NR 506 Week 4 DQ Challenges in Lobbying Strategies

Sample Answer for NR 506 Week 4 DQ Challenges in Lobbying Strategies Included After Question

NR 506 Week 4 DQ Challenges in Lobbying Strategies

NR 506 Week 4 DQ Challenges in Lobbying Strategies

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Week 4: Challenges in Lobbying Strategies

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Discuss the best approach for communicating with your local legislator or policymaker in your policy-priority issue. What is your rationale for this approach?

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Mar 18, 2018Mar 18 at 8:57pm

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A Sample Answer For the Assignment:  NR 506 Week 4 DQ Challenges in Lobbying Strategies

Title: NR 506 Week 4 DQ Challenges in Lobbying Strategies

As far as meeting with local legislators or policymakers, I am sure that the best approach would be trying to find a time to meet face to face with them.  However, due to the current circumstances, I think a telephone call or e-mail may work best. Illinois State Representative, Norine Hammond, is running for re-election this year and the Primary election starts on Tuesday.  I feel that she has much more important things to do for her own success than to take time to meet with me.  Of course, I have never met her, so she could be willing to take the time to sit down and talk, but I will understand if she would rather not due to the timing.  Timing could also be a factor as I am due to have another baby at any time in the next 2 ½ weeks. I would hate to schedule a time to meet with her and then have to back out due to being in the hospital or trying to recover at home.  As I mentioned, if she would meet with me, I would make sure she was aware of my circumstances in case I had to cancel at the last minute.

I think e-mail is less personal of course, but I also think it is much easier for people who have a busy schedule, because it then allows them to respond at their convenience.  With the Primary election beginning this week, Ms. Hammond will definitely be busy.  However, it is said that someone would need to ask six people in person to have the same power of an email with 200 recipients (Bohns, 2017).  For that reason, I would prefer a phone call conversation over an email conversation.  I also think that conversations over email or text can easily be misinterpreted and I think there is great significance in immediate responses as well as changes in voice.  I know for me personally, it is much easier to say “no” in an email than it is on the phone or in person. It is also easier for me to argue my case in person rather than in text form.

Because Ms. Hammond will be helping me out with my class, I will be appreciative of whatever she has to offer.

 

Reference: NR 506 Week 4 DQ Challenges in Lobbying Strategies

Bohns, V. (2017). A face-to-face request is 34 times more successful than an email. Harvard Business Review. Retrieved from: https://hbr.org/2017/04/a-face-to-face-request-is-34-times-more-successful-than-an-email

Mar 22, 2018Mar 22 at 5:10pm

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I liked your post. I think meeting with a state representative that is currently going through a re-election year is interesting. If you could possibly meet with this person face-to-face that would mean so much more than just discussing healthcare policy issues. You could speak about her future election and the implications that may have on her career. The side that she takes on your healthcare policy issue could even play a role into how may vote in the coming election (barring that you are in her district to vote). However, like you stated, having an e-mail conversation can essentially provide you with the proper means of attaining all the information you will need for this class and your healthcare policy issue. Here’s what I found during my research related to e-mail communication with legislators, Results indicate that e-mail is much more useful to communicate with some audiences than others. In particular, legislators in our sample are very likely to see e-mail as a positive development for communicating with constituents and policy insiders with somewhat less positive views on e-mail with intermediary groups” Richardson (2006).

References NR 506 Week 4 DQ Challenges in Lobbying Strategies

Richardson, J. E., & Cooper, C. A. (2006). E-mail Communication and the Policy Process in the State Legislature. Policy Studies Journal34(1), 113-129. doi:10.1111/j.1541-0072.2006.00148.x

 

Mar 23, 2018Mar 23 at 8:02pm

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Phillip and Andrea, email communication is not permitted other than to set up a face-to-face or phone meeting.

Henny

Mar 23, 2018Mar 23 at 7:58pm

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Andrea, I think it is important to go to the meeting with the intent of presenting a well prepared and evidence based policy recommendation based on being a RN and a community member.  Being a student is secondary to this and it is important to go with the idea that you are actually helping her rather than the other way around.  Yes, you are doing this for a school assignment but that doesn’t change the fact that you are an experienced RN with a lot to offer

Edited by Henny Breen on Mar 23 at 8:07pm

Mar 25, 2018Mar 25 at 9:10pm

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Henny,

I was planning on my initial interaction with her being via email. I feel like this gives her an introduction of what I would like to discuss so she is not blind-sided. I do however, feel that to get my points across more a face to face or even phone interaction would be best. In email the personal touch can be lost, and it can often be difficult to decide what is meant by certain comments.

I think your point about me actually helping her instead of the other way around is interesting and a side I had not looked at prior to now. That does make a lot of sense. As a state representative she does technically work on behalf of the people, so it is only fair to us that we have the ability to share our thoughts and concerns with her.  And, as Philip mentioned, talking to her may impact may way of voting depending on her views for my topic.

Mar 18, 2018Mar 18 at 9:29pm

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Communicating with Legislators

Before approaching a policymaker, it is wise to know the background of the person you will be interviewing (Kachel, 2014). You should know what their stance is on the issues you will be discussing (Kachel, 2014). Since my husband works in the Jacksonville North Pulaski School District, I have been able to ask both him and his coworkers about Daniel Gray, the President of the Jacksonville North Pulaski School Board. Mr. Gray is involved in the district’s athletic department, so I feel children and physical activity are important to him. I surmised he would be a good person to speak with since he shares a similar interest in children’s health. By knowing your subject’s background, you will know the best way to explain your policy that will peak interest in your audience (Kachel, 2014). It is important when speaking about your policy that you can show some personal connection to the issue (Kachel, 2014). By showing how this issue affects you, the policymaker will be able to understand your passion and realize the importance of the issue (Kachel, 2014). On the other hand, if someone is presenting a policy and acts as if they have no investment in the issue or could basically care less, why would the policy maker care? Working in an orthopedic unit has allowed me to see what long-term effects childhood obesity can have on adults. Eating habits and physical activity are created as children. If schools implement avenues to address the obesity issue, they can prevent many people from developing medical conditions and even an early death. I feel my current jobsite then provides me with topics I can personally discuss with Mr. Gray. Like any conversation, presenting a policy is going to come across best if it can be done in person (Kachel, 2014); this approach adds a face to the issue. Discussions done by electronic communication can sometimes cause information to get lost in translation or come across differently than the presenter is intending. I plan to contact Mr. Gray via email to

set up a meeting time that is convenient for him. Ideally, I would like to be able to speak with him in person, but a phone call might be the only option. Before the initial meeting, it is helpful to send information on the topic you will be presenting (Kachel, 2014). This step will enable your policy maker to list questions and concerns for the discussion. Sending information before the meeting provides time for the other person to perform his own research on the issue. Likewise, being prepared for the presentation hopefully demonstrates the importance of your issue to your policy maker; it emphasizes the need for supporting your viewpoint. Researching the background on the issue is the first step. To hit a homerun, you must convey the importance of the problem by being well prepared for your presentation.

NR 506 Week 4 DQ Challenges in Lobbying Strategies
NR 506 Week 4 DQ Challenges in Lobbying Strategies

References NR 506 Week 4 DQ Challenges in Lobbying Strategies

KACHEL, D. E. (2014). Communicating with Legislators. School Library Monthly30(5), 8-10.

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NR 506 Week 4 DQ Challenges in Lobbying Strategies Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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