Write a research paper on Felon disenfranchisement should be put to rest no matter the severity or repeated offenses in the state of Florida.

Write a research paper on Felon disenfranchisement should be put to rest no matter the severity or repeated offenses in the state of Florida.Basically my argument is that felons should be granted the right to vote no matter the severity of criminal charge. I believe that felons should still have a voice in the society as they will be treated differently by some, ridiculed, and judged and voting will give them a voice again. Voting allows the felons gain responsibility and rebuild their reputations by a good start of paying their respects to society and attempting to help shape the world. It’s their way of giving back to society after having made a poor decision in life. As for repeated offenders I do agree that their timed sentenced should be more harsh, but in some sense still doesn’t justify why voting rights should be snatched away. The political officials have been accused of all sorts of wrong doings, yet they remain in office. If the higher authorities are allowed repeated forgiveness, so should anyone holding a felony under their background.

Develop a proposal for advocacy actions that will impact the lives of children or adolescents.

Develop a proposal for advocacy actions that will impact the lives of children or adolescents.

Note: You are required to complete and receive feedback on Assessment 1 before moving ahead to Assessments 2–5, which may be completed in any order after Assessment 1.

Understanding the impact of microsystemic and macrosystemic factors on the lives of children and adolescents is important, but understanding alone cannot make change. One way to positively impact the lives of children and adolescents is to apply your understanding of developmental theories and contemporary issues to the world of policy through advocacy. This assessment provides the opportunity to construct a detailed advocacy plan related to a child or adolescent development topic that is important to you.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

*IMPORTANT* MUST BE MET
Competency 2: Analyze legislation and policies in education, health, mental health, technology, institutions, and culture as they relate to children and adolescents.
Summarize a policy or piece of legislation related to child or adolescent development.
Competency 3: Evaluate the consequences of selected legislation and policies for their impact on children and adolescents.
Evaluate the impact of a policy or piece of legislation on children’s or adolescents’ social context.
Evaluate the impact of a policy or piece of legislation on children’s or adolescents’ peer relationships.
Evaluate the impact of a policy or piece of legislation on children’s or adolescents’ educational experience.
Evaluate the impact of a policy or piece of legislation on children’s or adolescents’ mental and physical health.
Evaluate the impact of a policy or piece of legislation on children’s or adolescents’ family and home environment.
Competency 5: Advocate for legislation and policies that improve the lives of children and adolescents.
Develop two detailed outlines for advocacy actions.
Analyze how proposed advocacy actions could influence the future direction of policy or legislation to improve the lives of children.
Competency 6: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.

Context *DOCUMENT IS IN SUPPORTING DOCUMENTS*
The Assessment 4 Context document has important information on the No Child Left Behind Act, which is part of what Bronfenbrenner calls the macrosystem—the most remote people and things that have an influence over a child’s life, including laws, values, government, economy, cultures, conventions, and traditions.

Take time to review this document as you prepare to complete this assessment.

Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

How do current educational, economic, and mental health policies impact child and adolescent development in the domains of family, school, and community, and systems levels?
How does the media cover (or not cover) the impact of policies on domain or systems levels?
Which advocacy efforts on behalf of children and adolescents are you most aware of? Were they successful or unsuccessful? Why?

Resources
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The PSY-FP6020 – Topics in Child and Adolescent Development Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Child or Adolescent Development Topic
PSY6020/PSY-FP6020 Library and Research Guide: Choosing a Topic.
Economic Policy Institute. (n.d.). Retrieved from http://www.epi.org/
Urban Institute. (2017). Retrieved from https://www.urban.org/
These two think tanks offer papers about politics and related issues in relation to children and adolescents.
Policy
PSY6020/PSY-FP6020 Library and Research Guide: Policy Research.
National Conference of State Legislatures. (n.d.). Human services. Retrieved from http://www.ncsl.org/research/human-services.aspx
Advocacy
PSY6020/PSY-FP6020 Library and Research Guide: Advocacy
American Academy of Child & Adolescent Psychiatry. (n.d.). Advocacy. Retrieved from http://www.aacap.org/AACAP/Advocacy/Home.aspx

Optional Additional Resources
Berk, L. E., & Meyers, A. B. (2016). Infants, children, and adolescents (8th ed.). Boston, MA: Pearson.
Available from the Bookstore.
Cauffman, E., & Steinberg, L. (2012). Emerging findings from research on adolescent development and juvenile justice. Victims & Offenders, 7(4), 428–449.
Filindra, A., Blanding, D., & Coll, C. G. (2011). The power of context: State-level policies and politics and the educational performance of the children of immigrants in the United States. Harvard Educational Review, 81(3), 407–437, 617–618.
Lindle, J. C. (2008). School safety: Real or imagined fear? Educational Policy, 22(1). 28–44.
Marques, M., & Ressa, N. (2013). The Sexuality Education Initiative: A programme involving teenagers, schools, parents and sexual health services in Los Angeles, CA, USA. Reproductive Health Matters, 21(41), 124–135.
Shiffman, C. D. (2013). The juggling act: Navigating parent involvement in the welfare reform era. Educational Policy, 27(1), 64–91.
National Law Center on Homelessness and Poverty. (n.d.). Retrieved from http://www.nlchp.org/
U.S. Department of Education. (n.d.). Legislation. Retrieved from http://www2.ed.gov/policy/gen/leg/edpicks.jhtml
Assessment Instructions
Note: You are required to complete and receive feedback on Assessment 1 before moving ahead to Assessments 2–5, which may be completed in any order after Assessment 1.

Preparation
Conduct research through the Capella University Library and other online resources on a policy or piece of legislation that relates to your area of interest. You may also wish to research organizations that conduct advocacy related to that policy or piece of legislation and to familiarize yourself with their activities.

Directions
Create a 4–5-page advocacy proposal that includes the following elements:

A detailed summary of a policy or piece of legislation related to a child or adolescent development topic of interest to you. You may choose to a focus on legislation that is related to education, the economy, mental health, or another topic you are concerned about.
An evaluation of the consequences of the policy or legislation on the social context, relationships, academics, emotional issues, and family dynamics in children’s and adolescents’ lives.
A detailed outline for two different advocacy actions that could help shape the future direction or implementation of this policy or legislation, including the steps an individual would need to take as part of those advocacy actions.
An analysis of how the advocacy actions you proposed could influence the future direction of policy or legislation to improve the lives of children or adolescents.
Your proposal should be written to inform others who may be able and willing to join your advocacy effort.

Examples of possible advocacy actions include:

Letter or e-mail campaigns to local, state, or federal representatives about the issue and policy or legislation.
Active participation in meetings or other events in your community or a related organization (neighborhood association, school board, social services organization) that addresses your chosen issue or topic.
Outreach campaigns—for example, canvassing, phone banks, or creating and distributing educational materials.

Compare or contrast your views versus your participants. If you both had the same views, you would just compare your answers.

As we get older, do you think our personality changes? Or are our personalities stable across the life span? Another alternative could be that some components of our personalities change, while others remain the same. For this activity, you are to interview one adult, who is older than the age of 40.

Focus your interview with your participant on the following topics:

– Ask about his or her view of his or her personality from when he or she was a kid, an adolescent, young adult, and now. If the individual is older than middle-aged, ask about his or her personality in middle-age as well. Have your participant describe his or her personality in these age groups. (2 points)

– Ask him or her about whether he or she believes that his or her personality has changed or stayed the same throughout the years from childhood to his or her current age. Make sure he or she provides specific examples. For example, if he or she believes that his or her personality has changed from being a kid through young adulthood, ask him or her how he or she can be certain. On the other hand, if he or she does not believe that his or her personality has changed, also ask him or her how he or she can be certain.

In a 2 to 3 page (double-spaced) essay, include answers to these topics, while also reflecting on:

– Whether you believe that your personality has changed from when you were a kid and/or an adolescent. Provide specific examples to support your view.

– Compare or contrast your views versus your participants. If you both had the same views, you would just compare your answers. Any differences in your views should also be discussed.

– Incorporate a theory of personality or theories that you believe best fits your description and your participant’s description of personality.

What social/cultural factors are important to consider when discussing these topics? Why is this important?

Reflection papers are an integration of personal reflection (like a journal) and synthesis/application of the content learned. Some helpful prompts are provided below to guide responses in these reflection papers. They should adhere to APA formatting, include 2-3 empirical references with proper citations throughout for each entry, and should be no less than 3-4 pages (excluding separate cover and reference page).

Feel free to utilize some or all these prompts to begin your reflection of the content discussed:

What did you learn from the topics discussed these last few weeks? Provide a brief summary (include citations here if discussing scholarly literature)
What sticks out for you?
What biases/preconceived notions did you bring into those weekly lessons/topics?
From where did those biases originate?
What social/cultural factors are important to consider when discussing these topics? Why is this important?
What is 1 way you intend to grow yourself and your knowledge, acceptance, and understanding of this/these topic(s)?

What effect does this organization (or similar ones w/ similar interests) or government entity have on the citizens and the community?

Part 1
Write an at least 500 word paper that compares 2 similar non-profits that answers the same 3 questions above in Option 1

What did I learn about the organization on government entity and its role within the community?
What effect does this organization (or similar ones w/ similar interests) or government entity have on the citizens and the community? What policy positions would this organization promote?
Based upon your experience, how do you define the role of the citizen within a community?

Part 2
The first option is to create brochures for an agency or non-profit organization within your desired area. The brochures should include information like: mission statement, organizational focus, community events, volunteer opportunities, hours, location etc.

Describe positive and negative reinforcement contingencies that occur as a result of engaging in the behavior. (Hint: think about what is maintaining your identified behavior and what you will be withholding when you implement the extinction procedure.)

Define the behavior operationally.
• Describe the antecedent to the behavior.
• Describe the consequences of the behavior.
• Describe positive and negative reinforcement contingencies that occur as a result of engaging in the behavior. (Hint: think about what is maintaining your identified behavior and what you will be withholding when you implement the extinction procedure.)
• Identify procedures that can end up reinforcing the unwanted target behavior, and explain the potential results of improperly implementing these procedures that were meant to help extinguish the unwanted target behavior.
• Identify the extinction techniques that you feel will most effectively reduce the target behavior and explain why you feel these will be most effective. (Hint: think back to your identified positive and negative reinforcements to help you identify what you should be withholding to change the behavior through an extinction procedure.)

Discuss Du Bois’ thoughts on women particularly in the context of prevailing attitudes at the time on gender.

Based on your understanding of the required and supplemental readings on Du Bois and the Atlanta Laboratory, write a 500-word (minimum) essay on race and Du Bois’ ideas for overcoming racial inequality. In addition to your major focus, include responses to the following questions in your work.

1. Discuss the Atlanta School and its major works.
2. Discuss Du Bois’ thoughts on women particularly in the context of prevailing attitudes at the time on gender. Identify specific women with whom Du Bois worked and how their contributions influenced social change.
3. Comment on race within a Du Boisian context borrowing from your own experiences. Include a clear discussion of how you see your experiences shaped by your race/ethnicity. What do you think Du Bois would say about this today?

Additionally, your short essay should follow the requirements below:
1. Explicitly state what you are attempting to do in the beginning of your essay. Include a clear purpose/aim.
2. Ensure that what you include in your essay relates to your purpose. Do not include a random discussion of what is not directly related to your aim.
3. Cite your work appropriately. You may use APA FORMAT
4. Double-space your paper.
5. Make sure that your paper is properly proofed.

Additional instructions: You may use any articles by Earl Wright and/or Aldon Morris (assuming you are unable to access their books that some of you started before spring break). The Du Bois section in Chapter 12 of the text is also important in addressing certain criteria. Other relevant scholarly sources are ok as well. PLEASE USE CHAPTER 12 of the REQUIRED COURSE TEXTBOOK.
Required course textbook:

Required Text:
Introduction to Sociological Theory: Theorists, Concepts, and their Applicability to the Twenty-First Century. Michele Dillon. West Sussex, United Kingdom: Wiley-Blackwell, 2014.