pol 550 Political Parties and Interest Groups

Economic and Student Utility

Structuring a national political campaign that increases education and economic features within a political system

Phillip Mitchell

5/8/2016

This final project provides ways in which student utility and economic success can be achieved by developing accountability tests that generate greater economic benefits inside a political system to reward an educational workforce to produce increase electoral outcomes.

Political campaigns are defined by political attitudes, issues, preferences, and other

identities that help determine how political parties and other groups illustrate particular policy

positions inside a political system. In addition, this means that political campaigns are

educational experiences that increase voter awareness, engagement, and political mobilization to

help shape political objectives and other political cultures in defining a narrative for a campaign.

Moreover, effective campaigns or public policy agendas help create support for political attitudes

and ideas to help increase policy dialogue and development to help form legislative products and

other political forces to produce greater political satisfaction among different communities and

interests to shape policy formation and other defined interests. In sum, this means that political

campaigns are one of the most effective and efficient tools for distributing policy changes and

political attitudes within different policy contexts to help create a more nurturing policy

environment.

For example, educational learning is a major campaign issue focused on within a political

system to help structure educational institutions that administer equitable tests across all schools

to increase literacy skills within a political system. Furthermore, increased literacy scores

determine how well students perform in schools to determine how test standards are applied

inside a political system to accurately measure student achievement. Moreover, student

achievement is the goal of all educational learning activities to help improve the overall civic life

of a political system to help produce a strong representative democracy that illustrates political

attitudes, cultures, and identities to help shape political realignment (party competition) among

political parties to structure policy ideas and goals that increase the political life of the campaign

(Burbank, M.J., Hrebenar, R.J., & Benedict, R.C., 2008, p. 238). In sum, increasing political life

of campaigns produces effective messaging tools in the form of public policy platforms to

generate political support and other traction inside a campaign to help meet political attitude

needs and better define political culture and identities within a political system (Burbank, M.J.,

Hrebenar, R.J., & Benedict, R.C., 2008, p. 238).

For example, educational learning is a key function for how schools administer learning

objectives, subject material, intelligence tests, academic performance, and other testing functions

to determine how students learn and retain information taught to them to measure analytical

skills and other cognitive abilities. Cognitive abilities produce academic indicators for assessing

how grades and other educational-incentives are distributed to create academic success in

secondary and post-secondary institutions. Educational learning assesses student cognitive

abilities and mental competencies to produce strong academic indicators such as academic

performance in terms of defined GPA earned, intelligence prediction, academic achievement,

and other impulsivity assessments that create statistical evidence and data in determining the best

students who achieve academic success and other desired educational goals inside secondary and

post-secondary institutions (Lozano, J.H., et al 2014, p. 63-68). Strong mental competencies and

cognitive tests help produce stronger academic standards and performance in terms of figuring

out stronger students to allow test developers, educators, and administrators create potential

alternative tests to accommodate weaker students to figure out potential cognitive abilities such

as analytical skills that are holding weaker students back; creating a disproportioned

disadvantage to weak students who are already bite by parents with low intelligence scores and

other socio-economic factors which affects the academic success of weaker students with

cognitive ability struggles (Lozano, J.H, et al, 2014, p. 63-68).

Administrative tests create accountability standards for assessing academic performance

and achievement to determine how test scores are developed to determine cognitive frameworks

for how test administrators, educators, teachers, and school officials produce literacy tests and

other amplitude tests that assess writing abilities of students, cognitive skills, mental

competencies, and analytical skills to determine how academic modules are developed. Upon

determining academic modules, academic indicators are created to assess strong academic

achievement while increasing ways to improve test scores and other test values to increase

material learned among students (Rambiritch, A., 2015, p. 26-41). Finally, producing

accountability standards for testing students creates a way to measure how information is learned

among students to define academic success and student achievement among individual students

to produce efficient ways to measure cognitive abilities and analytical skills to assess academic

achievement and other avenues of success inside secondary and post-secondary skills.

Measuring and assessing test standards are keys for illustrating how well administrative

tests structure mental competencies. This means that while no individual state has developed an

accurate way to develop effective ways to measure academic success, it has been shown that

reflective essay prompts and other writing-based tests create the best predictor of academic

success. For example, writing-based tests and reflective essay prompts creates stronger

impulsivity and academic connection to help students structure analytical skills to express

cognitive ideas on paper to create ways in which academic performance, success, and

achievement can be measured in the form of reflective-writing tests to create successful

academic indicators to generate and predict student achievement and other student success inside

academia and professional settings (Lozano, J.H., et al 2014, p. 63-68). Moreover, reflective

essay prompts create better scholarly apparatus for measuring social disciplines and other

theoretical disciplines that require intensive writing and analytical skills to create effective

success in determining how accountable reflective essay prompts can be in producing the skills

in measuring students abilities to produce academic and professional results in strong-writing

based professions such as lawyers, doctors, political scientists, and other social-science

disciplines which use academic literacy tests to help increase student achievement (Rambiritch,

A., 2015, p. 26-41). Finally, strong reflective essay prompts and literacy tests in the form of

analytical tests and amplitude tests allow students the most opportunity to create an efficient way

of expressing ideas which can lead to analytical skills being assessed by placing numerical

values on how students can express their ideas and create ways in which academic performance

and success can be achieved to structure test programs that reflect students strong cognitive

abilities and analytical writing skills to produce academic success inside academic settings and

professional environments for young adults.

A more equitable way of increasing educational achievement is to develop an effective

political campaign that focuses on increasing support for reflective essay prompts, and other

essay tests are the best ways to predict student success because students with strong cognitive

abilities and competencies will score higher on analytical skills tests and other amplitude tests. In

addition, this higher test results campaign will help assess educational gifts while increasing

educational knowledge and influence of children with exceptional learning capacity to generate

academic rewards to reward cognitive abilities within the political system. Moreover, cognitive

frameworks help establish policy goals within a political campaign to help develop political

goals and other predictive measures of performance to assess campaign attitudes and interests

inside political systems to produce effective results. In essence, political attitudes within political

parties can help structure competency knowledge and other realignment support for developing

policy evaluation, development, and implementation measures to create the best opportunity

possible to help achieve increased student success inside a political system.

Established political attitudes help generate successful political campaigns. Successful

political attitudes serve as effective party machines (party organizations) to increase electoral and

policy outcomes to increase tangible political benefits inside a political system. These policy

outcomes help create effective partisan identification (PID) or individual affective attachment in

terms of defining political attitudes and other voter interest initiatives within a campaign (desired

cause) to generate a winning platform (Burbank, M.J., Hrebenar, R.J., & Benedict, R.C., 2008, p.

237). Strong political attitudes and ballot initiatives produce the best results for assessing public

policies in determining their effectiveness in pursuing defined

Political parties and interest groups are important instruments of policy influential tools

that generate support for different socio-economic and political campaigns and views inside

political systems to help create better policy discourse and policy implantation of how an issue

can be addressed to fulfill a political preference or campaign promise crafted by small factions

and other organizational actors inside a political system to generate political capital for a policy.

For example, socio-economic campaigns include major political players, agents, surrogates,

academia professionals, and political scientists who influence policy dialogue and change by

providing normative conclusions on how issues can be framed inside a political system to

increase the support and influence of political parties and advocacy groups inside a political

system. Issues such as education and learning development are keys in producing a functional

political system that is active and civically involved. In sum, different organizational factions in

the form of interest groups (i.e. labor unions, teachers, and nonprofit organizations), political

parties (i.e. Democrats and Republicans), and state-governments (state legislators), policy-

makers (political committees, education committees, educational forums, discussions, and

community events such as PVA meetings), and other policy agents help construct education

policy to serve as a guide for helping create produce better learning environments for children to

grow and develop in.

Supportive environments are the most effective methods for assessing campaign attitudes

and other political interests within a political system. For example, political parties are fueled by

political interests and lobbying functions within representative democracies to furnish policy

debate inside political campaigns and other political functions of organization inside

representative democracy functions and serve as direct agents of influence who lobby for certain

policy views and preferences. These organizational interests help create a greater impulse for

how power can be divided up inside a State to produce effective policy results and create the

greatest good for the greatest number in maximizing policy utility within a political system

(Holyoke, T.T., 2014). In addition, greater policy impulses among minority communities and

economically challenged factions inside political systems allow social capital to be constructed

to figure out how political power can be mobilized to maximize policy utility and policy

hegemony to create a constructive policy approach to influence how wealth and poverty, power

and influence, resources, and impotence are distributed among communities to generate increase

localism to identify social oppressions (Jacobs, G., 2013, p. 501-526). These social oppressions

allow civic engagement and public forums to be created to help illustrate spark civic influence to

help increase social support and community activity for policy changes and policy utility to help

create a more representative version of political capital to help political parties structure policy

outcomes to respond to egalitarian differences in policy (Jacobs, G., 2013, p. 501-526). For

example, Latino’s embrace community based organizations as a form of social construction to

mobilize support for change in policy utility to help more immigrants live better lives in urban

areas to create greater civic and political engagement of immigrants within a political system

(Jacobs, G., 2013, p. 501-526). Greater civic and political engagement creates an institution of

policy change to help influence and mobilize support among political parties, state legislatures,

policymakers, committees, and other policy autonomy forces that influence legislative functions

to help increase policy utility among immigrants to create better lives for them inside political

systems (Jacobs, G., 2013, p. 501-526).

Political systems tend to construct the welfare state as a form of policy utility. This form

of policy utility can be reformed, reconstructed, and transformed to increase greater egalitarian

attributes to help increase educational opportunities among young, poor, and intellectual disabled

students to create better educational environments and well-being environments to help increase

socio-economic status inside political systems to help empower policy derived communities to

increase their power and knowledge within the political system (Tideman, M. & Svensson, O.,

2015). These egalitarian attributes have lead to policy utility goods being increased in the form

of greater advocacy and social institutions being formed to generate more educational services

being distributed among egalitarian stricken communities who are not represented by a national

education policy to create policy discourse and increase awareness for how communities and

welfare states administer education policy (Tideman, M., & Svensson, O., 2015). Organizational

and advocacy groups such as labor unions, trade associations, and other grassroots and lobbying

efforts generate public spheres for civil society politics and discourse to take place creating

avenues for networks and organizing functions to take shape creating social integration for

policy change to take place creating better economic policy for all inside a political system

(Haarstad, H., 2009, p. 169-185). For example, greater civic influence and political power can

create greater union influence inside the political process to help create less inequality and

wealth disparity and more empowerment of indigenous populations such as the less educated to

create effective education policy that helps build economic success and creates ladders of

opportunity for all inside political systems to increase social upward mobility (Haarstad, H.,

2009, p. 169-185). Finally, greater empowerment comes with utilizing political party support in

the form of policy instruments such as unions, economic institutions, social movements, and

other community-based organizations to help influence legislative and political forces to increase

policy utility, educational attainment, and social mobility of different indigenous populations

inside a political system to create policy change and other organizational realignments of how

educational services are allocated to foster increased political capital among less empowered

communities within a political system.

Campaign plans are essential political capital forces within a political system. These

political campaign forces serve as empowerment features to structure key actors to help

implement my campaign plan of a more reflective-essay and writing prompt approach to testing

within all school-settings. These actors include labor unions, heads of states and governments,

economic institutions, unions, community-based organizations, political institutions (Congress,

legislative entities), and community forums are all agents and actors of a comprehensive policy

approach to creating a robust education policy that works for all students. An all-the-above

engagement strategy produces the most effective political campaign possible to help create the

most effective learning environment for children to create maximum policy utility in creating

strong reflective-essay and prompt educational standards within educational settings.

Political campaigns are avenues for political parties, interest groups, and organized

interests to form inside the primary process within a political system to structure political

attitudes to increase electoral success within electoral settings to furnish favorable political

outcomes that reward party competition and public policies that increase the political power and

influence within interest groups. For example, political campaigns have added factional elements

to the political process that has contributed to greater external influence in election cycles and

other political contests which have contributed to greater homogeneity within political parties

allowing ideological factions to polarize political debate leading to primary processes and

presidential elections to be mechanisms of greater influence and political power between

political parties and other organized interests (Lewis, D.C., 2005, p. 1-32). These factional

elements have been instruments of public opinion and policy streams that have created greater

public policy struggles and preferences between political parties to structure campaign platforms

that increase political power and other party influence inside electoral outcomes attributing to

ideological boundaries being drawn creating major policy differences within political parties

(Lewis, D.C., 2005, p. 1-32). Moreover, when ideological boundaries are structured within

political campaigns, political parties tend to become more polarized meaning that policy

alignments, organization resources, advocacy interest networks, and policy outcomes tend to be

nationalized creating different solutions in promoting policy utility and campaign oriented

solutions that focus promoting legislative policies that produce strategic victories (Lewis, D.C.,

2005, p. 1-32). Finally, political campaigns increase legislative and political products as well as

political power and influence inside a political system to structure greater policy action within

political settings contributing to the influence of electoral outcomes leading to Republicans and

Democrats increasing political power within a political system leading to organized interests

being formed to generate winning political campaigns.

National party conservations are ways in which organized interests structure large diverse

policy debates on many topics such as health care, the role of government in regulating economic

activity, wealth distributions and allocation, political influence, civic engagement, and political

attitudes which increase party competition within political processes that focus on greater party

controls and legislative outcomes that tend to be more liberal. These party conservations are

policy outputs controlled by substantive policy debates meaning that the political party that

develops strong advocacy systems in lobbying policy ideas and party machines tend to increase

legislative and electoral victories that tilt the policy debate more liberal in favor of the

Democratic Party and less conservative (Lewis, D.C., 2005, p. 1-32). For example, individual

actors inside political parties run on party platforms aligned that helps political parties assist

candidates in structuring party labels and identification methods in which legislative outcomes

are favorable to independent political actors (Weber, R. P., 2000, p. 106). Moreover, legislative

actors such as political candidates help structure political objectives to increase political attitudes

and policy preferences within political systems to increase organizational support and political

power functions inside representative democracies to create competitive democratic processes

which political campaigns generate organized interest and external support.

Organized campaigns and public policy debates are structured around political attitudes

and policy visions for how political parties increase political power inside political systems.

These policy visions are party machines used by political parties to increase legislative

contributions and candidate support within existing party platforms to structure levers of special

interests where external equilibrium contributions to help interest groups increase electoral

competition within political campaigns (Chamon, M. & Kaplan, E., 2013, p. 1-31). In addition,

the levers of special interests structure political organization within presidential and political

campaigns meaning that interest groups mobilize political resources to help achieve favorable

legislative victories which responds to their policy objectives and needs creating greater

collaboration with political parties to structure greater electoral competition in political

campaigns to further increase equilibrium activities and other wealth contribution support which

expands equilibrium contributions and increase legislative rates of returns in which electoral

outcomes are more favorable for interest groups (Chamon, M. & Kaplan, E., 2013, p. 1-31).

Greater economic contributions can lead to greater political influence and voter disutility

meaning that interest groups can use political gains to make inroads within the political process

to pursue individual policy objectives and less policy agenda goals contributing to the increased

ideological boundaries within political parties allowing voters to be dissatisfied with the current

political system leading to electoral dissatisfaction and angry inside electoral processes and

political systems. Finally, national political campaigns should be structured around increased

voter utility measures and robust policy substance debates that focus on legislative and political

initiatives that help increase electoral influence and political within a political system to structure

strong political parties and attitudes within political systems.

Political campaigns serve as agents of political attitudes in which party platforms are

drafted to increase legislative and political appeal to different organized interests inside political

systems to increase political participation and relative power. For example, my national

campaign would be issue-driven meaning they focus on solutions to problems facing systems

and subunits within the political system that are not being addressed currently or need new

empirical knowledge thrown on the problem to solve the issue. In addition, an example includes

allowing increased reflective-writing aptitude tests where greater cognitive frameworks can be

used inside legislative environments to increase greater student achievement and educational

processes that focus on mental competencies and analytical writing techniques that help increase

cognitive functions of memory allowing more analytical aspects to teaching and other learning

activities to be adopted to help students learn better and teachers teach better within educational

systems (Yazdani, H., Amerian, M., & Hadadi, A., 2015, p. 195-207). Moreover, greater

analytical essay techniques in way of college essay tests and mental competency tests can help

increase greater educational policy evaluation tools where subject matter and cognitive abilities

help produce greater analyses to help policy makers focus on mental and analytical competencies

that help students succeed while increasing educational learning opportunities for students and

teachers to be effective tools of support and foundation for helping students achieve their

academic potential inside political systems (Yazdani, H., Amerian, M., & Hadadi, A., 2015, p.

195-207).

Political campaigns serve as agents of policy structure and change within political

systems to structure party platforms that increase party competition and legislative outcomes that

increase political party influence within political systems. Furthermore, the goal of my political

campaign would be to increase analytical assessment inside educational systems using reflective

essays and other writing assessments. These reflective essays would serve as mental cognitive

abilities could be studied to increase learning environments for young adults and children within

a political system to produce education success and greater emphasis in writing as a form of

assessment in education policy. In addition, my political campaign would include ways in which

economic equity and wealth inequality could be reduce by focusing on reform liberal policies

that promote economic opportunity, social justice, and egalitarian attributes within a political

system to help furnish avenues of wealth attribution and allocation to furnish fair labor, wealth,

and economic distributions that reward economic growth and increase labor participation within

a political system. Finally, my political campaign would focus on liberal-progressive policies

that reflect the realities of the twenty-first century by outlining ways in which progressive groups

such as labor unions, trade associations, teacher organizations, corporations, political parties, and

other factional groups within a political environment could be avenues of influence and agents of

social change by producing policy preferences and attitudes that reflect a redefined democratic

party that can win Southern States such as Kentucky to produce a national model for success in

electoral contests within a political system.

Political campaigns are avenues for political attitudes and preferences to be expressed by

political candidates and other political operatives who seek to change the policy debate within

American Politics. Typically, candidates develop a series of political preferences that center on

the candidates philosophy and policy goals the candidate wants to achieve inside the political

campaign. For example, inside my political campaign budget my policy goals are represented in

creating a diverse cabinet made up of political-legislative agents and actors that will help advise

me to create the right policy to create the kind of legislative-political success I want inside a

political system (2016, Campaign Budget). This type of success is rooted in campaigns by

creating a functional executive branch centered around making political institutions more

functional by focusing financial resources in experts such as Liaison officers, trade experts,

policy experts, legislative-political analysts, Supra-Institution Advisor, Czars, and other political

agents inside my administration to help create greater political-legislative relationships with

political institutions and international entities that a difference in helping shape and produce

legislative product (2016, Campaign Budget). In essence, my campaign will be reflective of how

Democrats increase legislative product and political activity by using it as a platform for the

Democratic Party to use as a policy tool to shape how public policy is structured throughout the

political system to produce increased electoral success to help structure legislative victories that

help set the policy-making agenda to make it more liberal.

My political campaign would be created to help increase the middle classes voice in the

policy debate by creating a political economy expert to coordinate with my economic advisors

and senior economic policy makers to help structure policies that reflect increasing purchasing

power, per capita incomes, and other GNP and Gini index features within a political system. For

example, the Middle Class Task Force Representative, political economy expert, and legislative-

political director, educational specialists, as well as other specialized offices will help serve as

statistical solutions to help reduce the level of inequality within a political system on scale of 0 to

100, which corresponds to paradigms perfect equality and perfect inequality (O’Neil, P.H., 2010,

p. 320). In addition, these specialized offices will increase perfect equality conditions within the

middle class by producing policies that generate wage growth, increase wealth distribution,

currency exchange functions, and other incentive adjustments that help structure political-

economy policy to meet middle class voter interests and help create a political culture which

centers around reducing political gridlock and divided government policy stalemates which will

increase electability of democratic candidates to office (Marx, K., 2010, p. 29-34, 35-64).

Moreover, the costs of such a campaign would be in the trillions as estimated in my budget

meaning that each specialized function within the campaign has a monetary value to produce the

utmost policy utility in structuring policy outcomes to help achieve greater legislative and

political victories to help create a more functional political system, while adhering to the political

attitudes and beliefs that are the cornerstone for the Democratic Party of using government as a

positive economic tool to increase the lives of a defined citizenry (2016, Campaign Budget). In

sum, this campaign would serve as institutional tool within a political system to help guide and

shape the policy conservation such as how educational policy, economic policy, trade policy,

legislative-political strategy, foreign policy, and other policy attitudes within the Democratic

party to help create a winning message that increases legislative victories within electoral

settings and environments to create a more functional political system that balances political

power and influence with all aristocracy functions inside a political system.

References:

Burbank, M.J., Hrebenar, R.J., & Benedict, R.C. (2008). Parties, Interest Groups, and

Political Campaigns. Second Edition, 237. New York, NY: Oxford University Press

O’Neil, P.H. (2010). Essentials of Comparative Politics: Chapter Four: Political

Economy. Third Edition, 77-107, 320. New York, NY: W.W. Norton & Company.

Marx, K. (2010). Das Kapital: A Critique of Political Economy: Exchange, Money, or the

Circulation of Commodities. International Bestseller Edition, p. 29-64. Seattle, WA: Pacific

Publishing Studio.

Mitchell, P. (2016). Mitchell for Congress Campaign. Budget Projections and Allocations

for Campaign Expenses. First Edition, Sheet 1. Developed using Microsoft Excel on 4/24/2016

Yazdani, H., Amerian, M, & Hadadi, A. (2015). The Relationships between Reflective

Teaching and EFL Teachers Evaluation of Students’ Achievement. Modern Journal of Language

Teaching Methods (September 2015 Edition), 5(3), 195-207. Retrieved from

http://search.proquest.com.ezproxy.snhu.edu/docview/1779876767?pq-

origsite=summon&accountid=3783 on 4/17/2016

Chamon, M. & Kaplan, E. (2013). The Iceberg Theory of Campaign Contributions:

Political Threats and Interest Group Behavior. American Economic Journal. Economic Policy

(February 2013 Edition), 5(1), 1-31. DOI: http://dx.doi.org.ezproxy.snhu.edu/10.1257/pol.5.1.1

Weber, R.P. (2000). Political Parties, Interest Groups, and Political Campaigns.

Perspectives on Political Science (Spring 2000 Edition), 29(2), 106. Retrieved from

http://search.proquest.com.ezproxy.snhu.edu/docview/194695037?pq-

origsite=summon&accountid=3783 on 4/17/2016

Lewis, D.C. (2005). Public Opinion and Interest Group Influence: An Analysis of Policy

Variation in the American States. Unpublished manuscript, Department of Political Science,

Michigan State University, East Lansing, Michigan. Retrieved from

http://polisci.msu.edu/sppc2005/papers/friam/Lewis.SPPC.05.06.pdf on 4/17/2016

Haarstad, H. (2009, June 1). Globalization and the New Spaces for Social Movement

Politics: The Marginalization of Labor Unions in Bolivian Gas Naturalization. Globalizations,

6(2), 169-185. DOI: 10.1080/14747730902854141

Tideman, M. & Svensson, O. (2015). Young people with intellectual disability: The role

of self-advocacy in a transformed Swedish welfare system. International Journal of Qualitative

Studies on Health and Well-Being (2015 Edition), 10. Retrieved from

https://search.proquest.com.ezproxy.snhu.edu/docview/1671017408?pq-

origsite=summon&accountid=3783 on 4/3/2016

Jacobs, G. (2013). Localized globalism: Compliance with and resistance to immigrant

marginalization by Latino-based organizations a Gateway city. Latino Studies (Winter 2013),

11(4), 501-526. Retrieved from

https://search.proquest.com.ezproxy.snhu.edu/docview/1466135855?pq-

origsite=summon&accountid=3783 on 4/3/2016

Lozano, J.H., Gordillo, F., & Perez, M.A. (2014). Impulsivity, intelligence, and academic

performance: Testing the interaction hypothesis. Personality and Individual Differences (April-

May 2014 Edition), 61/62, 63-68. DOI: 10.1016/j.paid.2014.01.013.

Rambiritch, A. (2015). Accountability issues in testing academic literacy: The case of the

Test of Academic Literacy for Postgraduate Students (TALPS). Perspectives in Education, 31(1),

26-41. Retrieved from

http://ezproxy.snhu.edu/login?url=http://search.proquest.com.ezproxy.snhu.edu/docview/

1681283453?accountid=3783 on 3/20/2016.