Capstone – new york state paid family leave

Ace your studies with our custom writing services! We've got your back for top grades and timely submissions, so you can say goodbye to the stress. Trust us to get you there!

Order a Similar Paper Order a Different Paper

How can New York State Paid Family Leave be improved?


To: Assembly Member Angelo Santabarbara

xxxxxs, Policy Analyst for Assembly Member Angelo Santabarbara


Subject: How to improve
New York State Paid Family Leave


A recent study conducted by Steinhardt’s Natalie Brito, shows how paid maternal leave is positively associated with infant brain function at three months of age. The study looked at infant electroencephalography (EEG) from a diverse sample of families and found that paid family leave contributes to the physical and mental well-being of both mothers and infants and found that paid leave may support early child cognitive and socioemotional development. (Brito, 2022)

The United States is the only country that does not have a federal policy mandating paid leave for working caregivers. There are currently eleven states that have some sort of paid family leave for their workers, New York State being one of them.

The purpose of this policy analysis is to examine how New York State Paid Family Leave can be improved to better support mothers and their babies. Despite attempts to better New York State paid leave in recent years, many New Yorkers are still excluded from the current policy. After a thorough review of the current policy, alternative recommendations have been made to create a more beneficial policy for all workers in New York State.

Before paid family went into effect, President Bill Clinton signed the Family and Medical Leave Act into federal law in 1993. This bill allowed workers up to 12 weeks of job-protected, unpaid time off to care for and bond with a newborn.

On April 4, 2016, Governor Andrew Cuomo signed into law paid family leave benefits in New York State. The new policy rolled out in phases beginning 2018 and increased in benefits over the following four years. The policy began with eight weeks of leave with up to fifty percent of wage benefits. The policy reached its target level in 2021 with a maximum of 12 weeks of leave and sixty-seven percent wage benefits. (NYS Benefits).

Workers not eligible for paid family leave under this policy include “licensed ministers, priests, or rabbis; persons engaged in teaching capacity for a not-for-profit; and those who work in service as a golf caddy. Although some categories of workers are not automatically covered by Paid Family Leave, such as those listed here, employers can choose to voluntarily cover them.” The minimum time worked requirements to qualify for paid family leave depend on whether workers are full-time or part-time employees. Full-time employees who work a regular schedule for 20 or more hours a week are eligible after 26 consecutive weeks of employment. Part-time employees who work 20 hours or less a week are eligible after working 175 days ( Under NYS Paid Family Leave there are many workers who are excluded from current policies. Workers who are just starting their jobs and those who do not work the qualifying hours weekly.

Workers who are not eligible for paid family leave must choose to take unpaid time off or return to work prematurely after having a child. Studies show evidence of the mental and physical health benefits of having paid parental leave. Even with these studies, the United States remains one of six countries that do not offer paid parental leave for all (American Psychology Association, 2022).

Stakeholder Analysis


NYS Governor Kathy Hochul

Assembly Member Cathy Nolan

Senator Joe Manchin


NYS Governor

Assembly Member


Source of Influence




Explanation of the Problem

Paid leave is needed for all New Yorkers

Current PFL can be improved

All Working Families need PFL after childbirth

Perception of Crisis

Many New Yorkers are excluded from current policy

Current PFL policies should be studied and should make recommendations on how to increase access and remove unintended barriers

Voted against PFL in Bidens Build Back Better Act because he doesn’t feel its long lasting

Proximity to Problem




Ability to Fix Problem




Ends Desired

Have a universal maternity leave policy to include all workers

Have a more inclusive policy

Long-lasting/ cost effective policy

Definition/Measure of Success

Paid Maternity/paternity Leave for all workers

Amount of people eligible for PFL

More people covered under the policy with low cost

Essential to Solution?




Options Specification


Description of Policy Change

The policy should include all workers regardless of time worked and type of employment

Job protection should be expanded to a year

Paid leave needs to be a livable wage

Source of Option Idea

Bidens Build Back Better proposed plan

Maternity leave in the UK

Maternity leave in the UK

Implementation Responsibility

Implemented by Employers

Implemented by Employers

Implemented by the state

Mechanism of Effect

Increased inclusivity

Reduces women entering workforce prematurely

Reduces stress related to income for workers while on leave




Cost will continue to come out of workers’ paychecks like NYS PFL

Legal Requirements

Position of 1st Stakeholder




Position of 2nd Stakeholder




Position of 3rd Stakeholder




Degree of Consensus




Problem Checklist about the Primary Memorandum – add a “1” next to the problem

Exceeds Page Limit

Writing Style: Not professional

Writing Style: Reveals point of view or bias of the author

Writing Style: Not a memorandum to the client

Submission: File names not in correct format

Submission: Student ID not in correct format

Topic: Too large for the assignment

Topic: Does not involve a policy

Topic: Not targeted to a specific agency or organization

Introduction: Introduction does not justify the analysis

Introduction: Does not introduce client or policy analyst

Policy: No policy is identified for revision or for initial development

Organization: Lack of alignment of content of the sections

Client: Is not responsible for decisions about the policy

Question: not clearly specified

Question: does not pose a policy problem

Action Forcing Event not clear in the introduction

Problem Assessment: Policy problem not precisely identified

Problem Assessment: Policy problem not supported with evidence or data

Problem Assessment: Timeline too general, does not set up the policy problem

Literature Review: Generally superficial

Literature Review: Does not cite up-to-date scholarly or professional literature

Literature Review: Does not cite current best practice literature

Literature Review: Does not cite local studies, reports and news articles

Literature Review: Written as an annotated bibliography

Literature Review: too general, not focused on the policy issue raised

Stakeholder Assessment: Not provided in the memorandum

Stakeholder Assessment: Missing important stakeholders

Stakeholder Assessment: Client cannot be the stakeholder

Stakeholder Assessment: Superficial or not clear

Stakeholder Assessment: Missing important analytical dimensions

Stakeholder Assessment: Weak or superficial analysis

Options Specification: Superficial, not clear what the options entail

Options Specification: Options are redundant or overlapping

Options Specification: These are not changes to a policy

Options Assessment: Limited evaluative criteria

Options Assessment: Analysis is superficial

Options Assessment: Recommendation is not supported

Options Assessment: Does not present and assess counter-arguments

Recommendation and Implementation: Conclusion: Not an effective closing summary

Recommendation and Implementation: Recommendation not supported by the Options Assessment

Recommendation and Implementation: Introduced new information in recommendation.

Bibliography: No peer-reviewed journal articles or professional reports.

Bibliography: No best-practice reports or documents

Bibliography: Improper citation form

Problem Checklist about the Executive Summary

Lacks key elements also lacking in the Primary

Document not a summary of the primary memorandum

Exceeds page limit

Headings are not informative

Does not explain the analysis

Unbalanced space allocation for essential elements of the memorandum.

Problem Checklist about the Presentation Slides

Lacks key elements also lacking in the Primary

Style and graphics quality problems

Exceeds page limit

Pictures/Graphics are inappropriate

Pictures/Graphics are distorted or distort the format of the slides.

Detail may be excessive for a presentation

Writing consists of long sentences and paragraphs not bullets and main points

Includes content inappropriate for a slide presentation


MPA Capstone Project Rules
Spring 2020 Version 1.2

1. Purpose

The purpose of the PAD 771 Capstone seminar is for students to demonstrate that they have
successfully mastered skills developed during studies in the MPA program. The student
develops a term project on a policy-related problem in a specific jurisdiction. The problem
selected must be related to the student’s area of specialization. The project submission consists
of three components:

 the project essay which is in the form of a 12-page memorandum,

 a 2-page executive summary in memorandum format, and

 twelve (12) presentation slides to support a presentation of your cover memorandum.

Students are expected to choose a topic for their capstone projects during the initial weeks of
the course, according to a schedule specified in the syllabus for the course section. (The general
parameters for the schedule are set out in the section on “Course Timetables” below.) The
student completes a “Project Definition Worksheet” which the section professor must review
and approve before the student proceeds with further development.

2. Prerequisites

Completing the MPA Qualifying Examination (MPAQE) is a prerequisite to enrolling in the
Capstone Seminar. For information about the MPAQE, see the MPAQE Student Guide, which is
accessible from the MPA Newsletter or the MPA section of the college website. For MPA-PPA
students PAD 715 and PAD 739 are required prerequisites or co-requisites, and for students in
MPA-IO, PAD 715 and PAD 758 are required prerequisites or co-requisites.

3. Learning Objectives:

2.3 Students will conduct a research or policy analysis project.
3.1 Students will demonstrate reading, writing and analytical skills necessary for management
and policy decision-making.
5.1 Students will organize and communicate information by means of oral presentations,
written documents and digital media.

4. Waiver Based on Scholarly Article Accepted for Publication or Major Presentation

Students deemed eligible for candidacy in Pi Alpha Alpha, based on a GPA of 3.85 or above after
18 credits, may qualify for a waiver of the Capstone Course requirement. A waiver eliminates
the requirement of PAD 771 for the student, but not the requirement of 42 credits of graduate


coursework. The waiver may be approved based on a publication or a conference presentation
as defined below.

A student may also qualify by completing a single-authored scholarly article, or a scholarly
article co-authored with an MPA core faculty member, which is accepted for publication in a
peer reviewed journal in public policy and administration. The following journals are approved:
any official journal of the National Association of Schools of Public Affairs and Administration,
the American Society for Public Administration, or the Association for Public Policy Analysis and
Management. Other journals are accepted at the discretion of the Program Directors in
consultation with the Capstone Seminar faculty.

A student may also qualify by presenting a single-authored paper accepted for presentation at a
NASPAA, Association of Inspectors General, or ASPA Conference including chapters of ASPA.
The waiver must be approved, by an MPA Director, in advance of attending the conference, and
documented in the student’s degree completion plan. The student must document that the
paper has been accepted for a conference paper via a conference link or hardcopy conference
session/panel document.

Students seeking to satisfy the capstone requirement though this option should contact one of
the Program Directors as soon as possible, particularly if the student has not yet undertaken or
submitted the paper or article.

5. Instructional Resources

Instructional resources for the capstone course are available at or The resources
include updated version of the rules, medialectures, templates, grading rubric, as well as links
to internet-based resources for students.

The Capstone Template provides a starting point for drafting the Primary Memorandum. The
outline and table formats are provided, and advice is also provided in each section, in italics.
Students should delete the advice after they have followed the advice.

6. Technical Requirements for the Projects

 The submission consists of the executive summary memorandum, the primary
memorandum, and printed versions of the Powerpoint slides. The project must be
submitted as a set of files in a Microsoft Word or Powerpoint format.

 The executive summary is to be no more than 2 pages long. The primary memorandum
is to be no longer than 12 pages long. The presentation submission is to consist of no
more than 12 slides.

 No appendices or attachments are allowed, except for appendices that are included
within the 12-page limit of the primary memorandum.

 The memoranda must be in Times New Roman 12-point font, single spaced within
paragraphs and double spaced between paragraphs.


 The two memoranda must meet memorandum specifications as specified below.

 The Primary Memorandum must also be submitted through Turnitin. The Turnitin
settings for this course will permit the student to submit a project in advance of final
submission for an assessment that is reported only to the student.

 The three files are not to include any identifying information relating to the student. The
student is to select a 6-field number consisting of:

 the right digit of your birthday (if you were both on December 16, the digit is 6;

 the last two digits of your social security or number;

 the last two digits of the phone number you use the most;

 A letter associated with your specialization. The specialization letter codes are :

A. Court Administration
B. Criminal Justice Policy and Administration
C. Emergency Management
D. Human Resources Management
E. Law and Public Management
F. Management and Operations
G. Urban Affairs
H. Fiscal Policy and Oversight
I. Forensic Accounting
J. Organizational Assessment and Monitoring
K. Investigation and Operational Inspection
L. Law and Public Management
M. Justice Policy Analysis
N. International Inspection and Oversight
O. Independent Inspection and Oversight
P. Health Care Inspection and Oversight

 The memoranda should identify you as #####X, using your special number followed by
the letter of your specialization above.

 The files should follow this naming convention, where #####X refers to your special

a. Executive Summary: #####X_exec.pdf
b. Primary Memorandum: #####X_memo.pdf
c. Presentation: #####X_presentation.pdf

 Projects must be submitted in Acrobat PDF format, which provides for greater format
control by the student.

 The student must also submit the Primary Memorandum to, or an
alternate integrity verification service specified by the instructor in Word format so that
it can be evaluated for compliance with JJCCJ integrity policies.

 The student should separately inform his/her faculty member by email of his/her
student number and specialization code. The faculty member will retain the number


Guidance About the Memorandum Format: Memos are a primary form of internal
communication in most organizations, so it is vital that the student understand how to draft
these important documents effectively. Unlike conversations, memos leave a “paper trail,” so
the company can use directives, inquiries, instructions, requests, recommendations, policies
and other reports for future reference. Unlike term papers, these documents are intended not
only to be broadly informative, but also to guide specific decisions and actions in a practical and
immediate context.

For this assignment, each memo must begin with the following heading:

TO: (Insert the title and name of the official to whom the memo is addressed.)
FROM: (Insert your ########X code, and do not include your name, but do include the
job title you assumed in the memorandum, like “Policy Analyst.” )
DATE: (insert the date that the memo is submitted for grading)
SUBJECT: (Insert a 5-6 word title explaining what the memo is about.)

The primary memorandum must be no more than 12 pages long and the executive summary
memorandum must be no more than 2 pages long. Paragraphs must be single-spaced, with
paragraph separations and headings double spaced. The document should be written in a 12-
point font. All margins should be one inch.

Guidance About the Presentation Slide Format: The twelve-slide presentation can be created
using a presentation program such as Powerpoint, or can be created with any other application
that produces an image that can be projected in a presentation. For example, a conventional
word processing program could be used with the paper in landscape mode.

The purpose of your slides is to assist a brief presentation of the results of your project. The
student should assume a presentation that generally supports the content of the 2-page cover
memorandum. An operationalization of the assignment is: If you were reading your executive
summary to a small group, how would us use twelve slides to reinforce and support your

7. Project Topic Specifications

Students are to complete a policy analysis. The following guidance relates to the selection of a

 The project must involve a real agency or organization in a real jurisdiction.

 The project must respond to a problem that can be related to a policy deficiency – a
policy that is incomplete, insufficient, missing, mistaken, unworkable or inappropriate.

 If the policy exists, it must be precisely identified in the primary memorandum. If it does
not exist, the student must identify how the policy would be adopted and codified.

 The topic of the project must be related to the student’s specialization. The faculty
member for the section makes this determination.


 The memorandum must be addressed to a real official, although the official involved
should not be personally named or contacted. For example, a memorandum might be
addressed to a county commissioner, city councilor or state legislator without naming
the person involved.

 The student must frame the project in a question that asked by the official involved, and
the project should produce a response to the question. The question should be included
in the introduction.

 The analysis must be based on real information or data relating to the agency or
organization in the jurisdiction involved.

 The sources of the information or data must be cited. If the information or data is
unpublished, such as information provided based on an interview or information
request, the student must make the information available to the faculty member for the
section involved.

 Students may create original information or data by gathering it. For example, the
student could conduct interviews or measure distances or rate attributes of locations, or
the student could construct estimates of information based on comparable jurisdictions.
The primary memorandum must explain how the information is developed.

 The project must be at a scale that one person with the skills of an MPA student,
working alone, could complete in several weeks. For example, the elimination of the
national debt or the reversal of global warming are projects out of scale for this
assignment. In most cases, projects, issues and programs that are encountered in a local
government in a specific agency or local organization are preferable.

 The student must understand the data and the techniques of analysis involved. For
example, comparing methods used to assess the presence of water on Mars would be
beyond the capability of most MPA students based on what the student has studied.

8. Guidance for Projects

Policy analysts must often define problems for, and recommend solutions to, their superiors. A
policy is a high level statement or plan that defines goals and acceptable approaches to the
achievement of goals. A policy analysis evaluates the goals or the approaches to the goals. A
policy analysis project should include the following elements:

 Introduction
o Identify the action-forcing event.
o Identify the policy question asked by the official you are working for.

 Assessment of the Problem
o Provide an historical background and timeline.
o Define the policy problem.

 Literature Review
o Complete a literature review that includes scholarly articles, professional and

best-practice reports and articles, and reports and articles about how the policy
and problem has been managed in other jurisdictions.

 Stakeholder Analysis


o Develop an environmental scan table that identifies 4-5 people who are official
decision makers, experts and advocates. These are people whose views should
be considered by your client.

o Include at least one stakeholder representing the public interest.
 Options Specification

o Identify the policy strategies and options to be assessed.
o Develop an options specification table.

 Options Analysis
o Explain the analysis to be conducted.
o Collect the information or data.
o Identify legal, ethical, operational and financial constraints that limit strategies

and options.
o Identify legal, ethical, operational or financial implications of your

o Present and explain the results of your analysis in an options analysis table.
o Include at least the following criteria: public interest, ethical compliance,

political feasibility, administrative feasibility, financial feasibility, equity, and

 Recommendation
o Recommend, based on the analysis, a policy strategy or option.
o Identify arguments for and against the policy strategy or option advocated.
o Defend the policy strategy or option advocated.

9. Course Format and Timetables

PAD 771 is a hybrid class, meeting partially in classroom settings and partially online. The
reason for the online component is that a substantial portion of the course is the drafting of the
capstone project, during which there is considerable one-on-one interaction between the
faculty member and each student. The online format facilitates the interaction while assuring
that the faculty member can also offer general advice and announcements to the entire class as
circumstances warrant.

Each course section will have a specific timetable set out in the syllabus for the section
involved. However the following general guidelines apply according to the format of the course.
Campus courses are typically in the 15-week format. West Point program courses are typically
in the 10-week format and summer courses are typically in the 8-week format and never in the
5-week format.

Project Deadline 15-Week Format 10-Week Format 8-Week Format

Topic and Method Selection 2 2 2

Project Definition Approval 4 3 3

Detailed Outline and Tables 6 4 4



Pre-Final Draft Submission 8 5 5

First-Round Project Submission 10 7 6

Second-Round Project Submission 13 9 8

Portfolio Review 14 10 9

Third-Round Project Submission 16 12 10

Students are encouraged to complete preliminary version of the tables for the stakeholder
analysis, options specification and options assessment when the detailed outline is submitted.

10. Grading

Capstone projects are graded blind, using a standard rubric in which points are assigned or
deducted based on specific criteria. The grading rubric is made available to students during the
semester, and is generally available on the Capstone Project Website at

While use of the rubric is intended to promote consistency in grading, there will be variations in
grading decisions by the faculty members grading the submissions. These variations are
appropriate in the review of a complex policy analysis, and are consistent with the variations in
decision-maker support that a policy analysis would achieve in a real-world project.

The following grading rules and processes apply:

 The course is graded on a PASS/FAIL/IN basis, based on the scores assigned in the
assessment of the project submissions.

 A conventional IN grade can be assigned by the faculty member. The rules for satisfying
an IN are explained in a subsequent section of this policy.

 Capstone projects are to be graded by MPA faculty members who are not teaching the
section in which the student is enrolled. Generally, the faculty members who grade
projects are teaching the other capstone sections during the semester involved, or have
taught the capstone course at least once.

 The projects are graded on a scale where the primary memorandum meeting
expectations can receive up to 100 points and the other two components, meeting
expectations, can each receive up to 30 points. An overall total of 130 points is
necessary to pass the overall project.

 If, during the first-round first-reader grading, the student’s project does not achieve at
least 130 points, the project will automatically be assigned to a first-round second-
reader second faculty member will then grade the project. If the second-reader faculty
member assigns 130 points or more, then the student passes. If the second-reader
faculty member does not assign 130 points or more, the student will be informed by the
faculty member teaching the students course section, who will also share both sets of


grading sheets with the student. The student then has the opportunity to make revisions
to the project and resubmit the project for a second-round grading.

 The second-stage grading works like the first one. A second-round first-reader faculty
member grades the project, and it if does not pass a second-round second-reader
faculty member grades the project.

 In summary, for a student to fail at this stage of the course, there will have been two
project submissions and four separate unsatisfactory gradings of the project.

 When a student has failed the first and second rounds of grading, the faculty member
for the student’s section has the discretion to initiate two additional review options:
portfolio review and third-round grading. However, the faculty member must determine
that the student has consistently attended class in accordance with the attendance
expectations set out in the course syllabus for the section, and that even though the
second-round submission failed, that the student made material revisions intended to
be responsive to the comments on the first submission. Students are not automatically
entitled to the additional review options.

 In particular, a student with a very high GPA may not bypass participation in the course
and bypass submission of the project, intending to pass the requirement based on the
portfolio review process. The opportunity for portfolio review must be earned through
effort and attendance.

 The portfolio review process takes into consideration the student’s achievements in the
entire MPA Program curriculum. A designated faculty member who administers the
portfolio review process calculates an alternate score for the student based on the
following rules:

o Primary memorandum: The highest score achieved based on the following: The
highest of the first-round and second-round gradings for this section of the
project, or, up to 3.5 points of the student’s MPA Program GPA, multiplied by 20,
as of the end of the prior semester. For example, a student with a 3.0 GPA could
have a primary memorandum score raised to 60 points.

o Executive summary and presentation: The highest scores achieved based on the
following: The highest of the first-round and second-round gradings for these
section of the project, or, the student’s MPA Program GPA, multiplied by 5, as of
the end of the prior semester. For example, a student with a 3.0 GPA could have
the executive summary and/or the presentation score raised to 15.

o Portfolio Review Passing Score: The minimum passing score on portfolio review
is 120 points.

 The grade of IN should be assigned to students who receive failing grades in the first and
second grading cycles, do not meet the portfolio review eligibility criteria or fail the
portfolio review, and failed the third grading cycle.

 A grade in F should be assigned when a student has plagiarized substantial parts of a


 For students who are taking PAD 771 the first time, an alternative option which the
faculty member can initiate for a failing student is the third round of the grading cycle.
This option is also not an entitlement and requires the same level of substantial
participation as explained above for the portfolio review. The faculty member offer the
student two weeks to resubmit the project for a third reading. The grading is based on
the standard two-faculty-member process, and the portfolio review criteria also apply.

 If the student’s project still receives a failing score, including the portfolio review scores,
then the student receives an IN grade for the course. If the student passes the course,
then the student receives a P.

 If a student receives an IN in the course, the student will be permitted to informally
attend and complete the capstone course one more time, and resubmit the capstone
project to a subsequent class section as explained in the “Incomplete Grades” section
that follows. In either case, the result of the grading in the informally-attended class
section is the basis for resolving the IN in the prior section of PAD 771.

 If the student does not complete the course on the second attempt within one year
following the year following the end on the semester when the IN was assigned, the
student will not be permitted to take the course again and will be dismissed from the
program due to failure to complete the capstone requirement on a timely basis.

11. Resolving Incomplete Grades

The Graduate Bulletin states the following concerning incomplete “IN” grades: “A grade of INC
is given in lieu of a grade only in exceptional circumstances for students who have been doing
satisfactory work and have been unable to complete course requirements. Students who receive
an Incomplete must fulfill their academic obligation within one calendar year of the end of the
semester in which the grade of Incomplete is given. In extraordinary circumstances and with the
approval of the Dean of Graduate Studies or the Assistant Vice President for Enrollment
Management, the time limit may be extended one additional year. Incompletes unresolved in
the above-mentioned time period become permanent entries in students’ records as an
Incomplete (no-credit) and may not be changed thereafter.”

Consistent with this rule, students in PAD 771 who have been doing satisfactory work and who
become unable to complete course requirements may be given an IN grade. The student must
then submit the completed project and submit the project for grading during the regular cycle
of grading in course sections taking place within one year following the year following the end
on the semester when the IN was assigned. The student should contact the faculty member
who assigned the IN grade to arrange for the particular course section in which the project
should be submitted for grading.

For example, if the students receives the IN during the Fall semester, the IN must be resolved
during the next Spring, Summer or Fall semester or the IN grade becomes permanent. A
student may not submit the project to more than one course cycle of grading. For example, the
student receiving an IN in a Fall semester may not submit the project for the first cycle of
grading in the Spring and the second cycle in another course section during the Summer. The


student must pick a course section and resolve the IN within the grading cycle of that course

The result of the grading in the second cycle is the basis for resolving the IN in the prior section
of PAD 771. For example:

 If the student is not enrolled in a new section of PAD 771, and the student passes the
second cycle of gradings, the IN in the prior section of PAD 771 is resolved to a P.

 If the student is not enrolled in a new section of PAD 771 and the student fails the
second cycle of gradings, the prior IN is resolved to an F.

 If the student is enrolled in a new section of PAD 771 and receives a grade of P or F in
the new section, the prior IN becomes a permanent IN because the student cannot
receive credit for taking the same course twice.

 However, if the student in enrolled in a new section of PAD 771 and does not receive a P
or F, the IN in the prior course is resolved to an F due to failure to pass the second cycle
of grading.

Students whose projects fail to pass within one year following the year following the end on the
semester when the IN was assigned are subject to dismissal from the program.

If the student does not submit the capstone project to a second grading cycle within one year
following the year following the end on the semester when the IN was assigned, the IN
becomes permanent and the student is subject to dismissal from the program due to failure to
complete the capstone requirement on a timely basis.

12. Plagiarism

The CUNY Policy on Academic Integrity and the John Jay College Policy on Academic Integrity
apply to the project submissions in this course. The John Jay policy describes plagiarism as

Plagiarism is the act of presenting another person’s ideas, research or writings as your own.
The following are some examples of plagiarism, but by no means is it an exhaustive list:

 Copying another person’s actual words without the use of quotation marks and
attributing the words to their source.

 Presenting another person’s ideas or theories in your own words without
acknowledging the

 Using information that is not common knowledge without acknowledging the source.

 Failing to acknowledge collaborators on homework and laboratory assignments.


 Internet plagiarism includes submitting downloaded term papers or parts of term
paraphrasing or copying information from the Internet without citing the source, and
“cutting and pasting” from various sources without proper attribution.

The primary memorandum must be submitted by the student to the college’s
service or another service selected by the instructor at the same time that the memorandum is
submitted for grading. For PAD 771, the Turnitin settings will permit a student to independently
submit the memorandum more than once to assure that inadvertent plagiarism is not
inaccurately detected.

In the Capstone Seminar, it is permitted to use your own work from previous courses. For
example, you may use a literature review that you previously developed for a term paper in
another course. However, if the work is from a course you are currently enrolled in, be sure you
have permission from the professor in the other course.

Cases of suspected plagiarism in capstone projects submitted for grading, the faculty member
will follow the reporting procedure in the John Jay College Policy on Academic Integrity.

Looking for top-notch essay writing services? We've got you covered! Connect with our writing experts today. Placing your order is easy, taking less than 5 minutes. Click below to get started.

Order a Similar Paper Order a Different Paper