1
Law Enforcement Executive Forum
March 2005 –Pp. 1-21
Peace Officers Bill of Rights Guarantees:
Responding to Union Demands with a Management Sanctioned Version
By Wayne W. Schmidt *
History
The genesis of a uniform internal investigative procedure law was the federal “Police
Officers’ Bill of Rights” bill (POBR), sponsored by the late Congressman Mario Biaggi
(D-N.Y.) in the 1971-1972 session. Initially, the bill had over a hundred and twenty
cosponsors. Biaggi, who was wounded ten times during his 23 years of police service,
was the most decorated officer in the history of the NYPD. He was a champion of police
officer safety and occupational rights during his tenure in the Congress. [Note 1]
The bill was reintroduced repeatedly, but was not sent to the floor until 1991. In that
year it passed the U.S. Senate by a 55-to-43 margin but the House did not vote on the bill
before the session ended. By 1995, a revised and more inclusive version were sponsored
in the House and Senate. To mandate compliance by recipients of federal funding, the bill
would amend Title I of the Omnibus Crime Control and Safe Streets Act of 1968 (42 U.S.
Code §3781). Currently the POBR bills are named the “State and Local Law
Enforcement Discipline, Accountability, and Due Process Act,” (H.R. 2967 and S. 1277,
108th Cong.).
Although a federal version of the POBR has never passed both Houses of Congress, at
least 17 states and one province have enacted Bill of Rights laws: (1)Arizona (2003) §38-
1101, (2) California (1976) Govt. Code §3301, (3) Delaware (1986) Code Ann. 11 §9200,
(4) Florida (1974) Stat. §112.531, (5) Illinois (1983, 2004) Compiled Stat. 50 ILCS 725,
(5) Kentucky Rev. Stat. Ann. §15.520, (6) Louisiana Revised Stat. §2531, (7) Maryland
(1972, 1994) Ann. Code Art. 27, §727-734, (8) Minnesota (1991) Stat. Ann. §626.89, (9)
Nevada (1983, 1989) Rev. Stat. §289.020, (10) New Mexico (1978) Stat. Ann. §29-14-4,
(11) Rhode Island (1976) Gen. Laws §42-28.6-2, (12) Tennessee (1989) Code §38-8-301,
(13) Texas (1997) Local Government Code §143.123, (14) Virginia (1978, 1991) Code
Ann. §9-1-502, (15) West Virginia (1990) Code §8-14A-1, (16)Wisconsin (1989, 1993)
2
Stat. §164.02, and the Canadian Province of Alberta (1990) Police Act/Police Service
Regulation 356/90 (1990).
In the last decade police unions in at least 10 states have attempted to enact a POBR,
including (1) Hawaii, S.B. 2986 (21st Leg. 2002); (2) Kansas, S.B. 214 (77th Leg. 1997);
(3) Massachusetts, H.B. 368 (182nd Leg. 1998); (4) Michigan, S.B. 25 (2001); (5)
Montana, S.B. 44 (1993); (6) North Dakota, S.B. 2368 (57th Leg. 2001); (7)
Pennsylvania, H.B. 376 (S. Res. 1073, 185th Leg. 2001); (8) South Carolina, H.B. 4498
(112th Leg., 1997 Sess.); (9) Utah, H.J.R. 9 §143 (54th Sess. 1999); and (10)
Washington, H.B. 1850 (54th Sess. 1995). [Note 2]
There is no harmony among state POBR versions. Some protect firefighters, deputy
sheriffs, corrections officers and police chiefs; others excl.
Instructor Notes.htmlTo assist you in completing consulting asTatianaMajor22
Instructor Notes.html
To assist you in completing consulting assignments for TLG, it is important to review some basic concepts relevant to the legal system and constitutional law.
First, review the concept of federalism, the court system, and common law v. civil law, and the nature of law and the legal process.
Some important points are:
(1) the primary purpose of the law is to establish a set of rules and guidelines for society to promote order and to create parameters for acceptable and prohibited behavior;
(2) laws are inevitably subject to interpretation and reinterpretation by courts;
(3) laws must be reasonably specific, and yet sufficiently general, with inherent flexibility, to withstand the rigors of interpretation and the "test of time";
(4) laws that strike a balance as described in (3) above, usually endure as relevant, applicable rules, even with societal changes and reinterpretations;example: the U.S. Constitution has withstood the test of time, partly because of an inherent balance of specificity, generality, and flexibility
(5) laws are promulgated and interpreted by human beings, and thus, are imperfect;
(6) some laws have a worthy purpose, but are difficult to adequately enforce i.e. speed limit laws;
(7) all laws are not necessarily ethical; some conduct can be legal, but considered unethical;
(8) U.S. law has a very dominant protective purpose – protecting all citizens, as well as providing special protections for certain groups of people, in certain circumstances, i.e., minors;
(9) fairness to all is a primary goal of the law, but what is fair to one group may be unfair to another group; what is fair in one situation may be unfair in another situation - every right granted to an individual or group, to some extent, impinges on the rights of another individual or group;
(10) legislatures enacting laws, and courts interpreting laws, must weigh and balance the right(s) granted v. the rights restricted by a specific law to determine if the law is justifiable and fair - this weighing and balancing involves determining if there a compelling public interest or purpose for the law that justifies granting certain rights while restricting other rights;example: highway speed limit laws protect everyone (drivers, passengers, and pedestrians), but also restrict the freedom of drivers to drive at a speed of their choice - on balance, the restriction is easily justified as there is an important purpose in protecting drivers, passengers, and pedestrians example: laws that prohibit alcohol consumption/purchase by minors grant rights to those 21 years and older, and restrict rights of those under 21 years - on balance, society, legislatures, and courts have determined this law is justified as Society has a strong public interest in protecting minors who may not have reached a level of maturity and judgment to handle the right to choose to consume/purchase alcohol
(11) the familiar symbol for law and the legal system is the ...
This document contains questions for an assignment on legal aspects of business for an MBA semester 3 course. It includes 6 questions, each worth varying marks, that cover topics such as agency law, contracts, partnership law, sale of goods, and contract essentials. It also provides a sample answer for the first question which defines law, discusses the characteristics of law, and briefly describes the primary and secondary sources of Indian law.
This document provides an overview of administrative rulemaking procedures in the United States. It begins by defining what constitutes a rule and the different types of rules. It then describes the key rulemaking procedures established by the Administrative Procedure Act (APA), including informal notice-and-comment rulemaking, formal rulemaking, and hybrid rulemaking. The document outlines the steps involved in both informal and formal rulemaking and discusses key Supreme Court cases that have shaped administrative rulemaking, such as Vermont Yankee Nuclear Power Corp. v. Natural Resources Defense Council. It concludes by covering negotiated rulemaking as an alternative procedure to notice-and-comment rulemaking established by the Negotiated Rulemaking Act of 1990.
Background TLG has explained to the GC owners that it is vital to ucameroncourtney45
Background: TLG has explained to the GC owners that it is vital to understand the legal system and processes, including the court system and jurisdiction of the courts. This is especially important as GC plans to conduct business over the internet and thus, will have potential transactions throughout the U.S. and, possibly, globally.
For an in initial meeting between GC owners and TLG, Winnie and Ralph asked you to present an overview of the law and the legal system. You explained federalism, common law, and the court system.
In addition, your presentation discussed the nature of law and the legal process. Some of the points included in your presentation are:
(1) the primary purpose of law is to establish a set of rules and guidelines for Society to promote order and to create parameters for acceptable and prohibited behavior;
(2) laws are inevitably subject to interpretation and reinterpretation by courts;
(3) laws must be reasonably specific, and yet sufficiently general, with an inherent flexibility, to withstand the rigors of interpretation and the "test of time";
(4) laws that strike a balance as described in (3) above, usually endure as relevant, applicable rules, even with societal changes and reinterpretations;
• example: arguably, the U.S. Constitution has withstood the test of time, partly because of an inherent balance of specificity, generality, and flexibility
(5) laws are promulgated and interpreted by human beings, and thus, are imperfect;
(6) some laws have a worthy purpose, but are difficult to adequately enforce, i.e., speed limit laws;
(7) all laws are not necessarily ethical; some conduct can be legal, but considered unethical;
(8) U.S. law has a very dominant protective purpose – protecting all citizens, as well as providing special protections for certain groups of people, in certain circumstances, i.e., minors;
(9) fairness to all is a primary goal of law, but what is fair to one group may be unfair to another group; what is fair in one situation may be unfair in another situation - every right granted to an individual or group, to some extent, impinges on the rights of another individual or group;
(10) legislatures enacting laws, and courts interpreting laws, must weigh and balance the right(s) granted v. the rights restricted by a specific law to determine if the law is justifiable and fair - this weighing and balancing involves determining if there a compelling public interest or purpose for the law that justifies granting certain rights while restricting other rights;
• example: highway speed limit laws protect everyone (drivers, passengers, and pedestrians), but also restrict the freedom of drivers to drive at a speed of their choice - on balance, the restriction is easily justified as there is an important purpose in protecting drivers, passengers, and pedestrians
• example: laws that prohibit alcohol consumption/purchase by minors grant rights to those 21 years and older, and restr ...
Exercise 9
Regulatory Management:
Administrative Law
WHAT IS ADMINISTRATIVE LAW?
In addition to services and projects, public agencies
are responsible for enforcing government regulations.
While private and not-for-profit organizations, like
government agencies, have programs, projects, and
outsourcing, the public sector uniquely has the
authority to enforce regulations. Regulatory manage-
ment is the substance of administrative law. The
federal Administrative Procedures Act of 1946,
which has been amended only a few times since its
passage, is the most important single codification of
administrative law. Most, but not all, states have a
law similar to the federal one. However, administra-
tive law is tucked away in many different places-in
federal and state constitutions, statutes, executive
orders, signing statements, administrative rules,
waivers, treaties, and court decisions. All of these
things taken together as they affect public administra-
tion constitute administrative law.
WHY IS ADMINISTRATIVE LAW
IMPORTANT?
The traditional theory of public administration held
that elected officials make policy and administrators
implement it. Whether this neat distinction ever
applied in practice is doubtful. Certainly it does not
apply today. The scope of modern government is so
vast and the issues government confronts are so
technically complex that elected officials can attend
directly only to a minute proportion of the items
on the publ ic agenda. Consequently, much of the
day-to-day responsibility for making public policy is
delegated-formally or informally-to publ ic
administrators. This is what is meant by the concept
of the administrative state. Public administrators, not
legislators, are the ones who, for example, determine
safety standards for oil drilling, set the specific
requirements for health insurance companies, define
what can be classified as organic food, and decide
thousands of other questions, large and small.
General laws are passed and administrators fill in the
details-and the devil is in the details!
Administrative law sets forth the extent to which
agencies are allowed to fill in the details, the
procedures that must be used in doing so, and the
rights of those affected by agency actions to appeal
administrative decisions. Administrative law is
grounded in the basic separation of powers doctrine
incorporated into governance in the United States.
Agencies have important inherent powers, but these
powers are limited by the respective powers of
legislatures and courts.
STATUS OF ADMINISTRATIVE LAW
Whenever a legislative body passes a law, it specifies
which executive branch agency (existing or new) has
the authority for making detailed rules to describe
what the affected individuals and organizations must
do to comply with the law. And the limits of an
agency's authority are set by the legislature as well.
State legislatures, for example, have passed laws that
require drivers of cars to have a license based on
requ ...
AEC-123-001Course TitleAddendum to SyllabusAEC 472 .docxnettletondevon
AEC-123-001 Course Title
Addendum to Syllabus
AEC 472 Management of Construction
Please include a cover transmittal page. Include the below questions along with your answers.
Chapter 13 Labor Law
1. What change in legal policy did the Norris- Laguardia Act of 1932 mark for organized labor?
2. The President has power to intervene and halt strikes and force employees back to work. Which labor act provides the President with this authority? Under what conditions is such Presidential intervention allowed?
3. The Taft- Hartley Act first established rules governing the way unions could organize and bargain in 1947. Describe the evolution of these rules over the next several decades and the problems encountered as they apply to the construction industry.
4. The Wagner Act and its amendments are designed to stop unfair labor practices. What basic labor rights do these acts serve to protect?
5. How are unfair labor practice caes distributed and processed by the NLRB itself, its regional offices, and territorial courts and agencies?
6. At what point can a union secure a representative election to determine whether a body of employees desires union representation? What percentage of votes must the union receive to be declared the representative?
7. What purpose does the Davis – Bacon Act serve?
8. Sexual harassment law and policy have their foundation in which legislation?
9. Briefly, explain how the AFL-CIO came to be.
10. In terms of wages and raises, is the average employee better off working open- shop or union shop?
11. Describe the current movement by many Republican Govenors that have passed legislation for “Right to Work” in many states. What did Act 10 (Gov. Walker) do in Wisconsin? Walker explained Act 10 as a way to provide “tools” for school Administrators to balance budgets. What “tools” did Act 10 provide?
12. Explain the concept of an employee lockout. Does such an action shutdown the contractor’s operations?
13. Why do many owners that employ union construction workers vote “Republican” when the union workers tend to vote for the Democratic party?
14. Share your perspective about how the new President- Elect Trump deal with union negotiations for government contract work in the future. Do you feel the that union’s share of future construction work will increase or decrease under his administration? Explain why you feel this way.
.
Background TLG has explained to the GC owners that it is vital to u.docxwilcockiris
Background: TLG has explained to the GC owners that it is vital to understand the legal system and processes, including the court system and jurisdiction of the courts. This is especially important as GC plans to conduct business over the internet and thus, will have potential transactions throughout the U.S. and, possibly, globally.
For the initial meeting between GC owners and TLG, Winnie and Ralph asked you to present an overview of the law and the legal system. Your presentation explained federalism, the court system, and common law v. civil law, and explained the nature of law and the legal process.
Review all assigned materials listed in Overview.
Some of the points included in your presentation are:
(1) the primary purpose of the law is to establish a set of rules and guidelines for society to promote order and to create parameters for acceptable and prohibited behavior;
(2) laws are inevitably subject to interpretation and reinterpretation by courts;
(3) laws must be reasonably specific, and yet sufficiently general, with inherent flexibility, to withstand the rigors of interpretation and the "test of time";
(4) laws that strike a balance as described in (3) above, usually endure as relevant, applicable rules, even with societal changes and reinterpretations;
• example: the U.S. Constitution has withstood the test of time, partly because of an inherent balance of specificity, generality, and flexibility
(5) laws are promulgated and interpreted by human beings, and thus, are imperfect;
(6) some laws have a worthy purpose, but are difficult to adequately enforce i.e. speed limit laws;
(7) all laws are not necessarily ethical; some conduct can be legal, but considered unethical;
(8) U.S. law has a very dominant protective purpose – protecting all citizens, as well as providing special protections for certain groups of people, in certain circumstances, i.e., minors;
(9) fairness to all is a primary goal of the law, but what is fair to one group may be unfair to another group; what is fair in one situation may be unfair in another situation - every right granted to an individual or group, to some extent, impinges on the rights of another individual or group;
(10) legislatures enacting laws, and courts interpreting laws, must weigh and balance the right(s) granted v. the rights restricted by a specific law to determine if the law is justifiable and fair - this weighing and balancing involves determining if there a compelling public interest or purpose for the law that justifies granting certain rights while restricting other rights;
• example: highway speed limit laws protect everyone (drivers, passengers, and pedestrians), but also restrict the freedom of drivers to drive at a speed of their choice - on balance, the restriction is easily justified as there is an important purpose in protecting drivers, passengers, and pedestrians
• example: laws that prohibit alcohol consumption/purchase by minors grant rig.
Scanned by CamScannerScanned by CamScannerChapte.docxtodd331
Scanned by CamScanner
Scanned by CamScanner
Chapter 13:The Bureaucracy
ADA Text Version
Learning Objectives
1. Describe the formal organization of the federal bureaucracy.
2. Classify the vital functions performed by the bureaucracy.
3. Explain the present Civil Service system and contrast it with the 19th century spoils system.
4. Identify the various factors contributing to bureaucracy's growth over time.
5. Compare the means by which Congress and the president attempt to maintain control over the bureaucracy.
6. Analyze and evaluate the problems that bureaucratic organization poses for American democracy.
Introduction
The very word "bureaucracy" often carries negative connotations. To refer to an institution as a "bureaucracy" or characterize it as "bureaucratic" is usually intended as an insult. But the national bureaucracy, sometimes called the "fourth branch of government", is responsible for practically all of the day-to-day work of governing the country. While bureaucracy in the United States, consistent with our tradition of more limited government, is smaller than its counterparts in other longstanding democracies, its influence extends to almost every corner of American society. From delivery of the mail to regulation of the stock market to national defense, federal employees plan, regulate, adjudicate, enforce, and implement federal law. Despite recurrent calls to "shrink" the size of government, the federal bureaucracy remains the largest single employer in the United States. This lesson examines the bureaucracy's formal organization, its critical role in the American economy and society, and its perceived weaknesses.
Study Questions
1. How did sociologist Max Weber define bureaucracy?
2. Identify the various functions federal bureaucracies perform giving at least one example each:
a. Implementation
b. Regulation
c. Adjudication
d. Enforcement
e. Policy-making
3. How many people does the federal government employ? For what percentage of GDP does federal spending account? How does this compare to other economically advanced democracies?
4. Classify and distinguish the major types of bureaucracy in the federal government:
a. Cabinet Departments
b. Independent Agencies
c. Independent Regulatory Commissions
d. Government Corporations
5. How does the federal bureaucracy select and recruit personnel? Contrast the present civil service system with the spoils system. What advantages does the present system provide?
6. What factors explain the growth of bureaucracy over time despite recurrent calls for limiting the size of government?
7. Identify those factors in the budget process making it difficult to cut bureaucratic funding.
8. Describe the way Congress authorizes funding for the federal bureaucracy.
9. How does Congress attempt to control the federal bureaucracy?
10. How does the president attempt to control the federal bureaucracy?
11. What special problems does bureaucratic independence present in a democracy? Discuss with re.
Instructor Notes.htmlTo assist you in completing consulting asTatianaMajor22
Instructor Notes.html
To assist you in completing consulting assignments for TLG, it is important to review some basic concepts relevant to the legal system and constitutional law.
First, review the concept of federalism, the court system, and common law v. civil law, and the nature of law and the legal process.
Some important points are:
(1) the primary purpose of the law is to establish a set of rules and guidelines for society to promote order and to create parameters for acceptable and prohibited behavior;
(2) laws are inevitably subject to interpretation and reinterpretation by courts;
(3) laws must be reasonably specific, and yet sufficiently general, with inherent flexibility, to withstand the rigors of interpretation and the "test of time";
(4) laws that strike a balance as described in (3) above, usually endure as relevant, applicable rules, even with societal changes and reinterpretations;example: the U.S. Constitution has withstood the test of time, partly because of an inherent balance of specificity, generality, and flexibility
(5) laws are promulgated and interpreted by human beings, and thus, are imperfect;
(6) some laws have a worthy purpose, but are difficult to adequately enforce i.e. speed limit laws;
(7) all laws are not necessarily ethical; some conduct can be legal, but considered unethical;
(8) U.S. law has a very dominant protective purpose – protecting all citizens, as well as providing special protections for certain groups of people, in certain circumstances, i.e., minors;
(9) fairness to all is a primary goal of the law, but what is fair to one group may be unfair to another group; what is fair in one situation may be unfair in another situation - every right granted to an individual or group, to some extent, impinges on the rights of another individual or group;
(10) legislatures enacting laws, and courts interpreting laws, must weigh and balance the right(s) granted v. the rights restricted by a specific law to determine if the law is justifiable and fair - this weighing and balancing involves determining if there a compelling public interest or purpose for the law that justifies granting certain rights while restricting other rights;example: highway speed limit laws protect everyone (drivers, passengers, and pedestrians), but also restrict the freedom of drivers to drive at a speed of their choice - on balance, the restriction is easily justified as there is an important purpose in protecting drivers, passengers, and pedestrians example: laws that prohibit alcohol consumption/purchase by minors grant rights to those 21 years and older, and restrict rights of those under 21 years - on balance, society, legislatures, and courts have determined this law is justified as Society has a strong public interest in protecting minors who may not have reached a level of maturity and judgment to handle the right to choose to consume/purchase alcohol
(11) the familiar symbol for law and the legal system is the ...
This document contains questions for an assignment on legal aspects of business for an MBA semester 3 course. It includes 6 questions, each worth varying marks, that cover topics such as agency law, contracts, partnership law, sale of goods, and contract essentials. It also provides a sample answer for the first question which defines law, discusses the characteristics of law, and briefly describes the primary and secondary sources of Indian law.
This document provides an overview of administrative rulemaking procedures in the United States. It begins by defining what constitutes a rule and the different types of rules. It then describes the key rulemaking procedures established by the Administrative Procedure Act (APA), including informal notice-and-comment rulemaking, formal rulemaking, and hybrid rulemaking. The document outlines the steps involved in both informal and formal rulemaking and discusses key Supreme Court cases that have shaped administrative rulemaking, such as Vermont Yankee Nuclear Power Corp. v. Natural Resources Defense Council. It concludes by covering negotiated rulemaking as an alternative procedure to notice-and-comment rulemaking established by the Negotiated Rulemaking Act of 1990.
Background TLG has explained to the GC owners that it is vital to ucameroncourtney45
Background: TLG has explained to the GC owners that it is vital to understand the legal system and processes, including the court system and jurisdiction of the courts. This is especially important as GC plans to conduct business over the internet and thus, will have potential transactions throughout the U.S. and, possibly, globally.
For an in initial meeting between GC owners and TLG, Winnie and Ralph asked you to present an overview of the law and the legal system. You explained federalism, common law, and the court system.
In addition, your presentation discussed the nature of law and the legal process. Some of the points included in your presentation are:
(1) the primary purpose of law is to establish a set of rules and guidelines for Society to promote order and to create parameters for acceptable and prohibited behavior;
(2) laws are inevitably subject to interpretation and reinterpretation by courts;
(3) laws must be reasonably specific, and yet sufficiently general, with an inherent flexibility, to withstand the rigors of interpretation and the "test of time";
(4) laws that strike a balance as described in (3) above, usually endure as relevant, applicable rules, even with societal changes and reinterpretations;
• example: arguably, the U.S. Constitution has withstood the test of time, partly because of an inherent balance of specificity, generality, and flexibility
(5) laws are promulgated and interpreted by human beings, and thus, are imperfect;
(6) some laws have a worthy purpose, but are difficult to adequately enforce, i.e., speed limit laws;
(7) all laws are not necessarily ethical; some conduct can be legal, but considered unethical;
(8) U.S. law has a very dominant protective purpose – protecting all citizens, as well as providing special protections for certain groups of people, in certain circumstances, i.e., minors;
(9) fairness to all is a primary goal of law, but what is fair to one group may be unfair to another group; what is fair in one situation may be unfair in another situation - every right granted to an individual or group, to some extent, impinges on the rights of another individual or group;
(10) legislatures enacting laws, and courts interpreting laws, must weigh and balance the right(s) granted v. the rights restricted by a specific law to determine if the law is justifiable and fair - this weighing and balancing involves determining if there a compelling public interest or purpose for the law that justifies granting certain rights while restricting other rights;
• example: highway speed limit laws protect everyone (drivers, passengers, and pedestrians), but also restrict the freedom of drivers to drive at a speed of their choice - on balance, the restriction is easily justified as there is an important purpose in protecting drivers, passengers, and pedestrians
• example: laws that prohibit alcohol consumption/purchase by minors grant rights to those 21 years and older, and restr ...
Exercise 9
Regulatory Management:
Administrative Law
WHAT IS ADMINISTRATIVE LAW?
In addition to services and projects, public agencies
are responsible for enforcing government regulations.
While private and not-for-profit organizations, like
government agencies, have programs, projects, and
outsourcing, the public sector uniquely has the
authority to enforce regulations. Regulatory manage-
ment is the substance of administrative law. The
federal Administrative Procedures Act of 1946,
which has been amended only a few times since its
passage, is the most important single codification of
administrative law. Most, but not all, states have a
law similar to the federal one. However, administra-
tive law is tucked away in many different places-in
federal and state constitutions, statutes, executive
orders, signing statements, administrative rules,
waivers, treaties, and court decisions. All of these
things taken together as they affect public administra-
tion constitute administrative law.
WHY IS ADMINISTRATIVE LAW
IMPORTANT?
The traditional theory of public administration held
that elected officials make policy and administrators
implement it. Whether this neat distinction ever
applied in practice is doubtful. Certainly it does not
apply today. The scope of modern government is so
vast and the issues government confronts are so
technically complex that elected officials can attend
directly only to a minute proportion of the items
on the publ ic agenda. Consequently, much of the
day-to-day responsibility for making public policy is
delegated-formally or informally-to publ ic
administrators. This is what is meant by the concept
of the administrative state. Public administrators, not
legislators, are the ones who, for example, determine
safety standards for oil drilling, set the specific
requirements for health insurance companies, define
what can be classified as organic food, and decide
thousands of other questions, large and small.
General laws are passed and administrators fill in the
details-and the devil is in the details!
Administrative law sets forth the extent to which
agencies are allowed to fill in the details, the
procedures that must be used in doing so, and the
rights of those affected by agency actions to appeal
administrative decisions. Administrative law is
grounded in the basic separation of powers doctrine
incorporated into governance in the United States.
Agencies have important inherent powers, but these
powers are limited by the respective powers of
legislatures and courts.
STATUS OF ADMINISTRATIVE LAW
Whenever a legislative body passes a law, it specifies
which executive branch agency (existing or new) has
the authority for making detailed rules to describe
what the affected individuals and organizations must
do to comply with the law. And the limits of an
agency's authority are set by the legislature as well.
State legislatures, for example, have passed laws that
require drivers of cars to have a license based on
requ ...
AEC-123-001Course TitleAddendum to SyllabusAEC 472 .docxnettletondevon
AEC-123-001 Course Title
Addendum to Syllabus
AEC 472 Management of Construction
Please include a cover transmittal page. Include the below questions along with your answers.
Chapter 13 Labor Law
1. What change in legal policy did the Norris- Laguardia Act of 1932 mark for organized labor?
2. The President has power to intervene and halt strikes and force employees back to work. Which labor act provides the President with this authority? Under what conditions is such Presidential intervention allowed?
3. The Taft- Hartley Act first established rules governing the way unions could organize and bargain in 1947. Describe the evolution of these rules over the next several decades and the problems encountered as they apply to the construction industry.
4. The Wagner Act and its amendments are designed to stop unfair labor practices. What basic labor rights do these acts serve to protect?
5. How are unfair labor practice caes distributed and processed by the NLRB itself, its regional offices, and territorial courts and agencies?
6. At what point can a union secure a representative election to determine whether a body of employees desires union representation? What percentage of votes must the union receive to be declared the representative?
7. What purpose does the Davis – Bacon Act serve?
8. Sexual harassment law and policy have their foundation in which legislation?
9. Briefly, explain how the AFL-CIO came to be.
10. In terms of wages and raises, is the average employee better off working open- shop or union shop?
11. Describe the current movement by many Republican Govenors that have passed legislation for “Right to Work” in many states. What did Act 10 (Gov. Walker) do in Wisconsin? Walker explained Act 10 as a way to provide “tools” for school Administrators to balance budgets. What “tools” did Act 10 provide?
12. Explain the concept of an employee lockout. Does such an action shutdown the contractor’s operations?
13. Why do many owners that employ union construction workers vote “Republican” when the union workers tend to vote for the Democratic party?
14. Share your perspective about how the new President- Elect Trump deal with union negotiations for government contract work in the future. Do you feel the that union’s share of future construction work will increase or decrease under his administration? Explain why you feel this way.
.
Background TLG has explained to the GC owners that it is vital to u.docxwilcockiris
Background: TLG has explained to the GC owners that it is vital to understand the legal system and processes, including the court system and jurisdiction of the courts. This is especially important as GC plans to conduct business over the internet and thus, will have potential transactions throughout the U.S. and, possibly, globally.
For the initial meeting between GC owners and TLG, Winnie and Ralph asked you to present an overview of the law and the legal system. Your presentation explained federalism, the court system, and common law v. civil law, and explained the nature of law and the legal process.
Review all assigned materials listed in Overview.
Some of the points included in your presentation are:
(1) the primary purpose of the law is to establish a set of rules and guidelines for society to promote order and to create parameters for acceptable and prohibited behavior;
(2) laws are inevitably subject to interpretation and reinterpretation by courts;
(3) laws must be reasonably specific, and yet sufficiently general, with inherent flexibility, to withstand the rigors of interpretation and the "test of time";
(4) laws that strike a balance as described in (3) above, usually endure as relevant, applicable rules, even with societal changes and reinterpretations;
• example: the U.S. Constitution has withstood the test of time, partly because of an inherent balance of specificity, generality, and flexibility
(5) laws are promulgated and interpreted by human beings, and thus, are imperfect;
(6) some laws have a worthy purpose, but are difficult to adequately enforce i.e. speed limit laws;
(7) all laws are not necessarily ethical; some conduct can be legal, but considered unethical;
(8) U.S. law has a very dominant protective purpose – protecting all citizens, as well as providing special protections for certain groups of people, in certain circumstances, i.e., minors;
(9) fairness to all is a primary goal of the law, but what is fair to one group may be unfair to another group; what is fair in one situation may be unfair in another situation - every right granted to an individual or group, to some extent, impinges on the rights of another individual or group;
(10) legislatures enacting laws, and courts interpreting laws, must weigh and balance the right(s) granted v. the rights restricted by a specific law to determine if the law is justifiable and fair - this weighing and balancing involves determining if there a compelling public interest or purpose for the law that justifies granting certain rights while restricting other rights;
• example: highway speed limit laws protect everyone (drivers, passengers, and pedestrians), but also restrict the freedom of drivers to drive at a speed of their choice - on balance, the restriction is easily justified as there is an important purpose in protecting drivers, passengers, and pedestrians
• example: laws that prohibit alcohol consumption/purchase by minors grant rig.
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Chapter 13:The Bureaucracy
ADA Text Version
Learning Objectives
1. Describe the formal organization of the federal bureaucracy.
2. Classify the vital functions performed by the bureaucracy.
3. Explain the present Civil Service system and contrast it with the 19th century spoils system.
4. Identify the various factors contributing to bureaucracy's growth over time.
5. Compare the means by which Congress and the president attempt to maintain control over the bureaucracy.
6. Analyze and evaluate the problems that bureaucratic organization poses for American democracy.
Introduction
The very word "bureaucracy" often carries negative connotations. To refer to an institution as a "bureaucracy" or characterize it as "bureaucratic" is usually intended as an insult. But the national bureaucracy, sometimes called the "fourth branch of government", is responsible for practically all of the day-to-day work of governing the country. While bureaucracy in the United States, consistent with our tradition of more limited government, is smaller than its counterparts in other longstanding democracies, its influence extends to almost every corner of American society. From delivery of the mail to regulation of the stock market to national defense, federal employees plan, regulate, adjudicate, enforce, and implement federal law. Despite recurrent calls to "shrink" the size of government, the federal bureaucracy remains the largest single employer in the United States. This lesson examines the bureaucracy's formal organization, its critical role in the American economy and society, and its perceived weaknesses.
Study Questions
1. How did sociologist Max Weber define bureaucracy?
2. Identify the various functions federal bureaucracies perform giving at least one example each:
a. Implementation
b. Regulation
c. Adjudication
d. Enforcement
e. Policy-making
3. How many people does the federal government employ? For what percentage of GDP does federal spending account? How does this compare to other economically advanced democracies?
4. Classify and distinguish the major types of bureaucracy in the federal government:
a. Cabinet Departments
b. Independent Agencies
c. Independent Regulatory Commissions
d. Government Corporations
5. How does the federal bureaucracy select and recruit personnel? Contrast the present civil service system with the spoils system. What advantages does the present system provide?
6. What factors explain the growth of bureaucracy over time despite recurrent calls for limiting the size of government?
7. Identify those factors in the budget process making it difficult to cut bureaucratic funding.
8. Describe the way Congress authorizes funding for the federal bureaucracy.
9. How does Congress attempt to control the federal bureaucracy?
10. How does the president attempt to control the federal bureaucracy?
11. What special problems does bureaucratic independence present in a democracy? Discuss with re.
Page 55 BUSINESS AND THE CONSTITUTIONA federal statute and.docxalfred4lewis58146
Page 55
BUSINESS AND THE CONSTITUTION
A federal statute and related regulations prohibited producers of beer from listing, on a product label, the alcohol content of the beer in the container on which the label appeared. The regulation existed because the U.S. government believed that if alcohol content could be disclosed on labels, certain producers of beer might begin marketing their brand as having a higher alcohol content than competing beers. The government was concerned that “strength wars” among producers could then develop, that consumers would seek out beers with higher alcohol content, and that adverse public health consequences would follow. Because it wished to include alcohol content information on container labels for its beers, Coors Brewing Co. filed suit against the United States government and asked the court to rule that the statute and regulations violated Coors's constitutional right to freedom of speech.
Consider the following questions as you read Chapter 3:
On which provision in the U.S. Constitution was Coors relying in its challenge of the statute and regulations?
Does a corporation such as Coors possess the same constitutional right to freedom of speech possessed by an individual human being, or does the government have greater latitude to restrict the content of a corporation's speech?
The alcohol content disclosures that Coors wished to make with regard to its product would be classified as commercial speech. Does commercial speech receive the same degree of constitutional protection that political or other noncommercial speech receives?
Which party—Coors or the federal government—won the case, and why?
Do producers and other sellers of alcoholic beverages have, in connection with the sale of their products, special ethical obligations that sellers of other products might not have? If so, what are those obligations and why do they exist?
LEARNING OBJECTIVES
After studying this chapter, you should be able to:
1 Describe the role of courts in interpreting constitutions and in determining whether statutes or other government actions are constitutional.
2 Explain the key role of the U.S. Constitution's Commerce Clause in authorizing action by Congress.
3 Describe the incorporation doctrine's role in making most guarantees of the Bill of Rights operate to protect persons not only against certain federal government actions but also against certain state and local government actions.
4 Explain the differences among the means-ends tests used by courts when the constitutionality of government action is being determined (strict scrutiny, intermediate scrutiny, and rational basis).
5 Describe the differences between noncommercial speech and commercial speech and the respective levels of First Amendment protection they receive.
Page 56 6 Explain the difference between procedural due process and substantive due process.
7 Identify the instances when an Equal Protection Clause–based challenge to government a.
Essay Questions Exam #1 Due Sunday Oct 19th @ 10pm Emmanuel .docxbridgelandying
Essay Questions Exam #1
Due Sunday Oct 19th @ 10pm
Emmanuel
1. What are the differences between domestic law and international law? What are the sources for international law?
Domestic law is enforced by legit government. Codified by a legitimate government. Domestic law is dominated by dominated by culture. No true international law
International law – 1) a nation can consent to be bound by international law (agree to a treaty)
2)a convention (comes out of the UN) UN has to be signed by each country- international contract. 3) also consent by custom & practices.
2. What is "enfranchisement"? Discuss the amendments in the US Constitution that applies to
Enfranchisement- to admit to the privileges of a citizen and especially to the right of suffrage
Amendments
· 15th – blacks
· 19th –deals with women rights
· 23th –Washington D.C. can vote
· 24th – abolish property tax vote
· 26th – Lower voting age to 18 years
David Lopez
3. What is “ethics”? What is “morality”? What are the differences between ethics, morality and the law? Briefly discuss legal obligations, professional obligations and organizational obligations.
As mentioned in chapter 5, at the most basic level, ethics constitutes right or wrong behavior. It is a branch of philosophy focusing on morality and the way moral principles are derived and implemented. Ethics has to do with the fairness, justness, rightness, or wrongness of an action. Morals are influenced by culture or society, however they are principal’s set individually by person to person. Business ethics and business law are closely intertwined because ultimately the law rests on social beliefs about right and wrong behavior in the business world.
4. What is "pleadings"? Discuss the contents of a complaint.
The complaint and answer, taken together, are known as the pleadings.
-The facts showing that the court has subject- matter and personal jurisdiction
-The facts establishing the plaintiff’s basis for relief,
-The remedy the plaintiff is seeking.
5. Discuss at least four reasons why the court will apply equitable remedies. Note:UMIRU
Equitable remedies include specific performance, an injunction, and rescission. Specific performance involves ordering a party to perform an agreement as promised. An injunction is an order to a party to cease engaging in a specific activity or to undo some wrong or injury. Rescission is the cancellation of a contractual obligation.Todays courts will not grant equitable remedies unless the remedy at law (monetary damages )is inadequate.
6. Briefly discuss the major publication, practices and invention that had an influence on the US Constitution.
Ideas from many people and several existing documents, including the Articles of Confederation and Declaration of Independence had major influences on the publication for the constitution.
7. What is evidence law? What criteria must be met for evidence to be admissible.
The law of evidence provides principle ...
The document discusses agency rules and regulations. It explains that rules are established by agencies to implement enabling statutes and solve problems of public concern. There are different types of rulemaking procedures, including informal which allows public comments, and formal which involves evidentiary hearings. Rules implement legislative goals and are directed towards the future, while decisions resolve specific disputes. The requirements for federal and state rulemaking are outlined.
Chapter Eighteen The Law of Administrative AgenciesIntroduction to.docxbissacr
Chapter Eighteen The Law of Administrative AgenciesIntroduction to Administrative Law and Administrative AgenciesAdministrative Law
For the purposes of this text, administrative law is defined broadly as any rule (statute or regulation) that affects, directly or indirectly, an administrative agency. These rules may be procedural or substantive, and they may come from the legislative, executive, or judicial branch of government or from the agencies themselves. Such rules may be promulgated at the federal, state, or local levels. A procedural rule generally has an impact on the internal processes by which the agencies function or prescribes methods of enforcing rights. For example, under the Administrative Procedure Act (APA), a federal administrative agency must give adequate notice to all parties involved in an agency hearing. A substantive rule defines the rights of parties. An example is an act of Congress that forbids the FTC from applying the antitrust laws to all the Coca-Cola bottlers in the United States. In this instance, the rights and regulations of both the FTC and the Coca-Cola bottlers were defined by Congress.
administrative law
Any rule (statute or regulation) that directly or indirectly affects an administrative agency.
procedural rule
A rule that governs the internal processes of an administrative agency.
substantive rule
A rule that creates, defines, or regulates the legal rights of administrative agencies and the parties they regulate.Critical Thinking About The Law
As a future business leader, you will certainly encounter many governmental regulations. Congress created administrative agencies, in part, because it could not hope to address the enormous variety and number of concerns that are now covered by administrative agencies. Although you will not learn about every administrative agency in this chapter, you can jump-start your thinking about administrative agencies by answering these critical thinking questions.
1. Your roommate states that people do not have to follow the regulations passed by administrative agencies because these regulations are not laws. She argues that only Congress can make laws. Which critical thinking question could be applied to settle this disagreement?
Clue: Do you and your roommate agree on the meaning of the words she is using?
2. Some individuals may argue that the creation of regulations by administrative agencies promotes unfair restrictions on business. What ethical norm seems to be behind this thought?
Clue: If you want fewer restrictions from the government, what ethical norm is influencing your thought? What ethical norm seems to conflict with the wish for fewer governmental regulations?
3. Congress assumes that the administrative agencies will address problems effectively in their respective areas. For example, the EPA ensures compliance with environmental laws. If Matt makes the assumption that environmental problems are so complex and widespread that the EPA could not hope to ma.
Chapter Eighteen The Law of Administrative AgenciesIntroduction to.docxmccormicknadine86
Chapter Eighteen The Law of Administrative AgenciesIntroduction to Administrative Law and Administrative AgenciesAdministrative Law
For the purposes of this text, administrative law is defined broadly as any rule (statute or regulation) that affects, directly or indirectly, an administrative agency. These rules may be procedural or substantive, and they may come from the legislative, executive, or judicial branch of government or from the agencies themselves. Such rules may be promulgated at the federal, state, or local levels. A procedural rule generally has an impact on the internal processes by which the agencies function or prescribes methods of enforcing rights. For example, under the Administrative Procedure Act (APA), a federal administrative agency must give adequate notice to all parties involved in an agency hearing. A substantive rule defines the rights of parties. An example is an act of Congress that forbids the FTC from applying the antitrust laws to all the Coca-Cola bottlers in the United States. In this instance, the rights and regulations of both the FTC and the Coca-Cola bottlers were defined by Congress.
administrative law
Any rule (statute or regulation) that directly or indirectly affects an administrative agency.
procedural rule
A rule that governs the internal processes of an administrative agency.
substantive rule
A rule that creates, defines, or regulates the legal rights of administrative agencies and the parties they regulate.Critical Thinking About The Law
As a future business leader, you will certainly encounter many governmental regulations. Congress created administrative agencies, in part, because it could not hope to address the enormous variety and number of concerns that are now covered by administrative agencies. Although you will not learn about every administrative agency in this chapter, you can jump-start your thinking about administrative agencies by answering these critical thinking questions.
1. Your roommate states that people do not have to follow the regulations passed by administrative agencies because these regulations are not laws. She argues that only Congress can make laws. Which critical thinking question could be applied to settle this disagreement?
Clue: Do you and your roommate agree on the meaning of the words she is using?
2. Some individuals may argue that the creation of regulations by administrative agencies promotes unfair restrictions on business. What ethical norm seems to be behind this thought?
Clue: If you want fewer restrictions from the government, what ethical norm is influencing your thought? What ethical norm seems to conflict with the wish for fewer governmental regulations?
3. Congress assumes that the administrative agencies will address problems effectively in their respective areas. For example, the EPA ensures compliance with environmental laws. If Matt makes the assumption that environmental problems are so complex and widespread that the EPA could not hope to ma ...
Business Law-- Powerpoint Presentation.pptaserbeyene29
Business law regulates commercial activities and transactions between private parties. It consists of both public and private law issues. The document provides an overview of key concepts in business law, including:
- Definitions of law from different scholars and perspectives
- Main features of law such as generality, normativity, establishment in permanence, and intimacy with human behavior
- Differences between law and other social norms such as ethics or morality
- Main functions of law like maintaining order, regulating relationships, and protecting citizens
- Classifications of law into public vs private law, substantive vs procedural law, and civil vs criminal law
The document also discusses the hierarchy of laws in Ethiopia, where the highest law is the Constitution,
Chapter 22 THE LAW AND TALENT MANAGEMENTWayne F. Cascio, HEstelaJeffery653
Chapter 2
2 THE LAW AND TALENT MANAGEMENT
Wayne F. Cascio, Herman Aguinis
Learning Goals
By the end of this chapter, you will be able to do the following:
· 2.1 Describe the framework of the U.S. legal system
· 2.2 Describe alternative legal routes for complaints against an employer’s employment practices
· 2.3 Explain the two major legal theories of unfair employment discrimination
· 2.4 Understand the major legal principles that define key civil rights laws
· 2.5 Identify the six exemptions to Title VII coverage
· 2.6 Define sexual harassment and identify preventive steps employers should take
· 2.7 Know when you can and cannot justify “English-only” rules in the workplace
· 2.8 Understand how to prevent age-discrimination claims when downsizing or terminating workers for cause
Comprehensive employment-related legislation, combined with increased motivation on the part of individuals to rectify unfair employment practices, makes the legal aspects of employment among the most dominant issues in human resource management today. All three branches of the federal government have been actively involved in ongoing efforts to guarantee equal employment opportunity (EEO) as a fundamental individual right, regardless of race, color, age, gender, religion, national origin, or disability.
All aspects of the employment relationship, including initial screening, recruitment, selection, placement, compensation, training, promotion, and performance management, have been addressed by legislative and executive pronouncements and by legal interpretations from the courts. With growing regularity, I/O psychologists and HR professionals are being called on to work with attorneys, the courts, and federal regulatory agencies. It is imperative, therefore, to understand thoroughly the rights as well as obligations of individuals and employers under the law and to ensure that these are translated into everyday practice in accordance with legal guidelines promulgated by federal regulatory agencies. Affirmative action involves a proactive examination of whether equality of opportunity exists. If it does not, a plan is implemented for taking concrete measures to eliminate the barriers and to establish true equality (Society for Human Resource Management, 2016b). Affirmative action has become a fact of modern organizational life. To ignore it is to risk serious economic, human, and social costs.
Every public opinion poll based on representative national samples drawn between 1950 and the present shows that a majority of Americans—black, brown, and white—support EEO and reject differential treatment based on race, regardless of its alleged purposes or results. There is agreement about the ends to be achieved, but there is disagreement about the means to be used (Von Drehle, 2003). EEO has been, and is still, an emotionally charged issue. Congress has provided sound legal bases for effecting changes in EEO through sweeping civil rights legislation. Subsequently, thousan ...
Local Government Authority to Enact Inclusionary Zoning in North CarolinaGordon Smith
This document summarizes the legal authority of local governments in North Carolina to enact inclusionary zoning ordinances. It finds that while access to housing is not a constitutional right, states and municipalities have sought ways to promote affordable housing. North Carolina statutes give cities and counties broad police powers to enact zoning laws to protect public health, safety and welfare. However, the authority of municipalities is derived from the state, and the state legislature could overturn local inclusionary zoning ordinances. Prior court rulings on municipalities' authority have been inconsistent, so courts could rule either way on the validity of such ordinances.
SUGGESTED TOPICS FOR TRAINING POLICE DEPARTMENTS IN .docxdeanmtaylor1545
SUGGESTED TOPICS FOR
TRAINING POLICE DEPARTMENTS IN
SECTION 1983 LIABILITY
PRESENTED AT THE
TEXAS CITY ATTORNEY’S ASSOCIATION
SEMI-ANNUAL MEETING
JUNE 13 – 15, 2007
PRESENTED BY:
WARREN SPENCER
ASSISTANT CITY ATTORNEY III
PLANO CITY ATTORNEY’S OFFICE
PO Box 860358
Plano, Texas 75086-0358
972-941-7558 (voice)
972-424-0099 (fax)
[email protected]
2
INTRODUCTION
“To protect people from drowning we can put up fences around our pools, put locks on
the gates into the pool and install pool monitor alarms….but perhaps the best protection
against drowning is to teach people to swim.” Anonymous.
This paper is not about litigating section 1983 lawsuits (at least not in the classic
sense), nor is it about case law updates regarding section 1983 actions. Rather, it is
about the prevention of section 1983 cases. It is about training peace officers in section
1983 issues. Police departments are faced with liability issues everyday – it simply
comes with the territory. As attorneys, we tend focus on how to litigate the issues once
the underlying conduct has occurred. We also train ourselves in skill sets for handling
those lawsuits. This presentation will focus on a different skill set, that of training law
enforcement officers in liability issues. I realize that some attorneys are already involved
in training police officers. Hopefully this presentation will encourage others to become
involved in that training. I have trained police officers in legal topics for about 12 years.
During that time I have discussed training and policy issues with many chiefs of police.
Each one recognizes the need for training officers in legal topics, such as civil liability.
Each one also tells me it is difficult to find attorneys to handle the training. I am a firm
believer in the adage “an ounce of prevention is worth a pound of cure.”
Comprehensive, up-to-date policy/procedure manuals coupled with quality training of
officers are two excellent preventative measures.
This paper will focus on what I suggest should be the minimum points of
discussion for training officers about liability for police actions primarily in the federal
realm. It is intended as a refresher on liability issues for experienced police officers and
police trainers and as an introduction to those issues for persons new to the police
training world. The excerpt from the Texas Law Enforcement Handbook (Holtz &
Spencer, LexisNexis Gould Publications, 2006 Ed.) (“Handbook”) which follows this
general discussion contains case law illustrations of the points discussed in this paper.
The Handbook also contains much information about arrest, search and seizure issues –
which lend themselves well to liability concerns. Another good discussion of the basic
principles of police civil liability can be found in Critical Issues in Police Civil Liability
(Kappeler, Waveland Press, 4th ed.
This document discusses procedural fairness in the context of administrative law. It covers several key topics:
1) Sources of procedural fairness obligations, including the Charter, Canadian Bill of Rights, common law, and statutes.
2) Key Supreme Court of Canada cases that have shaped the modern understanding of procedural fairness, including Nicholson, Baker, and Knight.
3) Factors considered in determining whether and to what extent procedural fairness applies in a given case, such as the nature of the decision, statutory context, and importance to individuals affected.
4) Examples of specific procedural protections, such as the right to a hearing, right to provide oral submissions, and right to respond to allegations.
ivc h a p t e r12reGULatING pOLIce BehaVIOr41.docxaryan532920
This chapter discusses how police behavior is regulated through various internal and external mechanisms. Internally, police departments establish extensive policy guidelines to govern officer conduct and have internal affairs units to investigate complaints. Officers are also subject to disciplinary actions for policy violations. Externally, officers can be held civilly and criminally liable for misconduct through lawsuits and decertification processes seek to remove problematic officers from the profession. Secondary employment policies seek to regulate off-duty work to avoid conflicts of interest or fatigue issues.
This tutorial letter contains important information for students taking the ADL2601 Administrative Law module in the first semester of 2017. It provides the October/November 2016 examination paper and guidelines for answering examination questions. It also covers the two assignments, commenting on key issues. The examination format, preparation, and writing are discussed. Finally, the letter notes that only provisional examination dates are available and the final timetable will be provided by the end of April.
The document discusses various techniques for analyzing legal issues and statutes, including:
1) Identifying the essential or determinative facts that would cause a court to reach a different decision if changed.
2) Outlining statutes to break them down into their elements in order to define the legal issue.
3) Using tools like plain meaning, legislative intent, canons of construction, and agency interpretations to resolve any ambiguities when interpreting statutes.
Case Study RubricCriterionStrongAverageWeakInt.docxdrennanmicah
Case Study Rubric
Criterion
Strong
Average
Weak
Introduction / Primary Problem, Issue or Question Identification
States the case objective and clearly defines the problem, issue or question
Minimally describes the case, includes only the problem, issue or question
Bypasses the introduction and moves directly to commentary on the case
Understanding of Primary Problem, Issue or Question
Identifies and demonstrates a sophisticated understanding of the primary issues and or problems in the case study
Identifies and demonstrates an accomplished understanding of most of the issues/problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study
Analysis and Evaluation of Issues/Problems
Presents an insightful and thorough analysis of all identified problems, issues or questions; includes all necessary calculations
Presents a thorough analysis of most of the problems, issues or questions identified; missing some necessary calculations
Presents a superficial or incomplete analysis of some of the identified problems, issues or questions; omits necessary calculations
Recommendations on Effective
Solution
s/Strategies
Supports diagnosis and opinions with convincing arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
. Recommendations logically supported
Supports diagnosis and opinions with limited reasoning and evidence; presents a one‐sided argument; demonstrates little engagement with ideas presented. Illogical recommendations
Little or no action suggested, and/or ineffective or disconnected solutions proposed to the issues in the case study. No attempt at logical support for recommendations
Links to Course Readings and Additional Research
Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and identifies all sources of information
Makes appropriate but vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited sources
Makes ineffective connections or shows no connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete information and sources
Writing Mechanics and Formatting Guidelines
Demonstrates a clear understanding of the audience for the case. Utilizes formatting, clarity and structure to enable the audience to readily see and understand recommended actions. Writing is logical, grammatically correct, spelling is error free
Demonstrates a limited understanding of the audience for the case. Ineffective structuring of response making it difficult to readily see and understand recommended actions. Writing shows poor logic, grammatical and spelli.
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
Case Study Scenario Part 3IntroductionThis media piece exp.docxdrennanmicah
Case Study Scenario Part 3
Introduction
This media piece explains four ethical theories in order to prepare you for the Unit 3 assignment,
Case Study Resolution
. This media piece also includes parts 1 and 2 of the case study videos for your review.
Part 3
Deontology
The ethical position to do what is right out of duty or obligation. It is often called rule-based ethics.
Deontology has been described as "absolutist," "universal," and "impersonal" (Kant, 1785/1959). It prioritizes absolute obligations over consequences. In this moral framework, ethical decision making is the rational act of applying universal principles to all situations irrespective of specific relations, contexts, or consequences. This reflects Immanuel Kant's conviction that ethical decisions cannot vary or be influenced by special circumstances or relationships. Rather, a decision is "moral" only if a rational person believes the act resulting from the decision should be universally followed in all situations. For Kant, respect for the worth of all persons was one such universal principle. A course of action that results in a person being used simply as a means for others' gains would ethically unacceptable.
With respect to deception in research, from a deontological perspective, since we would not believe it moral to intentionally deceive individuals in some other context, neither potential benefits to society nor the effectiveness of participant debriefing for a particular deception study can morally justify intentionally deceiving persons about the purpose or nature of a research study. Further, deception in research would not be ethically permissible since intentionally disguising the nature of the study for the goals of research violates the moral obligation to respect each participant's intrinsic worth by undermining individuals' right to make rational and autonomous decisions regarding participation (Fisher & Fyrberg, 1994).
Utilitarianism
The ethical position depends on the consequences of the action with the goal being producing the most good.
Utilitarian theory prioritizes the consequences (or utility) of an act over the application of universal principles (Mill, 1861/1957). From this perspective, an ethical decision is situation specific and must be governed by a risk-benefit calculus that determines which act will produce the greatest possible balance of good over bad consequences. An "act utilitarian" makes an ethical decision by evaluating the consequences of an act for a given situation. A "rule utilitarian" makes an ethical decision by evaluating whether following a general rule in all similar situation would create the greater good. Like deontology, utilitarianism is impersonal: It does not take into account interpersonal and relational features of ethical responsibility. From this perspective, psychologists' obligations to those with whom they work can be superseded by an action that would produce a greater good for others (Fisher, 1999).
A ps.
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Page 55 BUSINESS AND THE CONSTITUTIONA federal statute and.docxalfred4lewis58146
Page 55
BUSINESS AND THE CONSTITUTION
A federal statute and related regulations prohibited producers of beer from listing, on a product label, the alcohol content of the beer in the container on which the label appeared. The regulation existed because the U.S. government believed that if alcohol content could be disclosed on labels, certain producers of beer might begin marketing their brand as having a higher alcohol content than competing beers. The government was concerned that “strength wars” among producers could then develop, that consumers would seek out beers with higher alcohol content, and that adverse public health consequences would follow. Because it wished to include alcohol content information on container labels for its beers, Coors Brewing Co. filed suit against the United States government and asked the court to rule that the statute and regulations violated Coors's constitutional right to freedom of speech.
Consider the following questions as you read Chapter 3:
On which provision in the U.S. Constitution was Coors relying in its challenge of the statute and regulations?
Does a corporation such as Coors possess the same constitutional right to freedom of speech possessed by an individual human being, or does the government have greater latitude to restrict the content of a corporation's speech?
The alcohol content disclosures that Coors wished to make with regard to its product would be classified as commercial speech. Does commercial speech receive the same degree of constitutional protection that political or other noncommercial speech receives?
Which party—Coors or the federal government—won the case, and why?
Do producers and other sellers of alcoholic beverages have, in connection with the sale of their products, special ethical obligations that sellers of other products might not have? If so, what are those obligations and why do they exist?
LEARNING OBJECTIVES
After studying this chapter, you should be able to:
1 Describe the role of courts in interpreting constitutions and in determining whether statutes or other government actions are constitutional.
2 Explain the key role of the U.S. Constitution's Commerce Clause in authorizing action by Congress.
3 Describe the incorporation doctrine's role in making most guarantees of the Bill of Rights operate to protect persons not only against certain federal government actions but also against certain state and local government actions.
4 Explain the differences among the means-ends tests used by courts when the constitutionality of government action is being determined (strict scrutiny, intermediate scrutiny, and rational basis).
5 Describe the differences between noncommercial speech and commercial speech and the respective levels of First Amendment protection they receive.
Page 56 6 Explain the difference between procedural due process and substantive due process.
7 Identify the instances when an Equal Protection Clause–based challenge to government a.
Essay Questions Exam #1 Due Sunday Oct 19th @ 10pm Emmanuel .docxbridgelandying
Essay Questions Exam #1
Due Sunday Oct 19th @ 10pm
Emmanuel
1. What are the differences between domestic law and international law? What are the sources for international law?
Domestic law is enforced by legit government. Codified by a legitimate government. Domestic law is dominated by dominated by culture. No true international law
International law – 1) a nation can consent to be bound by international law (agree to a treaty)
2)a convention (comes out of the UN) UN has to be signed by each country- international contract. 3) also consent by custom & practices.
2. What is "enfranchisement"? Discuss the amendments in the US Constitution that applies to
Enfranchisement- to admit to the privileges of a citizen and especially to the right of suffrage
Amendments
· 15th – blacks
· 19th –deals with women rights
· 23th –Washington D.C. can vote
· 24th – abolish property tax vote
· 26th – Lower voting age to 18 years
David Lopez
3. What is “ethics”? What is “morality”? What are the differences between ethics, morality and the law? Briefly discuss legal obligations, professional obligations and organizational obligations.
As mentioned in chapter 5, at the most basic level, ethics constitutes right or wrong behavior. It is a branch of philosophy focusing on morality and the way moral principles are derived and implemented. Ethics has to do with the fairness, justness, rightness, or wrongness of an action. Morals are influenced by culture or society, however they are principal’s set individually by person to person. Business ethics and business law are closely intertwined because ultimately the law rests on social beliefs about right and wrong behavior in the business world.
4. What is "pleadings"? Discuss the contents of a complaint.
The complaint and answer, taken together, are known as the pleadings.
-The facts showing that the court has subject- matter and personal jurisdiction
-The facts establishing the plaintiff’s basis for relief,
-The remedy the plaintiff is seeking.
5. Discuss at least four reasons why the court will apply equitable remedies. Note:UMIRU
Equitable remedies include specific performance, an injunction, and rescission. Specific performance involves ordering a party to perform an agreement as promised. An injunction is an order to a party to cease engaging in a specific activity or to undo some wrong or injury. Rescission is the cancellation of a contractual obligation.Todays courts will not grant equitable remedies unless the remedy at law (monetary damages )is inadequate.
6. Briefly discuss the major publication, practices and invention that had an influence on the US Constitution.
Ideas from many people and several existing documents, including the Articles of Confederation and Declaration of Independence had major influences on the publication for the constitution.
7. What is evidence law? What criteria must be met for evidence to be admissible.
The law of evidence provides principle ...
The document discusses agency rules and regulations. It explains that rules are established by agencies to implement enabling statutes and solve problems of public concern. There are different types of rulemaking procedures, including informal which allows public comments, and formal which involves evidentiary hearings. Rules implement legislative goals and are directed towards the future, while decisions resolve specific disputes. The requirements for federal and state rulemaking are outlined.
Chapter Eighteen The Law of Administrative AgenciesIntroduction to.docxbissacr
Chapter Eighteen The Law of Administrative AgenciesIntroduction to Administrative Law and Administrative AgenciesAdministrative Law
For the purposes of this text, administrative law is defined broadly as any rule (statute or regulation) that affects, directly or indirectly, an administrative agency. These rules may be procedural or substantive, and they may come from the legislative, executive, or judicial branch of government or from the agencies themselves. Such rules may be promulgated at the federal, state, or local levels. A procedural rule generally has an impact on the internal processes by which the agencies function or prescribes methods of enforcing rights. For example, under the Administrative Procedure Act (APA), a federal administrative agency must give adequate notice to all parties involved in an agency hearing. A substantive rule defines the rights of parties. An example is an act of Congress that forbids the FTC from applying the antitrust laws to all the Coca-Cola bottlers in the United States. In this instance, the rights and regulations of both the FTC and the Coca-Cola bottlers were defined by Congress.
administrative law
Any rule (statute or regulation) that directly or indirectly affects an administrative agency.
procedural rule
A rule that governs the internal processes of an administrative agency.
substantive rule
A rule that creates, defines, or regulates the legal rights of administrative agencies and the parties they regulate.Critical Thinking About The Law
As a future business leader, you will certainly encounter many governmental regulations. Congress created administrative agencies, in part, because it could not hope to address the enormous variety and number of concerns that are now covered by administrative agencies. Although you will not learn about every administrative agency in this chapter, you can jump-start your thinking about administrative agencies by answering these critical thinking questions.
1. Your roommate states that people do not have to follow the regulations passed by administrative agencies because these regulations are not laws. She argues that only Congress can make laws. Which critical thinking question could be applied to settle this disagreement?
Clue: Do you and your roommate agree on the meaning of the words she is using?
2. Some individuals may argue that the creation of regulations by administrative agencies promotes unfair restrictions on business. What ethical norm seems to be behind this thought?
Clue: If you want fewer restrictions from the government, what ethical norm is influencing your thought? What ethical norm seems to conflict with the wish for fewer governmental regulations?
3. Congress assumes that the administrative agencies will address problems effectively in their respective areas. For example, the EPA ensures compliance with environmental laws. If Matt makes the assumption that environmental problems are so complex and widespread that the EPA could not hope to ma.
Chapter Eighteen The Law of Administrative AgenciesIntroduction to.docxmccormicknadine86
Chapter Eighteen The Law of Administrative AgenciesIntroduction to Administrative Law and Administrative AgenciesAdministrative Law
For the purposes of this text, administrative law is defined broadly as any rule (statute or regulation) that affects, directly or indirectly, an administrative agency. These rules may be procedural or substantive, and they may come from the legislative, executive, or judicial branch of government or from the agencies themselves. Such rules may be promulgated at the federal, state, or local levels. A procedural rule generally has an impact on the internal processes by which the agencies function or prescribes methods of enforcing rights. For example, under the Administrative Procedure Act (APA), a federal administrative agency must give adequate notice to all parties involved in an agency hearing. A substantive rule defines the rights of parties. An example is an act of Congress that forbids the FTC from applying the antitrust laws to all the Coca-Cola bottlers in the United States. In this instance, the rights and regulations of both the FTC and the Coca-Cola bottlers were defined by Congress.
administrative law
Any rule (statute or regulation) that directly or indirectly affects an administrative agency.
procedural rule
A rule that governs the internal processes of an administrative agency.
substantive rule
A rule that creates, defines, or regulates the legal rights of administrative agencies and the parties they regulate.Critical Thinking About The Law
As a future business leader, you will certainly encounter many governmental regulations. Congress created administrative agencies, in part, because it could not hope to address the enormous variety and number of concerns that are now covered by administrative agencies. Although you will not learn about every administrative agency in this chapter, you can jump-start your thinking about administrative agencies by answering these critical thinking questions.
1. Your roommate states that people do not have to follow the regulations passed by administrative agencies because these regulations are not laws. She argues that only Congress can make laws. Which critical thinking question could be applied to settle this disagreement?
Clue: Do you and your roommate agree on the meaning of the words she is using?
2. Some individuals may argue that the creation of regulations by administrative agencies promotes unfair restrictions on business. What ethical norm seems to be behind this thought?
Clue: If you want fewer restrictions from the government, what ethical norm is influencing your thought? What ethical norm seems to conflict with the wish for fewer governmental regulations?
3. Congress assumes that the administrative agencies will address problems effectively in their respective areas. For example, the EPA ensures compliance with environmental laws. If Matt makes the assumption that environmental problems are so complex and widespread that the EPA could not hope to ma ...
Business Law-- Powerpoint Presentation.pptaserbeyene29
Business law regulates commercial activities and transactions between private parties. It consists of both public and private law issues. The document provides an overview of key concepts in business law, including:
- Definitions of law from different scholars and perspectives
- Main features of law such as generality, normativity, establishment in permanence, and intimacy with human behavior
- Differences between law and other social norms such as ethics or morality
- Main functions of law like maintaining order, regulating relationships, and protecting citizens
- Classifications of law into public vs private law, substantive vs procedural law, and civil vs criminal law
The document also discusses the hierarchy of laws in Ethiopia, where the highest law is the Constitution,
Chapter 22 THE LAW AND TALENT MANAGEMENTWayne F. Cascio, HEstelaJeffery653
Chapter 2
2 THE LAW AND TALENT MANAGEMENT
Wayne F. Cascio, Herman Aguinis
Learning Goals
By the end of this chapter, you will be able to do the following:
· 2.1 Describe the framework of the U.S. legal system
· 2.2 Describe alternative legal routes for complaints against an employer’s employment practices
· 2.3 Explain the two major legal theories of unfair employment discrimination
· 2.4 Understand the major legal principles that define key civil rights laws
· 2.5 Identify the six exemptions to Title VII coverage
· 2.6 Define sexual harassment and identify preventive steps employers should take
· 2.7 Know when you can and cannot justify “English-only” rules in the workplace
· 2.8 Understand how to prevent age-discrimination claims when downsizing or terminating workers for cause
Comprehensive employment-related legislation, combined with increased motivation on the part of individuals to rectify unfair employment practices, makes the legal aspects of employment among the most dominant issues in human resource management today. All three branches of the federal government have been actively involved in ongoing efforts to guarantee equal employment opportunity (EEO) as a fundamental individual right, regardless of race, color, age, gender, religion, national origin, or disability.
All aspects of the employment relationship, including initial screening, recruitment, selection, placement, compensation, training, promotion, and performance management, have been addressed by legislative and executive pronouncements and by legal interpretations from the courts. With growing regularity, I/O psychologists and HR professionals are being called on to work with attorneys, the courts, and federal regulatory agencies. It is imperative, therefore, to understand thoroughly the rights as well as obligations of individuals and employers under the law and to ensure that these are translated into everyday practice in accordance with legal guidelines promulgated by federal regulatory agencies. Affirmative action involves a proactive examination of whether equality of opportunity exists. If it does not, a plan is implemented for taking concrete measures to eliminate the barriers and to establish true equality (Society for Human Resource Management, 2016b). Affirmative action has become a fact of modern organizational life. To ignore it is to risk serious economic, human, and social costs.
Every public opinion poll based on representative national samples drawn between 1950 and the present shows that a majority of Americans—black, brown, and white—support EEO and reject differential treatment based on race, regardless of its alleged purposes or results. There is agreement about the ends to be achieved, but there is disagreement about the means to be used (Von Drehle, 2003). EEO has been, and is still, an emotionally charged issue. Congress has provided sound legal bases for effecting changes in EEO through sweeping civil rights legislation. Subsequently, thousan ...
Local Government Authority to Enact Inclusionary Zoning in North CarolinaGordon Smith
This document summarizes the legal authority of local governments in North Carolina to enact inclusionary zoning ordinances. It finds that while access to housing is not a constitutional right, states and municipalities have sought ways to promote affordable housing. North Carolina statutes give cities and counties broad police powers to enact zoning laws to protect public health, safety and welfare. However, the authority of municipalities is derived from the state, and the state legislature could overturn local inclusionary zoning ordinances. Prior court rulings on municipalities' authority have been inconsistent, so courts could rule either way on the validity of such ordinances.
SUGGESTED TOPICS FOR TRAINING POLICE DEPARTMENTS IN .docxdeanmtaylor1545
SUGGESTED TOPICS FOR
TRAINING POLICE DEPARTMENTS IN
SECTION 1983 LIABILITY
PRESENTED AT THE
TEXAS CITY ATTORNEY’S ASSOCIATION
SEMI-ANNUAL MEETING
JUNE 13 – 15, 2007
PRESENTED BY:
WARREN SPENCER
ASSISTANT CITY ATTORNEY III
PLANO CITY ATTORNEY’S OFFICE
PO Box 860358
Plano, Texas 75086-0358
972-941-7558 (voice)
972-424-0099 (fax)
[email protected]
2
INTRODUCTION
“To protect people from drowning we can put up fences around our pools, put locks on
the gates into the pool and install pool monitor alarms….but perhaps the best protection
against drowning is to teach people to swim.” Anonymous.
This paper is not about litigating section 1983 lawsuits (at least not in the classic
sense), nor is it about case law updates regarding section 1983 actions. Rather, it is
about the prevention of section 1983 cases. It is about training peace officers in section
1983 issues. Police departments are faced with liability issues everyday – it simply
comes with the territory. As attorneys, we tend focus on how to litigate the issues once
the underlying conduct has occurred. We also train ourselves in skill sets for handling
those lawsuits. This presentation will focus on a different skill set, that of training law
enforcement officers in liability issues. I realize that some attorneys are already involved
in training police officers. Hopefully this presentation will encourage others to become
involved in that training. I have trained police officers in legal topics for about 12 years.
During that time I have discussed training and policy issues with many chiefs of police.
Each one recognizes the need for training officers in legal topics, such as civil liability.
Each one also tells me it is difficult to find attorneys to handle the training. I am a firm
believer in the adage “an ounce of prevention is worth a pound of cure.”
Comprehensive, up-to-date policy/procedure manuals coupled with quality training of
officers are two excellent preventative measures.
This paper will focus on what I suggest should be the minimum points of
discussion for training officers about liability for police actions primarily in the federal
realm. It is intended as a refresher on liability issues for experienced police officers and
police trainers and as an introduction to those issues for persons new to the police
training world. The excerpt from the Texas Law Enforcement Handbook (Holtz &
Spencer, LexisNexis Gould Publications, 2006 Ed.) (“Handbook”) which follows this
general discussion contains case law illustrations of the points discussed in this paper.
The Handbook also contains much information about arrest, search and seizure issues –
which lend themselves well to liability concerns. Another good discussion of the basic
principles of police civil liability can be found in Critical Issues in Police Civil Liability
(Kappeler, Waveland Press, 4th ed.
This document discusses procedural fairness in the context of administrative law. It covers several key topics:
1) Sources of procedural fairness obligations, including the Charter, Canadian Bill of Rights, common law, and statutes.
2) Key Supreme Court of Canada cases that have shaped the modern understanding of procedural fairness, including Nicholson, Baker, and Knight.
3) Factors considered in determining whether and to what extent procedural fairness applies in a given case, such as the nature of the decision, statutory context, and importance to individuals affected.
4) Examples of specific procedural protections, such as the right to a hearing, right to provide oral submissions, and right to respond to allegations.
ivc h a p t e r12reGULatING pOLIce BehaVIOr41.docxaryan532920
This chapter discusses how police behavior is regulated through various internal and external mechanisms. Internally, police departments establish extensive policy guidelines to govern officer conduct and have internal affairs units to investigate complaints. Officers are also subject to disciplinary actions for policy violations. Externally, officers can be held civilly and criminally liable for misconduct through lawsuits and decertification processes seek to remove problematic officers from the profession. Secondary employment policies seek to regulate off-duty work to avoid conflicts of interest or fatigue issues.
This tutorial letter contains important information for students taking the ADL2601 Administrative Law module in the first semester of 2017. It provides the October/November 2016 examination paper and guidelines for answering examination questions. It also covers the two assignments, commenting on key issues. The examination format, preparation, and writing are discussed. Finally, the letter notes that only provisional examination dates are available and the final timetable will be provided by the end of April.
The document discusses various techniques for analyzing legal issues and statutes, including:
1) Identifying the essential or determinative facts that would cause a court to reach a different decision if changed.
2) Outlining statutes to break them down into their elements in order to define the legal issue.
3) Using tools like plain meaning, legislative intent, canons of construction, and agency interpretations to resolve any ambiguities when interpreting statutes.
Case Study RubricCriterionStrongAverageWeakInt.docxdrennanmicah
Case Study Rubric
Criterion
Strong
Average
Weak
Introduction / Primary Problem, Issue or Question Identification
States the case objective and clearly defines the problem, issue or question
Minimally describes the case, includes only the problem, issue or question
Bypasses the introduction and moves directly to commentary on the case
Understanding of Primary Problem, Issue or Question
Identifies and demonstrates a sophisticated understanding of the primary issues and or problems in the case study
Identifies and demonstrates an accomplished understanding of most of the issues/problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study
Analysis and Evaluation of Issues/Problems
Presents an insightful and thorough analysis of all identified problems, issues or questions; includes all necessary calculations
Presents a thorough analysis of most of the problems, issues or questions identified; missing some necessary calculations
Presents a superficial or incomplete analysis of some of the identified problems, issues or questions; omits necessary calculations
Recommendations on Effective
Solution
s/Strategies
Supports diagnosis and opinions with convincing arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
. Recommendations logically supported
Supports diagnosis and opinions with limited reasoning and evidence; presents a one‐sided argument; demonstrates little engagement with ideas presented. Illogical recommendations
Little or no action suggested, and/or ineffective or disconnected solutions proposed to the issues in the case study. No attempt at logical support for recommendations
Links to Course Readings and Additional Research
Makes appropriate and powerful connections between identified issues/problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and identifies all sources of information
Makes appropriate but vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited sources
Makes ineffective connections or shows no connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete information and sources
Writing Mechanics and Formatting Guidelines
Demonstrates a clear understanding of the audience for the case. Utilizes formatting, clarity and structure to enable the audience to readily see and understand recommended actions. Writing is logical, grammatically correct, spelling is error free
Demonstrates a limited understanding of the audience for the case. Ineffective structuring of response making it difficult to readily see and understand recommended actions. Writing shows poor logic, grammatical and spelli.
Case Study Rubric Directly respond to each questi.docxdrennanmicah
Case Study Rubric
Directly respond to each question providing background to support your
response. (2 points)
Apply at least 2 concepts from the chapter material in the class text,
“Leadership; theory. Application and Skill Development.” Reference to,
“The Handbook of Leaders,” is a welcome addition. (2 points)
Apply your critical thinking skills. (2 points)
o A well cultivated critical thinker:
Raises vital questions and problems, formulating them
clearly and precisely;
Gathers and assesses relevant information, using abstract
ideas to interpret it effectively comes to well-reasoned
conclusions and solutions, testing them against relevant
criteria and standards;
Thinks open-mindedly within alternative systems of thought,
recognizing and assessing, as need be, their assumptions,
implications, and practical consequences; and
Communicates effectively with others in figuring out
solutions to complex problems.
o Taken from Richard Paul and Linda Elder, The Miniature Guide to
Critical Thinking Concepts and Tools, Foundation for Critical
Thinking Press, 2008
Case Studies must be submitted in the following format:
o Clearly title each in a word document with name, date, week etc.
o Must include clearly written and thoughtful narrative
o Post as a response in Blackboard
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Robert N. Lussier, Ph.D.
Spring field College
Christopher F. Achua, D.B.A.
University of Virginia’s College at Wise
S I X T H E D I T I O N
Leadership
THEORY, APPLICATION,
& SKILL DE VELOPMENT
66352_FM_ptg01_i-xxviii.indd 1 10/21/14 12:16 AM
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
66352_FM_ptg01_i-xxviii.indd 4 10/21/14 12:16 AM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be a.
Case Study Scenario Part 3IntroductionThis media piece exp.docxdrennanmicah
Case Study Scenario Part 3
Introduction
This media piece explains four ethical theories in order to prepare you for the Unit 3 assignment,
Case Study Resolution
. This media piece also includes parts 1 and 2 of the case study videos for your review.
Part 3
Deontology
The ethical position to do what is right out of duty or obligation. It is often called rule-based ethics.
Deontology has been described as "absolutist," "universal," and "impersonal" (Kant, 1785/1959). It prioritizes absolute obligations over consequences. In this moral framework, ethical decision making is the rational act of applying universal principles to all situations irrespective of specific relations, contexts, or consequences. This reflects Immanuel Kant's conviction that ethical decisions cannot vary or be influenced by special circumstances or relationships. Rather, a decision is "moral" only if a rational person believes the act resulting from the decision should be universally followed in all situations. For Kant, respect for the worth of all persons was one such universal principle. A course of action that results in a person being used simply as a means for others' gains would ethically unacceptable.
With respect to deception in research, from a deontological perspective, since we would not believe it moral to intentionally deceive individuals in some other context, neither potential benefits to society nor the effectiveness of participant debriefing for a particular deception study can morally justify intentionally deceiving persons about the purpose or nature of a research study. Further, deception in research would not be ethically permissible since intentionally disguising the nature of the study for the goals of research violates the moral obligation to respect each participant's intrinsic worth by undermining individuals' right to make rational and autonomous decisions regarding participation (Fisher & Fyrberg, 1994).
Utilitarianism
The ethical position depends on the consequences of the action with the goal being producing the most good.
Utilitarian theory prioritizes the consequences (or utility) of an act over the application of universal principles (Mill, 1861/1957). From this perspective, an ethical decision is situation specific and must be governed by a risk-benefit calculus that determines which act will produce the greatest possible balance of good over bad consequences. An "act utilitarian" makes an ethical decision by evaluating the consequences of an act for a given situation. A "rule utilitarian" makes an ethical decision by evaluating whether following a general rule in all similar situation would create the greater good. Like deontology, utilitarianism is impersonal: It does not take into account interpersonal and relational features of ethical responsibility. From this perspective, psychologists' obligations to those with whom they work can be superseded by an action that would produce a greater good for others (Fisher, 1999).
A ps.
Case Study RubricYour case study will be assessed as follows•.docxdrennanmicah
The document discusses Chevron Corporation's evolution of IT infrastructure to better support its global energy operations. It describes how Chevron uses Supervisory Control and Data Acquisition (SCADA) systems and sensors to monitor and optimize operations at its refineries. It also discusses Chevron's use of enterprise applications like SAP ERP and its move to cloud computing and business-focused web services. Finally, it outlines Chevron's vision for future infrastructure including increased use of mobility, analytics, and social media.
Case study RubricCriterionOutstanding 3.75Very Good 3 .docxdrennanmicah
Case study Rubric
Criterion
Outstanding 3.75
Very Good 3
Good 2.5
Unacceptable 1
Score
Completeness
Complete in all respects; reflects all requirements
Complete in most respects; reflects most requirements
Incomplete many respects; reflects few requirements
Incomplete in most respects; does not reflect requirements
Understanding
Demonstrates excellent understanding of the topic(s) and issue(s)
Demonstrates an accomplished understanding of the topic(s) and issue(s)
Demonstrates an acceptable understanding of the topic(s) and issue(s)
Demonstrates an inadequate understanding of the topic(s) and issue(s)
Analysis
Presents an insightful and through analysis of the issue (s) identified
Presents a thorough analysis of most of the issue(s) identified
Presents a superficial analysis of some of the issue(s) identified
Presents an incomplete analysis of the issue(s) identified.
Evaluation
Makes appropriate and powerful connections between the issue(s) identified and the concept(s) studied
Makes appropriate connections between the issue(s) identified and the concept(s) studied
Makes appropriate but somewhat vague connections between the issue(s) identified and the concept(s) studied
Makes little or no connection between the issue(s) identified and the concept(s) studied.
Opinion
Supports opinion with strong arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective
Supports opinion with reasons and evidence; presents a fairly balanced view; interpretation is both reasonable and objective
Supports opinion with limited reasons and evidence; presents a somewhat one-sided argument
Supports opinion with few reasons and little evidence; argument is one-sided and not objective.
Recommendations
Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts studied
Presents specific, realistic and appropriate recommendation supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation supported by the information presented and the concepts studied
Presents realistic or appropriate recommendation with little, if any, support from the information and the concepts studied.
Grammar and Spelling
Minimal spelling and grammar errors
Some spelling and grammar errors
Noticeable spelling and grammar errors
Unacceptable number of spelling and grammar errors
APA guidelines
Uses APA guidelines accurately and consistently to cite sources
Uses APA guidelines with minor violations to cite sources
Reflects incomplete knowledge of APA guidelines
Does not use APA guidelines
Total
.
CASE STUDY RUBRIC MICROBIOLOGY For the Case Study assig.docxdrennanmicah
CASE STUDY RUBRIC MICROBIOLOGY
For the Case Study assignment the current pathogen selections may be requested by sending
an email to your instructor!
Assigned Case Study Problem:
You will create a case study for a microbial infection selected from the current pathogen list. Your case
study will be assembled using a detailed rubric (see below). Upon completion, you will submit your
case study to the Blackboard gradebook in Unit 5 and to SafeAssign.
How to create a case study
The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your
chance to show that you understand the key teaching points about a microbe and to communicate
these points in a written format.
What information belongs in my case study?
Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information
Chart (see below). The left-hand heading in the chart suggests the type of information requested for the
pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be
sure to include two discussion questions (and provide complete answers) that you can incorporate
into your case study (place them at the end of your write-up). These questions should help connect your
case to other material in the course. For example, what other microbes have an A-B toxin? What other
viruses are transmitted by fecal-oral spread?
How much information should I provide for my case study?
For the Case Study, you are asked to provide at least the information requested in the chart below. The
boxed questions are suggestions for the minimum amount of information within each category. The
more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access
Medicine, Google Scholar, NCBI, WebMD, etc. to find the information. For example, if you perform a
Google search using the name of the pathogen and the word ‘vaccine’, you will find information on
current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.
Case Study Information Chart
Typical Case What does a typical case look like? Use the standard format for a
patient presentation with chief complaint (CC), history of present illness
(HPI), key physical exam details (PE), lab findings, signature signs, and
any other important findings.
Description of the infectious
agent
If it is a bacterium, how is it classified? If it is a virus, what kind of
nucleic acid does it have? Does it target specific cellular types
(tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it
only be grown in a specific type of media? How is it distinguished from
other members of the species? Does the pathogen have a significant
history with humans or animals?
Epidemiology What do you feel are the most important points about the
epidemiology of the disease? Incidence? Portal of entry? Source? Is it a
normal microb.
Case Study Rubric Criteria / Score
Distinguished
Competent
Basic/Pass
Poor
Failing
Content Knowledge
20
18
15
13
0
Case is addressed expansively in reference to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions, and demonstrates mastery of the subject matter appropriate to the assignment.
Case is addressed according to assignment instructions but does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is addressed but does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Case is not addressed and/or does not adhere to assignment instructions and does not demonstrate mastery of the subject matter appropriate to the assignment.
Use of Evidence
10
9
8
6
0
Ideas are supported with evidence and demonstrate a clear understanding of the research and theory behind the topic.
Ideas are somewhat supported with evidence to demonstrate a basic understanding of the research and theory behind the topic.
Ideas are not fully supported with evidence and demonstrate some confusion about the research and theory that support the case study topic.
Ideas are not fully supported with evidence and lack understanding of the research and theory behind the topic.
Ideas are not supported with evidence.
Writing
10
9
8
6
0
Assignment is well written and well organized. Mechanics (spelling and punctuation) and grammar are excellent.
Assignment is well written and well organized and contains few minor errors in mechanics and/or grammar.
Assignment is well written and well organized but contains some minor errors in mechanics and/or grammar.
Assignment is not clear and/or lacks organization and/or contains several errors in mechanics and/or grammar.
Assignment lacks evidence of clear, organized scholarly writing and needs extensive additional work to meet assignment needs.
Standard Writing Style
6
5
4.5
4
0
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style and contains few minor formatting errors.
Assignment demonstrates appropriate in-text citations of sources (where appropriate) and references in proper formatting style but contains some minor formatting errors.
Assignment does not provide either in-text citations (where appropriate) or reference sources and/or contains several formatting errors.
Timeliness
4
3.5
3
2.5
0
*Students who initiate communication regarding individual circumstances for lateness will be graded at instructor’s discretion.
Assignment submitted on time.
Assignment submitted one day late.
Assignment submitted two days late.
Assignment submitted three days late.
Assig.
Case Study ReflectionWrite a 4-5 page paper. Your written assi.docxdrennanmicah
Case Study Reflection
Write a 4-5 page paper. Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Pocket Guide to APA Style to ensure that in- text citations and reference list are correct. Submit your assignment to the Dropbox by the end of this Unit.
In 2007 San Francisco began its Healthy San Francisco Plan designed to provide health care for all San Francisco citizens. In 2007, it was estimated that San Francisco had 82,000 uninsured citizens. Under the plan, all uninsured citizens residing in San Francisco can seek care at the city's public and private clinics and hospitals. The basic coverage includes lab work, x-rays, surgery, and preventative care. The city plans to pay for this $203 million coverage by rerouting the $104 million the city currently spends treating the uninsured in the emergency rooms, mandating business contributions, and requiring income-adjusted enrollment fees. The plan requires all businesses with more than 20 employees to contribute a percentage toward the plan. Many business owners consider this a burden and warn they will not stay in the city. The Mayor sees universal health access a moral obligation for the city.
Take one of the following positions.
San Francisco has an obligation to provide its citizens with health access.-OR-
San Francisco does not have an obligation to provide its citizens with health access.
Discuss the following in your assignment
:
What is the government's role in regulating healthy and unhealthy behavior?
Has the balance between personal freedom and the government's responsibility to provide health and welfare of its citizens been eroded? Why or why not?
.
Case Study Questions (Each question is worth 6 marks)1. Defi.docxdrennanmicah
Case Study Questions (Each question is worth 6 marks)
1. Define the term ‘gastronomy’ and provide some examples to demonstrate your understanding.
2. What benefits and opportunities exist for the local indigenous community of the Dja Dja Wurrung Clans with Bendigo newly designated as a creative city of gastronomy?
3. How may the regional city of Bendigo incorporate gastronomy into its destination branding? Provide some examples.
4. Discuss some potential issues and considerations associated with using gastronomy in destination branding activities.
5. Outline some potential creative network collaborations which may result from Bendigo now being admitted to the Creative Cities Network.
.
Case Study Reorganizing Human Resources at ASP SoftwareRead the.docxdrennanmicah
Case Study: Reorganizing Human Resources at ASP Software
Read the ASP Software case (Anderson, 2005a) and consider the following questions:
How does the client feel about how the change has been managed at this point?
How do you think the management team or employees feel?
What has McNulty done well in managing the change to this point?
What could she have done differently?
What intervention strategy and intervention activities would you recommend to McNulty?
How would you structure these activities?
What roles would McNulty, the management team, and the consultant play?
.
Case Study Report Rubric CriterionWeakAverageStrongIdent.docxdrennanmicah
Case Study Report Rubric
Criterion
Weak
Average
Strong
Identification of Main Issues/Problems
Identifies and demonstrates acceptable understanding of some of the issues/problems in the case study.
Identifies and demonstrates an accomplished understanding of most of the issues/problems.
Identifies and demonstrates a sophisticated understanding of the main issues/problems in the case study.
Analysis and Evaluation of Issues/Problems
Presents a superficial or incomplete analysis of some of the identified issues; omits necessary calculations.
Presents a thorough analysis of most of the issues identified; missing some necessary calculations.
Presents an insightful and thorough analysis of all identified issues/problems; includes all necessary calculations.
Recommendations on Effective
Solution
s/Strategies
Little or no action suggested and/or inappropriate solutions proposed to the issues in the case study.
Supports diagnosis and opinions with limited reasoning and evidence; presents a somewhat one-sided argument; demonstrates little engagement with ideas presented.
Supports diagnosis and opinions with strong arguments and well-documented evidence; presents a balanced and critical view; interpretation is both reasonable and objective.
Links to Course Readings and Additional Research
Makes inappropriate or little connection between issues identified and the concepts studied in the readings; supplements case study, if at all, with incomplete research and documentation.
Makes appropriate but somewhat vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements case study with limited research.
Makes appropriate and powerful connections between identified issues/ problems and the strategic concepts studied in the course readings and lectures; supplements case study with relevant and thoughtful research and documents all sources of information.
Writing Mechanics and Formatting Guidelines
Writing is unfocused, rambling, or contains serious errors; poorly organized and does not follow specified guidelines.
Occasional grammar or spelling errors, but still a clear presentation of ideas; lacks organization.
Demonstrates clarity, conciseness and correctness; formatting is appropriate and writing is free of grammar and spelling errors.
Staffing at The King Company
Kevin Tu has managed staffing at King since the early years when the company had less than 100 employees. Tu runs a tight ship and manages the department with only one other recruiter and an administrative assistant, who maintains all job postings, including a telephone employment hotline and the company’s job line web site. Tu is well-respected across the organization for his strict adherence to ensuring equity in hiring and job placement that goes well beyond equal opportunity requirements.
Tu recently completed an aggressive hiring drive at major universities, hiring several new en.
Case Study Project (A) Hefty Hardware - Be sure to address each .docxdrennanmicah
Case Study Project (A) Hefty Hardware - Be sure to address each question in the Case study, and explain your rationale thoroughly. Be sure you saved your file with your full name, and title of this project. Example:
Jason Karp Case Studies A. Details
: You will be given a case study to solve from the textbook. While your responses will vary, properly documenting your response from valid resources is a requirement. This assignment requires you to use proper citations and references from the textbook and alternate sources. Thoughtful opinions/research based on the literature, and from the textbook are necessary, so be sure to review the chapter prior to completing these activities. This task is like a research paper, so please take your time when preparing your responses. Separating each case study with a title and proper formatting is
essential
so that I can read and follow your paper. A one (1) page response is NOT - NOT going to earn you maximum points. The Case Study response will be submitted on the assigned due date from the past weeks (s
ee submission due dates and rubric
)
. The Dropbox will close after the due date and late submission will not be accepted.
Case study projects are NOT posted on the discussion board, they are submitted as an assignment.
Case study text from text book :
MINI CASE
Delivering Business Value with IT at Hefty Hardware2
"IT is a pain in the neck," groused cheryl O'Shea, VP of retail marketing, as she
slipped into a seat at the table in the Hefty Hardware executive dining room, next to her colleagues. “It’s all technical mumbo-jumbo when they talk to you and I still don’t know if they have any idea about what we’re trying to accomplish with our Savvy Store program. I keep explaining that we have to improve the customer experience and that we need IT’s help to do this, but they keep talking about infrastructure and bandwidth and technical architecture, which is all their internal stuff and doesn’t relate to what we’re trying to do at all! They have so many processes and reviews that I’m not sure we’ll ever get this project off the ground unless we go outside the company.”"You have got that right", agreed Glen vogel, the COO. " I really like my IT account manager, Jenny Henderson. She sits in on all our strategy meetings and seems to really understand our business, but that’s about as far as it goes. By the time we get a project going, my staff are all complaining that the IT people don’t even know some of our basic business functions, like how our warehouses operate. It takes so long to deliver any sort of technology to the field, and when it doesn’t work the way we want it to, they just shrug and tell us to add it to the list for the next release! Are we really getting value for all of the millions that we pour into IT?”
“Well, I don’t think it’s as bad as you both seem to believe,” added Michelle Wright, the CFO. “My EA sings the praises of the help desk and the new ERP system we put in last y.
Case Study Proposing a Data Gathering Approach at TLG Solutions (.docxdrennanmicah
TLG is looking to improve their data gathering approach. A proposed solution is to survey customers about their product and service experiences to gather feedback. They could also analyze online customer reviews and implement a customer relationship management system to track interactions over time to better understand customer needs.
Case Study Project Part I Declared JurisdictionTemplate Sta.docxdrennanmicah
Case Study Project Part I: Declared Jurisdiction
Template Statement of Action Research Intent
The (Memphis Shelby County, Tennessee United States) will be examined to determine the current status of economic development. The resources for this study initially will come from public administrator generated information. The data will be assessed using S.W.O. T. Analysis. “Smart” Action Research will then be conducted to determine what specific economic development strategies may be employed to address areas of concern required for enhancing economic development prospects in the above jurisdiction. Using published scholarly resources and pertinent analytics, the action research efforts will turn to identifying options available to decision makers. This action research will result in a final report that provides both the criteria by which economic developments strategies may be weighed and a discussion of recommended actions, each uniquely assembled to improve the economic prospects for (Memphis Shelby County, Tennessee United States).
PADM 530
Case Study Project Part 2: Economic Development Analysis and Proposal Instructions
You will submit an Economic Development Analysis and Proposal Plan, consisting of 15-20 pages, not including the title page, abstract, or reference page. In order to complete this assignment, you must choose a specific locale that you want to use for your case study. You may wish to select the community in which you currently live or a hometown as the focus of this report. A case must be a “bounded system” with definable parameters (Stake, 1995). Thus, you must choose a locale that you can define and limit. For example, you should not use New York City. Its size is far beyond what you will be able to accomplish in this course. Likewise, you would not want to choose Huston, Idaho, as it is far too small to have a need for a cohesive economic development plan. In this assignment, you will target the specific situations found in an American city, town, or county. This assignment will require that you address the following six specific areas:
Locale
When choosing your locale, make sure that you will be able to find demographic and economic information. You will want to choose an area with which you are familiar or an area where there is obvious need. Attempt to pick a city or a town that is not extremely large (i.e., New York City, however, Staten Island could be a viable project). Choosing wisely will make your research more focused so that you can complete the research by the time the course has finished.
Economic Situation
You must detail the specific economic situation facing this location. For example, if you were to choose Flint, MI, you would have to discuss the impact of the auto industry moving away from the city and the subsequent economic and social conditions of the city. How has the economic shift impacted the city and how has the city responded in the last 30 years? Additionally, what initiatives.
Case Study Proposing a Data Gathering Approach at TLG Solutions.docxdrennanmicah
TLG is looking to improve their data gathering approach. A proposed solution is to survey customers about their product and service experiences to gather feedback. They could also analyze online customer reviews and implement a customer relationship management system to track interactions over time to better understand customer needs.
Case Study Peer Comments In each case study, you are expected.docxdrennanmicah
Case Study Peer Comments:
In each case study, you are expected to respond to at least two peers’ postings in the classroom. Comments should add new information to the discussion or provide an assessment of your peer's posting. Peer comments are due by Sunday midnight
Mary Post:
#2: To obtain the necessary transportation capabilities in a short timeframe, what type of software purchase option should myIoT pursue? Explain.
The software purchase option that myIoT, Inc. should pursue would be a SaaS application. This is an Internet based service where the software is accessed online and there is no need to have it installed on site. This is a less expensive option than purchasing software and licenses, and it allows access to the outside vendors. It is also cheaper than hosted software. Based on the cloud location, the setup time is faster, which is what myIoT needs for a two-month turnaround.
#3: What types of technology implementation challenges might myIoT face? How can these risks be minimized?
Application integration would pose a challenge. Since there is a short time-frame, ensuring all partners are “up and running” could be their biggest issue. There will need to be a training period for all that access the data. Should any of their vendors not have the same capabilities, this could throw off their entire operation. Also, due to the variety of systems organizing and sharing information might be a problem. MyIot would need to work with its supply chain partners and vendors to ensure they are all capable using the chosen TMS and begin to implement it right away. This will allow extra time to make changes and enforce training sessions.
Desmond Post
2. To obtain the necessary transportation capabilities in a short timeframe, what type of software purchase option should myIoT pursue? Explain.
My Iot should pursue a well designed TMS software system. This system specializes in planning the flow of materials across the supply chain. It's the core of routing, rating, and, executing shipments across multiple modes tracking, load tracing, and freight settlement. The capabilities and scope of TMS expands the software to a much more integrative system. It provides support for transportation strategic, tactical, and operational planning, as well as delivery execution, in transit visibility and performance evaluation. TMS also supports appointment scheduling, metrics monitoring, and freight bill auditing.
3. Whats types of technology implemenation challenges might my iot face? How can these risks be minized?
My Iot could potentially loose time in wages, delay of shipment, and possibly loose business with customers, but these risks could be minimized by implementing better planning, develop training within your team, create effective structure and monitor the technology program by following these simple steps below to correct system and human error as they occur:
· Secure the commitment of senior management
· Remember .
Case Study ProblemLeadership appears as a popular agenda it.docxdrennanmicah
Case Study Problem:
Leadership appears as a popular agenda item in police executive training. Go to Google and search “police executive training courses.” Other than the Covey program discussed in this chapter, what are the other programs that are offered for police chiefs? What are the topic areas assigned under the heading of “leadership”? Be sure to use the graduate case study format.
attached is graduate study case analysis format
.
Case Study Planning for GrowthKelly’s Sandwich Stop is one of t.docxdrennanmicah
Case Study: Planning for Growth
Kelly’s Sandwich Stop
is one of the best-known and most loved sandwich concessions in town. In business for about five years, she sells sandwiches and other lunch items made from locally produced food from her mobile food trailer. Kelly’s passion and talent for creating reliably fresh, tasty lunch fare popular among a business clientele (largely employees and shoppers) has made her small enterprise a booming success.
In the last year, Kelly added a bicycle-towed concession that travels to different strategic locations in town, selling her popular sandwiches to customers who work beyond walking distance of
Kelly’s Sandwich
Stop
. She now has a total of four employees, all part-time, working both concessions. Because she caters to urban customers, her concessions operate on week days from 10 am to 2 pm. To promote word-of-mouth advertising, Kelly uses Facebook to publish her daily menus and the locations of the bicycle concession.
As a sole proprietor, Kelly has been pleased with her lunch business success. Now it’s time to get serious about the future of her business. In the short and medium term, she wants to see it grow into a potentially more lucrative enterprise, implementing a greater variety of food products and services, and increasing her competitive edge in the region. Ever the ardent entrepreneur, Kelly’s long-term dream is to develop her creative, health-conscious culinary skills and services into a wider clientele outside the region.
An opportunity has arisen to lease restaurant space about 10 miles away from her trailer concession location, close to a mall and the suburbs and nearer to her local food producers. Kelly has jumped at the chance. While she has hired professional business consultants to help her set up the space, design the menu, and implement the opening of the restaurant, she must also consider the short- and long-term financial, HR, and management needs of such an expansion. Kelly is particularly sensitive to her relationship to her customers, employees, and the community.
Directions for paper below:
In this paper, students will analyze and discuss small business growth in terms of growth strategy, business forms, short and medium term goals, financing assistance, organizational structure and staffing needs, customers and promotion, and ethics and social responsibility. Students are expected to apply business and management concepts learned in our course.
By completing this assignment, students will meet the outcome(s):
identify the critical business functions and how they interact in order to position the organization to be effective in the current business environment;
explain the importance of the integration of individuals and systems to organizational effectiveness;
describe the ethical and social responsibilities that confront a business.
Required Elements of the Final Project:
Read critically and analyze the case below,
Planning for Growth
;
Review the project descripti.
Case Study People v. Smith, 470 NW2d 70, Michigan Supreme Court (19.docxdrennanmicah
The document discusses the case of People v. Smith, where the Michigan Supreme Court ruled on whether a juvenile defendant's prior convictions could be used to sentence them as an adult. It asks for a summary of the case facts, issue, and ruling, as well as an overview of the importance of expunging juvenile records. Finally, it inquires about a state's juvenile expungement laws and criteria for transferring juveniles to adult court.
Case Study OneBMGT 464 Portfolio Activity TwoPurposeIn thi.docxdrennanmicah
Case Study One:
BMGT 464 Portfolio Activity Two
Purpose:
In this case the committee is looking to see how you can apply communication skills to obtain the maximum job performance of the employee in each of the short scenarios. After reading each short case, prepare answers to the questions for the upcoming search committee interview to review.
Outcomes:
The students will demonstrate understanding of the following outcomes:
· How to manage, organize, and lead employees;
· To identify the organizational theory related to increasing job performance to raise company effectiveness;
· How to communicate effectively to affect change or motivation; and
· Writing for persuasiveness.
Scenarios and Questions:
After reading each short case, prepare answers to the questions for the upcoming search committee interview to review.
1) “RLI Home Builds a Castle on Communication”
Since the outset the owner Ralph Lorean has prided himself on focusing the culture of the company on excellent customer service. Managers know that a culture like this would only work if the company’s employees enjoyed their work and the company. He wanted to build a company where every employee felt they owned the castle. Ralph believed that communication was essential to making an employee feel a part of the group, so he often said that he never wanted employees to “read about their company in the media and learn something new.”
Because RLI is international in scope it is possible that on any given day or time two thirds of its 2,000 employees are outside an office. To conquer the communication this problem imposes Ralph is surveying his managers to see if they think a new, but very expensive, “dashboard” intranet system would be worth the expenditure. The system would ensure optimal communication strategies allowing every employee remote access from wherever they are. Regardless, of location every employee can share information on the dashboard from their cell phone. However, it does not offer a “SKYPE” feature. Management has sent a short questionnaire to you asking the following questions:
A) How would the new tool influence job performance positively in RLI?
B) Could dependence on a program which does not permit access to verbal or face to face communications hinder job performance in a global setting? If so why?
C) If the dashboard was only presented in English would this be a factor in its intracompany success?
D) One of the biggest reasons suggested for purchasing the system is that it allows information to flow both from top down to bottom up. Do you see this as possible if the company is not structured in a similar way? If so why, if not why not?
2) Email Over All! Richard Burton is one of the production supervisors at Lighting R Us a branch of RLI. Richard supervises 25 employees and has been performing well in this same job for 5 years. Burton wants a promotion in the foreseeable future but feels it unlikely. Burton is always “on”. He has 24/7 email access, texts al.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
1. 1
Law Enforcement Executive Forum
March 2005 –Pp. 1-21
Peace Officers Bill of Rights Guarantees:
Responding to Union Demands with a Management Sanctioned
Version
By Wayne W. Schmidt *
History
The genesis of a uniform internal investigative procedure law
was the federal “Police
Officers’ Bill of Rights” bill (POBR), sponsored by the late
Congressman Mario Biaggi
(D-N.Y.) in the 1971-1972 session. Initially, the bill had over a
hundred and twenty
cosponsors. Biaggi, who was wounded ten times during his 23
years of police service,
was the most decorated officer in the history of the NYPD. He
was a champion of police
officer safety and occupational rights during his tenure in the
Congress. [Note 1]
The bill was reintroduced repeatedly, but was not sent to the
floor until 1991. In that
year it passed the U.S. Senate by a 55-to-43 margin but the
House did not vote on the bill
before the session ended. By 1995, a revised and more inclusive
version were sponsored
2. in the House and Senate. To mandate compliance by recipients
of federal funding, the bill
would amend Title I of the Omnibus Crime Control and Safe
Streets Act of 1968 (42 U.S.
Code §3781). Currently the POBR bills are named the “State
and Local Law
Enforcement Discipline, Accountability, and Due Process Act,”
(H.R. 2967 and S. 1277,
108th Cong.).
Although a federal version of the POBR has never passed both
Houses of Congress, at
least 17 states and one province have enacted Bill of Rights
laws: (1)Arizona (2003) §38-
1101, (2) California (1976) Govt. Code §3301, (3) Delaware
(1986) Code Ann. 11 §9200,
(4) Florida (1974) Stat. §112.531, (5) Illinois (1983, 2004)
Compiled Stat. 50 ILCS 725,
(5) Kentucky Rev. Stat. Ann. §15.520, (6) Louisiana Revised
Stat. §2531, (7) Maryland
(1972, 1994) Ann. Code Art. 27, §727-734, (8) Minnesota
(1991) Stat. Ann. §626.89, (9)
Nevada (1983, 1989) Rev. Stat. §289.020, (10) New Mexico
(1978) Stat. Ann. §29-14-4,
(11) Rhode Island (1976) Gen. Laws §42-28.6-2, (12) Tennessee
(1989) Code §38-8-301,
(13) Texas (1997) Local Government Code §143.123, (14)
Virginia (1978, 1991) Code
Ann. §9-1-502, (15) West Virginia (1990) Code §8-14A-1,
(16)Wisconsin (1989, 1993)
2
Stat. §164.02, and the Canadian Province of Alberta (1990)
3. Police Act/Police Service
Regulation 356/90 (1990).
In the last decade police unions in at least 10 states have
attempted to enact a POBR,
including (1) Hawaii, S.B. 2986 (21st Leg. 2002); (2) Kansas,
S.B. 214 (77th Leg. 1997);
(3) Massachusetts, H.B. 368 (182nd Leg. 1998); (4) Michigan,
S.B. 25 (2001); (5)
Montana, S.B. 44 (1993); (6) North Dakota, S.B. 2368 (57th
Leg. 2001); (7)
Pennsylvania, H.B. 376 (S. Res. 1073, 185th Leg. 2001); (8)
South Carolina, H.B. 4498
(112th Leg., 1997 Sess.); (9) Utah, H.J.R. 9 §143 (54th Sess.
1999); and (10)
Washington, H.B. 1850 (54th Sess. 1995). [Note 2]
There is no harmony among state POBR versions. Some protect
firefighters, deputy
sheriffs, corrections officers and police chiefs; others exclude
some or all of those. A few
require members of a disciplinary hearing or appeal board to be
sworn peace officers;
others do not. The laws can either supersede or be subordinate
to collective bargaining
agreements. Specific rights and prohibitions that are codified in
some states are not
mentioned in others.
Voluntary Adoptions
Concerned that similar legislation would pass in their states,
two state associations of
chiefs of police drafted POBR provisions that management
could live with. In 1990 the
Colorado Association of Chiefs of Police amended its
4. Professional Standards (1986)
with revisions and additions that address the conduct of internal
affairs investigations. In
1992 the Arizona Association of Chiefs of Police published a
Model Policy regarding the
rights and responsibilities of law enforcement officers in
internal investigations. It was
written in response to several legislative attempts to impose a
union-sponsored version in
that state.
On this premise the chair of the Legislative Committee of the
International
Association of Chiefs of Police appointed an Internal Affairs
Legislation Subcommittee,
to draft a version of POBR law that management would find
more acceptable. Although
there was no immediate intention to have the IACP’s version
introduced in the Congress,
it would be available –as a reference document –in those states
where POBR legislation
might be pending.
It should be noted that the final document, though unanimously
approved by the
subcommittee, was never adopted by the IACP Legislative
Committee itself. Divided by
a single vote difference, a majority of the full committee was so
opposed to any POBR
legislation that it rejected the adoption of a management
version, even if it was labeled a
“specimen” document. [Note 3]
Nevertheless, the work of the subcommittee stands, and the
document has been sent to
a few state associations of chiefs of police that have been faced
5. with union versions that
were pending in their state legislatures. The document has been
in a “stealth mode” for
over eight years –it exists, but has not been widely seen until
now. It should be
3
remembered that many IACP members remain opposed to any
POBR legislation, no
matter how balanced it might be.
As the chair of the Internal Affairs Legislation Subcommittee, I
believed then and
now, that the document has value as an alternative to union-
sponsored legislation. As the
IACP has learned, sometimes painfully, that uncompromising
opposition can lead to
defeat. [Note 4] The Subcommittee’s document follows, as it
was originally written.
First, a few comments on how it was written. [Note 5]
Content Philosophy
Americans are captivated by sports events, where one team or
athlete wins and the
other team or athletes lose. A few managers view interaction
with their subordinates in
the same competitive way. They concede no ground, contest all
intrusions, and
concentrate on achieving total victory, even if it diminishes
employee morale.
Although competitiveness is an innate trait that is difficult to
6. restrain, the
subcommittee approached the content in a less confrontational
way. It decided that it
would recognize employee rights and prohibit management
practices based on the
following principles:
1. It would be a responsive statement. Personnel handbooks
often address dozens of
topics. The document focused on the principal issues that have
been raised in POBR
legislation.
2. Decisional law would be taken into account. If most courts or
arbitrators had
generally recognized an enforceable employee right or
invalidated a management
practice, the document embodied those holdings. Where courts
have split on a right or
practice, the subcommittee offered optional provisions or
guiding commentary. An
example is §10, the mandatory polygraph testing of employees,
which has been struck
down by courts in a few states, and upheld in many others.
3. It would focus on fundamentals. The objective of a
disciplinary investigation is to
gather facts in a nonbiased way. If the recognition of a right or
the adoption of a practice
is unlikely to impair or to unreasonably delay the investigative
process, the union’s
position usually was accepted. An example was §5-C, allowing
an employee to audio-
record an interview or to promptly provide him or her with an
audio copy or transcript of
the interview.
7. 4. It would be reasonable and balanced. Good personnel
practices foster
professional behavior from management and employees. Harsh
methods and arbitrary
practices can undermine morale. The fact that no court had yet
imposed a restriction on a
management practice was not viewed as determinative. An
example was §5-F, setting a
reasonable time limit on the duration of an uninterrupted
interview session.
5. It would recognize alternative ways of implementation. The
subcommittee was
4
cognizant that rights can be established by statute, charter
amendment, ordinance,
personnel or civil service rules and through the collective
bargaining process. [Note 6]
6. Civilians would be included within its purview. Many tasks
that were
traditionally performed by commissioned peace officers are now
fulfilled by civilian
employees. Community service officers may have the authority
to issue traffic and
ordinance citations. The director of training and heads of other
support divisions could be
unsworn. A retired or injured officer might continue to work as
a reclassified civilian.
The lines are blurred, and if protections are afforded to some
and not others, morale is
8. undermined and confusion in the disciplinary process can result,
especially when the
incident giving rise to an investigation involves both classes of
employees. This approach
differed from the usual POBR law.
7. It would cover both rights and responsibilities. Some rights
are conferred on
individuals by the state; others are agreed to by employees and
management. Both parties
have responsibilities to each other and to the communities they
serve. Section 2, for
example, imposed an affirmative duty to report misconduct and
to cooperate in intra-
agency investigations.
Rights and Responsibilities
of Law Enforcement Personnel
in Disciplinary Investigations
IACP Subcommittee on Internal Affairs Legislation
(1996)
Part One - Basic Rights, Responsibilities and Procedures
1. Definitions.
2. Duty to Cooperate and to Report Misconduct.
3. Time and Place of a Formal Interview.
4. Statement of the Reasons for a Formal Interview; Identity of
Complainants.
5. Conduct of Formal Interview Sessions.
6. Scientific and Financial Examinations.
7. Personnel Files: Access, Adverse Information and
Dispositions.
8. Miscellaneous Provisions:
9. A. Arbitration
B. No Retribution
C. Confidentiality
D. Release of Photographs
E. Waivers
F. Immediate Obedience Required
G. Criminal Charges
H. Civil Claims
5
I. Tenure
Part Two - Optional Rights and Procedures
9. Right to Consult an Attorney or Union Representative.
10. Polygraph Examinations.
11. Right to be a Candidate for Public Office.
Prefatory Note
This is a specimen document, and not a “Model.” It is
assumed that there are
alternative policies and procedures that may be better suited for
a particular agency or
state.
Method of Adoption
The procedures which follow can be enabled in a variety of
ways, including (a) a state
statute, (b) a “home rule” ordinance, (c) a civil service rule, (d)
a labor-management
10. “Memorandum of Understanding,” (e) provisions in a
collectively bargained agreement,
(f) inclusion in an agency handbook or employee manual, or (g)
an Executive Order. The
appropriate method of adoption depends on state law, historical
labor practices and
political considerations that may be unique to each jurisdiction.
Method of Compilation
This Statement is in two parts. The first covers those basic
rights and responsibilities
that (a) are generally accepted professional practices and/or (b)
have been imposed by
“mainstream” court decisions that have arisen in the course of
due process appeals and
litigation. The second part contains optional practices or
procedures that are operative
currently in some jurisdictions, but not others. They are treated
separately because of
their eristic nature.
Part One - Basic Rights, Responsibilities and Procedures
1. Definitions
A. “Agency” means the department or unit of government for
which an officer or
employee, as defined herein, provides occupational or
professional services.
B. “Critical Incident Report” means a written report required to
be completed and
submitted by an officer to his or her superiors (or written at the
request of his or her
superiors) involving:
11. a. the death or serious injury of an officer, prisoner or suspect;
or
b. the use of a firearm or impact weapon on a suspect, prisoner
or other
person by the reporting officer or by a fellow officer, or
6
c. the death or injury of a third person during the course of an
arrest or
while in pursuit of a fleeing suspect or prisoner, and
d. such other events or incidents designated as critical by the
agency that
employs the reporting officer.
It includes standardized format reports (such as an agency’s
“use of force” report) and
nonstandardized narrative reports (such as an “incident report”).
C. “Formal Interview” means the questioning or interrogation of
an officer or employee
as part of a Formal Investigation.
D. “Formal Investigation” means the process of investigating a
complaint or allegation of
serious misconduct, when the inquiry is ordered by a superior or
a management
representative, and where the results might furnish the basis for
disciplinary action
against an officer or employee.
12. E. “Informal Interview” means a meeting between an officer or
employee and a superior
for the purpose of learning facts or circumstances relating to an
incident or event. It
includes the mediation of a citizen’s or supervisor’s minor
complaint.
F. “Officer” or “employee” means any person, (a) who has been
commissioned or
certified as a peace officer, whether compensated or not, or (b)
any compensated civilian
employee of the agency that retains such peace officers, or (c) a
civilian employee of the
parent entity who is permanently assigned to an agency that
retains police officers.
“Officer” does not include privately employed special
officers. “Employee” does not
include persons who are employed by private sector contractors
that provide support
services to an agency or its parent governmental entity.
G. “Serious Misconduct” means an act, omission or other
behavior which if proved,
could result in (a) a disciplinary suspension of one or more
days, or (b) a punitive
interruption, loss, reduction, or restriction of an officer’s
privileges, rights or promotional
opportunities, or (c) an involuntary transfer, or (d) a demotion
in rank, pay or status, or
(e) other diminution of compensation, or (f) termination.
Commentary
1. Application: California’s statute includes police chiefs,
probationary police officers
13. and correctional officers but excludes temporary officers and
recruits. Florida’s statute
includes full-time state and municipal law enforcement and
correctional officers but not
parttime officers or police chiefs. Deputy sheriffs are included
within the procedural
protections but lack tenure and can be terminated without cause.
The Maryland statute is
limited to officers with arrest powers and includes police chiefs
and parttime officers.
The Minnesota and Nevada statutes cover all licensed full or
parttime peace officers.
Virginia excludes chiefs of police and the Wisconsin act
excludes state officers.
7
The Arizona Model Policy states that “every full-time
permanent non-supervisory
police employee has a property interest in continued
employment which cannot be taken
without due process of law.” However, the procedures set forth
in the policy are not
restricted and apply to any “employee.”
The Colorado Standards apply to all “peace officers.”
These provisions apply to all peace officers, whether full or
parttime, whether tenured
or nontenured, whether paid officers or volunteers, and includes
the chief of the agency.
It includes court bailiffs and jailers who are peace officers. It
excludes private sector
persons who possess a special-police commission -- such as
14. store and hotel detectives,
railroad special agents, bail bond enforcement agents, private
process servers, etc. It also
applies to “civilian” employees, except those who are paid by
private contractors.
2. Triggering Events: Informal interviews are outside the scope
of these provisions,
until such time as serious misconduct is suspected. Union
leaders and their lawyers have
long maintained that a compelled written report can be as
intrusive as a formal
interrogation. An officer’s responses in a written report can
jeopardize his or her career
and expose him or her to civil liability in the same way as the
answers to questions posed
in a formal interview. Written reports are addressed in Section 9
of the document, as an
optional right.
3. Included Penalties: These provisions follow court decisions
that have recognized
that there may be a significant penalty associated with non
traditional disciplinary action,
such as a transfer to an unpopular post or unit, the denial of a
secondary employment
permit, a prohibition against desirable overtime assignments or
an involuntary shift
change that disrupts an officer’s family life. Just as the
exposure to disciplinary action is
a part of the professional life of law enforcement and
correctional personnel, they ought
to be subjected to adverse action only when basic due process
has been fully accorded to
them.
15. 4. The definition of a “critical incident” may be omitted if
Optional Section 9 is not
included.
2. Duty to Report Misconduct and to
Cooperate with Intra-agency Investigations.
A. Every officer and employee has a duty to report promptly
any and all information
concerning any acts or events which constitute serious
misconduct, or a violation of state
or federal criminal laws, or a substantial conflict of interest, or
a corrupt or fraudulent
transaction or practice, or any other serious abuse of office,
when committed (a) by any
other officer or employee of his or her agency or its parent
governmental entity, or (b)
any person having business dealings with that agency or the
parent entity, or (c) by any
other person possessing peace officer powers [in this state].
The knowing failure of any officer or employee to report such
acts or events shall be
8
cause for termination or such lesser sanctions that might be
appropriately imposed.
Unless otherwise directed, the information shall be given in
written format to the chief
executive of the agency, except that criminal matters may be
referred directly to the
appropriate prosecutor.
16. An officer or employee who complies fully and promptly with
the above reporting
requirements shall not be subject to any disciplinary or other
adverse personnel action,
provided the allegations are reasonably believed to be true.
B. Every officer and employee has a duty to cooperate fully
with an internal
investigation of misconduct, whether serious or minor, unless
and until he or she
becomes a suspect in a criminal investigation. Absent such a
focus, every officer and
employee must answer questions asked by a superior or
investigator in a truthful and
forthright manner, without equivocating or otherwise attempting
to avoid disclosure of
relevant information.
Commentary
“Serious misconduct” is defined in Section 1. The other
activities contained in 2-A are
taken from N.Y. Executive Order No. 39 [Part IV-1] (1996)
which is applicable to all
Executive Branch officers and employees. They parallel a
similar provision in the
Arizona Model Policy [Part II-B] (1992).
3. Time and Place of a Formal Interview.
Whenever an officer or employee is under investigation for
serious misconduct, and is
subjected to a formal interview at the request of management or
a designated member of
his agency, the interview will be conducted under the following
17. conditions:
A. It will be scheduled at a reasonable time, preferably when
the officer or employee
is on duty or immediately preceding or following his tour of
duty, unless the seriousness
of the inquiry is such that an immediate interview is desired. If
the officer or employee is
not on duty (or is on suspension), he or she shall be entitled to
his usual compensation for
call-back duty.
B. The interview shall take place at (a) the usual duty station of
the officer or
employee, or (b) at the regular premises of the person in charge
of the interview. Where
the interview is to be conducted by personnel from two or more
investigating agencies, it
shall take place at the premises of one of the investigating
parties. Unusual circumstances
pertaining to an investigation will justify scheduling the
interview at an appropriate time
and place that is convenient to the investigating parties, such as
when the incident giving
rise to the inquiry involves officers from multiple jurisdictions.
C. Management’s failure to comply with the foregoing
procedures will not excuse an
officer or employee’s failure to attend the interview, but may
form the basis of a
9
legitimate grievance.
18. Commentary
The Arizona Model Policy prohibits home interviews. Colorado
Standard §170.10
mandates the adoption of a written directive concerning (a) the
place, duration, conduct,
and documentation of IA interviews and (b) who is authorized
to represent the accused
officer.
The Colorado Commentary prohibits threats, offensive
language, and promises or
rewards. It provides that officers are entitled to a copy of the
audiotape or transcript. The
Commentary also says:
The interview should be conducted at a reasonable hour,
preferably at a time
when the peace officer is on duty, or during the normal waking
hours for the
peace officer, unless the seriousness of the investigation
requires otherwise. If
such interview does occur during off-duty time of the peace
officer being
interviewed, the peace officer should be compensated for such
off-duty time in
accordance with regular department procedures, and the peace
officer shall not
be released from employment for any work missed.
4. Statement of the Reasons for a Formal Interview; Identity of
Complainants.
A. An officer or employee shall be informed of the name and
rank, title or position
19. and agency of employment of all persons who participate in
asking questions at a formal
interview.
B. An officer or employee who submits to a formal interview
shall be informed :
a. of the general nature of the inquiry;
b. of the names and identities of any and all persons who have
signed statements
alleging misconduct by the concerned officer or employee, or
alleging misconduct by
another officer or person. The name of a complainant who
refuses to make a public
complaint, such as a confidential informant or an unrevealed
undercover investigator,
need not be released to the officer or employee, provided a
superior informs the officer or
employee that the complainant has requested anonymity.
C. Superiors may question an officer or employee about the
contents of a letter,
telephone call or other communication made by an unknown
person, but must, on
request, furnish the officer or employee with a verbatim copy of
the letter or a transcript
of the telephone call or other communication. If an exact
transcript was not kept, the
officer shall be provided with a written synopsis of the
allegations. Management may
“sanitize” the contents of the letter, call or communication by
deleting those portions of
the document that do not pertain to the current inquiry, or which
allege misconduct by
other persons not present at the formal interview.
20. 10
Commentary
Under subsection 4-B, management is not required to provide an
accused officer or
employee with a copy of a signed complaint and/or witness
statement. The name(s) and
identities of complainants must be revealed, if known, unless
the complainant has
requested anonymity or the complainant is an undercover
investigator.
Under subsection 4-C, if the complaint is made by an unknown
person, the concerned
officer or employee must be furnished a verbatim copy of the
communication. A
verbatim copy can be a transcription of the letter or other
communication, rather than a
photocopy, to prevent the accused officer or employee from
recognizing the handwriting
or typewritten style of the sender.
5. Conduct of Formal Interview Sessions.
A. At a formal interview, on the request of an officer or
employee being interviewed,
no more than two persons shall ask questions during any
segment of a interview,
although the interview process may involve multiple segments.
If more than two
interviewers are physically present at the same time, the officer
or employee may decline
21. to reply.
A person who records or transcribes an interview session is
not an “interviewer.”
Management may authorize additional persons to
simultaneously audit an interview via
audio and/or video monitor devices placed elsewhere.
B. Officers and employees who are interviewed in noncriminal
matters shall be
treated with dignity and respect. They must not be subjected to
angry accusations, shouts,
ridicule, unlawful threats or harassment. They shall not be
improperly offered a “reward”
for their responses. However, the persons conducting the
interview may remind an officer
or employee that he or she has a duty to answer pertinent, job-
related questions and can
be disciplined or terminated for a failure to do so. An offer of
immunity from disciplinary
action or from criminal prosecution is not a improper reward,
provided the offer is in
writing or the offer is audiotaped.
C. Unless otherwise mutually agreed upon, no officer or
employee shall be questioned
for more than [50] minutes, without being given a rest break of
at least [10] minutes.
D. An officer or employee is entitled to (a) elaborate on a
response, or to (b) clarify or
explain an answer, or (c) to refute a negative implication which
arises during the
interview or arose at a previous session.
E. If and when an inquiry is or becomes a criminal
22. investigation, an officer or
employee is entitled to remain silent and not answer
incriminating questions until and
unless he or she is advised that use immunity will apply. An
officer or employee who is
offered limited use immunity from criminal prosecution, by
those conducting the
11
interview, shall answer fully and truthfully all questions posed
at that interview, when
required to do so. Even in the absence of an admonition
concerning limited immunity,
use immunity presumptively attaches by operation of law,
whenever an officer or
employee is compelled to be a witness against oneself in a
criminal investigation.
F. Unless waived by the parties, there shall be a verbatim record
made of all formal
interviews. The record may be by videotape, audio tape or
stenotype transcription by [an
independent court reporter]. If the interview is being conducted
by the agency that
employs the officer or employee being interviewed, the officer
or employee is entitled to
make his own audio recording of the proceedings, unless
superiors arrange for two
simultaneous recordings to be made and to offer one copy for
the officer.
Commentary
23. 1. Courts have annulled the punishment given officers who have
been subjected to
abusive internal interrogations. See Oddsen v. Board of Fire &
Police Cmsnrs., 321
N.W.2d 161 (Wis. 1982). Moreover, when an abusive interview
has taken place, judges
may assume erroneously that management was politically
motivated, and the court may
look for a technical reason to set aside all sanctions.
Just as important, superior officers and internal investigators
should reflect the same
professional attitudes and demeanor that is required of their
subordinates.
2. The Arizona Model Policy requires that an interview be
conducted in a professional
manner and prohibits ridicule, mockery or outrageous conduct.
The Colorado Standard
prohibits threats, harassment or a promise of reward.
3. The Arizona Model Policy has a 90 minute interrogation
period; because most
people are used to a 50 minute classroom period, the lower
duration was selected. The
proposed federal version requires a “reasonable period” for the
interview and rest breaks.
Because “reasonable” is subject to wide interpretation, this
document opts for a finite
maximum of 50 minutes.
4. Subsection 5E restates the principles of law devolving from
Garrity v. New Jersey,
385 U.S. 493, 87 S.Ct. 616 (1967)
<http://laws.findlaw.com/us/385/493.html>; Gardner
v. Broderick, 392 U.S. 273, 88 S.Ct. 1913 <
24. http://laws.findlaw.com/us/392/273.html >
(1968); and Unif. Sanit. v. Cmsnr., 392 U.S. 280, 88 S.Ct. 1917
<http://laws.findlaw.com/us/392/280.html > (1968). The
presumptive nature of the
immunity was recognized in Confederation of Police v. Conlisk,
489 F.2d 891/at 895 (7th
Cir. 1974) and subsequent cases pertaining to the use of
compelled statements.
The Massachusetts Supreme Court has held that public
employees who are
interrogated in a disciplinary investigation are entitled to full
and final immunity from
prosecution. See Carney v. Springfield, 403 Mass. 604, 532
N.E.2d 631 (1988), and two
companion cases. No other courts have adopted the view that
“transactional immunity”
applies. The U.S. Supreme Court favors the limited version; see
Zicarelli v. State
12
Investigating Cmsn., 406 U.S. 472, 92 S.Ct. 1921
<http://laws.findlaw.com/us/406/472.html> (1972).
5. The Arizona Model Policy and the Colorado Standard require
an officer to pay for
the cost of a transcript. He is permitted to tape the interview
himself so long as the
process is not disruptive.
6. Scientific and Financial Examinations.
A. An officer or employee may be required to be photographed
25. or videotaped or
participate in a lineup for the purposes of identification by
witnesses or complainants.
B. Absent valid medical or religious reasons, an officer or
employee may be required
to submit to a medical, laboratory or other scientific
examination at the sole expense of
the agency. Unless restricted by law, an officer or employee
may be required to disclose
all drugs and medication he or she has taken. An officer or
employee may volunteer to
take a polygraph examination, but may not be required to do so.
C. When the allegation involves unlawful financial transactions
or the receipt of funds
obtained by illegal means, a superior or management
representative may issue a written
order to the officer or employee directing him or her, generally
or specifically, to prepare
a list of assets and liabilities, and to obtain and disclose his or
her bank and other
financial statements and to explain all significant entries.
Commentary
1. Colorado Standard §170.13 requires agencies to specify when
“medical or
laboratory examinations are administered.” In some cases the
Americans with
Disabilities Act, 42 U.S. Code §12101-17 (1990) may restrict or
prohibit an employer
from requiring an employee to disclose what prescriptive drugs
he has taken. See Roe v.
Cheyenne M.C.R., 920 F.Supp. 1153 (D.Colo. 1996).
26. 2. A financial disclosure requirement is part of the Arizona
Model Policy. The fourth
part of Colorado Standard §170.13 is optional and states that
“an employee may be
required to submit financial disclosure statements.” The
Commentary limits this power
to investigations where the data is “material to a particular
internal affairs investigation.”
Designated I.R.S. employees and persons with access to
classified information are
required to complete generalized federal disclosure forms. See
Form SF-85P, upheld in
N.T.E.U. v. Dept. Treasury, 25 F.3d 237 (1994) and Executive
Order 12968, published at
[1995] (2) U.S. Code Cong. & Ad. News (West) B80-B91 (2
Aug.1995). The
requirement may be extended lawfully to state and local law
enforcement personnel; see
Barry v. City of N.Y., 712 F.2d 1554 (2d Cir. 1983), cert. den.
464 U.S. 1017.
3. As compiled, this Section 6 allows voluntary, and prohibits
mandatory, polygraph
examinations. Optional Section 10 would make them obligatory.
If Sec. 10 is
13
incorporated into Sec. 6, the last sentence of Subsection B
should be deleted. What is
now in Sec. 10 would then follow.
7. Personnel Files: Access, Adverse Information and
27. Dispositions.
A. While in the continuous physical presence of a predesignated
monitor, an officer or
employee may view the contents of his or her personnel file
during reasonable business
hours. No items shall be removed from the file, except for
photocopying purposes.
B. The progress of an internal investigation or inquiry shall be
kept in one or more
confidential case files. No materials contained in or intended
for investigative case files
shall be put in an officer’s or employee’s personnel file, until
the internal inquiry
concerning that person has concluded.
No other item of a negative or disparaging nature shall be put in
an officer or
employee’s personnel file, without promptly advising the
affected person. An officer or
employee can submit a written response or letter of explanation
concerning the contents
of the document objected to. Such responses or letters will be
kept in the personnel file as
long as the adverse material is included.
C. An officer or employee will be notified promptly of the
disposition of allegations
made against him or her. If an investigation will continue for
the purpose of scrutinizing
others, an officer or employee can be ordered to keep
confidential those findings
pertaining to him or her, for the duration of the inquiry.
A closed investigation may be reopened when newly discovered
28. evidence so warrants.
The agency need not inform those officers and employees who
were notified of the prior
disposition, until such time as they are re-interviewed or
otherwise are involved in the
reopened investigation.
Commentary
In sections “O” and “Q,” the Arizona Model Policy allows
an officer to access his own
files, provides for giving notice of IAD dispositions, and
permits him to insert a statement
or comment in rebuttal to any adverse or derogatory
information.
Colorado has adopted an optional Standard (§171.2) which
regulates the inspection of
a peace officer’s own personnel file. The Commentary to the
standard allows him or her
“a reasonable period of time within which to file a written
response to any adverse
comment... [which] should be attached to... the adverse
comment.” Optional Standard
§170.11 covers notification of results; the Commentary
specifies “within a reasonable
time.”
8. Miscellaneous Provisions.
A. Arbitration: An officer or employee who is a member of a
recognized or certified
14
29. bargaining unit shall use the grievance processes established by
the enabling law and the
employment agreement conferring those privileges. If the
employment agreement
includes final and binding arbitration, the officer or employee’s
right to judicially litigate
any complaints or grievances is waived irrevocably in favor of
the grievance process.
If there is no bargaining agreement or it does not provide for
alternative dispute
resolution, an officer or employee has the right to bring a civil
suit against his employing
entity seeking injunctive relief, and where appropriate, an
award of damages for injuries
suffered.
B. No Retribution: No adverse action shall be taken against an
officer or employee
for the exercise of his or her civil and constitutional rights,
provided the officer or
employee’s actions are taken in a reasonable, good faith
manner. Neither management
nor an officer or employee shall knowingly engage in an abuse
of legal procedures or
maintain vexatious litigation.
C. Confidentiality: No management representative, superior or
other officer or
employee, who has knowledge of a complaint of misconduct by
another officer or
employee, shall publicly release the contents of (a) that
complaint, or (b) any statements
made in a formal interview until (a) the complaint or statements
become a public record
30. or (b) the investigation relating to the concerned officer or
employee has been concluded
and the officer or employee has been notified of the disposition.
This subsection does not
limit an accused officer or employee’s right to gain access to
information he is otherwise
allowed to receive.
D. Release of Photographs: Management shall not release to the
news media a
photograph or the home address of an officer or employee who
is accused of misconduct,
unless he or she has been formally charged with a criminal
offense.
E. Waivers: An officer or employee may irrevocably or
conditionally waive some or
all rights, privileges and protections accorded him or her (a)
under any part of these
provisions, or (b) set forth in any statute or other law, or (c)
contained in a bargaining
agreement or “Memorandum of Understanding,” if any. The
waiver shall be in writing,
unless made in the course of a recorded formal interview.
F. Immediate Obedience Required: The rights, privileges and
protections accorded
an officer or employee herein shall be enforced as set forth in
Subsection 8-A above. An
officer or employee does not have a legal right to refuse to
cooperate in an internal
investigation or to participate in an interview, even if
management has failed to recognize
or provide those rights, privileges and protections; the officer or
employee must “obey
now” and “grieve or complain later.”
31. However, admissions or confessions obtained during the course
of any interview not
conducted substantially in accordance with these provisions
may not be used by
management in any subsequent disciplinary action, except for
the limited purpose of
impeaching the officer or employee’s credibility for
truthfulness, should he or she
15
subsequently testify at variance with those admissions or
confessions.
G. Criminal Charges: In the event an officer or employee is in
custody or is facing
criminal charges, he or she shall have all the constitutional and
civil rights accorded other
defendants. None of the enumerated rights, privileges and
protections provided herein
shall apply to a parallel criminal investigation or prosecution,
unless elsewhere provided
by law.
H. Civil Claims: Nothing herein shall limit the right of an
officer or employee to
bring a civil claim or lawsuit for damages against any private
citizen or private entity for
the physical injuries, financial losses or mental suffering that
was negligently or
intentionally inflicted on the officer or employee as an
individual, or while acting in his
or her official capacity.
32. I. Tenure: Nothing herein shall confer upon an officer or
employee (a) tenure or a
“property right” to one’s job or position, or (b) an expectation
of continued employment.
Tenure depends exclusively on any applicable laws, rules,
policies and contractual rights
that might arise independent of these provisions.
Commentary
1. Recently the U.S. Supreme Court has enforced arbitration
agreements which replace
the right to sue by all signatories. See Gilmer v. Interstate, 500
U.S. 20, 111 S.Ct. 1647
(1991) <http://laws.findlaw.com/us/500/20.html>. Lower courts
have enforced arbitration
clauses contained in collectively bargained agreements, even if
the concerned employee
did not waive his right to sue. See Austin v. Owens-Brockway,
78 F.3d 875 (4th Cir.
1996), involving ADA statutory claims.
While many police chiefs complain that arbitrators are too
lenient in imposing
punishment for misconduct, many employers would prefer to
arbitrate claims of race,
origin, gender or handicap discrimination and allegations of
sexual harassment.
2. An officer’s reputation is ruined quickly and sometimes
irreparably when he is
accused of brutality, corruption or sexual misconduct. A limited
confidentiality clause
protects an officer or employee in those frequently-encountered
cases where the
33. complaint is completely unfounded or the accuser drops the
allegations.
Similarly an officer or employee must be formally charged with
a criminal offense
before the agency can release his or her photo to the media.
3. Subsection 8-F reiterates the well-recognized rule than an
officer or employee must
“obey now” and “grieve later.” Conversely, admissions and
confessions obtained in an
interview that is not conducted substantially in accordance with
these provisions may not
be used as evidence of guilt in a disciplinary hearing, except to
contradict a subsequent
denial or a fabricated excuse offered at that hearing.
16
Part Two - Optional Rights and Procedures
9. Right to Consult an Attorney or Union Representative.
A. At a formal interview, an officer or employee is entitled to
the assistance of an
attorney or a representative of his or her union (or association)
if any. The interview shall
be delayed, not more than [three] business days while the
officer or employee obtains
professional assistance.
A formal interview is a fact-finding inquiry and not an
adversary proceeding. An
attorney or other representative shall not be allowed to formally
34. question his client, or to
call or cross-examine other witnesses, or to introduce evidence
favorable to his client. An
attorney or other representative is entitled to ask his client to
(a) elaborate on a response,
or to (b) clarify or explain an answer, or (c) to refute a negative
implication which arises
during the interview or at a previous session.
While an attorney or representative can object to a question, if
he advises his client to
refuse to answer, the officer or employee is subject to
termination or other disciplinary
action for such refusal, even if the allegations against the
officer or employee are without
substance.
B. Unless serious misconduct is suspected, an officer or
employee is not entitled to the
assistance of an attorney or representative of his or her union
(or association) at an
informal interview.
C. When directed or otherwise required to complete a critical
incident report (as
defined herein), an officer or employee is entitled to the
assistance of an attorney or
representative of his or her union (or association) if any. The
report may be delayed, for
up to [three] business days while the officer or employee
obtains professional assistance.
D. Notwithstanding the preceding paragraphs, for an appropriate
stated reason,
management may require an officer or employee to participate
promptly in a brief, off-
35. the-record interview, for the purpose of learning certain basic or
preliminary information.
No statements or admissions made by an officer or employee at
an off-the-record
interview may be used against him or her for any purpose
whatsoever, and no
transcription or audio recording shall be made during such
interview.
Appropriate reasons shall include, but are not limited to (a)
actual or anticipated
requests by the news media for information, or (b) the
prevention of a potential crime or
violent act, or (c) the flight or concealment of a criminal
suspect, or (d) the loss or
dissipation of evidence in a criminal or civil investigation or (e)
other exigent
circumstance(s).
Nothing herein shall prevent management, during a subsequent
and properly
constituted formal interview, from repeating any questions
asked in the course of a prior
off-the-record interview, except that no reference shall be made
to the responses given to
any questions in the course of the off-the-record interview.
17
Commentary
1. In many states, legal counsel is entitled to attend disciplinary
interviews of officers
and employees they represent. Florida and Maryland police
36. chiefs have adjusted to this
right since 1975. The Maryland statute requires the attempted
interrogation of a police
officer to be suspended for up to ten days to allow him to
employ “counsel or any other
responsible representative.”
Also in 1975, the U.S. Supreme Court concluded that §7 of the
National Labor
Relations Act [29 U.S. Code §157] requires covered private
employers to permit an
employee’s “representative” to be present during an
investigative interview. N.L.R.B. v.
Weingarten, 420 U.S. 251, 95 S.Ct. 972 (1975)
<http://laws.findlaw.com/us/420/251.html>. As of that year, 33
states had public
employee-relations laws which were identical or similar to §7.
Of those states, only West
Virginia declined to follow Weingarten.
However, in right-to-work states, a police officer does not have
a legally protected
right to the presence of counsel (or union representative) at a
disciplinary interview. The
Sixth Amendment [Right to Counsel] does not apply to
disciplinary proceedings; L.A.
Police Prot. League v. Gates, 579 F.Supp. 36 (C.D.Cal. 1984).
Moreover, an internal affairs interview is non adjudicatory.
Since “no possibility of
sanctions exists at that point,” said one court, “...the due
process clause of the Fourteenth
Amendment provides no right to counsel at the IAD interview.”
Wilson v. Swing, 463
F.Supp. 555 (M.D.N.C. 1978), relying on Haines v. Askew, 368
F.Supp. 369, aff’d 94
37. S.Ct. 2596 (1974).
The Arizona Model Policy is silent on the “right” of an accused
officer to
representation during a formal interview. Colorado adopted as
part of Standard §170.10
optional language requiring a written directive on who shall be
authorized to represent
peace officers who are interviewed. The Commentary to the
optional provision states:
Upon the filing of a formal written statement of charges, or
whenever an
interview focuses on matters which are likely to result in
punitive action against
any peace officer, that officer, at his request, should have the
right to be
represented by a representative of his choice to include legal
counsel who may be
present at all times during such interview.
The Commentary to the Standard continues, and cautions that:
This section should not apply to any interview of a peace officer
in the normal
course of duty, counseling, instruction, or informal verbal
admonishment by, or
other routine or unplanned contract [Sic] with, a supervisor or
any other peace
officer, not should this section apply to an investigation
concerned solely and
directly with alleged criminal activities.
18
38. 2. Acting “under the advice of counsel” is no defense to an
officer who willfully
refuses to answer a question which is narrowly related and
specifically directed to his
employment or fitness for service. The refusal is made at the
peril of an employee,
although he might be able to collaterally challenge the question
by an emergency civil
action, as was done in Buege v. Lee, 372 N.E.2d 427 (Ill.App.
1978).
3. “Critical Incident Reports” are defined in Section 1. Some
law enforcement
agencies have allowed an officer or employee to consult with an
attorney before
completing a use of force report. This subsection can be
omitted, as an option within an
option.
A California appellate court has recognized that the assistance
of counsel when
completing critical incident reports is an important right, and if
an agency has a past
practice of allowing this, they must continue to do so during the
life of a valid bargaining
agreement or Memorandum of Understanding. The three-judge
panel concluded also that
the desire for an immediate report was not a managerial
prerogative, and there was no
public safety mandate which would impair or excuse the past
practice. See Long Beach
P.O.A. v. City of L.B., 156 Cal.App.3d 996 [at 1010-11], 203
Cal.Rptr. 494 (1984).
A federal District Court issued a similarly worded opinion in
39. Watson v. Co. of
Riverside, 976 F. Supp. 951, 1997 U.S. Dist. Lexis 13797
(C.D.Cal.).
Also, a Michigan arbitrator extended Weingarten to a written
report that was requested
by a police supervisor. Lansing (City of) and Capitol City Post
141, 106 LA (BNA) 761
(Ellmann, 1996).
4. Police chiefs and sheriffs are well-aware that the first media
reports concerning an
officer-involved shooting or other critical incident can generate
irreversible public
opinion. Subsection 9- D allows an immediate “off-the-record”
interview for the purpose
of formulating a media response.
10. Polygraph Examinations.
When consistent with (a) federal and state law and (b) any
enforceable employment
agreements, an officer or employee may be required to submit
to a polygraph
examination. The results are to be kept semi-confidential; they
may be considered for
non- evidentiary investigative purposes by management and
internal investigators.
The results shall not be made public without the consent of the
person tested, and shall
not be disclosed to an arbitrator, or a member of a disciplinary
hearing panel, or a
member of a duly constituted employment review board, or to
any other disinterested
person(s) who may be charged with the responsibility of
40. adjudicating guilt on the basis of
legally admissible evidence.
Commentary
19
By statute or court decisions, compelled polygraph
examinations are illegal in a few
states. In other jurisdictions they are prohibited under existing
collective bargaining
agreements.
The wording in this provision follows the Arizona Model Policy
on this issue.
Colorado Standard §1.714 is optional and limits polygraph
examinations to those officers
who consent to be tested. Colorado applicants and probationary
officers are exempted
and may be tested as part of the hiring process.
In this document, an agency may use the polygraph to screen
applicants, until they are
appointed an officer or hired as an employee.
11. Right to be a Candidate for Public Office.
A. Subject to any provisions or limitations of federal, state and
local laws, an officer
or employee is entitled to be a candidate for public office. If the
office sought is (a) one
within the parent government-entity of the employing agency,
or (b) there is a statutory
or common law conflict between the elected office sought and
41. the agency position
currently held, the officer or employee shall take a special,
unpaid leave of absence while
serving as an elected official. No agency benefits, including
seniority rights, shall accrue
while on special leave.
When the term of elected office has been served or otherwise
vacated, the person on
leave shall, if otherwise qualified, be eligible for reinstatement
with the agency of prior
employment. However, the person returning from special leave
shall be reinstated at the
appropriate rank or position that he or she would be entitled to
hold, based on the
seniority rights held at the time the special leave of absence
commenced.
“Otherwise qualified” includes any generally applicable,
job-related, physical, mental,
educational or legal qualifications, including the completion of
any omitted mandatory
training or certifications. This means that an officer, who has
been absent for a long
period, might have to (a) pass a preservice physical exam and
(b) receive extensive
training before he is eligible for recertification and
reinstatement.
B. The above right shall not apply if the leave period is for
more than [four]
consecutive years. No agency is required to reinstate an
officeholder if he or she does not
apply for reinstatement within [thirty] days before or after
leaving office.
42. Commentary
This subject was included as an optional section because it was
one of the nine topics
included by the National Association of Police Organizations on
its Internet website.
The rights of returning workers may be covered by (a) civil
service rules or (b) is
addressed specifically in a bargaining agreement or (c) may be a
recognized past practice
20
enforceable under the labor agreement.
The intent of this section is to prevent a person who returns,
from a term as an elected
official, from displacing a person who has accumulated greater
seniority rights.
References:
Aitchison, Will, The Rights of Law Enforcement Officers (5th
edit.): Ch. 5, Law
Enforcement Officer Bills of Rights, 209-221, I.S.B.N. 1-
880607-22-0 (Labor Relations
Information Services: Portland, Oregon, 2004), info. at
<http://www.lris.com>.
Arizona Association of Chiefs of Police, Model Policy
Regarding the Rights and
Responsibilities of Law Enforcement Employees in Internal
Investigations, (Tempe,
43. Arizona, 1992), by Snell & Wilmer, attorneys for the
association, and published in 93 (1)
Legal Defense Manual 17-19 (Law Enforcement Legal
Publications: Glen Ellyn, Illinois,
1993). Website at <http://home.xnet.com/~lelp/>.
Arnold, John, Internal Affairs Investigation: The Supervisor’s
Role, 67 (1) FBI Law
Enforcement Bulletin 11 (Jan. 1998) viewable at
<http://www.fbi.gov/publications/leb/1998/janleb.pdf>.
Brooks, Michael E., Statements Compelled from Law
Enforcement Employees, 71 (6)
FBI Law Enforcement Bulletin 26 (June 2002) viewable at
<http://www.fbi.gov/publications/leb/2002/june02leb.pdf>.
Clymer, Steven D., Compelled Statements from Police Officers
and Garrity Immunity,
76 N.Y.U.L. Rev. 1309 (2001) viewable at
<http://www.nyu.edu/pages/lawreview/76/5/clymer.pdf >.
Colorado Association of Chiefs of Police, Professional
Standards (§170.1-13, Internal
Affairs and §171.1-7, Administrative Procedures for Sworn
Personnel) (Denver,
Colorado, 1986; Rev. 1990).
Crawford, Kimberly A., Constitutional Rights to Counsel
During Interrogation:
Comparing Rights Under the Fifth and Sixth Amendments, 71
(9) FBI Law Enforcement
Bulletin 28 (February, 2003) and Compelled Interviews of
Public Employees, 62 (5) FBI
Law Enforcement Bulletin (May, 1993).
Human Rights Watch, Shielded From Justice: Police Brutality
44. and Accountability in
the United States (1998) viewable at
<http://www.hrw.org/reports98/police/index.htm>.
International Association of Chiefs of Police, Prepared
Testimony of I.A.C.P. Vice
President Darrell L. Sanders (and submitted by Roy C. Kime,
IACP Legislative
Counsel), before the House Subcommittee on Crime
(Washington, D.C., June 18, 1996),
and accompanied by An Analysis of Proposed Law Enforcement
Officers’ Bill of Rights
21
Legislation (S. 334, 104th Cong. 1st Sess.) written by Wayne
W. Schmidt, vice chair of
the IACP Legislative Committee (Alexandria, Virginia, 1995)
viewable at
<http://www.aele.org/pobor.html>.
Keenan, Kevin M. and Walker, Samuel, An Impediment to
Police Accountability? An
Analysis Law Enforcement Officers’ Bills of Rights, a pre-
published article (as revised
Jan. 13, 2004).
National Association of Police Organizations, Legislative
Priorities: Law
Enforcement Officers’ Bill of Rights. (Washington, DC, 1998)
info. at
<http://www.napo.org>.
New York Office of the Governor, Executive Order No. 39:
45. §5.39, Reforming the
Office of the State Inspector General (Albany, 1996) viewable
at
<http://www.gorr.state.ny.us/gorr/EO39_fulltext.htm>.
Police Executive Research Forum, Document 2001-06-14:
Highlights of Concerns on
[Proposed] Police Officer Bill of Rights & Collective
Bargaining [Legislation] (2001)
viewable at <http://policeforum.org>.
Reiter, Lou, Law Enforcement Administrative Investigations,
2nd edit., Ch. 5
Interviews (Reiter and Associates, Greenville, Rhode Island,
1998) info. at
<http://www.aele.org/leaibook.html>.
Schofield, Daniel L., Ensuring Officer Integrity and
Accountability: Recent Court
Decisions, 67 (8) FBI Law Enforcement Bulletin 28 (Aug. 1998)
viewable at
<http://www.fbi.gov/publications/leb/1998/aug98leb.pdf>.
Notes:
* The author is vice chair of the IACP’s Legislative
Committee (since 1988) and has
closely followed its work since 1969. He also is the editor of
the Fire and Police
Personnel Reporter, a monthly employment law publication,
since 1975, and serves as
the senior legal advisor to the Illinois Association of Chiefs of
Police, since 1974. He is a
member of the Bars of Illinois, New Mexico, New York and the
District of Columbia. He
can be contacted at [email protected]
46. 1. Biaggi also was a founder of the National Law Enforcement
Officers Memorial
Fund (1984). In connection with the 1986 Wedtech Scandal, he
was convicted of
racketeering, extortion, bribery, filing false tax returns, and
perjury. He resigned from the
Congress and went to federal prison. U.S. v. Biaggi, #87-CR-
265, 705 F.Supp.864
(S.D.N.Y. 1988); affirmed, 909 F.2d 662 (2d Cir. 1990), cert.
denied, 499 U.S. 904
(1991).
2. Some of the legislative information is taken from the Keenan
and Walker
22
manuscript (2004).
3. Members of the Internal Affairs Legislation Subcommittee, at
the time the
document was drafted, were Wayne W. Schmidt (Chair) AELE
Law Enforcement Legal
Center, Chicago, IL; Jody M. Litchford, Chief Assistant City
Attorney, Orlando, FL;
Charles R. McDonald, [then] Chief of Police, Southern Illinois
University, Edwardsville,
IL; Dana G. Schrad, Executive Director, Virginia Association of
Chiefs of Police,
Richmond, VA; and Col. Carl R. Wolf, Chief of Police,
Hazelwood, MO. The Legislative
Committee Chair, then and now, is Chief Edmund Mosca from
Old Saybrook,
Connecticut.
47. 4. For example, the IACP steadfastly opposed the passage of the
Law Enforcement
Officers Safety Act of 2004, which authorizes active and certain
retired officers to carry
concealed firearms. In July 2004, the 108th Congress enacted
H.R. 218 as 18 U.S. Code
§926B and C, without including any provisions to limit agency
liability that could have
been offered by the IACP.
5. Legal citations and website references were recently updated.
Since this document
was drafted new issues have emerged. It is unlikely the
subcommittee will meet to revise
its work to address those matters. Readers should keep in mind
that additional judicial
decisions have been issued which might supplement or modify
the cases cited.
6. The Arkansas legislature, for example, recommends but does
not mandate POBR
municipal ordinances. Arkansas (1992) Code §14-52-301.
This article and the IACP subcommittee document may be
freely quoted, copied or
reprinted, without express permission of the author or publisher.
No copyright is claimed
or reserved. The document is on the Internet at
<http://www.aele.org/pobr-iacp.pdf> and
in the IACP Net database.
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate
48. student work. Your instructor linked a rubric to this item and
made it available to you. Select Grid View or List View to
change the rubric's layout.
Content
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Name: Case Study Critique Rubric
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Advanced
Proficient
Developing
Not Present
Answer Specificity
Points Range:23 (23.00%) - 25 (25.00%)
All key components of the topic are thoroughly discussed in the
paper
Points Range:21 (21.00%) - 22.5 (22.50%)
All key components of the topic are largely answered in the
paper with few exceptions
Points Range:1 (1.00%) - 20.5 (20.50%)
Key portions of assigned questions are left unanswered
Points Range:0 (0.00%) - 0 (0.00%)
Not Present
Logic & Clarity
Points Range:23 (23.00%) - 25 (25.00%)
Clear, logical flow to paper; major points are stated clearly
Points Range:21 (21.00%) - 22.5 (22.50%)
Clear logical flow to paper; major points are stated clearly for
the most part
Points Range:1 (1.00%) - 20.5 (20.50%)
Lack of clarity and failure to logically explain and communicate
answers is the norm
Points Range:0 (0.00%) - 0 (0.00%)
Not Present
49. Research & Support
Points Range:18.5 (18.50%) - 20 (20.00%)
Major points are thoroughly supported by the following: 1.
Lecture material or Scripture 2. Good examples (pertinent
conceptual or personal examples) 3. Thoughtful analysis
(considering assumptions, analysis implications, comparing/
contrasting concept) 4. Quality of research
Points Range:16.5 (16.50%) - 18 (18.00%)
Major points are largely supported by the following: 1. Lecture
material or Scripture 2. Good examples (pertinent conceptual or
personal examples) 3. Thoughtful analysis (considering
assumptions, analysis implications, comparing/ contrasting
concept) 4. Quality of research
Points Range:1 (1.00%) - 16 (16.00%)
Major points are lacking substantial support by the following: 1.
Lecture material or Scripture 2. Good examples (pertinent
conceptual or personal examples) 3. Thoughtful analysis
(considering assumptions, analysis implications, comparing/
contrasting concept) 4. Quality of research
Points Range:0 (0.00%) - 0 (0.00%)
Not Present
Spelling, Grammar & APA
Points Range:18.5 (18.50%) - 20 (20.00%)
Little to no errors in spelling, grammar and APA
Points Range:16.5 (16.50%) - 18 (18.00%)
Some errors in spelling, grammar and AP
Points Range:1 (1.00%) - 16 (16.00%)
Numerous errors in spelling, grammar and APA
Points Range:0 (0.00%) - 0 (0.00%)
Not Present
Sufficient Length
Points Range:9.25 (9.25%) - 10 (10.00%)
Title page, abstract page, 3 pages of minimum content and
reference page (if needed)
Points Range:8.5 (8.50%) - 9 (9.00%)
Paper runs a bit long or a bit short of page requirements
50. Points Range:1 (1.00%) - 8.25 (8.25%)
Paper is more than five pages or less than three pages
Points Range:0 (0.00%) - 0 (0.00%)
Not Present
Name:Case Study Critique Rubric
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