3.0). Theories of change explain how certain actions can produce desired changes. Program design involves analyzing the problem, stakeholders, possible solutions and strategies. Monitoring and evaluation measures progress toward goals and objectives using indicators. The document concludes with additional resources on related topics.
Composition Project 3 Writing PortfolioYour Writing Portfolio i.docx
Composition Project 3: Writing Portfolio
Your Writing Portfolio is an online space where you gather pieces of your writing and
make an argument about how those pieces demonstrate significant development of your writing, your thinking, and/or your research skills. It is also a place where you can address more specifically your relationship to the goals of the course. You will select one of the FWP Outcomes that resonates with you, and you will use reflective analysis as a tool to closely examine a variety of your own compositions over a period of time. Reflective analysis helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts, it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others.
As you move through the FWP sequence, the Writing Portfolio will give you lots of
practice in doing reflective analysis, which will help you to work toward two of the FWP
Outcomes (and others, too):
1. Students will reflect on their own and others’ writing and communication
processes and practices. They will learn that the term “writer” applies to
themselves and their peers.
2. Students will use writing to embrace complexity and think about open-ended
questions.
The skills you gain by closely examining your compositions, and by making larger claims about your writing abilities based on the compositions you include, will help to prepare you for the reflective analysis you will be asked to do later in your academic and professional life.
English 102 Writing Portfolio and Reflective Analysis Assignment
Your Reflective Analysis should accomplish four tasks:
1. It should make an argument about your writing development. Read the
FWP Outcomes and choose ONE of the Outcomes as the focus for your
argument. You have lots of options here.
2. It should use pieces of your own writing as evidence for your argument.
Specifically, you should integrate the following compositions as sources in
your analysis:
a. 1 major project from 101
b. 1 major project from 102
c. 2 informal compositions from either 101 or 102
d. Any other supporting compositions you would like to use
3. It should do “meta-analysis” of those artifacts as it makes its argument.
Works Cited
Last name, First name. “Title of Project.” Course Title. Professor ______ ______.
Mcm module 4a
This document provides an overview of Module 4 of the Migrant Community Mediation Course. The module aims to teach participants how to choose effective messages and communication methods as a migrant community mediator. It covers crafting messages, the importance of aligning messages with policies, and effective communication tools. Examples are provided to inspire participants on forming empowering messages and using tools like events to engage audiences. Public meetings and briefings are discussed as event options, outlining best practices for planning successful online and in-person engagement. The overall goal is to equip participants with the skills to become informed voices in their communities.
Week 2 Social Policy and Advocacy SkillsThe focus of Week 2
Week 2: Social Policy and Advocacy Skills
The focus of Week 2 is on policy advocacy skills and the impact of social policy on the practice of social work. You will identify an agency or organization, examine one of its policies, and describe that policy as well as the social problem it addresses. You will also work in small groups this week, discussing the responsibilities and obligations of the social worker to the community and society affected by social policy.
Learning Objectives
Students will:
Analyze agency or organizational policy
Apply policy advocacy skills
Evaluate impact of policy on social work practice
Generate Social Change Project ideas
Learning Resources
Required Readings
SOCW 6361 Webliography
These websites will be required throughout the semester. Become familiar with these websites, especially when doing research for your assignments.
Jansson, B. S. (2018).
Becoming an effective policy advocate: From policy practice to social justic
e. (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.
Chapter 2, "Articulating Four Rationales for Participating in Policy Advocacy" (pp. 31-69)
Chapter 3, "Obtaining Skills and Competencies for Policy Advocacy" (pp. 70–98)
Martin, M. E. (2012). Philosophical and religious influences on social welfare policy in the United States: The ongoing effect of Reformed theology and social Darwinism on attitudes toward the poor and social welfare policy and practice.
Journal of Social Work, 12
(1), 51–64.
Moyes, J., & Quadagno, J. (2002). Political theories of the welfare state.
Social Service Review, 76
(1), 34–57.
Optional Resources
MSW home page
Use this link to access the MSW home page, which provides resources for your social work program.
Discussion: Policies and Social Problems
Why is it important for social workers to understand policy? When you think of policies, you may tend to think of the federal policies that support services such as Medicare and state policies that support education and welfare services. However, sometimes the policies that have the greatest impact on clients are the policies of agencies and organizations.
Note
: An "agency or organizational policy" is a policy. For example, it might be part of a county welfare agency that requires an administrator at a juvenile correction facility to report any individual that is an illegal immigrant that comes to that facility.
In this Discussion, you will identify a policy at an agency or organization with which you are familiar. It can be a public agency, a for-profit human service provider, or a not-for-profit community agency. Describe the organization, the policy, and the social problem it addresses.
By Day 3
Post
the policy at an agency or organization with which you are familiar. Describe the organization, the policy, and the social problem it addresses.
Be sure to support your post with specific references to this week's resources. If you are using additional articles, be sure to pro ...
COURSE OUTLINE - GEND 2013 - MEN AND MASCULINITIES - DR GABRIELLE HOSEIN - SI...
This document outlines the course details for GEND2013: Men and Masculinities in the Caribbean, including the course description, objectives, expectations, assignments, schedule and assessment criteria. The course aims to develop an awareness of issues involving the study of men and masculinities, as well as pro-feminist men's movement building, through an interdisciplinary lens. Key assignments include a press release on International Men's Day and a popular action project and report to raise awareness on an issue of choice in a public space on campus. Students will be evaluated based on their understanding and application of course concepts, use of readings, and effective communication through written work.
OverviewThis Assessment is a Work Product in which you will .docx
Overview
This Assessment is a Work Product in which you will research pressing issues in the early childhood field and select one that you are particularly interested in, one for which you have a desire to generate awareness and bring about change. With this issue in mind, you will prepare a communication piece for policymakers or stakeholders to begin the change process. After you receive a response, you will reflect on your efforts to communicate and collaborate with policy-makers and/or stakeholders.
Your response to this Assessment should:
Reflect the criteria provided in the Rubric, which provides information on how the Assessment will be evaluated.
Adhere to the required Assignment length.
Use the APA “Course Paper” template available
here
.
Note:
All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate.
Professional Skills:
Written Communication
,
Critical Thinking
, and
Information Literacy
are assessed in this Competency. You are strongly encouraged to use the
Writing Checklist
and to review the rubric prior to submitting.
This Assessment requires submission of one (1) document that includes all three parts of this Assessment. Save this file as
RC004_firstinitial_lastname
(for example, RC004_J_Smith). If you choose to create a PowerPoint for Part II, you may submit two files in total, one Word document and one PowerPoint. When you are ready to upload your completed Assessment, use the
Assessment
tab on the top navigation menu.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Rubric
Access the following to complete this Assessment:
National Association for the Education of Young Children (NAEYC). (n.d.). Public policy and advocacy. Retrieved March 11, 2019, from
https://www.naeyc.org/our-work/public-policy-advocacy
Ounce of Prevention Fund. (2009). Early childhood advocacy toolkit. Retrieved from
https://www.theounce.org/wp-content/uploads/2017/03/EarlyChildhoodAdvocacyToolkit.pdf
Trend Lines. (n.d.). Retrieved from
http://blog.childtrends.org
UNICEF. (n.d.). Current issues. Retrieved January 29, 2020, from
https://www.unicef.org/media/current-issues
ZERO TO THREE. (2010). You have what it takes! A tool for identifying your skills as an early childhood advocate [Interactive media]. Retrieved from
http://www.zerotothree.org/public-policy/action-center/advocacy-tool-final-9-7-10.pdf
This assessment has three-parts. Click each of the items below to complete this assessment.
Part I: Research Brief
Select a topic of interest.
What current problems, policies, or .
Cedric WrightThreaded Discussion Sexual Assault How Would You
Cedric Wright
Threaded Discussion: Sexual Assault: How Would You Handle This Situation as a Manager?
Cedric Wright
No unread replies.No replies.
For this assignment, please discuss how you would handle this situation, legal ramifications, consequences, and etc. You will have until November 29th at 11:59 PM to post your response and respond to two or more classmates. Please note the change in this assignment due to the Thanksgiving Holiday.
Workplace Scenario
The female employee explained that while the two employees were leaving a work area, the male coworker turned off the lights, reached both arms around her and grabbed her breasts. The male coworker was interviewed and denied intentionally touching her breasts. He did admit he might have brushed against her breast with his elbow. Both employees indicated that they had been working together for approximately one year. They also both admitted that they had a close working and personal relationship on and off the job. They indicated that they had lunch together on a daily basis and had met outside the workplace at a cocktail lounge for drinks. They also admitted that they had hugged and kissed each other in the past.
Reading Assignment
Chapter 16: Managerial Communication
Initial response should be at least 150 words for the discussion post and no less than 100 words for the classmate’s response.
INITIAL RESPONSE IS DUE WEDNESDAY BEFORE MIDNIGHT AND CLASSMATES POST IS DUE MONDAY.
FIRST CLASSMATE POST:
Brandy Mackey
YesterdayNov 26 at 4:22pm
Rape, a matter which has been on the ascent, and the measurements information are expanding once in a while. Our contextual investigation presents a very submitting situation as these two people resemble in a relationship, however from the woman's case, the partner did a rape (Intentionally contacting someone else without her assent and without wanting to) (Cantor et al., 2019). An administrator and their manager gave this matter can accompany a ton of obligation as it requires hearing according to the two sides' perspectives. It isn't normal to hear a rape case among accomplices, and finding out about it can have a great deal behind the scenes; either viciousness had emerged before or possibly they are not on great conditions. Notwithstanding, since close accomplices additionally have the most noteworthy sexual savagery, I can offer them guidance and caution the honorable man against this movement as more extreme outcomes can come up because of the kind of action. Being empathetic and deferential is the thing that I can perceive the noble man to have as this will have a decent relationship for the two of them.
SECOND CLASSMATE POST: Brittani McDonald
Brittani McDonald As a manager , I would listen to both stories and I would then meet with the guy letting him he have a sexual harassment complaint on him . I will let him know how it was explained and let him talk . I will also change they work schedule so they don't have to be around each othe ...
JMS480 Research Proposal
Our formative research for the Sage Project at SDSU will consist of primary and secondary research. We will conduct surveys of internal SDSU audiences including faculty and students involved with Sage Project, and external audiences in San Diego including city officials and businesses. The secondary research we examined discusses the importance of civic engagement for sustainable development initiatives and argues that while cities talk about sustainability, they are often poor at implementing programs. Our surveys aim to understand awareness and perceptions of Sage Project, and explore how it can effectively partner with cities on projects.
Additional Notes for "All in a Twitter" Presentation
These are the notes that accompanied the slide deck on using social media to share your science. If you have any questions, please get in touch - @brynphd.
Assignment Worksheet What Is Mass CommunicationWhat is mass com.docx
Assignment: Worksheet: What Is Mass Communication?
What is mass communication? And, how does that definition of mass communication apply to situations you might encounter in daily life? In this Worksheet assignment, you will explore both questions.By Day 7
· Read the textbook chapters for this week and the articles in the Resources.
· Download the Week 1 Worksheet found in the Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Dominick, J. R. (2012). The dynamics of mass communication: Media in transition (12th ed.). New York, NY: McGraw-Hill.
· Chapter 1, “Communication: Mass and Other Forms”
This chapter discusses the core elements of the communication process and analyzes the various traditional and emerging forms of communication.
· Chapter 2, “Perspectives on Mass Communication”
This chapter examines the various perspectives society has on mass communication.
· For your Final Project, which you learn about this week, you will choose one of the forms of media from the “Media” column below as an object of study. You may consult the associated chapters from the Course Text, The Dynamics of Mass Communication: Media in Transition, to help you make your selection.
Note: You are not required to read all of the chapters in this table for this week.
Media
Associated Chapter
Newspapers
(Dominick, Chapter 5)
Magazines
(Dominick, Chapter 6)
Books
(Dominick, Chapter 7)
Radio
(Dominick, Chapter 8)
Sound Recording
(Dominick, Chapter 9)
Motion Pictures
(Dominick, Chapter 10)
Television
(Dominick, Chapters 11 & 12)
Internet
(Dominick, Chapter 4)
Public Relations and/or Social Media
(Dominick, Chapter 14)
Advertising
(Dominick, Chapter 15)
Chaffee, S. H., & Metzger, M. J. (2001). The end of mass communication? Mass Communication & Society, 4(4), 365–379. doi:10.1207/S15327825MCS0404_3
Note: You will access this article from the Walden Library databases.
This article explores various ways of defining mass communication and examines how mass communication may be evolving dramatically with changes in technology.
Brokaw, T. (1996, December 2). Only good if you can trust it. Forbes, 158(13), 229. Retrieved from http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=1&sid=7a961182-71d7-45a2-97c1-0af085b4b2ad%40sessionmgr1
Note: You will access this article from the Walden Library databases.
In this article, former NBC news anchor Tom Brokaw reflects on the changing media technology and the unchanging need for trust
COMM 1003 Week 1 Worksheet
This worksheet is due by Day 7 of Week 1.
Directions: Please download this worksheet by saving the document to your own computer using thenaming convention "WK1Assgn+last name+first initial" as the Submission Title. The file name identifies you and indicates to your instructor that your worksheet is available to grade. Please TYPE in your answ ...
Pc power point overview_111306
Project Citizen is an educational program that teaches students about public policy and civic participation. It involves students identifying a public policy problem in their community, researching alternative solutions, proposing a policy, and creating an action plan. Students then present their work in a simulated public hearing. The goals are to help students develop skills for active citizenship and understand the importance of citizen participation in government.
Steps in community organising
1. The document outlines steps for community organizing around an issue, beginning with choosing the right issue to focus on and avoiding common mistakes like taking on too many issues.
2. It describes mapping the issue by researching its history, stakeholders, and related policies, and identifying opinion leaders, stakeholders, and "gatekeepers" within social networks connected to the issue.
3. The process involves understanding what motivates potential allies ("currencies") like their values, interests and relationships, in order to propose an agenda that benefits all parties and expand support networks through media and helping others.
Messaging Strategy Worksheet
This document provides a worksheet to help develop a messaging strategy for a community project aimed at tackling racial issues. It involves identifying goals for the project and messaging, key audiences, messages tailored for each audience, and ways to disseminate the messages. The goals are to unite the community against racism, remove racial barriers to services, and help the community embrace diversity. The document guides the user to define problems preventing these goals, and reframe them as messaging goals, identify priority audiences to influence, craft concise persuasive messages for each audience addressing what the initiative is, what it will accomplish, why it matters to them, and what they can do to help, and select various ways to share the messages like through websites, social media
Similar to What makes a public policy issue (20)
Unit5Assign1SCPPRead the followingWeinstein, J. (2010).
Unit5Assign1SCPPRead the followingWeinstein, J. (2010).
Civic Engagement Letter CHDV 3210Due Dates Draft due Mon.docx
Civic Engagement Letter CHDV 3210Due Dates Draft due Mon.docx
Hello,I have a paper with 1400 words i want to paraghrase it and a.docx
Hello,I have a paper with 1400 words i want to paraghrase it and a.docx
Assignment Evidence-Based Treatments for Individuals Living Wit.docx
Assignment Evidence-Based Treatments for Individuals Living Wit.docx
Composition Project 3 Writing PortfolioYour Writing Portfolio i.docx
Composition Project 3 Writing PortfolioYour Writing Portfolio i.docx
Week 2 Social Policy and Advocacy SkillsThe focus of Week 2
Week 2 Social Policy and Advocacy SkillsThe focus of Week 2
COURSE OUTLINE - GEND 2013 - MEN AND MASCULINITIES - DR GABRIELLE HOSEIN - SI...
COURSE OUTLINE - GEND 2013 - MEN AND MASCULINITIES - DR GABRIELLE HOSEIN - SI...
OverviewThis Assessment is a Work Product in which you will .docx
OverviewThis Assessment is a Work Product in which you will .docx
Cedric WrightThreaded Discussion Sexual Assault How Would You
Cedric WrightThreaded Discussion Sexual Assault How Would You
Additional Notes for "All in a Twitter" Presentation
Additional Notes for "All in a Twitter" Presentation
Assignment Worksheet What Is Mass CommunicationWhat is mass com.docx
Assignment Worksheet What Is Mass CommunicationWhat is mass com.docx
Recently uploaded
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
Border towns and spaces of (in)visibility.pdf
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
快速办理(UVM毕业证书)佛蒙特大学毕业证学位证一模一样
学校原件一模一样【微信：741003700 】《(UVM毕业证书)佛蒙特大学毕业证学位证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Bangladesh studies presentation on Liberation War 1971 Indepence-of-Banglades...
Bangladesh studies presentation on Liberation War 1971
原版制作(Hope毕业证书)利物浦霍普大学毕业证文凭证书一模一样
学校原件一模一样【微信：741003700 】《(Hope毕业证书)利物浦霍普大学毕业证文凭证书》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
在线办理(ISU毕业证书)爱荷华州立大学毕业证学历证书一模一样
学校原件一模一样【微信：741003700 】《(ISU毕业证书)爱荷华州立大学毕业证学历证书》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
快速办理(Bristol毕业证书)布里斯托大学毕业证Offer一模一样
学校原件一模一样【微信：741003700 】《(Bristol毕业证书)布里斯托大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Awaken new depths - World Ocean Day 2024, June 8th.
UN WOD 2024 will take us on a journey of discovery through the ocean's vastness, tapping into the wisdom and expertise of global policy-makers, scientists, managers, thought leaders, and artists to awaken new depths of understanding, compassion, collaboration and commitment for the ocean and all it sustains. The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
A guide to the International day of Potatoes 2024 - May 30th
Food and Agricultural Organization (FAO)
PAS PSDF Mop Up Workshop Presentation 2024 .pptx
This is the slide deck of what PAS learnt supporting councils awarded Planning Skills Delivery Funds
World Food Safety Day 2024- Communication-toolkit.
Food safety, prepare for the unexpected - So what can be done in order to be ready to address food safety, food Consumers, food producers and manufacturers, food transporters, food businesses, food retailers can ...
Transit-Oriented Development Study Working Group Meeting
This presentation on TOD best practices and model zoning was shared with the Cuyahoga County TOD working group on June 5, 2024.
PUBLIC FINANCIAL MANAGEMENT SYSTEM (PFMS) and DBT.pptx
PUBLIC FINANCIAL MANAGEMENT SYSTEM (PFMS) and DBT - EXPLANATION
About Potato, The scientific name of the plant is Solanum tuberosum (L).
The potato is a starchy root vegetable native to the Americas that is consumed as a staple food in many parts of the world. Potatoes are tubers of the plant Solanum tuberosum, a perennial in the nightshade family Solanaceae. Wild potato species can be found from the southern United States to southern Chile
Synopsis (short abstract) In December 2023, the UN General Assembly proclaimed 30 May as the International Day of Potato.
CBO’s Outlook for U.S. Fertility Rates: 2024 to 2054
Presentation by Molly Dahl, CBO's Long-Term Analysis Unit Chief, at a conference organized by the National Bureau of Economic Research.
加急办理华威大学毕业证硕士文凭证书原版一模一样
原版一模一样【微信：741003700 】【华威大学毕业证硕士文凭证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Practical guide for the celebration of World Environment Day on june 5th.
Land degradation, desertification and drought resilience. UN ENVIRONMENT PROGRAMME -WORLD ENVIRONMENT DAY 2024.
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Combined Illegal, Unregulated and Unreported (IUU) Vessel List.
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.
Bangladesh studies presentation on Liberation War 1971 Indepence-of-Banglades...
Bangladesh studies presentation on Liberation War 1971 Indepence-of-Banglades...
Awaken new depths - World Ocean Day 2024, June 8th.
Awaken new depths - World Ocean Day 2024, June 8th.
A guide to the International day of Potatoes 2024 - May 30th
A guide to the International day of Potatoes 2024 - May 30th
World Food Safety Day 2024- Communication-toolkit.
World Food Safety Day 2024- Communication-toolkit.
Transit-Oriented Development Study Working Group Meeting
Transit-Oriented Development Study Working Group Meeting
PUBLIC FINANCIAL MANAGEMENT SYSTEM (PFMS) and DBT.pptx
PUBLIC FINANCIAL MANAGEMENT SYSTEM (PFMS) and DBT.pptx
About Potato, The scientific name of the plant is Solanum tuberosum (L).
About Potato, The scientific name of the plant is Solanum tuberosum (L).
CBO’s Outlook for U.S. Fertility Rates: 2024 to 2054
CBO’s Outlook for U.S. Fertility Rates: 2024 to 2054
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Practical guide for the celebration of World Environment Day on june 5th.
Practical guide for the celebration of World Environment Day on june 5th.
What makes a public policy issue
- 1. Not every problem in the world is a public policy issue. Which of these do you think is a public policy issue? A broken BMW A defective BMW The fact that not everyone can afford a BMW What makes an issue an issue?
- 2. Scope How many people are affected? How wide a geographical area does it cover? Is it a concern for an institution, a neighborhood, a town or city, a state, or a country? Can you give an example of a problem or issue that affects many people? Ex. Homelessness Which policy making body would it involve?
- 3. Intensity How upset are people about the problem? How hard will they work to change the policy? Will they speak out? Run an ad campaign. Petition? Run for office? Protest? Use civil disobedience? Can you give an example of a problem that people are very concerned about? Ex. Legalizing marijuana What methods are they using to change that policy?
- 4. Duration How long has it been a problem? How long have people been upset about it? What public issues have been going on unaddressed for a long time? Ex. Gun control
- 5. Resources How much will it cost to address the problem? What major changes will have to be made? What issues have not been addressed because resources are lacking? Ex. Flint, Michigan lead poisoning.
- 6. Who Controls the Issue? Who will be adversely affected? Who will be against the change and fight against it? Which of the issues we already discussed are or will be blocked by people, groups, or government bodies that hold a different opinion?
- 7. You will be working in groups of 3-4 to choose, research, and address an issue affecting our campus or the local community. [All issues must be approved by me] Using the guidelines just given plus the questions on page 41 in Gerston, your group will select an issue for your project by 2/25. On 3/8 you will submit an essay on how this process went as explained in the packet. NOTE: Time will be given in class to meet, but you may want to meet outside of class or communicate using social media. Public Citizen Project Issue
- 8. During the project, you are required to keep a journal. This is where you will record everything you are involved in during the project. See sample in packet. Today’s entry, for example, might include the names, e-mails, and other information you learn about your group members. Turn in the journal on 5/5. Public Citizen Project Journal
- 9. On 3/10 you will work in your groups during class to design a Plan of Action and Timeline for addressing the issue to be turned in for a group grade. You will then implement your plans. Note at all times consult with me about your plans. Conduct yourselves in a respectful manner on campus and in the community. Dress appropriately for the occasion. No actual protests are to be staged as part of this project. Public Citizen Project Action
- 10. You will submit an essay on 4/21 evaluating the effectiveness of your project as detailed in the packet. As a group, you will then stage a creative presentation about your issue. Several suggestion are given in the packet to get you thinking. Time will be given in class to plan your presentation. These will be given on 5/5 and 5/10. Group order will be chosen by chance. Public Citizen Project Evaluation
- 11. Groups will be assigned. Get together with your group and share the following information: 1. Full name Your availability on campus 2. Phone #, e-mail or other preferred way to communicate. 5 values you hold strongly. Remember to enter this information in your journal Meet Your Group