Category: Social work

Ontario, Canada based
Write a 5-6 page paper on how you would evaluate a counselling program to assist distance-education students to successfully complete their university studies. Make sure you include at least five (5) academic references.
Describe what resources would be required to run the program.
Describe the program activities.
Describe the short-term impact of the program.
Describe the long-term outcomes of the program.
How would you evaluate this counselling program?

https://www.nbcnews.com/politics/white-house/cease-fire-talks-come-key-moment-biden-faces-growing-campus-protests-rcna150084

Twins Again
by Éric Picholle
translated by Sheryl Curtis
1. Ship-time: January 5, 2033 09:15:00
Earth-time: November 17, 2032 11:23:17
Tara: 16 years old today!
Macha: turning 15 soon
(1)Macha’s clock accelerated. I felt it, even before checking my clock, the one that runs by ship’s time; I’ve spent enough time watching her clock slowly count off the seconds for the better part of two years to know its pace, one second for roughly every ten seconds. One of Macha’s heartbeats for ten of mine—her own twin! But right now, it’s closer to one for eight.
(2)That can only mean one thing: the astronomers have detected a likely planet, and we’ve started to decelerate. I’m probably the first one in the ship to know it, apart from the bridge crew and the engineers, of course. And Tom, maybe. Tom is the only other twin on board the SS Paul Langevin. He has two clocks in his cabin as well—for the stupid psychological study, I guess. I doubt if anyone is seriously considering this far-fetched idea of interstellar telepathy. Tom thinks it’s all about advertising; they did take a lot of shots of us standing next to our clocks, Macha and me, Tara, and Tom and Franck, just before take-off. Two sets of identical twins, two 13-year-old girls and two 14-year-old boys. Twins of the same age, even though it sounds idiotic when you say it like that.
(3)Since then, things have become a little more complicated. Close to Earth, the slippage wasn’t really noticeable; then Macha’s clock seemed to slow. At first, I used to calculate the difference in our ages to the minute. It was almost a game. Then, when we reach cruising speed, with this factor of 10 between our clocks, hers seemed to stop. A year later, I was 14—duh!—and she was still 13. When the astronomers assigned us a new target, and the engines had to be restarted to correct the trajectory to Fomalhaut-7, there was a strange period when her clock suddenly accelerated, catching up to mine. For the briefest moment, we were twins again, normal twins, both 14 years old—then pop! A week later, I was still 14 and Macha was already 15. Yet we weren’t all that far from the Earth. Then the maneuver was over. We returned to cruising speed and I went back to aging faster than she did, until I caught up with her—twins again, again!—and passed her.
(4)Sorry, I’m rambling. But I have a good excuse: today is my birthday. And I find it a little weird that it isn’t Macha’s as well. The first time this happened, I cried. I hope that Fomalhaut-7 will be a nice planet. That would be the best gift ever!
2. S-time: February 3, 2033 03:17:00
E-time: February 3, 2033 03:10:23
Tara & Macha: almost 16 years and 1 month
(5)What am I doing up in the middle of the night? And in a boy’s cabin, of all places? We’re staring at a clock, of course! The clock that tells Franck’s time, his twin’s time, the same time as Macha’s, on Earth. And believe you me, it’s racing ahead: almost 20 seconds for each one of ours. Just a few more, and we’ll all be twins again, for one glorious instant.
(6)We’ve calculated the exact time, obviously. 03:17:33 sharp. Ten seconds. Tom holds me close to him. Five! Four! Three! Two! One! Now!
(7)It all happened too fast. I’m not even sure I really saw the two identical times, on both clocks. I placed my head on Tom’s shoulder for a few extra seconds, just in case. Tom and Tara . . . the time it takes to form a thought, and Macha has already started aging fast. She’s now older than me by four minutes, and counting.
(8)Twenty seconds for each of ours—and it won’t get any better. The scientists have confirmed that F-7 is an Earth-like planet, and the captain announced that we’ll keep on decelerating until we reach a full stop. Neither Tom nor I have dared to calculate how old our twins will be when we arrive in about 10 days.
(9)Right now, I don’t even care what name we’ll give our planet. Tomorrow will be another day. I’m going to bed.
3. S-time: February 14, 2033 10:00:00
E-time: June 7, 2060 01:17:12
Tara: Just over 16 years and 1 month
Macha: 43 and a half
(10)Me again. Sorry, but I haven’t had much time for you guys lately! They say that the final days of a long journey are always frantic. I can vouch for that. Between the workshops on the latest discoveries on our new planet and all the practical details of preparing to disembark, I haven’t had a minute to myself.
(11)F-7 looks so much like Earth that most people wanted to call it “Earth 2,” but the captain vetoed that. There’s only one Earth! So it will be called Einstein, after Albert, of course.
(12)Why is it never the right clock that slows? I bet she thinks I’m leaving her behind. She’s probably furious at me. When deceleration peaked, we could no longer read the Earth minutes, which flew by at more than 20 per second. It’s fine to know that the faster I travel away from my twin, the faster she may age. But it’s quite another matter to see it.
(13)When Macha edged past 40—leaving me behind as well—I turned off her clock. Then Tom managed to make me smile, telling me that my twin might well have children my own age.
(14)I no longer have anything to do with Earth or it with me. Even the news of our safe arrival won’t reach them for another quarter of a century, along with our invitation to join us on Einstein, humankind’s new blue planet.
(15)Tom and I are scheduled to land in just over a month. But we’re already Einsteinians. For real.
-Say what the mood is
-Use two text evidence to back it up
-Explain the text evidence

Provide the link to your recording and a summary (200-300 words) of the experience in the “Mock Group Session Video Recording and Summary” document. 

Overview
Up until this point, the course assignments have been designed to support your engagement with population groups as change agents and to develop an organizational and community assessment. You are now in position to develop an intervention plan to address the condition you have identified, beginning with a clear frame of the condition and a working intervention hypothesis. You will then develop an intervention designed to collaboratively address the condition identified by the focal population. Consider the focal population and condition from your previous assignment submissions to complete this assignment.
By successfully completing this assignment, you demonstrate your proficiency in the following EPAS and generalist behaviors:
EPAS Competency 4: Engage in practice-informed research and research-informed practice.
C4.GP.A: Apply research findings to inform and improve practice, policy, and programs.
Related Assignment Criteria:
Develop a frame for the condition that needs to change by including a qualitative statement, a quantitative statement, and a justification-of-action statement along with a working intervention hypothesis.
Assess critical functions and participants necessary to support the intervention by developing a roster of critical functions (systems) and participants (system representatives).
C4.GP.B: Identify ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work.
Related Assignment Criterion:
Explain how you ensured a wide variety of perspectives by addressing intersections of diversity, such as race/ethnicity, age, gender, faith, allies, and politics.
EPAS Competency 5: Engage in policy practice.
C5.GP.A: Use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services.
Related Assignment Criteria:
Analyze the political and/or economic feasibility for implementing the proposed intervention and how you might address any barriers.
Describe how implementing the strategies will impact the quality of life for the focal population in the organization or community.
Apply a practical, a political, and an ethical issue associated with using the evaluation approach you selected for your specific intervention.
C5.GP.B: Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice.
Related Assignment Criteria:
Explain the reason for selecting the strategy, or strategies, you plan to use in the proposed intervention (for example, collaborative, campaign, or contest) and any strategic taboos you have identified.
Explain two tactics you will use as part of your intervention strategy and your rationale for selecting them.
Explain the rationale for the type of approach you plan to use to evaluate your proposed intervention (for example, outcome-based, linear versus emergent, or non-linear).
EPAS Competency 6: Engage with individuals, families, groups, organizations, and communities.
C6.GP.A: Apply knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies.
Related Assignment Criterion:
Develop a broad statement for what you expect to happen as a result of the proposed intervention using each of the following approaches: organization or community approach, policy approach, and practice approach.
Instructions
Include the following in your final assignment.
Designing and Building Support
Develop a frame for the condition that needs to change by including a qualitative statement, a quantitative statement, and a justification-of-action statement along with a working intervention hypothesis.
Refer to page 329 of your course text for more information.
Assess critical functions and participants necessary to support the intervention by developing a roster of critical functions (systems) and participants (system representatives).
Refer to page 334 of your course text for more information.
If the terminology used by the organization or community you are writing about is different than presented in the example, be sure to note which system it aligns with (initiator, change agent, client, support, controlling, host and implementing, target, or action).
Explain your rationale for selecting each system representative.
Explain how you ensured a wide variety of perspectives by addressing intersections of diversity, such as race/ethnicity, age, gender, faith, allies, and politics.
Strategies and Tactics
Analyze the political and/or economic feasibility for implementing the proposed intervention and how you might address any barriers.
How have similar barriers been addressed by other organizations and communities in the past?
Be sure to include professional and academic sources to support analysis.
Explain the reason for selecting the strategy, or strategies, you plan to use in the proposed intervention (for example, collaborative, campaign, or contest) and any strategic taboos you have identified.
Be sure to include professional and academic sources to support your rationale.
Describe how implementing the strategies will impact the quality of life for the focal population in the organization or community.
How will quality of life improve?
What might occur is there is no intervention?
Include professional and academic sources to support your rationale.
Explain two tactics you will use as part of your intervention strategy and your rationale for selecting them.
Be sure to include professional and academic sources to support your rationale.
Planning and Implementing
Explain the rationale for the type of approach you plan to use to evaluate your proposed intervention (for example, outcome-based, linear versus emergent, or non-linear).
Be sure to include professional and academic sources to support your rationale.
Apply a practical, a political, and an ethical issue associated with using the evaluation approach you selected for your specific intervention.
Be sure to include professional and academic sources to support your ideas.
Develop a broad statement for what you expect to happen as a result of the proposed intervention using each of the following approaches: organization or community approach, policy approach, and practice approach.
Additional Requirements
Your submission should meet the following requirements:
Written communication: Written communication is free of errors that detract from the overall message.
References: 15–20 professional and academic resources. All literature cited should be current, with publication dates within the past 5 years.
APA formatting: Resources and citations are formatted according to current APA style. See the Evidence and APALinks to an external site. section of the Writing Center for guidance. Include a cover page, introduction, conclusion, and references page.
Length of paper: 10–15 double-spaced pages.
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Apply research findings to inform and improve practice, policy, and programs. (C4.GP.A)
Develop a frame for the condition that needs to change by including a qualitative statement, a quantitative statement, and a justification-of-action statement along with a working intervention hypothesis. (C4.GP.A)
Assess critical functions and participants necessary to support the intervention by developing a roster of critical functions (systems) and participants (system representatives). (C4.GP.A)
Competency 2: Identify ethical, culturally informed, anti-racist, and anti-oppressive strategies that address inherent biases for use in quantitative and qualitative research methods to advance the purposes of social work. (C4.GP.B)
Explain how you ensured a wide variety of perspectives by addressing intersections of diversity, such as race/ethnicity, age, gender, faith, allies, and politics. (C4.GP.B)
Competency 3: Use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services. (C5.GP.A)
Analyze the political and/or economic feasibility for implementing the proposed intervention and how you might address any barriers. (C5.GP.A)
Describe how implementing the strategies will impact the quality of life for the focal population in the organization or community. (C5.GP.A)
Apply a practical, a political, and an ethical issue associated with using the evaluation approach you selected for your specific intervention. (C5.GP.A)
Competency 4: Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, racial, economic, and environmental justice. (C5.GP.B)
Explain the reason for selecting the strategy, or strategies, you plan to use in the proposed intervention (for example, collaborative, campaign, or contest) and any strategic taboos you have identified. (C5.GP.B)
Explain two tactics you will use as part of your intervention strategy and your rationale for selecting them. (C5.GP.B)
Explain the rationale for the type of approach you plan to use to evaluate your proposed intervention (for example, outcome-based, linear versus emergent, or non-linear). (C5.GP.B)
Competency 5: Apply knowledge of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, to engage with clients and constituencies. (C6.GP.A)
Develop a broad statement for what you expect to happen as a result of the proposed intervention using each of the following approaches: organization or community approach, policy approach, and practice approach. (C6.GP.A)
Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
View Rubric
Plan for Macro-Level Change
Plan for Macro-Level Change
Criteria Ratings Pts
Develop a frame for the condition that needs to change by including a qualitative statement, a quantitative statement, and a justification-of-action statement along with a working intervention hypothesis. (C4.GP.A)
28 to >23.8 pts
DISTINGUISHED
Develops a frame for the condition that needs to change by including a qualitative statement, a quantitative statement, and a justification-of-action statement along with a working intervention hypothesis. Frame is clear and strongly supported.
23.8 to >19.6 pts
PROFICIENT
Develops a frame for the condition that needs to change by including a qualitative statement, a quantitative statement, and a justification-of-action statement along with a working intervention hypothesis.
19.6 to >0 pts
BASIC
Partially develops a frame for the condition that needs to change by including a qualitative statement, a quantitative statement, and a justification-of-action statement along with a working intervention hypothesis.
0 pts
NON_PERFORMANCE
Does not develop a frame for the condition that needs to change by including a qualitative statement, a quantitative statement, and a justification-of-action statement along with a working intervention hypothesis.
/ 28 pts
Assess critical functions and participants necessary to support the intervention by developing a roster of critical functions (systems) and participants (system representatives). (C4.GP.A)
28 to >23.8 pts
DISTINGUISHED
Assesses critical functions and participants necessary to support the intervention by developing a roster of critical functions (systems) and participants (system representatives). Assessment is clear and strongly supported.
23.8 to >19.6 pts
PROFICIENT
Assesses critical functions and participants necessary to support the intervention by developing a roster of critical functions (systems) and participants (system representatives).
19.6 to >0 pts
BASIC
Partially assesses critical functions and participants necessary to support the intervention by developing a roster of critical functions (systems) and participants (system representatives).
0 pts
NON_PERFORMANCE
Does not assess critical functions and participants necessary to support the intervention by developing a roster of critical functions (systems) and participants (system representatives).
/ 28 pts
Explain how you ensured a wide variety of perspectives by addressing intersections of diversity, such as race/ethnicity, age, gender, faith, allies, and politics. (C4.GP.B)
28 to >23.8 pts
DISTINGUISHED
Explains how you ensured a wide variety of perspectives by addressing intersections of diversity, such as race/ethnicity, age, gender, faith, allies, and politics. Explanation is clear and strongly supported.
23.8 to >19.6 pts
PROFICIENT
Explains how you ensured a wide variety of perspectives by addressing intersections of diversity, such as race/ethnicity, age, gender, faith, allies, and politics.
19.6 to >0 pts
BASIC
Partially explains how you ensured a wide variety of perspectives by addressing intersections of diversity, such as race/ethnicity, age, gender, faith, allies, and politics.
0 pts
NON_PERFORMANCE
Does not explain how you ensured a wide variety of perspectives by addressing intersections of diversity, such as race/ethnicity, age, gender, faith, allies, and politics.
/ 28 pts
Analyze the political and/or economic feasibility for implementing the proposed intervention and how you might address any barriers. (C5.GP.A)
28 to >23.8 pts
DISTINGUISHED
Analyzes the political and/or economic feasibility for implementing the proposed intervention and how you might address any barriers. Analysis is clear and strongly supported.
23.8 to >19.6 pts
PROFICIENT
Analyzes the political and/or economic feasibility for implementing the proposed intervention and how you might address any barriers.
19.6 to >0 pts
BASIC
Partially analyzes the political and/or economic feasibility for implementing the proposed intervention and how you might address any barriers.
0 pts
NON_PERFORMANCE
Does not analyze the political and/or economic feasibility for implementing the proposed intervention and how you might address any barriers.
/ 28 pts
Explain the reason for selecting the strategy, or strategies, you plan to use in the proposed intervention (for example, collaborative, campaign, or contest) and any strategic taboos you have identified. (C5.GP.B)
28 to >23.8 pts
DISTINGUISHED
Explains the reason for selecting the strategy, or strategies, you plan to use in the proposed intervention (for example, collaborative, campaign, or contest) and any strategic taboos you have identified. Explanation is clear and strongly supported.
23.8 to >19.6 pts
PROFICIENT
Explains the reason for selecting the strategy, or strategies, you plan to use in the proposed intervention (for example, collaborative, campaign, or contest) and any strategic taboos you have identified.
19.6 to >0 pts
BASIC
Partially explains the reason for selecting the strategy, or strategies, you plan to use in the proposed intervention (for example, collaborative, campaign, or contest) and any strategic taboos you have identified.
0 pts
NON_PERFORMANCE
Does not explain the reason for selecting the strategy, or strategies, you plan to use in the proposed intervention (for example, collaborative, campaign, or contest) and any strategic taboos you have identified.
/ 28 pts
Describe how implementing the strategies will impact the quality of life for the focal population in the organization or community. (C5.GP.A)
28 to >23.8 pts
DISTINGUISHED
Describes how implementing the strategies will impact the quality of life for the focal population in the organization or community. Claims are clear and strongly supported.
23.8 to >19.6 pts
PROFICIENT
Describes how implementing the strategies will impact the quality of life for the focal population in the organization or community.
19.6 to >0 pts
BASIC
Partially describes how implementing the strategies will impact the quality of life for the focal population in the organization or community.
0 pts
NON_PERFORMANCE
Does not describe how implementing the strategies will impact the quality of life for the focal population in the organization or community.
/ 28 pts
Explain two tactics you will use as part of your intervention strategy and your rationale for selecting them. (C5.GP.B)
28 to >23.8 pts
DISTINGUISHED
Explains two tactics you will use as part of your intervention strategy and your rationale for selecting them. Tactics are supported by professional knowledge base.
23.8 to >19.6 pts
PROFICIENT
Explains two tactics you will use as part of your intervention strategy and your rationale for selecting them.
19.6 to >0 pts
BASIC
Partially explain two tactics, or explains only one tactic, you will use as part of your intervention strategy and your rationale for selecting them.
0 pts
NON_PERFORMANCE
Does not explain two tactics you will use as part of your intervention strategy and your rationale for selecting them.
/ 28 pts
Explain the rationale for the type of approach you plan to use to evaluate your proposed intervention (for example, outcome-based, linear versus emergent, or non-linear). (C5.GP.B)
28 to >23.8 pts
DISTINGUISHED
Explains the rationale for the type of approach you plan to use to evaluate your proposed intervention (for example, outcome-based, linear versus emergent, or non-linear). Rationale is supported by professional knowledge base.
23.8 to >19.6 pts
PROFICIENT
Explains the rationale for the type of approach you plan to use to evaluate your proposed intervention (for example, outcome-based, linear versus emergent, or non-linear).
19.6 to >0 pts
BASIC
Partially explains the rationale for the type of approach you plan to use to evaluate your proposed intervention (for example, outcome-based, linear versus emergent, or non-linear).
0 pts
NON_PERFORMANCE
Does not explain the rationale for the type of approach you plan to use to evaluate your proposed intervention (for example, outcome-based, linear versus emergent, or non-linear).
/ 28 pts
Apply a practical, a political, and an ethical issue associated with using the evaluation approach you selected for your specific intervention. (C5.GP.A)
28 to >23.8 pts
DISTINGUISHED
Applies a practical, a political, and an ethical issue associated with using the evaluation approach you selected for your specific intervention. Claims are clear and strongly supported.
23.8 to >19.6 pts
PROFICIENT
Applies a practical, a political, and an ethical issue associated with using the evaluation approach you selected for your specific intervention.
19.6 to >0 pts
BASIC
Partially applies a practical, a political, and an ethical issue associated with using the evaluation approach you selected for your specific intervention.
0 pts
NON_PERFORMANCE
Does not apply a practical, a political, and an ethical issue associated with using the evaluation approach you selected for your specific intervention.
/ 28 pts
Develop a broad statement for what you expect to happen as a result of the proposed intervention using each of the following approaches: organization or community approach, policy approach, and practice approach. (C6.GP.A)
28 to >23.8 pts
DISTINGUISHED
Develops a broad statement for what you expect to happen as a result of the proposed intervention using each of the following approaches: organization or community approach, policy approach, and practice approach. Claims are clear and strongly supported.
23.8 to >19.6 pts
PROFICIENT
Develops a broad statement for what you expect to happen as a result of the proposed intervention using each of the following approaches: organization or community approach, policy approach, and practice approach.
19.6 to >0 pts
BASIC
Partially develops a broad statement for what you expect to happen as a result of the proposed intervention using each of the following approaches: organization or community approach, policy approach, and practice approach.
0 pts
NON_PERFORMANCE
Does not develop a broad statement for what you expect to happen as a result of the proposed intervention using each of the following approaches: organization or community approach, policy approach, and practice approach.
/ 28 pts
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
70 to >59.5 pts
DISTINGUISHED
Communicates with exceptional clarity in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
59.5 to >49 pts
PROFICIENT
Communicates in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
49 to >0 pts
BASIC
Communicates in a manner that is professional and consistent with expectations for members of the social work profession.
0 pts
NON_PERFORMANCE
Does not communicate in a manner that is consistent with expectations for members of the social work profession.
/ 70 pts
Total Points: 0

Title: Professional Military Subject (Choose one)
I. Introduction (1-2 paragraphs)
Opening statement
Background information
Purpose statement
II. Body (2-4 paragraphs)
(Point A)
(Point B) (Could be tied to point A)
(Point C) Supporting topic & evidence to support your main point.
(Point D)
III. Conclusion (1-2 paragraphs)
Summarize the main points.
Make a strong, memorable final statement.
NOTES:
Essay must be 1-2 pages in length (title page does not count as a page).
Essay is an individual activity (although peer editing is allowed).
Essay must contain two references (ARs, personal interviews, peer review articles, etc.).
Essay is due on Day 1 of the Assessment Phase (provide students with exact date and time).
Commandant (or designated representative) will choose the best essay.

Conduct your own physical experiment using the scientific method. Research the scientific method and give a 1-2 page written description of each step. You will then document your process with photos and/or video. Results will also be shared by uploading such media (or the links) of your process to the discussion board in this module. Save and submit the media in this exercise along with your 1-2 page written description.

PLEASE READ AND FOLLOW RUBRIC EXACTLY ALL INSTRUCTIONS ARE THERE. MAKE SURE TO SEND PLAGERISM REPORT AFTER COMPLETE.

Write a reflective Journal for a social work student based in Queensland, Australia who is doing their placement with Community Corrections. 
The student has worked as a court officer presenting breach packs for contravention of probation and parole orders, and worked as a case manager in the community corrections office. 
Included is an example assignement: 
1.Consideration and reflection of the organisational,
policy, legislative and practice context of placement. Include the community it
serves and links with other human services organisations. 
2. Demonstration of self-development during the course or
the placement and identification of current strengths and gaps in skills and
understanding and implications social work practice. 
3. Demonstration of increasing awareness of placement as a
learning experience, including understanding of the use of self’ as a social
worker. In particular include reflection of own values and beliefs; and the
impact of self on situations experienced on placement. 
4. Analysis of implications for future practice, include
reflection on plans for ongoing development during placement, the use of
constructive feedback, and critical reflective practice. 
5. Understanding of how previous units of study and
literature informs thinking regarding issues arising during the placement. 
6. Understanding and articulation of achievements and
capabilities and consideration of future directions. 
7. Quality presentation, including written expression,
referencing, and conformity to APA 7th or Harvard referencing.  
Note this must be done in the Australian, context.
The ethical delema that that student has should be around them being in their role in corrections but sees advocation from local social justice groups as of poor quality and wishes she can get up and say something in court to stick up for someones rights but is conflicted in this because of their role.

Objective:
The purpose of this assignment is to investigate a social policy with some depth and explore the implications of that policy. This paper requires research on the policy itself as well as the historical era and events surrounding the development and implementation of the policy. You will also include a discussion of the intent, target(s) (behavioral and/or individual), ideologies, and impacts of the policy. Lastly you will evaluate the effectiveness of the policy (based on others’ research) and/or present an alternative policy or strategy to meet the policy’s stated goals.
Format:
The paper should cover the following 5 areas:
Identify a social policy
Provide some historical context of the policy (what was happening around this time and location) – was it during the progressive era, welfare reform era, etc.
Describe the social policy: how did the policy come to be? what social problem was it set up to solve? What was the target population or behavior of the policy? What were the eligibility criteria of the policy and what were the benefits and/or burdens of it?
Analyze the values (e.g. equality of opportunity) ideologies (protestant work ethic, paternalism, individualism, libertarian, left;liberal, etc.) and/or moral theories (e.g. liberalism, Marxism, etc.) driving and/or supporting this policy.
Discuss the extent to which this policy achieves its aims and consider alternative strategies to achieve the goals of this social policy.  Please use APA citations and provide a reference page (not included in the page count). You must cite at least 3 outside of class resources for your assignment.
You must also include a note (narrative, bullet points or table) describing how you incorporated the feedback you received on your draft. Please include this as a separate file or after your reference page.