Policy
2 years ago 20
txpolicyinstruction.docx
txpolicyrubric.docx
txpolicyinstruction.docx
Introduction
This activity is an opportunity for you to closely examine a contemporary policy issue facing the state of Texas. Over its history, the Texas government has had many conflicts with the national government as part of the dynamics under a federal system of governance. These disputes have heated up in recent years, and include immigration policy, education policy, environmental policy, social welfare policy and many others issues. Select one of personal interest and objectively outline the nature of the dispute. This will allow you to work towards finding a solution.
Take into consideration constitutional disputes as well as political, economic and cultural differences. Look at the history underlying the dispute, how it is playing out within the governing institutions, and how you think the issue may be resolved, assuming that is possible.
Step 1: Identify the issue and how both the US government and Texas government have been currently addressing it (historical perspective).
Step 2: Gather a minimum of three scholarly research articles and additional news/current events relevant to the topic.
Step 3: Prepare a formal policy report that is a minimum of 1000 words (excluding cited text), which includes a discussion of the following:
· A statement of the current policy
· Reasons for initiating changes
· Policy options to be considered
· Pros and cons of each option
· Recommended course of action
· Reasoning for selecting that course of action
The grading standards used to assess the quality of your work for this policy paper will be detailed in a grading rubric, which will be provided during the semester.
txpolicyrubric.docx
Policy report rubric
Explanation of issues Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding. Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions. Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown. Issue/problem to be considered critically is stated without clarification or description. ____ Evidence Selecting and using information to investigate a point of view or conclusion Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly. Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly fact, with little questioning. Information is taken from source(s) without any interpretation/evaluation. Viewpoints of experts are taken as fact, without question. ____ Influence of context and assumptions Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position. Identifies own and others' assumptions and several relevant contexts when presenting a position. Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa). Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position. ____ Student's position (perspective, thesis/hypothesis) Specific position is imaginative, taking into account the complexities of an issue. Limits of position are acknowledged. Others' points of view are synthesized within position. Specific position takes into account the complexities of an issue. Others' points of view are acknowledged within position. Specific position acknowledges different sides of an issue. Specific position is stated, but is simplistic and obvious. ____ Conclusions and related outcomes (implications and consequences) Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order. Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly. Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly. Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) ____ Total (10 points x 25 = ) ____ / 250 Feedback/Comments:
txpolicyinstruction.docx
Introduction
This activity is an opportunity for you to closely examine a contemporary policy issue facing the state of Texas. Over its history, the Texas government has had many conflicts with the national government as part of the dynamics under a federal system of governance. These disputes have heated up in recent years, and include immigration policy, education policy, environmental policy, social welfare policy and many others issues. Select one of personal interest and objectively outline the nature of the dispute. This will allow you to work towards finding a solution.
Take into consideration constitutional disputes as well as political, economic and cultural differences. Look at the history underlying the dispute, how it is playing out within the governing institutions, and how you think the issue may be resolved, assuming that is possible.
Step 1: Identify the issue and how both the US government and Texas government have been currently addressing it (historical perspective).
Step 2: Gather a minimum of three scholarly research articles and additional news/current events relevant to the topic.
Step 3: Prepare a formal policy report that is a minimum of 1000 words (excluding cited text), which includes a discussion of the following:
· A statement of the current policy
· Reasons for initiating changes
· Policy options to be considered
· Pros and cons of each option
· Recommended course of action
· Reasoning for selecting that course of action
The grading standards used to assess the quality of your work for this policy paper will be detailed in a grading rubric, which will be provided during the semester.
txpolicyrubric.docx
Policy report rubric
Explanation of issues Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding. Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions. Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown. Issue/problem to be considered critically is stated without clarification or description. ____ Evidence Selecting and using information to investigate a point of view or conclusion Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly. Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly fact, with little questioning. Information is taken from source(s) without any interpretation/evaluation. Viewpoints of experts are taken as fact, without question. ____ Influence of context and assumptions Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position. Identifies own and others' assumptions and several relevant contexts when presenting a position. Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa). Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position. ____ Student's position (perspective, thesis/hypothesis) Specific position is imaginative, taking into account the complexities of an issue. Limits of position are acknowledged. Others' points of view are synthesized within position. Specific position takes into account the complexities of an issue. Others' points of view are acknowledged within position. Specific position acknowledges different sides of an issue. Specific position is stated, but is simplistic and obvious. ____ Conclusions and related outcomes (implications and consequences) Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order. Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly. Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly. Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) ____ Total (10 points x 25 = ) ____ / 250 Feedback/Comments: