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Sample Test
|
Chapter_03__Policy_Analysis_and_Policy_Practice
1. An advocate who relies on careful and accurate
analysis is using
|
|
a.
|
logos.
|
|
|
b.
|
pathos.
|
|
|
c.
|
ethos.
|
|
|
d.
|
all of these.
|
|
ANSWER:
|
a
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Practice Effective Advocacy
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 1a & 8d
|
|
DATE CREATED:
|
2/21/2017 1:19 AM
|
|
DATE MODIFIED:
|
2/21/2017 1:24 AM
|
|
|
2. Testifying before her state
legislature, an advocate begins by telling a story about someone who was
affected by the policy under debate. She is using
|
|
a.
|
logos.
|
|
|
b.
|
pathos.
|
|
|
c.
|
ethos.
|
|
|
d.
|
all of these.
|
|
ANSWER:
|
b
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Practice Effective Advocacy
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/21/2017 1:24 AM
|
|
DATE MODIFIED:
|
2/21/2017 1:26 AM
|
|
|
3. The text defines policy
practice as
|
|
a.
|
advocacy.
|
|
|
b.
|
assessment and analysis.
|
|
|
c.
|
working to help vulnerable groups.
|
|
|
d.
|
practice that focuses on changing policy.
|
|
ANSWER:
|
d
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Understand What Constitutes Policy Practice
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.01
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a & 8d
|
|
DATE CREATED:
|
2/21/2017 1:26 AM
|
|
DATE MODIFIED:
|
2/21/2017 1:28 AM
|
|
|
4. Which of the following is NOT a
process technique for policy analysis?
|
|
a.
|
Cost-benefit analysis
|
|
|
b.
|
Prince Policy Appraisal
|
|
|
c.
|
Need assessment
|
|
|
d.
|
All of these are process techniques.
|
|
ANSWER:
|
a
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Conduct an Effective Policy Analysis
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.02
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
|
|
DATE CREATED:
|
2/21/2017 1:28 AM
|
|
DATE MODIFIED:
|
2/27/2017 9:42 PM
|
|
|
5. Policy analysis methods vary according
to the question addressed. Which are the three methods?
|
|
a.
|
Needs assessment, advocacy, and Prince Policy Appraisal
|
|
|
b.
|
Cost-benefit, needs assessment, and implementation
|
|
|
c.
|
Process, implementation, and impact
|
|
|
d.
|
Needs assessment, cost-benefit, and implementation
|
|
ANSWER:
|
c
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Conduct an Effective Policy Analysis
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.02
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
|
|
DATE CREATED:
|
2/21/2017 1:31 AM
|
|
DATE MODIFIED:
|
2/27/2017 9:42 PM
|
|
|
6. A “demand-based” definition of
need tends to favor
|
|
a.
|
those whose basic needs are not met.
|
|
|
b.
|
those who are able to express their needs.
|
|
|
c.
|
those represented by effective advocates.
|
|
|
d.
|
both those who are able to express their needs and those
represented by effective
advocates.
|
|
ANSWER:
|
d
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Conduct an Effective Policy Analysis
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.02
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
|
|
DATE CREATED:
|
2/21/2017 3:29 AM
|
|
DATE MODIFIED:
|
2/27/2017 9:43 PM
|
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|
7. Which of the following is NOT
one of the steps of Prince Policy Appraisal?
|
|
a.
|
Identify the players who are likely to affect the
decision.
|
|
|
b.
|
Determine a position for each player.
|
|
|
c.
|
Estimate the power that each player brings to the issue.
|
|
|
d.
|
Calculate a budget for the issue when applicable.
|
|
ANSWER:
|
d
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Conduct an Effective Policy Analysis
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.02
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
|
|
DATE CREATED:
|
2/21/2017 3:31 AM
|
|
DATE MODIFIED:
|
2/21/2017 3:32 AM
|
|
|
8. “Cost-effectiveness” analysis
involves
|
|
a.
|
clearly describing the costs and benefits of a policy
proposal.
|
|
|
b.
|
estimating the monetary values of costs and benefits.
|
|
|
c.
|
careful evaluation of the effectiveness of an
established policy.
|
|
|
d.
|
cost-benefit analysis in the human services.
|
|
ANSWER:
|
a
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Conduct an Effective Policy Analysis
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.02
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
|
|
DATE CREATED:
|
2/21/2017 3:32 AM
|
|
DATE MODIFIED:
|
2/21/2017 3:33 AM
|
|
|
9. Tom’s policy analysis focuses
on the impact of a policy on vulnerable populations. He is
|
|
a.
|
using a social justice perspective.
|
|
|
b.
|
doing cost-benefit analysis.
|
|
|
c.
|
involved in product analysis.
|
|
|
d.
|
performing all of these.
|
|
ANSWER:
|
a
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Conduct an Effective Policy Analysis
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.02
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
|
|
DATE CREATED:
|
2/21/2017 3:35 AM
|
|
DATE MODIFIED:
|
2/27/2017 9:44 PM
|
|
|
10. Techniques that help an
advocate “speak to the audience” include
|
|
a.
|
gearing a presentation to the interests and values of a
group.
|
|
|
b.
|
understanding who is the primary audience.
|
|
|
c.
|
using authority figures that the audience respects.
|
|
|
d.
|
all of these.
|
|
ANSWER:
|
d
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Practice Effective Advocacy
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/21/2017 3:37 AM
|
|
DATE MODIFIED:
|
2/21/2017 3:40 AM
|
|
|
11. An advocate who communicates
his/her own needs effectively without regard to those of the target audience
is operating at the ______ developmental level of perspective-taking.
|
|
a.
|
first
|
|
|
b.
|
second
|
|
|
c.
|
third
|
|
|
d.
|
fourth
|
|
ANSWER:
|
b
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Practice Effective Advocacy
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/21/2017 3:41 AM
|
|
DATE MODIFIED:
|
2/21/2017 3:42 AM
|
|
|
12. An advocate who uses a
two-sided argument is
|
|
a.
|
presenting two perspectives on an issue.
|
|
|
b.
|
anticipating and refuting opposing arguments
|
|
|
c.
|
appealing to two different value perspectives.
|
|
|
d.
|
presenting to two different audiences at the same time.
|
|
ANSWER:
|
b
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Practice Effective Advocacy
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 1a & 8d
|
|
DATE CREATED:
|
2/21/2017 3:42 AM
|
|
DATE MODIFIED:
|
2/21/2017 3:43 AM
|
|
|
13. A “slippery slope” argument is
one that
|
|
a.
|
reveals the underlying fallacy behind a proposal.
|
|
|
b.
|
takes a proposal to its extreme.
|
|
|
c.
|
effectively undermines most proposals.
|
|
|
d.
|
all of these.
|
|
ANSWER:
|
b
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Practice Effective Advocacy
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/21/2017 3:43 AM
|
|
DATE MODIFIED:
|
2/21/2017 3:45 AM
|
|
|
14. Social workers empower clients
when they
|
|
a.
|
help them acquire the resources, skills, and
opportunities to advocate for themselves.
|
|
|
b.
|
advocate for changes that will benefit them.
|
|
|
c.
|
act to change law and policies that negatively impact
them.
|
|
|
d.
|
provide effective counseling for them to make better
personal choices.
|
|
ANSWER:
|
a
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Understand the Meaning and Processes of Empowerment
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.04
|
|
ACCREDITING STANDARDS:
|
EPAS: 6b
|
|
DATE CREATED:
|
2/21/2017 3:45 AM
|
|
DATE MODIFIED:
|
2/21/2017 3:46 AM
|
|
|
15. Under the Hatch Act, federal
employees may NOT
|
|
a.
|
use their authority to influence an election.
|
|
|
b.
|
wear partisan political buttons while on duty.
|
|
|
c.
|
solicit or receive political contributions.
|
|
|
d.
|
all of these.
|
|
ANSWER:
|
d
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Understand Legal Considerations That Affect Policy
Practice
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.06
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/21/2017 4:13 AM
|
|
DATE MODIFIED:
|
2/23/2017 12:57 AM
|
|
|
16. An advocate who is “sharpening
the message” might
|
|
a.
|
ignore information that does not support her position.
|
|
|
b.
|
over-simplify the facts in support of her position.
|
|
|
c.
|
exaggerate to make the case.
|
|
|
d.
|
all of these.
|
|
ANSWER:
|
d
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Identify Ethical Issues in Policy Practice
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.05
|
|
ACCREDITING STANDARDS:
|
EPAS: 1a & 8d
|
|
DATE CREATED:
|
2/21/2017 3:46 AM
|
|
DATE MODIFIED:
|
2/27/2017 9:51 PM
|
|
|
17. When is it unethical for
social workers to involve clients in advocacy?
|
|
a.
|
Never, clients should be involved
|
|
|
b.
|
Always, advocacy is an obligation of social workers
|
|
|
c.
|
Sometimes, when it is required by rules and regulations
|
|
|
d.
|
When clients are well prepared, they can be engaged in
mutual goals of advocacy
|
|
ANSWER:
|
d
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Identify Ethical Issues in Policy Practice
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.05
|
|
ACCREDITING STANDARDS:
|
EPAS: 1a & 8d
|
|
DATE CREATED:
|
2/21/2017 4:21 AM
|
|
DATE MODIFIED:
|
2/27/2017 9:52 PM
|
|
|
18. A non-profit social service
agency may qualify for tax-deductible contributions under which of the
following?
|
|
a.
|
The Hatch act
|
|
|
b.
|
Conable election
|
|
|
c.
|
IRS Code 501(c) (3)
|
|
|
d.
|
None of the above, all charitable contributions are
tax-deductible
|
|
ANSWER:
|
c
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Understand Legal Considerations That Affect Policy
Practice
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.06
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/21/2017 4:34 AM
|
|
DATE MODIFIED:
|
2/21/2017 4:35 AM
|
|
|
19. The three effective elements
of policy practice for social workers are
|
|
a.
|
analysis, development, and implementation.
|
|
|
b.
|
needs assessment, analysis, and advocacy.
|
|
|
c.
|
needs assessment, advocacy, and empowerment.
|
|
|
d.
|
analysis, advocacy, and empowerment.
|
|
ANSWER:
|
d
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Understand What Constitutes Policy Practice
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.01
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/21/2017 4:55 AM
|
|
DATE MODIFIED:
|
2/21/2017 4:56 AM
|
|
|
20. In social work, individual
practice seeks to change individuals, while policy practice focuses on
changing policy.
|
ANSWER:
|
True
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Understand What Constitutes Policy Practice
|
|
QUESTION TYPE:
|
True / False
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.01
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/21/2017 4:56 AM
|
|
DATE MODIFIED:
|
2/27/2017 9:53 PM
|
|
|
21. Under the Conable election, a
non-profit organization may not attempt to influence legislation.
|
ANSWER:
|
False
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Understand Legal Considerations That Affect Policy
Practice
|
|
QUESTION TYPE:
|
True / False
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.06
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/21/2017 5:17 AM
|
|
DATE MODIFIED:
|
2/21/2017 5:18 AM
|
|
|
22. In most states, a 501(c) (3)
organization that attempts to influence legislation will lose its tax-exempt
status.
|
ANSWER:
|
False
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Understand Legal Considerations That Affect Policy
Practice
|
|
QUESTION TYPE:
|
True / False
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.06
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/21/2017 5:18 AM
|
|
DATE MODIFIED:
|
2/21/2017 5:48 AM
|
|
|
23. Communications research
suggests that examples are generally less effective than statistics.
|
ANSWER:
|
False
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Practice Effective Advocacy
|
|
QUESTION TYPE:
|
True / False
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/21/2017 5:49 AM
|
|
DATE MODIFIED:
|
2/21/2017 5:50 AM
|
|
|
24. A social work advocate who
describes her credentials and experience is trying to persuade using ethos.
|
ANSWER:
|
True
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Practice Effective Advocacy
|
|
QUESTION TYPE:
|
True / False
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/21/2017 5:50 AM
|
|
DATE MODIFIED:
|
2/21/2017 5:51 AM
|
|
|
25. The three frameworks for
conducting policy analysis are rational, ethos, and critical.
|
ANSWER:
|
False
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Conduct an Effective Policy Analysis
|
|
QUESTION TYPE:
|
True / False
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.02
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
|
|
DATE CREATED:
|
2/21/2017 5:51 AM
|
|
DATE MODIFIED:
|
2/27/2017 9:54 PM
|
|
|
26. Define the following terms:
pathos, logos, ethos.
|
ANSWER:
|
Pathos: reason based on passion or emotions; Logos:
reason based on content and logic; Ethos: reason based on the character and
merits of the speaker
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Practice Effective Advocacy
|
|
QUESTION TYPE:
|
Essay
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/21/2017 5:53 AM
|
|
DATE MODIFIED:
|
2/21/2017 5:54 AM
|
|
|
27. What is the role of a social
work advocate in the “marketplace of ideas”?
|
ANSWER:
|
(Possible Answer): The marketplace of ideas works
effectively only if all voices are heard and all arguments responsibly
prepared. The task of social work advocates is to ensure that the voices of
the vulnerable are heard, and to present their arguments responsibly.
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Chapter Introduction
|
|
QUESTION TYPE:
|
Essay
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.05
|
|
ACCREDITING STANDARDS:
|
EPAS: 1a, 6b, 8d
|
|
DATE CREATED:
|
2/21/2017 5:54 AM
|
|
DATE MODIFIED:
|
2/21/2017 5:55 AM
|
|
|
28. How does Ezell define
advocacy?
|
ANSWER:
|
“…purposive efforts to change specific existing or
proposed policies or practices on behalf of or with a specific client or
group of clients.”
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Practice Effective Advocacy
|
|
QUESTION TYPE:
|
Essay
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/21/2017 6:00 AM
|
|
DATE MODIFIED:
|
2/21/2017 6:06 AM
|
|
|
29. Explain why reciprocity has
been called “the glue that holds society together.”
|
ANSWER:
|
(Possible Answer): In the exchange of favors,
relationships are established.
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Practice Effective Advocacy
|
|
QUESTION TYPE:
|
Essay
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/21/2017 6:06 AM
|
|
DATE MODIFIED:
|
2/21/2017 6:07 AM
|
|
|
30. David Gil urges social workers
to question contextual factors that most people take for granted. What does
he mean by this advice? Give an example.
|
ANSWER:
|
Possible answer: He means that we need to challenge
“truths” that are used to constrain policy options. For example, in many
states there is a general assumption that taxes must never go up, or that
corporate tax loopholes cannot be closed. In questioning these assumptions,
advocates may identify new revenue sources for human services. (p. 96)
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Closing Reflections
|
|
QUESTION TYPE:
|
Essay
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.03.06
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/21/2017 6:46 AM
|
|
DATE MODIFIED:
|
2/21/2017 6:47 AM
|
|
|
Chapter_05__Poverty_and_Inequality
1. The Federal Poverty Threshold is based on the
expectation that a family will spend about _____ of its income on food.
|
|
a.
|
1/2
|
|
|
b.
|
1/4
|
|
|
c.
|
1/3
|
|
|
d.
|
1/8
|
|
ANSWER:
|
c
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Discuss How Poverty Has Been Defined and Understand the
Implications of Various Approaches to Its Definition
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.01
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 4:19 AM
|
|
DATE MODIFIED:
|
2/27/2017 10:26 PM
|
|
|
2. Those who argue that the federal
poverty threshold underestimates hardship say
|
|
a.
|
the multiplier used to determine the threshold as three
times the cost of food is too low.
|
|
|
b.
|
the Economy Food Plan requires too much knowledge and
effort to implement.
|
|
|
c.
|
it is not based on the long-term needs of a family.
|
|
|
d.
|
all of these.
|
|
ANSWER:
|
d
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Discuss How Poverty Has Been Defined and Understand the
Implications of Various Approaches to Its Definition
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.01
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 4:22 AM
|
|
DATE MODIFIED:
|
2/22/2017 4:23 AM
|
|
|
3. The primary argument in support
of the idea that the federal poverty threshold overestimates hardship is
|
|
a.
|
in the United States, anyone with initiative can avoid
poverty.
|
|
|
b.
|
the threshold should take into account the in-kind
benefits received by the poor.
|
|
|
c.
|
welfare provides sufficient income to raise families out
of poverty.
|
|
|
d.
|
all of these.
|
|
ANSWER:
|
b
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Discuss How Poverty Has Been Defined and Understand the
Implications of Various Approaches to Its Definition
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.01
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 4:24 AM
|
|
DATE MODIFIED:
|
2/22/2017 4:25 AM
|
|
|
4. The principle of “less
eligibility” stems from the view that
|
|
a.
|
poverty motivates people to work.
|
|
|
b.
|
without the threat of poverty, factories would be unable
to find workers.
|
|
|
c.
|
people who get relief should not be paid as well as the
lowest-paid worker.
|
|
|
d.
|
all of these.
|
|
ANSWER:
|
d
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Understand the Values and Beliefs That Inform American
Policies Toward the Poor
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.02
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
|
|
DATE CREATED:
|
2/22/2017 4:26 AM
|
|
DATE MODIFIED:
|
2/22/2017 4:27 AM
|
|
|
5. A person who argues that
poverty can be eliminated through skills education and job training is using
a ________ explanation of poverty.
|
|
a.
|
culture of poverty
|
|
|
b.
|
restricted opportunities
|
|
|
c.
|
human capital
|
|
|
d.
|
personal failings
|
|
ANSWER:
|
c
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Understand the Values and Beliefs That Inform American
Policies Toward the Poor
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.02
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
|
|
DATE CREATED:
|
2/22/2017 4:46 AM
|
|
DATE MODIFIED:
|
2/28/2017 3:26 PM
|
|
|
6. A person who believed the
“pauperization” argument would be strongly opposed to
|
|
a.
|
giving cash relief to the poor.
|
|
|
b.
|
civil rights legislation.
|
|
|
c.
|
Lyndon Johnson’s War on Poverty.
|
|
|
d.
|
providing education or training to end poverty.
|
|
ANSWER:
|
a
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Understand the Values and Beliefs That Inform American Policies
Toward the Poor
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.02
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
|
|
DATE CREATED:
|
2/22/2017 4:48 AM
|
|
DATE MODIFIED:
|
2/22/2017 4:49 AM
|
|
|
7. In England, the Statute of
Labourers passed in 1348 was a response to
|
|
a.
|
a growing population on relief.
|
|
|
b.
|
a change of government.
|
|
|
c.
|
an economic downturn.
|
|
|
d.
|
a labor shortage.
|
|
ANSWER:
|
d
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Become Familiar with the History of Poverty
Interventions in the United States
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 4:49 AM
|
|
DATE MODIFIED:
|
2/22/2017 4:52 AM
|
|
|
8. In the colonial period, the
principle of local responsibility meant
|
|
a.
|
residents turned to local authorities for relief from
poverty.
|
|
|
b.
|
the “unsettled poor” had no place to turn for relief.
|
|
|
c.
|
strict residency requirements were in place, to be
eligible for relief.
|
|
|
d.
|
all of these.
|
|
ANSWER:
|
c
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Become Familiar with the History of Poverty
Interventions in the United States
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 4:52 AM
|
|
DATE MODIFIED:
|
2/27/2017 10:32 PM
|
|
|
9. President Andrew Johnson
opposed the continued operation of the Freedman’s Bureau because he thought
|
|
a.
|
it was too costly.
|
|
|
b.
|
it was ineffective.
|
|
|
c.
|
it was unconstitutional.
|
|
|
d.
|
all of these.
|
|
ANSWER:
|
c
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Become Familiar with the History of Poverty Interventions
in the United States
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 4:54 AM
|
|
DATE MODIFIED:
|
2/22/2017 4:59 AM
|
|
|
10. Proponents of the Charity
Organization Societies (COS) believed
|
|
a.
|
it was important to make voluntary relief efforts more
scientific.
|
|
|
b.
|
poverty could be reduced through moral education of the
worthy poor.
|
|
|
c.
|
the poor had to be taught how to read and write.
|
|
|
d.
|
both that it was important to make voluntary relief
efforts more scientific and that poverty could be reduced through
moral education of the worthy poor.
|
|
ANSWER:
|
c
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Become Familiar with the History of Poverty
Interventions in the United States
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 4:59 AM
|
|
DATE MODIFIED:
|
2/27/2017 10:33 PM
|
|
|
11. Jane Addams was a leader in
|
|
a.
|
the Settlement House movement.
|
|
|
b.
|
the COS movement.
|
|
|
c.
|
the administration of public relief for the poor.
|
|
|
d.
|
all of these.
|
|
ANSWER:
|
a
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Become Familiar with the History of Poverty
Interventions in the United States
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 5:01 AM
|
|
DATE MODIFIED:
|
2/22/2017 5:02 AM
|
|
|
12. The federal program known as
Aid to Dependent Children
|
|
a.
|
was part of the 1935 Social Security Act.
|
|
|
b.
|
provided federal assistance directly to widows and their
children.
|
|
|
c.
|
was the result of advocacy efforts by social workers.
|
|
|
d.
|
all of these.
|
|
ANSWER:
|
a
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Become Familiar with the History of Poverty
Interventions in the United States
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 5:02 AM
|
|
DATE MODIFIED:
|
2/22/2017 5:04 AM
|
|
|
13. In Regulating the Poor,
Piven and Cloward argued
|
|
a.
|
that expanded relief efforts created dependency.
|
|
|
b.
|
that public relief efforts supported an oppressive
economic structure.
|
|
|
c.
|
that poverty and addiction were closely related.
|
|
|
d.
|
all of these.
|
|
ANSWER:
|
b
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Become Familiar with the History of Poverty
Interventions in the United States
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 5:04 AM
|
|
DATE MODIFIED:
|
2/22/2017 5:15 AM
|
|
|
14. Nixon’s “Family Assistance
Plan”
|
|
a.
|
drew opposition from social workers.
|
|
|
b.
|
converted AFDC to a block grant program.
|
|
|
c.
|
would have lowered AFDC benefits in the North.
|
|
|
d.
|
all of these.
|
|
ANSWER:
|
a
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Become Familiar with the History of Poverty
Interventions in the United States
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 5:15 AM
|
|
DATE MODIFIED:
|
2/27/2017 10:34 PM
|
|
|
15. The Family Welfare Reform Act
signed by President Reagan
|
|
a.
|
provided a guaranteed minimum income for all Americans.
|
|
|
b.
|
required welfare recipients to go to work or pursue job
training.
|
|
|
c.
|
allowed states the option of establishing AFDC-UP
programs.
|
|
|
d.
|
all of these.
|
|
ANSWER:
|
b
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Become Familiar with the History of Poverty
Interventions in the United States
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 5:17 AM
|
|
DATE MODIFIED:
|
2/22/2017 5:18 AM
|
|
|
16. The Section 8 housing program
|
|
a.
|
provides loans for the construction of low-income
housing.
|
|
|
b.
|
provides rent vouchers for low-income families.
|
|
|
c.
|
offers housing assistance to the aged, blind, or
disabled.
|
|
|
d.
|
was eliminated in the 1996 welfare reform legislation.
|
|
ANSWER:
|
b
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Describe Contemporary Issues Affecting Key Programs That
Serve America’s Poor
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.04
|
|
ACCREDITING STANDARDS:
|
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 5:19 AM
|
|
DATE MODIFIED:
|
2/22/2017 5:20 AM
|
|
|
17. Most Medicaid expenditures are
used for
|
|
a.
|
the care of low-income children.
|
|
|
b.
|
the care of low-income families.
|
|
|
c.
|
the care of low-income disabled and elderly.
|
|
|
d.
|
the care of low-income adults and their families.
|
|
ANSWER:
|
c
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Describe Contemporary Issues Affecting Key Programs That
Serve America’s Poor
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.04
|
|
ACCREDITING STANDARDS:
|
EPAS: 8d
|
|
DATE CREATED:
|
2/22/2017 5:20 AM
|
|
DATE MODIFIED:
|
2/22/2017 5:21 AM
|
|
|
18. Estimates of the extent of
homelessness based on a point-in-time approach are typically _________ than
those based on a period-prevalence approach.
|
|
a.
|
higher than
|
|
|
b.
|
lower than
|
|
|
c.
|
about the same as
|
|
|
d.
|
varied by location: rural vs. urban and by state
|
|
ANSWER:
|
b
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Understand the Secondary Risks Associated with Poverty
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.06
|
|
ACCREDITING STANDARDS:
|
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 5:22 AM
|
|
DATE MODIFIED:
|
2/22/2017 5:23 AM
|
|
|
19. During the 1990s, the
fastest-growing population of homeless Americans was
|
|
a.
|
single adult men.
|
|
|
b.
|
single adult women
|
|
|
c.
|
families with children.
|
|
|
d.
|
the elderly.
|
|
ANSWER:
|
c
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Understand the Secondary Risks Associated with Poverty
|
|
QUESTION TYPE:
|
Multiple Choice
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.06
|
|
ACCREDITING STANDARDS:
|
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 5:40 AM
|
|
DATE MODIFIED:
|
2/22/2017 5:41 AM
|
|
|
20. Under the Personal
Responsibility and Work Opportunity Reconciliation Act, AFDC, Food Stamps,
and Medicaid were converted from federal entitlements to block grants to the
states.
|
ANSWER:
|
False
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Become Familiar with the History of Poverty
Interventions in the United States
|
|
QUESTION TYPE:
|
True / False
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.03
|
|
ACCREDITING STANDARDS:
|
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 5:41 AM
|
|
DATE MODIFIED:
|
2/22/2017 5:42 AM
|
|
|
21. In 2011, more than half of
Americans with incomes below poverty received food stamps.
|
ANSWER:
|
False
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Describe Contemporary Issues Affecting Key Programs That
Serve America’s Poor
|
|
QUESTION TYPE:
|
True / False
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.04
|
|
ACCREDITING STANDARDS:
|
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 5:42 AM
|
|
DATE MODIFIED:
|
2/22/2017 6:09 AM
|
|
|
22. In the U.S., more money is
lost through welfare fraud than tax evasion and health insurance fraud
combined.
|
ANSWER:
|
False
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Understand the Secondary Risks Associated with Poverty
|
|
QUESTION TYPE:
|
True / False
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.06
|
|
ACCREDITING STANDARDS:
|
EPAS: 5c
|
|
DATE CREATED:
|
2/22/2017 6:11 AM
|
|
DATE MODIFIED:
|
2/22/2017 6:12 AM
|
|
|
23. The Federal Poverty Threshold
is an absolute measure of inequality.
|
ANSWER:
|
False
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Discuss How Poverty Has Been Defined; Understand the
Implications of Various Approaches to Its Definition
|
|
QUESTION TYPE:
|
True / False
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.01
|
|
ACCREDITING STANDARDS:
|
EPASAS: 3a
EPASAS: 5c
|
|
DATE CREATED:
|
2/22/2017 6:12 AM
|
|
DATE MODIFIED:
|
2/22/2017 6:13 AM
|
|
|
24. Early Christian relief efforts
were based in part on the belief that providing charity was good for the
rich.
|
ANSWER:
|
True
|
|
POINTS:
|
1
|
|
REFERENCES:
|
Understand the Values and Beliefs That Inform American
Policies Toward the Poor
|
|
QUESTION TYPE:
|
True / False
|
|
HAS VARIABLES:
|
False
|
|
LEARNING OBJECTIVES:
|
FOUNDA.BARU.18.05.02
|
|
ACCREDITING STANDARDS:
|
EPAS: 3a
|
|
DATE CREATED:
|
2/22/2017 6:13 AM
|
|
DATE MODIFIED:
|
2/22/2017 6:14 AM
|
|
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