Competing Interests in Public Policy, sociology homework help

Contemporary public policy often is the result of a complex series of interactions among a large group of actors. Legislative bodies and government agencies are important players in policy formulation and implementation; however, they are not the only entities involved. There is a multitude of interested parties that may be involved in a public policy issue. For example, education policy issues might involve National Departments of Education, local departments of education, local school boards, teachers, and parents. In addition, there may be other competing interests such as church groups, atheist groups, or publishing groups, which believe that certain subjects should or should not be taught in schools. The interaction among interested parties—referred to as and considered to be competing interests—may be harmonious or conflicting, but their collective involvement in the policy network may have a major effect on outcomes of public policy.

To prepare for this Discussion:

  • Review the article “Using Collaboration as a Governance Strategy: Lessons from Six Watershed Management Programs” in this week’s Learning Resources. Think about how competing interests might collaborate in order to influence the formulation of public policy.
  • Select an issue related to your specialization or one with which you are familiar. Identify competing interests related to your chosen issue.
  • Think about the role that competing interests might play in advocating and formulating public policy related to the issue you selected.

With these thoughts in mind:

Write a brief description of the issue you selected and the competing interests involved. Then, explain the role that the competing interests play in advocating and formulating public policy related to your particular issue.

If you live outside the United States, analyze a policy issue in your country along with the competing interests that help shape it.

Be sure to support your postings and responses with specific references to the Learning Resources while adhering strictly to APA style of referencing.


  • Imperial, M. T. (2005). Using collaboration as a governance strategy: Lessons from six watershed management programs.Administration and Society, 37(3), 281–320.
    Retrieved from the Walden Library databases.
  • Klijn, E. H. (1996). Analyzing and managing policy processes in complex networks: A theoretical examination of the concept policy network and its problems.Administration and Society, 28(1), 90–119.
    Retrieved from the Walden Library databases.
  • Stich, B., & Miller, C. R. (2008). Using the advocacy coalition framework to understand freight transportation policy change.Public Works Management Policy,13(1), 62–74.
    Retrieved from the Walden Library databases.
  • Thatcher, M. (1998).The development of policy network analyses: From modest origins to overarching frameworks.Journal of Theoretical Politics,10(4), 389–416.
    The development of policy network analyses: From modest origins to overarching frameworks by Thatcher, M., in theJournal of Theoretical Politics, 10(4). Copyright 1998 by Sage Publications Inc. Journals. Reprinted by permission of Sage Publications Inc. Journals via the Copyright Clearance Center.
  • Castells, M. (2005). The network society: From knowledge to policy. In M. Castells, & G. Cardoso (Eds.),The network society: From knowledge to policy. Washington, DC: The Center for Transatlantic Relations. Retrieved from
    %2Fscholar%3Fstart%3D30%26q%3Dpolicy%2Bnetwork%26hl%3Den% 26as_sdt%3D0%2C11#search=%22policy%20network%22

    Note:You can also use Google Scholar and search forPolicy Network.


  • Laureate Education (Producer). (2014b).Competing interests and policy networks[Audio file]. Baltimore, MD: Author.

    In this media piece, subject-matter experts discuss the interests and perspectives of various interest groups.

Optional Resources

  • Pappi, F. U., & Henning, C. H. C. A. (1998). Policy networks: More than a metaphor?Journal of Theoretical Politics,10(4), 553–575.
  • Zafonte, M., & Sabatier, P. (1998). Shared beliefs and imposed interdependencies as determinants of ally networks in overlapping subsystems.Journal of Theoretical Politics, 10(4), 473–505.

PSY350: Physiological Psychology Assignment

Selection of Final Project Topic

This assignment is an analysis of a selected neuropsychological disorder. This topic choice will be used to complete the Week One Assignment (Topic Selection), Week Two Assignment (Outline of Final Project), and the Week Five Assignment (Final Project).  Select a neuropsychological disorder for comprehensive analysis from the following list, based on the Diagnostic and Statistical Manual 5 (DSM-5):

  1. Bipolar disorder-type II (Type 2)

In keeping with the focus of this class, the emphasis of your paper will be on the neuroscience aspects of the disorder, to include:

  • Theories of etiology (causes)
  • Associated factors in development of the disorder (genetic, environmental, familial, lifestyle)
  • Pathology (abnormalities of physical structure and function, including genetic and biochemical aspects)
  • Treatment options (pharmacologic and nonpharmacologic, with rationales for use based on current understanding of the disorder)
  • Diagnostic and research technologies employed in clinical diagnosis, care, and basic science research  

Your research will include two to three peer-reviewed sources that provide evidence-based information regarding the biologic and psychological features of the disorder. Refer to the Final Project guidelines, which can be found in Week Five of your online course or in the “Components of Course Evaluation” section of this guide, for more details on the components that should be included in this analysis   

Writing the Selection of Final Project Topic

The Assignment:

  1. Must be two to three double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
  2. Must include a title page with the following:
    1. Title of paper
    2. Student’s name
    3. Course name and number
    4. Instructor’s name
    5. Date submitted
  3. Must describe the key aspects of the disorder that will be elaborated on in your Final Project.
  4. Must state why you have chosen to critique this disorder.
  5. Must incorporate in-text citations from your sources to support your discussion.
  6. You may reference your textbook and other required materials from the course; however, these will not fulfill the resource requirements.
  7. Must use at least two to three scholarly sources that were published within the last five years and retrieved from the Ashford University Library.
  8. Must document all sources in APA style, as outlined in the Ashford Writing Center.
  9. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Ce

POL 110 US Government Week 6 Question 1

Who are some of the more powerful interest groups? What do they want from Congressmen, presidents and government officials in return for their money and support.What kind of activities can interest groups and lobbyists do to persuade the government to pass legislation in their interests, or to get the people to elect their preferred politicians into office?

LASA 1: Taking Action

LASA 1: Taking Action

In this course, you have been introduced to ethics, social problems, and social policy. This assignment will prompt action from you to help resolve a social issue. You must learn about a problem, find a piece of legislation addressing your concern, and act to help solve the problem.

Using the textbook, the Argosy University online library resources, and the Internet, do the following:

1. Identify the Problem

Select and research a social issue based on the course readings or personal interest.

Then, address the following:

  • Define and describe the social issue in detail using a variety of relevant outside sources.
  • Explain the social context of the social issue.
  • Identify and describe ethical concerns related to the social issue.
  • Determine what population is most impacted by the social issue.

2. Find the Legislation

Use credible government sources to find and learn about a piece of legislation related to your chosen social problem or issue.

Then, address the following:

  • Explain how the piece of current legislation relates to the social problem or issue. Make sure you provide a description of the piece of legislation.

3. Write an Advocacy Letter

In order to help resolve the social issue, you must take action. Identify your elected representative(s) and find their contact and e-mail addresses.

Write an advocacy letter regarding the piece of legislation and your support of or opposition to it.

The purpose of an advocacy letter is to support or oppose the legislation that affects a social issue of concern to you. This letter is a way for representatives to stay in touch with the constituents they represent. The letter consists of a brief introduction identifying and addressing the social issue of concern (through personal experience, if applicable), an identification of the piece of current legislation that addresses your chosen issue, and your request advocating your representative to support or oppose the legislation.

Be sure to address the following in your letter:

  • Identify the purpose of your letter.
  • Identify House bill (HR) or Senate bill (S) number of the legislation.
  • Briefly summarize the social problem or issue.
  • Explain the importance of the legislation as it relates to your issue.
  • Advocate for or against the legislation in a knowledgeable and respectful tone. This includes the following:
    • Evaluating the proposed impact of the legislation on target population
    • Proposing possible ways the legislation can influence the social problem or issue

Download and review samples of advocacy letters. Use either of the sample letters as a template for your own letter.

Write a 3–5-page report in Word format that begins with an Advocacy Letter followed by a supporting report of 3–5-pages. Apply APA standards to citation of sources.

Analysis of connection between article’s main points and description, philosophy homework help

Write a review of the attached article that includes the following elements:

1. Summary of Article

2. Analysis of connection between article’s main points and description of interpretation and exegesis in unit lesson

3. Evaluation of the article’s conclusion and supporting reasons

The paper should be at least two (2) pages, not including the title or references pages. APA formatting must be used



“Stress In Your Life” Please respond to the following:

  • Select one (1) stressful event in your life. From the e-Activity, discuss how psychosocial stressors related to this event can interact with your behavioral risk factors and how this, in turn, can lead to chronic health problems. Note: Discussion responses may include information from your personal life, discussion about your friends’ or family members’ lives, or examples from life in general. You are not required to solely use personal examples if you are not comfortable doing so.

Drama Analysis Paper (500 words or more, MLA style)

The Play is “A Dollhouse” by Henrik Ibsen. The paper has to be 500 words or more. MLA style. No outside sources not even a reference to another source, just the website or book where you read the play. Have to use your own thoughts and your ideas, and there must be in-text citations from the play to explain your thesis and topic sentences. Also need to have an outline included that has the thesis statement and topic sentences, and the thesis statement and topic sentences must be included in the paper as well. the outline must be on a seperate page, and include a work cited page.

Americans have a great deal of distrust for the government, history homework help

As we discussed in class, Americans have a great deal of distrust for the government. What do you think are the most important reasons for low public trust in government.? How could public trust in government be increased? Provide specific examples if possible.

180 word reponse is needed.

main purpose of the Hajj in the Muslim faith, assignment help

Describe the main purpose of the Hajj in the Muslim faith, and identify two (2) specific aspects of the Hajj that you find fascinating or significant. Next, explain the association between Muhammad and the area of the Dome of the Rock in Jerusalem. Lastly, describe the sacred art of Islam’s key qualities, and explain the fundamental reasons why Muslim artists of sacred works are reluctant to include images of humans.


Chapter Two Synthesis

Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator. Please respond fully to four of the eight scenarios listed. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate. Your finished paper must include a title page and reference page and should not exceed seven pages.

  1. James is a first year English teacher in a low-income high school outside of a major metropolitan area. His students are of diverse backgrounds and equally diverse learning styles. As part of his opening unit, he is preparing to teach his class about the tools that authors use to make their writing more engaging. He decides to focus on symbolism, metaphor, and simile. He has already developed a vocabulary handout that defines each word and includes examples, but when he does an initial check for understanding he finds that most of his students are lost. Specifically, he finds that his students are having a hard time understanding what a comparison is. This makes the concepts of simile and metaphor impossible to comprehend. James decides to design a 45 minute lesson that clarifies for students what comparing is.
    1. How might James structure his 45-minute lesson to include elements of visual, auditory, and kinesthetic learning?
    2. What methods can James use to check for comprehension once the lesson is complete?
    3. How might he follow up in ensuing class periods as a continued check of comprehension and to remediate students who may still not understand?
  2. Sean teaches an art class in a public elementary school near Chicago. Many of his students come from difficult circumstances and he has worked hard to make his lessons engaging and accessible for a diverse group of learners. Still, he finds it is difficult sometimes to contain the boundless energy of 2nd and 3rd graders. Recently, he has been frustrated with off-task behavior such as talking, moving around the room, and horseplay. This is particularly a concern since his classroom has expensive and breakable art supplies. A colleague suggests to Sean that he try channeling the energy by including aspects of kinesthetic learning in his room. He decides to plan kinesthetic movement into his next unit which is focused on clay sculpting. Specifically, he wants students to be able to correctly sculpt a small human figure in the act of running.
  3. Describe a three lesson sequence that would allow Sean to include kinesthetic, visual, and auditory learning in his sculpting unit.

How can he structure the kinesthetic elements of his lesson in a way that makes his expectations and guidelines for the exercise clear?Beyond the kinesthetic movement associated with sculpting, how might Sean use the energy and movement of his students to aid in student learning during the unit?Sarah is a 7th grade math teacher at a small middle school that serves a farming community. She has worked at the school for four years and has learned that it is a community that thrives on three things: family, farming, and football. Every boy growing up in town has aspirations of varsity football glory, but most will end up spending their lives working the family farm. Walking into her third period class on the first day of school, she finds herself faced by 18 rambunctious teenagers. Even scarier, 15 of them are boys. As she begins the year, Sarah wants to grab her students’ attention by providing an engaging introduction to the practical value of math. Her first unit of the year introduces the adding and subtracting of fractions and she wants to build on the knowledge her students already have acquired, both in and out of school.Give an example of a specific strategy that Sarah can use to activate the prior knowledge existing in her classroom and steps she can take to implement it.
What other resources might Sarah use to gain a further understanding of the existing knowledge base of her students?How might she combine what she knows about her students and the community with her unit focus (fractions) in a way that immediately engages the class?Megan recently accepted a job as a first year kindergarten teacher in a community that is primarily Hispanic. A majority of her students are second language learners and many have parents who do not speak English. Megan has never spoken a second language, ignoring two years of high school French that left her conversational but not very confident. She is worried and anxious about how best to bridge the language gap in her classroom. As she prepares for her first year as a teacher, she wants to be sure she does as much as possible to help make the transition easier and to facilitate clear communication between her and her students/their parents.What initial steps can Megan take in order to determine what level of language capabilities her students have? What resources can she use to help her?
What strategies can she use on the first day of class to help determine the interests of the students in her classroom?How can she include aspects of her students’ language and culture in her plans for the school year?Steve is in the middle of his tenth year as an honors high school social studies teacher. As part of a unit on the Vietnam War, he is having his students read The Things They Carried, a Vietnam-focused novel. His specific interest is in conveying to students the social, economic, and cultural influence that the war had on people at home. As a culminating assignment to the three-week unit, he asks students to create a portfolio comprised of a number of smaller assignments that are to be completed during the reading. The portfolio is to include a journal entry written as one of the book’s characters, a photograph of one scene from the book, a letter home written by one of the characters, and five reading logs completed at various points during the reading. Steve wants to ensure that his students stay on track during the assignment and that they are not allowed to procrastinate and finish the assignment at the last minute.How can Steve structure the assignment so as to ensure students are completing the elements of the portfolio throughout their reading of the book?
What responsibilities does he have at the outset in order to ensure his expectations are clear to all students?How might Steve enlist the help of other teachers on campus and parental support at home to help students reach each checkpoint?Eunice teaches 10th grade English in a suburban high school. Her third unit of the school year is focused on the novel To Kill a Mockingbird. It’s a book that she has taught many times, but the last time she did she was less than pleased with the results. As an end of unit assessment, she had students write an essay discussing how one specific character in the novel changes. While she did receive one or two fantastic essays last time around, the majority of her students seemed unable to analyze with the amount of depth she had hoped for. Many of her students ended up with C’s or worse on the essay and in many cases it impacted their overall course grade. This time around, she is hoping to improve results by properly frontloading the assignment and making her expectations more clear. After collecting the essays, Eunice is pleased with the overall organization and the amount of insight provided by the students. Unfortunately, she finds that many students have issues with spelling and grammar that need correcting.In presenting the assignment, what can Eunice do to ensure that her students have a clear understanding of her expectations for the assignment?
How can Eunice use targeted feedback and revision to help remediate those students who struggled most on the assignment?How can Eunice properly recognize those students who contributed exceptional work?Lindsay teaches 12th grade earth science in a large suburban high school in an affluent community near Los Angeles. Virtually all of her students are college-bound and many have taken or are taking AP courses in hopes of getting a head start. While Lindsay enjoys the drive and dedication displayed by her students, over the past few years she has begun to feel that some of them are too focused on their GPA and have started to lose focus on the bigger picture value of an education. For some time, she has wanted to plan a unit with a culminating project that will both give back to their community and encourage lifelong learning in her students. She would like it to find a way to tie it to the final unit of the year which has a focus on California geology and natural resources.Describe one hypothetical culminating project that Lindsay could have her students do and explain specifically how it will reach her goals of a) giving back to the community and b) opening her students to the value of lifelong learning.
What resources might Lindsay pursue in order to augment her community service and learning objectives?What obstacles do you see in planning a large scale project in service to a community?Nancy teaches at a middle school near Baltimore. She has been working for several years as a substitute teacher and teacher’s aide, but this is her first go round as a full time teacher. Prior to the first day of school, Nancy receives a list of three students in her class with Individualized Education Programs. In all three cases, the students are allowed modifications which will allow them extra time on assignments. Nancy’s anxiety is that other students in class will notice and will begin to question why they are treated differently. She wants to avoid a mutiny but also does not want to single out those students who are on IEP’s for fear of embarrassing them. She is also concerned with how the student IEP’s will impact her scheduling and timing.As a first year teacher, what resources should Nancy consult in terms of how best to handle this situation?
Nancy becomes concerned that one student with an IEP does not actually need the accommodations listed or needs additional accommodations. What is the process for reviewing or revising a student’s IEP?Suggest a way in which Nancy can inform the class of the accommodations in a way that does not alienate any of the students in the classroom