Exercise No. 2 Judicial and Legislative Review of Administrativ.docxrhetttrevannion
Exercise No. 2: Judicial and Legislative Review of Administrative Action
two tasks:
● Judicial Review: On pages 151 – 178, Rosenbloom discusses several aspects of Judicial Review of administrative actions, beginning with “reviewability” and ending with “adjudication”. Please indicate how many of these topics are present and relevant in your project case (Goldberg v. Kelly), identify them, and give a short description of why you think that the issues apply.
● Legislative Review: Between pages 178 and 174, Rosenbloom discusses 7 different mechanisms for legislative review of administrative actions. (1) a short description of each in your own words and (2) assessment of the effectiveness of each. Drawing from the text and any other research you want to conduct, please rate each mechanism on a scale of 5 (high) to 1 (low) on how your group views the effectiveness of the mechanism in providing legislative oversight to Administrative Action. Please provide a brief explanation of why you rated the mechanism as you did.
Approximately 1-1.5 pages in length.
Text is in another attachment
Case Resource:
https://www.oyez.org/cases/1969/62
https://www.law.cornell.edu/supremecourt/text/397/254
https://supreme.justia.com/cases/federal/us/397/254/
DAVID H. ROSENBLOOM
SECOND
EDITION
Administrative Law
for Public Managers
A Member of the Perseus Books Group
www.westviewpress.com
R
O
S
E
N
B
L
O
O
M
ADMINISTRATIVE LAW
FOR PUBLIC MANAGERS
S
EC
O
N
D
ED
ITIO
N
“Rosenbloom crafted a compelling narrative . . . Students
like Administrative Law for Public Managers because it is
straightforward and easy to understand. I teach a wide range
of students—mid-level managers to students with no work
experience—both are relieved that the content and examples
are easily digestible. It’s an excellent book!”
—Lorenda Ann Naylor, University of Baltimore
“This book presents a profound, as well as comprehensive,
knowledge base of administrative law.”
—Public Administration Review
Administrative Law for Public Managers is an accessible and comprehensive guide to
the fundamentals of administrative law—why we have administrative law, the constitutional
constraints on public administration, and administrative law’s frameworks for rulemaking,
adjudication, enforcement, transparency, and judicial and legislative review. Rosenbloom
explains administrative law from the perspective of administrative practice, emphasizing
how various administrative law provisions promote their underlying goal of improving the fit
between public administration and US democratic-constitutionalism.
The second edition includes more coverage of state administrative law, as well as an
expanded discussion of judicial review. It has also been updated to include the major
statutes, court cases, executive orders, and other major executive initiatives since 2003.
The addition of discussion questions makes this an even more valuable resource for public
administr.
273
PRODUCING DEMOCRATIC VIBRANCY^
K. Sabeel Rahman*
INTRODUCTION
In the years since Citizens United v. Federal Election
Commission,1 the contours of the debates over the First
Amendment,2 free speech, and democracy are by now familiar. On
the one hand, there is the anxiety that economic wealth—whether
from corporations or wealthy individuals—could effectively
purchase political influence through the mechanism of unregulated
campaign contributions and expenditures or independent
expenditures on electoral advocacy. On the other hand, there are
concerns about attempts to regulate such campaign contributions
^ This short comment is adapted from remarks presented at the Brooklyn Law
School Symposium, “Free Speech Under Fire: The Future of the First
Amendment,” February 2016. I am grateful to Joel Gora, Nick Allard, Rick
Hasen, and Bradley Smith for our excellent panel discussion on Money and
Speech. Thanks also to Heath Brown, Jacob Hacker, and the Scholars Strategy
Network for a parallel discussion on “Purchasing Power” and the future of
research in money and politics, held at the Ford Foundation in June 2016.
* Assistant Professor of Law, Brooklyn Law School. J.D., Harvard Law School;
PhD, Harvard University Department of Government; M.Sc Economics for
Development, University of Oxford; M.St Sociolegal Studies, University of
Oxford; A.B. Harvard University.
1 Citizens United v. Fed. Election Comm’n, 558 U.S. 310 (2010).
2 U.S. Const. amend. I. Compare Bradley A. Smith, Citizens United gives
freedom back to the people, REUTERS (Jan. 16, 2015),
http://blogs.reuters.com/great-debate/2015/01/16/citizens-united-gives-freedom-
of-speech-back-to-the-people/ (arguing that the holding in Citizens United is
consistent with the principles of the First Amendment), with Liz Kennedy, 10
Ways Citizens United Endangers Democracy, DEMOS (Jan. 19, 2012),
http://www.demos.org/publication/10-ways-citizens-united-endangers-
democracy (arguing that Citizens United has been detrimental to the democratic
process, let alone the First Amendment).
274 JOURNAL OF LAW AND POLICY
and expenditures as governmental interference with the freedom of
speech. I share in both these concerns—that economic wealth
generates disparities in political power and influence, and that we
need a variety of legal protections and structures to secure the
political freedoms that make democracy possible. But in this short
essay, I suggest that we need to broaden how we conceptualize the
elements of democratic vibrancy and responsiveness, while
recognizing that this changewillhave important implications for the
legal andpolicydebates arounddemocracy reform. In short, I argue
that avibrant democracy isnot just one that protects free speechand
electoral accountability; it is also one that empowers a wide range
anddiversity of constituencies to not only consumespeech, but also
to produce it, to be fully empowered political actors with the
opportunity to shape and participate in the politic.
273
PRODUCING DEMOCRATIC VIBRANCY^
K. Sabeel Rahman*
INTRODUCTION
In the years since Citizens United v. Federal Election
Commission,1 the contours of the debates over the First
Amendment,2 free speech, and democracy are by now familiar. On
the one hand, there is the anxiety that economic wealth—whether
from corporations or wealthy individuals—could effectively
purchase political influence through the mechanism of unregulated
campaign contributions and expenditures or independent
expenditures on electoral advocacy. On the other hand, there are
concerns about attempts to regulate such campaign contributions
^ This short comment is adapted from remarks presented at the Brooklyn Law
School Symposium, “Free Speech Under Fire: The Future of the First
Amendment,” February 2016. I am grateful to Joel Gora, Nick Allard, Rick
Hasen, and Bradley Smith for our excellent panel discussion on Money and
Speech. Thanks also to Heath Brown, Jacob Hacker, and the Scholars Strategy
Network for a parallel discussion on “Purchasing Power” and the future of
research in money and politics, held at the Ford Foundation in June 2016.
* Assistant Professor of Law, Brooklyn Law School. J.D., Harvard Law School;
PhD, Harvard University Department of Government; M.Sc Economics for
Development, University of Oxford; M.St Sociolegal Studies, University of
Oxford; A.B. Harvard University.
1 Citizens United v. Fed. Election Comm’n, 558 U.S. 310 (2010).
2 U.S. Const. amend. I. Compare Bradley A. Smith, Citizens United gives
freedom back to the people, REUTERS (Jan. 16, 2015),
http://blogs.reuters.com/great-debate/2015/01/16/citizens-united-gives-freedom-
of-speech-back-to-the-people/ (arguing that the holding in Citizens United is
consistent with the principles of the First Amendment), with Liz Kennedy, 10
Ways Citizens United Endangers Democracy, DEMOS (Jan. 19, 2012),
http://www.demos.org/publication/10-ways-citizens-united-endangers-
democracy (arguing that Citizens United has been detrimental to the democratic
process, let alone the First Amendment).
274 JOURNAL OF LAW AND POLICY
and expenditures as governmental interference with the freedom of
speech. I share in both these concerns—that economic wealth
generates disparities in political power and influence, and that we
need a variety of legal protections and structures to secure the
political freedoms that make democracy possible. But in this short
essay, I suggest that we need to broaden how we conceptualize the
elements of democratic vibrancy and responsiveness, while
recognizing that this changewillhave important implications for the
legal andpolicydebates arounddemocracy reform. In short, I argue
that avibrant democracy isnot just one that protects free speechand
electoral accountability; it is also one that empowers a wide range
anddiversity of constituencies to not only consumespeech, but also
to produce it, to be fully empowered political actors with the
opportunity to shape and participate in the politic ...
Lord Sumption indexes relevance or Otherwise of
Limit
Knowledge of Which is Precondition re: and Requisite for
Management
Management according to Law
Legal Concourse
Legitimate Conduct
Current or Future - Past or Present
determinable by and with reference to
Currency - Communication - Currency of Communication and Communication of Currents - as may or may not be evidenced by or deployed - deployable or otherwise according to Marine Law - Maritime Regard and Observance of Seabord - basis of which indicates and is indicative of
Thalassocracy - Evidencing The Precedent of Trafalgar and the License of Those Who Provision and In regard of Whose
SEAT - Tenure - Tenet and Capacity - (The 4 Agreements)
Provision is Made - See: Legacy of Royal Exchange (Sir John Gresham) Gresham Institute and Gresham's LAW.
American GovernmentTimothy O. Lenz and Mirya Holman.docxgreg1eden90113
American
Government
Timothy O. Lenz
and Mirya Holman
L
e
n
z
a
n
d
H
O
L
M
a
n
Am
erican Governm
ent
Orange Grove Texts Plus seeks to redefine
publishing in an electronic world. a joint
venture of the University Press of Florida and
The Orange Grove, Florida’s digital repository,
this collaboration provides faculty, students,
and researchers worldwide with the latest
scholarship and course materials in a twenty-
first-century format that is readily discoverable,
easily customizable, and consistently affordable.
www.theorangegrove.org
ISBN 978-1-61610-163-3
American Government
University Press of Florida
Florida A&M University, Tallahassee
Florida Atlantic University, Boca Raton
Florida Gulf Coast University, Ft. Myers
Florida International University, Miami
Florida State University, Tallahassee
New College of Florida, Sarasota
University of Central Florida, Orlando
University of Florida, Gainesville
University of North Florida, Jacksonville
University of South Florida, Tampa
University of West Florida, Pensacola
orange grove text plus
American Government
Timothy O. Lenz and Mirya Holman
Florida Atlantic University Department of Political Science
University Press of Florida
Gainesville · Tallahassee · Tampa · Boca Raton
Pensacola · Orlando · Miami · Jacksonville · Ft. Myers · Sarasota
Copyright 2013 by the Florida Atlantic University Board of Trustees on behalf of the Florida Atlantic
University Department of Political Science
This work is licensed under a modified Creative Commons Attribution-Noncommercial-No
Derivative Works 3.0 Unported License. To view a copy of this license, visit http://creativecommons.
org/licenses/by-nc-nd/3.0/. You are free to electronically copy, distribute, and transmit this work if you
attribute authorship. However, all printing rights are reserved by the University Press of Florida (http://
www.upf.com). Please contact UPF for information about how to obtain copies of the work for print
distribution. You must attribute the work in the manner specified by the author or licensor (but not in
any way that suggests that they endorse you or your use of the work). For any reuse or distribution,
you must make clear to others the license terms of this work. Any of the above conditions can be
waived if you get permission from the University Press of Florida. Nothing in this license impairs or
restricts the author’s moral rights.
ISBN 978-1-61610-163-3
Orange Grove Texts Plus is an imprint of the University Press of Florida, which is the scholarly
publishing agency for the State University System of Florida, comprising Florida A&M University,
Florida Atlantic University, Florida Gulf Coast University, Florida International University, Florida
State University, New College of Florida, University of Central Florida, University of Florida,
University of North Florida, University of South Florida, and University of West Florida.
University Press of Florida
15 North.
9/2/2019 Print
https://content.ashford.edu/print/Gregory.8055.17.1?sections=ch12,ch12lev1sec1,ch12lev1sec2,ch12lev1sec3,ch12lev1sec4,ch12lev1sec5,ch12lev1… 1/60
CHAPTER 12
Legal Issues and the Future of Testing
TOPIC 12A Psychological Testing and the Law
12.1 The Sources and Nature of Law
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec1#ch12lev1sec1)
12.2 Testing in School Systems and the Law
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec2#ch12lev1sec2)
12.3 Disability Assessment and the Law
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec3#ch12lev1sec3)
12.14 Legal Issues in Employment Testing
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec4#ch12lev1sec4)
Case Exhibit 12.1 (http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec4#ch12box2)
Unwise Testing Practices in Employee Screening
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec4#ch12box2)
12.5 Forensic Applications of Assessment
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec5#ch12lev1sec5)
In the previous chapters we have outlined the myriad of ways in which tests are used in decision making.
Furthermore, we have established that psychological testing is not only pervasive, but it is also consequential. Test
results matter. Test findings may warrant a passage to privilege. Conversely, test findings may sanction the denial of
opportunity. For many reasons, then, it is appropriate to close the book with two special topics that bear upon the
potential repercussions of psychological testing. In Topic 12A
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12#ch12box1) , Psychological Testing and the
Law, we review critical legal issues pertaining to the use of psychological tests. In this topic, we survey the essential
laws that regulate the use of tests in a variety of settings—schools, employment situations, medical settings, to name
just a few arenas in which the law constrains psychological testing. We also examine several ways that psychologists
interface with the legal system in the field of forensic assessment. In Topic 12B
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec5#ch12box3) , Computerized
Assessment and the Future of Testing, contemporary applications of the computer in psychological assessment are
surveyed, and then the professional and social issues raised by this practice are discussed. The book closes with
thoughts on the future of testing—which will be forged in large measure by increasingly sophisticated applications
of computer technology but also greatly affected by legal standards.
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch12lev1sec1#ch12lev1sec1
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch12lev1sec2#ch12lev1sec2
https://content.ashford.edu/books/Gregory.8055.17.1 ...
Public Policy Essay
Public Policy Reflection Paper
Procedural Public Policy Essay
Essay On Public Policy
Public Policy Importance
Essay on Public Policy and Administration
Exercise No. 2 Judicial and Legislative Review of Administrativ.docxrhetttrevannion
Exercise No. 2: Judicial and Legislative Review of Administrative Action
two tasks:
● Judicial Review: On pages 151 – 178, Rosenbloom discusses several aspects of Judicial Review of administrative actions, beginning with “reviewability” and ending with “adjudication”. Please indicate how many of these topics are present and relevant in your project case (Goldberg v. Kelly), identify them, and give a short description of why you think that the issues apply.
● Legislative Review: Between pages 178 and 174, Rosenbloom discusses 7 different mechanisms for legislative review of administrative actions. (1) a short description of each in your own words and (2) assessment of the effectiveness of each. Drawing from the text and any other research you want to conduct, please rate each mechanism on a scale of 5 (high) to 1 (low) on how your group views the effectiveness of the mechanism in providing legislative oversight to Administrative Action. Please provide a brief explanation of why you rated the mechanism as you did.
Approximately 1-1.5 pages in length.
Text is in another attachment
Case Resource:
https://www.oyez.org/cases/1969/62
https://www.law.cornell.edu/supremecourt/text/397/254
https://supreme.justia.com/cases/federal/us/397/254/
DAVID H. ROSENBLOOM
SECOND
EDITION
Administrative Law
for Public Managers
A Member of the Perseus Books Group
www.westviewpress.com
R
O
S
E
N
B
L
O
O
M
ADMINISTRATIVE LAW
FOR PUBLIC MANAGERS
S
EC
O
N
D
ED
ITIO
N
“Rosenbloom crafted a compelling narrative . . . Students
like Administrative Law for Public Managers because it is
straightforward and easy to understand. I teach a wide range
of students—mid-level managers to students with no work
experience—both are relieved that the content and examples
are easily digestible. It’s an excellent book!”
—Lorenda Ann Naylor, University of Baltimore
“This book presents a profound, as well as comprehensive,
knowledge base of administrative law.”
—Public Administration Review
Administrative Law for Public Managers is an accessible and comprehensive guide to
the fundamentals of administrative law—why we have administrative law, the constitutional
constraints on public administration, and administrative law’s frameworks for rulemaking,
adjudication, enforcement, transparency, and judicial and legislative review. Rosenbloom
explains administrative law from the perspective of administrative practice, emphasizing
how various administrative law provisions promote their underlying goal of improving the fit
between public administration and US democratic-constitutionalism.
The second edition includes more coverage of state administrative law, as well as an
expanded discussion of judicial review. It has also been updated to include the major
statutes, court cases, executive orders, and other major executive initiatives since 2003.
The addition of discussion questions makes this an even more valuable resource for public
administr.
273
PRODUCING DEMOCRATIC VIBRANCY^
K. Sabeel Rahman*
INTRODUCTION
In the years since Citizens United v. Federal Election
Commission,1 the contours of the debates over the First
Amendment,2 free speech, and democracy are by now familiar. On
the one hand, there is the anxiety that economic wealth—whether
from corporations or wealthy individuals—could effectively
purchase political influence through the mechanism of unregulated
campaign contributions and expenditures or independent
expenditures on electoral advocacy. On the other hand, there are
concerns about attempts to regulate such campaign contributions
^ This short comment is adapted from remarks presented at the Brooklyn Law
School Symposium, “Free Speech Under Fire: The Future of the First
Amendment,” February 2016. I am grateful to Joel Gora, Nick Allard, Rick
Hasen, and Bradley Smith for our excellent panel discussion on Money and
Speech. Thanks also to Heath Brown, Jacob Hacker, and the Scholars Strategy
Network for a parallel discussion on “Purchasing Power” and the future of
research in money and politics, held at the Ford Foundation in June 2016.
* Assistant Professor of Law, Brooklyn Law School. J.D., Harvard Law School;
PhD, Harvard University Department of Government; M.Sc Economics for
Development, University of Oxford; M.St Sociolegal Studies, University of
Oxford; A.B. Harvard University.
1 Citizens United v. Fed. Election Comm’n, 558 U.S. 310 (2010).
2 U.S. Const. amend. I. Compare Bradley A. Smith, Citizens United gives
freedom back to the people, REUTERS (Jan. 16, 2015),
http://blogs.reuters.com/great-debate/2015/01/16/citizens-united-gives-freedom-
of-speech-back-to-the-people/ (arguing that the holding in Citizens United is
consistent with the principles of the First Amendment), with Liz Kennedy, 10
Ways Citizens United Endangers Democracy, DEMOS (Jan. 19, 2012),
http://www.demos.org/publication/10-ways-citizens-united-endangers-
democracy (arguing that Citizens United has been detrimental to the democratic
process, let alone the First Amendment).
274 JOURNAL OF LAW AND POLICY
and expenditures as governmental interference with the freedom of
speech. I share in both these concerns—that economic wealth
generates disparities in political power and influence, and that we
need a variety of legal protections and structures to secure the
political freedoms that make democracy possible. But in this short
essay, I suggest that we need to broaden how we conceptualize the
elements of democratic vibrancy and responsiveness, while
recognizing that this changewillhave important implications for the
legal andpolicydebates arounddemocracy reform. In short, I argue
that avibrant democracy isnot just one that protects free speechand
electoral accountability; it is also one that empowers a wide range
anddiversity of constituencies to not only consumespeech, but also
to produce it, to be fully empowered political actors with the
opportunity to shape and participate in the politic.
273
PRODUCING DEMOCRATIC VIBRANCY^
K. Sabeel Rahman*
INTRODUCTION
In the years since Citizens United v. Federal Election
Commission,1 the contours of the debates over the First
Amendment,2 free speech, and democracy are by now familiar. On
the one hand, there is the anxiety that economic wealth—whether
from corporations or wealthy individuals—could effectively
purchase political influence through the mechanism of unregulated
campaign contributions and expenditures or independent
expenditures on electoral advocacy. On the other hand, there are
concerns about attempts to regulate such campaign contributions
^ This short comment is adapted from remarks presented at the Brooklyn Law
School Symposium, “Free Speech Under Fire: The Future of the First
Amendment,” February 2016. I am grateful to Joel Gora, Nick Allard, Rick
Hasen, and Bradley Smith for our excellent panel discussion on Money and
Speech. Thanks also to Heath Brown, Jacob Hacker, and the Scholars Strategy
Network for a parallel discussion on “Purchasing Power” and the future of
research in money and politics, held at the Ford Foundation in June 2016.
* Assistant Professor of Law, Brooklyn Law School. J.D., Harvard Law School;
PhD, Harvard University Department of Government; M.Sc Economics for
Development, University of Oxford; M.St Sociolegal Studies, University of
Oxford; A.B. Harvard University.
1 Citizens United v. Fed. Election Comm’n, 558 U.S. 310 (2010).
2 U.S. Const. amend. I. Compare Bradley A. Smith, Citizens United gives
freedom back to the people, REUTERS (Jan. 16, 2015),
http://blogs.reuters.com/great-debate/2015/01/16/citizens-united-gives-freedom-
of-speech-back-to-the-people/ (arguing that the holding in Citizens United is
consistent with the principles of the First Amendment), with Liz Kennedy, 10
Ways Citizens United Endangers Democracy, DEMOS (Jan. 19, 2012),
http://www.demos.org/publication/10-ways-citizens-united-endangers-
democracy (arguing that Citizens United has been detrimental to the democratic
process, let alone the First Amendment).
274 JOURNAL OF LAW AND POLICY
and expenditures as governmental interference with the freedom of
speech. I share in both these concerns—that economic wealth
generates disparities in political power and influence, and that we
need a variety of legal protections and structures to secure the
political freedoms that make democracy possible. But in this short
essay, I suggest that we need to broaden how we conceptualize the
elements of democratic vibrancy and responsiveness, while
recognizing that this changewillhave important implications for the
legal andpolicydebates arounddemocracy reform. In short, I argue
that avibrant democracy isnot just one that protects free speechand
electoral accountability; it is also one that empowers a wide range
anddiversity of constituencies to not only consumespeech, but also
to produce it, to be fully empowered political actors with the
opportunity to shape and participate in the politic ...
Lord Sumption indexes relevance or Otherwise of
Limit
Knowledge of Which is Precondition re: and Requisite for
Management
Management according to Law
Legal Concourse
Legitimate Conduct
Current or Future - Past or Present
determinable by and with reference to
Currency - Communication - Currency of Communication and Communication of Currents - as may or may not be evidenced by or deployed - deployable or otherwise according to Marine Law - Maritime Regard and Observance of Seabord - basis of which indicates and is indicative of
Thalassocracy - Evidencing The Precedent of Trafalgar and the License of Those Who Provision and In regard of Whose
SEAT - Tenure - Tenet and Capacity - (The 4 Agreements)
Provision is Made - See: Legacy of Royal Exchange (Sir John Gresham) Gresham Institute and Gresham's LAW.
American GovernmentTimothy O. Lenz and Mirya Holman.docxgreg1eden90113
American
Government
Timothy O. Lenz
and Mirya Holman
L
e
n
z
a
n
d
H
O
L
M
a
n
Am
erican Governm
ent
Orange Grove Texts Plus seeks to redefine
publishing in an electronic world. a joint
venture of the University Press of Florida and
The Orange Grove, Florida’s digital repository,
this collaboration provides faculty, students,
and researchers worldwide with the latest
scholarship and course materials in a twenty-
first-century format that is readily discoverable,
easily customizable, and consistently affordable.
www.theorangegrove.org
ISBN 978-1-61610-163-3
American Government
University Press of Florida
Florida A&M University, Tallahassee
Florida Atlantic University, Boca Raton
Florida Gulf Coast University, Ft. Myers
Florida International University, Miami
Florida State University, Tallahassee
New College of Florida, Sarasota
University of Central Florida, Orlando
University of Florida, Gainesville
University of North Florida, Jacksonville
University of South Florida, Tampa
University of West Florida, Pensacola
orange grove text plus
American Government
Timothy O. Lenz and Mirya Holman
Florida Atlantic University Department of Political Science
University Press of Florida
Gainesville · Tallahassee · Tampa · Boca Raton
Pensacola · Orlando · Miami · Jacksonville · Ft. Myers · Sarasota
Copyright 2013 by the Florida Atlantic University Board of Trustees on behalf of the Florida Atlantic
University Department of Political Science
This work is licensed under a modified Creative Commons Attribution-Noncommercial-No
Derivative Works 3.0 Unported License. To view a copy of this license, visit http://creativecommons.
org/licenses/by-nc-nd/3.0/. You are free to electronically copy, distribute, and transmit this work if you
attribute authorship. However, all printing rights are reserved by the University Press of Florida (http://
www.upf.com). Please contact UPF for information about how to obtain copies of the work for print
distribution. You must attribute the work in the manner specified by the author or licensor (but not in
any way that suggests that they endorse you or your use of the work). For any reuse or distribution,
you must make clear to others the license terms of this work. Any of the above conditions can be
waived if you get permission from the University Press of Florida. Nothing in this license impairs or
restricts the author’s moral rights.
ISBN 978-1-61610-163-3
Orange Grove Texts Plus is an imprint of the University Press of Florida, which is the scholarly
publishing agency for the State University System of Florida, comprising Florida A&M University,
Florida Atlantic University, Florida Gulf Coast University, Florida International University, Florida
State University, New College of Florida, University of Central Florida, University of Florida,
University of North Florida, University of South Florida, and University of West Florida.
University Press of Florida
15 North.
9/2/2019 Print
https://content.ashford.edu/print/Gregory.8055.17.1?sections=ch12,ch12lev1sec1,ch12lev1sec2,ch12lev1sec3,ch12lev1sec4,ch12lev1sec5,ch12lev1… 1/60
CHAPTER 12
Legal Issues and the Future of Testing
TOPIC 12A Psychological Testing and the Law
12.1 The Sources and Nature of Law
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec1#ch12lev1sec1)
12.2 Testing in School Systems and the Law
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec2#ch12lev1sec2)
12.3 Disability Assessment and the Law
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec3#ch12lev1sec3)
12.14 Legal Issues in Employment Testing
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec4#ch12lev1sec4)
Case Exhibit 12.1 (http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec4#ch12box2)
Unwise Testing Practices in Employee Screening
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec4#ch12box2)
12.5 Forensic Applications of Assessment
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec5#ch12lev1sec5)
In the previous chapters we have outlined the myriad of ways in which tests are used in decision making.
Furthermore, we have established that psychological testing is not only pervasive, but it is also consequential. Test
results matter. Test findings may warrant a passage to privilege. Conversely, test findings may sanction the denial of
opportunity. For many reasons, then, it is appropriate to close the book with two special topics that bear upon the
potential repercussions of psychological testing. In Topic 12A
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12#ch12box1) , Psychological Testing and the
Law, we review critical legal issues pertaining to the use of psychological tests. In this topic, we survey the essential
laws that regulate the use of tests in a variety of settings—schools, employment situations, medical settings, to name
just a few arenas in which the law constrains psychological testing. We also examine several ways that psychologists
interface with the legal system in the field of forensic assessment. In Topic 12B
(http://content.thuzelearning.com/books/Gregory.8055.17.1/sections/ch12lev1sec5#ch12box3) , Computerized
Assessment and the Future of Testing, contemporary applications of the computer in psychological assessment are
surveyed, and then the professional and social issues raised by this practice are discussed. The book closes with
thoughts on the future of testing—which will be forged in large measure by increasingly sophisticated applications
of computer technology but also greatly affected by legal standards.
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch12lev1sec1#ch12lev1sec1
https://content.ashford.edu/books/Gregory.8055.17.1/sections/ch12lev1sec2#ch12lev1sec2
https://content.ashford.edu/books/Gregory.8055.17.1 ...
Public Policy Essay
Public Policy Reflection Paper
Procedural Public Policy Essay
Essay On Public Policy
Public Policy Importance
Essay on Public Policy and Administration
A presentation that examines a policy proposal to extend last call alcohol service hours in San Francisco from 02:00 to 04:00 and its failure to attract support and adoption in the state legislature (that regulates alcoholic beverages for the entire state). The discussion looks deeper into the roots of contemporary alcoholic beverage regulation from the perspective of the elites and illustrates how America's corporate business interests supplied the financial support to the Prohibitionists in the early 1900s and how this same group of interests backed repeal because of a fear of lawlessness. Luther Gulick, father of Public Administration's classical theory is credited with writing model laws and ordinances that became the basis of state alcoholic beverage regulation.
American GovernmentTimothy O. Lenz and Mirya Holman.docxdaniahendric
American
Government
Timothy O. Lenz
and Mirya Holman
L
e
n
z
a
n
d
H
O
L
M
a
n
Am
erican Governm
ent
Orange Grove Texts Plus seeks to redefine
publishing in an electronic world. a joint
venture of the University Press of Florida and
The Orange Grove, Florida’s digital repository,
this collaboration provides faculty, students,
and researchers worldwide with the latest
scholarship and course materials in a twenty-
first-century format that is readily discoverable,
easily customizable, and consistently affordable.
www.theorangegrove.org
ISBN 978-1-61610-163-3
American Government
University Press of Florida
Florida A&M University, Tallahassee
Florida Atlantic University, Boca Raton
Florida Gulf Coast University, Ft. Myers
Florida International University, Miami
Florida State University, Tallahassee
New College of Florida, Sarasota
University of Central Florida, Orlando
University of Florida, Gainesville
University of North Florida, Jacksonville
University of South Florida, Tampa
University of West Florida, Pensacola
orange grove text plus
American Government
Timothy O. Lenz and Mirya Holman
Florida Atlantic University Department of Political Science
University Press of Florida
Gainesville · Tallahassee · Tampa · Boca Raton
Pensacola · Orlando · Miami · Jacksonville · Ft. Myers · Sarasota
Copyright 2013 by the Florida Atlantic University Board of Trustees on behalf of the Florida Atlantic
University Department of Political Science
This work is licensed under a modified Creative Commons Attribution-Noncommercial-No
Derivative Works 3.0 Unported License. To view a copy of this license, visit http://creativecommons.
org/licenses/by-nc-nd/3.0/. You are free to electronically copy, distribute, and transmit this work if you
attribute authorship. However, all printing rights are reserved by the University Press of Florida (http://
www.upf.com). Please contact UPF for information about how to obtain copies of the work for print
distribution. You must attribute the work in the manner specified by the author or licensor (but not in
any way that suggests that they endorse you or your use of the work). For any reuse or distribution,
you must make clear to others the license terms of this work. Any of the above conditions can be
waived if you get permission from the University Press of Florida. Nothing in this license impairs or
restricts the author’s moral rights.
ISBN 978-1-61610-163-3
Orange Grove Texts Plus is an imprint of the University Press of Florida, which is the scholarly
publishing agency for the State University System of Florida, comprising Florida A&M University,
Florida Atlantic University, Florida Gulf Coast University, Florida International University, Florida
State University, New College of Florida, University of Central Florida, University of Florida,
University of North Florida, University of South Florida, and University of West Florida.
University Press of Florida
15 North ...
The Impact and Importance of the Legislative ProcessCongressional .docxrtodd33
The Impact and Importance of the Legislative Process
Congressional leaders are voted into office through general elections. For this reason, legislation is heavily impacted by social movements and public opinion. Lobbyists, citizens, religious leaders, or interest groups attempt to sway congressional votes on bills. Any number of current events, ideological shifts, demographic trends, or other movements may help or hinder the passage of certain bills in Congress. Likewise, bills passed by Congress may institute sweeping changes in public policy. Understanding the complicated nature of the legislative process and its impact on policy shifts and trends will help you become a more astute legal researcher in the area of statutory law.
Statutory research is the process of finding statutory law that answers a legal question. In past years, the role of statutory law in a legal researcher’s work was frequently overshadowed by case law and appellate decisions. However, as legislatures become more active in law making, their statutes add considerable legal authority and potential research material to existing case law and common law principles. Today, it is common for appellate decisions to involve the application of statutes.
To prepare for this Discussion:
Review the assigned pages of Chapter 2 in your course text,
Legal Research Methods
, and Chapter 4 in your course text,
Principles of Legal Research
. Focus on the federal legislative process.
With these thoughts in mind:
Post by Day 4
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Lesson 1. Politics
Lesson 2. Governance
Importance of Studying Politics
Processes and Actors in Governance
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Week 1 Philippine Politics and Governance (PPG)
MELC: Explain the concept, relationship and importance of politics, governance and government.
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Deadline 6 PM Friday September 27, 201310 Project Management Que.docxedwardmarivel
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
DEADLINE 15 HOURS
6 PAGES
UNDERGRADUATE
COURSEWORK
HARVARD FORMATING
DOUBLE SPACING
INSTRUCTIONS
This assignment seeks to assess your ability to:
• Critically evaluate and discuss the major developments during 2017 in corporate taxation from the perspective of multinational companies and their auditors, governments and other stakeholders.
• Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar and unfamiliar situations;
• Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts and make well-reasoned judgements;
• Present, discuss and defend ideas, concepts and views effectively through formal language.
Background:
In the final weeks of 2017 a leading tax expert suggested that “a whirlwind of international tax changes has swept the globe”. He also went on to say that for companies operating in Europe there is no end in sight to the pace of change. The final recommendations on base erosion and profit shifting (BEPS) from the OECD have been endorsed by the EU. In fact a number of European governments have already implemented large parts of these proposals ahead of schedule.
The third quarter of the year saw the European Commission in the spotlight with its landmark decision that the technology giant Apple must repay no less than €13 billion of taxes to the Irish government. This ruling was based on the view that the favourable tax treatment was effectively state aid and hence the Irish government had broken EU law. At the same time countries across the world continue to compete by reducing the rate of corporate taxes. Many commentators suggest that the UK government will cut the corporate tax rate to 10% if the country fails to negotiate a trade deal with the European Union as part of the Brexit process. In a separate development earlier in the year the government of Hungary announced it would become the tax haven of Central Europe with a plan to reduce corporation tax to a mere 9%.
Required:
You are to write a report for the Board of Directors of a listed global company that has manufacturing and R&D activities across Europe, Asia, Australasia and America. The report should assume that the directors have detailed knowledge of the group activities but are not taxation specialists. However they would be aware of issues relating to corporate governance, transparency and reputational risks.
The report should cover the following aspects:
Evaluate the major developments that occurred in corporate taxation in 2017 and the issues that may arise in the current year.
Discuss the implications for the group in regard to the relationship with its auditors.
Consider how other stakeholders and non-governmental organisations (NGOs) may be affected by changes in the level of corporate taxes and their possible reaction.
The resources below are on Blackboard and provide an introduction to the topic.
“Corpor.
De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docxedwardmarivel
De nada. El gusto es mío. Encantada. Me llamo Pepe.
Muy bien, gracias. Nada. Nos vemos. Soy de Argentina.
1. ¿Cómo te llamas?
2. ¿Qué hay de nuevo?
3. ¿De dónde eres?
4. Adiós.
5. ¿Cómo está usted?
6. Mucho gusto.
7. Te presento a la señora Díaz.
8. Muchas gracias.
Modelo ¡Hola! Buenos días.
Adiós cómo Chau de eres
es está gusto Hasta Le
mío Muy Soy usted vemos
1. ANA Buenos días, señor González. ¿Cómo (1) (2) ?
SR. GONZÁLEZ (3) bien, gracias. Y tú, ¿(4) estás?
ANA Regular. (5) presento a Antonio.
SR. GONZÁLEZ Mucho (6) , Antonio.
ANTONIO El gusto (7) (8) .
SR. GONZÁLEZ ¿De dónde (9) , Antonio?
ANTONIO (10) (11) México.
ANA (12) luego, señor González.
SR. GONZÁLEZ Nos (13) , Ana.
ANTONIO (14) , señor González.
• • Hasta mañana.
• Nos vemos.
• Buenos días.
• Hasta pronto.
• • ¿Qué tal?
• Regular.
• ¿Qué pasa?
• ¿Cómo estás?
• • Puerto Rico
• Washington
• México
• Estados Unidos
• • Muchas gracias.
• Muy bien, gracias.
• No muy bien.
• Regular.
• • ¿De dónde eres?
• ¿Cómo está usted?
• ¿De dónde es usted?
• ¿Cómo se llama usted?
• • Chau.
• Buenos días.
• Hola.
• ¿Qué tal?
Modelo un papel
unos papeles
1. : unas fotografías
2. : un día
3. : un cuaderno
4. : unos pasajeros
5. : una computadora
6. : unas escuelas
7. : unos videos
8. : un programa
9. : unos autobuses
10. : una palabra
Modelo el señor Díaz
Addresing him: usted
Talking about him: él
1. Don Francisco
Addressing him:
Talking about him:
2. Jimena y Marissa
Addressing them:
Talking about them:
3. Maru y Miguel
Addressing them:
Talking about them:
4. la profesora
Addressing her:
Talking about her:
5. un estudiante
Addressing him:
Talking about him:
6. el director de una escuela
Addressing him:
Talking about him:
7. tres chicas
Addressing them:
Talking about them:
8. un pasajero de autobús
Addressing him:
Talking about him:
9. Juan Carlos y Felipe
Addressing them:
Talking about them:
10. una turista
Addressing her:
Talking about her:
Modelo Ustedes son profesores.
Nosotros somos profesores.
1. Nosotros somos estudiantes.
Ustedes .
2. Usted es de Puerto Rico.
Ella .
3. Nosotros somos conductores.
Ellos .
4. Yo soy turista.
Tú .
5. Ustedes son de México.
Nosotras .
6. Ella es profesora.
Yo .
7. Tú eres de España.
Él .
8. Ellos son pasajeros.
Ellas
Modelo Yo soy Jorge.
1. Hola, me llamo Jorge y de Cuba. Pilar y Nati de España. Pedro, Juan y Paco de México. Todos estudiantes. La señorita Blasco de San Antonio. Ella la profesora. Luis el conductor. Él de Puerto Rico. Ellos de los Estados Unidos. El autobús de la agencia Marazul. Todos pasajeros de la agencia de viajes Marazul. Perdón, ¿de dónde tú, quién ella y de quién las maletas?
Modelo nombre / el pasajero
Es el nombre del pasajero.
.
DDL 24 hours reading the article and writing a 1-page doubl.docxedwardmarivel
DDL:
24 hours
reading the article and writing a
1-page double space
annotated bibliography
including:
1.reference
2.specify the concept you will use
3.explain its significance to the course
4.specify how you'll use it in your project
see the article and project inf below
.
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you must make clear to others the license terms of this work. Any of the above conditions can be
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ISBN 978-1-61610-163-3
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Deadline 6 PM Friday September 27, 201310 Project Management Que.docxedwardmarivel
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
DEADLINE 15 HOURS
6 PAGES
UNDERGRADUATE
COURSEWORK
HARVARD FORMATING
DOUBLE SPACING
INSTRUCTIONS
This assignment seeks to assess your ability to:
• Critically evaluate and discuss the major developments during 2017 in corporate taxation from the perspective of multinational companies and their auditors, governments and other stakeholders.
• Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar and unfamiliar situations;
• Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts and make well-reasoned judgements;
• Present, discuss and defend ideas, concepts and views effectively through formal language.
Background:
In the final weeks of 2017 a leading tax expert suggested that “a whirlwind of international tax changes has swept the globe”. He also went on to say that for companies operating in Europe there is no end in sight to the pace of change. The final recommendations on base erosion and profit shifting (BEPS) from the OECD have been endorsed by the EU. In fact a number of European governments have already implemented large parts of these proposals ahead of schedule.
The third quarter of the year saw the European Commission in the spotlight with its landmark decision that the technology giant Apple must repay no less than €13 billion of taxes to the Irish government. This ruling was based on the view that the favourable tax treatment was effectively state aid and hence the Irish government had broken EU law. At the same time countries across the world continue to compete by reducing the rate of corporate taxes. Many commentators suggest that the UK government will cut the corporate tax rate to 10% if the country fails to negotiate a trade deal with the European Union as part of the Brexit process. In a separate development earlier in the year the government of Hungary announced it would become the tax haven of Central Europe with a plan to reduce corporation tax to a mere 9%.
Required:
You are to write a report for the Board of Directors of a listed global company that has manufacturing and R&D activities across Europe, Asia, Australasia and America. The report should assume that the directors have detailed knowledge of the group activities but are not taxation specialists. However they would be aware of issues relating to corporate governance, transparency and reputational risks.
The report should cover the following aspects:
Evaluate the major developments that occurred in corporate taxation in 2017 and the issues that may arise in the current year.
Discuss the implications for the group in regard to the relationship with its auditors.
Consider how other stakeholders and non-governmental organisations (NGOs) may be affected by changes in the level of corporate taxes and their possible reaction.
The resources below are on Blackboard and provide an introduction to the topic.
“Corpor.
De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docxedwardmarivel
De nada. El gusto es mío. Encantada. Me llamo Pepe.
Muy bien, gracias. Nada. Nos vemos. Soy de Argentina.
1. ¿Cómo te llamas?
2. ¿Qué hay de nuevo?
3. ¿De dónde eres?
4. Adiós.
5. ¿Cómo está usted?
6. Mucho gusto.
7. Te presento a la señora Díaz.
8. Muchas gracias.
Modelo ¡Hola! Buenos días.
Adiós cómo Chau de eres
es está gusto Hasta Le
mío Muy Soy usted vemos
1. ANA Buenos días, señor González. ¿Cómo (1) (2) ?
SR. GONZÁLEZ (3) bien, gracias. Y tú, ¿(4) estás?
ANA Regular. (5) presento a Antonio.
SR. GONZÁLEZ Mucho (6) , Antonio.
ANTONIO El gusto (7) (8) .
SR. GONZÁLEZ ¿De dónde (9) , Antonio?
ANTONIO (10) (11) México.
ANA (12) luego, señor González.
SR. GONZÁLEZ Nos (13) , Ana.
ANTONIO (14) , señor González.
• • Hasta mañana.
• Nos vemos.
• Buenos días.
• Hasta pronto.
• • ¿Qué tal?
• Regular.
• ¿Qué pasa?
• ¿Cómo estás?
• • Puerto Rico
• Washington
• México
• Estados Unidos
• • Muchas gracias.
• Muy bien, gracias.
• No muy bien.
• Regular.
• • ¿De dónde eres?
• ¿Cómo está usted?
• ¿De dónde es usted?
• ¿Cómo se llama usted?
• • Chau.
• Buenos días.
• Hola.
• ¿Qué tal?
Modelo un papel
unos papeles
1. : unas fotografías
2. : un día
3. : un cuaderno
4. : unos pasajeros
5. : una computadora
6. : unas escuelas
7. : unos videos
8. : un programa
9. : unos autobuses
10. : una palabra
Modelo el señor Díaz
Addresing him: usted
Talking about him: él
1. Don Francisco
Addressing him:
Talking about him:
2. Jimena y Marissa
Addressing them:
Talking about them:
3. Maru y Miguel
Addressing them:
Talking about them:
4. la profesora
Addressing her:
Talking about her:
5. un estudiante
Addressing him:
Talking about him:
6. el director de una escuela
Addressing him:
Talking about him:
7. tres chicas
Addressing them:
Talking about them:
8. un pasajero de autobús
Addressing him:
Talking about him:
9. Juan Carlos y Felipe
Addressing them:
Talking about them:
10. una turista
Addressing her:
Talking about her:
Modelo Ustedes son profesores.
Nosotros somos profesores.
1. Nosotros somos estudiantes.
Ustedes .
2. Usted es de Puerto Rico.
Ella .
3. Nosotros somos conductores.
Ellos .
4. Yo soy turista.
Tú .
5. Ustedes son de México.
Nosotras .
6. Ella es profesora.
Yo .
7. Tú eres de España.
Él .
8. Ellos son pasajeros.
Ellas
Modelo Yo soy Jorge.
1. Hola, me llamo Jorge y de Cuba. Pilar y Nati de España. Pedro, Juan y Paco de México. Todos estudiantes. La señorita Blasco de San Antonio. Ella la profesora. Luis el conductor. Él de Puerto Rico. Ellos de los Estados Unidos. El autobús de la agencia Marazul. Todos pasajeros de la agencia de viajes Marazul. Perdón, ¿de dónde tú, quién ella y de quién las maletas?
Modelo nombre / el pasajero
Es el nombre del pasajero.
.
DDL 24 hours reading the article and writing a 1-page doubl.docxedwardmarivel
DDL:
24 hours
reading the article and writing a
1-page double space
annotated bibliography
including:
1.reference
2.specify the concept you will use
3.explain its significance to the course
4.specify how you'll use it in your project
see the article and project inf below
.
*
DCF valuation methodSuper-normal growth modelApplications: single CF, annuity, perpetuity, uneven CFs, bond, stock, etc.
LECTURE 2 Valuation Basics
(Chapters 4, 6, 7)
*
Amount of cash flows expectedRisk of the cash flows Timing of the cash flow stream
Factors that Determine Value
*
DCF Method: General Formula
Finding PVs is discounting. The discount factor i is determined by the cost of capital invested.
*
10%
Single Cash Flow
100
0
1
2
3
PV = ?
What’s the PV of $100 due in 3 years if i = 10%?
*
Financial Calculator Setup
BGN END
P/Y 1
FORMAT: DEC 4 or larger
*
Financial Calculator
Solution
s
N I/YR PV PMTFV
?
N = 3, I/YR = 10, PMT = 0, FV = 100
CPT, PV
-75.13
/
INPUTS
OUTPUT
*
Spreadsheet
.
DDBA 8307 Week 2 Assignment Exemplar
John Doe[footnoteRef:1] [1: Type your name here]
DDBA 8307-6[footnoteRef:2] [2: Type in DDBA section number (e.g. DDBA 8307 – 6) ]
Dr. Jane Doe[footnoteRef:3] [3: Enter faculty name here.]
1
Scales of Measurement
Type text here. Discuss the implications of “scales of measurement” in quantitative research. Be sure to use a minimum of two citations to support your position(s). Be sure to review the “Scales of Measurement” media from Week 1. This section should be no more than two paragraphs.
Research Question
What are the means, standard deviations, frequencies, and percentages of the Lesson 21 Exercise File variables?
Presentation of Findings
I analyzed data from Lesson 21 Exercise File [footnoteRef:4]. In this section, I present descriptive statistics for the study quantitative and qualitative variables. Appropriate APA tables and figures accompany the analysis[footnoteRef:5]. [4: Insert the appropriate file name. ] [5: The tables and figures from your SPSS output will need to be copied and pasted in the appropriate location.]
Descriptive Statistics[footnoteRef:6] [6: Detailed information can be found in Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables,” and Lesson 21, “Univariate Descriptive Statistics for Quantitative Variables,” in the Green and Salkind text.
]
Descriptive statistics were run for the quantitative and qualitative variables in the Week 1 Assignment data set. Table 1 depicts the means and standard deviations for the quantitative data. Figure 1 depicts a histogram for the GPA variable. Table 2 depicts the frequencies and percentages for the qualitative (categorical) data. Figure 2 depicts a pie chart for the ethnic variable. Appendix 1 depicts the SPSS output.
Table 1[footnoteRef:7] [7: This is an example of an APA-formatted descriptive statistics table. Refer to Sections 5.01-5.19, in the APA Manual for detailed information on APA tables. The descriptive statistics table here includes the appropriate information derived from the SPSS output that is to be pasted as an appendix. Do not split tables across pages. Note: The numbers in the SPSS output presented here are fictitious numbers and do not represent correct numbers in the data set you will use for this application.
]
Means (M) and Standard Deviations (SD) for Study
Quantitative Variables (N = 105)
Variable[footnoteRef:8] [8: You would simply add rows to the table to accommodate the variables you have used in the analysis (i.e., variable 3, variable 4, etc.). Hint: Use the Microsoft Word Table feature.
]
M
SD
GPA
2.78
.76
Final
61.48
7.94
Percent
80.34
12.12
Figure 1. Histogram of GPA distribution.
Table 2[footnoteRef:9] [9: Recall from Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables” (Green & Salkind, 2017), frequencies and percentages are reported for qualitative (nominal) variables. Note: Frequency and percentages are the only c.
DBM380 v14Create a DatabaseDBM380 v14Page 2 of 2Create a D.docxedwardmarivel
DBM/380 v14
Create a Database
DBM/380 v14
Page 2 of 2Create a Database
The following assignment is based on the business scenario for which you created both an entity-relationship diagram and a normalized database design in Week 2.
For this assignment, you will create multiple related tables that match your normalized database design. In other words, you will implement a physical design (an actual, usable database) based on a logical design.
Refer to the linked W3Schools.com articles “SQL CREATE TABLE Statement,” “SQL PRIMARY KEY Constraint,” “SQL FOREIGN KEY Constraint,” and “SQL INSERT INTO Statement” for help in completing this assignment.
Note: In the industry, even the most carefully thought out database designs can contain mistakes. Feel free to correct in your tables any mistakes you notice in your normalized database design. Also, note that in Microsoft® Access®, you follow the steps below to launch the SQL editor:
Figure 1. To create a SQL query in Microsoft® Access®, begin by clicking the CREATE tab.
To Complete This Assignment:
1. Use the CREATE TABLE statement to create each table in your design. Note that a table in a RDMS corresponds to an entity in an entity-relationship diagram. Recommended tables for this assignment are CUSTOMER, ORDER, ORDER_DETAIL, PRODUCT, EMPLOYEE, and STORE.
2. As part of each CREATE TABLE statement, define all of the columns, or fields, that you want each particular table to contain. Give them short, meaningful names and include constraints; that is, describe what type of data each column (field) is allowed to hold and any other constraints, such as size, range, or uniqueness.
3. Note that any field you marked as a unique identifier in your normalized database design is a key field. Key fields must be described as both UNIQUE and NOT NULL, which means a value must exist for each record and that value must be unique across all records.
4. After you have created all six tables, including relationships between the tables as appropriate (matching the primary key in one table to a foreign key in another table), use the INSERT INTO statement to insert 10 records into each of your tables. You will need to make up the data you insert into your tables. For example, to insert one record into the CUSTOMER table, you will need to invent a customer number, a customer name, and so on—one value for each of the fields you defined for the CUSTOMER table—to insert into the table.
5. To ensure that your INSERT INTO statements succeeded in populating your tables, use the SELECT statement described in Ch. 7, “Introduction to Structured Query Language,” in Database Systems: Design, Implementation, and Management.to retrieve the records you inserted. For example, to see all 10 records you inserted into the CUSTOMER table, you might apply the following SQL statement: SELECT * FROM CUSTOMER;
After you have created all six tables and populated ten records in each table, submit to the Assignment Files tab the database containin.
DB3.1 Mexico corruptionDiscuss the connection between pol.docxedwardmarivel
DB3.1: Mexico corruption
Discuss the connection between politics, corruption, and criminal organizations in Mexico. How would you go about separating these? Give examples and be specific. Support your ideas on why you would do these specific measures.
DB3.2: Collapse of Soviet Union
How has the collapse of the Soviet Union fostered pirate capitalism and organized crime? Be specific with your answer and support your answer. Do you think that if the Soviet Union did not collapse pirate capitalism and organized crime would still flourish? Support your opinion.
300 words per post
.
DB2Pepsi Co and Coke American beverage giants, must adhere to th.docxedwardmarivel
DB2
Pepsi Co and Coke American beverage giants, must adhere to the U.S Foreign Corruption Act wherever their businesses may take them. Both companies expanded their U.S businesses to India with differing initial results. Coke came home (initially) and Pepsi Co prospered.
Do your research and explain the socio-cultural barriers faced by these two companies? What in your view were the reasons which negatively impacted Coke and positively touched Pepsi Co?
WEEK 3:
Interactive
: Select one company other than the 2 mentioned above, and share this company’s experience in the United Arab Emirates. Comment on another learner’s company experience in a different location of the world.
WEEK 4:
Interactive
: Comment on a different learner’s company experience in a totally different location from those completed earlier. Do you feel that cultural training is an essential pre-requisite for expatriates in any host country? Why/Why not?
Remember to use APA referencing in the body of your posting.
.
DB1 What Ive observedHave you ever experienced a self-managed .docxedwardmarivel
DB1: What I've observed
Have you ever experienced a self-managed team? If so, describe it. If not, why do you think your organization has not embraced self managed teams?
DB2: Case Analysis
Review the case study at the end of Chapter 8, Frederick W. Smith - FedEx. Answer the five questions below:
1. How do the standards set by Fred Smith for FedEx teams improve organizational performance?
2. What motivates the members of FedEx to remain highly engaged in their teams?
3. Describe the role FedEx managers play in facilitating team effectiveness.
4. What types of teams does FedEx use? Provide evidence from the case to support your answer.
5. Leaders play a critical role in building effective teams. Cite evidence from the case that FedEx managers performed some of these roles in developing effective teams.
Image Source Team:
http://www.freedigitalphotos.net/images/gallery-thumbnails.php?id=50143103253525199427035558
.
DB Response 1I agree with the decision to search the house. Ther.docxedwardmarivel
DB Response 1
I agree with the decision to search the house. There was reasonable suspicion to believe the fugitive could have been in the home. The homeowner not only consented to the search of the house but requested it for her safety. Complacency kills. In this situation, the officer is very regretful in his decision to conduct a complacent search of the home, and luckily nobody was killed.
My department does not have body cameras, but I still conduct business as if somebody is recording me. We live in a generation of surveillance. You never know when there are hidden cameras, a camera on a business you did not notice, or a cell phone recording from the top floor of a building. We hire police officers with high amounts of integrity because the definition of integrity is doing the right thing even when nobody is looking. I would be lying if I said my grandmother would approve of everything I do on the job. I am most guilty of foul language and it is something that I am working on not doing that. However, I can emphatically say I work with integrity and honesty without a doubt.
I think setting limits on tolerable behavior in regards to sexual and general harassment is appropriate; however, there are too many situations to make a policy for every behavior one could find inappropriate. When it comes to using force again every situation is different but there should be a pretty well laid out policy at departments for when and how an officer should use a certain amount of force. Officers should be trained on de-escalation tactics and alternatives to using force. Tactical training should include strategies to create time, space, and distance, to reduce the likelihood that force will be necessary and should occur in realistic conditions appropriate to the department’s location (U.S. Commission On Civil Rights, 2018).
Philippians 2 verses 3 – 8 is a pretty straightforward verse with great leadership lessons. Be humble, put others before yourself, and be a servant leader.
From the very beginning of any interrogation, the accused has constitutional rights not to speak to police and also to have an attorney present. The Eighth Amendment to the Constitution prohibits cruel and unusual punishments placed upon any persons in the U.S. With these rights in mind I will only go as far as the Constitution allows when interrogating this suspect even if the suspect admits where the child is if the admission was coerced that admission could get thrown out of court. I would never compromise the investigation. There are other ways to find the abducted girl through detective work than just interrogating the suspect. The cost of illegal interrogations is documented in the number of lost prosecutions. Literally, thousands of cases across the country have had to be dismissed because prosecutors could not trust that the evidence provided by police officers was legitimate or the officer had lost credibility as a witness in all cases because of his or her wrongdoing (P.
DB Response prompt ZAKChapter 7, Q1.Customers are expecting.docxedwardmarivel
DB Response prompt ZAK
Chapter 7, Q1.
Customers are expecting more from their service providers. Rather than traditionally accepting boilerplate offerings from service providers, customers desire that service providers cater to their requests. Organizations providing services must keep up with the customer’s demand or risk losing business to others who will. Many service providers have been adopting lean principles to accommodate the needs of their customers in successful attempts to decrease waste, increase efficiency, improve customer service and satisfaction (Daft, 2016, p. 275). From online music providers, customers expect music tracks personalized for their tastes. From airlines, customers can expect preflight seat and meal selections. Amazon.com provides custom personalization to a customers’ home pages by placing personally directed advertisements and products which the customer is more likely to order from the company. Amazon book recommendations are personalized to the specific customer and are provided based upon previous books read. With customers expecting customized and catered experiences, companies need to keep up with this demand and embrace mass customization in order to obtain and retain customers.
Chapter 7, Q2.
While many facets of businesses may involve craft technology, it is still important for business schools to teach management. Some businesses which only expect their leaders to gain knowledge and expertise from experience, may be creating a bureaucratic and restricted model for their business. Companies which rely only on internal training for their leaders can miss opportunities from potential leaders coming in from the outside. Business schools which teach management can provide potential leaders with a foundation to draw from. Teaching management can expose students to issues and opportunities experienced by others, not just ones restricted to one specific company. Teaching management from a textbook is just one method of conveying information. Just as one would not necessarily be proficient in piloting a boat from reading a book, a textbook about doing so would provide the student with underlying concepts which could dramatically increase the success of the student when they move to an actual boat. This textbook based training would be further enhanced with some practical experience.
Chapter 8, Q1.
Technology has progressed allowing real time instant messaging and virtual meetings. High level managers can indeed expect technology to allow them to do their jobs with little face-to-face communication, but they should question if that is something they really want to do. There are currently methods available which could be used effectively to communicate with subordinates, employees and stockholders, such as recorded feeds which would be able to reach every associated individual. These however may not provide a sense of personalization from the managers. Leaders in an organization may resort to using tec.
DB Topic of Discussion Information-related CapabilitiesAnalyze .docxedwardmarivel
DB Topic of Discussion: Information-related Capabilities
Analyze 2 of the 14 information-related capabilities and explain how the joint force can use these capabilities to affect the three dimensions of the information environment. Give examples of real-world or life events for the capabilities and how can you use these concepts as a CSM/SGM.
Consumer Brand Metrics Q3 2015
Eater Archetypes:
Brand usage and preferences by consumer segment
The restaurant industry has long relied on demographic factors to
identify and prioritize consumer groups. For example, many
brands currently obsess over attracting Millennials—some
without pausing to consider the variations among consumers
within this demographic cohort. In addition to life stages,
consumer attitudes about health, value, convenience and the
overall role of foodservice in their lives drive significant
differences in preferences and behavior.
With these distinctions in mind, we have updated the Consumer
Brand Metrics (CBM) survey with questions that allow us to
segment consumers into one of seven Eater Archetypes. Each
segment has a distinct psychographic profile, which is outlined in
our recent Consumer Foodservice Landscape. Accordingly, their
patronage of the segments and brands tracked in CBM varies.
This paper explores some differences we can discern after the
initial quarterly results, including the archetypes’ segment usage,
brand patronage and occasion dynamics. Examining CBM data by
Eater Archetype reveals nuances that complement a demographic
profile of a chain’s guests.
By Colleen Rothman, Manager, Consumer Insights
To learn more about the Consumer Brand Metrics program or to sign up for future
Spotlight by Consumer Brand Metrics white papers, please contact Bart Henyan,
Senior Marketing Manager, at [email protected]
Consumer Brand Metrics Q3 2015
Segmenting consumers by psychographic factors, rather than
just demographic characteristics, can lead to a better
understanding of the consumers that matter to your brand and
how to appeal to them.
Key Takeaways
Busy Balancers and Functional Eaters drive usage across
restaurants and convenience stores. Full-service restaurant
(FSR) operators may also consider targeting Foodservice
Hobbyists and Affluent Socializers, as these archetypes
comprise more than a quarter of FSR patrons, on average.
How does foodservice segment usage vary by archetype?
Driven by unique needs and motivations, Eater Archetypes
gravitate to a wide variety of brands. For example,
McDonald’s, Burger King and Whataburger each
disproportionately attract unique archetypes (Habitual
Matures, Bargain Hunters and Functional Eaters,
respectively).
Which chains do each archetype visit most frequently?
Archetypes that patronize the same restaurant may not use
the brand the same way. For example, usage varies by
daypart, with afternoon snacks skewing to Busy Balancers
and late-night meals d.
DB Instructions Each reply must be 250–300 words with a minim.docxedwardmarivel
DB Instructions:
Each reply must be 250–300 words with a minimum of 1 scholarly source. The scholarly source used for your thread and response should be in addition to the class textbooks.
Reference Book: Young, M. (2017). Learning the Art of Helping. Boston, MA: Pearson. ISBN: 9780134165783.
.
DB Defining White Collar CrimeHow would you define white co.docxedwardmarivel
DB: Defining White Collar Crime
How would you define white collar crime? What are the advantages and disadvantages of the various terms, such as “white collar crime,” “crimes of the powerful,” “elite deviance,” etc., used to describe the type of crimes.
300 Word Minimum
.
DB ASSIGNMENTFor this Discussion Board you will be developing a th.docxedwardmarivel
DB ASSIGNMENT
For this Discussion Board you will be developing a thematic unit for preschoolers. Choose your overarching theme and explain the main parts or features of your unit. Summarize the activities you will use to integrate content areas into you unit.
·
Your activities need to focus on the creative arts as well as content areas and include activities that are open-ended and allow children to make choices.
·
Your unit needs to be your own and not one that you have discovered on the internet or in a teacher’s manual.
Read your classmates units carefully and respond to them by sharing another open-ended activity that could be included in their unit.
PLZ RESPOND TO THESE STUDENT ABOUT WHAT THEY WROT ABOUT THE DB ASSIGNMENT
STUDENT 1 (100 WORDS OR MORE)
The month of April is a wonderful time to talk about the weather so I chose it as my theme. We are going to learn the different types of weather, the impact weather has on our lives, and what causes different weather patterns. We will be using the reading, science, art, and music centers to ensure we include all the different ways children can learn. Although most themes for children this young are only a few weeks long we will be using the entire month in order to experience different types of weather and include the two field trips that are planned. We will be using both experienced-based and emerging curriculum (Isbell & Raines,2013) so that the children are comfortable learning things they already have experience with and challenging them with new knowledge. We will be introducing new vocabulary about the weather and taking clues from our discussions on what the children want to explore further.
On the first day we will read the book "Oh say can you say, what's the weather today" by Tish Rabe. This book uses a familiar character, The Cat in the Hat, to introduce new words to the reader and even has a vocabulary list in the back to help define the words. Copies of this book and other weather related books will be added to the reading center for the children to look at during their free time. During circle time we will discuss some of the new words and what they mean. Observing the children as they talk about the weather the teacher will be able to decide where their interest is and what she needs to focus on. Knowing that children learn best what they are already interested in (Isbell & Raines,2013) is key to keeping these lessons fun and making sure the children get the most out of our projects.
The science center will be a major focus for this months theme. A water table and wind machine is added to give the children hands on learning opportunities. We will make a weather chart that will be hung in the science center and every day a child will go to the window, check the weather and add the appropriate label, a sun for sunny, a cloud for cloudy, etc. Giving the child the freedom to choose the correct symbol even if more than one applies helps all the children to accept the ideas o.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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“Rosenbloom crafted a compelling narrative . . . Students
like Administrative Law for Public Managers because it is
straightforward and easy to understand. I teach a wide range
of students—mid-level managers to students with no work
experience—both are relieved that the content and examples
are easily digestible. It’s an excellent book!”
—Lorenda Ann Naylor, University of Baltimore
“This book presents a profound, as well as comprehensive,
knowledge base of administrative law.”
—Public Administration Review
Administrative Law for Public Managers is an accessible and
comprehensive guide to
the fundamentals of administrative law—why we have
3. administrative law, the constitutional
constraints on public administration, and administrative law’s
frameworks for rulemaking,
adjudication, enforcement, transparency, and judicial and
legislative review. Rosenbloom
explains administrative law from the perspective of
administrative practice, emphasizing
how various administrative law provisions promote their
underlying goal of improving the fit
between public administration and US democratic-
constitutionalism.
The second edition includes more coverage of state
administrative law, as well as an
expanded discussion of judicial review. It has also been updated
to include the major
statutes, court cases, executive orders, and other major
executive initiatives since 2003.
The addition of discussion questions makes this an even more
valuable resource for public
administration classrooms and students.
David H. Rosenbloom is Distinguished Professor of Public
Administration at American
University. A major contributor to the field and a Fellow in the
National Academy of Public
Administration, he has received numerous awards, including the
Gaus Award for exemplary
scholarship in political science and public administration, the
Waldo Award for outstanding
contributions to the literature and leadership of public
administration, the Levine Award
for excellence in public administration, and the Brownlow
Award for his book, Building
a Legislative-Centered Public Administration. He edited Public
Administration Review,
6. ext. 5000, or e-mail [email protected]
Library of Congress Cataloging-in-Publication Data
Rosenbloom, David H., author.
Administrative law for public managers / David H Rosenbloom.
-- Second edition.
pages cm
ISBN 978-0-8133-4881-0 (paperback) -- ISBN 978-0-8133-
4882-7 (e-book) 1.
Administrative law--United States. 2. Public administration--
United States. I. Title.
KF5402.R669 2014
342.73'06--dc23
2014015458
10 9 8 7 6 5 4 3 2 1
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v
Contents
Preface to the Second Edition xiii
1 What Is Administrative Law? 1
2 The Constitutional Context of US Public Administration 19
3 Administrative Rulemaking 63
4 Evidentiary Adjudication and Enforcement 89
5 Transparency 123
7. 6 Judicial and Legislative Review of Administrative Action 151
7 Staying Current 185
References 195
Index 209
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vii
Detailed Table of Contents
Preface to the Second Edition xiii
1 What Is Administrative Law? 1
Introduction: What Is Administrative Law? 1
Why We Have Administrative Law Statutes: Delegation and
Discretion, 4
Delegation, 4
Discretion, 7
Administrative Decisionmaking, 8
Procedural and Substantive Review of Administrative
Decisions, 10
The Development of US Administrative Law, 12
8. Conclusion, 16
Additional Reading, 16
Discussion Questions, 16
2 The Constitutional Context of US Public Administration 19
The Separation of Powers, 22
Congress, 22
The President, 23
The Judiciary, 32
Federalism, 35
The Commerce Clause, 36
The Tenth Amendment, 40
The Spending Clause, 41
The Eleventh Amendment, 41
Individuals’ Constitutional Rights in Administrative
Encounters, 43
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viii Detailed Table of Contents
Relationships with Clients and Customers, 43
Equal Protection, 43
New Property and Procedural Due Process, 46
Unconstitutional Conditions, 47
Public Personnel Management, 48
First Amendment Rights, 49
Fourth Amendment Privacy, 51
Procedural Due Process, 51
Equal Protection, 52
9. Substantive Due Process Rights, 52
Relationships with Contractors, 53
Public Mental Health Patients, 54
Prisoners’ Constitutional Rights, 55
Street-Level Regulatory Encounters, 56
Fourth Amendment Constraints, 56
Equal Protection Constraints, 57
Public Administrators’ Liability for Constitutional Torts, 58
Conclusion, 60
Additional Reading, 60
Discussion Questions, 61
3 Administrative Rulemaking 63
Introduction: Smoking Whitefish, 63
Rulemaking: Definitions and General Concerns, 64
Rulemaking Processes, 71
Limited or No Procedural Requirements, 71
Informal Rulemaking, 72
Formal Rulemaking, 74
Hybrid and Negotiated Rulemaking Processes, 75
Hybrid Rulemaking, 75
Negotiated Rulemaking, 76
Additional Features of the Idealized Legislative Model for
Rulemaking, 78
Representation: Advisory Committees, 78
Protecting Specific Interests and Values, 79
Executive Efforts to Influence Federal Agency Rulemaking, 82
Conclusion: The Philosopher’s Stone Versus the Bubble Effect,
10. 85
Additional Reading, 86
Discussion Questions, 86
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ixDetailed Table of Contents
4 Evidentiary Adjudication and Enforcement 89
Adjudicating Cinderella: A Case of Deceit, Abuse, and Due
Process, 89
What Is Evidentiary Administrative Adjudication? 91
Criticisms of Adjudication, 93
Legal Perspectives, 94
Administrative Perspectives, 95
Why Adjudicate? 99
Agency Convenience, 99
Advantages Presented by Incrementalism, 100
Conduct and Application Cases, 101
Equity and Compassion, 102
Procedural Due Process, 106
Caveat Estoppel, 107
Adjudicatory Hearings, 108
Presiding Officers, 110
Administrative Law Judges, 110
Other Presiding Officers, 113
11. Decisions and Appeals, 113
Alternative Dispute Resolution, 115
Enforcement, 117
Conclusion: Should Adjudication Be Reformed? 120
Additional Reading, 121
Discussion Questions, 121
5 Transparency 123
Introduction: The Central Intelligence Agency’s Budget? What
Budget? 123
The Administrative Law Framework for Transparent
Government, 125
Public Reporting, 126
Freedom of Information, 128
The Freedom of Information Act, 128
The Presidential Records Act, 138
Privacy, 139
Open Meetings, 142
Whistle-Blower Protection, 145
Qui Tam, 148
Conclusion: An Opaque Fishbowl? 148
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x Detailed Table of Contents
Additional Reading, 149
Discussion Questions, 150
12. 6 Judicial and Legislative Review of Administrative Action 151
Introduction: The Drug Companies’ Acetaminophen, Salicylic
Acid, and Caffeine Headache, 151
Judicial Review of Administrative Action, 153
The Court System, 154
Reviewability, 159
Standing to Sue, 160
Mootness, 162
Ripeness, 163
Political Questions, 165
Timing, 165
Primary Jurisdiction, 165
Exhaustion of Administrative Remedies, 166
Finality, 167
Deference to State Courts, 167
The Scope of Judicial Review, 168
Agency Rules, 169
FOIA Requests, 172
Rulemaking Procedures, 172
Agencies’ Statutory Interpretations, 173
Agency Nonenforcement, 175
Discretionary Actions, 177
Adjudication, 178
Legislative Review of Administration, 178
Oversight by Committees and Subcommittees, 179
Reporting Requirements, 179
Research, Evaluation, Audit, and Investigation, 180
Sunset Legislation, 181
Casework, 181
13. Strategic Planning and Performance Reports, 182
Congressional Review Act, 182
Conclusion: Checks, Balances, and Federal Administration,
183
Additional Reading, 184
Discussion Questions, 184
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xiDetailed Table of Contents
7 Staying Current 185
The Primary Function of US Administrative Law, 186
Constitutional Contractarianism, 186
Public Administrative Instrumentalism, 187
Periodicals and Websites, 190
Talk Administrative Law Talk, 191
Administrative Law Audits, 192
The Next Level, 192
Discussion Questions, 193
References 195
Index 209
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14. xiii
Preface to the Second Edition
It may come as a surprise that the Encyclopedia of Life Support
Systems,
which is sponsored by United Nations Educational, Scientific,
and Cul-
tural Organization (UNESCO), contains an entry on
administrative law. I
was certainly surprised when asked to write it.1 I immediately
had a sci-
ence fiction inspired vision of earthlings boarding a spacecraft
clutching
the Encyclopedia in hand as they went to off to colonize a
distant planet.
Administrative law? Life support? At first, the connection
seemed dubious
at best. On reflection, however, I realized that the inclusion of
administra-
tive law is, in fact, necessary for life as we know it in modern,
complex
political systems. All governments in developed countries have
mature
administrative components. Public administration is the
institutional
means through which contemporary governments deliver public
services
and regulate aspects of economic, social, and political life.
Administrative
law is the regulatory law of public administration. It regulates
public ad-
ministrative activity. Without administrative law, public
agencies could go
about their business as they saw fit, perhaps routinely
15. emphasizing ad-
ministrative convenience and self-interest over other values and
the public
interest. In the United States, administrative law infuses public
adminis-
tration with democratic-constitutional values, including
stakeholder repre-
sentation, participation, transparency, fairness, accountability,
and limited
government intrusion on private activity. Life was once, and
still could be,
supported without it. However, other than perhaps some
administrators
themselves, few, if any, who know the history of US public
administration
would want to return to the days before the federal
Administrative Proce-
dure Act of 1946 went into effect.
1. See David H. Rosenbloom, “Administrative Law,” UNESCO-
EOLSS, http://www.eolss
.net/sample-chapters/c14/e1-34-05-07.pdf.
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xiv Preface to the Second Edition
To appreciate the importance of administrative law, one has to
bear in
mind that although students and scholars in the field of public
administra-
tion tend to view administration as providing valuable public
services, the
rest of the world doesn’t necessarily see it this way. Many in
16. legislatures,
small businesses, the health, medicine, industrial, and research
sectors, and
myriad other walks of life think of administration as
bureaucracy impos-
ing red tape and unwanted, often unnecessary, and even
seemingly bizarre
regulations. This is why administrative law books may contain
chapters
on “getting into court” and “staying in court” (W. Fox 2000).
Looking from
the outside in, administrative law constrains public
administration, guards
against abuses, and enables chief executives, legislatures, and
courts to
keep administrators in check. From the inside looking out,
administrative
law seeks to guide administrators and agencies in achieving
their objec-
tives within the framework of the nation’s democratic-
constitutional val-
ues and practices.
A solid grounding in administrative law is a prerequisite for
under-
standing a substantial amount about the internal administrative
processes
used on a daily basis by public agencies in the United States. As
with other
aspects of public administrative practice, it is better to learn
administra-
tive law in the classroom than to be bewildered by its
pervasiveness upon
entering a public-sector job. Students already working in the
public sector
will need no reminder of the importance of administrative law.
17. Neverthe-
less, they will benefit from gaining a systematic understanding
of how and
why it developed as it did.
Administrative law has such a major impact on what
administrators and
agencies do on a daily basis that it cannot be treated as
tangential or as a
specialization best left to lawyers. It needs to be integrated into
day-to-day
practice. For some administrators, such as those engaged in
rulemaking,
adjudication, and processing freedom-of-information requests,
administra-
tive law defines the fundamental structure and activity of their
jobs.
This book aims to make administrative law accessible to public
admin-
istration students, both those new to the subject and those
already in prac-
tice. The book focuses on the essentials that public managers
should know
about administrative law—why we have administrative law; the
broad
constitutional constraints on public administration;
administrative law’s
frameworks for rulemaking, adjudication, enforcement, and
transparency;
and the parameters of internal executive and external judicial
and legisla-
tive review of administrative action. The book views public
administration
from the perspectives of managing, organizing, and doing
administration
18. rather than lawyering. It is far more concerned with staying out
of court
than getting into it.
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xvPreface to the Second Edition
The discussion is organized around federal administrative law.
Where
appropriate, state approaches are noted as alternatives or
parallels to fed-
eral designs and requirements. After reading this book and
grappling with
the discussion questions at the end of each chapter, readers
should have
a firm grasp of federal administrative law and no difficulty
learning the
administrative law of any state.
Unlike most administrative law texts, the book neither contains
legal
cases nor devotes much attention to the development of case
law. Federal
court decisions are readily available on the Internet, and
instructors can se-
lect them flexibly to augment the text. Books dealing
comprehensively with
case law tend toward dysfunctional excess in general public
administrative
education, sometimes exceeding 1,000 pages of material that is
apt to go
largely unused and soon be forgotten. This book also differs
from others
19. by including a chapter on the constitutional context of US
public adminis-
tration, which explains the constitutional constructs and
doctrines within
which today’s public administration and administrative law
operate.
The book is intended for classroom use in three ways. First, as a
supple-
ment, it will efficiently cover the main dimensions of
administrative law
in introductory public administration classes and courses on
bureaucratic
politics or the political context of public management. Second,
it can serve
as a core text in public administration courses dealing with
administrative
law or the legal basis or environment of public administration.
As a core
text, it can be coupled with selected legal cases of the
instructor’s choice.
Third, in constitutional law courses, it can serve as a
supplement to explain
how abstract constitutional concerns such as delegations of
legislative au-
thority and procedural due process are transformed in concrete
action by
administrative agencies. It is unlikely that the book will be used
in law
school classes, though law students may find it refreshingly
concise and
helpful in explaining the political and administrative contexts in
which ad-
ministrative law is applied and the larger purposes it serves.
The challenge in writing the first edition was to explain the
20. essentials
of administrative law clearly and accurately, in nontechnical
terms, with
sufficient depth to provide readers with a sophisticated, lasting
under-
standing of the subject matter. That there is now a second
edition is testa-
ment to the success of that effort. The new edition thoroughly
updates the
previous one, adding discussion of new statutes and law cases,
as well as
developments during the first five years of Barack Obama’s
presidency.
It also fine-tunes the earlier discussion for clarity. I hope those
familiar
with the first edition will view this one as fresh and refreshing
and those
new to the text will find in it a welcome alternative to other
treatments of
administrative law.
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xvi Preface to the Second Edition
This edition continues to benefit from those acknowledged in
the earlier
one. I continue to extend my thanks to them. I would also like
to thank the
reviewers who gave such thoughtful feedback on the first
edition for this
revision, including Bradley Bjelke (California Lutheran
University), Lo-
renda Ann Naylor (University of Baltimore), Stephanie
21. Newbold (Ameri-
can University), Cindy Pressley (Stephen F. Austin State
University), Susan
E. Zinner (Indiana University Northwest), and others who
wished to re-
main anonymous. Special mention should go to my American
University
colleague Jeffrey Lubbers, who is always generous with his time
and pa-
tient in sharing his encyclopedic knowledge to explain the finer
points of
US federal administrative law to me.
9780813348810-text.indd 16 5/14/14 4:09 PM
1
1
What Is Administrative Law?
Introduction: What Is Administrative Law?
Administrative law can be defined as the body of constitutional
provisions,
statutes, court decisions, executive orders, and other official
directives that,
first, (a) regulate the procedures agencies use in adjudicating,
rulemaking,
and adopting policies, (b) control the exercise of their authority
to enforce
laws and regulations, and (c) govern the extent to which
administration is
open to public scrutiny (i.e., transparent); and, second, provide
for review
22. of agency decisions, rules, orders, policies, actions, and other
aspects of
their operations. In short, administrative law is the regulatory
law of pub-
lic administration. It regulates how public administrative
agencies do what
they do and why, as well as their authority to do it. As such, it
is among
the most important aspects of modern government. We are all
affected by
administrative law in myriad ways in our daily lives.
Food may present the best example of why administrative law is
so
important. What did you eat today? Is that all? Well, probably
not. The
US Food and Drug Administration (FDA) regulates the
“maximum lev-
els of natural or unavoidable defects in food for human use that
present
no health hazard.” Known as the FDA “Rat Hair List,” these
regulations
specify the amount of rodent hair that can be in one hundred
grams of var-
ious foods such as apple butter, oregano, and peanut butter. The
list also
regulates the number of insect fragments and eggs, milligrams
of mamma-
lian excreta, maggots, and other unappetizing impurities in the
foods that
Americans consume every day (FDA, periodic). Chocolate can
have up to
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23. 2 1. What Is Administrative Law?
sixty insect fragments per hundred grams (about two bars) and
one rodent
hair. On average, Americans eat 1.2 pounds of spider eggs and
2.5 pounds
of insect parts annually.1
The FDA is empowered to set such standards by law. It would
have
no power to do so without statutory authorization. However, it
does have
considerable discretion in deciding what levels are unavoidable
and do not
pose health hazards and what to do about products that exceed
the speci-
fied limits. An initial question is whether “unavoidable” should
be deter-
mined based on technology or economics. Although the agency
maintains
that some defects cannot be completely screened out, removing
from pizza
sauce more fly eggs and maggots than are allowed is probably
technolog-
ically feasible. Some producers may already do so. But is it
economically
feasible for the entire industry of large and small, relatively
financially
strong and weak firms to do so? Determining unavoidability
also involves
economic feasibility, which is related to the cost of producing
products,
their market price, and consumer demand for them. Some
balance between
purity and cost must be struck. The FDA seeks a desirable
24. trade-off by
testing products nationwide and determining the levels of
defects present
under the best production processes in use. This approach
assumes that
requiring investment to make the best practices even better is
economically
infeasible, or at least undesirable, and ultimately unnecessary
because,
while unappetizing, the acceptable levels are deemed safe to
consume.
Safety is a second issue. Clearly, if people are not getting sick
from the
allowable defect levels in regulated foods, then these product
levels are
probably safe. Yet it is possible that the cumulative effect of the
permit-
ted impurities over one’s lifetime takes a toll on health, even
though the
harm may not be traceable to them. It is also possible that the
defects af-
fect people differently based on age, allergies, and other
factors. No doubt,
aside from looking at best production practices, the FDA takes
the views
of health experts and research into account in considering where
to set and
maintain defect levels.
A third issue is transparency. As a consumer you may wonder if
the
FDA’s regulations provide adequate information and protection.
We are
all familiar with the nutrition labels on food products sold in
the United
25. States. Peanut butter lists calories, fat calories, total fat,
saturated fat, trans
fat, polyunsaturated fat, monounsaturated fat, cholesterol,
vitamins A
and C, sodium, total carbohydrates, fiber, sugars, protein,
calcium, and
iron. The average number of insect fragments and rodent hairs
is missing.
1. Data from
http://www.spydersden.worldpress.com/2010/page/78;
www.chacha.com/
question/does-the-average-american-really-consume-1.2-
pounds-of-spider-eggs-a-year-and
-eat-2.5-pounds-of-insect-parts-a-year.
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3Introduction: What Is Administrative Law?
Should this be identified? Who should decide—Congress, which
is elected
by “We the People”; an administrative agency like the FDA,
which is
not; or the food industry itself? If it were decided to require
information
about “unavoidable defects,” would it be sufficient to indicate
compliance
with FDA allowable levels? Should that level be specified on
the product?
Should the average number of various impurities be indicated?
If Congress
makes such decisions, it will hold hearings and receive
testimony from
26. representatives of the food industry such as the Snack Food
Association,
Pizza Industry Council, US Potato Board, National
Confectioners’ Associ-
ation, Whole Grains Council, and other groups. If an agency
makes these
decisions, how should its decisionmaking process be structured?
Should
it be open to input from the same kinds of stakeholders, and if
so, how?
Regardless of where the decision is made, what role, if any,
should health
experts, hospitals and other care providers, health insurance
companies,
and consumer advocates play?
Finally, how should the FDA’s defect levels be enforced?
Should the FDA
test products already in the marketplace, inspect production
facilities, or
both? If a firm’s product exceeds the allowable defect levels,
what steps
should be taken? What opportunities should the firm have to
contest the
FDA’s finding? Such questions are the stuff of administrative
law. Although
they focus largely on process, as they suggest, process can
affect substance.
Administrative policymaking often involves a wide range of
consider-
ations and complex trade-offs like those involved in
establishing the FDA’s
Rat Hair List. Administrators make a great number of decisions
that di-
rectly affect the health, safety, and welfare of the population or
27. sections
of it. They have to address difficult issues regarding
transportation, envi-
ronmental protection, economic practices, labor relations, and
much, much
more. Their decisions are of fundamental consequence to the
nation’s qual-
ity of life and attract a great deal of political and media
attention. Equally
important to our constitutional democracy, though generally
less visible
and interesting to the public, is how administrators should make
and en-
force their decisions.
The how rather than the what is the essence of administrative
law. What
steps should an administrator and an agency take before
regulating impuri-
ties in food? What values should be weighed and how heavily?
How much
evidence should be adduced to support agencies’ conclusions?
How open to
public scrutiny and participation should decisionmaking be?
How should
the costs and benefits of agency action be weighed? How can an
agency
assess the impact of greater transparency on consumers’
behavior? Would
including the FDA’s allowable defect levels on nutrition labels
change
Americans’ diets, and if so, how—toward more or less healthful
diets?
9780813348810-text.indd 3 5/14/14 4:09 PM
28. LuTing
Highlight
4 1. What Is Administrative Law?
Additional administrative law questions focus on accountability
and re-
view of agency decisionmaking. How should the FDA be held
accountable
for whatever levels it sets? Should its standards be subject to
review by
Congress and/or a unit within the executive branch, such as the
Office
of Management and Budget (OMB)? Presuming that one or more
of its
standards is challenged in court, should the FDA have to show
statistically
that its maximum levels are safe, that lower levels would not be
safer, or
that the defects are unavoidable? Should the data relied on to
reach its
decisions be available to the public? Concerns like these are the
crux of
administrative law, and they are of recurring importance.
For the most part, administrative law is generic in the sense that
one
size fits all. Although there are apt to be exceptions, it more or
less applies
across the board to administrative agencies within a
government, as op-
posed to being tailored to match each agency’s mission
individually. The
phrase “administrative law,” as used in the United States, makes
29. an im-
perfect distinction between the procedures agencies use to make
rules, set
standards, and adjudicate and the substantive content produced
by those
actions. In other words, how the FDA sets maximum defect
levels is a mat-
ter of administrative law, whereas the levels themselves are not.
Similarly,
how the Environmental Protection Agency (EPA) makes rules
for clean air
and water is a matter of administrative law; the actual
regulations, such as
parts per billion of arsenic allowed in groundwater, are not. The
distinc-
tion is imperfect because administrative law provides for
judicial review
of agencies’ rules, standards, and adjudicatory decisions, which
may be
found unlawful if their content is irrational or their scope is
beyond the
law. Moreover, administrative law, with the exception of some
forms of
adjudication, is not concerned with agency decisions regarding
internal
personnel, organizational, budgetary, outsourcing, and similar
administra-
tive matters. All levels of …
Discussion
Both Congress and the Judiciary have oversight responsibilities
over Executive Branch agencies. Which Branch do you
believe has been the most effective in ensuring Executive
agencies comply with the intent of Congress and the Courts?
Please answer this question, make appropriate references to the