Assignment: Legislation Comparison Grid and Testimony/Advocacy Statement

Assignment: Legislation Comparison Grid and Testimony/Advocacy Statement, NUR6050

As a nurse, how often have you thought to yourself, If I had anything to do about it, things would work a little differently? Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.

Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.

To Prepare:

Select a bill that has been proposed (not one that has been enacted) using the congressional websites provided in the Learning Resources.

The Assignment: (1- to 2-page Comparison Grid; 1- to 2-page Legislation Testimony/Advocacy Statement)

Part 1: Legislation Comparison Grid

Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Comparison Grid Template. Be sure to address the following:

Determine the legislative intent of the bill you have reviewed.

Identify the proponents/opponents of the bill.

Identify the target populations addressed by the bill.

Where in the process is the bill currently? Is it in hearings or committees?

Is it receiving press coverage?

Part 2: Legislation Testimony/Advocacy Statement

Based on the health-related bill you selected, develop a 1- to 2-page Legislation Testimony/Advocacy Statement that addresses the following:

Advocate a position for the bill you selected and write testimony in support of your position.

Describe how you would address the opponent to your position. Be specific and provide examples.

Recommend at least one amendment to the bill in support of your position.

By Day 7 of Week 4

Submit your completed legislation comparison grid and testimony/advocacy statement.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name. Assignment: Legislation Comparison Grid and Testimony/Advocacy Statement

 

 

MORE INFO 

Legislation Comparison Grid and Testimony

Introduction

The U.S. Department of Education is looking for a student data privacy bill that will protect the private information of students, including their names, addresses and ages. The legislation must also ensure that students are notified before their personal information is shared with others outside the school setting. The proposed bill includes a clause that would allow parents to review and consent to their child’s school-provided data being used for marketing purposes outside the classroom or online.

Student Data Privacy

The Student Data Privacy Act of 2016

The Student Data Privacy Act of 2016 (SDPA) was enacted on March 3, 2017. The SDPA amends the Family Educational Rights and Privacy Act (FERPA), which protects the privacy of student education records, by clarifying that schools may share certain information about students with parents or eligible students as long as certain conditions are met. For example, if a school provides written notice to parents that they have been denied access to their child’s education records because it believes those records could aid in criminal prosecution or identify an individual as subject of harassment or intimidation, then schools must also provide parents with information about how they can request copies of those educational records from other entities within the state who have possession thereof.

In addition to clarifying FERPA’s scope over all forms of student record sharing between educational institutions (including public schools), Congress also required that schools create policies describing when information could be shared without consent and what steps would be taken before doing so—such as whether notifications were sent out first; what type(s) were involved; etcetera…

Cyber Bullying and Social Media Cyber Safety Curriculum

Cyber bullying and social media cyber safety curriculum are a great way to teach your students how to recognize, stop, and report online harassment or intimidation. Cyber bullying is the use of technology such as text messages or social media platforms to harass others. This can include threats of physical harm, posting embarrassing pictures without consent, spreading rumors about someone’s private life and more. Social Media Cyber Safety Curriculum teaches students how they can protect themselves from online harassment through awareness training as well as online safety tools like:

• Use a different password for each website you visit

• Do not give out personal information on social media (e.g., name) unless it is voluntary; if it isn’t voluntary then ask permission first!

• Know who you’re talking with before chatting—if anyone asks for your password just say no!

Bullying

Bullying is a form of abuse that can be physical, emotional or social in nature. It includes verbal harassment and intimidation; intentional infliction of injury on another person; and repeated, aggressive behavior that humiliates or threatens the victim.

Bullying may occur in many different settings, including school, at home and online. For example:

• A student who is bullied by peers may seek support from teachers but then feel isolated because he or she feels embarrassed about his/her situation.

• A teacher who sees bullying in class may need extra training before addressing it effectively because she hasn’t received training on how best to handle situations like these yet (or maybe ever!).

Harassment/Intimidation/Hazing

Hazing is a crime, and it’s not tolerated. The Division of Student Affairs will work with students who feel they have been hounded to protect them from further harassment or intimidation.

Hazing can be defined as any action taken by a group of people that puts someone else’s health or safety at risk for the purpose of gaining prestige, respect or some other benefit. It does not include acts related to educational processes in schools, colleges and universities where such activities are part of official policies; nor does it include traditional student-athlete participation in competitions that have been approved by athletic associations before official competition begins (such as intramural sports).

It should also be noted that hazing has nothing to do with being “cool.” There’s nothing cool about putting others at risk because you think you’re better than them—and neither should anyone else!

Fire Safety and Prevention Education

Fire safety and prevention education is a key part of the FLEX program. It teaches you about fire safety, how to prevent fires in your home or business, and what to do if you have an emergency.

Fire Safety: You should know how to react in case of a fire by knowing where the exits are located on each floor of your building; what items can be used as fire starters (e.g., matches); who should call 911; when it’s appropriate for someone else besides yourself (e.g., family members) to leave the building during an evacuation; how long will it take firefighters from different locations? What if there is no water pressure at my house?

Health Education, Health Assessment and Related Services

• Health Education, Health Assessment and Related Services

• Health Education, Health Assessment and Related Services

• Section:Section: Health Education, Health Assessment and Related Services

Section:

What is the difference between a bill and a law?

A bill is a proposed law that can be introduced in Congress, but it does not become law until it has been passed by both houses of Congress. Once signed by the president, the legislation becomes known as an act (or sometimes an act). An act may have many different titles, such as “The School Choice Act.”

How do bills become laws?

Bills must be approved by both houses of Congress before they become laws. There are several ways bills can get through this process: They can be passed on first reading; they may reach second reading if there are enough supporters; or they may even make it to third reading before passing into law. Bills that pass first reading proceed directly to committee work where members plan their debate schedule for how long each side will speak during public sessions (also known as “markups”). The House Rules Committee then decides which issues get debated by each chamber’s committees rather than going straight into full deliberation at one time—this means that some issues might go through multiple steps before being voted upon again later on down line!

Conclusion

In summary, we believe that the legislation proposed in this report is a step in the right direction for students and parents alike. We hope that our testimony has helped you understand what these bills could mean for your family and loved ones if passed into law.