Consider an example of yourself as a member of team (as a volunt.docx
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Consider an example of yourself as a member of team (as a volunteer, as a member of a church group or mission team, study group, community group). What did you do in terms of interacting with others that went well? What did you do as you interacted with others that did not go well , or that had an unexpected effect ? Looking back on the last example, how might you interact with people differently? (Give a specific example.) .
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Kearney, M. (2001). Levels and applications of qualitative research evidence.
Research in Nursing and Health,
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By Day 3
Post
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Cons of ContraceptivesInstructionsFor this assignment, complet.docx
Cons of Contraceptives
Instructions
For this assignment, complete the following:
· Compose a position paper representing the con side of your new topic. (See the Con-Paper Template). The paper should include approximately 6 developed paragraphs:
· Introduction (with thesis statement)
· Context paragraph
· 3 body paragraphs (focusing on 3 cons)
· Conclusion
· Apply a formal tone appropriate for academic audiences, maintaining an objective 3rd person point of view - no 1st person (I, me, my, we, our, us, mine) or 2nd person (you, your). Avoid contractions, clichés, and slang terminology.
· Use the provided template to assist in formatting the title page and document.
· Incorporate at least 3 scholarly sources into the paper. Cite all sources in APA format, both parenthetically and on a reference page.
· Before submission, proofread and edit carefully for spelling, punctuation, and grammar. Not every error will be flagged automatically in word-processing programs, and some that are flagged as errors are actually correct.
Writing Requirements (APA format)
· Length: 2-3 pages (not including the title or reference pages)
· 1-inch margins
· Double spaced
· 12-point Times New Roman font
· Title page
· References page (minimum of 3 academic articles)
Grading
This activity will be graded using the Con-Position Paper Grading Rubric.
Course Outcomes (CO): 3, 6
Rubric
Position Paper Grading Rubric - 125 pts (2)
Position Paper Grading Rubric - 125 pts (2)
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeLength
5.0 pts
Meets length requirement
0.0 pts
Does not meet length requirement
5.0 pts
This criterion is linked to a Learning OutcomePoint Analysis
30.0 pts
The central idea is developed and expanded with depth of critical thought.
25.5 pts
The central idea is discernible and developed.
22.5 pts
The central idea needs more development with points tying back to the thesis.
18.0 pts
The central idea is not developed, and the analysis lacks critical thought.
0.0 pts
No effort
30.0 pts
This criterion is linked to a Learning OutcomeSupport
30.0 pts
The writing supports claims with several detailed and persuasive examples.
25.5 pts
The writing supports claims with examples, but additional analysis or examples could strengthen the argument.
22.5 pts
The writing supports claims with examples, but the examples are not well-developed or examined. Additional examples and analysis are needed to make the argument more persuasive.
18.0 pts
The central idea is not well-supported by claims and/or examples.
0.0 pts
No effort
30.0 pts
This criterion is linked to a Learning OutcomeOrganization
25.0 pts
Paper is clear and cohesive. Introduction and conclusion support the overall flow of the paper.
21.25 pts
Paper is basically clear and well-organized with a minimum of non-related material present.
18.75 pts
Paper has some issues with clarity, flow, and cohesion. Paper lacks organization.
15.0 pts
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Consequential CourtsJUDICIAL ROLES IN GLOBAL PERSPECTIVE.docx
Consequential Courts
JUDICIAL ROLES IN GLOBAL PERSPECTIVE
Edited by
DIANA KAPISZEWSKI
University of California, Irvine
GORDON SILVERSTEIN
Yale Law School
ROBERT A. KAGAN
University of California, Berkeley
CAMBRIDGE
UNIVERSITY PRESS
xii Contributors
Manoj Mate is Assistant Professor of Law, Whittier Law School, and Assistant
Professor of Political Science (by courtesy), Whittier College.
Amnon Reichman is Professor of Law, University ofHaifa (Israel).
Druscilla L. Scribner is Associate Professor of Political Science, University ofWis-
consin, Oshkosh.
Martin Shapiro is James W. and Isabel Coffroth Professor of Law (Emeritus),
Berkeley Law, University of California.
Alexei Trochev is Associate Professor, School of Humanities and Social Sciences,
Nazarbayev University (Kazakhstan).
Introduction
Diana Kapiszewski, Gordon Silverstein, and Robert A. Kagan*
In early nineteenth-century America, Alexis de Tocqueville (1835) famously
observed, "[Sjcarcely any political question arises...that is not resolved, sooner
or later, into a judicial question." That may have been a considerable exaggeration
at the time, but today, the dynamic Tocqueville highlighted marks many constitu-
tional democracies in which independent courts are vested with powers of judicial
review. In such countries, political actors, organizations, and ordinary individuals
who become enmeshed in political conflicts have strong incentives to frame their
desires as constitutional or statutory claims and ask courts to vindicate them.
As a result, in the early twenty-first century, courts have become versatile actors
in the governance of many constihitional democracies, and judges and justices
play multiple roles in politics and policymaking. As many observers have noted/
politically consequential courts have emerged in new democracies from Korea to
South Africa to Brazil and beyond; courts in more established democracies such as
Canada and New Zealand have been given or have assumed more power to protect
individual rights and invalidate government policies; and both the European Court
of Justice (ECJ) and the European Court of Human Rights (ECHR) have taken on
dramatic roles in European governance.
However, the political power of courts has ebbed as well as flowed. In many
Latin American countries, judges are not blazing the way to robust constitutional
democracy in the way many hoped they might. The Hungarian Constitutional
Court, once hailed as one of the most significant new constitutional courts (Zifcak
1996), had its wings clipped less than a decade after its creation (Scheppele 1999).2
* Respectively, Assistant Professor of Political Science, University of California, Irvine; Assistant
Dean, Yale Law School; Professor Emeritus of Political Science and Law, University of California,
Berkeley.
1 See, for example, Tate and Vallinder 1997, Stone Sweet 2000, Hirschl 2006.
2 After another brief period of judicial independence from 2002 to 20.
Consensus Policy Resource CommunityEmail PolicyFree Use .docx
Consensus Policy Resource Community
Email Policy
Free Use Disclaimer:This policy was created by or for the SANS Institute for the Internet community. All or parts of this policy can be freely used for your organization. There is no prior approval required. If you would like to contribute a new policy or updated version of this policy, please send email to [email protected].
Things to Consider:Please consult the Things to Consider FAQ for additional guidelines and suggestions for personalizing the SANS policies for your organization.
Last Update Status: UpdatedOverview
Electronic email is pervasively used in almost all industry verticals and is often the primary communication and awareness method within an organization. At the same time, misuse of email can post many legal, privacy and security risks, thus it’s important for users to understand the appropriate use of electronic communications. Purpose
The purpose of this email policy is to ensure the proper use of <Company Name> email system and make users aware of what <Company Name> deems as acceptable and unacceptable use of its email system. This policy outlines the minimum requirements for use of email within <Company Name> Network. Scope
This policy covers appropriate use of any email sent from a <Company Name> email address and applies to all employees, vendors, and agents operating on behalf of <Company Name>.
Policy4.1 All use of email must be consistent with <Company Name> policies and procedures of ethical conduct, safety, compliance with applicable laws and proper business practices. 4.2 <Company Name> email account should be used primarily for <Company Name> business-related purposes; personal communication is permitted on a limited basis, but non-<Company Name> related commercial uses are prohibited.4.3 All <Company Name> data contained within an email message or an attachment must be secured according to the Data Protection Standard.
4.4 Email should be retained only if it qualifies as a <Company Name> business record. Email is a <Company Name> business record if there exists a legitimate and ongoing business reason to preserve the information contained in the email.
4.5 Email that is identified as a <Company Name> business record shall be retained according to <Company Name> Record Retention Schedule. 4.6 The <Company Name> email system shall not to be used for the creation or distribution of any disruptive or offensive messages, including offensive comments about race, gender, hair color, disabilities, age, sexual orientation, pornography, religious beliefs and practice, political beliefs, or national origin. Employees who receive any emails with this content from any <Company Name> employee should report the matter to their supervisor immediately.4.7 Users are prohibited from automatically forwarding <Company Name> email to a third party email system (noted in 4.8 below). Individual messages which are forwarded by the user must not contain <Company Name> confidential or .
Connie FarrisProject Performance and Quality Assurance(M.docx
Connie Farris
Project Performance and Quality Assurance
(MPM357-1902A-02)
Jason Lewis
Introduction
Several quality improvement process tools and techniques exist. They include Lean thinking, Value stream process mapping, Kaizen (The Japanese word for Continuous Improvement), Five Ss (separate, straighten, scrub, standardize, systematize), Kanban Primary and Task Response. In this paper, different strategies or philosophies for quality improvement in business shall be discussed. The tools and techniques that shall be compared are: Lean thinking, Kaizen and Five Ss (separate, straighten, scrub, standardize, systematize)
Comparison
All the techniques aim at improving quality of production processes. They involve the production units and department. All need planning and allocation of resources strategically.
Contrasting
Kaizen is a Japanese word for Continuous Improvement. The philosophy states that everything can be improved continuously. It involves employees in the improvement of quality processes. Workers give their feedback on the criteria and important reviewing issues in the performance of workers, supervisors and managers alike. It bases on many suggestions from employees from all ranks in the organisation. They are expected to consider and implement them with a key goal of improving managerial performance. The system encourages workers to provide suggestion, fosters employee education so that they are informed about improvement, and lastly it encourages employee efficiency (Pinto et al., 2018).
Lean Thinking on the other hand is a technique of quality process improvement aims at improving productivity, quality and lead-time reduction in order to support growth and competitiveness. It involves continuous improvement of the processes and relationships of employees through proven systematic methods, which reduce waste and maximise on customer value. It follows Plan, Do, Check, and Act systematic method. The system achieves low cost productivity, reduce waste, quick response to customer needs and high-quality production (Vlachos, 2015).
Moreover, the Five S's (5S) tools and techniques improves the work place, making it clean, safe, organised and uncluttered thus reducing waste and increase productivity. It builds both mental and physical quality work place (Urick et al., 2018).
The best quality process improvement tool or technique for my project is the 5Ss. This is because it is systematic and aims at making working environment of high quality, improves productivity, makes wastage low, increase employee morale, reduces cost of operation and improves safety (Urick et al., 2018).
Conclusion
In conclusion, tools and techniques for improving quality processes are key in any project. Thought they focus on diverse issues, the 5Ss seems to cover most aspects that increases quality production processes.
References
Pinto, J. L. Q., Matias, J. C. O., Pimentel, C., Azevedo, S. G., & Govindan, K. (2018). Lean M.
CONNECTIONSCore competenciesAnalytic InquiryUse of .docx
CONNECTIONS
Core competencies:
Analytic Inquiry
Use of Information Resources
This assignment allows you to demonstrate mastery of the course outcomes :
Apply communication theories to organizational communication challenges
Analyze and assess the communication dynamics of an organization to conduct a communication audit
SHRM Competency:
Consultation - The ability to provide guidance to organizational stakeholders.
PROBLEM
All organizations have communication challenges. How do you identify and address these issues as a HR professional or consultant? How can your organization overcome this challenge and improve the communication flow?
In this project, you will use a diagnostic tool called a
communication audit
in order to assess organizational communication within an organization of your choice.
STEPS
Administer the
communication audit survey
in your organization. In order to obtain valid results, you want to survey between 15-20 people. You may print out the survey and distribute it in person for completion, or you may administer it online, for example, using
Survey Monkey
or
Google Forms
. The survey includes questions that tap into five different areas of organizational communication: (1) Receiving information from others, (2) Sending information to others, (3) Sources of information, (4) Timeliness of information, and (5) Channels of communication. Within these five areas of organizational communication, identify one major area of concern to address based on the responses from the survey.
You will then
analyze and synthesize the results of the data
obtained from your audit effort and create your Audit Report using the format below.
Based on the communication audit identify one critical communication challenge that needs to be addressed within your organization. Research the scholarly literature for recommendations about how the organization can address this issue.
Participate in the discussions by reflecting on your work and sharing feedback with others in the class.
Create and deliver a presentation that provides the results of your audit with suggestions for improvement based on the data obtained from the audit and the literature on organizational communication.
FORMAT
Audit Report:
Present an introduction that describes your research methodology and provides details of the survey administration, response rate, and characteristics of the survey population.
Develop a professionally-written narrative in which you describe the data using appropriate tables, charts, and graphs. Include a detailed analysis followed by a summary of your findings, using the example in the "Collecting and Analyzing Data" file below. Identify the top communication challenge from your survey, and present your recommendations to strengthen this communication challenge, based on the scholarly literature. In the appendix, present the survey questions and the responses for each question.
Presentation:
Your presentation should be prof.
Connors, The Rise of Technical Writing Instruction in America,” 3-1.docx
Connors, “The Rise of Technical Writing Instruction in America,” 3-19
Rutter, “History, Rhetoric, and Humanism…” 20-34
Durack, “Gender, Technology, and the History of Technical
Communication,” 35-46
Annotated Bibliography #1 Due
Boettger and Friess. (2020)/ “Content and Authorship Patterns in Technical Communication Journals (1996–2017): A Quantitative Content Analysis,” Technical Communication 67.3
.
Conns syndrome is an endocrine disorder brought about by a tumor o.docx
Conn's syndrome is an endocrine disorder brought about by a tumor of the adrenal cortex that secretes excessive aldosterone in uncontrolled fashion. Given what you know about the functions of aldosterone, describe what the most prominent features of this condition would be.
150 words
Imagine you are a health care provider explaining to a newly diagnosed patient with diabetes mellitus the reason why glucose was found in her urine sample. Include insulin and the term:
tubular maximum and renal threshold
in your explanation.
150 word
.
Connection, Collaboration, and CommunityAssignment Overvie.docx
Connection, Collaboration, and Community
Assignment Overview
Case 1 is an essay in which students will communicate using their own thoughts, words, and ideas to demonstrate their ability to interpret text and organize ideas. In addition, the student will demonstrate the ability to integrate others’ words and ideas coherently into one’s own writing, using APA Style format.
Students will analyze and interpret the thoughts, words, and ideas of others, draws conclusions, and solve problems to demonstrate their ability to think critically and creatively in a disciplined and evaluative manner.
Case Assignment
The assigned reading/viewing background materials for Module 1 included such thoughts, words, ideas, and/or concepts as poverty, non-profit, philanthropy, giving, happiness, charity, champion, altruism, and community.
Select two or more of these societal constructs in which you see some sort of connection. For example, how is philanthropy connected to community… happiness connected to giving… or poverty connected to community?
In a well-organized and well-supported essay, discuss where, how, and why that connection exists in our society today. Be sure to provide specific examples to support your point of view, perhaps your own experience in your community, at work, or through your own pursuits. On the other hand, maybe you do not see a connection between many of these concepts, while there should be. In this case, an essay might address ways in which society needs to improve as we consider ways to find connections between these concepts and societal constructs.
Please note that there is no right or wrong response here, just your ability to make a point and support it using details and examples from the readings/viewings as well as your own experience.
A well-organized essay has a beginning, middle, and an end. The beginning, or introduction, should include an opening sentence to grab your reader’s attention. Follow the opening sentence with a brief background to introduce the topic. The last sentence of the introduction is the thesis statement. The thesis states the main point of the essay, which in this case, would be the ways in which two or more concepts resonate. For example,
The principle or practice of altruism on a small (or large) scale can conquer poverty, one individual at a time.
The body (middle) of the essay supports the thesis using points, details, and examples; the conclusion typically summarizes the main points of the essay and/or closes with a lasting impression that connects the reader to their world.
Be sure to proofread your essay and edit for proper grammar, punctuation, diction (word choice), and spelling, as errors in sentence skills will lower a final grade. A grade will be determined based on the Module 1 Case expectations and the Trident University General Education rubric for English.
Papers must be double-spaced in Times or Times New Roman font (12 cpi) with stand.
Conjuring Comfort Women Mediated Affiliations and Discipl.docx
Conjuring "Comfort Women": Mediated Affiliations and
Disciplined Subjects in Korean/American Transnationality
Hyun Yi Kang
Journal of Asian American Studies, Volume 6, Number 1, February 2003,
pp. 25-55 (Article)
Published by Johns Hopkins University Press
DOI:
For additional information about this article
Access provided at 26 May 2019 06:11 GMT from University of California @ Santa Cruz
https://doi.org/10.1353/jaas.2003.0027
https://muse.jhu.edu/article/49217
https://doi.org/10.1353/jaas.2003.0027
https://muse.jhu.edu/article/49217
25CONJURING “COMFORT WOMEN” • KANG •
CONJURING “COMFORT WOMEN”:
Mediated Affiliations and Disciplined Subjects in
Korean/American Transnationality
laura hyun yi kang
JAAS FEBRUARY 2003 • 25–55
© THE JOHNS HOPKINS UNIVERSITY PRESS
C OMFORT ME, THE TITLE OF MULTIMEDIA ARTIST Soo Jin Kim’s evocative1993 video work, has long struck me as an apt distillation of the
vexing dynamics of representing “comfort women” by Korean/Americans.
The oddly subject-less phrase, which can be read as an egocentric com-
mand or a plaintive, anxious request, begs the identity of both the “me”
and the implicit “you.” The short ten-minute video features extreme close-
ups of two bodies, one male and one female, in various poses of contact.
The female figure, recognizable as Korean through the repetitive action
of putting on a white slip dress and then a red overskirt of the traditional
hanbok dress, is more prominent and sometimes shown alone as she at-
tempts to scrub her body clean while alternately covering her exposed
crotch with one hand. A sound track of hurried breathing suggests both
the sex act and the frantic effort of cleansing. After a brief first-person
account of being raped that seems to be spoken by the pictured woman,
the voice-over shifts to a third-person female narrator who discloses cer-
tain details about young Korean women recruited by the Japanese Impe-
rial Army for its “comfort girl battalion.” Considering this shift in speak-
ing positions, we might apply the title phrase, “Comfort Me,” not to the
visible Korean “comfort woman” or the Japanese soldier, but rather to
two other invisible subjects of this cultural production: the artist-narra-
tor and the viewer-audience. Who is comforted and by whom through
such representations? The question of differently implicated and com-
26 • JAAS • 6:1
forted subjects of such Korean/American cultural productions becomes
more important to ask with each new staging of “comfort women,” espe-
cially now more than a decade after the initial shocking international
publicity around this historical episode.1
The matter of Korean “comfort women” poses multiple problems—
of nomination, of identification, of representation, and of knowledge-
production. Who can know and then, in turn, account adequately for
both the historical event and its multiple subjects? Before that question
can be posed, wh.
CongressChapter 10CHAPTER 10 CONGRESSIn this chapte.docx
Congress
Chapter 10
CHAPTER 10: CONGRESS
In this chapter you will:
Learn what Congress does.
Reflect on how well Congress represents the people.
Examine the internal workings of Congress.
Consider the importance of skilled congressional leadership.
Think about the problems that face Congress—and some possible solutions.
CHAPTER 10: CONGRESS
Introducing Congress
Two Houses, Different Styles HOUSE
Congress is bicameral—comprising “two houses.”
The House of Representatives includes 435 members, divided among the states based on population size, along with six nonvoting delegates from Washington, D.C., Puerto Rico, American Samoa, Guam, and other U.S. territories.
All 441 House members serve two-year terms, and each represents a district of around 700,000 people.
The majority party elects the Speaker of the House to control which issues reach the floor and to advance their legislative agenda.
CHAPTER 10: CONGRESS
Introducing Congress
Two Houses, Different Styles (cont.) SENATE
The Senate is made up of 100 members, two from each U.S. state, each elected for a six-year term.
Legislative hold: An informal way for a senator to prevent a bill or other measure from reaching the Senate floor. The action effectively halts Senate proceedings on that issue, sometimes for weeks or longer.
Filibuster: Rule unique to the U.S. Senate that allows any senator to hold the floor indefinitely, and thereby, to delay a vote on a bill to which he or she objects.
Cloture: When 60 senators vote to end a filibuster.
CHAPTER 10: CONGRESS
Introducing Congress
The House and Senate Each Have Unique Roles
The House of Representatives
All budget measures must originate in the House.
The House holds the power to impeach public officials—including the president—for “high crimes and misdemeanors.”
CHAPTER 10: CONGRESS
Introducing Congress
The House and Senate Each Have Unique Roles
(cont.)
The Senate
After the House impeaches (or indicts) an officeholder, the Senate holds a trial and decides whether to remove him or her.
The president negotiates treaties with other countries, but the Senate must approve them by two-thirds majority.
The Senate also has sole power to review presidential appointments—the Constitution calls it “advice and consent.”
CHAPTER 10: CONGRESS
Constitutional Powers
of Congress
CHAPTER 10: CONGRESS
Congressional Representation
Does Congress Reflect America?
Congressional caucuses (groups of House or Senate members who convene regularly to discuss common interests and may share political outlook, race, gender, or geography) are on the rise.
CHAPTER 10: CONGRESS
Congressional Representation
Trustees and Delegates
Do the Right Thing.
The trustee view of representation holds that representatives owe us their best judgment; if we don't like their decisions, you can vote for their opponents next time.
Do What the People Want.
The delegate view of representation holds that a legislator should take voting instructions directl.
Congress, the president, the cabinet, advisers, agency bureaucrats, .docx
Congress, the president, the cabinet, advisers, agency bureaucrats, federal and state courts, political parties, interest groups, the media—all of these
groups influence political decisions in our democratic system of government. This results in the creation and implementation of public policies.
Write a 3–4 page paper in which you do the following:
1. Define public policy.
2. Identify and explain the purpose of the three branches of government.
3. Discuss how each branch of government may influence public policy. Research an example from recent news (such as civil rights, health care,
education, or others) and explain how each branch of government could influence the direction of that specific public policy.
Your assignment must follow these formatting requirements:
A minimum of three professional references (Wikipedia is not accepted in this class).
The specific course learning outcome associated with this assignment is:
Examine the government's role, function, and decision-making process in a democracy.
.
CONGRESS OF THE UNITED STATESCONGRESSIONAL BUDGET OFFICE.docx
CONGRESS OF THE UNITED STATES
CONGRESSIONAL BUDGET OFFICE
CBO
Immigration Policy
in the
United States:
An Update
DECEMBER 2010 ©
S
hu
tte
rs
to
ck
Im
ag
es
, L
LC
Pub. No. 4160
ffice
CBO
States:
The Congress of the United States O Congressional Budget O
Immigration Policy in the United
An Update
December 2010
CBO
Notes and Definitions
referred
n this
in the
ently.
visa or
short
pply for
a U.S.
).
t a port
t a port
les of
issuing
the
whether
official
Numbers in the exhibits and text may not add up to totals because of rounding. Unless otherwise indicated, the years
to in this document are federal fiscal years (which run from October 1 to September 30). Some of the data for 2004 i
document do not match the data that the Congressional Budget Office reported in its 2006 paper Immigration Policy
United States because they have been revised by the Department of Homeland Security.
Green card: A wallet-sized card showing that the bearer is a legal permanent resident of the United States.
Legal permanent resident: A foreign-born individual authorized to live, work, and study in the United States perman
Legal temporary resident or visitor: A foreign-born individual who is admitted to the United States with a temporary
who is allowed to enter the country without a visa. Those categories include visitors who are in the United States for
periods and temporary residents who are in the United States for longer, although time-limited, stays.
Refugee or asylum-seeker: An individual who is at risk of persecution in his or her country of nationality. Refugees a
legal admission from outside the United States; asylum-seekers request admission from within the United States or at
port of entry (that is, a place where one may be checked by immigration officials and lawfully enter the United States
Removal: The expulsion of a foreign-born individual from the United States if he or she is found to be inadmissible a
of entry or otherwise in violation of U.S. immigration laws. An inadmissible individual is a person seeking admission a
of entry who does not meet the criteria of the Immigration and Nationality Act.
U.S. visa: A permit allowing the bearer to apply for entry into the United States under a certain classification. Examp
classifications include student (F), visitor (B), and temporary worker (H). The Department of State is responsible for
visas at U.S. embassies and consulates outside of the United States. A visa does not grant the bearer the right to enter
United States. Officials with the Department of Homeland Security’s U.S. Customs and Border Protection determine
an individual can be admitted into the United States at a port of entry. A foreign national may be denied entry by an
because he or she lacks proper documentation or because of public health or security concerns (or for other reasons).
Immigration Policy in the United States
Preface
CBO
The I for the lawful
entry of fo rmanent .
Congress lacks the necessary time and expertise to produce legislati.docx
Congress lacks the necessary time and expertise to produce legislation for every area of conduct in society. This is especially true for highly-specialized and complex industries. It is for this reason that Congress, or occasionally the Executive Branch, delegates regulating powers to existing governmental agencies. At times they also create new commissions or agencies to cope with emerging trends.
For example, after the September 11, 2001, terrorist attacks, the 9-11 Commission (also known as the National Commission on Terrorist Attacks Upon the United States) was created in a joint effort of the executive and legislative branches. The Commission’s purpose was to provide a comprehensive account of the terrorist attacks as well as recommendations to guard against future attacks. It developed a set of 41 recommendations for improvement of homeland security, ranging from emergency preparedness and response to reforming government institutions to changing foreign policy.
In the case of the 9-11 Commission, its report was a direct response to its purpose in accounting for terrorist attacks. As a legal researcher, it is important to understand the role of different administrative agencies because it will inform your understanding of the documents that each agency or commission produces.
an explanation of the role and impact of federal administrative agencies on policy shifts and trends. Be specific and use examples to support your explanation.
.
Congress and the Presidency An Unequal RelationshipThe .docx
Congress and the Presidency: An Unequal Relationship?
"
The tyranny of the legislature is really the danger most to be feared, and will continue to be so for many years to come. The tyranny of the executive power will come in its turn, but at a more distant period
." - Thomas Jefferson
In 1783 American colonists, defying incredible odds, had just beaten the United Kingdom, western hemisphere's preeminent power, in the
American War for Independence
. (NPS.gov, n.d.) Now, these thirteen colonies, saddled with a new governmental charter, the onerous
Articles of Confederation
, sought to chart their own, independent path. (Gilderlehrman, n.d.) As a result, in 1787 disgruntled colonists sent delegates to Philadelphia in order to revise the dysfunctional Articles of Confederation. Yet, in a radical departure, most delegates decided not to amend the current constitution, but instead to craft a new Constitution. (OConnor & Sabato, 2019)
During the four month Constitutional Convention the delegates readily agreed upon James Madison’s basic premise of a new, United States government delineated along three branches: legislative, executive, and judicial. That said, most delegates envisioned a strong legislative body and a weak executive office. (Maier, 2011)
Today, many historians and political scientists argue that the institution of the presidency has dramatically increased in power since the end of WWII at the expense of Congress.
This notion of a modern, expansive presidential power, stands in steadied contrast to Congress’ Constitutional ability to “check” the executive branch.
The U.S Congress has three, broad powers that, as per the founding fathers, act as a “check” against the executive branch:
Lawmaking Power
. Only Congress can propose and pass legislation.
An example of Congress’s lawmaking function is the
Declaration of War with Japan of 1941
. More information about Congress’s ability to declare war can be found on the official
House of Representatives’ website
.
Budgetary Power
. Only Congress has the authority to pass and fund the federal budget. Whereas the president request monies for the federal bureaucracies, Congress actually controls the purse strings.
An example of Congress’s budgetary function is the
Congressional Budget Act of 1974
. More information about the Congressional Budget Act of 1974 can be found on the official
House of Representatives’ website
.
Oversight Power
. As per Whitehouse.gov, “Oversight of the executive branch is an important Congressional check on the President’s power and a balance against his discretion in implementing laws and making regulations. A major way that Congress conducts oversight is through hearings. The House Committee on Oversight and Government Reform and the Senate Committee on Homeland Security and Government Affairs are both devoted to overseeing and reforming government operations, and each committee conducts oversight in its policy area.” (Whitehouse, 201.
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Supporting (UKRI) OA monographs at Salford.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
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Consider a social worker who conducted a single subject design along with focus groups to evaluate the effectiveness of a spiritual-based intervention for domestic violence survivors. The numerical data from the single subject design showed that the intervention helped to improve clients’ level of self-efficacy. The focus groups explored clients’ perceptions about what specific elements of the intervention they found helpful. After the focus groups were completed, they were transcribed, and the qualitative data was analyzed using content analysis.
This week, you will explore how qualitative research can be used to inform social work practice. In addition, you will have the opportunity to analyze content analysis findings of a real life focus group that was conducted.
Evidence-based social work practice calls for the use of research data to guide the development of social work interventions on the micro, mezzo and/or macro-levels. Kearney (2001) described ways qualitative research findings can inform practice. Qualitative findings can help social workers understand the clients’ experiences and “what it may feel like” (Kearney, 2001). Therefore, social workers can develop clinical interventions that take into account the experiences of their clients. Qualitative findings can also help social workers monitor their clients. For example, if after reading a qualitative study on how domestic violence survivors respond to stress, they can monitor for specific stress behaviors and symptoms (Kearney, 2001). In addition, they can educate their client what stress behaviors to look for and teach them specific interventions to reduce stress (Kearney, 2001)
Given the increasing diversity that characterizes the landscape in the United States, social workers need to take into account culture when formulating interventions. Social workers can utilize qualitative findings to plan interventions in a culturally meaningful manner for the client.
To prepare for this Discussion, read Knight et al.’s (2014) study from this week’s required resources. Carefully review the findings, the photographs, and how the researchers wrote up the findings. Finally, review the specific macro-, meso-, and micro-oriented recommendations.
Then read Marsigilia and Booth’s article about how to adapt interventions so that they are culturally relevant and sensitive to the population the intervention is designed for. Finally, review the chapter written by Lee et al. on conducting research in racial and ethnic minority communities.
Kearney, M. (2001). Levels and applications of qualitative research evidence.
Research in Nursing and Health,
24, 145–153.
By Day 3
Post
the following:
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Cons of Contraceptives
Instructions
For this assignment, complete the following:
· Compose a position paper representing the con side of your new topic. (See the Con-Paper Template). The paper should include approximately 6 developed paragraphs:
· Introduction (with thesis statement)
· Context paragraph
· 3 body paragraphs (focusing on 3 cons)
· Conclusion
· Apply a formal tone appropriate for academic audiences, maintaining an objective 3rd person point of view - no 1st person (I, me, my, we, our, us, mine) or 2nd person (you, your). Avoid contractions, clichés, and slang terminology.
· Use the provided template to assist in formatting the title page and document.
· Incorporate at least 3 scholarly sources into the paper. Cite all sources in APA format, both parenthetically and on a reference page.
· Before submission, proofread and edit carefully for spelling, punctuation, and grammar. Not every error will be flagged automatically in word-processing programs, and some that are flagged as errors are actually correct.
Writing Requirements (APA format)
· Length: 2-3 pages (not including the title or reference pages)
· 1-inch margins
· Double spaced
· 12-point Times New Roman font
· Title page
· References page (minimum of 3 academic articles)
Grading
This activity will be graded using the Con-Position Paper Grading Rubric.
Course Outcomes (CO): 3, 6
Rubric
Position Paper Grading Rubric - 125 pts (2)
Position Paper Grading Rubric - 125 pts (2)
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeLength
5.0 pts
Meets length requirement
0.0 pts
Does not meet length requirement
5.0 pts
This criterion is linked to a Learning OutcomePoint Analysis
30.0 pts
The central idea is developed and expanded with depth of critical thought.
25.5 pts
The central idea is discernible and developed.
22.5 pts
The central idea needs more development with points tying back to the thesis.
18.0 pts
The central idea is not developed, and the analysis lacks critical thought.
0.0 pts
No effort
30.0 pts
This criterion is linked to a Learning OutcomeSupport
30.0 pts
The writing supports claims with several detailed and persuasive examples.
25.5 pts
The writing supports claims with examples, but additional analysis or examples could strengthen the argument.
22.5 pts
The writing supports claims with examples, but the examples are not well-developed or examined. Additional examples and analysis are needed to make the argument more persuasive.
18.0 pts
The central idea is not well-supported by claims and/or examples.
0.0 pts
No effort
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Paper is clear and cohesive. Introduction and conclusion support the overall flow of the paper.
21.25 pts
Paper is basically clear and well-organized with a minimum of non-related material present.
18.75 pts
Paper has some issues with clarity, flow, and cohesion. Paper lacks organization.
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Consequential CourtsJUDICIAL ROLES IN GLOBAL PERSPECTIVE.docx
Consequential Courts
JUDICIAL ROLES IN GLOBAL PERSPECTIVE
Edited by
DIANA KAPISZEWSKI
University of California, Irvine
GORDON SILVERSTEIN
Yale Law School
ROBERT A. KAGAN
University of California, Berkeley
CAMBRIDGE
UNIVERSITY PRESS
xii Contributors
Manoj Mate is Assistant Professor of Law, Whittier Law School, and Assistant
Professor of Political Science (by courtesy), Whittier College.
Amnon Reichman is Professor of Law, University ofHaifa (Israel).
Druscilla L. Scribner is Associate Professor of Political Science, University ofWis-
consin, Oshkosh.
Martin Shapiro is James W. and Isabel Coffroth Professor of Law (Emeritus),
Berkeley Law, University of California.
Alexei Trochev is Associate Professor, School of Humanities and Social Sciences,
Nazarbayev University (Kazakhstan).
Introduction
Diana Kapiszewski, Gordon Silverstein, and Robert A. Kagan*
In early nineteenth-century America, Alexis de Tocqueville (1835) famously
observed, "[Sjcarcely any political question arises...that is not resolved, sooner
or later, into a judicial question." That may have been a considerable exaggeration
at the time, but today, the dynamic Tocqueville highlighted marks many constitu-
tional democracies in which independent courts are vested with powers of judicial
review. In such countries, political actors, organizations, and ordinary individuals
who become enmeshed in political conflicts have strong incentives to frame their
desires as constitutional or statutory claims and ask courts to vindicate them.
As a result, in the early twenty-first century, courts have become versatile actors
in the governance of many constihitional democracies, and judges and justices
play multiple roles in politics and policymaking. As many observers have noted/
politically consequential courts have emerged in new democracies from Korea to
South Africa to Brazil and beyond; courts in more established democracies such as
Canada and New Zealand have been given or have assumed more power to protect
individual rights and invalidate government policies; and both the European Court
of Justice (ECJ) and the European Court of Human Rights (ECHR) have taken on
dramatic roles in European governance.
However, the political power of courts has ebbed as well as flowed. In many
Latin American countries, judges are not blazing the way to robust constitutional
democracy in the way many hoped they might. The Hungarian Constitutional
Court, once hailed as one of the most significant new constitutional courts (Zifcak
1996), had its wings clipped less than a decade after its creation (Scheppele 1999).2
* Respectively, Assistant Professor of Political Science, University of California, Irvine; Assistant
Dean, Yale Law School; Professor Emeritus of Political Science and Law, University of California,
Berkeley.
1 See, for example, Tate and Vallinder 1997, Stone Sweet 2000, Hirschl 2006.
2 After another brief period of judicial independence from 2002 to 20.
Consensus Policy Resource CommunityEmail PolicyFree Use .docx
Consensus Policy Resource Community
Email Policy
Free Use Disclaimer:This policy was created by or for the SANS Institute for the Internet community. All or parts of this policy can be freely used for your organization. There is no prior approval required. If you would like to contribute a new policy or updated version of this policy, please send email to [email protected].
Things to Consider:Please consult the Things to Consider FAQ for additional guidelines and suggestions for personalizing the SANS policies for your organization.
Last Update Status: UpdatedOverview
Electronic email is pervasively used in almost all industry verticals and is often the primary communication and awareness method within an organization. At the same time, misuse of email can post many legal, privacy and security risks, thus it’s important for users to understand the appropriate use of electronic communications. Purpose
The purpose of this email policy is to ensure the proper use of <Company Name> email system and make users aware of what <Company Name> deems as acceptable and unacceptable use of its email system. This policy outlines the minimum requirements for use of email within <Company Name> Network. Scope
This policy covers appropriate use of any email sent from a <Company Name> email address and applies to all employees, vendors, and agents operating on behalf of <Company Name>.
Policy4.1 All use of email must be consistent with <Company Name> policies and procedures of ethical conduct, safety, compliance with applicable laws and proper business practices. 4.2 <Company Name> email account should be used primarily for <Company Name> business-related purposes; personal communication is permitted on a limited basis, but non-<Company Name> related commercial uses are prohibited.4.3 All <Company Name> data contained within an email message or an attachment must be secured according to the Data Protection Standard.
4.4 Email should be retained only if it qualifies as a <Company Name> business record. Email is a <Company Name> business record if there exists a legitimate and ongoing business reason to preserve the information contained in the email.
4.5 Email that is identified as a <Company Name> business record shall be retained according to <Company Name> Record Retention Schedule. 4.6 The <Company Name> email system shall not to be used for the creation or distribution of any disruptive or offensive messages, including offensive comments about race, gender, hair color, disabilities, age, sexual orientation, pornography, religious beliefs and practice, political beliefs, or national origin. Employees who receive any emails with this content from any <Company Name> employee should report the matter to their supervisor immediately.4.7 Users are prohibited from automatically forwarding <Company Name> email to a third party email system (noted in 4.8 below). Individual messages which are forwarded by the user must not contain <Company Name> confidential or .
Connie FarrisProject Performance and Quality Assurance(M.docx
Connie Farris
Project Performance and Quality Assurance
(MPM357-1902A-02)
Jason Lewis
Introduction
Several quality improvement process tools and techniques exist. They include Lean thinking, Value stream process mapping, Kaizen (The Japanese word for Continuous Improvement), Five Ss (separate, straighten, scrub, standardize, systematize), Kanban Primary and Task Response. In this paper, different strategies or philosophies for quality improvement in business shall be discussed. The tools and techniques that shall be compared are: Lean thinking, Kaizen and Five Ss (separate, straighten, scrub, standardize, systematize)
Comparison
All the techniques aim at improving quality of production processes. They involve the production units and department. All need planning and allocation of resources strategically.
Contrasting
Kaizen is a Japanese word for Continuous Improvement. The philosophy states that everything can be improved continuously. It involves employees in the improvement of quality processes. Workers give their feedback on the criteria and important reviewing issues in the performance of workers, supervisors and managers alike. It bases on many suggestions from employees from all ranks in the organisation. They are expected to consider and implement them with a key goal of improving managerial performance. The system encourages workers to provide suggestion, fosters employee education so that they are informed about improvement, and lastly it encourages employee efficiency (Pinto et al., 2018).
Lean Thinking on the other hand is a technique of quality process improvement aims at improving productivity, quality and lead-time reduction in order to support growth and competitiveness. It involves continuous improvement of the processes and relationships of employees through proven systematic methods, which reduce waste and maximise on customer value. It follows Plan, Do, Check, and Act systematic method. The system achieves low cost productivity, reduce waste, quick response to customer needs and high-quality production (Vlachos, 2015).
Moreover, the Five S's (5S) tools and techniques improves the work place, making it clean, safe, organised and uncluttered thus reducing waste and increase productivity. It builds both mental and physical quality work place (Urick et al., 2018).
The best quality process improvement tool or technique for my project is the 5Ss. This is because it is systematic and aims at making working environment of high quality, improves productivity, makes wastage low, increase employee morale, reduces cost of operation and improves safety (Urick et al., 2018).
Conclusion
In conclusion, tools and techniques for improving quality processes are key in any project. Thought they focus on diverse issues, the 5Ss seems to cover most aspects that increases quality production processes.
References
Pinto, J. L. Q., Matias, J. C. O., Pimentel, C., Azevedo, S. G., & Govindan, K. (2018). Lean M.
CONNECTIONSCore competenciesAnalytic InquiryUse of .docx
CONNECTIONS
Core competencies:
Analytic Inquiry
Use of Information Resources
This assignment allows you to demonstrate mastery of the course outcomes :
Apply communication theories to organizational communication challenges
Analyze and assess the communication dynamics of an organization to conduct a communication audit
SHRM Competency:
Consultation - The ability to provide guidance to organizational stakeholders.
PROBLEM
All organizations have communication challenges. How do you identify and address these issues as a HR professional or consultant? How can your organization overcome this challenge and improve the communication flow?
In this project, you will use a diagnostic tool called a
communication audit
in order to assess organizational communication within an organization of your choice.
STEPS
Administer the
communication audit survey
in your organization. In order to obtain valid results, you want to survey between 15-20 people. You may print out the survey and distribute it in person for completion, or you may administer it online, for example, using
Survey Monkey
or
Google Forms
. The survey includes questions that tap into five different areas of organizational communication: (1) Receiving information from others, (2) Sending information to others, (3) Sources of information, (4) Timeliness of information, and (5) Channels of communication. Within these five areas of organizational communication, identify one major area of concern to address based on the responses from the survey.
You will then
analyze and synthesize the results of the data
obtained from your audit effort and create your Audit Report using the format below.
Based on the communication audit identify one critical communication challenge that needs to be addressed within your organization. Research the scholarly literature for recommendations about how the organization can address this issue.
Participate in the discussions by reflecting on your work and sharing feedback with others in the class.
Create and deliver a presentation that provides the results of your audit with suggestions for improvement based on the data obtained from the audit and the literature on organizational communication.
FORMAT
Audit Report:
Present an introduction that describes your research methodology and provides details of the survey administration, response rate, and characteristics of the survey population.
Develop a professionally-written narrative in which you describe the data using appropriate tables, charts, and graphs. Include a detailed analysis followed by a summary of your findings, using the example in the "Collecting and Analyzing Data" file below. Identify the top communication challenge from your survey, and present your recommendations to strengthen this communication challenge, based on the scholarly literature. In the appendix, present the survey questions and the responses for each question.
Presentation:
Your presentation should be prof.
Connors, The Rise of Technical Writing Instruction in America,” 3-1.docx
Connors, “The Rise of Technical Writing Instruction in America,” 3-19
Rutter, “History, Rhetoric, and Humanism…” 20-34
Durack, “Gender, Technology, and the History of Technical
Communication,” 35-46
Annotated Bibliography #1 Due
Boettger and Friess. (2020)/ “Content and Authorship Patterns in Technical Communication Journals (1996–2017): A Quantitative Content Analysis,” Technical Communication 67.3
.
Conns syndrome is an endocrine disorder brought about by a tumor o.docx
Conn's syndrome is an endocrine disorder brought about by a tumor of the adrenal cortex that secretes excessive aldosterone in uncontrolled fashion. Given what you know about the functions of aldosterone, describe what the most prominent features of this condition would be.
150 words
Imagine you are a health care provider explaining to a newly diagnosed patient with diabetes mellitus the reason why glucose was found in her urine sample. Include insulin and the term:
tubular maximum and renal threshold
in your explanation.
150 word
.
Connection, Collaboration, and CommunityAssignment Overvie.docx
Connection, Collaboration, and Community
Assignment Overview
Case 1 is an essay in which students will communicate using their own thoughts, words, and ideas to demonstrate their ability to interpret text and organize ideas. In addition, the student will demonstrate the ability to integrate others’ words and ideas coherently into one’s own writing, using APA Style format.
Students will analyze and interpret the thoughts, words, and ideas of others, draws conclusions, and solve problems to demonstrate their ability to think critically and creatively in a disciplined and evaluative manner.
Case Assignment
The assigned reading/viewing background materials for Module 1 included such thoughts, words, ideas, and/or concepts as poverty, non-profit, philanthropy, giving, happiness, charity, champion, altruism, and community.
Select two or more of these societal constructs in which you see some sort of connection. For example, how is philanthropy connected to community… happiness connected to giving… or poverty connected to community?
In a well-organized and well-supported essay, discuss where, how, and why that connection exists in our society today. Be sure to provide specific examples to support your point of view, perhaps your own experience in your community, at work, or through your own pursuits. On the other hand, maybe you do not see a connection between many of these concepts, while there should be. In this case, an essay might address ways in which society needs to improve as we consider ways to find connections between these concepts and societal constructs.
Please note that there is no right or wrong response here, just your ability to make a point and support it using details and examples from the readings/viewings as well as your own experience.
A well-organized essay has a beginning, middle, and an end. The beginning, or introduction, should include an opening sentence to grab your reader’s attention. Follow the opening sentence with a brief background to introduce the topic. The last sentence of the introduction is the thesis statement. The thesis states the main point of the essay, which in this case, would be the ways in which two or more concepts resonate. For example,
The principle or practice of altruism on a small (or large) scale can conquer poverty, one individual at a time.
The body (middle) of the essay supports the thesis using points, details, and examples; the conclusion typically summarizes the main points of the essay and/or closes with a lasting impression that connects the reader to their world.
Be sure to proofread your essay and edit for proper grammar, punctuation, diction (word choice), and spelling, as errors in sentence skills will lower a final grade. A grade will be determined based on the Module 1 Case expectations and the Trident University General Education rubric for English.
Papers must be double-spaced in Times or Times New Roman font (12 cpi) with stand.
Conjuring Comfort Women Mediated Affiliations and Discipl.docx
Conjuring "Comfort Women": Mediated Affiliations and
Disciplined Subjects in Korean/American Transnationality
Hyun Yi Kang
Journal of Asian American Studies, Volume 6, Number 1, February 2003,
pp. 25-55 (Article)
Published by Johns Hopkins University Press
DOI:
For additional information about this article
Access provided at 26 May 2019 06:11 GMT from University of California @ Santa Cruz
https://doi.org/10.1353/jaas.2003.0027
https://muse.jhu.edu/article/49217
https://doi.org/10.1353/jaas.2003.0027
https://muse.jhu.edu/article/49217
25CONJURING “COMFORT WOMEN” • KANG •
CONJURING “COMFORT WOMEN”:
Mediated Affiliations and Disciplined Subjects in
Korean/American Transnationality
laura hyun yi kang
JAAS FEBRUARY 2003 • 25–55
© THE JOHNS HOPKINS UNIVERSITY PRESS
C OMFORT ME, THE TITLE OF MULTIMEDIA ARTIST Soo Jin Kim’s evocative1993 video work, has long struck me as an apt distillation of the
vexing dynamics of representing “comfort women” by Korean/Americans.
The oddly subject-less phrase, which can be read as an egocentric com-
mand or a plaintive, anxious request, begs the identity of both the “me”
and the implicit “you.” The short ten-minute video features extreme close-
ups of two bodies, one male and one female, in various poses of contact.
The female figure, recognizable as Korean through the repetitive action
of putting on a white slip dress and then a red overskirt of the traditional
hanbok dress, is more prominent and sometimes shown alone as she at-
tempts to scrub her body clean while alternately covering her exposed
crotch with one hand. A sound track of hurried breathing suggests both
the sex act and the frantic effort of cleansing. After a brief first-person
account of being raped that seems to be spoken by the pictured woman,
the voice-over shifts to a third-person female narrator who discloses cer-
tain details about young Korean women recruited by the Japanese Impe-
rial Army for its “comfort girl battalion.” Considering this shift in speak-
ing positions, we might apply the title phrase, “Comfort Me,” not to the
visible Korean “comfort woman” or the Japanese soldier, but rather to
two other invisible subjects of this cultural production: the artist-narra-
tor and the viewer-audience. Who is comforted and by whom through
such representations? The question of differently implicated and com-
26 • JAAS • 6:1
forted subjects of such Korean/American cultural productions becomes
more important to ask with each new staging of “comfort women,” espe-
cially now more than a decade after the initial shocking international
publicity around this historical episode.1
The matter of Korean “comfort women” poses multiple problems—
of nomination, of identification, of representation, and of knowledge-
production. Who can know and then, in turn, account adequately for
both the historical event and its multiple subjects? Before that question
can be posed, wh.
CongressChapter 10CHAPTER 10 CONGRESSIn this chapte.docx
Congress
Chapter 10
CHAPTER 10: CONGRESS
In this chapter you will:
Learn what Congress does.
Reflect on how well Congress represents the people.
Examine the internal workings of Congress.
Consider the importance of skilled congressional leadership.
Think about the problems that face Congress—and some possible solutions.
CHAPTER 10: CONGRESS
Introducing Congress
Two Houses, Different Styles HOUSE
Congress is bicameral—comprising “two houses.”
The House of Representatives includes 435 members, divided among the states based on population size, along with six nonvoting delegates from Washington, D.C., Puerto Rico, American Samoa, Guam, and other U.S. territories.
All 441 House members serve two-year terms, and each represents a district of around 700,000 people.
The majority party elects the Speaker of the House to control which issues reach the floor and to advance their legislative agenda.
CHAPTER 10: CONGRESS
Introducing Congress
Two Houses, Different Styles (cont.) SENATE
The Senate is made up of 100 members, two from each U.S. state, each elected for a six-year term.
Legislative hold: An informal way for a senator to prevent a bill or other measure from reaching the Senate floor. The action effectively halts Senate proceedings on that issue, sometimes for weeks or longer.
Filibuster: Rule unique to the U.S. Senate that allows any senator to hold the floor indefinitely, and thereby, to delay a vote on a bill to which he or she objects.
Cloture: When 60 senators vote to end a filibuster.
CHAPTER 10: CONGRESS
Introducing Congress
The House and Senate Each Have Unique Roles
The House of Representatives
All budget measures must originate in the House.
The House holds the power to impeach public officials—including the president—for “high crimes and misdemeanors.”
CHAPTER 10: CONGRESS
Introducing Congress
The House and Senate Each Have Unique Roles
(cont.)
The Senate
After the House impeaches (or indicts) an officeholder, the Senate holds a trial and decides whether to remove him or her.
The president negotiates treaties with other countries, but the Senate must approve them by two-thirds majority.
The Senate also has sole power to review presidential appointments—the Constitution calls it “advice and consent.”
CHAPTER 10: CONGRESS
Constitutional Powers
of Congress
CHAPTER 10: CONGRESS
Congressional Representation
Does Congress Reflect America?
Congressional caucuses (groups of House or Senate members who convene regularly to discuss common interests and may share political outlook, race, gender, or geography) are on the rise.
CHAPTER 10: CONGRESS
Congressional Representation
Trustees and Delegates
Do the Right Thing.
The trustee view of representation holds that representatives owe us their best judgment; if we don't like their decisions, you can vote for their opponents next time.
Do What the People Want.
The delegate view of representation holds that a legislator should take voting instructions directl.
Congress, the president, the cabinet, advisers, agency bureaucrats, .docx
Congress, the president, the cabinet, advisers, agency bureaucrats, federal and state courts, political parties, interest groups, the media—all of these
groups influence political decisions in our democratic system of government. This results in the creation and implementation of public policies.
Write a 3–4 page paper in which you do the following:
1. Define public policy.
2. Identify and explain the purpose of the three branches of government.
3. Discuss how each branch of government may influence public policy. Research an example from recent news (such as civil rights, health care,
education, or others) and explain how each branch of government could influence the direction of that specific public policy.
Your assignment must follow these formatting requirements:
A minimum of three professional references (Wikipedia is not accepted in this class).
The specific course learning outcome associated with this assignment is:
Examine the government's role, function, and decision-making process in a democracy.
.
CONGRESS OF THE UNITED STATESCONGRESSIONAL BUDGET OFFICE.docx
CONGRESS OF THE UNITED STATES
CONGRESSIONAL BUDGET OFFICE
CBO
Immigration Policy
in the
United States:
An Update
DECEMBER 2010 ©
S
hu
tte
rs
to
ck
Im
ag
es
, L
LC
Pub. No. 4160
ffice
CBO
States:
The Congress of the United States O Congressional Budget O
Immigration Policy in the United
An Update
December 2010
CBO
Notes and Definitions
referred
n this
in the
ently.
visa or
short
pply for
a U.S.
).
t a port
t a port
les of
issuing
the
whether
official
Numbers in the exhibits and text may not add up to totals because of rounding. Unless otherwise indicated, the years
to in this document are federal fiscal years (which run from October 1 to September 30). Some of the data for 2004 i
document do not match the data that the Congressional Budget Office reported in its 2006 paper Immigration Policy
United States because they have been revised by the Department of Homeland Security.
Green card: A wallet-sized card showing that the bearer is a legal permanent resident of the United States.
Legal permanent resident: A foreign-born individual authorized to live, work, and study in the United States perman
Legal temporary resident or visitor: A foreign-born individual who is admitted to the United States with a temporary
who is allowed to enter the country without a visa. Those categories include visitors who are in the United States for
periods and temporary residents who are in the United States for longer, although time-limited, stays.
Refugee or asylum-seeker: An individual who is at risk of persecution in his or her country of nationality. Refugees a
legal admission from outside the United States; asylum-seekers request admission from within the United States or at
port of entry (that is, a place where one may be checked by immigration officials and lawfully enter the United States
Removal: The expulsion of a foreign-born individual from the United States if he or she is found to be inadmissible a
of entry or otherwise in violation of U.S. immigration laws. An inadmissible individual is a person seeking admission a
of entry who does not meet the criteria of the Immigration and Nationality Act.
U.S. visa: A permit allowing the bearer to apply for entry into the United States under a certain classification. Examp
classifications include student (F), visitor (B), and temporary worker (H). The Department of State is responsible for
visas at U.S. embassies and consulates outside of the United States. A visa does not grant the bearer the right to enter
United States. Officials with the Department of Homeland Security’s U.S. Customs and Border Protection determine
an individual can be admitted into the United States at a port of entry. A foreign national may be denied entry by an
because he or she lacks proper documentation or because of public health or security concerns (or for other reasons).
Immigration Policy in the United States
Preface
CBO
The I for the lawful
entry of fo rmanent .
Congress lacks the necessary time and expertise to produce legislati.docx
Congress lacks the necessary time and expertise to produce legislation for every area of conduct in society. This is especially true for highly-specialized and complex industries. It is for this reason that Congress, or occasionally the Executive Branch, delegates regulating powers to existing governmental agencies. At times they also create new commissions or agencies to cope with emerging trends.
For example, after the September 11, 2001, terrorist attacks, the 9-11 Commission (also known as the National Commission on Terrorist Attacks Upon the United States) was created in a joint effort of the executive and legislative branches. The Commission’s purpose was to provide a comprehensive account of the terrorist attacks as well as recommendations to guard against future attacks. It developed a set of 41 recommendations for improvement of homeland security, ranging from emergency preparedness and response to reforming government institutions to changing foreign policy.
In the case of the 9-11 Commission, its report was a direct response to its purpose in accounting for terrorist attacks. As a legal researcher, it is important to understand the role of different administrative agencies because it will inform your understanding of the documents that each agency or commission produces.
an explanation of the role and impact of federal administrative agencies on policy shifts and trends. Be specific and use examples to support your explanation.
.
Congress and the Presidency An Unequal RelationshipThe .docx
Congress and the Presidency: An Unequal Relationship?
"
The tyranny of the legislature is really the danger most to be feared, and will continue to be so for many years to come. The tyranny of the executive power will come in its turn, but at a more distant period
." - Thomas Jefferson
In 1783 American colonists, defying incredible odds, had just beaten the United Kingdom, western hemisphere's preeminent power, in the
American War for Independence
. (NPS.gov, n.d.) Now, these thirteen colonies, saddled with a new governmental charter, the onerous
Articles of Confederation
, sought to chart their own, independent path. (Gilderlehrman, n.d.) As a result, in 1787 disgruntled colonists sent delegates to Philadelphia in order to revise the dysfunctional Articles of Confederation. Yet, in a radical departure, most delegates decided not to amend the current constitution, but instead to craft a new Constitution. (OConnor & Sabato, 2019)
During the four month Constitutional Convention the delegates readily agreed upon James Madison’s basic premise of a new, United States government delineated along three branches: legislative, executive, and judicial. That said, most delegates envisioned a strong legislative body and a weak executive office. (Maier, 2011)
Today, many historians and political scientists argue that the institution of the presidency has dramatically increased in power since the end of WWII at the expense of Congress.
This notion of a modern, expansive presidential power, stands in steadied contrast to Congress’ Constitutional ability to “check” the executive branch.
The U.S Congress has three, broad powers that, as per the founding fathers, act as a “check” against the executive branch:
Lawmaking Power
. Only Congress can propose and pass legislation.
An example of Congress’s lawmaking function is the
Declaration of War with Japan of 1941
. More information about Congress’s ability to declare war can be found on the official
House of Representatives’ website
.
Budgetary Power
. Only Congress has the authority to pass and fund the federal budget. Whereas the president request monies for the federal bureaucracies, Congress actually controls the purse strings.
An example of Congress’s budgetary function is the
Congressional Budget Act of 1974
. More information about the Congressional Budget Act of 1974 can be found on the official
House of Representatives’ website
.
Oversight Power
. As per Whitehouse.gov, “Oversight of the executive branch is an important Congressional check on the President’s power and a balance against his discretion in implementing laws and making regulations. A major way that Congress conducts oversight is through hearings. The House Committee on Oversight and Government Reform and the Senate Committee on Homeland Security and Government Affairs are both devoted to overseeing and reforming government operations, and each committee conducts oversight in its policy area.” (Whitehouse, 201.
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