Most important Files Are: SOC 426 POLICY BRIEF & choice list
Student Sample files: GMOs & Transgender
Required: 2 Single Spaced pages Read the Policy Brief Document Very carefully
References (attached as a separate page to the Policy Brief)
The following types of references must be included in your policy brief. You will need a minimum of 5 references. Suggested numbers of references from a category are given in parentheses.
- Peer-reviewed journal article (2-3).
- Governmental documents/publications/websites (1-2).
- Think tanks, policy institutes, advocacy organizations, or professional associations (1-2).
- Optional: Relevant books and articles from the course reading
Mark Abelson, MSW
CALIFORNIA STATE UNIVERSITY, NORTHRIDGE MASTER OF SOCIAL WORK PROGRAM SOC 426: Social Legislation & Social Policy
Policy Brief Assignment
What is a policy brief?
Succinct consideration of policy options for a particular audience (e.g., officials, bureaucrats, politicians, development practitioners, donors). More “professional” because it is geared towards readers who have a limited amount of time to make a practical decision, while a policy analysis (research) paper is more “academic” because it pays more attention to the scholarly roots of particular arguments and judges their merit on intellectual and logical criteria.
Policy briefs need to be highly accessible to people who are not familiar at all with the policy issue. They are primarily used by those with relatively little context or additional information, so they need to be highly understandable and able to stand on their own.
Policy briefs are short, typically 2 single spaced pages (not including the reference page), and may include pictures, graphs, charts, etc., along with a fair amount of white space ( required). Use common terms/language and spell out every acronym.
Why learn to write a policy brief?
Useful in (1) pursuing a career in public policy or international development; (2) advocacy work to present to people effected by the policy or people who you want to understand and perhaps advocate for or against the policy; and (3) experiment with a different medium of research into policy. Also, it summarizes key information for the purposes of education and advocacy; and helps you succinctly present and persuade your intended audience about a social welfare policy.
What are the components of a policy brief?
1. Executive Summary: This component consists of a short summary (approx. 125 words) of the purpose of the brief and its recommendations. It is often best to write this section last. Please indicate the audience for whom the brief is intended, (e.g., a particular government agency, legislator/politician, branch of an organization). Be as specific as possible. If you are writing the brief as a representative of an organization, you will state that in the executive summary.
2. Background on the Issue: Include only the essential facts that a decision maker “needs to know” to understand the context of the issue. This section should include the depth and scale of the issue, who is affected and how, and why it’s bad–you’ll want to judiciously include facts that document this. Be clear, precise, and succinct.
3. Statement Regarding the Existing Policy: This section summarizes what has been done about the problem thus far and why this has not sufficiently addressed the issue as described in section 2. It should include the law you are writing this policy brief about, and other laws prior to it, if applicable. The objective of this section is to inform the reader of policy options that have already been pursued and why they have failed to address the issue.
4. Policy Options for Advocacy: This section lists the possible courses of action that your organization would like the policy maker to pursue that would change or improve the existing law. Provide two potential courses of action, along with two advantages and two disadvantages for each course of action. Never advocate for a policy option that is less than you are willing to agree to.
5. Your Recommendation: After prioritizing the relative advantages and disadvantages of the above options, recommend one option to your audience. Yes, this may require going out on a limb on an extremely complex issue that challenges your ethical instincts but you knew that going into the process. If you presenting this brief on behalf of a group of people or a particular organization, then you will need to state that you are making this recommendation on their behalf.
References (attached as a separate page to the Policy Brief)
The following types of references must be included in your policy brief. You will need a minimum of 5 references. Suggested numbers of references from a category are given in parentheses.
(1) Peer-reviewed journal article (2-3).
(2) Governmental documents/publications/websites (1-2).
(3) Think tanks, policy institutes, advocacy organizations, or professional associations (1-2).
(4) Optional: Relevant books and articles from the course reading
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Soc 426 Policy Analysis Bills-Laws-choices
AB 1266 – School Success & Opportunity Act (students’ access to educational resources shall correspond to the student’s gender identity.)
AB 15 – California End of Life Option Act (allows terminally ill patients to request aid in dying in certain clearly defined situations)
AB 1008 – Fair Choice Act (Ban the Box-prohibits employers of more than 5 employees from asking about your conviction history before making you a job offer)
AB 60 – driver's licenses will be available for California residents regardless of immigration status.
Prop 64 – Adult Use of Marijuana Act (legalize cannabis in California)
Prop 47 – Reduced Penalties for Some Crimes Initiative (law that changed certain low-level crimes from potential felonies to misdemeanors.
AB 2757 – Agricultural workers Overtime Bill (overtime for farm workers would match other workers)
SB 1143 – bars the use of solitary confinement and isolation for purposes of punishment, retaliation or coercion of minor detainees in California juvenile facilities.
SB 1322 – bars law enforcement from arresting sex workers under 18 years old on prostitution charges.
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SAFE Student Advocates For Empowerment Respec+ng differences and providing privacy for all students.
DEFINITIONS: Transgender: refers to an individual whose gender identity does not match their assigned birth sex. Gender Nonconforming: expressing gender and/or having gender characteristics that do no conform to the expectation of society and culture. Gender Identity: the internal perception of an individual’s gender, and how they label themselves. Gender Expression: the external display of gender, through a combination of dress, demeanor, social behavior, and other factors, generally measured on a scale of masculinity and femininity.
D E C E M B E R 5 T H , 2 0 1 4
ALL Gender Restrooms in Santa Monica High School
In our educational system, transgender* and gender nonconforming* youth are fearful to attend school and use school restrooms due to the constant fear of discrimination. SAFE is advocating for students to have the freedom to use restrooms that correspond with their chosen gender identity* and gender expression*. We aim to work with the Santa Monica School District to guarantee Bill AB 1266 is being properly implemented. To advocate for these gender nonconforming youth we suggest either designating a pre-existing restroom as ALL Gender, constructing a new ALL Gender restroom, or making every restroom ALL Gender neutral. SAFE hopes to work together with the Santa Monica School District and the School Superintendent to make sure that all students, regardless of their chosen gender identity and gender expression, feel safe on their campus. It’s imperative to promote free expression on campus by making sure that all restrooms are gender neutral and accommodate all students.
SWRK 525 Policy Brief Professor Abelson
Executive Summary
D E C E M B E R 5 T H , 2 0 1 4
Policy: ALL Gender Restrooms
Male and female restrooms force people to choose between facilities that may not accurately align with their gender identity or gender expression. Transgender or gender nonconforming students often feel uncomfortable when using school restrooms because they are exposed to a high risk of harassment and violence. Currently in our school system, 78% of transgender youth have been harassed on the basis of their gender identity (NCTE, 2011). Bill AB 1266 requires that transgender and gender nonconforming students will not be discriminated against by allowing them to participate in sex-segregated activities. Sex-exclusive restrooms further the discrimination against this population. All students deserve the right to express themselves freely and embrace their identity without the fear of being harassed or hurt while using the restroom. The creation of ALL Gender restrooms may help promote the safety and comfort of all students. Using the restroom is a basic human right, not a privilege, and should not be a frightening experience. If there is no safe restroom that aligns with the gender identity and gender expression of students, the school will be held accountable for breaking the School Success and Opportunity Act (AB1266), which protects students’ safety.
0% 20% 40% 60% 80%
Gender Nonconforming experiences
SAFE Student Advocates For Empowerment Respec+ng differences and providing privacy for all students.
Harassment and Discrimination at School: Those who expressed transgender identity or gender nonconformity while in grades K-12 reported alarming rates of harassment (78%), physical assault (31%) and sexual violence (13%). Harassment was so severe that it led 19% to leave a school in K-12 settings or leave higher education.
Pe rc en
ta ge o f s tu de
nt s
ALL Gender Restrooms in Santa Monica High School
Statement of the issue
SAFE Student Advocates For Empowerment Respec+ng differences and providing privacy for all students.
D E C E M B E R 5 T H , 2 0 1 4
A 2009 national survey of 5,420 LGBT secondary school students found that as a whole this group faced hostile school environments especially from peers, due to their non-conforming attitudes about gender and gender roles (Kosciw, Greytak, & Diaz, 2009). Societal intolerance about transgendered and gender nonconforming people greatly contributes to the detrimental school experiences for youth in this population. A daily mundane activity such as using a school restroom creates anxiety and brings potential psychological and physical harm to transgender and gender nonconforming students, due to verbal and/or physical abuse from peers. Furthermore, approximately 32% of transgender individuals attempt suicide during their lifetime (Clements-Nolle, Marx, & Katz, 2006). The alarming situation and negative outcomes it creates for transgender and gender nonconforming youth were addressed in California by Governor Jerry Brown in the form of an addendum passed on January 1, 2014, to the existing California educational code. Assembly Bill AB 1266 protects the rights of transgender and gender nonconforming students to participate in sex-segregated school activities including the right to use facilities corresponding with their gender identity. In enacting these amendments California aims to decrease discrimination and bullying in public schools. In addition, Bill AB 1266 cultivates diversity awareness, respect, tolerance and a positive and safe school environment for all students regardless of their gender identity and gender expression. Implementing these new revisions is essential in communicating that Santa Monica High School advocates for equal protection for its students, promotes a safe school environment, and is a leader in fostering positive and tolerant youth who will become positive leaders in the community.
ALL Gender Restrooms in Santa Monica High School
Background and History of Policy
SAFE Student Advocates For Empowerment Respec+ng differences and providing privacy for all students.
D E C E M B E R 5 T H , 2 0 1 4
SAFE strongly believes that Santa Monica School District shares a mutual interest in ensuring all students feel safe at school despite their gender identity and expression. SAFE would like to work with the School Superintendent to guarantee Bill AB 1266 is being properly implemented in Santa Monica High School. It is imperative that all students feel safe to use restrooms that properly represent their gender specified identities and expressions. Many youth are so fearful of prejudice and violence that they miss classes and may drop out of school. Addressing this issue now will avoid potential legal action as well as prevent loss of funds due to student absences. The dean, teachers and counselors may already be challenged with bullying issues and implementing this policy is a proactive way to create an improved environment for all staff. We encourage the School District to treat all students equally and create a healthier campus by increasing the safety of all students with the passage of this policy.
Study Popula+on Sample size
Loca+on Verbal abuse
Physical abuse
Sexual abuse
Grant et at. 2011 Trans & Gender nonconforming adults (retrospecOve)
1,876 NaOonal 76% 35% 11%
Greytak, Kosciw & Diaz, 2009
Trans youth 13-‐20 295 NaOonal 87% 44% n.d.
Prevalence of peer victimization among transgender and gender nonconforming youth
ALL Gender Restrooms in Santa Monica High School
Interest in the Issue
SAFE Student Advocates For Empowerment Respec+ng differences and providing privacy for all students.
D E C E M B E R 5 T H , 2 0 1 4
Policy: Gender Neutral Restrooms
Option 1: Designate a pre-existing bathroom as ALL Gender Advantage: School will only have to invest in new signage for the restroom and no additional construction will be needed. The ALL Gender restroom will meet the needs of all students, including those identifying as transgender or gender nonconforming. Disadvantage: Designating only one restroom as ALL Gender may be inconvenient for transgender or gender nonconforming students to access and may single them out. Option 2: Construct a new ALL Gender restroom Advantage: The school will be able to keep existing restrooms as sex-segregated, and add an option for transgender or gender nonconforming students. Disadvantage: The school will have to pay for construction of a new restroom and locate an appropriate area for it on campus where it will be convenient for students to access. Option 3: Make every restroom ALL Gender Advantage: The school will only have to invest in new signage for restrooms and no additional construction will be needed. Changing all every
restroom to ALL Gender will not call attention to transgender or gender nonconforming students since all students will be using the same type of facilities. Disadvantage: Some students and parents may feel uncomfortable with every restroom being ALL Gender.
The following three options would ensure all students feel comfortable and safe using the restroom at school, regardless of their gender identity and gender expression
BEST SOLUTION In order to provide the safest and most comfortable school environment for all students, including transgender and gender nonconforming, the best solution is Option 3: Make all Restrooms gender neutral. This option will not call any unwanted attention to students who may not want to advertise their gender identity or expression. This prevents the fear of discrimination, bullying or violence that may occur when being forced to choose a gender exclusive restroom and creates a secure and equal environment for all students.
ALL Gender Restrooms in Santa Monica High School
Policy Options
D E C E M B E R 5 T H , 2 0 1 4
Policy: Gender Neutral Restrooms
Clements-Nolle, K., Marx, R., Katz, M. (2006). Attempted Suicide Among Transgender
Persons. Journal of Homosexuality, 51(3), 53-69.
Gay, L. (2009). The Experiences of Lesbian, Gay, Bisexual and Transgender School Students:
Findings from the 2007 National School Climate Survey. Research Brief. Gay,
Lesbian And Straight Education Network (GLSEN).
Kosciw, J.G., Greytak, E.A., Diaz, E.M. (2009). Who, What, Where, When, and Why: Demographic
and Ecological Factors Contributing to Hostile School Climate for Lesbian, Gay,
Bisexual, and Transgender Youth. Journal of Youth and Adolescence, 38(7), 976-988.
Messinger, L. (2009). Creating LGBTQ-Friendly Campuses. Academe, 95(5), 39-42.
Morrow, D. (2004). Social work practice with gay, lesbian, bisexual, and transgender
adolescents. Families in Society-the Journal of Contemporary Human Services, 85(1),
91-99.
The Glossary From Rise. (2013). Gender Diversity Definitions. Retrieved November 20th, 2014, from
http://www.genderdiversity.org/resources/terminology/ &
http://itspronouncedmetrosexual.com/2013/01/a-comprehensive-list-of-lgbtq-term
The Movement Against Bullying. (2014). The Essential Guide to Bullying Statistics 2014 and Recent
Bullying Percentages. Retrieved December 1st, 2014, from
http://nobullying.com/bullying-statistics-2014/
The National Center for Transgender Equality. (2011). Safe and Supportive Schools. Retrieved
December 1st, 2014, from http://transequality.org/Issues/education.html
ALL Gender Restrooms in Santa Monica High School
REFERENCES
SAFE Student Advocates For Empowerment Respec+ng differences and providing privacy for all students.
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Raising Awareness and Discovering the Dirt
12345 Canyon Dr., Northridge, CA 91344 (818) 555-9089 (818) 555-9222 Radd.com
RADD
What role can the FDA play in regulating GMO
products?
This brief is intended for the United States Food and Drug Administration (FDA) and is
presented on behalf of Raising Awareness and Discovering the Dirt (RADD). RADD is a non-profit
organization committed to promoting the wellness of the environment.
Since the earlier 1990s, commercialization of Genetic Modified Organisms (GMOs) has spread
throughout the U.S. The FDA has promoted a program of self-regulation among the biotech crop and
food developers (www.fda.gov). Many of the biotech food and crop developers’ primary interest is the
development of high-yielding products. For example, Monsanto, a biotech food and crop developer’s
director of corporate communications, Philip Angell was quoted saying; “Monsanto should not have to
vouchsafe the safety of biotech food. Our interest is in selling as much of it as possible. Assuring its
safety is the FDA’s job,” (Antoniou, Robinson, & Fagan, 2012, p. 23).
Finally, research and Monsanto’s own feeding trials revealed health-effects and suggest that
more suitable options are needed to maintain the safety of consumers and the environment. Therefore,
RADD is committed to working with the FDA in creating programs that will ensure the safety of
environment and the use of GMOs.
Statement of Issue:
In order to promote awareness and ultimately protect the health of consumers, the FDA has the
ability to regulate GMOs by establishing new guidelines. There is a growing body of evidence that
connects GMOs with health problems, environmental damage, and violation of rights of farmers and
consumers. Studies show a correlation between GMOs and health problems such as production of new
allergens increased toxicity, decreased nutrition, and antibiotic resistance (Bernstein et al., 2003).
Additionally, since the emergence of GMO crops, there has been an increase in the amount of
agriculture changes. Such changes include the development of “massive weeds” and “super bugs,” both
requiring an increased dosage of toxins to rid of these unwanted, overgrown organisms. In return,
consumers are now ingesting these increased dosages of toxins.
Background:
Ultimately, the only beneficiaries of products containing GMOs are its producers, such as,
Monsanto, rather than consumers. Monsanto makes an abundant amount of profit on their GMO
products as they have scientifically modified crops, allowing them to have faster results. The “proposed”
purpose of GMOs was to increase yield and enhance nutritional value, while also lowering the use of
pesticides. (www.nongmoproject.org, 2013). Indeed, the use of GMOs increase yield, but studies show
that GMO products hold no nutritional value and rather, by decreasing the use of pesticides, there has
been an increase in the amount of food, and therefore calories, consumed by the average person
(www.nongmoproject.org, 2013).
2
The process utilized to create GMOs is called,
“gene splicing.” In detail, gene splicing is
utilized to merge DNA’s from other species,
also known as crossbreeding (Genetically
Engineered Foods, 2013). For example, GMO
scientists take DNA from an Alaskan fish and
merge it with the DNA of that of a tomato
plant. The purpose of this is such that the
tomato crop will now have the ability to
withstand cold weather conditions, ultimately
increasing production. Although cross
breeding is typical amongst organism of the
same species, these types of cross breeds are
un-natural and as a result, reject each other when the DNA samples are merged. Therefore, in order to
get the two genes to properly merge, scientist, on top of gene splicing, also have to create viruses. These
viruses weaken the genes making them susceptible for the other gene to attack.
Monsanto, like other major food suppliers, utilizes mass amounts of pesticides and insecticides
to benefit their crop, while simultaneously contaminating our ecosystem with these toxins. As a result of
the use of GMOs, consumers either directly or indirectly ingest these toxins, causing unknown diseases
and making consumers susceptible to new and more intense illnesses.
Although the FDA has the authority and duty to establish regulations and to protect consumers of
potential hazards in our food supply, they have decided to allow the production of GMO crops. Despite
the fact that GMOs are either banned or regulated in 60 other countries, the U.S. is one of the only
countries without labeling regulations, leaving consumers today, un-informed of their food products
(www.nongmoproject.org, 2013).
Statement of Organization:
RADD has reviewed the FDA’s self-regulating policy and have concluded that GMO crop and
food developers are not capable of screening for GMO resistance to every potential pathogen, resulting
in environmental stress. The mutation process that occurs within the GMO process can sit like a silent
time bomb within the GMO, ready to “explode” at any time. RADD recognizes the need for the FDA to
move beyond the policy of self-regulation and promote
and develop a rigorous testing method that would
ensure the safety of the environment.
Pre-existing Policies:
GMO labeling policy for foods is under intense
development. Countries are choosing mandatory
labeling or adherence to voluntary labeling. Challenges
to mandatory labeling are unlikely to be successful
under current World Trade Organization (WTO) rules
(Caswell, 2000). Marketers and trade negotiators should
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recognize this and move toward living with diversity in labeling policy (Caswell, 2000).
The graph below is an illustration of GMO use at a global level and is a representation of policies
regarding the use or labeling of GMO’s worldwide. The graph also explains data regarding some
countries use of GMO crop farming (nature.com, 2013).
The five countries that regulate GMOs-Canada, USA, Mexico, Japan and the European Union
(EU)-have all considered the appropriate role of labels in signaling these new production methods to
consumers. Each of the five countries currently regulates the introduction of GMO products but only the
EU requires labels that specify the presence of GMOs. This potential "technical barrier to trade" poses
challenges to producers, consumers and governments alike (Phillips & Grant, 1998).
Policy Options:
The policy options are as follows:
Option 1: This policy option proposes the ban GMOs from the market
Option 2: This option calls for issuing a labeling policy on foods/by-products that contain/may contain
GMOs
Option 3: This policy option would allow for the construction and follow through with a 5-7 year study
that tests the effects of GMOs in products
