- Prime ministerial power is affected by not being able to call an election when events favor their party and not being able to plan their agenda knowing the date of the next election.
- A codified constitution could more clearly define the powers of the prime minister and prevent a prime minister from defining their own role.
- Possible reforms to limit prime ministerial power include transferring some patronage powers to parliament, introducing fixed election terms, and making the prime minister more accountable to parliament.
A subtle but perceptible shift in the United States’ political orientation took place in November measurable by the success of several ballot proposals from states as far apart as Maine and Colorado. Here and in Washington, voters approved constitutional amendments for the legalisation of recreational marijuana for the first time in the country’s history.
A subtle but perceptible shift in the United States’ political orientation took place in November measurable by the success of several ballot proposals from states as far apart as Maine and Colorado. Here and in Washington, voters approved constitutional amendments for the legalisation of recreational marijuana for the first time in the country’s history.
GOVT 2305 Final Exam Review (Version as of 113016)1. Be prepar.docxwhittemorelucilla
GOVT 2305 Final Exam Review (Version as of 11/30/16)
1. Be prepared to give two examples of Internal Validity problems AND two examples of External Validity problems that can cause inaccurate or biased results in public opinion polls.
2. Be able to explain what the Electoral College is and how it works. What does the Constitution say about it? How many electors does each state get? How do they decide for whom they vote?
3. Be able to briefly explain the difference between a caucus and a primary. Be able to briefly explain the difference between an open and closed primary. Note the advantages and disadvantages of each.
4. Be prepared to give three reasons that America remains a two-party system with little chance for third parties to win elections. Note the functions that third parties can serve even if they fail to win elections.
5. Explain how the balance of power between interest groups representing business and interest groups representing labor has shifted over time in the United States.
6. Know how to explain three subtle ways that media outlets can include bias in their news reports.
7. Be able to write out the quote from the Declaration of Independence that begins with “We hold these truths….” and ends with “…Safety and Happiness”.
8. Be able to write which branch of government Articles I and II of the Constitution are about, and two powers granted to each branch.
9. Be able to write which branch of government Article III is about, and how the members of that branch get into their office:
10. Be able to write what each of the following Amendments to the Constitution is about, and one substantive thing you learned about it. For example, a substantive thing might be how each amendment has been interpreted by the courts (for example, how government may or may not restrict the liberty, what it protects or what it doesn’t, etc.), or how a major case has shaped its interpretation, or the historical reason behind the proposal and passage of the amendment.
a. Selections from the Bill of Rights: First, Second, Fourth, Fifth, Sixth, Eighth, Ninth, Tenth.
b. The Civil War Amendments: Thirteenth, Fourteenth, and Fifteenth.
c. Other Suffrage Amendments: Nineteenth and Twenty-Sixth:
11. Be able to answer these questions from the student presentations:
a. Name the four main parties we discussed this semester and their candidates for President.
b. Be able to explain two policy proposals championed by each of the four presidential candidates.
c. Be able to briefly describe the general philosophy of each of the four parties.
d. What were the main accusations plaguing both Donald Trump and Hillary Clinton in their campaigns?
e. What were the polls projecting in the week leading up to the election, and how were the results different than expected?
f. Name three of the people nominated by President-elect Trump to cabinet or White House positions.
g. What was the name of the Cuban dictator who died recently and how was he important ...
Question 1No one entity or public servant can do a job alone. Te.docxmakdul
Question 1
No one entity or public servant can do a job alone. Teamwork, collaboration, and coordination are key elements in public service. The local government is dependent on state agencies and or neighboring jurisdictions as well as funding from the national level. Conversely, federal authorities often rely on local and state entities to manage or maintain programs at the grassroots level.
Discuss the central importance of coordination among public agencies (Chapter 4). What is it and why is it often important? What are some of the factors that might undermine or strengthen efforts to improve coordination? (As always, you can employ real-world examples to bring this concept to life.)
Question 2
Based on the reading, outline the types of grants that may be available to state and local government. Research two specific grant programs that would be available to an emergency management organization at the state or local level from another level of government. Explain the uses of the grants and the specifications for utilizing the funding. Please provide references in APA format.
Question 3
Your response to the question below should be at least one brief paragraph.
Describe the main two models of bureaucracy and elements of each model. Provide an explanation as to which model you find is most effectively used in public administration.
Question 4
Your response to each question below should be at least one brief paragraph.
a.) Identify two theories of organizational behavior and provide the key differences. (At least one paragraph)
b.) How is modern organizational theory different and provide rationale as to if it is better or worse in practice? (At least one paragraph)
Question 5
Your response to each question below should be at least one brief paragraph.
Communication and interagency coordination are crucial in emergency management.
a.) Outline the components of communication and provide a real-world example of how communication worked effectively and ineffectively between different levels of government, departments, and agencies in a crisis situation. (At least one paragraph)
b.) Provide at least one recommendation to improve communication. (At least one paragraph)
Add ( 10 on this scince advanced 10 was paid)
Response one pol-3
The relationship between the President of the United States and the American party system is one of great complexity. Unlike a Prime Minister or Parliament style government, the President is chosen from the electoral base; rather than their own political party (Wiesehomeier, 2009). This major difference can either be a good thing or a burden for a President, depending on how they lead and utilize tools at their disposal. For example, the art of flip flopping. Generally the term has a negative connotation and is used by the media to convey an unstable or lying leader. It is normal to have leaders change their positions on subjects depending on changing variables or additional information given to them af ...
POL110 Week 9 Scenario Script The Bureaucracy and the Judiciary.docxLeilaniPoolsy
POL110 Week 9 Scenario Script: The Bureaucracy and the Judiciary
Slide #
Scene/Interaction
Narration
Slide 1
Introductory screen, containing the environment (an outside view of a government office building) and a title showing the scenario topic. There will be a “begin” button on the screen allowing students to begin the scenario.
Slide 2
Scene 1
Amanda and Dr. Ryan standing in Dr. Ryan’s office.
POL110_9_1_DR-1.mp3: Hello again. It’s good to see you here for the last week of your internship. We only have a few more topics to cover before you’re ready to move on.
Last week we examined the role that the president plays in the decisionmaking process. This week we will look at the bureaucracy and the judiciary, two completely different institutions that are absolutely necessary for our democracy to work.
What do you think about these institutions, Amanda?
POL110_9_1_AI-1.mp3: Well Dr. Ryan, I know some of this from my readings. Unique among other democracies, America’s bureaucracy is distinctive. This is because political authority over it is shared by the executive and legislative branches. This encourages it to play each branch off against the other.
Secondly, in the U.S., federal bureaucrats pay other agencies at the state and local levels, as well as business firms and non-profit agencies, to administer government programs.
POL110_9_1_DR-2.mp3: Good start. Now let’s look at the bureaucracy’s growth. It began small, of course, but exploded first during World War I from 1917 to 1919. This was because of the role the government took in the post-war growing economy.
Then, a little more than a decade later under Roosevelt’s New Deal it became even larger. This was because of the expansion of federal programs like welfare and Social Security. Roosevelt later invoked the income tax policy during World War II and was collecting a huge amount of money by the end of the war.
As you can imagine, this required a substantial increase in federal workers to keep track of these revenues. This money was used to start a great many additional programs which, in turn, required more administrators.
POL110_9_1_AI-2.mp3: That very interesting! I think that the federal bureaucracy, numbering just about two and one-half million people today, is now at the same level it was in 1955. In fact, it’s shrunk since then, relative to the population of over three hundred million Americans whom it now serves.
Slide 3
Interaction Slide
This will be an interaction that showcases various facts about the distinctiveness of the American bureaucracy.
Button 1: Political authority. Political authority over the bureaucracy is shared between the presidency and Congress. This means that bureaucrats are able to play each branch against the other. In parliamentary governments, like Great Britian, the prime minister and cabinet control the bureaucracy.
Button 2: Shared functions. Most federal.
Scanned by CamScannerScanned by CamScannerChapte.docxtodd331
Scanned by CamScanner
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Chapter 13:The Bureaucracy
ADA Text Version
Learning Objectives
1. Describe the formal organization of the federal bureaucracy.
2. Classify the vital functions performed by the bureaucracy.
3. Explain the present Civil Service system and contrast it with the 19th century spoils system.
4. Identify the various factors contributing to bureaucracy's growth over time.
5. Compare the means by which Congress and the president attempt to maintain control over the bureaucracy.
6. Analyze and evaluate the problems that bureaucratic organization poses for American democracy.
Introduction
The very word "bureaucracy" often carries negative connotations. To refer to an institution as a "bureaucracy" or characterize it as "bureaucratic" is usually intended as an insult. But the national bureaucracy, sometimes called the "fourth branch of government", is responsible for practically all of the day-to-day work of governing the country. While bureaucracy in the United States, consistent with our tradition of more limited government, is smaller than its counterparts in other longstanding democracies, its influence extends to almost every corner of American society. From delivery of the mail to regulation of the stock market to national defense, federal employees plan, regulate, adjudicate, enforce, and implement federal law. Despite recurrent calls to "shrink" the size of government, the federal bureaucracy remains the largest single employer in the United States. This lesson examines the bureaucracy's formal organization, its critical role in the American economy and society, and its perceived weaknesses.
Study Questions
1. How did sociologist Max Weber define bureaucracy?
2. Identify the various functions federal bureaucracies perform giving at least one example each:
a. Implementation
b. Regulation
c. Adjudication
d. Enforcement
e. Policy-making
3. How many people does the federal government employ? For what percentage of GDP does federal spending account? How does this compare to other economically advanced democracies?
4. Classify and distinguish the major types of bureaucracy in the federal government:
a. Cabinet Departments
b. Independent Agencies
c. Independent Regulatory Commissions
d. Government Corporations
5. How does the federal bureaucracy select and recruit personnel? Contrast the present civil service system with the spoils system. What advantages does the present system provide?
6. What factors explain the growth of bureaucracy over time despite recurrent calls for limiting the size of government?
7. Identify those factors in the budget process making it difficult to cut bureaucratic funding.
8. Describe the way Congress authorizes funding for the federal bureaucracy.
9. How does Congress attempt to control the federal bureaucracy?
10. How does the president attempt to control the federal bureaucracy?
11. What special problems does bureaucratic independence present in a democracy? Discuss with re.
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 ...
2. Mark Scheme
1 a) the source refers to two ways in which prime ministerial power is affected:
· He cannot call an election when events are in his party’s favour.
· Second he can plan his programme in the knowledge of when the next election will be
held.
One mark for one issue inadequately identified.
Two marks for correctly identifying one of the above points.
Three marks for identifying both.
Up to two additional marks for an explanation of the point(s) made. For example:
· Events might be a favourable state of the economy, or a successful foreign policy
(such as Libya), or some favourable crime figures.
· Planning a programme might mean introducing more popular legislation just before an
election, such as tax cuts or pension increases.
1 b) From the source:
A codified constitution would more clearly outline the powers of the prime minister and,
by implication, preventing a drift to greater powers. It would prevent a prime minister
from defining his own role.
From own knowledge:
Examples of possible reforms would be:
· Forcing the prime minister to seek parliamentary approval for acts of war, the signing
or treaties.
· Transferring some of his patronage powers to parliament or other bodies.
· Introducing fixed terms of office for him/her
· Making him more directly accountable to parliament.
· Reform of the electoral system, making large majorities unlikely.
· The introduction of an elected London mayor and devolution generally create
3. rival centres of power.
· Greater European integration.
· An elected second chamber.
· Any other cogent and feasible suggestion by the candidate.
N.B
· Reforms that limit the power of government as a whole do, by implication, limit the
power of the prime minister and so are valid.
· Constitutional reforms that have already been made are also valid.
A Level 2 response will typically exhibit the following features:
Simply but accurately, it will explain two reforms, at least one reform from the source,
together with some material from the candidate’s own knowledge.
A Level 3 response will typically exhibit the following features:
Clearly and accurately, at least three reforms, at least one reform will be identified and
discussed from the source, together with some material from the candidate’s own
knowledge.
1 c) Candidates should be able to explain the term ‘presidential, both in terms of its
constitutional implications and its broader, meaning. Typical knowledge of ways in
which they have become more presidential might include:
· The media concentrate more on the PM as government spokesperson.
· The greater concentration on presentation of policy.
· The greater importance of the ‘presidential’ role in terms of foreign policy, military
issues, global conferences etc.
· The growth of the Downing Street ‘machine’, looking increasingly like an executive
office of the president’.
· Spatial leadership issues.
· Any other cogent factors and evidence.
· The personality of some prime ministers, notably Blair, Cameron.
On the other hand, there are counter arguments:
4. · Prime ministers are not heads of state constitutionally.
· They are limited by party, cabinet and parliament.
· They can be removed from office in mid-term.
· It is very much an issue of the individual’s ‘style’.
· Events and other factors cause variations in dominance.
· Any other cogent factors and evidence.
Examples and illustrations from the experience of recent prime ministers should be
included as evidence.
A Level 2 response will typically exhibit the following features:
There will be at least three issues concerning presidentialism explored, preferably but
not necessarily with some balance.
A Level 3 response will typically exhibit the following features:
There will be at least four issues concerning presidentialism explored, with significant
balance.
Examiners Report
(a) Most candidates could identify both the positive and the negative aspects of fixed
term parliaments for prime ministerial power. However, a majority failed to explain
these at all, making for example, a short comment that events in his favour might
include the state of the economy or the opinion poll position of his party. On the
positive side a comment such as the ability to pass popular legislation or perhaps
reduce taxes just before the election would have been appropriate. Comments like
these added to each point would have secured all five marks.
(b) Most candidates identified the introduction of a codified constitution as a way of
limiting prime ministerial power. However, too many merely stated that this would show
the limits to that power more clearly or would establish a 'separation of powers' without
explaining how this might work, for example preventing the 'drift towards greater prime
ministerial power' or clarifying prerogative powers so as to prevent the incumbent
interpreting his powers too widely.
From their own knowledge candidates tended to discuss electoral reform, House of
Lords reform and devolution as possible limits. These have already happened, of
course, but were acceptable none the less. However not enough candidates were able
5. to distinguish between reforms which have or would limit the power of government as a
whole, as opposed to the prime minister individually. In this regard better answers
included the removal of prerogative powers, such as waging war and the ability to
choose cabinet members in an arbitrary fashion by, perhaps, holding parliamentary
elections to cabinet.
Incidentally, many candidates believed, wrongly, that Gordon Brown had actually
implemented some reforms to the royal prerogative. In reality, he suggested them but
they were not implemented.
Referendums and the transfer of powers to the EU were also popular ideas, though,
once again, usually, inadequately related to the personal power of the prime minister.
Having said that, credit was given to those who were discussing limits to the power of
the whole government since the prime minister is a member of the government.
(c) On the whole this question was well answered with good knowledge and
understanding shown of current or recent political experience. The position of four or
five of the last prime ministers were often used as were references to academic
authorities such as Hennessy, Jones and Foley. However, many answers tended to be
discussing prime ministerial government, rather than presidentialism. Such responses
received credit, but not as much as answers which explored the concept of
presidentialism specifically.
Most answers demonstrated good balance and essay structure as well as contemporary
knowledge. It was also common to see answers that pointed out the distinctions
between a head of government and a head of state. Such responses tended
successfully to point out that there are more constraints on a head of government than
on a head of state and that British prime ministers face such constraints whether they
are acting out the role of either. The most common weakness, as implied above, was
for candidates to rehearse well prepared answers which were evaluations of prime
ministerial power, rather than the extent to which the prime minister can be seen as a
president.
However well written an answer is, however much knowledge and understanding is
shown, part (c) answers should have a coherent structure, normally including a useful
introduction and a meaningful conclusion.
Model Answer