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Describe the goal of transportation regulation and policy and explain why they are needed

Part 1 – Transportation Regulation and Policy

Write 400–600 words that respond to the following questions with your thoughts, ideas, and comments.

  1. Describe the goal of transportation regulation and policy and explain why they are needed.
  2. Choose a transportation policy developed to address an issue in one of the following areas, describe its goal, and explain how it has affected you in your personal life or as a business manager:
    • National security
    • Public safety
    • The environment
    • Monopolies

Part 2 – Transportation’s Impact on the Environment, Society, and the Economy

Write 400–600 words that respond to the following questions with your thoughts, ideas, and comments.

  • Choose 1 mode of transportation.
  • Describe how it has impacted the environment, society, and the economy.
  • Has the impact been positive or negative?
  • Discuss the usefulness and at least three functionalities of the mode of transportation.

Part 3 – Distribution, Warehousing, and Inventory Functions

write 400–600 words that respond to the following questions with your thoughts, ideas, and comments.

A great deal of manufacturing is done outside of the United States, which presents various challenges to supply chains. Many of these challenges are in the areas of distribution, transportation, warehousing, and inventory management. Discuss the following:

  • Describe at least 2 challenges that supply chains face in each of these areas.
  • Identify the strategies you feel that best address those challenges, and explain why

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  • Describe the goal of transportation regulation and policy and explain why they are needed
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    Categories
    Writers Solution

    A copy of the policy that details how permission is granted for collecting records of children’s learning and behaviour

    The assignment is related to child care.

    CHCECE023
    Analyse information to inform learning
    Assessment Tasks
    (Learner Copy)
    Student Name
    Unit Date Started
    Unit Date Submitted
    Trainer/Assessor Name and Signature
    This page is left intentionally blank

    Student Name
    Unit Submission Date
    Unit Submission Date (2nd)
    Unit Submission Date (3rd)
    Assessor Feedback

    To be returned with feedback to student after marking
    Australian Careers College Pty Ltd
    37, Gregory Street, Parap, NT- 0820
    Ph: : 08 8981 9619
    1/48 Woods Street, Darwin NT- 0800
    586-590 Paramatta Road, Petersham NSW- 2049
    CHCECE023 Analyse information to inform learning
    Written by Aspire Training and Consulting Copyright © 2018
    Authorised use: Australian Careers College
    This book is protected by copyright and may not be reproduced or copied in part or in whole nor used for financial gain without the express approval in writing of the owner (Australian Careers College) of the copyright

    TERMS AND CONDITIONS
    Submitting your evidence portfolio
    You are recommended to seek the advice of your assessor when putting together your evidence portfolio in order to confirm that you have provided sufficient evidence of competency.
    You should note that your evidence portfolio must be retained by the Registered Training Organisation for audit purposes and will not be returned to you. If you wish to keep any evidence, you should make a copy prior to submission for assessment. You are advised to make sure you clearly label each answer and task and complete all sections of each assessment.
    If possible, you should also submit copies of any workplace documents that may be relevant to this unit of competency. In this case you will need to gain approval to provide the copies from your employer.
    Ownership and plagiarism
    You are advised by accepting these terms and conditions you have declared the evidence that you submit is your own work or the result of your own research. By signing the declaration below you acknowledge your assessment is your own and contains no material written by another person except where due reference is made.
    Note that if you quote any source in your evidence, you must provide a reference to the source in order to ensure that you do not breach Copyright legislation. You need to be aware that a false declaration may lead to the withdrawal of a qualification.
    Re-submission of your evidence portfolio
    If your evidence meets the requirements of the unit of competency you will be assessed as Competent (C) in this unit. If your evidence does not meet the requirements of the unit of competency you will be assessed as Not Yet Competent (NYC). If you are assessed NYC, it is important to discuss your re-submission with your assessor as you will be given two opportunities only to revise and re-submit your evidence portfolio.
    Declaration by Learner
    I confirm that the evidence that I have presented is my own work and/or the result of my own research. It contains no material written by another person except where I have stated the source. I am aware that a false declaration may lead to withdrawal of a qualification.

    LEARNER NAME (PLEASE PRINT) LEARNER SIGNATURE DATE

    Elements and Performance Criteria
    ELEMENT PERFORMANCE CRITERIA
    Elements define the essential outcomes. Performance criteria specify the level of performance needed to demonstrate achievement of the element.

    1. Gather and document information about children 1.1 Undertake observations and gather detailed information about children’s learning, using a wide range of approaches
      1.2 Ensure the assessment methods and tools used to gather information consider assessment principles
      1.3 Gather information and observations over time and in a variety of spaces
      1.4 Include the voices of educators, children, peers, families and other professionals where appropriate
      1.5 Demonstrate inclusive assessment practices
    2. Monitor children’s learning and development 2.1 Use information and observations to analyse and monitor children’s strengths, interests, relationships and learning in conjunction with the approved framework’s learning outcomes
      2.2 Identify children who may need additional support in order to achieve particular learning outcomes
      2.3 Use summative assessment to reflect on children’s learning over a period of time
      2.4 Collaborate with families and colleagues to support children’s learning
      2.5 Develop a process to ensure that information and observations are gathered and used to inform planning for all children
    3. Use evidence to inform practice 3.1 Use evidence to plan for children to learn through play, intentional teaching, modelling and the learning environment
      3.2 Reflect on and improve own practices using evidence gathered
    4. Share information appropriately 4.1 Implement strategies to ensure that children’s documentation can be shared with families
      4.2 Follow confidentiality practices to ensure information is shared appropriately
      Recognition of Prior Learning (if applicable)
      RPL Evidence Guide
      Students who require RPL or accelerated progression must produce verifiable documentary evidence of their competence in the following competency standards:
      CHCECE023 Analyse information to inform learning
      Student’s name
      Assessor’s name
      Date enrolled
      Please see your assessor for an RPL kit, to be completed and presented to your assessor with required evidence. An appointment will then be set for a competency conversation. Your assessor will explain all evidence requirements for this unit of competency.
      Suggested evidence
      ? Letter from current/previous employer
      ? Answers to written questions
      ? Answer to oral questions
      ? Practical demonstration
      Action
      Assessment plan agreed
      Student handbook supplied
      Support materials provided
      Invoice supplied
      Language / Literacy / Numeracy needs discussed
      Special/particular needs discussed
      Appeals process explained
      Overview on assessment procedure explained
      Pre-evaluation of job conducted
      Copy of evidence provided
      RPL Evidence Guide
      Additional requirements
      Student’s signature
      Date
      Assessor’s signature Date
      Learning checkpoint 1
      Gathering and documenting information about children
      Observe three children and collect specific information about their background and learning. Select children from different age groups if possible. Prepare a file for each child. You will add to these files in the learning checkpoints for each topic in this learner guide.
      Maintain confidentiality at all times.
      The parents of the children will need to be willing to give you feedback as you progress through the checkpoints.
      Question 1
      Provide information about parental permissions. Include:
      • a copy of the policy that details how permission is granted for collecting records of children’s learning and behaviour
      • a blank copy of the document that parents sign to give permission for educators to collect records of children’s learning and behaviour.
      Question 2
      Develop a simple form that gathers signed permission for you to gather and record information about the three children. The form should include:
      • your name
      • why you want the information
      • how you will use the information
      • where the information will be stored
      • how the parents will be involved in the process
      • whether the parent allows you to include photographs of their child in your records
      • whether the parent agrees that you can share the information with your trainer/assessor
      • how you will maintain confidentiality.
      Question 3
      Create a profile for each child that includes:
      • family background
      • interests and play preferences
      • strengths
      • relationships
      • developmental level.
      You should collect information from:
      • the family
      • other people close to the child
      • the child
      • other children
      • educators
      • relevant professionals/specialists (if appropriate).
      Question 4
      Create observation records for each child over a period of time and in a variety of spaces. Identify their progress toward the five EYLF/MTOP outcomes by focusing on:
      • the child’s sense of identity
      • the child’s connection to their world
      • the child’s sense of wellbeing
      • the child as a confident and involved learner
      • the child as an effective communicator.
      Use at least four of the following methods to gather and record information:
      • Secondary sources such as discussions with others, communication books, incident reports and samples of work
      • Jottings
      • Anecdotal information
      • Time samples and running records
      • Questioning
      • Event samples and checklists
      • Sociograms
      • Webs
      • Learning stories
      • ICT
      Question 5
      Provide a short summative assessment of each child. Include the voice of others in the assessment.
      Question 6
      For each child, describe how you have collected information over enough time and in a number of spaces to give you an accurate view of the child.
      Question 7
      For each child, describe how your assessments are valid, representative, significant and relevant.
      Question 8
      For each child, describe how you used inclusive assessment practices.
      Learning Checkpoint One
      Learner
      name Student Number
      Unit CHCECE023 Analyse information to inform learning
      Assessor name
      Learner Assessment Declaration (tick the relevant box)
      The purpose and outcomes of the assessment have been explained to me Yes ? No ?
      I have received information about the unit of competency Yes ? No ?
      I understand the type of evidence to be collected Yes ? No ?
      The appeals system has been explained to me Yes ? No ?
      I have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
      Learner signature Date

    Result of assessment – Assessment 1: Written Test
    Attempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
    The learner’s overall performance was Satisfactory ? Not Yet Satisfactory ?
    Feedback to learner on overall performance
    Assessor signature Date
    I intend to lodge an appeal on the above decision Yes ? No ?
    Learner signature Date

    Learning checkpoint 2
    Monitoring children’s learning and development
    Part A
    Complete the following tasks to continue to develop the files for the three children you observed in Learning checkpoint 1.
    Question 1
    For each child, use a format of your choice to complete a summative assessment that links to the EYLF/MTOP outcomes and represents each child’s:
    • strengths
    • interests and play preferences
    • relationships
    • learning
    • need for additional support to meet an EYLF/MTOP outcome.
    Question 2
    Share your summative assessments with a colleague and/or the children’s parents. Ask for their feedback on your summative assessment and see if there is any further information you can gather from them. Record this feedback.
    Part B
    Read the case study, then answer the questions that follow.
    Case study
    Linda is a Diploma-qualified educator working in a room with 27 children and two other educators. The children are aged between four and five years old and are from a range of backgrounds. They all speak and understand English well. The children usually attend the service between 9.00 am and 3.00 pm.
    Question 1
    Develop a process that Linda could use to ensure that each child is observed and suitable information is gathered to make the curriculum responsive and inclusive.
    Question 2
    What should Linda do if the assessment of information from this process indicates a child needs additional support to achieve a learning outcome?
    Learning Checkpoint Two
    Learner
    name Student Number
    Unit CHCECE023 Analyse information to inform learning
    Assessor name
    Learner Assessment Declaration (tick the relevant box)
    The purpose and outcomes of the assessment have been explained to me Yes ? No ?
    I have received information about the unit of competency Yes ? No ?
    I understand the type of evidence to be collected Yes ? No ?
    The appeals system has been explained to me Yes ? No ?
    I have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
    Learner signature Date

    Result of assessment – Assessment 1: Written Test
    Attempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
    The learner’s overall performance was Satisfactory ? Not Yet Satisfactory ?
    Feedback to learner on overall performance
    Assessor signature Date
    I intend to lodge an appeal on the above decision Yes ? No ?
    Learner signature Date

    Learning checkpoint 3
    Using evidence to inform practice
    Part A
    For each of the three children you have been collecting information for, use your formative and summative assessments to develop plans of two experiences for each child. For each child, include:
    • an intentional teaching experience
    • a planned ‘learning through play’ experience.
    For each experience, your plan should describe:
    • which type of experience it is (intentional or learning through play)
    • what the planned experience is
    • how you will set up the environment to encourage participation and learning
    • how you will ensure the children are comfortable by creating a safe and non-threatening space
    • an EYLF/MTOP outcome
    • a goal
    • an objective
    • modelling that is planned
    • the materials and resources needed.
    You can follow a service’s template or use a table similar to the following.
    Experience plan
    Child:
    Name:
    Age:
    Intentional teaching or planned learning through play experience?
    Description of the experience
    Environment set-up
    EYLF/MTOP Outcome
    Goal
    Objective
    Modelling
    Resources and materials
    Part B
    Question 1
    Use three methods to critically reflect on and improve your practice. Briefly describe:
    • the methods you used
    • what you found out
    • how you plan to improve your performance.
    Question 2
    Provide an example of a situation you have reflected on where you believe you could have reacted better. Answer the following questions to reflect on the situation.
    • What happened?
    • Why did it happen?
    • How did it happen?
    • How do you feel about it?
    • What have you learnt from this?
    • What is the significance of this?
    • What will you do next?
    • How will this alter your future actions and values?

    Learning Checkpoint Three
    Learner
    name Student Number
    Unit CHCECE023 Analyse information to inform learning
    Assessor name
    Learner Assessment Declaration (tick the relevant box)
    The purpose and outcomes of the assessment have been explained to me Yes ? No ?
    I have received information about the unit of competency Yes ? No ?
    I understand the type of evidence to be collected Yes ? No ?
    The appeals system has been explained to me Yes ? No ?
    I have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
    Learner signature Date

    Result of assessment – Assessment 1: Written Test
    Attempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
    The learner’s overall performance was Satisfactory ? Not Yet Satisfactory ?
    Feedback to learner on overall performance
    Assessor signature Date
    I intend to lodge an appeal on the above decision Yes ? No ?
    Learner signature Date
    Learning checkpoint 4
    Sharing information with families appropriately
    Part A
    Use appropriate strategies to share documentation of your choice with a family.
    a. Explain the type of documentation you shared.
    b. Explain the strategy you used to communicate the information in the documentation.
    c. Explain why you shared this particular documentation.
    d. Explain how you ensured privacy (when appropriate) for the parents when sharing the information in the documentation.
    Part B
    Question 1
    Describe three methods for ensuring that information shared with families is kept private.
    Question 2
    Explain why it is essential to follow confidentiality practices when sharing information.
    Question 3
    Give two reasons why documentation about a child’s program and progress must be made available to their family.
    Learning Checkpoint Four
    Learner
    name Student Number
    Unit CHCECE023 Analyse information to inform learning
    Assessor name
    Learner Assessment Declaration (tick the relevant box)
    The purpose and outcomes of the assessment have been explained to me Yes ? No ?
    I have received information about the unit of competency Yes ? No ?
    I understand the type of evidence to be collected Yes ? No ?
    The appeals system has been explained to me Yes ? No ?
    I have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
    Learner signature Date

    Result of assessment – Assessment 1: Written Test
    Attempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
    The learner’s overall performance was Satisfactory ? Not Yet Satisfactory ?
    Feedback to learner on overall performance
    Assessor signature Date
    I intend to lodge an appeal on the above decision Yes ? No ?
    Learner signature Date

    Final assessment
    CHCECE023 Analyse information to inform learning
    Your trainer or assessor may require you to complete this assessment activity and will provide you with instructions as to how to present your responses. They may provide alternative or additional assessment activities depending on the circumstances of your training program.
    The following table maps this final assessment activity against the elements and performance criteria of CHCECE023 Analyse information to inform learning.
    Part Element Performance criteria
    A 1, 2, 3, 4 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 4.1, 4.2
    B 1, 2, 3, 4 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 4.1, 4.2
    C 3 3.2, 3.3
    Detailed mapping of this learner guide against the methods of assessment, the elements, the performance criteria and performance and knowledge evidence is available in the Aspire Trainer’s and assessor’s guide for this unit.
    Purpose
    The following activity forms part of your assessment of competence. You may also need to provide various workplace documents or third-party reports. Your trainer will give you guidance in this area.
    This assessment activity is designed to assess your skills and knowledge across the whole unit CHCECE023 Analyse information to inform learning.
    Requirements
    To complete this assessment activity, you need:
    • access to a children’s services environment
    • access to the service’s standards, policies and procedures
    • access to the National Quality Framework and Early Years Learning Framework
    • to be observed demonstrating performance as outlined in Part A
    • to complete the tasks outlined in Part B and Part C and submit responses as directed by your trainer/assessor/training organisation
    • to ensure you maintain confidentiality as required.

    Part A
    Your trainer needs to see demonstrated evidence of your performance in the following areas. Observations may take place in your workplace or in a simulated environment. Your trainer/assessor/training organisation will provide guidance as to how these observations will take place.
    Demonstration of your performance as outlined in Part A can be undertaken in conjunction with Part B.
    Performance evidence Example
    Demonstrate how you collected and documented observations of at least three different children, including:
    children’s behaviour and learning Show your trainer/assessor how you:
    observed the children and kept notes of their behaviour
    read enrolment records to identify their behaviour at home and their developmental abilities
    read incident and specialist reports to identify behaviour issues.
    children’s play preferences Show your trainer/assessor:
    an assessment record you have completed that demonstrates you are aware of a child’s interests
    how you discussed what type of play the children enjoyed at home.
    strengths, interests and relationships. Show your trainer/assessor:
    samples of children’s work that helped you identify their interests and developmental strengths
    notes you kept about a child’s relationships following discussion with parents and other educators
    how you have planned an experience that responds to a child’s strengths.
    Demonstrate how you applied information to educational practice, including:
    sharing information with families, educators, children, experts and specialists Show your trainer/assessor how you:
    arranged meetings and used pick-up and drop-off times to share information about a child with their family
    discussed a child’s progress with other educators at team meetings
    collaborated with specialists to provide a comprehensive view of a child.
    collaborating with families to plan for children’s individual needs Show your trainer/assessor:
    how you arranged meetings and informal discussions with families to ensure they were involved in contributing ideas to plan an appropriate experience for their child
    shared the child’s program with parents at a one-on-one meeting.
    using information gathered to inform planning. Show your trainer/assessor how you:
    used the information about a family’s circumstances, culture and interests and their child’s skills, relationships, interests and needs to plan a responsive and appropriate plan of activities and experiences for the child
    planned an experience that responded to the child’s strengths and developmental stage.
    Part B
    You are to collect information about one more child of any age and plan responsive learning experiences for these children to demonstrate that you can:
    • collect information about children from a range of sources and over a period of time to help you plan for children
    • analyse and assess the information you gather
    • use the evidence gathered and analysed to plan appropriate activities
    • collaborate and share information with families.
    Use a different child of any age from those you may have used for assessments in chapters 1, 2, 3 and 4.
    Complete the following tasks.

    1. Use a confidential portfolio assessment method (see section 1B) to collate the records you collect about the child. This confidential child portfolio allows your trainer/assessor to see how you analyse information to inform learning.
      Prepare a portfolio for the child.
      Include forms for at least three recording method formats you will use (such as learning stories, anecdotal records, checklists, jottings and event samples). Each format must include space for:
      • the observation record
      • parents and other educators to provide additional information
      • a formative assessment linked to the EYLF learning outcomes.
      Ask your supervisor or educational leader to approve the child portfolio and the methods you will use to collect information before you present them to parents.
      Before observing and collecting information about each child, speak with their parents. Explain your plans and show them the child portfolio assessment you have begun to prepare (the method you will use to document their child’s development). Explain how you would like them to participate in their child’s assessment.
      Check your service policies about how parents give approval for their child to be observed and their learning and development recorded and photographed, then develop a word-processed parent permission form to be used specifically for this assessment task. Have your supervisor check this form to ensure it is professional and contains appropriate information, including:
      • your name
      • the role you are playing in the service (educator, student, volunteer)
      • why you are collecting the information
      • how you will be using the information
      • how the parents will be involved in the process
      • whether the parent allows you to include photographs of their child in your records.
      • whether the parent agrees that you can share the information with other educators and your trainer/assessor
      • how you will maintain their confidentiality by following service policies and procedures, responding to the ECA Code of Ethics, and by storing and using the records.
      Request that the parents sign the permission form. You must have their signature before you start observing the child. Add the signed permission form to the child’s confidential portfolio.
      Gather, document and analyse information about the child who you are working with, adding each piece of information to the child’s confidential portfolio. Ensure each item added is clearly dated and named. Use a range of recording types (for example, enrolment forms, learning stories, anecdotal records, event samples) including the templates you prepared in question 1.
      Ensure the information:
      • spans a reasonable period of time and is collected in different spaces
      • provides relevant and significant background information about the child
      • identifies and describes the child’s learning, strengths, interests, relationships, play preferences and behaviour
      • monitors at least one developmental aspect (for example, physical milestones)
      • includes the voice of a specialist or other professional (if applicable)
      • includes the voice of the child, the parents and other educators
      • addresses assessment principles (valid, representative, significant, relevant, inclusive)
      • includes each of the five EYLF Outcomes.
      Analyse each record you gather in an unbiased and methodical manner so it represents a true and accurate picture of the child.
      You may wish to use a checklist similar to the following to check off the information you have gathered about each child.
      Information required for portfolio Child 1
      Background information:
      name
      age
      how often the child attends the service
      cultural and lifestyle influences
      dietary or other restrictions or preferences
      health issues
      specialist or other intervention
      Learning
      Strengths
      Interests
      Relationships
      Play preferences
      Behaviour
      Developmental monitoring
      Additional information from specialists and/or other professionals (if applicable)
      Additional information from the child
      Additional information from other educators
      Additional information from the family
      Enough information over time and in a variety of spaces to ensure each assessment will be valid, significant, representative, relevant and inclusive
      Each of the EYLF Outcomes must be represented in the information you have gathered, recorded and analysed. ? Outcome 1
      ? Outcome 2
      ? Outcome 3
      ? Outcome 4
      ? Outcome 5
      Develop a summative assessment based on the child’s progress toward the relevant Outcomes of the EYLF. Address your summative assessment to specific Outcomes as appropriate.
      Present your child portfolio, including the summative assessment, to your supervisor or the educator responsible for the three children. Ask them to add their comments to the summative assessment you prepared for the child’s portfolio.
      Use the three summative assessments to plan appropriate learning environments, activities and experiences for the child. The experiences you plan must meet the following six criteria.
      Experience criteria (for each child) Minimum number of experiences required
      Experiences that include specific EYLF Outcomes from each of the five main EYLF Outcomes Five
      An intentional teaching opportunity Three
      An experience that responds to child’s strengths Three
      An experience that responds to the child’s interests Three
      An experience that responds to the child’s relations Three
      An experience that supports learning through play Three
      For each experience, include:
      • the name of the experience
      • who the experience is provided for
      • how many children will be involved
      • the specific EYLF Outcome the experience relates to
      • a goal and/or objective
      • a description of the experience
      • the materials and resources you will use
      • how you will set up the learning environment
      • how you will use modelling during the experience to support learning
      • how you might provide additional support to a child.
      Present your completed confidential child portfolio to your supervisor or the educator responsible for the child. Ask for their feedback and alter the child portfolio as required to meet service policies and procedures and to demonstrate inclusive practice.
      Show the completed confidential child portfolio to the parents of the child. Demonstrate how the portfolio has developed and note their comments.
      Part C
      Reflect on your practice and suggest improvements.
    2. Think about how you performed as you worked through Part A and Part B, and where and how you can make improvements to your work practices.
      Complete a table similar to the following. Make sure you address all the areas in the table.
      Area Self-assessment Improvements
      Observed and collected information
      Collaborated and shared information with parents and others
      Used the information to plan appropriate activities
      Set up a safe and responsive learning environment
      Used spontaneous play as learning experiences
      Maintained confidentiality and privacy
      Identified and applied relevant sections of the NQF
      Ask an educational leader, your supervisor or another educator to give you feedback on your performance; in particular, how you can improve your skills, knowledge and professional practice. Provide a record of their response.
      Access the NQS and locate Quality Area 6, Collaborative partnerships with families and communities. Provide examples of how you meet the Standard and Elements when you share information with families.

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    Categories
    Writers Solution

    Analyzing Social Problems and Social Policy: Mental illnesses

    Name of Student

    Institutional Affiliation

    Course Name and Number

    Professor

    Due Date

    Analyzing Social Problems and Social Policy: Mental illnesses

    Description and causes

    Within modern society, mental health illness is one of the most effective problems experienced by most people. Mental health refers to behavioral, cognitive, and emotional well-being. Mental illness thus refers to a condition that affects an individual’s feelings, mood, thinking, and behaviors. Some of the most common mental illnesses include anxiety, major bipolar disorder, depression, psychosis, schizophrenia, and trauma.

    Several factors usually bring about mental health challenges. One of the main factors leading to mental health challenges is substance abuse. According to a study by Smith et al. (2017), there is a high correlation between substance use and mental health challenges. Thus, substance use could be used as a predictor of mental illnesses. Additionally, early adverse life experiences, for example, exposure to violence and sexual assault, could lead to mental illnesses. Duin et al. (2018) support this view, who conducted empirical research on the role of adverse childhood experiences on mental health and found a positive relationship between the two variables.

    Mental illnesses in society

    According to the CDC (2021), 1 in 25 American citizens live with serious mental challenges including bipolar disorder, schizophrenia, or a major depression. Additionally,1in every 5 American adults are diagnosed with at least one mental illness in any given year. The statistics indicate the high prevalence of mental health issues within modern society, hence why it is one of the main focus areas of social workers.

    Risk Population

    The issue of mental illness is typically experienced across the demographic scope affecting people of all ages and races. However, mental health issues are highly diverse along racial lines whereby adults exhibiting two or more races experience 31.7% prevalence compared to white adults with 22.2% (National Institute of Mental Health (NIH), 2019). This statistic indicates the prevalence of risk factors within the minority communities compared to the white ethnic groups. Some of the risk factors include disparities that come with racism, including poor access to quality mental health care and other social-economic constraints (McKnight, 2021).

    Theories of Mental health

    Some of the most effective theories used in explaining mental health issues include behaviorism, biological, cognitive, humanistic, and psychodynamic theories. Behaviorism theorists believe that life experiences manifest behaviors; for example, Freud’s theory suggests that the body undergoes several psychosexual stages. On the other hand, psychodynamic theories focus on the driving forces within individuals that motivate their behavior. An example is Erik Erikson’s theory which analyzes an individual’s growth through eight stages in exploring deficiencies in their behavior. On the other hand, cognitive theories emphasize that behaviors are shaped by attitudes, behaviors, and beliefs of individuals. An example of a cognitive theory includes Piaget’s developmental theory and social-cultural cognitive theory.

    The most common method applied by scholars in assessing and treating mental health issues involves therapy, whereby a counselor tries to evaluate the origin of the problem and its prevalence within society. One of the approaches undertaken by the government consists of the development of policies under the Affordable Care Policy (ACA) to promote accessibility and health-seeking behavior of people experiencing mental health issues. An example of such a policy is the accessibility of healthcare to as long as somebody has insurance coverage. According to Thomas et al. (2017), there have been positive results in the mental well-being of U.S citizens ever since the introduction of the policy. The improvement in mental well-being reflects the significance of accessibility as an approach towards solving mental health issues.

    References

    CDC. (2021, December). Learn about mental health. Centers for Disease Control and Prevention. https://www.cdc.gov/mentalhealth/learn/index.htm

    McKnight-Eily, L. R., Okoro, C. A., Strine, T. W., Verlenden, J., Hollis, N. D., Njai, R., Mitchell, E. W., Board, A., Puddy, R., & Thomas, C. (2021). Racial and ethnic disparities in the prevalence of stress and worry, mental health conditions, and increased substance use among adults during the COVID-19 pandemic — United States, April and May 2020. MMWR. Morbidity and Mortality Weekly Report, 70(5), 162-166. https://doi.org/10.15585/mmwr.mm7005a3

    National Institute of Mental Health (NIH). (2019). Mental Illness. NIMH » Home. https://www.nimh.nih.gov/health/statistics/mental-illness

    Smith, L. L., Yan, F., Charles, M., Mohiuddin, K., Tyus, D., Adekeye, O., & Holden, K. B. (2017). Exploring the link between substance use and mental health status: What can we learn from the self-medication theory? Journal of Health Care for the Poor and Underserved, 28(2S), 113-131. https://doi.org/10.1353/hpu.2017.0056

    Thomas, K. C., Shartzer, A., Kurth, N. K., & Hall, J. P. (2017). Impact of ACA health reforms for people with mental health conditions. Psychiatric Services, 69(2), 231-234. https://doi.org/10.1176/appi.ps.201700044

    Van Duin, L., Bevaart, F., Zijlmans, J., Luijks, M. A., Doreleijers, T. A., Wierdsma, A. I., Oldehinkel, A. J., Marhe, R., & Popma, A. (2018). The role of adverse childhood experiences and mental health care use in psychological dysfunction of male multi-problem young adults. European Child & Adolescent Psychiatry, 28(8), 1065-1078. https://doi.org/10.1007/s00787-018-1263-4

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    U.S. Policy on the Removal of Native Americans

    Write a 2-page, double spaced essay that is based on the 2-3 primary sources available within the primary source sets. The purpose of this assignment is to demonstrate your analysis of the primary sources.

    If you are willing to do it please contact me ASAP. So, I can send you the source. Thank You

    I can negotiate on the price.

    Theses are the questions, only one has to be chosen.

    Option 1: U.S. Policy on the Removal of Native Americans

    Option 2:

    The Texas Revolution & Slavery 

    Option 3:

    Tariff of 1828, Slavery, & the Cause of the Civil War?

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    How do public policy shifts that address the civil rights of minority groups advance social equality? Is this different than social equity?

    Discussion.

    How do public policy shifts that address the civil rights of minority groups advance social equality? Is this different than social equity?

    READING RESOURCES

    https://courses.lumenlearning.com/amgovernment/chapter/what-is-public-policy/#:~:text=Public%20policy%20is%20the%20broad,to%20some%20part%20of%20society
    https://courses.lumenlearning.com/amgovernment/chapter/what-is-public-policy/#:~:text=Public%20policy%20is%20the%20broad,to%20some%20part%20of%20society
    https://courses.lumenlearning.com/atd-pima-constitution/chapter/module-5-civil-rights-and-public-policy/
    https://casel.org/what-is-sel/

    ttps://courses.lumenlearning.com/suny-oneonta-education106/chapter/9-4-childhood-trauma/

    CrashCourse. (2016, February 27). Social Policy: Crash Course Government and Politics #49 [Video]. YouTube. https://www.youtube.com/watch?v=mlxLX8Fto_A

    Videos: https://www.socialworkers.org/news/social-work-talks-podcast/social-work-public-policy

    LESSON 12 

    There are a variety of social issues that social workers address on an individual basis every day. In the last unit, you addressed a “private problem” that could indicate a potential structural issue in the United States. Our next step is to focus on solving that issue.

    Use what you’ve read about to further solve the issue you last addressed in your Unit 5.

    What public policy would you create to solve that issue? Which framework would you use to address it? How would ensure that the policy is culturally competent?

    Are there people who suffer from that issue that may not have their problem solved by that public policy? How would you help those people?

    Is there an existing agency that helps this group of people? How could you integrate that group into your solution? (Note: please include a link for the agency you chose in APA format on a reference list at the end of it).

    Your response should be a minimum of two pages, but no more than four pages (unless you have instructor approval).

    READING RESOURCES

    https://www.socialworkers.org/Advocacy/Policy-Issues (Links to an external site.)

    https://education.csuci.edu/about/justice-conference/faq.htm#:~:text=Basically%2C%20a%20social%20justice%20framework,freedom%20and%20possibility%20for%20all
    https://www.socialworker.com/feature-articles/ethics-articles/ethics-alive-cultural-competence-awareness-sensitivity-humility-responsiveness/
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    Federal Reserve’s monetary policy affect at least 2 of the 4 components of GDP

    Competency 2 – Reflection

    Assignment Content

    1. Once your faculty member marks this activity as complete in the gradebook, the Competency Assessment will open for you to submit.


      Reflection
      This reflection activity is comprised of two sections collectively totaling a minimum of 500 words. Complete your reflections by responding to all prompts.


      Federal Reserve
      Analyze how changes in the Federal Reserve’s monetary policy affect at least 2 of the 4 components of GDP (e.g., consumption, investment, government spending, net exports). Justify your answer to the following question: Have the Federal Reserve’s countercyclical monetary policies been effective in moderating business cycle swings?

      Government Intervention
      ​​​​​​​Government interventions into markets can sometimes succeed, but sometimes they make the situation worse. Explore 2 examples of government intervention that did not work. Explain why the intervention made things worse and what could have been done differently to improve the situation. Support your analysis by including:
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    intended to exercise and evaluate your capabilities in Administrative Policy

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    Administrative Policy, GMGT 4010

    Fall 2021

    Take-home Individual Mid-term Examination

    Professor _______________                     Section  ___        Class day and time_______

    IMPORTANT NOTICE – READ THIS FIRST

    STATEMENT OF INTEGRITY

    This assignment is intended to exercise and evaluate your capabilities in Administrative Policy.  This take-home exam is to be completed on an individual basis and no consultation about this case with anyone else, either within or outside the Administrative Policy course is permitted.  Any violations of this policy will be considered a breach of academic integrity by all the students involved, and will be referred to the Dean’s office for disposition according to Faculty policy.

    To reinforce the importance of this stipulation for the academic integrity of this examination, your report must include the following signed statement, attached as a separate page to the front of your paper.

    I, __________________________________(please print your name), certify that I have completed this take-home mid-term examination written analysis strictly on my own, without consultation with any other individual, either within or outside the Administrative Policy course.

    Further, I certify that I have not provided any advice or assistance with regard to this take-home mid-term examination to any other student currently enrolled in Administrative Policy at the University of Manitoba, Fall 2021.

    Finally, I certify that I have not used any information after the time of the case and that the paper meets length and other format specifications given in these mid-term case instructions.

                           Its word count (including executive summary) is: _____________

    (Not to exceed 2800 words)

    Its page count (including executive summary) is: _____________.

    (Not to exceed 9 pages)

                                          ______________________________________

                                                                Signature and Name

    Examinations will not be accepted unless they are accompanied by this signed statement. However, this statement should be uploaded as a separate file so that the grading can proceed on an anonymous basis.

    (SAMPLE) TITLE PAGE

    ADMINISTRATIVE POLICY

    GMGT 4010

    Student Number_________

    (Please do not write student name)

    Word Count (including Executive Summary)______

    (Not to exceed 2800 words)

    Page Count (including Executive Summary)______

     (Not to exceed 9 pages)

    INSTRUCTOR’S NAME

    SECTION NUMBER

    CLASS DAY & TIME

    MIDTERM TAKE-HOME EXAM.

    FALL 2021

    GMGT 4010 – Administrative Policy

    Take-home Midterm Case Instructions 

                Papers are due BY 11:59 p.m. ON SATURDAY, NOVEMBER 6, 2021 AT um learn website of the course. You should plan to upload the paper by 11:30 p.m. to avoid any chances of being late. Any papers that arrive late will receive a late penalty as described in these instructions and the course outline. The late policy will be strictly enforced to keep the level playing field for all students.

    The Assignment

    Mobileye CEO Amnon Shashua and his team, aware of your skills in strategic analysis, have asked you to help them assess the situation and to recommend a strategy for the company for the next five years. Please prepare a report for them giving your appraisal of the situation and your recommendations, considering strategy formulation as well as implementation issues, and using the format given in the “General Guidelines for Analyzing and Writing Cases” provided at the UM Learn website of the course. Please do not limit yourself to the alternatives, if any, given in the case so you may build other strategic alternatives and consider them before making a recommendation. The case is available for purchase at the Ivey Publishing’s website. Its title is “Mobileye 2021: Robotaxi and/or Consumer AV” and its number is 721481. Its date is June 2, 2021. The case is from the Harvard Business School. Be sure to buy the case mentioned above because there are other cases on Mobileye. In fact, I have added this case to the Administrative Policy coursepack as well (see at the bottom of the coursepack). Please feel free to ask if you have any questions.

    Midterm Examination Case Specifications

                The paper must be between 2,000–2,800 words and printed on a maximum of nine (9) pages in double-space with 12-point Times New Roman font and one-inch (2.54 centimeters) margins on all sides (maximum 23 lines per page). You must use paragraphs and headings in keeping with appropriate business writing form. Use a tab at the beginning of the paragraph to clearly distinguish it from previous paragraphs. Do not use any footnotes. You may use either left justification or both left and right justification.

    The word-count limit and the nine-page limit do not include the Title Page or any exhibits. However, they do include the executive summary. Therefore, ignore the Title Page and begin page number one with the Executive Summary. Please do not use fancy fonts. Avoid extended use of bold or italics also. Papers that grossly violate these guidelines will receive a failing grade (e.g., using a font smaller than the one specified here or using single space text in the body of the paper will receive a failing grade). Points may be deducted for other violations (e.g., at least ten per cent points will be deducted for each additional page or part thereof {Hint: “part thereof” here means at least ten per cent points will be deducted for any part of the tenth or any subsequent page}). Ten per cent deduction means that if you receive 80 per cent marks in the exam, violation of one page (or part thereof) will reduce it to 70 per cent. Please be sure that the text of the paper as well as the exhibits are readable. It may be better to copy and paste exhibits from Excel to Word rather than use their pictures or screenshots. As you know, pictures or screenshots make the numbers difficult to read.

    Clarification: Stop when you reach 2,800 words or nine pages in the given format. In other words, the paper must meet both conditions: Not more than 2,800 words and not more than nine pages in the given format. Include the Word Count and the Page Count on the statement of integrity and the title page (as shown above). Keep in mind that the word count and the page count include the headings and subheadings that are part of the text of the paper. You may underline or use bold letters for the headings of various sections to show them clearly.

    Submitting the Case – Uploading at UM Learn

    Papers must be submitted in a pdf format by the deadline at UM Learn in the Midterm Exam folder of the course. The pdf copy must have all pages of the text as well as the exhibits. The papers should have a Title Page as given in these instructions. Papers with any student’s name or without the word count will not be accepted (No student names anywhere on the exam!). Each page of the report should contain a header or footer with the student number, section number, and page number. Make sure you put the signed Statement of Integrity (SOI) in a different file and name it so it is easily identifiable.

    Students are also required to submit exact electronic copies of the paper in the Word format at UM Learn. Please do not email the electronic copies to your instructor. When you submit a file at UM Learn, you will get a receipt. Also, AACSB Assurance of Learning Committee will need to access them at UM Learn for their use. Please submit one document in the Microsoft Word format, which should have all the text as well as the exhibits. Please name the files as follows: GMGT4010-Midterm-Section Number-Student Number. Please do not submit more than these three documents (a pdf file, a Word file, and the Statement of Integrity (SOI) file). As you know, the pdf document ensures that the formatting stays the same, irrespective of the computer settings.

    As mentioned in the course outline, please note the following for late penalty (on weekdays as well as weekends): Late submissions, including those delayed by computer-related difficulties, will be penalized ten percentage points for every 24 hour period, or portion thereof late. For example, a student who earns a score of 80% on his/her paper will receive a score of 70% if the paper was submitted one day late. Exam papers will not be accepted after 48 hours. Exceptional circumstances which might jeopardize your ability to meet this deadline must be brought to your instructor’s attention prior to the due date, or else they cannot be considered as grounds for exemption from this late penalty. If you are involved in any co-curricular activities (e.g., case competitions at another university), you are expected to complete and submit the paper prior to the deadline.

    Saving Copies of the Paper

                Neither the department nor the university accepts any responsibility for potential loss of papers during handling. Such a loss may be extremely rare; nevertheless, to protect against this theoretical possibility, all students are required to keep a hard and an electronic copy of the paper that they submit. Don’t forget to save multiple soft copies to avoid any chance of losing your disk, computer crash, or other such problems!

    External Research

                You are required to access the company’s annual financial information (Income Statement, Balance Sheet, Cash Flows, and Stock Prices) from the Internet for at least three years (2018-2020). As you may know, this information is easily available at several websites, e.g., Yahoo Finance, Google Finance, Marketwatch, Macrotrends, Wall Street Journal, etc. Some of these websites may also have key financial ratios of various companies available for several years. Usually, trends of these ratios for the most recent five years is sufficient. You may use the ratios from these websites in your report but be sure to provide the reference. As you know, it is more important to know how to interpret these ratios than how to calculate them.

    This assignment is primarily based on the case and the financial information. Thus, you are not required to conduct any other external research on the company and its industries. You may search for other information up to June 2, 2021, if you would like to (the company’s fiscal year is from January to December). Even if you are searching for information from external sources, it should not be the focus of the paper. Moreover, search for or use of any information or data regarding this company and its industries after the above-mentioned date will be subject to hind-sight bias and will be considered a violation of university policy on Academic Integrity.

    Be sure to provide references on a separate page for any search before the date given above and attach this page at the end of the paper. This page may contain only references and can be in addition to the text-pages and exhibits. The words on the reference page are not included in the word count of the paper. You may use APA or any other format. Please use your own words throughout the paper and do not use any direct quotations from the case or from the external sources. You may provide the citations (e.g., when you are providing Assumptions and their Justification exhibit) by the name of the author and year (e.g., Smith, 2020). If the source material does not have an author, you may use the name of publication (e.g., Wall Street Journal, 2020).

    Please keep in mind that you are not allowed to consult any case solutions or teaching notes for the midterm case or any other case that may be related to the midterm case in any way

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    expansionary and contractionary fiscal policy

    For this Unit VI Assignment, continue with the industry you selected in Unit II.The annual association meeting of your selected industry will take place soon. You have been asked to present a report regarding the current status of the federal budget and fiscal policies in place in the United States. For your presentation, write a report (in essay form) in which you consider and explain how the current status of the federal budget and fiscal policy will impact your chosen industry over the next 2 years, using economic theory to support the conclusions you draw.Do not write your report based just on textbook theory—address current policy and how it will impact your industry, based on theory.Address the following in your report as appropriate:

    • expansionary and contractionary fiscal policy,
    • fiscal policies used to close a recessionary gap and an expansionary gap, and
    • the rationale for budget deficits.

    Your report must be a minimum of four pages (1,000 words, double-spaced). You have already completed assignments concerning your selected industry in Units II and IV. Reviewing the information you gathered for those assignments should help you when completing this one.Adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary.The United States Government Publishing Office website is a helpful website for finding information for this assignment

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    • expansionary and contractionary fiscal policy
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    Steps on Becoming a Grassroots Lobbyist/Advocate for Health Care Policy

    TRENDS IN HEALTHCARE POLICY

    Instructions

    First Steps on Becoming a Grassroots Lobbyist/Advocate for Health Care Policy

    In a Microsoft Word document of 4-5 pages formatted in APA style, you will imagine you are going to make a visit to your representative in Congress. There are two parts to this assignment.

    Address the following topics:

    • Develop a one-page document that supports your position on the AHCA that you would leave with your representative or his or her aide when you make your visit.
      • This one-pager, also called a “leave behind,” should state your position clearly in bullet points and give your reasons why your position is preferred.
      • This “leave behind” should have 1 inch margins and utilize 14-point font throughout.
      • If you were making this visit in person, you would present your “leave behind” to the person with whom you speak during your visit.
      • Include a second page that describes your rationale for the position in your “leave behind” page supported by at least two journal articles.
    • Write a two-page brief to describe the scenario surrounding your legislative visit. Understanding the political affiliation of your representative, include answers to the following:
      • Was your member in support or in opposition to the AHCA?
      • State three points that you would cover in support or opposition to your representative’s position.
      • How does your nursing experience influence the advocacy position that you take on the AHCA?

    You may find it necessary to search for answers to the questions outside of the assigned reading.

    On a separate references page, cite all sources using APA format.

    TEXTBOOK: Mason, D. J., Dickson, E. L., Perez, G. A., & McLemore, A. R. (Eds). (2020). Policy & politics in nursing and health care (8th ed.). Elsevier. ISBN: 9780323554985.

    READINGS: From your course textbook, Policy & Politics in Nursing and Health Care, read the following chapters:

    • Advocacy in Nursing and Health Care
    • Lobbying Policymakers: Individual and Collective Strategies
    • The Affordable Care Act: An Uncertain Future
    • Public and Population Health: Promoting the Health of the Public
    • Contemporary Issues in Government

    From the Internet, read the following:

    • Daniels, F. B. (2017). Side by side comparison—The Affordable Care Act and the American Health Care Act. Retrieved from https://www.jdsupra.com/legalnews/side-by-side-comparison-the-affordable-59415/
    • Kaiser Family Foundation. (n.d.). Timeline: History of health reform in the U.S. [Blog post]. Retrieved from https://kaiserfamilyfoundation.files.wordpress.com/2011/03/5-02-13-history-of-health-reform.pdf
    • Lestock, J. (2017, January 13). How the congressional reconciliation process works [Web log comment]. Retrieved from https://www.ncsl.org/blog/2017/01/13/how-the-congressional-reconciliation-process-works.aspx
    • The Henry J. Kaiser Family Foundation. (2017). Summary of the American Health Care Act. Retrieved from https://files.kff.org/attachment/Proposals-to-Replace-the-Affordable-Care-Act-Summary-of-the-American-Health-Care-Act
    • National Council for Behavioral Health. (2017). Block grants, per capita caps would slash Medicaid, put beneficiaries at risk. Retrieved from https://www.thenationalcouncil.org/wp-content/uploads/2017/03/Medicaid-Block-Grant-Per-Capita-Cap-Proposal-Fact-Sheet_Updated-March-2017.pdf
    • Rudowitz, R., Valentine, A., Ubri, P., & Zur, J. (2017). Factors affecting states’ ability to respond to federal Medicaid cuts and caps: Which states are most at risk? Retrieved from https://files.kff.org/attachment/Issue-Brief-Factors-Affecting-States-Ability-to-Respond-to-Federal-Medicaid-Cuts-and-Caps-Which-States-Are-Most-At-Risk
    • Kaiser Family Foundation. (2015).The Facts on Medicare Spending and Financing. Retrieved from https://www.kff.org/medicare/issue-brief/the-facts-on-medicare-spending-and-financing/

    MUST COMPLETE ENTIRE ASSIGNMENT, ANSWER ALL QUESTIONS, PROOFREAD, REFERENCE AND CITE! SUBMIT AND ATTACH TO TURN IT IN!!

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    Health Policy Model to Develop a Change in Policy to Improve the Public’s Health

    TREND IN HEALTHCARE POLICY

    Instructions PLEASE READ CAREFULLY BEFORE ACCEPTING ASSIGNMENT!

    Using a Health Policy Model to Develop a Change in Policy to Improve the Public’s Health

    In a Microsoft Word document of 2-3 pages formatted in APA style, you will focus on the methods to develop a change in policy to improve the public’s health by using a health policy model.

    Suppose you want to initiate a policy of taxing sugared sodas/pop/beverages in your community. In your paper, address each of the following criteria:

    • Use the Longest’s policy cycle model to structure your proposed policy.
    • What arguments would you use to make the case for the policy?
    • What argument(s) would your opponents make?
    • How would you go about getting buy-in for your proposed policy?
      • What stakeholder groups need to be involved in promoting your policy?

    MUST ANSWER ALL QUESTIONS (5) ABOVE IN ITS ENTIRETY !!!!!!!!!

    On a separate PAGE  references page, 

    cite all sources using APA format.

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