Chapter Two: Government Institutions
and Policy Actors
1
‹#›
Introduction
How does our government impact policy making?
Our form of government
Government institutions
Who else influences the policies that government makes?
What can be done to increase our policy capacity?
Discussion 1
What led to the government shutdown for 16 days in 2013?
Because of our form of government, policy actors must be able to come to agreement. Is it an acceptable negotiating strategy to threaten government shut down?
CLOSED!!!!
Brief writing, or pair-share: Write what you know about why the government shut down for 16 days in 2013.
‹#›
Implications of Shutdown
Video: (http://youtu.be/xpkTfVhfVx8)
“A US Government Shutdown: Breaking Down the Numbers.” (Sept. 27, 2013). New York Times Video showing a variety of statistics about agency closures, polling data, and more about what happens when the federal government shuts down. (Time: 1:48)
Video: http://youtu.be/xpkTfVhfVx8 “A US Government Shutdown: Breaking Down the Numbers.” (Sept. 27, 2013). New York Times Video showing a variety of statistics about agency closures, polling data, and more about what happens when the federal government shuts down. (Time: 1:48)
‹#›
How Does Our Form of Government Impact Policymaking?
Clip Art Photos
‹#›
Checks and Balances
Structure of federalism
Separation of powers of three branches
Clip Art photo
‹#›
Federalism
US government structure
Established in the 10th amendment:
“The powers not delegated to the US (federal government) by the Constitution . . . are reserved to the states or to the people.”
Shared policy making by state and federal governments
Evolution
Federalism is our form of government - Has to do with what states and federal government can make policies about.
Has been a concern since our nation’s founding. During Civil War, Lincoln had to assume a larger federal role to eradicate slavery. The states had much power.
Historically – roles were clearly states: education and transportation federal: national defense, trade
Policy capacity varies so much at state level.
‹#›
Federalism (cont’d)
Dual Federalism (historical)
Clear separation of responsibility
States: education and transportation
Federal: national defense and trade
Cooperative Federalism (contemporary)
Responsibility of states vs. federal government has blurred
Results of This Balance of Power
What are the advantages?
Distributed power across wide range of parties
Both houses of Congress and the President must agree – policies are vetted
The “people” and other actors have a great deal of input
What are the disadvantages?
Often a slow process
Gridlock
Downturn of public opinion
What are the advantages and disadvantages of distributing the power across many different policy actors?
‹#›
Policy Gridlock Occurs
Complex issues, sharp differences in ways to approach them
What are some issues right now that seem to be gridlocked?
Pho ...
Policy Implementationvibert jacobComment by William Lester.docxharrisonhoward80223
Policy Implementation
vibert jacob Comment by William Lester: Vibert Jacob
William Lester
Description of the program
Local agencies that need to be involved in the program Comment by William Lester: What program? You have not told me what the program is.
Georgia State Congress
The Congress of State of Georgia is one of the most important agencies that come in handy in the formulation of different social and political policies (Akbulut-Bailey, 2011). The Congress has a library that houses millions of print media. With the digital collection of the manuscripts, government documents and an array of books, it is easy to get the relevant information that is needed for the implementation of the program. Comment by William Lester: There is no Congress of the State of Georgia. Do you mean the Georgia State Legislature?
Georgia Supreme Court
Although the Georgia Supreme Court may be directly or indirectly involved in the local implementation of the program, it is important to note that its presence cannot be ignored. For a number of years, the court has decided a number of legal cases that have had far-reaching ramifications; both legal and social (Akbulut-Bailey, 2011). It is therefore, prudent that necessary information is assessed in the implementation process.
Local administrators
There are a number of public administrators within the state of Georgia. Most of these public servants are entrusted with the role of public agency management. This means that before implementation of any public or private policy programs within the city, they have to be involved.
Population
It is paramount to understand the demographics of Georgia State before undertaking the implementation of the policy program at hand. It is one of the most populous states in the US with an estimated population of ten million people (as per the 2015 census) (Annual Estimates of the Resident Population, 2015). Given that the state has one of the largest number of illegal immigrants, it is therefore important that the program implementation takes this into account. Comment by William Lester: Comment by William Lester: the State of Georgia
Community involved
In terms of racial composition, the whites accounts for around 60% of the total population. Blacks account for around 35% while the Asians account for 5% with the rest of composition being taken by the natives (Annual Estimates of the Resident Population, 2015). With the whites being the majority, then the program implementation ought to be tailored towards that. Comment by William Lester: What is the program?
Program goals
The goal of this program was to understand the complexities that surround the involvement of state in policy implementation. While the implementation at a local level has involved a number local agents, understanding how state agencies affect the process is vital especially for radar screen of state legislatures. Comment by William Lester: You cannot have a program goal for an undefine.
1) Many college students want to get involved in politics and social issues to enact positive change. 2) Students support progressive causes like environmental protection, equal rights, and addressing global problems like AIDS and human rights. 3) They are more likely to identify as Democrats and support Democratic policies over Republican stances. 4) Volunteering and activism are seen as better ways to create change than protests or radical action.
(R1) 245 words
Public opinion concerning policy issues.
During my reading this week public opinion seemed to live or die by volume in terms of its effectiveness. A large group that is united in it's opinion on a topic can push change, but a large group broken up into several smaller opinion groups can cause a slow down in policy setting by voicing different ideas, concerns, and options. Kingdon pointed out that public opinion is usually “rarely well enough formed to directly affect an involved debate among policy specialists over which alternative should be seriously considered” (Kingdon, 2003, p 66). I can see how public opinion can be both informative and confusing for public officials at the same time.
When considering situations where public opinion succeeded in swaying public policy and/ or sent a clear message- Ireland's vote to amend their constitution and approve same sex marriage came to mind. This historic moment occurred on May 23, 2015 and it is the first time a nation has legalized same sex marriage through a popular vote. Social media was used heavily by people on both sides leading up to the vote. I feel that this is a good example of the public voicing a desire for change, spreading their message to gain support, and following through in large numbers. In terms of influencing change with political leaders, Ireland's Minister for Health Leo Varadkar revealed that he was gay for the first time during the campaign.
This is a prime example of what public opinion can do when the people are able to agree on a policy change. The vote in Ireland was years, likely decades, in the making and there were political, activist, and public groups on both sides of the argument working to forward their agendas and ideas. I feel that public opinion was a huge factor in carrying the yes vote.
You can watch a news video about the vote here:
(R2) 245 words
After reading this discussion post I knew immediately what I wanted to center my discussion post about. Being that my area of concentration is going to be criminal justice, I can't help but bring up police reform. Police reform is a big topic in the U.S. right now. Understandably, many cities across the nation want more accountability for the police. I work for a police department and I can tell you, I support accountability for the use of deadly force in police departments. I also strongly support the prosecution of officers found to abuse their powers and position. So this brings me to the "8 Can't Wait" movement. This movement is a project by Campaign Zero that is trying to bring change to police departments by using their voice and the voice of citizens to demand change in the legislature and at the department level for restrictions on the use of deadly force. The 8 things this campaign asks for are to require de-escalation, require a duty to intervene, ban chokeholds and strangleholds, require warning before shooting, ban shooting at moving vehicles, and to exhaust alternatives bef.
Two lectures given by Uwazi manager at University of Amsterdam in April 2010. Lectures seek to explain why development aid has so often been ineffective, by exploring the incentives decision makers in developed and developing countries have to make aid work.
This document discusses the roles and powers of state governors. It examines governors' formal powers like appointment power, budgetary authority, and veto power. It also analyzes informal powers like using the bully pulpit to influence public opinion and persuade legislators. Governors can politicize the bureaucracy by appointing loyalists and can strengthen their party by campaigning with other members and aligning their agenda with party goals. The document also notes governors' roles in times of crisis and their ability to declare emergencies.
Phil Goff's 2011 State of the Nation speech outlines Labour's plan for a fairer tax system. The speech uses various strategies of political power and influence. It employs coercion by asserting the economy is stagnating under National and guaranteeing fairness. Resistance is shown by rejecting National's plans to borrow and sell state assets. Dissimulation is seen when discussing unemployment figures and tax options. Legitimisation of Labour's plans and delegitimisation of National occurs through claims about promises broken and loopholes for tax dodgers.
online timed essay 45mins to answer one questionCHAPTER 1, IN.docxamit657720
online timed essay 45mins to answer one question
CHAPTER 1, “INTRODUCTION TO GOVERNMENT IN AMERICA”
NEW section “How Democratic Are We?” introduces new topics that are featured throughout the book regarding popular sovereignty, political equality, and political liberty.
Added mention of budget deficits under President Obama.
Added mention of Occupy Wall Street movement.
NEW Simulation: You Are A Candidate For Congress
NEW Explorer Infographic and MyPoliSciLab Exercise: How Do You Measure Freedom?
NEW Core Concept Videos available on MyPoliSciLab:
The Big Picture Author Edward S. Greenberg illustrates how almost every social, economic, and technological development affects people and how the resolution of problems related to these changes eventually bubbles up through the political system.
The Basics What function does government serve? In this video, you will analyze this question and explore the core values that shape our political system and how the growing diversity of our population is changing — and reaffirming -- the definition of what it means to be American.
In Context Where did the basic principles of American government come from? Boston University political scientist Neta C. Crawford uncovers the Greek, Roman, and Iroquois roots of our political system. She also traces the expansion of the concept of accountability since the birth of the nation.
Thinking Like A Political Scientist Find out how and why research on American politics has shifted. Boston University political scientist Neta C. Crawford discusses how scholars who once focused on voters and institutions are now looking at deliberation as the primary indicator of the health of a democratic system.
In the Real World What is the government’s function in everyday life? Real people share their opinions on how involved the federal government should be in education by evaluating the effectiveness of the No Child Left Behind Act, which encourages standardized testing.
So What? Most people reading this book are part of the least politically involved age group in the country. Author Edward S. Greenberg invites students to make sense of the political processes and national debates that shape their lives every day.
CHAPTER 2, “THE CONSTITUTION”
Opening case study clarifies the issues of the new presidential power of executive signing statements, comparing the use of statements by President Bush with the use of statements by President Obama.
NEW Feature Can Government Do Anything Well? considers the degree to which government has influenced economic growth in America.
Mapping American Politics feature now includes 2010 census data.
NEW Simulation: You Are A Founder
NEW Explorer Infographic and MyPoliSciLab Exercise: How Long Did It Take to Ratify the Constitution?
NEW Core Concept Videos available on MyPoliSciLab:
The Big Picture Author Edward S. Greenberg discusses how the Constitution provides the basic rules for how government operates in the United States.
Policy Implementationvibert jacobComment by William Lester.docxharrisonhoward80223
Policy Implementation
vibert jacob Comment by William Lester: Vibert Jacob
William Lester
Description of the program
Local agencies that need to be involved in the program Comment by William Lester: What program? You have not told me what the program is.
Georgia State Congress
The Congress of State of Georgia is one of the most important agencies that come in handy in the formulation of different social and political policies (Akbulut-Bailey, 2011). The Congress has a library that houses millions of print media. With the digital collection of the manuscripts, government documents and an array of books, it is easy to get the relevant information that is needed for the implementation of the program. Comment by William Lester: There is no Congress of the State of Georgia. Do you mean the Georgia State Legislature?
Georgia Supreme Court
Although the Georgia Supreme Court may be directly or indirectly involved in the local implementation of the program, it is important to note that its presence cannot be ignored. For a number of years, the court has decided a number of legal cases that have had far-reaching ramifications; both legal and social (Akbulut-Bailey, 2011). It is therefore, prudent that necessary information is assessed in the implementation process.
Local administrators
There are a number of public administrators within the state of Georgia. Most of these public servants are entrusted with the role of public agency management. This means that before implementation of any public or private policy programs within the city, they have to be involved.
Population
It is paramount to understand the demographics of Georgia State before undertaking the implementation of the policy program at hand. It is one of the most populous states in the US with an estimated population of ten million people (as per the 2015 census) (Annual Estimates of the Resident Population, 2015). Given that the state has one of the largest number of illegal immigrants, it is therefore important that the program implementation takes this into account. Comment by William Lester: Comment by William Lester: the State of Georgia
Community involved
In terms of racial composition, the whites accounts for around 60% of the total population. Blacks account for around 35% while the Asians account for 5% with the rest of composition being taken by the natives (Annual Estimates of the Resident Population, 2015). With the whites being the majority, then the program implementation ought to be tailored towards that. Comment by William Lester: What is the program?
Program goals
The goal of this program was to understand the complexities that surround the involvement of state in policy implementation. While the implementation at a local level has involved a number local agents, understanding how state agencies affect the process is vital especially for radar screen of state legislatures. Comment by William Lester: You cannot have a program goal for an undefine.
1) Many college students want to get involved in politics and social issues to enact positive change. 2) Students support progressive causes like environmental protection, equal rights, and addressing global problems like AIDS and human rights. 3) They are more likely to identify as Democrats and support Democratic policies over Republican stances. 4) Volunteering and activism are seen as better ways to create change than protests or radical action.
(R1) 245 words
Public opinion concerning policy issues.
During my reading this week public opinion seemed to live or die by volume in terms of its effectiveness. A large group that is united in it's opinion on a topic can push change, but a large group broken up into several smaller opinion groups can cause a slow down in policy setting by voicing different ideas, concerns, and options. Kingdon pointed out that public opinion is usually “rarely well enough formed to directly affect an involved debate among policy specialists over which alternative should be seriously considered” (Kingdon, 2003, p 66). I can see how public opinion can be both informative and confusing for public officials at the same time.
When considering situations where public opinion succeeded in swaying public policy and/ or sent a clear message- Ireland's vote to amend their constitution and approve same sex marriage came to mind. This historic moment occurred on May 23, 2015 and it is the first time a nation has legalized same sex marriage through a popular vote. Social media was used heavily by people on both sides leading up to the vote. I feel that this is a good example of the public voicing a desire for change, spreading their message to gain support, and following through in large numbers. In terms of influencing change with political leaders, Ireland's Minister for Health Leo Varadkar revealed that he was gay for the first time during the campaign.
This is a prime example of what public opinion can do when the people are able to agree on a policy change. The vote in Ireland was years, likely decades, in the making and there were political, activist, and public groups on both sides of the argument working to forward their agendas and ideas. I feel that public opinion was a huge factor in carrying the yes vote.
You can watch a news video about the vote here:
(R2) 245 words
After reading this discussion post I knew immediately what I wanted to center my discussion post about. Being that my area of concentration is going to be criminal justice, I can't help but bring up police reform. Police reform is a big topic in the U.S. right now. Understandably, many cities across the nation want more accountability for the police. I work for a police department and I can tell you, I support accountability for the use of deadly force in police departments. I also strongly support the prosecution of officers found to abuse their powers and position. So this brings me to the "8 Can't Wait" movement. This movement is a project by Campaign Zero that is trying to bring change to police departments by using their voice and the voice of citizens to demand change in the legislature and at the department level for restrictions on the use of deadly force. The 8 things this campaign asks for are to require de-escalation, require a duty to intervene, ban chokeholds and strangleholds, require warning before shooting, ban shooting at moving vehicles, and to exhaust alternatives bef.
Two lectures given by Uwazi manager at University of Amsterdam in April 2010. Lectures seek to explain why development aid has so often been ineffective, by exploring the incentives decision makers in developed and developing countries have to make aid work.
This document discusses the roles and powers of state governors. It examines governors' formal powers like appointment power, budgetary authority, and veto power. It also analyzes informal powers like using the bully pulpit to influence public opinion and persuade legislators. Governors can politicize the bureaucracy by appointing loyalists and can strengthen their party by campaigning with other members and aligning their agenda with party goals. The document also notes governors' roles in times of crisis and their ability to declare emergencies.
Phil Goff's 2011 State of the Nation speech outlines Labour's plan for a fairer tax system. The speech uses various strategies of political power and influence. It employs coercion by asserting the economy is stagnating under National and guaranteeing fairness. Resistance is shown by rejecting National's plans to borrow and sell state assets. Dissimulation is seen when discussing unemployment figures and tax options. Legitimisation of Labour's plans and delegitimisation of National occurs through claims about promises broken and loopholes for tax dodgers.
online timed essay 45mins to answer one questionCHAPTER 1, IN.docxamit657720
online timed essay 45mins to answer one question
CHAPTER 1, “INTRODUCTION TO GOVERNMENT IN AMERICA”
NEW section “How Democratic Are We?” introduces new topics that are featured throughout the book regarding popular sovereignty, political equality, and political liberty.
Added mention of budget deficits under President Obama.
Added mention of Occupy Wall Street movement.
NEW Simulation: You Are A Candidate For Congress
NEW Explorer Infographic and MyPoliSciLab Exercise: How Do You Measure Freedom?
NEW Core Concept Videos available on MyPoliSciLab:
The Big Picture Author Edward S. Greenberg illustrates how almost every social, economic, and technological development affects people and how the resolution of problems related to these changes eventually bubbles up through the political system.
The Basics What function does government serve? In this video, you will analyze this question and explore the core values that shape our political system and how the growing diversity of our population is changing — and reaffirming -- the definition of what it means to be American.
In Context Where did the basic principles of American government come from? Boston University political scientist Neta C. Crawford uncovers the Greek, Roman, and Iroquois roots of our political system. She also traces the expansion of the concept of accountability since the birth of the nation.
Thinking Like A Political Scientist Find out how and why research on American politics has shifted. Boston University political scientist Neta C. Crawford discusses how scholars who once focused on voters and institutions are now looking at deliberation as the primary indicator of the health of a democratic system.
In the Real World What is the government’s function in everyday life? Real people share their opinions on how involved the federal government should be in education by evaluating the effectiveness of the No Child Left Behind Act, which encourages standardized testing.
So What? Most people reading this book are part of the least politically involved age group in the country. Author Edward S. Greenberg invites students to make sense of the political processes and national debates that shape their lives every day.
CHAPTER 2, “THE CONSTITUTION”
Opening case study clarifies the issues of the new presidential power of executive signing statements, comparing the use of statements by President Bush with the use of statements by President Obama.
NEW Feature Can Government Do Anything Well? considers the degree to which government has influenced economic growth in America.
Mapping American Politics feature now includes 2010 census data.
NEW Simulation: You Are A Founder
NEW Explorer Infographic and MyPoliSciLab Exercise: How Long Did It Take to Ratify the Constitution?
NEW Core Concept Videos available on MyPoliSciLab:
The Big Picture Author Edward S. Greenberg discusses how the Constitution provides the basic rules for how government operates in the United States.
This document analyzes affirmative action developments in the United States and Washington State, specifically regarding public contracting. It argues that Initiative 200 (I-200), passed in Washington in 1998, which prohibited preferential treatment based on race, should not be considered an outright ban on affirmative action. While I-200 impacted affirmative action programs, especially in contracting where minority participation dropped significantly, the initiative did not explicitly prohibit all affirmative action. The document calls on lawmakers to move past I-200 and implement meaningful affirmative action policies to provide equal opportunities regardless of race in areas like public contracting.
The document discusses government involvement in various topics such as health care, nutrition in schools, social responsibility issues in the 1930s, and the civil aircraft industry. It provides perspectives on both sides of the debate around how much the government should be involved in these areas. The government aims to facilitate industries like civil aviation through legislation and occasional subsidies, though it claims not to directly help companies compete internationally. Government involvement in issues like health care, nutrition, and social welfare increased in the 1930s due to public pressure to address problems faced by many citizens.
This document discusses the roles and powers of state governors. It examines governors' formal powers such as appointment power, budgetary authority, and veto power. It also analyzes informal powers like using the media and personal characteristics to influence the public and legislature. Governors can strengthen their party, represent the state's interests, grant pardons, declare emergencies, and more. The ideal governor would possess a combination of these formal and informal powers to effectively initiate legislation and set their policy agenda.
Introduction to Public Relations-Politics and Governmentmgonzales576
This chapter discusses public relations strategies related to politics and government. It covers topics like government relations, lobbying, election campaigns, and public affairs in government. Government relations involves monitoring legislative bodies and disseminating a company's views. Lobbying involves persuading lawmakers on legislation using tactics like office visits, testimony, and advocacy ads. Election campaigns are expensive and involve fundraising, political strategists, and communicating with supporters. Public affairs aims to cooperate with government on projects that are mutually beneficial.
Governors possess both formal and informal powers that allow them to influence policy and politics. Some of their most significant formal powers include appointment powers to politicize the bureaucracy, budgetary authority to influence programs, and veto power. Informal powers involve using the bully pulpit to shape public opinion and persuade the legislature. Governors aim to strengthen their party by supporting other members and aligning their agenda with party goals. Their influence depends on maintaining popularity and a strong relationship with their state legislative majority.
The document discusses the growth and development of the United States bureaucracy from the 19th century to present day. It describes how the bureaucracy expanded in response to the Civil War, industrialization, the Great Depression, and World War II. Today the bureaucracy continues to grow modestly in terms of employees, but significantly through contracting and state/local government partnerships. Constraints on federal agencies come from laws and responsiveness to citizens.
Study of oversight functions mechanism of the legislature of cross river stat...Alexander Decker
This document summarizes a study that examined the oversight functions of the legislature in Cross River State, Nigeria with respect to public funds appropriation and usage. The study used a sample of 900 respondents from the state's three main political parties. Results showed that respondents perceived the legislature as not significantly carrying out its constitutional oversight duties over public funds. The study aimed to determine the extent to which the legislature undertakes oversight of public finances and factors affecting its ability to do so. It reviewed literature on democracy, representation and accountability. The theoretical framework applied the institutional theory of organizations conforming to external pressures from other institutions like the executive to maintain resources and survival, despite potential inefficiencies.
The document discusses different perspectives on how political power is distributed in the United States, including whether it is controlled by majoritarian politics, political elites, bureaucrats, or competing interest groups. It also examines factors that can explain political change such as economic interests, powerful elites, pressure groups, and morally passionate individuals. Key concepts around democracy, power, authority, and legitimacy are defined.
Slideshow prepared for a series of lectures on American Federalism for PS 101 American Government (Fall 2007) at the University of Kentucky. Dr. Christopher S. Rice, Lecturer.
Government and Happiness: A data story based on the Gross National Happiness Index that tells us important lessons on how to live. This data visualization is one of a series of data stories!
This document discusses good governance and provides definitions from various sources such as the World Bank, UNDP, IMF, and others. It also discusses the history and criticisms of good governance. Regarding Indonesia, the document notes that based on governance indicators, Indonesia scores moderately and faces challenges such as corruption, income inequality, and software piracy. It outlines the characteristics of good governance as participatory, transparent, accountable, and inclusive. Finally, it discusses how to implement good governance in organizations and among public servants through clean and ethical bureaucracy, transparency, accountability, and public service orientation.
Question 1No one entity or public servant can do a job alone. Te.docxmakdul
Question 1
No one entity or public servant can do a job alone. Teamwork, collaboration, and coordination are key elements in public service. The local government is dependent on state agencies and or neighboring jurisdictions as well as funding from the national level. Conversely, federal authorities often rely on local and state entities to manage or maintain programs at the grassroots level.
Discuss the central importance of coordination among public agencies (Chapter 4). What is it and why is it often important? What are some of the factors that might undermine or strengthen efforts to improve coordination? (As always, you can employ real-world examples to bring this concept to life.)
Question 2
Based on the reading, outline the types of grants that may be available to state and local government. Research two specific grant programs that would be available to an emergency management organization at the state or local level from another level of government. Explain the uses of the grants and the specifications for utilizing the funding. Please provide references in APA format.
Question 3
Your response to the question below should be at least one brief paragraph.
Describe the main two models of bureaucracy and elements of each model. Provide an explanation as to which model you find is most effectively used in public administration.
Question 4
Your response to each question below should be at least one brief paragraph.
a.) Identify two theories of organizational behavior and provide the key differences. (At least one paragraph)
b.) How is modern organizational theory different and provide rationale as to if it is better or worse in practice? (At least one paragraph)
Question 5
Your response to each question below should be at least one brief paragraph.
Communication and interagency coordination are crucial in emergency management.
a.) Outline the components of communication and provide a real-world example of how communication worked effectively and ineffectively between different levels of government, departments, and agencies in a crisis situation. (At least one paragraph)
b.) Provide at least one recommendation to improve communication. (At least one paragraph)
Add ( 10 on this scince advanced 10 was paid)
Response one pol-3
The relationship between the President of the United States and the American party system is one of great complexity. Unlike a Prime Minister or Parliament style government, the President is chosen from the electoral base; rather than their own political party (Wiesehomeier, 2009). This major difference can either be a good thing or a burden for a President, depending on how they lead and utilize tools at their disposal. For example, the art of flip flopping. Generally the term has a negative connotation and is used by the media to convey an unstable or lying leader. It is normal to have leaders change their positions on subjects depending on changing variables or additional information given to them af ...
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
This document provides instructions for Assignment 2.1: Stance Essay Draft in an ENG 115 course. Students are asked to write a 3-4 page stance essay arguing a position on a topic and supporting it with evidence from the required WebText sources. The document outlines the requirements for the essay, including using third person point of view and a formal tone, writing an introduction with a clear thesis statement, including supporting paragraphs for each thesis point, using effective transitions and logical organization, and concluding in a way that leaves a lasting impression. Students are evaluated based on meeting criteria in these areas as well as applying proper grammar, mechanics, punctuation, and formatting according to SWS guidelines.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
This document provides guidelines and a rubric for Milestone Three of the ENG 510 Final Project. In this milestone, students are asked to analyze both a classic and contemporary text in terms of narrative structure, character development, literary conventions, and themes. Specifically, students must analyze each text's use of conflict, crisis, resolution, and character development, relate the author's choices to literary conventions of the time period, and evaluate how each text uses these elements to create its intended theme. The submission should be 3-4 pages following specific formatting guidelines and address all critical elements outlined in the rubric.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
ENG 403/4A
Hamlet Final Assessment
DUE DATE: WEDNESDAY, 12/20, 11:30 PM
At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.
No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:
Your first and last name
Date
Name of the option you chose
Models of each assignment can be found in class announcements.
Option #1: RAFT
A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.
· R = Role of the writer: Who are you as the writer?
· A = Audience: To whom are you writing?
· F = Format: In what format are you writing?
· T = Topic: What are you writing about?
The process:
1. Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.
2. Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet, choose a related Audience, Format, and Topic from the chart below.
3. As you craft your creative writing assignment, be sure the character’s personality and motivations are evident. For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.
4. Next, repeat this process for a different role, audience, format and theme.
5. Please see the model below (pg. 8) to understand what to do.
6. If you are unsure of what a particular format is, the best thing to do is look up examples online.
· YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS. THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.
· To clarify, this means two different roles, two different audiences, two different formats and two different themes.
· You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.
· You can choose to write about a particular scene or event, or the play as a whole.
· You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.
Role
Audience
Format
Theme
Choose the role that you .
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ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
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Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
ENG 403/4A
Hamlet Final Assessment
DUE DATE: WEDNESDAY, 12/20, 11:30 PM
At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.
No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:
Your first and last name
Date
Name of the option you chose
Models of each assignment can be found in class announcements.
Option #1: RAFT
A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.
· R = Role of the writer: Who are you as the writer?
· A = Audience: To whom are you writing?
· F = Format: In what format are you writing?
· T = Topic: What are you writing about?
The process:
1. Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.
2. Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet, choose a related Audience, Format, and Topic from the chart below.
3. As you craft your creative writing assignment, be sure the character’s personality and motivations are evident. For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.
4. Next, repeat this process for a different role, audience, format and theme.
5. Please see the model below (pg. 8) to understand what to do.
6. If you are unsure of what a particular format is, the best thing to do is look up examples online.
· YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS. THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.
· To clarify, this means two different roles, two different audiences, two different formats and two different themes.
· You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.
· You can choose to write about a particular scene or event, or the play as a whole.
· You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.
Role
Audience
Format
Theme
Choose the role that you .
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
ENG 271Plato and Aristotlea Classical Greek philosophe.docxchristinemaritza
Plato and Aristotle were two of the most influential philosophers of Classical Greece. Plato was a student of Socrates and founded the Academy in Athens, considered the first institution of higher learning. He is known for his dialogues that explored philosophical problems through questioning. Aristotle was a student of Plato and later taught Alexander the Great. He wrote on many topics including poetry, theater, and politics. Both made major contributions to Western philosophy and how we understand concepts like knowledge, justice, and the ideal state.
ENG 315 Professional Communication Week 4 Discussion Deliver.docxchristinemaritza
ENG 315: Professional Communication
Week 4 Discussion: Delivering Bad News Messages
Delivering Bad News Messages
In the Chapter 7 reading, you learned about inductive and deductive methods of reasoning and communication. Share an example of a "bad news message" either from the text or from an online article you've seen (provide a link, please, if you choose the latter option). Explain whether you believe inductive OR deductive reasoning would be more effective to share that bad news with others and why.
After you have responded to this starter thread, don't forget to reply to at least one classmate to meet the minimum posting frequency requirement.
Student Response:
Erica Collins
RE: Week 4 Discussion: Delivering Bad News Messages
"They never gave me a fair chance," That's unfair," "This just can't be." In this case I will have to go with inductive reasoning after reviewing in some ways they are so similar to one another. Inductive reasoning is more based on uncertainty and deductive reasoning is more factual. In this case the conversation is more of an assumption.
I would think deductive would be more effective to share because deductive focus more on facts. Deductive Reasoning is the basic form of valid reasoning in my words accurate information that can be proven. Inductive reasoning is the premises in which the premises are viewed as supplying some evidence for truth. In my words this seems more of an opinion until proven. Tom me they are similar you have to really read to understand the difference of inductive and deductive reasoning.
ENG 315: Professional Communication
Due Week 4 and worth 150 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, (see next page) or click here to view them in a new window.
Write a Block Business Letter from the perspective of company management. It must provide bad news to the recipient and follow the guidelines outlined in Chapter 7: Delivering Bad-News Messages in BCOM9 (pages 116-136).
The message should take the block business letter form from the posted example; however, you will submit your assignment to the online course shell.
The block business letter must adhere to the following requirements:
Content:
Address the communication issue from the scenario.
Provide bad news from the company to the recipient.
Concentrate on the facts of the situation and use either the inductive or deductive approach.
Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management.
Format:
Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment.
Provide an appropriate and professional greeting / salutation.
Single space paragraphs and double space between paragraphs.
Limit the letter to one page in length.
Clarity / Mechanics:
Focus on clarity, writing mechanics, .
ENG 315 Professional Communication Week 9Professional Exp.docxchristinemaritza
ENG 315: Professional Communication
Week 9
Professional Experience #5
Due at the end of Week 9 and worth 22 points
(Not eligible for late policy unless an approved, documented exception provided)
For Professional Experience #5, you will develop a promotional message. This can be an email, letter, info graphic, image, or any other relevant material that answers the following question:
Why should students take a Professional Communications course?
Instructions:
Step One: Choose the type of file you want to use to develop your promotional message (Word document, PowerPoint, etc.) and open a new file in that type and save to your desktop, using the following file name format:
Your_Name_Wk9_Promotion
Example: Ed_Buchanan_Wk9_Promotion
Step Two: Develop a promotional message that is no more than one page to explain why students should take a professional communications course.
Step Three: Submit your completed promotional message file for your instructor’s review using the Professional Experience #5 assignment link the Week 9 in Blackboard. Check that you have saved all changes and that your file name is follows this naming convention: Your_Name_Wk9_Promotion.
In order to receive credit for completing this task, you must:
Ensure your message is no more than one page.
Provide an effective answer to the question of why students should take a professional communication’s class.
Submit the file to Blackboard using the Professional Experience #5 link in the week 9 tab in Blackboard.
Note: This is a pass/fail assignment. All elements must be completed simulating the workplace environment where incomplete work is not accepted.
The professional experience assignments are designed to help prepare you for that environment. To earn credit, make sure you complete all elements and follow the instructions exactly as written. This is a pass/fail assignment, so no partial credit is possible. Assignments that follow directions as written will receive full credit, 22 points. Assignments that are incomplete or do not follow directions will be scored at a zero.
The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
Deliver professional information to various audiences using appropriate tone, style, and format.
Learn communication fundamentals and execute various professional tasks in a collaborative manner.
Analyze professional communication examples to assist in revision.
ENG 315: Professional Communication
Week 9 Discussion: Professional Networking
Part 1:
Professional Networking
Select ONE of the following:
Discuss three (3) reasons for utilizing professional networking during the job-hunting process. Note: Some potential points to consider include: developing a professional network, experiences you had presenting your resume at a job fair, or inter.
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxchristinemaritza
ENG 202: Questions about Point of View in Ursula K. Le Guin’s “The Wife’s Story” (284-287), Alice
Walker’s “Olive Oil” and Meron Hadero’s “The Suitcase” (both in folder) 7 questions: 50 points total
Read everything carefully. This is designed to provide a learning experience.
Writers often use one of these three types of narration:
First-person narration uses “I” because “one character is telling the story from [his/her] point
of view.” In other words, we step into the skin of this character and move through the story
seeing everything through his/her eyes alone. To best illustrate first-person narration, choose
parts of the story that show the character revealing intimate thoughts/feelings, something we
can see only by having access to his/her heart & mind. This is a useful point of view to show a
character’s change of heart, to trick a reader, and/or to make the reader realize that s/he
understands more than the narrator does.
Third-person omniscient narration: “The narrator sees into the minds of any or all of
the characters, moving when necessary from one to another.” In other words, the
narrator is god-like (all-knowing) with the ability to report on the thoughts of multiple
characters. To best illustrate omniscient third-person narration, choose parts of the
story that show characters’ private thoughts/feelings revealed only to us, not the
others. This can be a very satisfying point of view because we know what is on many or
all characters' minds and do not have to guess. This is a useful point of view to show
how events impact characters in the story.
Third-person limited narration “reduces the narrator’s scope to a single
character.” In other words, the narrator does not know all but is rather
limited to the inner thoughts of one character; however, this narrator can
also objectively report on the environment surrounding this character. To
best illustrate third-person limited, choose parts of the story that
illustrate this character’s thoughts/feelings that are only revealed to
us, not to the others; additionally, choose parts of the story that show
objective reporting of events. This is a useful point of view for stories
that highlight a dynamic between a character and the world.
Each story this week uses a different type of narration.
“The Wife’s Story” uses first-person narration: the story is told from the point of view of the
wife.
1) Quote a part of the story that proves it is written in first-person narration. To earn
full points, choose wisely. To best illustrate first-person narration, choose a part of
the story that shows the wife revealing an intimate thought/feeling, something we can
see only by having access to her heart/mind. To earn full points, achieve correct
integration, punctuation, and citation by using the format below. (8 points)
Highlighting is just for lesson clarity.
Quotation Format
The wife reveals, “Quotation” (#)..
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxchristinemaritza
ENG 220/250 Lab Report Requirements
Version 0.8 -- 08/13/2018
I. General Requirements
The length of a lab report must not exceed 10 typewritten pages. This
includes any and all attachments included in the report.
The font size used in the body of the report must not exceed 12 pts.
The lab report must be submitted as a single document file with all of
the required attachments included.
[Refer to Exhibit #1]
Reports submitted electronically must be in the Adobe PDF format.
For any videos submitted (online students only):
They must have a minimum video resolution of 480p.
The maximum length for any video submitted must not exceed 5
minutes.
Due to their large file size, the video files must not be sent as
email attachments.
They can be uploaded to cloud storage (Dropbox, Google Drive, One
Drive, etc.). The link to the video file can then be submitted
via email.
II. Required Attachments
MultiSim simulation screenshots
The only simulation software that can be used for any lab
assignments in this course is MultiSim.
[Refer to Exhibit #2]
The simulation(s) shown on the lab report must show the same
types of measuring instruments that were used to perform the lab.
[Refer to Exhibit #3]
The illustration(s) included in the lab report must be actual
screenshots of the circuit simulation.
[Refer to Exhibit #4]
All screenshots of circuit simulations included in the report
must show the values being measured.
[Refer to Exhibit #5]
The screenshot(s) must be included in the body of the report.
They must be properly labelled and referenced in the lab report.
Printouts from MultiSim are not acceptable.
[Refer to Exhibit #6]
Raw Data
A copy of the original hand-written data sheet that you used to
record the data must be included in the lab report.
[Refer to Exhibit #7]
If the data is recorded on the lab assignment sheet, include only
the portion of the assignment sheet that you wrote your data on.
[Refer to Exhibit #8]
III. Lab Report Requirements
Equipment Documentation
The lab reports must include the make, model, and serial number
of lab equipment used in performing the lab. The equipment
includes
● Multimeters
● Capacitance and inductance testers
● Oscilloscopes
● Function generators
● Power Supplies
[Refer to Exhibit #9]
Lab Procedure
The lab procedure that you used must be documented in the report
as a step-by-step process. Bullet points or numbers must be used
to identify each step.
[Refer to Exhibit #10]
Data
Data must be shown in tabular format and all headings must be
clearly labelled along with the proper units of measurement.
[Refer to Exhibit #11]
No more than 2 to 4 decimal places are required for the showing
of data values. The use of engineering notation and/or metric
units of measurement is strongly recommended.
[Refer to Exhibit #12]
Showing ca.
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxchristinemaritza
ENG 203: Short Article Response 2
Sample Answer
(Worth 13 marks)
ENGL 203 -Response Assignment 2: Sample Answer
1
Writing a Short Article Response (3 paragraph format + concluding sentence)
Paragraph 1:
Introduction
Introduction (summary) paragraph
· include APA citation of title, author, date + main idea of the whole article
· Brief summary of article (2 to 3 sentences)
· Last sentence is the thesis statement –
o must include your opinion/position + any two focus points from the article you have chosen to respond to
Paragraph 2:
Response Paragraph 1
Response to your first focus point from article #1
Paragraph 3:
Response Paragraph 2
Response to 2nd focus point from the article # 2
Paragraph 4: (optional)
Conclusion
Restate your thesis in slightly different words with concluding thoughts/summary of your responses
Length
300 to 400 words
*No Quotations, please paraphrase all sentences
A Response to “Access to Higher Education”
First sentence: APA Citation + reporting verb + main idea of whole article
In the article “Access to Higher Education,” Moola (2015) discussed the possible factors affecting one’s choice in attending higher education. Many people believe that the dramatic rise in college tuition is the main cause of inaccessibility to college. However, parental education backgrounds and their influence on children, admission selectivity categories in universities, unawareness of student aid opportunities, and coping with personal and social challenges are all having effects on a person’s option regarding their enrollment in colleges. Several negative consequences may occur if tertiary education is considered as a right such as negligence of studies and decrement in pass rate. While it is true that higher educational institutes admit students based on certain criteria, one could argue that it is unfair that universities prefer the wealthy, and those who are academically excellent.
Summary sentences (2 to 3)
Student Thesis: 2 focus points + opinion/position phrases (one positive, one negative)
Firstly, this article overlooked the fact that financial aid is not available for everyone and student loans have to be paid back. The author suggested that if university fees are not affordable, students can apply for academic grants and loans. However, scholarships and academic awards are distributed on a highly competitive basis, and therefore, only students who meet the eligibility requirements can benefit from them. Student financial aid does not cover all fees as well, and students awarded grants have to find other sources of financial aid to cover university fees and living costs. Many universities have a limited number or do not offer merit-scholarships at all, making it difficult for low-income students to be enrolled in their institution. Moreover, student loans usually carry interests that will keep increasing until repaid, resulting in large numbers of fresh graduates getting into debts.
Topic sentence: 1st focu.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxchristinemaritza
This document provides guidance for an argumentative research essay assignment on August Wilson's play Fences. Students must choose one of four conflicts - Troy vs Society, Troy vs Himself, Troy vs Family, or Troy vs Death - and argue that it is the main driver of the other elements in the story. The document outlines the requirements, including a 3-4 page essay in APA format with an introduction, thesis, evidence from the play and outside sources, and integration of course concepts. It also provides a rubric for grading and notes on developing an argument, incorporating research, and using proper in-text citations.
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxchristinemaritza
ENG 132
What’s Wrong With Holden?/Here’s What You Should Do, Holden…
Spring 2019
Your next project will involve gathering, recording, and analyzing information about
The Catcher in the Rye
.
The goal is to provide the reader with a better understanding of the novel’s main character, Holden Caulfield.
Think about his behavior in terms of cause and effect.
Your essay should focus either on reasons for his behavior (What’s Wrong With Holden?), or the results of Holden’s choices (Here’s What You Should Do, Holden…).
If you choose the latter, include a section that presents advice/guidance (kind of like Old Spencer).
Make sure to use research to support your ideas!
Here are the requirements:
1. 3-4 sources (books, articles, interviews, media, etc.)
2. A 2-page summary of the novel
3. A short essay (2-3 pages) that incorporates the information you gathered and supports some type of causal argument.
4. An MLA “Works Cited” in the essay (it doesn’t count as a page).
.
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
ENG 130 Literature and Comp Literary Response for Point o.docxchristinemaritza
ENG 130: Literature and Comp
Literary Response for Point of View as a Device
Essay for Eng130: Point of View/Perspective
Sources: All of the short stories and plays you have read so far in this course.
Prompt (what are you writing about?):
Choose any of the literature that you have read in this course and choose one of the
following options:
a. In 3 pages or more, write an additional part of the story from a different character’s
perspective (example: write from Fortunatos’ perspective as he is being walled up
in to the catacombs, or perhaps from the perspective of Mrs. Hutchinson as she
prepares food on the morning of The Lottery).
OR
b. In 3 pages or more, write an additional part of the story from a different point of
view than that in which the story is written (example: write from the 1st person point
of view of the man in “To Build a Fire” as he realizes he is going to freeze to death,
or perhaps from the first person point of view of Cory in Fences as his father
blocks his dreams of going to college. Let the reader know what is going on in
their minds).
Note: Take a moment to email your instructor with your creative plan so that you know you
are on the right track.
Instructions (how to get it done):
Choose any of the short stories or plays you have read in this course.
Write a 3 or more page response in which you write an additional part of the story
from a different character’s perspective or a character’s different point of view.
Your audience for this response will be people who have read the stories.
Requirements:
Your response should be a minimum of 3 pages.
Your response should have a properly APA formatted title page.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins.
You should have a reference page that includes the piece of literature you chose.
Please be cautious about plagiarism.
Be sure to read before you write, and again after you write.
Rubric for Point of View Response
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Content
Writing is
disorganized or
not clearly
defined and/or
shows a
misunderstanding
of the task.
Writing is
minimally
organized. Use of
different
perspective is
underdeveloped.
Writing is
effective. Use of
different
perspective is
basic and
requires more
creativity.
Writing contains
related, quality
paragraphs. Use
of different
perspective is
effective
Writing is
purposeful and
focused. Use of
different
perspective is
highly effective
and thought
provoking.
Vocabulary/
Word Choice
Word choice is
weak.
Language and
phrasing is
inappropriate,
repetitive or lacks
meaning.
Dialogue, if used,
sounds forced.
Word choice is
limited.
Language and
phrasing lack
inspiration.
Dialogue, if used,
.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Chapter Two Government Institutions and Policy Actors.docx
1. Chapter Two: Government Institutions
and Policy Actors
1
‹#›
Introduction
How does our government impact policy making?
Our form of government
Government institutions
Who else influences the policies that government makes?
What can be done to increase our policy capacity?
Discussion 1
What led to the government shutdown for 16 days in 2013?
Because of our form of government, policy actors must be able
to come to agreement. Is it an acceptable negotiating strategy to
threaten government shut down?
CLOSED!!!!
2. Brief writing, or pair-share: Write what you know about why
the government shut down for 16 days in 2013.
‹#›
Implications of Shutdown
Video: (http://youtu.be/xpkTfVhfVx8)
“A US Government Shutdown: Breaking Down the Numbers.”
(Sept. 27, 2013). New York Times Video showing a variety of
statistics about agency closures, polling data, and more about
what happens when the federal government shuts down. (Time:
1:48)
Video: http://youtu.be/xpkTfVhfVx8 “A US Government
Shutdown: Breaking Down the Numbers.” (Sept. 27, 2013). New
York Times Video showing a variety of statistics about agency
closures, polling data, and more about what happens when the
federal government shuts down. (Time: 1:48)
‹#›
How Does Our Form of Government Impact Policymaking?
Clip Art Photos
‹#›
Checks and Balances
Structure of federalism
3. Separation of powers of three branches
Clip Art photo
‹#›
Federalism
US government structure
Established in the 10th amendment:
“The powers not delegated to the US (federal government) by
the Constitution . . . are reserved to the states or to the people.”
Shared policy making by state and federal governments
Evolution
Federalism is our form of government - Has to do with what
states and federal government can make policies about.
Has been a concern since our nation’s founding. During Civil
War, Lincoln had to assume a larger federal role to eradicate
slavery. The states had much power.
Historically – roles were clearly states: education and
transportation federal: national defense, trade
Policy capacity varies so much at state level.
‹#›
Federalism (cont’d)
Dual Federalism (historical)
Clear separation of responsibility
States: education and transportation
4. Federal: national defense and trade
Cooperative Federalism (contemporary)
Responsibility of states vs. federal government has blurred
Results of This Balance of Power
What are the advantages?
Distributed power across wide range of parties
Both houses of Congress and the President must agree – policies
are vetted
The “people” and other actors have a great deal of input
What are the disadvantages?
Often a slow process
Gridlock
Downturn of public opinion
What are the advantages and disadvantages of distributing the
power across many different policy actors?
‹#›
Policy Gridlock Occurs
Complex issues, sharp differences in ways to approach them
What are some issues right now that seem to be gridlocked?
5. Photo from Clip Art
‹#›
Incremental Policymaking
Government action that falls between gridlock and innovation
Growth of Government
Expansion of US territory
Increasingly complex problems
Greater regulation of business
Greater acceptance of social welfare
Responsibilities as world superpower
Government’s unique ability for impact
Citizen demands for government action
Implications of this Growth
Government policy affects every aspect of life
Large impact on our economy, employment
Many more stakeholders involved
Ever increasing challenge to establish effective policies
6. DISCUSSION 2:
What do YOU think are some implications of the ‘growth of
government’ trends?
Increasing Decentralization
Federal government dominant between 1940s & 1960s
State and local government dominant in 1970s & 1980s
Block and categorical grants: federal “lump sum” funding to
states, greater state control
Growing power and policymaking by states
“Unfunded mandates:” federal requirements for states with no
funding to go with it
Can States Handle this Responsibility?
Policy Capacity
The ability of a government to identify, assess, and respond to
public problems
All governments have policy capacity
States vary in people, history, skills, needs, values, budgets,
and methods
Which states have a good policy capacity?
How can you tell?
What about our state?
What Institutions of Government Are Involved in
Policymaking?
Government Policy Actors
7. Clip Art photo
‹#›
Separation of Powers
Power is shared by three branches of government at all levels
Legislative
Executive
Judicial
Government Institutions Involved in Policymaking
Legislative Branch: Lawmaking
Bicameral Congress
Filibuster rule in Senate
200+ Congressional committees and subcommittees
Expert staff support the legislators
Initiate and research policy proposals
Government Institutions Involved in Policymaking (cont’d)
Executive Branch: law enforcing
Office of the President
Involved in all aspects of policy making
Executive agencies
Cabinet level & all departments underneath
Political appointments
Independent executive agencies
Independent regulatory commission
8. Government Institutions Involved in Policymaking (cont’d)
Judicial branch: Law interpreting
Levels of federal courts
Supreme
Circuit
District
Court decisions become precedent for how a law gets enforced
Recent precedent: police cannot seize and examine cell phones
upon arrest
Conclusions About Government Policy Actors
Our form of government ensures broad and balanced input into
policy but slows and complicates the process
Balance of power among states and federal governments leads
to questions about which level of government is responsible
Who Else Influences the Policies that Government Makes?
Informal Policy Actors
The public
Interest groups
Issue networks
9. 1. Informal Actors: The Public
Public Opinion
Important in a democratic system
Voiced in numerous ways and at all levels
Can impact government actors
Can lead to interest group formation and activity
Who Votes?
Clip Art photo
Census graph: http://www.census.gov/prod/2014pubs/p20-
573.pdf
‹#›
Who Votes?
Clip Art photo
Census graph: http://www.census.gov/prod/2014pubs/p20-
573.pdf
‹#›
What Does the Public Think?
Public-Opinion Polling
Video: (http://youtu.be/DAufq8y20d4)
“Science Behind The News: Opinion Polls & Random
Sampling” (December 19, 2013). National Science Foundation
10. news feature about how scientific opinion polls are conducted
(Time: 4:08)
Video: http://youtu.be/DAufq8y20d4 “Science Behind The
News: Opinion Polls & Random Sampling” (December 19,
2013). National Science Foundation news feature about how
scientific opinion polls are conducted (Time: 4:08)
‹#›
Poll of Virginia Votes: Public Opinion Influences Public Policy
Video: (http://youtu.be/_vx5lZWnuQA)
“Virginia Voters Back Gay Marriage.” (March 31, 2014) News
story announcing results of new poll of voters. (Time:50)
Video: http://youtu.be/_vx5lZWnuQA “Virginia Voters Back
Gay Marriage.” (March 31, 2014) News story announcing
results of new poll of voters. (Time:50).
‹#›
Discussion 2:
What can be done to improve the public’s policy capacity?
Clip Art photo
‹#›
2. Informal Actors: Interest Groups
Provide information (objective and political)
11. Influence public opinion – media, publications
Meet with policymakers to sway their opinions
Testify at hearings
And, lobby….
Views of Interest Groups
U.S. Chamber of Commerce
Video: (https://www.youtube.com/watch?v=FQHFCR4FflU)
American Federation of Teachers
Video: (https://www.youtube.com/watch?v=TuE138p01DE)
These are two interest groups on different sides of the Common
Core Standards in education debate
Clip Art photo.
‹#›
Lobbying
All levels, all agencies of government
Promote a policy agenda
Opensecrets.org data
Lobbying has grown rapidly
http://www.opensecrets.org/lobby/
Top contributors
http://www.opensecrets.org/industries/index.php
How does lobbying influence what policies are made?
12. Lobbying (cont’d)
Should Comcast merge with TimeWarner Cable?
Story: lobbying by both sides (http://youtu.be/KQTaupOoPcI)
Lobbying for health care reform
Story: Drug companies lobbying in health care debate (audio)
(http://www.npr.org/templates/story/story.php?storyId=1068990
74)
Video: http://youtu.be/KQTaupOoPcI “The US of Comcast:
Follow the $19M in Lobbying.” (May 8, 2014). Bloomberg
News video on the lobbying involved in the proposed merger of
Comcast and Time Warner Cable. (Time: 1:49)
Audio:
http://www.npr.org/templates/story/story.php?storyId=10689907
4 National Public Radio news item “Drug Firms Pour $40
Million Into Health Care Debate” by Andrea Seabrook and Peter
Overby, July 23, 2009. (Time: 4:49)
‹#›
3. Informal Actors: Issue Networks
Issue or Sector-specific
Defense
Health care
Energy
Many more
Specialized, technical, experts familiar with a topic
Includes government, interest groups, experts
13. What Do Issue Networks Do?
Influence and develop policies
Introduce legislation
Promote causes
Clip Art photo.
‹#›
Wrap Up
How does our government impact policy making?
Our form of government
Government institutions
Who else influences the policies that government makes?
What can be done to increase policy capacity?
UNDERSTANDING
ADMINISTRATIVE LAW
FOURTH EDITION
By
William F. Fox, Jr.
Professor of Law
The Catholic University of America
15. ISBN#:
Library of Congress Cataloging-in-Publication Data
Fox, William F.
Understanding Administrative Law/William F. Fox, Jr.—4th ed.
p. cm.— (Legal text series)
Includes bibliographical references and index.
ISBN 0–8205–4727–1
1. Administrative law—United States. 2. Administrative
procedure—United States. I. Title. II. Series.
KF5402.F68 2000
342.73’06—dc21
00-056429
Editorial Offices
744 Broad Street, Newark, NJ 07102 (973) 820-2000
201 Mission St., San Francisco, CA 94105-1831 (415) 908-3200
701 East Water Street, Charlottesville, VA 22902-7587 (804)
972-7600
www.lexis.com
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17. which the decisions are carried out. For example, Congress has
charged
the federal Social Security Administration (SSA) with the
administration
of the nation’s social security program. Under that mandate,
SSA does two
things: (1) it makes general social security policy (within the
terms of the
statute, of course) and (2) it processes individual applications
for, and
terminations of, social security benefits. Affected persons who
disagree with
the agency’s decisions on either the substance of the social
security program
or the procedures under which that program is implemented—
and whose
grievances are not resolved within the agency—are permitted to
take their
dispute into federal court for resolution. Occasionally,
aggrieved persons
return to the legislative branch in an attempt to persuade
Congress to alter
the statute under which the social security program functions.
This brief outline is the basic model for the American
administrative
process; and whether you are studying federal administrative
law, a state
administrative system, or even a single administrative agency,
the process
of decision–making is likely to be similar, even when the
missions of the
agencies differ. It is the unifying force of the administrative
process—in
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dramatic contrast to the wide variety of substantive problems
with which
agencies deal—that has persuaded most administrative law
professors to
concentrate on agency procedure rather than agency substance.
Accordingly,
most contemporary administrative law courses analyze the
manner in which
matters move through an agency, rather than the wisdom of the
matters
themselves. In other words, the manner in which the federal
Department
of Transportation decided to impose a passive–restraint system
on automo-
bile manufacturers is a fascinating case history of the
administrative process,
irrespective of anyone’s personal position on the wisdom of air
bags versus
seat belts. Recognizing that the focus of most administrative
law courses
is on how decisions are made (rather than what those decisions
are) should
help you more readily understand the themes of the typical
course in
administrative law. 1
[B]—Approaches to the Study and Practice of Administrative
19. Law
Administrative law can be approached in much the same fashion
as many
other law school courses. If you regard the field merely as a
collection of
discrete legal doctrines, it may make a great deal of sense
simply to
memorize various general principles, to apply those principles
to a final
examination or a bar examination, and then forget about the
topic. This
book can be used in that fashion. A more profitable approach,
however,
to truly understanding administrative law—and for practicing
administrative
law after your admission to the bar—is to keep two questions in
mind from
the beginning: (1) What are the rules of the game, both
substantive and
procedural? and (2) How may I best represent my client before
an
administrative agency? Thinking through the twin issues of
doctrine and
the application of that doctrine through the lawyering process
will make
you a much better lawyer, even if it doesn’t necessarily have an
immediate
payoff in your law school course or on the bar examination. 2
The administrative law course will become less fuzzy if you
keep in mind
a few more fundamentals. First, under our constitutional system,
agencies
are creatures of the legislature. They do not spring up on their
own, and
20. they cannot be created by courts. Agencies function only insofar
as a
1 One respected casebook disagrees with this approach and
postulates that administrative
law can be properly understood only if one studies an individual
agency in depth, both
substantively and procedurally. Glen O. Robinson, Ernest
Gellhorn, & Harold H. Bruff, THE
ADMINISTRATIVE PROCESS (4th ed. 1993).
2 Administrative law questions on the bar examination tend to
be very much like law
school examination questions. Practitioners will find additional
hints on practicing before
federal agencies in William Fox, Some Considerations in
Representing Clients Before
Federal Agencies, Law Practice Notes (Barrister Magazine,
ABA) 21–26 (Summer, 1981).
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legislature has given them the authority to function. That
authority may be
exceptionally broad (e.g., telling an agency to regulate railroads
by applying
21. the standard of “public convenience and necessity”) or
incredibly narrow
(e.g., when Congress sets the specific income levels and other
criteria for
those persons who qualify for certain government benefits; or
when
Congress passes a Coal Mine Safety and Health Act, containing
provisions
that tell mine operators what size of mine roofing bolts to
install).
Federal administrative agencies are typically endowed with
broad, general
powers. By contrast, state legislatures often enact far more
detailed agency
statutes because of a lingering reluctance to give state agencies
unfettered
power. For example, the Nebraska legislature once enacted a
statute
prescribing the thickness of the metal walls in milk cans,
presumably
because the legislature did not trust the relevant administrative
agency to
make a sound decision on this issue. This kind of statutory
detail frequently
signals a legislature’s distrust with one agency in particular, or,
possibly,
with the administrative process in general. It is much less
common for the
United States Congress to get bogged down in the minutiae of
administering
a particular federal regulatory program because Congress tends
to have more
confidence in the federal agencies.
Whatever form a new administrative agency takes, the
22. legislature must
enact a statute creating the agency. This statute, sometimes
called an
agency’s organic act but more frequently referred to as an
agency’s
enabling act, is the fundamental source of an agency’s power.
This
principle—that the legislature creates agencies and sets limits
on their
authority—should be regarded as cardinal rule number one of
administrative
law. Far too many people in law school and, on occasion, even
experienced
practitioners, lose sight of this fundamental principal. A
misunderstanding
of this basic concept can lead to erroneous assumptions about
an agency’s
ability to deal with a particular issue or problem.
Some enabling acts contain specific provisions establishing
agency
procedures; but more often than not, when the legislature
creates an agency,
that agency acquires a specific substantive mission but derives
its proce-
dures from a more general statute setting out procedural
requirements for
all agencies sharing its jurisdiction. The governing procedural
statute at the
federal level is the Administrative Procedure Act (APA), 3 in
place since
1946 and normally the thread that holds most law school
administrative
law courses together. While state administrative procedure
statutes differ
considerably, a prototype statute, the Model State
23. Administrative Procedure
Act, 4 has been promulgated; and many states either have
adopted the Model
3 5 U.S.C. §§ 551 to 808. See Appendix A.
4 See Appendix B.
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Act in toto or incorporated substantial portions of it into their
existing
administrative procedure statutes. Thus, you are likely to find at
least some
procedural uniformity among the states. Those students whose
courses
emphasize a single state’s administrative system would do well
to make
constant reference to that state’s administrative procedure act as
they work
through their course and this book. They will probably see many
similarities
between the state act and the federal APA. 5
Some law professors understandably disagree with a purely
federal
approach to understanding administrative law. Professor Arthur
24. Bonfield
of the University of Iowa College of Law believes that a proper
study of
the state administrative process would pay large dividends for
both students
and professors. He believes, among other things, that
administrative law
is best appreciated through a comparative approach to the topic,
that there
is a great deal of creativity (what he calls “state solutions”) in
state
administrative systems that are never implemented by the
stodgier, less
innovative federal agencies, and, perhaps most importantly:
State administrative processes operate under different
circumstances
than does the federal administrative process; consequently,
some of
the problems presented [in the states] differ either in degree or
kind
from those presented in the federal process. Many of the
feasible or
effective solutions to federal administrative law problems are
not
feasible or effective in the state context. Therefore, a study of
problems
and solutions in the federal administrative process cannot be an
adequate vehicle to prepare students for dealing with all of the
major
problems presented in the state administrative process. 6
No matter how a legislature chooses to deal with an agency,
your first
task is simple: Read the agency’s enabling act and that
jurisdiction’s
25. administrative procedure act. One way to create a lot of trouble
for yourself,
even at the beginning of the course, is to be casual about
reading the
5 See, e.g., William Fox & Leonard Carson, A Comparison of
the Florida and Federal
Administrative Procedure Acts, 11 Florida Bar Journal 699
(1980). Florida has more recently
engaged in a great deal of administrative reform. Jim Rossi, The
1996 Revised Florida
Administrative Procedure Act: A Survey of Major Provisions
Affecting Florida Agencies,
24 Fla. St. U. L. Rev. 283 (1997).
6 Arthur E. Bonfield, State Law in the Teaching of
Administrative Law: A Critical Analysis
of the Status Quo, 61 Tex. L. Rev. 95, 103–04 (1982). More
recently, Professor Peter Strauss
has suggested that administrative law is one of the “hidden”
comparative law courses in
law school because it combines and requires comparisons
between a large number of other
law school courses. Peter L. Strauss, Administrative Law: The
Hidden Comparative Law
Course, 46 J. Legal Educ. 478 (1996).
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26. applicable statutes. Reading and trying to understand the
statutes should
be regarded as cardinal rule l–A for understanding
administrative law.
Agencies make a great deal of policy within the boundaries of
their
enabling acts. Within the boundaries of their administrative
procedure act,
they also establish procedures for efficient and fair decision–
making.
Remember that enabling acts and administrative procedure acts
often
establish only minimum standards and requirements for
individual agencies.
These statutes are often so broadly phrased that agencies have
enormous
leeway to fill in the gaps—both procedural and substantive—of
the
legislation so long as they keep within the terms of the
governing statutes.
The areas in which many agencies are free to set their own
policies and
procedures are quite extensive. We refer to this freedom of
action as agency
discretion. Agency discretion is a second fundamental to keep
constantly
in mind.
Unfortunately, the concept of agency discretion is one of the
least studied
and most poorly understood aspects of administrative law. It is
so little
27. analyzed that it is frequently referred to as “the hidden
component” of
administrative law. Nevertheless, it is a phenomenon that both
students and
practitioner need to appreciate if they are to have a complete
understanding
of an agency. The first step is realizing that the vast majority of
agency
decisions are never reviewed by either the courts or the
legislature. Other
parts of the executive branch, such as the president, governor or
attorney
general, occasionally get involved with agency action, but for
the most part
agencies function on their own, often with only sporadic outside
scrutiny
and accountability.
A third fundamental that should never be forgotten is that courts
have
a relatively limited role in supervising agency conduct. These
days, the
federal courts, and many state courts, are required to take what
amounts
to a “hands off” attitude toward the agencies. The days when a
free–
wheeling court could substitute its judgment in a dispute for
that of the
agency are largely over, irrespective of whether the issue before
the court
is substantive or procedural. The United States Supreme Court
has been
hammering this message home to the lower federal courts for
years. 7 Many
state courts are beginning to adopt a similar posture.
28. This is not to say that judicial review of agency action is
unimportant.
As we will see, in many cases it is the tail that wags the dog.
But the mere
fact that a case might be taken to court is no excuse for sloppy
lawyering
at the agency level. Too many lawyers make the fatal mistake of
thinking
7 See, e.g., Vermont Yankee Nuclear Power Corp. v. Natural
Resources Defense Council,
Inc. (NRDC), 435 U.S. 519 (1978) discussed in Chapter 7, §
7.03.
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that a reviewing court will correct any and all mistakes in the
proceedings
below, or, indeed, that a court has plenary review powers over
agency
action. That is simply not the case. The ability of a court to
change an
agency decision is so limited these days that the second cardinal
rule for
agency practice is: A lawyer must win a case at the agency or
likely will
29. not win it at all. 8 A legislative solution for your client’s
problem may be
theoretically possible, but you should remain realistic about
actually
achieving a favorable result. Try to avoid too much wishful
thinking.
§ 1.02 Nature of Administrative Agencies
[A]—Addressing Legal Disputes
There is hardly any function of modern government that does
not involve,
in some way, an administrative agency. The reason for this is
really very
simple: agencies are the only government entities equipped to
deal with
the day–to–day minutiae of governing. It is one thing for
Congress to decide
to regulate trucking companies, but the last thing that Congress
wants to
decide is how much Company X may charge to carry a package
from New
York to Chicago. Rigorous protection of the environment is now
a matter
of national consensus, but a court is unlikely to have the
technical expertise
necessary to decide precisely which specific air pollution
control equipment
is best suited for coal–fired power plants. Two themes which
continually
repeat in administrative law in regard to the purpose for the
establishment
of agencies are: (1) oversight of the detail of regulation and (2)
development
of expertise in a particular area of regulation.
30. Understanding the nature of administrative agencies first
requires an
analysis of the way in which disputes are typically addressed by
our legal
system. Consider, for example, the case of a creative business
executive
8 The author recognizes that this statement really goes out on a
limb. Many readers, both
lawyers and students, will throw back all sorts of instances
when courts overturned agency
action. That’s true, but whether one addresses this issue by
analyzing the doctrinal limitations
placed on judicial review or merely looks at the statistics (i.e.,
the number of all agency
decisions overturned by courts), he or she will find that the vast
bulk of agency decisions
are either never taken to court or are simply affirmed when they
get there. Thus, the message
of cardinal rule number two should not be forgotten: cases are
normally won or lost at the
agency. Courts usually are not the answer nor is the legislature.
However, lawyers should
not ignore the possibility of a legislative solution. If agencies
are creatures of statute, one
of the most effective places to turn for relief—at least on a
prospective basis—is the
legislature. But here again, a wise practitioner will consider
whether the legislature will pay
any attention to the grievance. Most legislatures are far too busy
with more generic issues
such as budget and taxes. They are often reluctant to involve
themselves in the detail of
government.
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who sees a need for privately–owned rocketships serving
various industrial
and commercial purposes. 9 One option for the business
executive under
our system of government is simply to start building and flying
rockets
without worrying about the consequences of accidents and
without seeking
anyone’s permission to do so. It is possible, but hardly likely,
that only
good things will occur and nothing bad will ever happen.
However, a wise
entrepreneur always considers the potential liability of a
business
undertaking.
In a legal system such as ours and given no specific regulatory
controls
on this type of business, if some incident does occur, and if
there is nothing
specific in the law books governing rocket accidents, the
common law can
grapple with any disputes that arise through the application of
general
32. principles of tort or contract liability. For example, the
nineteenth century
British courts had no trouble dealing with a water storage tank
that broke
and flooded some nearby property, even though Parliament had
never
spoken on the issue, and even though no previous court had
addressed the
problem. Principles drawn from tort law, because injury to a
property
interest was involved, enabled the court to dispose of both the
issue of
liability and the issue of remedy, even though it was a case of
first
impression. 10 Common law dispute resolution is triggered by
any injured
person who feels strongly enough about his or her injury to file
a formal
action in court and who has a strong enough case to convince
the court
that liability exists and that some type of monetary relief ought
to be granted.
Applying the common law solution to our hypothetical indicates
that the
cumulative effect of reported decisions will eventually establish
a body of
legal rules for the construction and operation of private rockets
without any
other government action. Of course, these rules may be overly–
narrow or
too sketchy to give comprehensive guidance on how an
entrepreneur ought
to proceed. Still, many problems in our society are handled
precisely in
this fashion, and it is not necessarily a bad way to handle
disputes. The
33. common law solution is flexible enough to react to changing
circumstances
and predictable enough to give people at least a little warning
before they
get into trouble.
Looking at the problem realistically, however, a business
executive will
likely want more predictability and stability than the common
law system
offers. It is highly doubtful, for example, whether a bank would
lend our
executive any money for a wholly–untried activity such as this
without more
in the nature of protection from liability. One option would be
to go to
9 This hypothetical was suggested by a problem on rainmaking
contained in Walter Gell-
horn, Clark Byse and Paul Verkuil, ADMINISTRATIVE LAW
PROBLEMS (1974).
10 Rylands v. Fletcher, 3 Eng. Rep. (H.L.) 330 (1823).
(Pub. 878)
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34. a legislature for assistance. Armed with enough political clout,
the executive
might persuade the legislature simply to authorize the activity.
In other
words, the legislature could pass a statute saying: “Private
corporations may
build and operate rocketships.” If this did not satisfy the
executive, she
might persuade the legislature to expressly permit the activity
and to set
a cap on possible liability stemming from any accidents
involving the
private rockets. 11 But a legislature’s reaction is frequently
unpredictable.
Rather than approving private rocketry, the legislature could
decide that
the activity is so fraught with danger and with hidden social and
economic
costs that it flatly prohibits private rocket development. The
legislature
might even go so far as to impose criminal penalties on anyone
who attempts
to operate a private rocket. Legislative prohibitions of this type
don’t occur
all that often, but readers may recall that cocaine was once sold
to the
American public on an over–the–counter basis and once was a
primary
ingredient in a still–popular soft drink.
[B]—Legislative Choices
The legislature has even more alternatives in dealing with the
rocketship
builder. It might decide that the problem should be dealt with
by setting
35. up some kind of government agency. Here, the choices range
over a broad
spectrum. In making these choices, a legislature will typically
analyze:
1. The task to be assigned to the agency (often referred to as the
agency’s “mission”). There are two factors that are usually
considered
in this analysis:
a. what is the nature of the specific business or industry to be
regulated
(e.g., firms manufacturing drugs, firearms or rockets); and
b. in what manner should the regulation be carried out (by
licensing,
monitoring, or performing the actual work at issue);
2. The way the agency should be structured (whether, for
example,
it is to be headed by a single administrator or by a multi–person
commission and what its internal organization will be); and
3. The placement of the agency within the existing system of
government (e.g., whether it is to be a separate cabinet–level
agency,
a component of an existing agency or an independent regulatory
commission).
11 For example, the Price–Anderson Act, 42 U.S.C. § 2210(c),
sets a cap of $560 million
on any accident occurring in a civilian nuclear powerplant.
(Pub. 878)
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The choices are plentiful. The legislature could decide to
prohibit any
private sector activity whatsoever and to establish a government
agency to
perform the entire task. Although not a common reaction,
Congress has
taken this approach with the National Aeronautics and Space
Administration
(for many years in the United States private rocketry was
unlawful; the only
governmental entity, outside of the Department of Defense, that
had the
authority to launch rockets was NASA) and to a certain extent
with the
Tennessee Valley Authority (TVA actually generates
electricity). This
constitutes one of the tightest forms of government control
because the
private sector is flatly forbidden to engage in the activity in
question. In
contrast, if the legislature decided that only mild control was
necessary,
it could impose an administrative control model on the other
end of the
spectrum, requiring only that those persons wishing to conduct
private space
flights identify themselves, register with some governmental
37. entity and
report periodically on their space flight activities. The Lobbying
Disclosure
Act of 1995 12 is a typical registration–and–reporting statute.
The legislature might decide that it wants more public control
over the
activity in question than is permitted by a registration–and–
reporting statute,
but not the sort of exclusive responsibility formerly given to
NASA. As
it investigates the phenomenon of private rocketry, it might
conclude that
the only aspect of private sector space flight that requires some
control is
the credentialing of rocket engineers. In other words, the
legislature could
decide that this was an activity suitable for the private sector,
but was still
complicated enough and dangerous enough that only a select
group of
professionals should be permitted to engage in the activity.
Based upon this
assumption, the legislature could establish a professional
licensing process
for rocket engineers. All other persons would be expressly
forbidden from
participating. A certified rocket engineer who committed an
error, could
be sued for professional malpractice. Everything else could be
left to the
mercies of the market. Law students should recognize this
model instantly
12 2 U.S.C. §§ 1601 to 1612. The 1995 act has repealed the
older Federal Lobbyist Regis-
38. tration Act. Readers should understand that one of the principal
reasons for the relaxed
controls on lobbyists springs from the First Amendment right to
petition the government.
Indeed, the 1995 act expressly provides: “Nothing in this Act
shall be construed to prohibit
or interfere with—(1) the right to petition the Government for
the redress of grievances;
(2) the right to express a personal opinion; or (3) the right of
association, protected by the
first amendment to the Constitution.” Most other forms of
private sector activity, particularly
business activity, are not protected nearly as much by the
Constitution. There are relatively
few registration and reporting statutes on either the federal or
state level that pertain to
businesses. One of the few such examples is a registration and
reporting activity under the
Federal Pesticide Act, 7 U.S.C. § 136(2) for farmers who intend
to administer pesticides
on their own lands.
(Pub. 878)
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and should be particularly sensitive to regulation in the form of
professional
39. licensing.
[C]—“Command–and–Control Regulation"
Another alternative is the administrative model that is
characteristic of
a great deal of the current regulatory activity of both state and
federal
governments and whose analysis often constitutes the major
portion of the
traditional course in administrative law. This type of agency is
given powers
to regulate a particular industry under a broad statutory mandate
(i.e., “in
the public interest,” “consistent with public health and safety”)
by authoriz-
ing individual private-sector firms to perform the activity in
question and
by policing the day–to–day operations of that industry. We
frequently refer
to this type of mechanism as command–and–control regulation.
Some
agencies, for example, the Environmental Protection Agency
(EPA), are
given regulatory powers that involve both policing various
industries and
setting standards for pollution control. However, the EPA
generally has no
overriding licensing powers. It cannot, for example, forbid the
construction
and operation of a steel mill even though it has the power,
speaking very
generally, to control that plant’s air emissions. The EPA does
have the
power to issue certain discharge permits for individual firms,
but this
40. permitting process does not extend to deciding whether or not
that particular
firm may exist and do business. The National Labor Relations
Board and
the Federal Trade Commission perform similar tasks in policing
unfair labor
and trade practices.
[D]—Licensing Agencies
Typical licensing agencies on the federal level are the Federal
Communi-
cations Commission (broadcast licenses) and the Federal Energy
Regulatory
Commission (hydroelectric facility licenses, among other
things). The
grand-daddy regulatory agency, the Interstate Commerce
Commission, a
body that had authority to issue freight transportation licenses
has been
abolished by Congress. Licensing agencies frequently also
regulate many
of the day–to–day activities of individual companies, such as
rates that
licensed companies may charge their customers. On the state
level, licensing
agencies such as state public utility commissions are sometimes
given
regulatory powers involving health and safety issues as well as
economic
issues.
[E]—Structure of Agency
But the legislature cannot stop with a delineation of agency
powers. It
41. must also decide on the agency’s structure and its position
within the
(Pub. 878)
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government. For example, in setting up a new administrative
agency,
Congress will decide whether to make the agency one of the
cabinet–level
departments or merely a component of one of the existing
departments. The
newest federal cabinet–level department is the Department of
Veterans
Affairs, an agency that had existed prior to 1988 as the sub–
cabinet
administrative agency known as the Veterans Administration.
On the federal
level, a Secretary presides over a cabinet. Cabinets typically
have a large
bureaucracy administering a large number of different
programs. On
occasion Congress will create a free–standing agency—the EPA
is perhaps
the best–known example—that is within the executive branch,
but not part
of any cabinet department.
42. The President as the chief executive has almost plenary control
over
executive branch agencies. He can normally appoint and fire the
depart-
ment’s highest officials. He has almost total control over
departmental
policy, and considerable control over the department’s budget.
However,
there are occasions when Congress may wish the new agency to
have some
independence from presidential control. In that case, it can
create an
independent regulatory commission such as the Federal
Maritime Commis-
sion or the Securities and Exchange Commission. On a few
occasions,
Congress will establish an agency as an independent regulatory
commission
but place it within an existing cabinet department. On the
federal level,
independent regulatory commissions are headed by a multiple–
person
commission and staffed by a bureaucracy that is usually much
smaller than
a cabinet agency.
An agency’s status as independent regulatory commission
restricts some
of the President’s prerogatives in controlling the agency. While
the President
may appoint commissioners, they typically serve for fixed terms
and may
not be removed other than on the specific grounds set out in the
agency’s
enabling act. Many federal commissions, by statute, must have a
43. mixture
of Republicans and Democrats, so the President may not be free
to appoint
commissioners solely from within his own political party. These
constraints
on the appointment and removal process in theory make the
commissions
“independent” of the President, but over time a President,
simply by filling
vacancies on the commission, can have a substantial effect on
that agency’s
policymaking.
On occasion, Congress blends two different types of agency.
For example,
the Federal Energy Regulatory Commission (FERC) is an
independent
regulatory commission within the Department of Energy, a
cabinet–level
agency. FERC has exclusive responsibility for certain areas of
regulation,
such as wholesale electric ratemaking. In other matters, the
enabling act
permits FERC to issue orders that constitute final agency action
for the
(Pub. 878)
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44. Department of Energy. 13 In other matters, different
components of the
Department of Energy function completely independently from
FERC.
As mentioned earlier, Congress will occasionally set up
agencies within
the President’s control, such as the Environmental Protection
Agency, but
for various reasons decide not to place that agency inside a
cabinet–level
department. Students will encounter many similar examples
elsewhere in
the federal government and in state and local government. There
is no single
type of structure or control that characterizes an administrative
agency, be
it on the federal, state or municipal level.
§ 1.03 Justifications for Regulation
[A]—Economic Justification
Free markets are one of the fundamental premises of the
American
economy. Thus, a decision to create an administrative agency to
regulate
a particular business activity implies a failure on the part of the
marketplace
to deal adequately with the problem. One way to develop a
better under-
standing of any particular administrative agency is in terms of
why the
legislature created it. Typically, an agency’s regulatory mission,
45. its reason
for being, will be explained in the early portions of its enabling
act or in
its legislative history. For example, when Congress initiated
price regulation
of the petroleum industry following the Arab oil embargo in
1973–1974,
it explained as one of its goals (or justifications) the necessity
of protecting
U.S. consumers from unconscionable price gouging on the part
of the oil
companies. This justification was spelled out in the underlying
statute, the
Emergency Petroleum Allocation Act, 14 but was only one of
several goals
stated in the first section of the statute. On occasion, a
legislature will not
state its justifications expressly, but on close examination of an
agency’s
enabling act and the Act’s legislative history, justifications can
almost
always be discerned. This analysis is important to a practicing
lawyer
because an understanding of an agency’s reason for being is
often helpful
in understanding how the agency functions.
In his now classic work on regulation, Justice Stephen Breyer
created
a list of possible justifications for regulation. 15 These include,
among
others:
13 See the Department of Energy Organization Act, 42 U.S.C. §
7101.
14 15 U.S.C. §§ 751 (the regulatory programs authorized by this
46. statute were cancelled
by Executive Order in 1981; the statute is no longer operative).
15 Stephen Breyer, REGULATION AND ITS REFORM (1982).
(Pub. 878)
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a. to control monopoly power;
b. to control excess profits;
c. to compensate for externalities;
d. to compensate for inadequate information;
e. to inhibit excessive competition; and
f. to compensate for unequal bargaining power. 16
A statute need not be based solely on one of these justifications,
but can
be a blend of two or more. Many of Breyer’s justifications are
self–
explanatory, but a few examples may make the others a little
clearer.
“Externalities,” occasionally referred to as “spillovers,” occur
47. when the cost
of producing something does not reflect the true cost to society
for
producing the good. One example is a manufacturing process
that creates
air pollution—for which society pays the clean up costs. A
single firm,
however high–minded, cannot take it upon itself to install costly
pollution
control equipment, if no other firm invests in the equipment,
because to
do so will drive up that firm’s costs to the point where it cannot
compete
successfully with lower cost goods manufactured by firms that
continue to
pollute. Some entity, usually the government, must require all
firms to make
these investments in order to spread the costs of pollution
control over the
entire industry. The attempt under the Clean Air Act to establish
certain
national standards for air and water pollution applicable to all
firms within
particular industries is a recognition of the concept of spillover.
Compensating for inadequate information is a justification for a
great deal
of current consumer protection legislation. Laypersons do not
have the
wherewithal to analyze children’s sleepwear for flammability.
Purchasers
of food cannot analyze the nutritional content or the health
hazards of
various food products. Buyers of major appliances cannot
themselves
calculate the energy efficiency of a particular model of
48. refrigerator. The
Food and Drug Administration’s product approval requirements
and the
Consumer Product Safety Commission’s and Department of
Energy’s
labeling regulations reflect this justification. Similarly,
compensating for
unequal bargaining power is the justification for many of the
“truth in
lending” regulations issued by the federal banking regulation
agencies.
[B]—Political Justifications
There are also political explanations for regulation that are
conceptually
distinct from economic justifications. One political justification
for regula-
tion is that certain matters within our society ought to be
subject to the
16 Id. at 12–35.
(Pub. 878)
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control of persons who are under some obligation of political
49. accountability.
It is doubtful, for example, that we would turn over the voting
process to
a private–sector company. In theory, the most politically
accountable branch
of government is the legislature, but even the executive branch
and the
judiciary reflect various concepts of political accountability.
Agencies
derive their political accountability from the actions of the
legislature (in
establishing and monitoring the agency) and the executive
(through the
appointment power). Political accountability helps insure that
the agencies
function in the public interest, rather than in the interest of
narrow single–
issue groups. While there is a lot of debate as to whether
agencies, in truth,
represent the public interest, this concept, lies at the heart of
the theory
of the administrative process. An elaborate inquiry along these
lines is
usually outside the scope of the typical law school course in
administrative
law, but only the bitterest cynics will assert that the concept of
the public
interest is meaningless. Moreover, there are occasions when
terms such as
public interest become important as a matter of statutory
interpretation. For
that reason alone, law students should not disregard the more
theoretical
aspects of the administrative process. 17
17 The first edition of this book was both praised and criticized
50. for taking a highly practical
approach to understanding administrative law. While that
approach clearly reflects the
author’s bias and predilections, the more enthusiastic students
of administrative law should
not disregard some of the fine writing that has been published
on the more theoretical and
conceptual issues of administrative law. Some book–length
writings on the theory of our
administrative system that a careful student might wish to read
are: James Landis, The
ADMINISTRATIVE PROCESS (1938); Kenneth Culp Davis,
DISCRETIONARY JUSTICE—A
PRELIMINARY INQUIRY (1969); Robert L. Rabin,
PERSPECTIVES ON THE ADMINISTRATIVE
PROCESS (1979); Jerry L. Mashaw, BUREAUCRATIC
JUSTICE: MANAGING SOCIAL SECURITY
DISABILITY CLAIMS (1983); Jerry L. Mashaw, DUE
PROCESS IN THE ADMINISTRATIVE STATE
(1985); James Wilson, BUREAUCRACY: WHAT
GOVERNMENT AGENCIES DO AND WHY THEY
DO IT (1989); Peter L. Strauss, AN INTRODUCTION TO
ADMINISTRATIVE JUSTICE IN THE
UNITED STATES (1989); Cass R. Sunstein, AFTER THE
RIGHTS REVOLUTION: RECONCEIVING
THE REGULATORY STATE (1990); Christopher F. Edley, Jr.,
ADMINISTRATIVE LAW: RE-
THINKING JUDICIAL CONTROL OF BUREAUCRACY
(1990); Glen O. Robinson, AMERICAN BU-
REAUCRACY: PUBLIC CHOICE AND PUBLIC LAW (1991);
Susan Rose-Ackerman, RETHINKING
THE PROGRESSIVE AGENDA: THE REFORM OF THE
AMERICAN REGULATORY State (1992);
Peter H. Schuck, FOUNDATIONS OF ADMINISTRATIVE
LAW (1994);. Some frequently cited
law review articles on broad themes of administrative law are:
51. Richard B. Stewart, The
Reformation of American Administrative Law, 88 Harv. L. Rev.
1669 (1975); Robert L.
Rabin, Federal Regulation in Historical Perspective, 38 Stan. L.
Rev. 1189 (1986); Gerald
E. Frug, Administrative Democracy, 40 U. Toronto L.J. 559
(1990); Mark Seidenfeld, A
Civic Republican Justification for the Bureaucratic State, 105
Harv. L. Rev. 1511 (1992);
Richard H. Pildes & Cass R. Sunstein, Reinventing the
Regulatory State, 62 U. Chi. L. Rev.
1 (1995); Cynthia R. Farina, The Consent of the Governed:
Against Simple Rules for a
complex World, 72 Chi-Kent L. Rev. 987 (1997); Steven P.
Croley, Theories of Regulation:
Incorporating the Administrative Process, 91 Colum. L. Rev. 1
(1998).
(Pub. 878)
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[C]—Evolution of Regulatory Philosophy
In recent years, the American public seems to have developed a
renewed
faith in the market mechanism as a proper control device and
simultaneously
52. seems to have abandoned the idea that command–and–control
economic
regulation by government agencies is the best way to deal with
many
problems. This movement, often referred to as deregulation,
began in the
mid–1970s during the Ford and Carter administrations and
reached full
flower during the Reagan years. That same spirit continued into
the Clinton
administration as President Clinton declared that the era of big
government
is over. The push toward deregulation in the late 1970s and
early 1980s
has raised doubts about the wisdom and rationale of many of
Justice
Breyer’s justifications for regulation. A number of prominent
failures of
the regulatory process (for example, in the area of regulation of
the interstate
transportation of natural gas—a program that for years actually
created
natural gas shortages) have weakened public interest in
traditional regula-
tory mechanisms. In the late 1980s and early 1990s there has
been much
discussion of taking regulatory powers away from the federal
government
and giving those powers to the states through the process that
has become
known as “devolution.”
At the same time, it is clear that the American public has not
given up
its consensus on such matters as clean air and water and
employee and
53. consumer safety. The tensions between a perceived need for
some control
and monitoring and the tight, often irrational and economically–
inhibiting
forms of traditional economic regulation have provoked a search
for
different types of controls and new administrative mechanisms.
18
There are some discernible trends toward new methods of
regulation on
both the state and federal levels. Interest in economic
regulation—such as
railroad freight rates or the price natural gas pipelines charge to
transport
natural gas—has greatly diminished. One agency, the Interstate
Commerce
Commission (ICC), which regulates railroads and trucks, has
been abol-
ished. Another agency, the Federal Energy Regulatory
Commission (FERC),
(which regulates natural gas and electricity) spends most of its
time these
days developing regulatory programs that promote market entry
and
competition and enhance market mechanisms, rather than
focusing on price
controls and limitations on entry as its basic regulatory
philosophy.
Congress has occasionally entered this fray. Prior to the demise
of the ICC,
deregulation had been prompted by two important
Congressional
18 See, e.g., Symposium, Regulatory Reform, 31 Wake Forest
L. Rev. 581 (1996); Larry
54. N. Gerston, et al., THE DEREGULATED SOCIETY (1988);
Thomas O. McGarity, Regulatory
Reform in the Reagan Era, 45 Md. L. Rev. 253 (1986).
(Pub. 878)
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enactments, the Motor Carrier Act of 1980 19 and the Staggers
Rail Act of
1980. 20 In contrast, FERC has attempted many of its reforms
by changing
its rules without an earlier change in the agency’s enabling acts.
21
There are many bills introduced in every session of Congress to
do away
with most federal economic regulation. On occasion, one or
another of these
bills will succeed. In 1980, Congress abolished an entire major
regulatory
agency charged with economic regulation of the airline
industry. Originally
established in the heyday of the New Deal, the Civil
Aeronautics Board
(CAB) went completely out of business in January, 1985
following an
elaborate phase–out timetable mandated by Congress. The CAB
55. does not
seem to be a grievous loss. Many of the consumer protection
programs
established by the CAB simply were transferred to the
Department of
Transportation. Safety regulation of airlines is still enforced by
the Federal
Aviation Administration. While we remain in the midst of a
continuing
debate as to the impact of deregulation on aviation safety, there
seems to
be virtually no interest in reviving the CAB. The abolition of
the ICC did
not engender any large-scale public outcry. 22 A small number
of ICC
functions were transferred to the Department of Transportation.
The debate continues. 23 In the first edition of this book the
author
surmised: “The lessons learned from the CAB experience (that
deregulation
may enhance rather than destroy an industry) suggest that it is
entirely
possible that other federal agencies that engage in economic
regulation such
as the ICC and the Federal Maritime Commission may be
abolished in the
near future.” 24 The Federal Maritime Commission remains
intact—albeit
a target of deregulators—as of mid-2000. President Reagan’s
attempts to
abolish the Departments of Education and Energy, echoed more
recently
by a Republican-controlled Congress in 1994, have not yet
borne fruit and
even if passed by Congress would likely be vetoed by President
56. Clinton.
As we move through the final year of the Clinton
administration, the two
19 49 U.S.C. §§ 10101–11917.
20 Pub. L. No. 210, 90 Stat. 31 (codified in various sections of
49 U.S.C.).
21 See, e.g., William Fox, Transforming an Industry by Agency
Rule: Regulation of Natu-
ral Gas by the Federal Energy Regulatory Commission, 23 Land
& Water L. Rev. 113 (1988).
22 President Clinton signed the Interstate Commerce
Commission Termination Act, 109
Stat. 803 (1995), codified in 49 U.S.C., on December 29, 1995.
23 See, e.g., Frank B. Cross, The Judiciary and Public Choice,
50 Hastings L.J. 355 (1999)
(Public choice theory has assumed nearly preeminent
importance in legal analysis and often
has been employed to justify an expansive role for the judiciary
and litigation in law
interpretation.);Ian Ayres & John Braithwaite, RESPONSIVE
REGULATION: TRANSCENDING
THE DEREGULATION DEBATE (1992); Peter Kahn, The
Politics of Unregulation: Public Ch-
oice and Limits on Government, 75 Cornell L. Rev. 280 (1990).
24 William Fox, UNDERSTANDING ADMINISTRATIVE LAW
(1st ed. 1986), at p. 9.
(Pub. 878)
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major-party presidential candidates appear not to have too much
to say about
abolishing federal agencies. In the past several years, we have
seen more
than a little public and legislative interest in what has been
called reregula-
tion. 25 In a small number of instances, such as nuclear power,
food and
drug products, banking and savings and loan institutions, and
hazardous
waste sites, public interest in some type of continuing
regulation has
persisted. There seem, however, to be few cheerleaders for any
renewal
of economic controls. As we move toward the end of the
century, many
commentators have expressed interest not in abolishing, but
merely in
“fixing” government regulation, possibly by developing
concepts of “regula-
tory flexibility.” 26 There is much discussion on the issue of
moving a
substantial amount of regulatory effort from the federal level to
the state
and local government levels through a process that has become
known as
“devolution.” 27
58. No matter what form these new developments take, they are
healthy
because they force everyone to re–examine some of the
fundamental
assumptions of the administrative system of government.
Putting agencies’
specific regulatory programs and conventional administrative
procedures
under the microscope will help us develop more creative and
effective
solutions for the problems of twenty–first century America. 28
There are some other currents of scholarship that both students
and
practitioners should appreciate. In 1997, two distinguished
administrative
25 Killing the CAB was symbolically important because the
agency was established in
that flurry of New Deal legislation that helped create many of
the federal agencies referred
to as the “Big Seven”—the CAB, Federal Communications
Commission, Federal Power
Commission (now Federal Energy Regulatory Commission),
Federal Trade Commission
(established in 1914), Interstate Commerce Commission
(established in 1887 and now
abolished), National Labor Relations Board and Securities and
Exchange Commission. This
does not mean that U.S. airlines are totally unregulated. They
remain subject to all other
forms of government control (i.e., safety requirements, labor
and equal employment laws,
antitrust statutes, and the like). Thus, the term deregulation
frequently refers solely to
termination of economic regulation: It does not mean the total
59. absence of regulation.
26 See, e.g., Symposium on Regulatory Reform, above note 18;
Marshall Breger, Regula-
tory Flexibility and the Administrative State, 32 Tulsa L.J. 325
(1997); Douglas C. Michael,
Cooperative Implementation of Federal Regulations, 13 Yale J.
on Reg. 535, 541 (1996)
("The government would rely on the regulated entities to
develop specific and individual
implementation plans, and would thus restrict its role to
assisting in and providing incentives
for self-implementation programs, and to maintaining a credible
residual program of
detection, surveillance and enforcement.").
27 There is considerable debate as to the meaning of devolution
and whether or not it
has already occurred. See, e.g., Mary A. Gade, The Devolution
Revolution Has Already
Occurred, State Envtl. Monitor, Mar. 4, 1996.
28 Many of these innovations are discussed in more detail in
Chapter 15.
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60. law scholars announced, provocatively, that “[a]dministrative
law scholar-
ship has reached the end of the questions it may pose and
answer." 28a
The authors go on to point out that basic administrative law
instruction
concentrates on the process of administrative agencies to the
detriment of
studying "the substantive scope and nature of regulatory
government." 28b
§ 1.04 The Administrative Process
[A]—Generally
Much of the discussion in the first three sections of this chapter
has
focused on matters that involve the substance of administrative
law. The
substance of regulation is always the primary concern of clients
and of the
American public. Limits on the amount of social security
benefits, changes
in water quality standards for the lead smelting industry, and
prohibitions
on the use of flammable fabrics in children’s sleepwear are the
things that
most directly interest companies and individuals. However,
lawyers who
practice before agencies are always equally concerned with the
way an
agency decides these matters. You will be surprised as you
begin to practice
administrative law how often the manner in which an agency
61. decision is
made affects the substance of that decision.
The administrative process is governed mainly by the language
of an
agency’s enabling act, the relevant administrative procedure act
(APA) 29
and the procedural rules adopted by the agency. Many agencies
use specific
procedures for individual matters, so it is dangerous to over–
generalize on
a particular agency’s process of decisionmaking. In some
instances, courts
have required that agencies follow certain specified procedures.
30
There are essentially three components to agency
decisionmaking:
rulemaking, adjudication and informal action (frequently
referred to as
28a Joseph P. Tomain & Sidney A. Shapiro, Analyzing
Government Regulation, 49 Admin.
L. Rev. 377, 380 (1997)
28b Id.
29 Students concentrating on the administrative law of a
particular state should take care
to determine the scope of their state’s act. Many state
administrative procedure acts apply
to specific agencies only if the legislature expressly provides, in
the enabling act, that the
state APA governs. Other states follow the model of the Federal
APA and make the APA
62. applicable to all agencies unless a specific agency is expressly
exempted from the terms
of the APA.
30 The Supreme Court in Goldberg v. Kelly, 397 U.S. 254
(1970), required that state agen-
cies wishing to terminate certain welfare benefits—aid to
families with dependent children—
adopt an elaborate hearing procedure for termination disputes.
See the discussion of
constitutional due process in Chapter 5.
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informal adjudication). Agency procedures normally vary
depending on the
type of decisionmaking in which the agency is engaged.
[B]—Rulemaking
When an agency exercises its legislative functions by making
rules, the
process normally used is a relatively simple system known as
notice and
comment or informal rulemaking. 31 This process requires the
agency (1)
63. to give the general public notification that a rule is being
contemplated and
the language or a general description of the proposed rule, and
(2) to invite
any interested person to submit comments on the proposed rule.
The agency
considers the comments and then promulgates a final rule. There
are some
limited instances on the federal level when rules may be
promulgated only
after an agency follows the adjudication procedures described in
the next
paragraph (so–called formal rulemaking), as well as instances
when an
agency’s enabling act requires procedures somewhere between
informal and
formal rulemaking. This in–between procedure is usually
referred to as
hybrid rulemaking.
[C]—Adjudication
When the agency exercises its judicial function by engaging in
what is
sometimes called formal adjudication, it uses a process that is
very much
like a civil bench trial in court. These proceedings—while
subject to some
variation depending on whether the agency is at the federal or
state level
and on the precise identity of the agency and the matter being
adjudicated—
typically permit an oral hearing with direct–and cross–
examination, testi-
mony under oath, the development of a complete and exclusive
record on
64. which the decision is to be based, and the presence of a neutral
presiding
officer (known on the federal level as an administrative law
judge).
However, court and agency procedures are not identical. Unlike
civil courts,
most agencies do not use formal rules of evidence or permit the
comprehen-
sive discovery allowed under, for example, the Federal Rules of
Civil
Procedure. Elaborate pre–trial and post–trial procedures are
rare, and juries
are unheard of. Nonetheless, the similarities between agency
adjudication
and civil litigation are still far greater than the differences.
[D]—Informal Agency Action
Procedures used when an agency engages in informal action
(sometimes
referred to as informal adjudication because most of these
decisions involve
the deciding of individual cases rather than generic
policymaking) vary
31 Rulemaking is discussed extensively in Chapter 7.
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65. considerably. Minimal procedures include merely giving
reasons for a
decision — as, for example, when a federal agency denies
certain applica-
tions for benefits. Other actions can require the giving of notice
and some
opportunity to comment in writing, or providing an oral hearing
for
aggrieved persons. Although procedures for rulemaking and
formal adjudi-
cation are often tightly controlled by either an enabling act or
the relevant
APA, procedures governing informal agency action are often
established
by the procedural rules of the agency.
[E]—Alternative Dispute Resolution
Much like the current ferment in the substantive law of
administrative
agencies, traditional agency procedures are under serious re–
examination.
For some time a number of agencies such as the Environmental
Protection
Agency and the Federal Aviation Administration have
experimented with
a new process known as regulatory negotiation to make rules.
This
procedure, in essence, brings representatives of all the major
groups affected
by a rulemaking around a table for face–to–face negotiation on
the terms
of the proposed rule, prior to its being published in the Federal
66. Register. 32
In 1990, Congress codified regulatory negotiation by adding the
Negotiated
Rulemaking Act to the Administrative Procedure Act (APA). 33
In the next
several years, agency practitioners will have even more
procedural devices
at their disposal. After a number of proposals to adapt
alternative dispute
resolution (ADR) techniques to agency decisionmaking surfaced
during the
1980s, 34 Congress acknowledged that ADR could become an
important part
of agency process by enacting, in 1990, and substantially
amending in 1996,
the Administrative Dispute Resolution Act. 35 In appropriate
circumstances,
such techniques as arbitration, mediation and mini–trial may
now be used
as part of the agency dispute resolution process.
32 See, e.g., Neil Eisner, Regulatory Negotiation: A Real World
Experience, 31 Fed. B.
News & Journal 371 (1984) and the more elaborate description
of regulatory negotiation
in Chapter 7.
33 5 U.S.C. §§ 581 to 570. The Negotiated Rulemaking Act was
permanently reauthorized
in late 1996. Pub. L. No. 104-320.
34 See, e.g., Philip Harter, Dispute Resolution and
Administrative Law: The History, Needs,
and Future of a Complex Relationship, 29 Vill. L. Rev 1393
(1984) and the discussion of
67. alternative dispute resolution techniques in Chapter 8.
35 5 U.S.C. §§ 571-583. The ADR Act was permanently
reauthorized in late 1996. Pub.
L. No. 104-320.
(Pub. 878)
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§ 1.05 Judicial Review of Agency Action
[A]—Effect of Judicial Review
Lawyers should never lose sight of the important role that
courts play
in the development of administrative law. The creation of a new
agency
by the legislature almost always triggers an attack on the
constitutionality
of the agency, a dispute that can only be resolved with finality
by the courts.
The validity of each new regulatory program and many
individual agency
decisions can be challenged by persons affected by the action
who are
dissatisfied with the agency decision. Indeed, in most
administrative systems
68. there are very few agency decisions that are exempt from
judicial review.
It is almost unheard of for Congress to enact a new
administrative statute
without also providing for some type of judicial review.
Reflecting the
standard federal practice, state administrative systems also
favor judicial
review.
For law students and lawyers alike, it is possible to make both
too much
and too little of judicial review. Some of the traditional
teaching in
administrative law over–emphasized judicial review to the point
that many
students and practitioners were deceived into thinking that the
only truly
important component in an administrative law system is the
judiciary. Even
now, students may get the wrong idea that courts review
everything and
correct all errors, because so many of the administrative law
casebooks use
large numbers of written appellate judicial decisions as the
primary
materials for the course. In actual agency practice, nothing
could be further
from the truth. The vast majority of agency decisions are never
taken to
court and those that are usually result in an affirmance of the
agency’s
action. The United States Supreme Court has recently sent some
extraordi-
narily strong signals to the lower federal courts (and in
particular, to the
69. United States Court of Appeals for the District of Columbia
Circuit, the
court that reviews a disproportionate number of federal agency
appeals) to
leave agency decisions alone, absent an clear showing that the
agency acted
erroneously. 36 State courts have not taken quite the hands–off
attitude of
the Supreme Court, but a quick review of a number of recent
state court
36 With regard to judicial review of the substance of agency
action, see Baltimore Gas
& Elec. Co. v. Natural Resources Defense Council, Inc., 462
U.S. 87 (1983) (the courts
have no business substituting their judgments for the scientific
and technical decisions of
the agencies) and Vermont Yankee Nuclear Pwr. Corp. v.
Natural Resources Defense
Council, Inc., 435 U.S. 519 (1978) (reviewing an earlier stage
of the Baltimore Gas case,
the Court instructed lower federal courts that they were not to
impose, by judicial fiat, more
rulemaking procedures on agencies than those established under
the federal APA “absent
extraordinary circumstances”).
(Pub. 878)
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70. decisions suggests that a number of state supreme courts are
tightening
standards for reversing state agency action.
When analyzing judicial review of agency action, a lawyer
typically
confronts three types of issues: (1) whether judicial review is
available at
all for a particular case, (2) the timing of judicial review (i.e.,
when judicial
review may take place), and (3) if judicial review is both
permissible and
timely, what standard of review a court will apply to the merits
of the case.
Since most enabling acts provide for some type of judicial
review and since
both the federal APA and most state APAs provide for judicial
review even
if the enabling act is silent, the question of whether or not a
court may
take a case is almost always answered in the affirmative. On the
federal
level, because federal courts are courts of limited jurisdiction,
you must
always identify and cite a specific grant of subject matter
jurisdiction. Doing
so is rarely difficult.
[B]—Preclusion from Judicial Review
However, finding a jurisdictional statute is not the end of this
inquiry.
There are instances when an agency decision may be precluded
71. from judicial
review because the legislature has specifically prohibited
judicial review
or because a matter is deemed totally within the agency’s
discretion. On
occasion, a person seeking judicial review of a particular
agency determina-
tion may not be able to prove that she is sufficiently affected by
the agency’s
action to have the requisite standing to bring the action on her
own behalf.
The normal test applied in the federal courts is whether a person
can show
“personal injury in fact, economic or otherwise” stemming from
the
agency’s action. 37
[C]—Other Barriers to Judicial Review
[1] Statutory and Common Law Barriers
Even if jurisdiction and standing exist and the decision is not
precluded
from review, a court may not be permitted to act at the time
judicial review
is sought. The doctrine of primary jurisdiction requires that
most disputes
within an agency’s jurisdiction first go to the agency and not
directly into
court. If a party starts with the agency, the dispute will have to
stay in the
agency until the agency has taken final agency action. Two
doctrines apply
here. First, the litigant must exhaust the decisional possibilities
within the
agency. If there remains a decisional step within the agency not
72. yet taken,
a court will often stay its hand pending further agency action.
Second, the
37 These matters are extensively discussed in Chapter 10.
(Pub. 878)
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doctrine of ripeness, a concept related to but not identical with
exhaustion,
prohibits judicial review if a dispute is not yet a legal (as
opposed to a
scientific or technical) issue. 38
The litigant who survives these threshold barriers still has few
prospects
of getting the agency action reversed. Both statutes and case
law signifi-
cantly curb a court’s authority to reverse agency action on the
merits. In
a limited number of cases, judicial review is virtually unfettered
and a court
may review agency action de novo. However, de novo review is
normally
permitted only when a statute expressly allows it. The vast
majority of
73. agency decisions are not reviewed de novo. For those cases, the
federal
APA permits a court to overturn agency action on the following
grounds: 39
1. the action violates a statute (including statutes establishing
the
agency’s jurisdiction and authority), the Constitution, or some
proce-
dure established by law;
2. the action is unsupported by substantial evidence;
3. the action is arbitrary, capricious, an abuse of discretion, or
otherwise not in accordance with law.
This list may seem comprehensive, but there are comparatively
few
agency actions that give rise to statutory, procedural, or
constitutional
violations. Accordingly, in practice, judicial review is largely
limited to
either “substantial evidence” review (undertaken if the agency
has made
the decision after conducting a formal rulemaking or
adjudication) or
“arbitrary/capricious” review. Both of these grounds are highly
deferential
to the determinations of the agency and generally require a
court to uphold
the agency’s decision if the decision is one that a reasonable
person could
have made, irrespective of whether the court itself would have
made the
same decision. 40
74. [2] Odds of Judicial Reversal of Agency Decision
There are few meaningful statistics available on the proportion
of agency
decisions reversed by courts on either the substantial evidence
or arbitrary/
capricious ground. The author’s personal experience, both as a
practitioner
38 These doctrines are discussed in Chapter 11.
39 For convenience, these grounds paraphrase the principal
grounds available under 5 U.S.C.
§ 706. These issues are discussed in much greater length in
Chapter 12.
40 The constantly cited Supreme Court decision in Citizens to
Preserve Overton Park,
Inc. v. Volpe, 401 U.S. 402 (1971) contains a good review of
each of these grounds. See
also Chapter 12.
(Pub. 878)
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and an academic, suggests that less than 10 percent of agency
decisions
75. are reversed on these grounds. The threshold barriers to judicial
review
sometimes make it difficult even to get into court; once there, a
party is
hard-pressed to get a reversal on the merits. If this statistical
estimate is
even close to being correct, judicial review should never be
seen as a safety
valve in planning a case strategy. The prospects of winning in
court, having
lost before the agency, are far too slim. As you read the
remainder of this
book, you should constantly remember cardinal rule number two
of agency
practice: You win your case at the agency or probably not at all.
There is yet a third cardinal rule for practicing before
administrative
agencies that needs to be set out here even though it is probably
obvious
to any one who has read this far in this chapter. There is no
substitute for
having a thorough understanding of the manner in which the
agency
handling your case functions. Many practitioners obtain this
knowledge over
time; but even if this case marks your first experience with a
particular
agency, you are not excused from getting a good grip on that
agency’s
behavior. As the following section explains, proper research is
vital, and,
quite frankly, not all that difficult. Always keep in mind the
third cardinal
rule: "Know your agency."
76. § 1.06 Researching Administrative Law
[A]—Lack of Student Orientation to Administrative Materials
Most teachers of administrative law are surprised by the lack of
attention
to administrative materials in most first year legal writing and
research
courses. Many students come into their first administrative law
course
knowing virtually nothing about the primary materials of the
course and
absolutely nothing of the secondary materials. The following is
a brief guide
to federal materials available for those who are not already
familiar with
the sources.
[B]—Official Materials
[1] The United States Code
The essence of administrative law is to be found primarily in
government
documents. First and foremost of these is the compilation of
federal statutes,
the United States Code (U.S.C.) and its various sources of
legislative history
such as committee reports. Floor debates transcribed in the
Congressional
Record are sometimes useful. These materials contain the
language of the
agency’s enabling act and the pre–enactment comments on that
act by
members of Congress and other persons.
77. (Pub. 878)
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The primary federal procedural statute, the Administrative
Procedure Act
(APA), was first enacted in 1946, but had been discussed for
almost ten
years prior to enactment as lawyers, agency officials and
members of
Congress adjusted to many of the procedural lessons learned
during the New
Deal. One central feature of this debate, on which there was
virtually a
consensus, was the need for a uniform procedure applicable to
most if not
all federal agencies. At the same time, the APA does not control
every
aspect of every agency process. Nowadays an agency’s enabling
act will
contain many specific procedures directly applicable to that
agency. Some
of the enabling act requirements may not be consistent with the
APA. For
example, practice before some highly proceduralized agencies
such as the
National Labor Relations Board almost never requires reference
to the APA,
78. because the agency’s statutes and internal procedural rules are
so detailed
and sophisticated. For most agencies, however, the APA has a
strong
bearing on the process by which the agency makes decisions.
The APA is contained in 5 U.S.C. §§ 551 et seq., and its
legislative history
may be found in Administrative Procedure Act — Legislative
History
1944–46, S. Doc. No. 248, 79th Cong., 2d Sess. (1946). A
crucial executive
branch committee report is also widely regarded as part of the
APA’s
legislative history: Final Report of the Attorney General’s
Committee on
Administrative Procedure, S. Doc. No. 8, 77th Cong., 1st Sess.
(1941). Both
the House and Senate reports on the APA will be found in the
Attorney
General’s report, all of which are reprinted in a basic looseleaf
service, Pike
& Fischer, Administrative Law (Desk Book).
[2] The Federal Register
Agencies announce proposed and final rules and various other
informa-
tion on their day–to–day functioning in the Federal Register.
This document
was established by Congress during the New Deal because at the
time there
was no central repository of important agency pronouncements.
Indeed,
many agency rules could only be found in the desk drawers of
agency
79. employees. The Federal Register is published five days each
week.
[3] The Code of Federal Regulations
The Code of Federal Regulations (CFR) is published annually
and
contains the agency’s current rules in force. Rules and certain
other
documents such as agency interpretations and rulings published
initially in
the Federal Register eventually find their way into CFR. For
agencies whose
rules change only infrequently, CFR is often the primary
research tool used
by practitioners; however, readers should be warned that there
often are
substantial delays between publication of a final rule in the
Federal Register
(Pub. 878)
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and codification of that rule in CFR. Because of this delay, most
agency
practitioners subscribe to various commercial publications that
track rule
80. and policy changes on a day–to–day basis, such as the Bureau of
National
Affairs’ Environment Reporter or Commerce Clearinghouse’s
labor
reporters.
[4] Agency Decisions
Most federal agencies publish some kind of official reporter that
includes
the reports of agency adjudications. These compilations look
much like
court reporters and carry titles such as “I.C.C. Reports,” “FCC
2d” and the
like. Again, most practitioners subscribe to the official agency
reporter but
depend on proprietary looseleaf services (see § [2] above) for
up–to–the–
minute information. In many circumstances, the value of using
reported
agency adjudications as controlling authority is questionable,
because most
agencies do not consider themselves wholly bound by
judicially–developed
doctrines such as stare decisis. Nonetheless, careful lawyers pay
close
attention to these decisions to determine the current trend of
agency
thinking.
[5] Other Agency Publications
Agencies always publish a great deal of information outside the
Federal
Register or CFR that can be enormously helpful. Documents
such as internal
81. agency newsletters, annual reports, and statistical summaries
are useful in
developing a comprehensive understanding of the entire agency.
The
Government Printing Office publishes a Monthly Catalog of
United States
Government Publications that lists many of these documents.
The GPO also
publishes THE UNITED STATES GOVERNMENT
ORGANIZATION MANUAL, a
single volume compilation of basic information on virtually all
government
agencies.
These days there is a great deal of agency information available
over
the Internet. Virtually every federal agency has a Web site that
may be
mined for a great deal of basic information on that particular
agency. A
good basic source for links to the various agencies is provided
by the Library
of Congress: http://lcweb.loc.gov/global/executive/fed.html.
Two private
sector Internet sources for similar information are a site
maintained by
Louisiana State University (www.lib.lsu.edu/gov/fedgov) and
Villanova
University (www.cilp.org/Fed-Agency/fedwebloc.htm).
[6] Presidential Documents
The President figures importantly in the work of administrative
agencies.
Accordingly, executive orders and presidential proclamations
along with
82. (Pub. 878)
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reorganization plans and executive agreements must often be
closely
analyzed. These documents may occasionally be found in the
Federal
Register, but more likely are to be found in the Weekly
Compilation of
Presidential Documents, published by the Government Printing
Office.
[7] Opinions of the Attorney General
The Attorney General of the United States is often asked to
provide
interpretations of treaties, statutes, presidential documents and
other official
material as well as to advice on other matters of agency
functioning. While
the precise legal impact of an attorney general’s opinion never
has been
conclusively determined, the Attorney General’s
pronouncements carry
great weight both inside and outside the executive branch. Most
opinions
83. are published in a compilation called the Opinions of the
Attorneys General
of the United States.
[C]—Unofficial Commercial Services
By definition, government documents are the official source of
informa-
tion on administrative agencies; but there is at least one
privately–published
service available for virtually every major federal regulatory
agency. Most
practitioners regard these services as indispensable because they
are not
subject to many of the publication delays associated with
government
publications. Published by such companies as Bureau of
National Affairs
and Commerce Clearing House, they are gold mines of
information on the
agencies, containing a wide range of documents and information
from
proposed and final rules, to adjudications, to agency gossip.
A vast amount of additional information on administrative law
in general
and on specific agencies may be found in the casebooks and
treatises listed
in the preface and in law journal articles. Serious students of
administrative
law never disregard these sources.
(Pub. 878)
§ 1.06 INTRODUCTION 27