BARDACH POLICY ANALYSIS

Description

Hello, this assignment is very important, reading the prompt is crucial and it will get uploaded “bardach policy memo” there were few older assignments that this is connected i will upload those as well just for references in case in the prompt it refers something to older assignments. THE older assignment is ” literature and synthesis,” if you want to take a look. MY TOPIC WAS ABOUT “SCHOOL-BASED PHYSICAL ACTIVITY INTERVENTIONS TO REDUCE CHILDHOOD OBESITY ” PLEASE PLEASE READ THE WORDS DOCUMENTS AND MAKE SURE YOU COMPLETELY DO AS THE PROMPT IS ASKING. If you have any questions, please ask me because these are crucial points.

Unformatted Attachment Preview

Literature Synthesis (Literature Review and Synthesis Matrix)
“School-Based Physical Activity Interventions to Reduce Childhood Obesity”
Dina Zokaei
PH122 Fall 2023
University of California, Irvine
Literature Synthesis/Review
“School-Based Physical Activity Interventions to Reduce Childhood Obesity”
Introduction
Feasible and effective school-based physical activity interventions have been found to
effectively reduce the rates of obesity among children. Children from low-socioeconomic
households are particularly affected because they struggle with limited access to wholesome,
fresh food since they are disadvantaged. While the articles used in this research all agreed on the
effectiveness of school-based physical activities in the reduction of childhood obesity rates
among children from low-socioeconomic households, some highlighted the limitations of such
programs. In the United States, children from low-income households, underprivileged
neighborhoods, and underserved areas are 2.7 times more likely to develop obesity (1). Thus, the
importance of successful school programs in such settings cannot be understated, especially
when such interventions are introduced at a young age.
Body
According to Luybli, Schmillen, and Sotos-Prieto, parental involvement is likely the key
to the success of such interventions when the school is also involved. When parents are involved,
it is much easier to point out which dietary interventions are more beneficial for the child (2).
School-based interventions are effective because children spend most of their waking hours in a
school environment. The researchers point out that by combining the two, most strategies that
will be implemented thereafter would likely be successful (2). Luybli, Schmillen, and SotosPrieto provide further research on how parents from low-income households play an important
role in reducing childhood obesity. Without parental involvement, the researchers argue that
children from these households are less likely to take up physical activities or healthy eating
habits when in school and while at home (2). This leaves schools with the sole burden of
incorporating these interventions without relying on the knowledge that parents and guardians
can provide. Also, schools within lower-income neighborhoods tend to be overwhelmed when
this happens. Additionally, leaving out parents dilutes any effects that a likely intervention might
have on combating childhood obesity (2). Therefore, including parents from the initial period
implementing these strategies is crucial to their success.
Busy, low-income families regularly fail to participate in school-based parental support
programs. Most lament that they are either too occupied or too tired to actively take part in these
programs, thus leaving the burden of ensuring that school-going children are physically active to
their school teachers (2). This lack of participation from parents often leads to school-based
physical activity interventions facing challenges such as long-term sustainability. Research by
Tomokayo shows that without parental engagement, children are less likely to participate in
high-level physical activities since they are not being encouraged to do so while at home (3).
Therefore, the development of obesity and overweight becomes more likely and this, in turn,
points to the importance of the influence of parents on their children’s levels of physical activity
both in school and at home.
Children from underserved or low-income neighborhoods can benefit from school-based
physical activities that include after-school programs, physical education programs, and breaktime and recess activities (3). Researchers from Afterschool Alliance argue further by stating that
low-income families widely agree that their children physically benefit from after-school
programs that include physical activities and the provision of healthy snacks (4). Low-income
households generally struggle with limited access to wholesome, fresh food, and this issue is
further compounded by schools in such neighborhoods lacking sufficient funds and resources
needed to support effective physical activities. Therefore, children from low-income households
greatly benefit from after-school programs as they are kept physically active, thus promoting
healthy habits to keep students physically fit (4).
However, Kriemler et al found that maintaining such programs in low-income
neighborhoods might not be sustainable thus making them short-term interventions. These shortterm interventions, therefore, are less likely to fully address which physical and dietary
combinations are more effective (5). Therefore, this might eventually discourage parents and
guardians from taking part or getting involved in after-school programs since they are only
available for a short period of time (5). The researchers also add that lower-income households
tend to benefit more when these strategies are put into effect for the longer term. This is also
beneficial for schools because they ultimately get to become more involved with the wellbeing of
their students in the longer term (5).
The sustainability of after-school programs is a challenge for promoting school-based
physical activity interventions to reduce childhood obesity (5). Since many of these programs are
short-term, they are hardly ever fully implemented and thus become of little benefit to children
from low-income households (5). According to Sekyi, Araba, and Mensah, this often leads to a
lack of engagement from both parents and their children due to the fleeting nature of the
programs. A lack of commitment can ultimately lead to a good strategy becoming largely
ineffective when implemented. The fleeting nature further complicates any progress made
towards determining the most effective dietary and physical activity combinations needed to help
fight obesity (6). It thus short-hands any likely effect that school intervention can have on
students from lower-income backgrounds.
Sekyi, Araba, and Mensah further add that this could increase obesity rates among these
children because they begin to display a lack of interest in school and are less motivated to take
part in after-school programs that promote physical activity (6). Therefore, schools looking to
implement such programs should assess the sustained effects of such interventions beyond the
beginning stages to effectively tackle the issue of obesity among children from low-income
neighborhoods.
Although some authors and researchers point to the limitations of such programs, others
are quick to highlight the effectiveness of school-based physical activity interventions in
reducing childhood obesity. According to Nally et al, the school environment offers the ideal
platform to tackle childhood obesity because it provides healthy meals, teaches health education,
and provides concentrated contact between teachers and students (7). This concentrated focus
helps in deciding any dietary or physical activities that can be effective and helpful for the
benefit of the learners.
Thus, regardless of socio-economic status, school-based programs can help students
tackle issues surrounding obesity and can help in health promotion activities when parents and
guardians are also involved (7). This view is also supported by a systematic review conducted by
Smit et al., who found that school-based programs that focus entirely on physical activity can
positively impact the reduction rate of obesity in children (8). Although low-income
neighborhoods are often underserved, researchers agree that schools offer the best places to offer
such interventions because of continuous contact with children.
The role of healthcare providers and community organizations is also important when
attempting to bring revolutionary change in vulnerable communities facing obesity among
children. According to the research conducted by Schroeder et al., advancing health equity and
reducing childhood obesity disparities can significantly benefit from partnering with community
health workers (9). Their article also highlighted traditional obesity interventions, such as
counseling targeted at changing health behavior, are largely ineffective when applied to
underserved populations (9). Since families living in lower-income households cannot afford
physical activity programs and nutritious food, involving community health workers who deeply
understand the social conditions of the target community can be a highly effective intervention.
Ganter et al., who conducted extensive research on childhood obesity, also share this view and
add that the gap between lived experience and science can be effectively bridged by involving
community health workers when introducing measures to fight childhood obesity in underserved
communities (10).
Conclusion
Childhood obesity is a growing public health crisis, particularly in underprivileged
communities. The importance of school-based physical activity in tackling childhood obesity
among lower-income families cannot be understated. Interventions such as after-school programs
that include physical activities, and the provision of healthy snacks can be effective when
tackling this issue and can also provide a platform for the education of teachers and parents.
Additionally, enlisting the help of community health workers is an added advantage since they
are more than likely able to bridge the gap between lived experiences and scientific research. A
significant limitation of using school-based physical activity interventions is sustainability. Most
schools in underserved neighborhoods lack sufficient funding needed to run such programs for
the long term, and this might negatively affect the implementation of effective intervention.
Additionally, parents from low-income households tend to be overworked and complain about
fatigue and thus they fail to participate in school-based parental support programs.
Childhood obesity in underprivileged communities remains a subject that needs adequate
research to be adequately addressed and eventually eradicated. Therefore, the roles of local
schools, healthcare providers, and community organizations are equally essential elements in
addressing childhood obesity. Although current research backs the effectiveness of physical
activity in fighting childhood obesity, some gaps still need to be addressed to evaluate and
prevent future issues holistically. For instance, engaging students and monitoring their progress
using technology and digital innovations might help gauge the effectiveness of proposed
interventions in the long run and not just after the initial period. Involving community
stakeholders when such approaches are considered will likely guarantee more success. Research
has shown that preventive efforts are more likely to succeed when school settings are used;
therefore, a close collaboration between schoolteachers, community leaders, and health workers
is needed to address this major public health concern.
Reference
1. Kreider, C. (2019). Physically Active Students Learn Better: Finding new ways to
implement movement in the elementary classroom. Childhood Education, 95(3), 63-71.
2. Luybli M, Schmillen H, Sotos-Prieto M. School-based interventions in low
socioeconomic settings to reduce obesity outcomes among preschoolers: A scoping
review. Nutrients. 2019;11(7):1518. doi:10.3390/nu11071518
3. Tomayko EJ, Tovar A, Fitzgerald N, et al. Parent involvement in diet or physical activity
interventions to treat or prevent childhood obesity: An Umbrella Review. Nutrients.
2021;13(9):3227. doi:10.3390/nu13093227
4. Kids on the Move: Afterschool Programs Promoting Healthy Eating and Physical
Activity. America after 3PM Special Report. Executive Summary. Distributed by ERIC
Clearinghouse; 2015.
5. Kriemler S, Meyer U, Martin E, van Sluijs EM, Andersen LB, Martin BW. Effect of
school-based interventions on physical activity and fitness in children and adolescents: A
review of reviews and Systematic Update. British Journal of Sports Medicine.
2011;45(11):923-930. doi:10.1136/bjsports-2011-090186
6. Sekyi Whyte N, Araba Amissah A, Mensah J. Strategies for managing childhood obesity
in primary schools in the Cape Coast Metropolis of Ghana. Asian Journal of
Contemporary Education. 2020;4(1):41-56. doi:10.18488/journal.137.2020.41.41.56
7. Nally S, Carlin A, Blackburn NE, et al. The effectiveness of school-based interventions
on obesity-related behaviours in primary school children: A systematic review and meta-
analysis of Randomised Controlled Trials. Children. 2021;8(6):489.
doi:10.3390/children8060489
8. Smit MS, Boelens M, Mölenberg FJ, Raat H, Jansen W. The long‐term effects of primary
school‐based obesity prevention interventions in children: A systematic review and meta‐
analysis. Pediatric Obesity. 2022;18(3). doi:10.1111/ijpo.12997
9. Schroeder, K., McCormick, R., Perez, A., & Lipman, T. H. (2018). The role and impact
of community health workers in childhood obesity interventions: a systematic review and
meta‐analysis. Obesity Reviews, 19(10), 1371-1384.
10. Ganter C, Aftosmes-Tobio A, Chuang E, Blaine RE, Land T, Davison KK. Community
stakeholders’ perceptions of major factors influencing childhood obesity, the feasibility
of programs addressing childhood obesity, and persisting gaps. Journal of Community
Health. 2015;41(2):305-314. doi:10.1007/s10900-015-0097-y
Synthesis Matrix
Source 1
Topic/Main Idea
1
Schoolbased
intervention
s in low
socioecono
mic settings
could
benefit
from
parental
involvemen
t
Source 2
Source 3
Source 4
Source 5
Luybli,
Tomayko et Kriemler et
Schmillen, al., 2021
al., 2011
& SotosPrieto, 2019
Sekyi,
Araba, &
Mensah,
2020
Nally et al.,
2021
-parental
involvemen
t is likely
the key to
the success
of such
intervention
s
-a lack of
engagement
from both
parents and
their
children
due to the
fleeting
nature of
the
programs
could
increase
obesity
rates among
children
-schoolbased
programs
can help
students
tackle
issues
surrounding
obesity and
can help in
health
promotion
activities
when
parents and
guardians
are also
involved
-without
parental
involvemen
t, children
from these
households
are less
likely to
take up
physical
activities or
healthy
eating
habits when
in school
and while at
home
-these
short-term
intervention
s might
eventually
discourage
parents and
guardians
from taking
part or
getting
involved in
after-school
programs
2
Parental
involvemen
t in diet or
physical
activity
intervention
s
-to treat or
prevent
childhood
obesity
When
parents
parents are from lowinvolved, it income
is much
households
easier to
play an
point out
important
which
role in
dietary
reducing
intervention childhood
s are more obesity
beneficial
for the child
-these
short-term
intervention
s, therefore,
are less
likely to
investigate
which
physical
and dietary
combinatio
ns are more
effective
– further
complicates concentrate
any
d focus
progress
helps in
made
deciding
towards
any dietary
determining or physical
the most
activities
effective
that can be
dietary and effective
physical
and helpful
activity
for the
combinatio benefit of
ns needed
the learners.
to help fight
obesity
3
Effect of
schoolbased
intervention
s on
physical
activity,
diet, and
fitness in
children
and
adolescents
-the success
of such
intervention
s when the
school is
involved is
more likely
maintaining
such
programs in
low-income
neighborho
ods might
not be
sustainable
thus
making
them shortterm
intervention
s
-it thus
short-hands
the effect
that school
intervention
can have on
students
from lowerincome
background
s.
-this leaves
schools
with the
sole burden
of
incorporatin
g these
intervention
s without
relying on
the
knowledge
that parents
and
guardians
can
provide.
the school
environmen
t provides
healthy
meals,
teaches
health
education,
and
provides
concentrate
d contact
between
teachers
and
students
4
Strategies
for
managing
childhood
obesity in
primary
schools
-by
combining
both
parental
and school
involvemen
t, most
strategies
that will be
implemente
d thereafter
would
likely be
successful.
-leaving out
parents
dilutes any
effects that
a likely
intervention
might have
on
combating
childhood
obesity.
-lowerincome
households
tend to
benefit
more when
these
strategies
are put into
effect for
the longer
term
-short-term
programs
often lead
to a lack of
engagement
from both
parents and
their
children
due to the
fleeting
nature of
the
programs
-including
parents
from the
initial
period
implementi
ng these
strategies is
crucial to
their
success.
5
The
effectivenes
s of schoolbased
intervention
s on
obesityrelated
behaviors
-schoolbased
intervention
s are
effective
because
children
spend most
of their
waking
hours in a
school
environmen
t
-schools
within
lowerincome
neighborho
ods tend to
be
overwhelm
ed when
this
happens.
-beneficial
for schools
because
they
ultimately
get to
become
more
involved
with the
wellbeing
of their
students for
the longer
term.
-a lack of
commitmen
t can
ultimately
lead to a
good
strategy
becoming
largely
ineffective
when
implemente
d
-the school
environmen
t offers the
ideal
platform to
tackle
childhood
obesity
-provides
healthy
meals,
teaches
health
education,
and
provides
concentrate
d contact
between
teachers
and
students
Matrix Sources
1. Luybli M, Schmillen H, Sotos-Prieto M. School-based interventions in low
socioeconomic settings to reduce obesity outcomes among preschoolers: A scoping
review. Nutrients. 2019;11(7):1518. doi:10.3390/nu11071518
2. Tomayko EJ, Tovar A, Fitzgerald N, et al. Parent involvement in diet or physical activity
interventions to treat or prevent childhood obesity: An Umbrella Review. Nutrients.
2021;13(9):3227. doi:10.3390/nu13093227
3. Kriemler S, Meyer U, Martin E, van Sluijs EM, Andersen LB, Martin BW. Effect of
school-based interventions on physical activity and fitness in children and adolescents: A
review of reviews and Systematic Update. British Journal of Sports Medicine.
2011;45(11):923-930. doi:10.1136/bjsports-2011-090186
4. Sekyi Whyte N, Araba Amissah A, Mensah J. Strategies for managing childhood obesity
in primary schools in the Cape Coast Metropolis of Ghana. Asian Journal of
Contemporary Education. 2020;4(1):41-56. doi:10.18488/journal.137.2020.41.41.56
5. Nally S, Carlin A, Blackburn NE, et al. The effectiveness of school-based interventions
on obesity-related behaviours in primary school children: A systematic review and metaanalysis of Randomised Controlled Trials. Children. 2021;8(6):489.
doi:10.3390/children8060489
Public Health 122 – Bardach Policy Memo (Bardach Policy Analysis) (Rubric)
For this assignment you will write a short policy memo. Eugene Bardach in his classic textbook, sets out 8 steps to practical policy analysis: 1)
Define the Problem, 2) Assemble Some Evidence, 3) Construct the Alternatives, 4) Select the Criteria, 5) Project the Outcome, 6) Confront the
Trade-Offs, 7) Decide, and 8) Tell your Story. A policy memo is concisely written and presents information, ideas, and recommendations clearly
so the reader can quickly scan the document for the most relevant points. Policy memos focus on brevity and often synthesize existing evidence
in language that is direct and specific. Using your problem from your previous assignments (Research Topic and Problem Statement, etc.), you
will expand upon it and complete the first 4 steps ONLY. You will describe each step in a separate section under its appropriate header/steps in
chronological order. The Bardach Policy Memo will be in Times New Roman 12 pt. font with 1-inch margins, double space, minimum 5½ pages
(the body) or maximum 7 pages (the body), not including the Cover/Title Page, a short Executive Summary (1 page maximum), and the
References to be submitted as one Word file. You will need to cite a total of 10 references as the minimum (8 of them must be scholarly sources)
on a separate page. You will submit in order the following: Cover/Title Page (on a separate page), Executive Summary (on a separate page),
Bardach Policy Memo (on a separate page) featuring 4 steps, and References (on a separate page) in Word. Do not provide graphs, charts or
tables (no visual aid), etc. in this submission due to space constraints. PDFs, Pages or Google Doc files will not be accepted. Be sure to provide
in-text citations for your references in the Bardach Policy Memo adhering to AMA formatting (i.e., numbered superscripts). Focus your attention
only on the first 4 steps for this assignment. Headers and subheaders are required. You will include the specific section headers (which will be
provided) for this assignment (refer to the rubric below). This assignment will be submitted via Canvas and is Due Wednesday, Nov. 8, at 10:55
p.m. NO EXCEPTIONS. LATE SUBMISSIONS WILL NOT BE ACCEPTED. UNDER NO CIRCUMSTANCES WILL SUBMISSIONS BE ACCEPTED VIA EMAIL
OR THE CANVAS “COMMENT BOX” OR CANVAS INBOX MESSAGES. All ASSIGNMENTS MUST BE SUBMITTED VIA CANVAS. DO NOT USE EMAIL
OR THE CANVAS “COMMENT BOX” OR CANVAS INBOX MESSAGES TO SUBMIT YOUR ASSIGNMENTS; IT WILL NOT BE READ/GRADED.
Follow these steps to effectively write the Bardach Policy Memo (headers are required in this paper/assignment):
1. Provide a Cover/Title Page with the following.
See example below (this is on a separate page):
Bardach Policy Memo (Bardach Policy Analysis)
Your Name Here
Title of your Memo (It can be the same as your previous assignment or differ)
Name of your possible Client Here (i.e., Drug Free America Foundation, Inc.)
Targeted for Politicians (Name of Stakeholder(s) (i.e., Identify your audience here: A pharmaceutical company, lobbyists, NRA, AARP,
AMA, an advocacy group, CMS, healthcare providers, employees, insurance companies, patients, a politician or politicians, etc.)
PH122 Fall 2023
University of California, Irvine
2. Executive Summary (Header) (Maximum 1 page, about 300 to 350 words double space)
3. Bardach Policy Analysis (Header) (This starts on a separate page)
Define the Problem (Subheader)
Assemble some Evidence (Subheader)
1
Construct the Alternatives (Subheader)
Select the Criteria (Subheader)
4. References (Header)
Helpful Hints: Executive Summary (for the policy memo)
You will provide a recommendation (one is fine) in the executive summary. This may change as you conduct more research, but completing this
assignment will help you get a good start on the executive summary for the Final Health Policy Analysis Paper. The executive summary for this
assignment will need to be expanded for the Final Health Policy Analysis Paper.
What makes a good executive summary? An executive summary is forward and relevant. It is like an abstract. And the goal; you set out to
answer or respond to a problem that affects your client (and/or population of interest) that can possibly be solved. It is well written and includes
a recommendation (always start with your main point first). It describes the problem and briefly summarizes your main findings as answers to
the question(s) you initially posed to your client. Next, you explain why you are recommending the client take action. End the summary with a
short statement of what will happen if the client implements your recommendation. The executive summary is no longer than 1-page double
space (minimum 250 words). Although your paper is a policy analysis with a focus on health, it still falls under the category of writing for
business. See here an example of an executive summary for a business report as a point of reference: (https://writingcenter.uagc.edu/writingexecutive-summary). You do not necessarily have to follow this, but use it as a guide to help you write it. Just be short, brief, and directly to the
point when you write it. And you may include subheaders and references/in-text citations where necessary in the executive summary.
Helpful Hints: Bardach Policy Memo (Bardach Policy Analysis)
You will utilize “Bardach’s Eightfold Path to More Effective Problem Solving” for this assignment. Be sure to read and use as a guide the
“Bardach’s Eightfold Path to More Effective Problem Solving” posted (short version provided) in the “Resources and Rubrics for Health Policy
Analysis” in Canvas for this assignment. There are eight steps: 1) Define the Problem, 2) Assemble Some Evidence, 3) Construct the Alternatives,
4) Select the Criteria, 5) Project the Outcome, 6) Confront the Trade-Offs, 7) Decide, and 8) Tell your Story. But you only need to complete the
first 4 steps: 1) Define the Problem, 2) Assemble Some Evidence, 3) Construct the Alternatives, and 4) Select the Criteria. In this assignment you
will be expanding upon your problem from your previous assignments, and providing more information. Recall: Imagine yourself as an expert
policy analysis and a client has asked you for help. A client has a problem that you have determined, and they expect you to have the skills and
expertise to solve that problem for them. And finally, your client wants your solution to the problem in a short policy memo. Refer to the syllabus
in the section pertaining to written assignments for guidance. A policy analysis refers to determining which of various alternative policies will
most achieve a given set of goals in light of the relations between the stakeholders and clients, and findings. It can be a set of techniques that
seeks to answer the question of what the probable effects of a policy will be before it occurs (i.e., implemented). And it also can be research, to
determine the desirability of alternative policies from the viewpoint of society taking into consideration productivity, equity, efficiency, costs,
fairness, legality, etc.
Listed below are some additional hints:
1. Define the problem: Be sure to provide a problem statement and provide a diagnosis of a policy problem, and yes use “eye-catching” data to
generate attention to the problem. This is very important. Expand on the problem statement.
2
2. Assemble some evidence: Be sure to gather and use relevant data efficiently (evidence-based research and data). Think about which data are
essential. Provide substantial evidence that is compelling. Expand.
3. Construct the alternatives: Be sure to Identify the relevant and feasible policy solutions that your client might consider, preferably by
identifying how the solution would work if implemented as intended. Think in terms of policy options. And think of appropriate solutions as on a
spectrum of acceptability, according to the extent to which your audience will accept (say market or state action, interventions, etc.). You can
include things governments already do (such as tax or legislature), or a new policy design. Focus on the extent to which you are locking in
policymakers to your solution even if it proves to be ineffective (i.e., invest in new capital, reduce reliance on private equity firms’ acquisition of
hospital systems). Or identify another course of action.
4. Select the criteria. Keep in mind the plotlines of analysis of policy, the analytical and the evaluative. And recall from Bardach, the first is all
about facts and disinterested projections of consequences, whereas the second is all about value judgments. Value judgements can be used to
decide which solution will produce the best outcome. Example of a Value Judgment: A value judgment is a thought about something based on
what it “ought” or “should” be, given an opinion about what counts as “good” or “bad” — contrast from a thought based on what the facts are –
“The government should improve access to education” is a value judgement (that education is good). Recognize the political nature of policy
evaluation, base your measures to determine success. Typical measures relate to efficiency, equity/fairness, utilization, costs, quality,
innovative/innovation, timeliness and administrative ease, the trade-off between individual freedom and collective action, the extent to which a
policy process involves citizens in deliberation, and the impact on a policymaker’s popularity. Analytical refers to what is happening or likely to
happen; evaluative refers to what is working or is good or bad in the world, is it effective. Include here pros/cons (a pro/con), etc., if possible.
Be sure to utilize sources (i.e., references) that have an impact (evidence-based research). Provide data. Tailor your case. Focus on coherence
and clarity. And keep it simple and concise. Avoid jargon and loquacious text. Do not omit or misrepresent key facts; do not use conjecture;
cite when unsure and especially when unsure on rewriting; synthesizing pertinent information.
Note: If you cite word for word (quote) and do not synthesize/paraphrase, a page number must be provided with the in-text citation. It is better
to synthesize (rewrite using your own words) or paraphrase versus quoting when writing a research paper. However, using a direct quote can
have a major impact, and be useful.
A. You will need to provide in-text citations in this assignment. Please do not forget to cite your source(s). You will lose points if they are not
provided.
B. Do not use footnotes, endnote or footers.
Formatting:
o About 5 pages (the body) to 7 pages (the body max), double space not including the Cover/Title Page, Executive Summary, and
References to be submitted as one Word file (combined).
o Do not go beyond 7½ pages
o Times New Roman 12 pt. font, 1-inch margins
o Save your paper with your first and last name in Word identifying your paper assignment (i.e., Ann Smith_bardach policy memo OR
BPM)
o Use 1-inch margins, 10 pt. font (Times Roman) with your name and BM in the upper left-hand corner of each page as a header if you can
3
o
o
o
o
o
o
o
o
o
o
o
o
(if you are comfortable with Word you can omit your name and page number on the title page and start it on the second page). You will
not be penalized if your name is presented twice on the Cover/Title page.
Cover/Title page (on a separate page)
Executive Summary (on a separate page)
References (on a separate page)
Include In-text citations (in the body of the paper) and cite in AMA formatting
Include In-text citations in the executive summary if necessary and cite in AMA formatting
Minimum of 10 references/sources in AMA formatting in the Bardach Policy Memo
Executive Summary no longer than 1 page
Executive Summary at least 250 words minimum
Headers or any subheaders may be included in the Executive Summary and cited in AMA formatting
Do not provide more than 15 references in this assignment
Do not provide graphs, charts or tables, etc. in this submission due to space constraints
In-text citations and References page must be in AMA format (AMA resources):
AMA format: http://library.stkate.edu/assets/library-uploads/files/citeAMA.pdf
AMA format: https://owl.purdue.edu/owl/research_and_citation/ama_style/index.html
AMA format: https://guides.lib.uw.edu/hsl/ama/intext
AMA format: https://guides.lib.uw.edu/hsl/ama/print
AMA format: https://guides.lib.uw.edu/hsl/ama/electronic
AMA format: https://libguides.limestone.edu/citation/amastyle
Do not use Google Docs or Google Sheets or Pages to write your paper. It is more difficult to format when using Google Docs, Google
Sheets or Pages. Please contact UCI OIT to receive a free copy of Word for use. And try not to write your assignment on your phone.
Paper Submission/Due date (Late papers/assignments will not be accepted, or read/graded). Please submit your assignment as a
Word file by 10:55 p.m. on Wednesday, November 8. The BM must be submitted online via Canvas by 10:55 p.m. on the specified due
date. Please be on time when submitting your assignment. You can submit your assignment multiple times via Canvas before the
deadline/due date. Do not wait until the last minute to make a submission. Canvas will close at around 10:54 p.m.
Rubric and Organization:
• Key Info: 100 points possible
• Headers: Cover/Title Page, Executive Summary, Bardach Policy Memo/Analysis, and References
• Executive Summary no longer than 1 page and at least 250 words minimum
• Subheaders: Define the Problem, Assemble some Evidence, Construct the Alternatives, and Select the Criteria
• Probably 5 to 7 or pages maximum in length (body), not including the Cover/Title Page, Executive Summary, and References
• To be submitted: Cover/Title page, , Executive Summary, and References
4
Bardach Policy Memo (Bardach Policy Analysis) (Rubric)
Possible Points to be Received
Criteria
Title Page
Unacceptable
0 points
Missing/Completely missing
title page.
Needs Work
1 points
Missing required
component(s). Title is not
relevant or clear.
Executive
Summary
(Minimum 250
words)
0 points
Missing/Completely missing
executive summary.
3 points
Short, missing
information. The
executive summary (ES)
is not relevant or clear.
Required components
were weak.