T e a c h i n g C a s e R e s o u r c e s f r o m t h e E v a n s S c h o o l o f P u b l i c A f f a i r s
T h e
E l e c t r o n i c H a l l w a y ®
Box 353060 · University of Washington · S e a t t l e W A 9 8 195-3060 www.hallway.org
This teaching resource was written by J. Patrick Dobel, Daniel J. Evans School of Public Affairs, University of Washington;
Richard Elmore, Harvard University Graduate School of Education; and Laurie Werner, Daniel J. Evans School of Public
Affairs, University of Washington.
The Electronic Hallway is administered by the University of Washington's Daniel J. Evans School of Public Affairs. This
material may not be altered or copied without written permission from The Electronic Hallway. For permission, email
[email protected], or phone (206) 616-8777. Electronic Hallway members are granted copy permission for
educational purposes per the Member’s Agreement (www.hallway.org).
Copyright 2003 The Electronic Hallway
MEMO WRITING
This note introduces memo writing to students training for careers in public service.
It focuses on memos rather than research papers or essays, because memos pervade the
daily life of any public servant.
A memo is a relatively short, written document. Memos address specific people or
groups for the purpose of recording an agreement, transmitting information, making a
case, or enabling action. Brevity is essential; most decision makers have little time and
must assimilate memo contents quickly. Long memos don’t get read.
Think of a memo as a precision tool. Tools may be beautiful things in themselves, but we
measure their value by how well they perform a task. In practical terms, every aspect of a
memo – its prose style, organization, appearance on the page and content – should have a
direct relationship to its purpose. Long flowery introductions, technical jargon, casual
chit-chat, and showy vocabulary all distract from a memo's essential purpose: to inform
or to enable action.
This note deals with four topics: identifying your audience or principal; getting yourself
engaged in writing; using language; and organizing the final product. Added to these are
notes on e-mail communications.
Know Your Audience or Principal
Specific people read memos. The more vaguely defined the target audience, the more
difficult for the writer to decide what to say. Knowing your audience is of primary
importance in memo writing. Ask yourself three questions about your audience: who are
they, what do they need to know, and how should you present it to them?
• Who is the audience of your memo? Memos are directed at decision makers.
Usually you write a memo for an individual or group to help them make a
decision. To influence decision makers, you must give considerable thought to
who they are. You have a duty to provide them with timely, accurate, and
comprehensive analysis.
2
• Wh ...
STRATEGIES FOR THE “YOU APPROACH”
In workplace writing, a key goal is to maintain friendly relations with readers, even
under conditions of tension, frustration, and strife. The “You Approach” is a set of five
strategies that workplace writers can use to maintain or restore friendly relations with
readers and to minimize their sense of threat in adverse business situations in which
they might resist the message you’re delivering in your document.
Table 1 lists the five strategies of the “You Approach.”
Table 1: Five Strategies of the “You Approach”
1. Write From the Reader’s Perspective
Focus on the reader’s situation, not on your own situation. Show that you understand
the reader’s position and perspective. For example, imagine that you have just arrived
to the first day of a writing course. Your instructor is about to speak. Which of these
opening lines would appeal to you the most?
Welcome to a course that I’ve enjoyed teaching here for the past eight
years.
I’m glad you’ve decided to take this course, because it could make a
tremendous difference in your ability to succeed in your chosen career.
1. Write from the reader’s perspective.
2. Anticipate and answer all questions that your readers are likely to have about
the situation.
3. Use personal pronouns.
4. Be courteous, tactful, and respectful, especially at the end of memos, email,
and letters.
5. Cushion the blow for readers in “bad news” letters by organizing material
strategically, posing questions, and using conditionals.
The first line takes a “Me Approach.” It centers on what is important to the instructor,
not on what new students would find meaningful. The second line takes the “You
Approach,” because it focuses on what matters to the students.
Example: A student intern worked at RDI, a prestigious research institute near her
university. When she received the following memo from her supervisor, she felt hurt
and insulted. Read the memo and consider why she reacted so negatively to the memo.
Anywhere University
Research and Development Institute
To: RDI Student Employees
From: RDI Student Supervisors
Date: November 10, 2007
Re: Attendance at RDI Staff Meetings
I am asking that you all refrain from attending RDI staff meetings in the future in
order to provide coverage for permanent fulltime RDI staff members while they
are busy attending RDI staff meetings (this coverage could take the form of
answering phones or continuing with your regular work assignments as your
supervisor determines). Let me assure you that, although you are valued
employees of the Institute, the RDI staff meetings are really only relevant and
necessary to members of the permanent staff, for whom the success of the RDI
is of primary concern. I know that some of you enjoy attending these meetings
and find them interesting, but remind you that you have the privilege of being
stude.
STRATEGIES FOR THE “YOU APPROACH”
In workplace writing, a key goal is to maintain friendly relations with readers, even
under conditions of tension, frustration, and strife. The “You Approach” is a set of five
strategies that workplace writers can use to maintain or restore friendly relations with
readers and to minimize their sense of threat in adverse business situations in which
they might resist the message you’re delivering in your document.
Table 1 lists the five strategies of the “You Approach.”
Table 1: Five Strategies of the “You Approach”
1. Write From the Reader’s Perspective
Focus on the reader’s situation, not on your own situation. Show that you understand
the reader’s position and perspective. For example, imagine that you have just arrived
to the first day of a writing course. Your instructor is about to speak. Which of these
opening lines would appeal to you the most?
Welcome to a course that I’ve enjoyed teaching here for the past eight
years.
I’m glad you’ve decided to take this course, because it could make a
tremendous difference in your ability to succeed in your chosen career.
1. Write from the reader’s perspective.
2. Anticipate and answer all questions that your readers are likely to have about
the situation.
3. Use personal pronouns.
4. Be courteous, tactful, and respectful, especially at the end of memos, email,
and letters.
5. Cushion the blow for readers in “bad news” letters by organizing material
strategically, posing questions, and using conditionals.
The first line takes a “Me Approach.” It centers on what is important to the instructor,
not on what new students would find meaningful. The second line takes the “You
Approach,” because it focuses on what matters to the students.
Example: A student intern worked at RDI, a prestigious research institute near her
university. When she received the following memo from her supervisor, she felt hurt
and insulted. Read the memo and consider why she reacted so negatively to the memo.
Anywhere University
Research and Development Institute
To: RDI Student Employees
From: RDI Student Supervisors
Date: November 10, 2007
Re: Attendance at RDI Staff Meetings
I am asking that you all refrain from attending RDI staff meetings in the future in
order to provide coverage for permanent fulltime RDI staff members while they
are busy attending RDI staff meetings (this coverage could take the form of
answering phones or continuing with your regular work assignments as your
supervisor determines). Let me assure you that, although you are valued
employees of the Institute, the RDI staff meetings are really only relevant and
necessary to members of the permanent staff, for whom the success of the RDI
is of primary concern. I know that some of you enjoy attending these meetings
and find them interesting, but remind you that you have the privilege of being
stude.
Communication CompetenceAn important theme throughout this c.docxdrennanmicah
Communication Competence
An important theme throughout this course has been communication competence, which is the ability to choose a communication behavior that is both effective and appropriate for a given situation. Take some time to reflect on your improved communication skills by taking the following quiz:
How Good Are Your Communication Skills?
Then, using our text, identify some key competencies on which you think you’ve improved or identify some areas for further improvement. How do you think these skills will enhance your relationships?
Prepare:
As you prepare to write this discussion post, take a few moments to do the following:
Read the
writing prompt below in its entirety
. Notice that there are two tasks:
Look through the text and identify at least one competency you have mastered and one which you can improve.
Consider how changes in this area could enhance your personal and professional relationships.
Review Chapters 1, 2, and 11 in your text.
Review the grading rubric.
Reflect:
Take time to reflect on the various ways we can be competent communicators. Think generally about the role of communication in a satisfying life and rewarding career. Reflect on how improving your competencies can change your personal and professional relationships.
Write:
Based on the information in Chapters 1, 2, and 11:
Using the text, identify one or more communication competency you feel you’ve mastered.
Identify at least one competency that you believe you need to improve. How do you think this improvement will enhance your personal and professional relationships?
Thoroughly address all three elements of this prompt by writing at least two to three sentences on each element. Use the course readings at least once to help you make your points. Consider copying and pasting these tasks into a word file and addressing each of them separately.
MUST be 200words ++ MUST BE ORGINIAL WORK NO PLAGRIASIM.
SCORED 47 ON QUIZ ( RESULTS BELOW)
You're a capable communicator, but you sometimes experience communication problems. Take the time to think about your approach to communication, and focus on receiving messages effectively, as much as sending them.
56-75
Excellent! You understand your role as a communicator, both when you send messages, and when you receive them. You anticipate problems, and you choose the right ways of communicating. People respect you for your ability to communicate clearly, and they appreciate your listening skills. (Read
below
for more.)
Detailed Interpretation
Whenever you communicate with someone else, you and the other person follow the steps of the communication process shown below.
Here, the person who is the source of the communication encodes it into a message, and transmits it through a channel. The receiver decodes the message, and, in one way or another, feeds back understanding or a lack of understanding to the source.
By understanding the steps in the process, you can become more aware of your r.
HRMN302_Chapter 1.docxThis text was adapted by The Saylor Fo.docxpooleavelina
HRMN302_Chapter 1.docx
This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.
Chapter 1
Effective Business Communication
Communication leads to community, that is, to understanding, intimacy and mutual valuing.
Rollo May
I know that you believe that you understood what you think I said, but I am not sure you realize that what you heard is not what I meant.
Robert J. McCloskey, former State Department spokesman
Getting Started
Communication is an activity, skill, and art that incorporates lessons learned across a wide spectrum of human knowledge. Perhaps the most time-honored form of communication is storytelling. We’ve told each other stories for ages to help make sense of our world, anticipate the future, and certainly to entertain ourselves. The art of storytelling draws on your understanding of yourself, your message, and how you communicate it to an audience that is simultaneously communicating back to you. Your anticipation, reaction, and adaptation to the process will determine how successfully you are able to communicate. You were not born knowing how to write or even how to talk—but in the process of growing up, you have undoubtedly learned how to tell, and how not tell, a story out loud and in writing.
You didn’t learn to text in a day and didn’t learn all the codes—from LOL (laugh out loud) to BRB (be right back)—right away. In the same way, learning to communicate well requires you to read and study how others have expressed themselves, then adapt what you have learned to your present task—whether it is texting a brief message to a friend, presenting your qualifications in a job interview, or writing a business report. You come to this text with skills and an understanding that will provide a valuable foundation as we explore the communication process.
Effective communication takes preparation, practice, and persistence. There are many ways to learn communication skills; the school of experience, or “hard knocks,” is one of them. But in the business environment, a “knock” (or lesson learned) may come at the expense of your credibility through a blown presentation to a client. The classroom environment, with a compilation of information and resources such as a text, can offer you a trial run where you get to try out new ideas and skills before you have to use them to communicate effectively to make a sale or form a new partnership. Listening to yourself, or perhaps the comments of others, may help you reflect on new ways to present, or perceive, thoughts, ideas and concepts. The net result is your growth; ultimately your ability to communicate in business will improve, opening more doors than you might anticipate.
As you learn the material in this text, each part will contribute to the whole. The degree to which you attend to each part will ultimately help give you the skills, confi ...
Building on the Report Analysis you completed in Week 4, create a 10.docxMikeEly930
Building on the Report Analysis you completed in Week 4, create a 10- to 12-slide PowerPoint® presentation of your analysis and recommendations.
Include the following in your presentation:
Effective visuals and design consistency as well as descriptions of these components as they apply to presentations and reports
Discussion of the best practices for oral and online presentations
Include detailed speaker notes.
For Local Campus students, these are 10- to 15-minute oral presentations accompanied by Microsoft® PowerPoint® presentations.
For Online and Directed Study students, these are Microsoft® PowerPoint® presentations with notes.
Submit your presentation using the Assignment Files tab.
.
Bullet In the BrainHow to date a brown girl (black girl, white.docxMikeEly930
Bullet In the Brain
How to date a brown girl (black girl, white girl, or halfie)
A Good Man is Hard to Find
Emergency
Read these 4 stories and construct a half-page response
Pay particular attention to Point Of View, which is the perspective the story is told from (1st person-"I was walking"; 2nd person-"You were walking..."; 3rd person- "She was walking"; 3rd person close- "She was walking. She wanted to meet him in the spot"; 3rd person omniscient- "She was walking. She wanted to meet him in the spot. He was there, waiting. He wanted to see her, too."); Voice, which is, for our purposes now, the type of language and personality employed by the narrator; and time (you'll see how time operates very strangely in "Bullet in the Brain"). Type it out, 12 point font, double spaced, Times New Roman. Also, come to class prepared to discuss
.
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Communication CompetenceAn important theme throughout this c.docxdrennanmicah
Communication Competence
An important theme throughout this course has been communication competence, which is the ability to choose a communication behavior that is both effective and appropriate for a given situation. Take some time to reflect on your improved communication skills by taking the following quiz:
How Good Are Your Communication Skills?
Then, using our text, identify some key competencies on which you think you’ve improved or identify some areas for further improvement. How do you think these skills will enhance your relationships?
Prepare:
As you prepare to write this discussion post, take a few moments to do the following:
Read the
writing prompt below in its entirety
. Notice that there are two tasks:
Look through the text and identify at least one competency you have mastered and one which you can improve.
Consider how changes in this area could enhance your personal and professional relationships.
Review Chapters 1, 2, and 11 in your text.
Review the grading rubric.
Reflect:
Take time to reflect on the various ways we can be competent communicators. Think generally about the role of communication in a satisfying life and rewarding career. Reflect on how improving your competencies can change your personal and professional relationships.
Write:
Based on the information in Chapters 1, 2, and 11:
Using the text, identify one or more communication competency you feel you’ve mastered.
Identify at least one competency that you believe you need to improve. How do you think this improvement will enhance your personal and professional relationships?
Thoroughly address all three elements of this prompt by writing at least two to three sentences on each element. Use the course readings at least once to help you make your points. Consider copying and pasting these tasks into a word file and addressing each of them separately.
MUST be 200words ++ MUST BE ORGINIAL WORK NO PLAGRIASIM.
SCORED 47 ON QUIZ ( RESULTS BELOW)
You're a capable communicator, but you sometimes experience communication problems. Take the time to think about your approach to communication, and focus on receiving messages effectively, as much as sending them.
56-75
Excellent! You understand your role as a communicator, both when you send messages, and when you receive them. You anticipate problems, and you choose the right ways of communicating. People respect you for your ability to communicate clearly, and they appreciate your listening skills. (Read
below
for more.)
Detailed Interpretation
Whenever you communicate with someone else, you and the other person follow the steps of the communication process shown below.
Here, the person who is the source of the communication encodes it into a message, and transmits it through a channel. The receiver decodes the message, and, in one way or another, feeds back understanding or a lack of understanding to the source.
By understanding the steps in the process, you can become more aware of your r.
HRMN302_Chapter 1.docxThis text was adapted by The Saylor Fo.docxpooleavelina
HRMN302_Chapter 1.docx
This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.
Chapter 1
Effective Business Communication
Communication leads to community, that is, to understanding, intimacy and mutual valuing.
Rollo May
I know that you believe that you understood what you think I said, but I am not sure you realize that what you heard is not what I meant.
Robert J. McCloskey, former State Department spokesman
Getting Started
Communication is an activity, skill, and art that incorporates lessons learned across a wide spectrum of human knowledge. Perhaps the most time-honored form of communication is storytelling. We’ve told each other stories for ages to help make sense of our world, anticipate the future, and certainly to entertain ourselves. The art of storytelling draws on your understanding of yourself, your message, and how you communicate it to an audience that is simultaneously communicating back to you. Your anticipation, reaction, and adaptation to the process will determine how successfully you are able to communicate. You were not born knowing how to write or even how to talk—but in the process of growing up, you have undoubtedly learned how to tell, and how not tell, a story out loud and in writing.
You didn’t learn to text in a day and didn’t learn all the codes—from LOL (laugh out loud) to BRB (be right back)—right away. In the same way, learning to communicate well requires you to read and study how others have expressed themselves, then adapt what you have learned to your present task—whether it is texting a brief message to a friend, presenting your qualifications in a job interview, or writing a business report. You come to this text with skills and an understanding that will provide a valuable foundation as we explore the communication process.
Effective communication takes preparation, practice, and persistence. There are many ways to learn communication skills; the school of experience, or “hard knocks,” is one of them. But in the business environment, a “knock” (or lesson learned) may come at the expense of your credibility through a blown presentation to a client. The classroom environment, with a compilation of information and resources such as a text, can offer you a trial run where you get to try out new ideas and skills before you have to use them to communicate effectively to make a sale or form a new partnership. Listening to yourself, or perhaps the comments of others, may help you reflect on new ways to present, or perceive, thoughts, ideas and concepts. The net result is your growth; ultimately your ability to communicate in business will improve, opening more doors than you might anticipate.
As you learn the material in this text, each part will contribute to the whole. The degree to which you attend to each part will ultimately help give you the skills, confi ...
Building on the Report Analysis you completed in Week 4, create a 10.docxMikeEly930
Building on the Report Analysis you completed in Week 4, create a 10- to 12-slide PowerPoint® presentation of your analysis and recommendations.
Include the following in your presentation:
Effective visuals and design consistency as well as descriptions of these components as they apply to presentations and reports
Discussion of the best practices for oral and online presentations
Include detailed speaker notes.
For Local Campus students, these are 10- to 15-minute oral presentations accompanied by Microsoft® PowerPoint® presentations.
For Online and Directed Study students, these are Microsoft® PowerPoint® presentations with notes.
Submit your presentation using the Assignment Files tab.
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Bullet In the BrainHow to date a brown girl (black girl, white.docxMikeEly930
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Pay particular attention to Point Of View, which is the perspective the story is told from (1st person-"I was walking"; 2nd person-"You were walking..."; 3rd person- "She was walking"; 3rd person close- "She was walking. She wanted to meet him in the spot"; 3rd person omniscient- "She was walking. She wanted to meet him in the spot. He was there, waiting. He wanted to see her, too."); Voice, which is, for our purposes now, the type of language and personality employed by the narrator; and time (you'll see how time operates very strangely in "Bullet in the Brain"). Type it out, 12 point font, double spaced, Times New Roman. Also, come to class prepared to discuss
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Part 1
There is a mounting public awareness and focus on issues of financial accountability and control across the country today. The public is demanding businesses, government agencies, and public health organizations to adhere to high standards of integrity, accountability, and financial control.
Respond to the following questions in relation to financial management and budgeting:
In your opinion, should the same standards and expectations of financial accountability and control of private or for-profit corporations and businesses be placed on public health agencies? Why or why not?
What value, if any, do financial management and budgeting have for accountability and control of public health organizations?
Most marketing business professionals would agree that effective marketing messages should be clear, consistent, and compelling.
Consider the following statement:
All county health departments should use identical marketing strategies to market public health services.
Do you agree or disagree with this statement? Justify your responses with scholarly references and appropriate examples.
Part 2
Operations plans and organizational budgets are vital for organizations to meet their goals and objectives. Operations plans and budgets are closely intertwined and interdependent. Cross-departmental communication is required to plan, develop, and monitor the operations plans and organizational budget documents.
Respond to the following discussion points in relation to organizational budgets:
Why are operations plans and organizational budgets so closely linked?
Recommend strategies for cross communication at the planning, development, or monitoring phases of operations planning and budgeting
.
Building aswimmingpoolTaskWorkerCategoryPerson.docxMikeEly930
Building
a
swimming
pool
T
a
s
k
Worker
Category
Person
D
a
y
s
#
of
Workers
Elapsed
Time
(days)
Materials
($)
Excavate
Machine
Operator
6
2
0
1,500.00
Frame
the
walls
Masons
8
4
0
800.00
Install
Internal
Plumbing
Plumber
4
2
0
700.00
Install
Electricity
Electrician
2
2
0
500.00
Pour
concrete
Masons
4
2
4
2,000.00
Install
pump
and
filter
Plumber
1
1
0
3,000.00
Total
8,500.00
Category
Wage
Rate
$/Day
Electrician
200.00
Mason
160.00
Machine
Operator
120.00
P
lumb
er
200.00
Create
a
Gantt
chart
from
the
work
breakdown
structure.
Create
a
PERT/CPM
network
showing
the
interdependencies
of
the
different
activ
ities.
How
long
will
the project
take?
(Note:Don’t
forget
to
take
“elapsed
time”
into
account.)
Using
the
information
in
your
Gantt
chart,
as
well
as the
information
on
wage
rates and
cost
of
materials,
put
together
a
budget
showing
planned
total
expenditures
for
the
project.
Following
are cost
and
schedule
data
for aproject
that
is
underway.
Project
Cost
Data
Month
Planned
Actual
1
30
12
2
35
23
3
42
55
4
46
55
5
40
53
6
52
60
7
45
75
8
48
80
9
50
10
40
11
30
12
15
Project
Schedule
Data
Task
Planned
Starting
Month
Planned
Duration
(months)
A
c
t
u
al
starting
month
Actual
Duration
(mths)
A
1
2
2
3
B
2
3
3
5
C
4
3
6
3
so
far
D
6
5
7
2
so
far
E
8
4
Not
yet
begun
F
10
3
Not
yet
begun
Using
the cost
data
in
the
cost
table
above,
create
a
cumulative
cost
curve
comparing
actual
versus
planned
costs
Using
the
schedule
data
in
the
schedule
table
above,
create
a
Gantt
chart
comparing
actual
versus
planned
schedule
performance
Summarize
in
words
what
you
see
project
status
tobeatthis
time.
Whatdo
you
predict
regarding
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Bringing about Change in the Public Sector Please respond to the.docxMikeEly930
"Bringing about Change in the Public Sector"
Please respond to the following:
From the weekly readings and first e-Activity, take a position on whether personal mastery of the four (4) elements of emotional intelligence is possible, and ascertain the importance of such personal mastery to a public leader. Provide a rationale for your position.
From the weekly readings and second e-Activity, propose a plan that includes one (1) leadership theory, two (2) leadership styles, and two (2) leadership characteristics that you would use in order to motivate, communicate, and overcome opposition from staff and other stakeholders. Provide a rationale for your response.
.
Briefly share with the class the issue analysis paper written in .docxMikeEly930
Briefly share with the class the issue analysis paper written in week 4 attached. Share one recommendation that you made for solving the problem.
Start a New Conversation
Display Message Content
Forums
/
Week 8 Forum 7
/ Discussion Wrap-up
< Previous Topic
|
Next Topic >
Briefly share with the class the issue you wrote about in your Week 4 Issue Analysis and Application Paper. Also share
at least one recommendation you made for solving the problem you identified.
Describe three things you learned from the course that you will want to remember 5 years from now. These can be ideas, concepts, techniques, etc. that you think are memorable and will be useful in the future. This portion of the forum calls for you to reflect on what in the course was meaningful to you, and to articulate this beyond a list or summary of textbook chapter ideas.
Adult aging psychology is the course
Childhood conduct problems and adult criminality
Part I, Issue Analysis
This paper will focus on childhood conduct problems and adult criminality. In the paper
deficit disorders with or without hyperactivity (ADHD)
will be analyzed and how it causes criminal activity in adulthood.
According to past research, adult males are more affected by the ADHD compared to adult women. This paper will help us understand why this is the case. It is not in all cases that a child diagnosed with ADHD will be a criminal, but the occurrence rate of ADHD patients being criminals is considerably high. About 50% of children with the disorder ends up committing serious activities of crime and widens records of arrest.
Attention Deficit Disorders With or Without Hyperactivity (ADHD)
When a person has low
brain dysfunctions
or unusual cerebral structures he/she may experience explosive rage periods that may cause violent episodes, hence violent crimes. It is these brain dysfunctions that are diagnosed as ADHD that causes antisocial behavior. It is very common to find ADHD levels among criminal justice system offenders. About 25% of inmates in prison are diagnosed with ADHD with about 70% percent of prisoners exhibiting a considerable level of ADHD symptoms. Further, there is an association of ADHD with other conditions that increases levels of offending, including deficits in neuropsychological, low cognitive and academic skills, psychological problems, defiance and aggression and also truancy.
ADHD Characteristic Traits
A child with ADHD will have concentration problems, hyperactivity and will be impulsive. The child will not be able to sit still, control his/her behavior,
will have problems with
concentration. ADHD is classified into three
cat
e
gories
: Type one is called predominantly inattentive type. Children with this disorder
show difficulty
with focusing on school work, being organized, keeping track and paying attention. The second type is called the hyperactive-inattentive. Children with this type of disorder tend to twitch and squirm,
d
o not manage to.
Bronsen acquired a biblical manuscript in 1955.In 1962, he told .docxMikeEly930
Bronsen acquired a biblical manuscript in 1955.
In 1962, he told his sister Lila that he wanted Oklahoma A&M University to have this manuscript.
He dictated a note so stating and placed it with the manuscript.
He made some effort to have an officer of the college come for the manuscript.
In 1966, he delivered the manuscript to his sister, stating that he was afraid someone would steal it.
Later in the year, he told a third person that he was going to give the manuscript to the university.
In 1967, Bronsen was declared incompetent.
In 1969, his sister delivered the manuscript to the university.
In April 1970, Bronsen died, and his heirs sued the officers of the university to have title to the manuscript determined.
Decide if title passed from Bronsen to the university.
Discuss completely the relevant rules of law.
(Due: Thursday, 11 PM)
.
BrochureInclude the following in your resource (Hyperten.docxMikeEly930
Brochure:
Include
the following in your resource:
(Hypertension)
Identify the disease or subject of focus.
Identify the population.
Focus your information on the specific cultural beliefs of the population that you have chosen and how treatment and management of the disease might be affected by these aspects.
Explain how this disease and the management of it affect resources in society
.
BSBMKG607B Manage market research
Assessment Task 1
Procedure From the case study provided you are required to complete the following steps:
1. Develop guidelines reflecting organisational policy and procedures to be used for conducting research. These guidelines for research must provide information and guidance under the following headings:
OHS
Data privacy
Staff involvement
KPIs
Quality of data.
2. Meet with and commission a staff member (your assessor) to develop detailed work plans for how research will be undertaken, using the guidelines you have established. Make sure you agree on the format of the materials (print/electronic/oral, etc.) and a date for the provision of these materials.
When the staff member returns the plans to you, you will need to review the plans to identify the following and providing a written Work Plan Summary (document) – the steps below should be the main sections of your summary:
1. Resources: Identify all required resources to support the implementation of the plans by: a. creating a list of all required resources b. completing the Resource requisition/acquisition form provided for each resource.
2. Consultants: Identify preferred consultants by: a. describing requirements for external consultants within the project plan b. detailing selection criteria for selection of external consultants c. identifying which consultant/s from the preapproved list is/are suitable.
3. Providers and suppliers: Identify preferred providers and suppliers by:
describing requirements for goods and services within the project plan
detailing selection criteria for selection of providers and suppliers
identifying which providers and suppliers from the preapproved list is/are suitable.
Task Specifications You must provide:
A written Organisational Guidelines for Conducting Research (Step 1)
A brief written summary of your meeting with the staff member you commissioned for research (Step 2)
A written Work Plan Summary (Steps 3-5) with completed acquisition forms.
Your assessor will be looking for: • Evidence that you have examined the case study and reviewed organisational requirements to develop market research plans. Distance-based learners: • Complete assessment as per instructions, except the meeting with your staff member (the assessor) will be via phone or Skype or other live telephone or video medium.
.
Briefly provide an overview of Sir Robert Peel’s contributions to po.docxMikeEly930
Briefly provide an overview of Sir Robert Peel’s contributions to policing.
Note: The essay response given should reflect upper-level undergraduate writing in accordance with current APA standards. The essay response is to include in-text citation(s) in proper APA format. In-text citations are to correspond to a source in proper APA format listed after the essay response.
.
Brain-Based Innovative Teaching and Learning Strategies Chapter .docxMikeEly930
Brain-Based Innovative Teaching and Learning Strategies
Chapter Six of the textbook (Willis & Mitchell, 2014) discussed strategies to increase active participation and responsive students in the classroom. One barrier to active participation and responsive engagement is “mistake fear.” After reading the textbook, describe a time when you experienced mistake fear. As you describe your experience, think of the description as a picture you need to paint with vivid details to help us understand your experience. After describing the experience in detail, use the strategies suggested in the textbook to discuss how you can help students (through instructional design or facilitation/teaching) who may also experience this phenomenon (mistake fear).
.
Brief Exercise 4-2Brisky Corporation had net sales of $2,400,000 a.docxMikeEly930
Brief Exercise 4-2
Brisky Corporation had net sales of $2,400,000 and interest revenue of $31,000 during 2014. Expenses for 2014 were cost of goods sold $1,450,000; administrative expenses $212,000; selling expenses $280,000; and interest expense $45,000. Brisky’s tax rate is 30%. The corporation had 100,000 shares of common stock authorized and 70,000 shares issued and outstanding during 2014. Prepare a single-step income statement for the year ended December 31, 2014.
(Round earnings per share to 2 decimal places, e.g. 1.48.)
BRISKY CORPORATION
Income Statement
For the Year Ended December 31, 2014
$
$
$
$
$
$
$
$
:
:
$
[removed]
Brief Exercise 18-2
Adani Inc. sells goods to Geo Company for $11,000 on January 2, 2014, with payment due in 12 months. The fair value of the goods at the date of sale is $10,000.
Prepare the journal entry to record this transaction on January 2, 2014.
(Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Jan. 2, 2014
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
How much total revenue should be recognized on this sale in 2014?
Total revenue
$
[removed]
Brief Exercise 18-5
Jansen Corporation shipped $20,000 of merchandise on consignment to Gooch Company. Jansen paid freight costs of $2,000. Gooch Company paid $500 for local advertising, which is reimbursable from Jansen. By year-end, 60% of the merchandise had been sold for $21,500. Gooch notified Jansen, retained a 10% commission, and remitted the cash due to Jansen.
Prepare Jansen’s entry when the cash is received.
(Round answers to 0 decimal places, e.g. 1,525. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Account Titles and Explanation
Debit
Credit
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(
To record the cash remitted to Jansen.
)
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record the cost of inventory sold on consignment.)
Brief Exercise 18-6
Telephone Sellers Inc. sells prepaid telephone cards to customers. Telephone Sellers then pays the telecommunications company, TeleExpress, for the actual use of its telephone lines. Assume that Telephone Sellers sells $4,000 of prepaid cards in January 2014. It then pays TeleExpress based on usage, which turns out to be 50% in February, 30% in March, and 20% in April. The total payment by Telephone Sellers for TeleExpress lines over the 3 months is $3,000.
Indicate how much income Telephone Sellers should recognize in January, February, March, and April.
January income
$
[removed]
February income
$
[removed]
March income
$
[removed]
April income
$
[removed]
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Both Germany and Finland, among a large number of other nation state.docxMikeEly930
Both Germany and Finland, among a large number of other nation states, have far more government regulations of business and much higher tax rates than does the United States. (The U.S. tax burden on its citizens ranks a quite low 215th among the world's countries.) Yet, both Germany and Finland among a large number of countries have higher rates of growth in GDP since 1995 than does the U.S. What does this reveal to you? (IMPORTANT hint: This has nothing (!!) at all to do with the size or scale of the respective economies.)
.
Brief Exercise 5-2
Koch Corporation’s adjusted trial balance contained the following asset accounts at December 31, 2014: Cash $7,000; Land $40,000; Patents $12,500; Accounts Receivable $90,000; Prepaid Insurance $5,200; Inventory $30,000; Allowance for Doubtful Accounts $4,000; Equity Investments (trading) $11,000.
Prepare the current assets section of the balance sheet.
(List Current Assets in order of liquidity.)
Koch Corporation
Balance Sheet (Partial)
December 31, 2014
:
$
$
(b)
Treasury Stock.
(c)
Common Stock.
(d)
Dividends Payable.
(e)
Accumulated Depreciation-Equipment.
(f)(1)
Construction in Process (Constructed for another party).
(f)(2)
Construction in Process (Constructed for the use of
Deep Blue Something, Inc.
).
(g)
Petty Cash.
(h)
Interest Payable.
(i)
Deficit.
(j)
Equity Investments (trading).
(k)
Income Taxes Payable.
(l)
Unearned Subscription Revenue.
(m)
Work in Process.
(n)
Salaries and Wages Payable.
Exercise 5-4
Assume that Denis Savard Inc. has the following accounts at the end of the current year.
1.
Common Stock
14.
Accumulated Depreciation-Buildings.
2.
Discount on Bonds Payable.
15.
Cash Restricted for Plant Expansion.
3.
Treasury Stock (at cost).
16.
Land Held for Future Plant Site.
4.
Notes Payable (short-term).
17.
Allowance for Doubtful Accounts.
5.
Raw Materials
18.
Retained Earnings.
6.
Preferred Stock (Equity) Investments (long-term).
19.
Paid-in Capital in Excess of Par-Common Stock.
7.
Unearned Rent Revenue.
20.
Unearned Subscriptions Revenue.
8.
Work in Process.
21.
Receivables-Officers (due in one year).
9.
Copyrights.
22.
Inventory (finished goods).
10.
Buildings.
23.
Accounts Receivable.
11.
Notes Receivable (short-term).
24.
Bonds Payable (due in 4 years).
12.
Cash.
25.
Noncontrolling Interest.
13.
Salaries and Wages Payable.
Prepare a classified balance sheet in good form.
(List Current Assets in order of liquidity. For Land, Treasury Stock, Notes Payable, Preferred Stock Investments, Notes Receivable, Receivables-Officers, Inventory, Bonds Payable, and
Restricted Cash, enter the account name only and do not provide the descriptive information provided in the question.)
Denis Savard Inc.
Balance Sheet
December 31, 20―
Assets
:
:
$XXX
XXX
:
$XXX
Liabilities and Stockholders' Equity
$XXX
:
XXX
XXX
XXX
:
XXX
Exercise 5-7
Presented below are selected accounts of Yasunari Kawabata Company at December 31, 2014.
Inventory (finished goods)
$ 52,000
Cost of Goods Sold
$2,100,000
Unearned Service Revenue
90,000
Notes Receivable
40,000
Equipment
253,000
Accounts Receivable
161,000
Inventory (work in process)
34,000
Inventory (raw materials)
207,000
Cash
37,000
Supplies Expense
60,000
Equity Investments (short-term)
31,000
Allowance for Doubtful Accounts
12,000.
Briefly describe how the following tools can be Applied to a psychol.docxMikeEly930
Briefly describe how the following tools can be Applied to a psychological Skills Training program. Then select your two favorite and explain why these particular tools are special.
Psychological Skills Training Tools:
Attentional Control
Attribution Training
Feedback
Goal-setting
Imagery
Pre-performance Routine
Relaxation
Self-talk
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Branding ConceptsBranding is one of the marketing-orig.docxMikeEly930
Branding Concepts
Branding is one of the marketing-originated concepts, while marketing often adapted the theories from other disciplines (i.e., economics, finance, management, psychology, sociology, etc.). It is very meaningful to further study various branding concepts as a closing assignment in this marketing principle course.
In this assignment, you will research some of the core branding concepts using various information sources (e.g., our textbook, other books, online sources, etc.) in two folds:
the definition of concept and
at least, one or two examples of
business practices
or
consumer behaviors
with regards to each concept.
Here is a list of the concepts. AT LEAST, you need to address all these concepts. I strongly encourage you to find other branding-related concepts from your own investigation in this report.
Branding Concepts
What is brand?
What is branding?
Brand elements
Brand identity
Brand association
Brand extension
Brand termination
Rebranding
Family brand vs. Individual brand
Cobranding
Ingredient branding
National brand vs. Private brand
How to measure Brand value?
.
Briefly discuss the key phases of the SDLC methodology.Discuss the.docxMikeEly930
Briefly discuss the key phases of the SDLC methodology.
Discuss the alternative approaches of SDLC and the benefits of alternatives.
Compare and contrast the three major ERP implementation categories.
What is ERP implementation methodology? Give examples.
What is the role of change management in the ERP life cycle?
Part 2:
Create two charts or diagrams that illustrate the major differences between ERP life cycle and SDLC.
.
Briefly describe a time when you received a job description and fe.docxMikeEly930
Briefly describe a time when you received a job description and felt that it didn't match your daily responsibilities. What part of the job description was the most inconsistent? Give specific example/s. What would you have suggested to your supervisor to resolve the issue? What can you take from this experience and apply towards your future career?
2-3 paragraphs, cite sources,
Human Resources is future career!!
.
Briefly discuss the meaning of the so-called social contract. In.docxMikeEly930
Briefly discuss the meaning of the so-called
social contract.
In doing so, speak about political philosophers such as John Locke, Thomas Hobbes, and Jean-Jacques Rousseau. Also, speak to federalism and the three levels of policing in the United States.
Note: The essay response given should reflect upper-level undergraduate writing in accordance with current APA standards. The essay response is to include in-text citation(s) in proper APA format. In-text citations are to correspond to a source in proper APA format listed after the essay response.
.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Thesis Statement for students diagnonsed withADHD.ppt
T e a c h i n g C a s e R e s o u r c e s f r o m t h e
1. T e a c h i n g C a s e R e s o u r c e s f r o m t h e E v a n s
S c h o o l o f P u b l i c A f f a i r s
T h e
E l e c t r o n i c H a l l w a y ®
Box 353060 · University of Washington · S e a t t l e W A 9
8 195-3060 www.hallway.org
This teaching resource was written by J. Patrick Dobel, Daniel
J. Evans School of Public Affairs, University of Washington;
Richard Elmore, Harvard University Graduate School of
Education; and Laurie Werner, Daniel J. Evans School of Public
Affairs, University of Washington.
The Electronic Hallway is administered by the University of
Washington's Daniel J. Evans School of Public Affairs. Thi s
material may not be altered or copied without written
permission from The Electronic Hallway. For permission, email
[email protected], or phone (206) 616-8777. Electronic Hallway
members are granted copy permission for
educational purposes per the Member’s Agreement
(www.hallway.org).
Copyright 2003 The Electronic Hallway
MEMO WRITING
2. This note introduces memo writing to students training for
careers in public service.
It focuses on memos rather than research papers or essays,
because memos pervade the
daily life of any public servant.
A memo is a relatively short, written document. Memos address
specific people or
groups for the purpose of recording an agreement, transmitting
information, making a
case, or enabling action. Brevity is essential; most decision
makers have little time and
must assimilate memo contents quickly. Long memos don’t get
read.
Think of a memo as a precision tool. Tools may be beautiful
things in themselves, but we
measure their value by how well they perform a task. In
practical terms, every aspect of a
memo – its prose style, organization, appearance on the page
and content – should have a
direct relationship to its purpose. Long flowery introductions,
technical jargon, casual
chit-chat, and showy vocabulary all distract from a memo's
essential purpose: to inform
or to enable action.
This note deals with four topics: identifying your audience or
principal; getting yourself
engaged in writing; using language; and organizing the final
product. Added to these are
notes on e-mail communications.
Know Your Audience or Principal
3. Specific people read memos. The more vaguely defined the
target audience, the more
difficult for the writer to decide what to say. Knowing your
audience is of primary
importance in memo writing. Ask yourself three questions
about your audience: who are
they, what do they need to know, and how should you present it
to them?
• Who is the audience of your memo? Memos are directed at
decision makers.
Usually you write a memo for an individual or group to help
them make a
decision. To influence decision makers, you must give
considerable thought to
who they are. You have a duty to provide them with timely,
accurate, and
comprehensive analysis.
2
• What do they need to know? To meet the obligations of memo
writing, you
should ask: what type of information do they need to make a
good decision?
§ Start writing your memo by considering the position of your
4. readers and
their responsibilities, constraints, and pressures. You should
keep in mind
how much knowledge they already have and tailor your
information to their
level of expertise.
§ Decide how much and what type of information they need to
make a good
decision. Keep four things in mind when considering this:
1. Your audience relies on you for accurate and relevant
information. This
reliance places strong obligations upon you to choose
information well
and present decision makers with all sides of the issues. Unless
you are
designated as an advocate or identify yourself as such, you must
strive for
an unbiased presentation of the information. Individuals are
often tempted
to push their own agendas without regard to the requirements of
a good
decision by the principal. This is legitimate when so
acknowledged in the
memo. All memos however, should do justice to complex issues
and to
your principals. They are making the decision, not you.
2. Provide the bad news as well as the good. You should alert
your
5. principals to the dangers, problems, and implications of
decisions, as well
as to the advantages. Although memos drive people toward
decisions,
you may have the unhappy but vital duty of telling readers they
need more
information to make a good decision. Often memos can only be
summaries of arguments and reports, like the tip of an iceberg.
The author
should have supporting arguments and information to provide to
the
principals when needed or requested.
3. Before making a recommendation, make sure you have laid
out honest
and realistic alternatives. Don't fall into what Henry Kissinger
called the
"war, surrender, my way" memo. It violates your responsibility
to your
principal, and a thoughtful reader will dismiss your analysis.
4. In recommending a course of action, clearly lay out the
reasons.
Anticipate questions, address them honestly, and compare your
recommendation to other options. It is your job to anticipate
needs and
support the decision maker.
• How should you present the information to them? Present all
information with
6. economy and clarity. Effectively writing a memo is a task that
requires a special
emphasis on clear formatting and accessible writing. Serve the
reader’s need to
access information quickly with judicious use of headings and
bullets.
3
How to Get Engaged in Serious Writing
Writing is difficult, frustrating work. As a craft, it entails a set
of specific, learnable skills,
and results in a tangible product. The harder you work, and the
more determined you are
to master the skills, the better you will become. Like any craft,
writing requires practice.
When you sit down to write your memo, two steps will help
engage you in writing:
developing a system for writing, and getting help when
necessary.
• Because writing is difficult, you need an explicit system for
getting started and
finished. Most memo writing is done under pressure. Under
these conditions
people can get stalled, confused, and side-tracked by
psychological stress. Having
a deliberate system gives you the self-discipline to plunge ahead
in the face of this
stress. In the absence of a system, you will find that you spend
7. large amounts of
time trying to figure out what you're doing. It doesn't matter
particularly what
system you use, so long as you have one and use it. Some
people start with an
outline and produce progressively finer drafts until they have a
finished product.
Some people “dump” everything they know about a given
subject and then start
culling and sorting, until they produce a coherent piece. Others
begin with a few
simple statements or assertions and then frame an argument
around them.
Experiment with a variety of methods, until you find one that
suits your
temperament.
• If you are having genuine difficulty and find that you don't
know what to do, get
help. Writing workshops are plentiful. Get together with a
group of students for
the express purpose of talking about writing problems. Get
suggestions from your
professors. Don't retreat from the problem. You will need to
write well in every
job you have.
Using the Language
Remember that your written work presents you to others. Your
use of language will
shape their assessment of you. Sloppy phrasing, bad grammar,
and incorrect spelling, for
8. example, demonstrate unreflective thought. Respecting
yourself, your ideas, and your
principal should motivate you to master this essential means of
communication. Your
writing should strive for five important qualities: simplicity,
straightforward sentence
structure, clarity, clear action and responsibility, and
correctness.
Simplicity is the mark of good writing. Complex sentence
structure and organization is a
sure sign of confusion or hidden agendas. A well-written memo
will be so simple and
straightforward in language and structure that it will leap off
the page. Don’t, however,
make the mistake of equating simplicity with ease of
production. The harder you work,
the simpler the prose gets: the more you shirk, the muddier it
will be. Consider the
following example:
4
Whether it is true or not, and there are strong indications that it
is not, the
allegation by the County of substandard performance against the
contractor is premature and certainly serves no useful purpose.
This author tried to write in a “conversational” tone.
Conversational language tends to be
more complicated, elliptical, and indeterminate than good
9. written prose. Written prose
has to be edited to be good. Novice writers often respond to
tough editing by
complaining, “You've taken all the creative words out of my
writing. Now it looks like
something anybody could have written.” In fact, tough editing
does exactly the opposite.
It makes your writing very distinctive. Remember, the message
carries the mark of your
individual creativity.
Straightforward sentence structure is essential to clear
communication. First, get the
basic elements of the sentence straight: subject, verb, and
object. Who is the actor?
What action is the actor performing? On what or whom is the
actor acting? What is the
writer's purpose in describing the relationship between actor
and action?
The county has accused the contractor of poor performance.
This
accusation is premature and possibly untrue.
County, accuse, contractor – these are the elements. By
stressing them, we cut the
number of words roughly in half, from 37 to 16. We specified
the nature of the action
(accuse); we exchanged bureaucratic fuzz-words (allegation,
substandard) for simple
ones (accuse, poor); and we allowed the writer to express some
uncertainty about the
conclusions (possibly). The reader now captures the spirit of
the writer’s message much
10. more readily. These are the simplest writing techniques. Strip
sentences to their
elements, and make those elements drive your sentences.
Subject first, then verb, then
object. Apply the techniques to this example:
With respect to problems of interim financing, and in
consideration of the
fact that short-term interest rates are prohibitive, the decision
was made by
the Finance Committee that the project should not be pursued
beyond
stage three of the design process until appropriate long-term
financing can
be secured through established capital market sources.1
Clarity in word choice marks good writing. Clarity means three
things: (a) choosing the
right word; (b) preferring simple words or combinations over
complex ones; and (c)
avoiding unnecessary technical jargon.
• Choosing the right word is more difficult than it appears.
When you begin
writing something, certain stock phrases and terms roll out of
your head onto the
paper. These phrases and terms are cues to what you want to
say, but often they
1 The Finance Committee considered interest rates for short-
term loans too high. It therefore decided not to
pursue the design process beyond stage three until lenders agree
11. to long-term financing. (31 words v. 55)
5
do not convey what you actually mean. To communicate
clearly, sort through
alternative ways of saying what you mean. Get something on
paper. Then, use
your vocabulary, the dictionary, or a thesaurus, and deliberately
substitute simpler
words for complicated and ambiguous ones. Give special
attention to verbs, and
use the active voice.
• Complex phrases that have mushy meanings often litter
memos, because writers
get caught in a cycle of “bureaucratese.” Take the following
example:
Current fiscal management techniques and control practices are
keyed to the fiscal-year budgeting processes of the government
cycle. They result in inefficient resource utilization because
administrators increase expenditures toward the end of annual
budget cycles in order to assure zero-balance results and
reporting,
rather than maximum efficiency in resource utilization.
This example features many quasi-technical terms: “fiscal
management
12. techniques,” “resource utilization,” and “budget cycles.” These
are common in
bureaucracy but don't communicate much. In a more active,
direct form the
example reads:
Administrators tend to spend more at the end of the fiscal year,
because they will lose the money they don’t spend. Typically,
they
are not allowed to carry money forward into the followi ng year.
This results in expenditures that often are not the best use of
public
money.
We've left “fiscal year” in, because it is a technical term that
has important
meaning. Beyond that, we stripped out all the quasi-technical
terms and replaced
them with simpler words.
Certain complex and mushy words creep into the language of
public servants and
become standard usage. Because bureaucrats use these words
routinely, the
public begins to think that bureaucrats are evasive. They are
probably not – just
insufficiently critical of their own language. Here is a list of
some common
bureaucratic words and their standard English equivalents.
Bureaucratic English
facilitate help/assist
13. prioritize rank
indicate say/show
impact affect/effect
concept idea
6
Another recent trend has been turning nouns into verbs. The
trend started in
computer circles where people “interface” with each other and
“multiport” data.
Today public officials “outsource” functions and “task” people
to perform jobs.
Such jargon separates public officials from citizens and creates
a mystifying and
unnecessary code to hide bureaucrats from accountability.
A similar common practice is turning nouns and verbs into
adjectives and running
them together as strange compound words. These words often
sound very
important, but mean almost nothing. The following words come
directly from the
papers of students trying to sound like bureaucrats:
Nouns into Adjectives Verbs into Adjectives
program initiation diagnostic review
programmatic decision making circumvention practice
definitional terms allocation routine
problem areas elimination criteria
14. personnel involvement decisional alternative
For each of these compounds, someone took a noun (program,
definition,
problem, etc.) or a verb (diagnose, circumvent, decide) and
stuck it in front of a
noun, giving it the function of an adjective. You can make
adverbs the same way:
programmatically initiated, diagnostically reviewed, etc. This
clumping however,
creates unwieldy, often unintelligible, prose and leaves little
regard for a word’s
root meaning or function.
The skill required to avoid this kind of clumping is simple.
First, learn the
difference between nouns, verbs, adjectives, and adverbs.
Second, don't use
compounds when a simple construction will suffice. Look at a
number of
alternative ways of saying something, and choose the simplest
way, rather than
jamming words together because they sound authoritative and
bureaucratic.
Principals need lucidity, not jargon.
• Technical jargon becomes a barrier to clear communication.
When someone
writes, “The purpose of our new thrust is to facilitate a more
credible interface
between clients and service deliverers and to indicate to top
management how
15. they ought to prioritize agency functions according to standard
management
concepts,” you know he is not writing for real human beings.
Fellow citizens will
have a difficult time trying to decipher the jargon.
Automatically translate the
words into English. If it doesn't make sense in English, then
you have an
important piece of information – the person doesn't know what
he is saying. If it
does make sense, then there is a better way to say it.
As trustees of the common good, public officials have a special
obligation to write
in language that acknowledges and includes all members of the
community.
7
A civic language should include the entire population. This
requires that we avoid
language that limits the citizenry to certain groups and
implicitly excludes the rest
of the population. In a more positive way, it obligates us to
search for language
that respects and acknowledges all individuals.
Inclusive language, however, does not mean we must resort to
awful English.
Only muddled good intentions create these bureaucratic
monstrosities: s/he, or
his/her. In this case, inclusive language involves using plural
16. pronouns, using both
pronouns connected by "or" (he or she) or alternating the
pronouns by section or
example. The English language is evolving in the attempt to
develop a more
inclusive public vocabulary. Public officials should take the
lead in this effort
without reducing the language to trendy or bureaucratic
neologisms.
Clearly assigning action and responsibility will characterize
skilled writing. Bureaucrats
notoriously use language to obscure responsibility. They often
think they are being clever
by saying things in a way that hides who is supposed to be
doing what. The typical
means of obscuring responsibility are the passive voice and the
editorial “we.”
• The classic device to hide responsibility is the passive voice,
where the subject is
driven (by the agent). Passive construction diffuses your
analysis and backs into
major points. Remember that the strength of the English
language resides in verbs.
Use strong, active verbs. A good editor tries to eliminate as
many copulatives
(there... is, are, was, were) and weak verbs as possible. Verbs
carry action and
significance. Good verbs in the active voice eliminate the need
for mindless space
fillers such as “in order to,” “with respect to,” or “in
consideration of.”
17. The distinction between active and passive is something every
public servant
should understand. In active construction, the subject clearly
acts on a specific
person or thing. For example: boy takes apple. In passive
construction, action is
taken on the subject (by an agent who may be left unidentified)
– apple is taken
(by the boy).
Consider the following examples from student memos:
We recommend that specific operational details of the tools ad-
dressed in this report and any others to be used in
implementation
of amended policies be clearly stated. (Very cagey. The “we re-
commend” makes it sound quite active, but the construction ob-
scures the responsibility for specifying details. Who specifies?)
If it is decided that some therapeutic programs within existing
in-
stitutions are required, the personnel needed to run those
programs
must be fully informed as to the nature of the programs and
their
8
roles in them. (This is a triumph in passive construction. Not
18. only
does it fail to say who decides; it also fails to say who infor ms.)
Once you understand the difference between active and passive
voice, you
understand exactly what questions to ask about ambiguities in
responsibility and
action. Don't use passive construction to conceal action or
responsibility, even
when you suspect that other people don't understand the
difference. Someone
usually knows.
Another bureaucratic device for concealing responsibility is the
editorial “we”:
We have always argued that rapid transit is the best long-run
solution to urban transportation problems, given finite energy
resources. In the short run, though, we are faced with the
immediate problem of how to accommodate the city to the
automobile.
Notice how the writer uses the first (editorial) “we” to
communicate what she
thinks and then uses the second (generic, or perhaps civic) “we”
to implicate you
in a point of view. You are supposed to miss the distinction and
find yourself
seduced into agreement. If you understand the editorial “we,”
however, you'll ask
yourself immediately who “we” is. Once you ask that question,
the whole
19. charade collapses. The credibility of the memo and its author
collapses as well.
To clearly assign action and responsibility, specify who is
supposed to be doing
what; then structure the sentence to reflect that. Who or what
(subject) does what
(verb) to whom or what (object)?
Correctness in grammar, spelling, and punctuation requires that
you proofread your
work carefully. Remember not to rely solely on spell check,
either. Many words can be
spelled in more than one way, preventing the spellcheck
software from finding the error.
Examples are “principle” and “principal”, or “complement” and
“compliment.” Each of
these is spelled correctly, and therefore spell check will not
alert you if you have used the
incorrect one. For example, if you write the following sentence,
spell check would
consider it to be correct:
“The principle of the school gave Julie a complement about her
new dress.”
This sentence utilizes the incorrect form of the words, but spell
check did not alert us as
we wrote them. Therefore it is necessary to proof your work
thoroughly and not rely
solely on the spelling and grammar check of your software.
20. 9
Organization and Argument
A good memo – indeed, any good piece of writing – has a clear
structure. It progresses as
a set of well-defined, logically connected statements that lead to
a clear conclusion. This is
the “argument.” If you don't have an argument, you don't have
a memo. In addition, a
good memo has a clear format that calls the reader's attention to
important steps in the
argument. After the first reading, the reader should be able to
return to key points without
re-reading the whole document. In other words:
Tell me what you're going to say (topic sentence or paragraph);
say it
(body of memo); then tell me what you said (conclusion).
The three principal skills of organization and argument are: (1)
putting the important
things up front, (2) making the transition from one step of the
argument to another
clearly, and (3) using a clear format in your presentation.
• Putting the important things up front is a common technique in
journalism. It's
21. called the “inverted pyramid” style of writing. Write the first
paragraph, or “lead,”
as though your story could be chopped off at any point after it.
This puts a
premium on specifying the problem, setting up the decision that
follows from it,
and presenting the important evidence quickly and succinctly.
It also means that a
reader can look at your memo and immediately know what
you're doing.
• Making the transition from one step of the argument to the
next clearly means
that you never pass from one subject to another without clearly
identifying the
new subject. “Blocking” is a term commonly applied to this
practice. Tightly
worded conclusions and clear headings alert the reader that you
are changing
subjects and moving to the next phase of your argument. Each
major subdivision
should have a new topic heading to help the principal know
where you are going
and find the points fast, if needed.
• Using a clear format is essential to writing a solid memo.
Again, this requires
skills in simplification. Your useful guides are: define, order,
connect, and
conclude.
§ Definition of your word choice needn't be cumbersome. If
22. there is any doubt
about the meaning of the words you are using, just say “x means
y.” This
practice will save you a lot of grief and misunderstanding.
Don't try to fuzz over
the weaknesses in your argument by using vague terms.
Someone will figure it
out.
§ Ordering is simply finding the logical relationship of the
topics you want to
discuss and devising a clear set of headings. The skill
resembles writing
headlines for the newspaper, only with fewer words.
10
§ Connecting and concluding give your reader clear messages
about what you've
said. The major message of this article, for example, is clarity
– about the
process of writing, the use of language, the assignment of
responsibility, and the
structure of the argument and format. How's that for a
summary?
Conclusion
23. Remember your obligations to yourself, your principal, and the
information you are
presenting. A memo communicates. Good communication
strives for accuracy, clarity,
and honesty. It means taking your audience seriously and
letting their needs discipline
your presentation. The quality of presentation reflects the
quality of your own mind and
preparation. Poorly conceived, badly written, imperfectly
edited, even misspelled memos
do an injustice to all concerned. They also destroy your
credibility as an advisor.
Good writing takes time and practice. No one gets it right in
the first draft. That’s why, in
this note, we have laid out some precise features to focus on in
writing your memos. You
must know your audience, what they need to know, and present
it to them in a clear
fashion. To do this you must develop a system of writing and
be willing to search for
help if necessary. In your writing, strive for five important
qualities: simplicity, straight-
forward sentence structure, clarity, clearly assigned action and
responsibility, and correct-
ness. Finally, organize your memo well, by putting the
important arguments up front,
using clear transitions, and allowing your format to help the
information flow smoothly.
By including these features, your memo will communicate what
you want it to.
Most decision makers have little time; they value clarity,
conciseness, and accuracy.
They appreciate clear formats that enable them to find
24. summaries and needed
information quickly during a discussion. Above all, they
respond to well-crafted memos
that account for their needs and help them make and defend a
good decision.
NOTES ON E-MAIL COMMUNICATIONS
E-mail is no longer a form of communication limited to the
scientific and university
communities. Today, people use the internet widely for day-to-
day communication in
both the private and public sectors. While this note refers to
the need to write memos
clearly and succinctly, owing to the small amount of time your
principal has to read them,
e-mail correspondence is more rushed, necessitating even
greater brevity and clarity.
Many organizations now default to email communications in
lieu of traditional memos as
decision making tools.
11
Not only is e-mail communication often rushed, but its clarity is
also complicated by
variations in e-mail software and hardware platforms. When
composing memos for e-
mail, it is therefore important to remember and think about the
following:
25. E-mail is an “official” form of communication in a workplace.
“Official” means that
e-mail messages are legal business documents. Beware of
writing anything that you
would not write in a paper document for distribution. E-mail
messages are now regularly
subpoened in courts and most public organizations are subject
to the Freedom of
Information Act. Many public figures like Oliver North and
Bill Gates find themselves
trapped by public revelations of inappropriate e-mail.
Think before you type! Many argue that e-mail should be a
spontaneous, free flowing
form of communication. Because of the potential legal
ramifications, however, do not get
pulled into E-mail Wars by responding immediately to negative
messages you receive. If
the message’s intent or meaning is unclear, wait before
responding. E-mail is faceless and
interpreting the intent and feelings of senders can be very
difficult. Think through your
concerns or anger, and compose your response in a professional
manner. Better yet,
consider talking to the sender in person to assure that neither
party further misinterprets
written words or intentions.
Be clear and concise, and use formatting tools and spacing to
increase legibility.
What you write in an e-mail should be just as clear and contain
the same level of
26. professionalism as any written document you produce. If your
inter-office e-mail
software allows it, use bullets, italics and bold text to help your
readers find what they
need quickly. Be aware, however, that when you send
messages to people outside your
workplace, many of your special formatting features may not
appear on their screens the
way you see them.
Using line breaks (space between paragraphs) instead of long,
continuous paragraphs
makes your messages easier to read on a computer screen. The
easier and more visually
accessible your message is, the more likely it is to get read in
its entirety!
Beware!!! Most e-mail programs do not check spelling and
grammar! Always check
your spelling and sentence structure, and read carefully for
typographical errors before
hitting the “Send” button! Grammar is a discipline that invites
reflection and should not
be abandoned in e-mail communication. E-mails need to be
proofed, sometimes off a
written copy, to avoid the embarrassment of spelling someone’s
name wrong or sending
an incorrect phone number or address to multiple recipients.
C a s e T e a c h i n g R e s o u r c e s F R O M T H E E V A
N S S C H O O L O F P U B L I C A F F A I R S
27. T h e
E l e c t r o n i c
H a l l w a y ®
Box 353060 · U n i v e r s i t y o f W a s h i n g t o n · Seattle
WA 98195- 3060 www.hallway.org
_____________________________________________________
___________________________________________
This teaching resource has been provided for members of the
Electronic Hallway with the express permission of the
author, Talitha May, Writing Instructor at the Graduate Writing
Center, at the LBJ School of Public Affairs, University of
Texas, Austin.
The Electronic Hallway is administered by the University of
Washington's Daniel J. Evans School of Public Affairs. This
material may not be altered or copied without written
permission from The Electronic Hallway. For permission, email
[email protected], or phone (206) 616-8777. Electronic Hallway
members are granted copy permission for
educational purposes per Member’s Agreement
(www.hallway.org).
Copyright 2004 The Electronic Hallway
WRITING EFFECTIVE MEMORANDA: PLANNING,
DRAFTING, & REVISING
28. Memoranda are a common form of correspondence sent within
an organization. Memos are
concise, focused examples of persuasive writing because they
typically require a particular
course of action, and are audience specific.
Prior to writing, it is necessary to take the time to plan your
memo. Planning your memo will
actually save you time rather than if you merely start composing
without a clear sense of
direction.
Planning: Purpose, Audience, and Organization
Purpose and context
Consider the following planning steps:
§ Determine your specific purpose for writing the memo
§ Determine some of the ideas you want to convey
§ Develop your purpose into a focused, and concise working
statement
Audience
Analyzing your audience will help you make effective writing
decisions. Consider the following
questions:
§ Journalistic “w” questions: who, what, when, where, why, and
how
§ Who is your audience?
29. o What characterizes your audience? Think in terms of age,
culture, education,
gender, geographical region, interests, language, marital status,
occupation,
politics, religion, etc.
Writing Effective Memoranda
2
§ What are your audience’s expectations?
§ How much does your audience know about the background of
what you are writing
about?
Develop an organizational pattern
You may organize your memo in various ways depending on the
context of your memo;
however, most memos are chronologically organized and answer
the following questions:
1. Current situation: What is the problem or the issue? Describe
the background of your
issue by means of a concise executive summary. If your memo
is one page or less,
provide a one to two sentence purpose statement.
2. Past situation: How have you addressed the issue in the past?
3. Future action: What should your organization do about the
issue in the future? Make a
feasible recommendation or ask for a particular course of
30. action.
Additional Organizational Strategies
For more organizational ideas, refer to “Tip 24" of Phillip E.
Bozek’s book, 50 One-Minute
Tips to Better Communication: A Wealth of Business
Communication Ideas.
Drafting
Clearly state your purpose
The first sentence of the body should explain the purpose of the
memo. Use verbs that
specifically and directly communicate what you want your
memo to accomplish, such as to
explain, to authorize, or to request:
§ I am requesting travel funding to Boulder, Colorado to meet
with the Governor.
§ This memo presents the results of the internal audit of the
executive branch.
§ I want to congratulate you on your superior contributions to
the EPA.
Develop an executive summary for memos longer than one page
A summary has four main goals:
1. To help the writer stay focused
2. To give readers an overall sense of the memo
3. To remind readers of the main points
31. 4. To enable readers to skip the body if necessary
The executive summary should reflect the tone, content, and
10% of the length of the
memo. For one-page memos, it may simply be a concise
statement of purpose:
Writing Effective Memoranda
3
§ In August, we completed the first draft of the policy research
project on
schedule. We presently do not anticipate any delays that would
jeopardize our
projected completion date.
§ This memo outlines a mediation and negotiation process
between the conflicting
groups.
Write an effective closing statement
Aim to avoid writing overly general closing statements, but end
with direct statements of
action.
If necessary, make sure your memo provides detailed
information by attaching tables, charts,
tables, or other detailed information as attachments. Be sure to
refer to your attachments in your
memo and add a notation about what is attached below your
32. closing statement.
§ Attached: Fiscal Reports, August–September 2000
§ Attached: Applicant’s résumé
Visual Organization
To aid readability, and organization, consider the follow ing
document design techniques:
§ White space: use to organize information and emphasize
important information
§ Headings: use as navigational tools to assist readers scan for
main ideas, or quickly find
key information at a later time
§ Ordered and unordered lists (bullets): use to condense
information
§ Italics: use to emphasize key words
§ Specific subject line in boldface type : use for emphasis and
quick reference
Revising Memoranda
Revising allows you to re-see your memo by examining global
issues such as audience, purpose
and focus, organization, and development. Review the following
checklist when revising and
your memoranda:
33. Writing Effective Memoranda
4
CONCERN
Revision Questions
Audience § Is your reader familiar with the memo’s topic, and
if
not, did you provide descriptive background
information?
§ Is the tone courteous? Would you feel comfortable
allowing anyone to read or quote your memo?
Purpose and Focus § Is the statement of purpose clear?
§ Could your reader tell what the intended purpose of
the memo is?
§ Could your reader immediately tell what prompted
the need for this memo?
§ Is the memo appropriate for your writing situation?
§ Does each paragraph have a central idea that
supports your statement of purpose?
§ Is the subject line specific? Does it provide your
34. topic and purpose?
§ Are your headings specific enough for your
readers?
Organization § Do the most important ideas come first?
§ Does your organization mirror the sequence of
ideas in your statement of purpose?
§ Will your readers understand the relationships
among your headings?
§ If your memo is one page, does it follow a
deductive organization?
§ Did you provide transitional devices to maintain
coherence?
Continued on next page.
Writing Effective Memoranda
5
Visual Organization
and Format
Continued from previous page.
§ Did you use a template or your organization’s
35. preferred form?
§ Did you use bulleted or ordered lists to discuss
step-by-step procedures?
§ Did you provide enough white space to aid the
memo’s readability?
§ Did you provide headings for major sections?
Development § Did you describe the current situation with
sufficient
details?
§ Did you provide relevant and credible examples to
support your recommendations?
§ Did you provide your reader(s) with all the
information they may need?
Editing Memoranda
In contrast to revising, editing focuses on the effectiveness of
your words and sentences
including topics such as “accuracy,” “economy,” and
“consistency” (Palmquist, Bedford 231).
Review the following checklist when editing your memoranda:
Correctness or
Accuracy
§ Are the names spelled correctly?
§ Are the job titles correct and up-to-date?
§ Did you write out the date rather than use the all-
numerical format?
§ Are the times and dates in your memo accurate?
36. § Is your contact information current?
§ Is your memo free from clichés and does it use
precise words that accurately express your main
ideas?
§ Is each sentence complete?
§ Did you remember to include your attachments if
necessary?
Conciseness § Did you remove “unnecessary modifiers” (very,
really, somewhat, quite, sort of, etc.)? (Palmquist,
Bedford 241)
§ Did you remove unnecessary introductory phrases
(there are, it is, there is, these have, these are, here
are, here is)? (Palmquist, Bedford 241)
§ Did you remove or reduce the use of stock/wordy
phrases?
Continued on next page.
Writing Effective Memoranda
6
Consistency
Continued from previous page.
§ Did you use concepts consistently?
37. § Did you use numbers consistently?
§ Did you format your memo consistently?
§ Are your headings consistent in form?
§ Did you maintain the same form of each name?
Lunsford states, "if you refer to someone as Susan
in one sentence, don't switch to Sue in
the next" (483).
Tone and Language § Is the language non-sexist?
§ Is your memo free from technical jargon?
§ Did you avoid using pompous diction?
§ Did you use action verbs rather than “to be” verbs?
§ Are your sentences varied in length and structure?
§ Are your sentences simple and not too complex?
Spelling, Grammar,
and Punctuation
§ Did you maintain parallelism in bulleted lists?
§ Rather than relying on your computer’s spelling,
and grammar tools, did you ask a colleague to
proofread your draft?
§ Did you consult a contemporary dictionary or
recently written handbook?
§ Is the language active, or did you suitably use the
passive voice?
§ Did you read your memo out loud to find any
omitted words?
References
38. Lunsford, Andrea A. The Everyday Writer. 2nd ed. Boston:
Bedford/St.Martin’s,
2001.
Bozek, Phillip E. 50 One-Minute Tips to Better Communication:
A Wealth of
Business Communication Ideas. Revised ed. Menlo Park: Crisp
Publications, 1998.
Markel, Mike. Technical Communication. 6th ed. Boston:
Bedford/St. Martin’s,
2001
Palmquist, Mike. The Bedford Researcher. Boston:
Bedford/St.Martin’s, 2003.
---. Overview: Writing Memos. Dec. 2002. Dept. of English and
Composition,
Colorado State University. 20 Dec. 2002
<http://writing.colostate.edu/
references/documents/memo/>.
Policy Brief Exercise
Instructions: Your response to the questions raised in
the Policy Brief Exercise should be written in an essay format.
The rules relating to plagiarism apply fully to this paper, as
they do to all other student work products. The papers will be
run through Turnitin. Please cite when relying on or
paraphrasing another person’s work. Use an appropriate
citation style (APA preferred). If needed, put the bibliography
at the back of the paper.
Papers are to be typed, double-spaced, and utilize an easy-to-
read font-size (Times Roman 12 point preferred). Papers should
be approximately 4-5 pages in length.
39. Policy Brief Exercise
The Pornography Ordinance: What’s a Mayor to Do?
Frustrated by an increasing number of adult entertainment
businesses and the rise of prostitution in lower-income sections
of a large mid-western city, religious leaders, business groups,
and community activists decided to fight back. These groups
maintained that the increased visibility of pornography in the
city was a threat to women and caused neighborhood
devaluation and decay. They decided to enlist the help of a
legal clinic at a local public university to help them address this
public policy problem. Two feminists’ lawyers working for the
clinic proposed a controversial piece of legislation that defined
pornography as sex discrimination and as such violation of a
woman's civil rights. More specifically, the ordinance defined
pornography as “a form of discrimination on the basis of sex.”
The ordinance went further by adding a controversial section
on trafficking. This provision of the ordinance stated that the
production, sale, or distribution of pornography is
discrimination against women by means of trafficking.
Essentially, this meant that any woman could file a complaint to
the City’s Civil Rights Commission against someone who
produced, sold, or distributed pornography. In effect, a woman
could sue a business owner who engaged in pornography for
monetary damages, or she could obtain an injunction to prevent
the pornographer from selling any more of the material.
This rather broad definition of pornography and the provision
stating the production, sale, distribution was a form of
trafficking led the American Civil Liberties Union to contend
the proposed ordinance impinged upon the constitutional right
of freedom of speech. Despite the concerns raised about the
constitutionality of the ordinance by the ACLU, business
associations, religious organizations, community activists
strongly supported the ordinance. It was passed unanimously by
the city council.
40. When the proposed legislation arrived at his desk, the mayor,
George Rawson, had three options he could take. He could veto
it, sign it, or ignore it and allow proposed ordinance to become
law without his signature. Rawson, a lawyer, was concerned
about the constitutionality of the proposed ordinance. In 1973,
the U.S. Supreme Court defined obscenity within the context of
pornography in the landmark case of Miller v. California, 413
U.S. 15 (1973). The Miller decision established three criteria
for considering pornographic material obscene and
unconstitutional. The material had to lack any serious artistic
or social value, it had to portray sexual conduct in a blatantly
offensive way, and it had to be considered obscene using
contemporary community standards. In effect, the Court’s
holding in Miller created burdensome procedures for taking
civil or criminal action against pornographers so as to avoid
excessive censorship. The implementation strategy that cities
commonly used to limit pornography sales was through zoning
laws. However, zoning regulations were often struck down by
the courts for being unconstitutional because they violated
freedom of expression. In addition, Mayor Rawson was
concerned about the likely administrative costs that would be
imposed on the city’s Civil Rights Commission by the proposed
ordinance. The city’s Civil Rights Commission was to be the
agency responsible under the proposed legislation for hearing
any complaint related to pornography.
Both proponents and opponents of the proposed pornography
ordinance tried to persuade the mayor to support their position.
However, the mayor has chosen to without any decision
regarding the recommendations by both the proponents and the
opponents of the proposed legislation. Instead, he turns to a
member of his staff and asks you to frame the problem and
provide him the information and advice he needs to make a
decision.
The mayor wants this information in a short policy brief. This
brief should provide him with key information (findings,
analysis, and/or recommendations) regarding this complex
41. public policy issue. The policy brief will also serve as the basis
for any public statements that Mayor Rawson may make about
the proposed ordinance. The policy brief must convey
information succinctly and cogently. See the section below
detailing the steps involved in drafting a policy brief. Put the
policy brief in the form of a memorandum and direct it toward
Mayor Rawson. The policy brief should be between 4-5 pages.
Order #155610887 (Status: Writer Assigned) no title. Just
follow the instructions (5 pages, 0 slides)
Reassign this order
· Instructions
· Files (5)
· Messages
Type of service:
Writing from scratch
Work type:
Memorandum Essay (policy brief)
Deadline:
2 Oct, 04:00 PM (1d 3h) Extend deadline
Academic level:
College (3-4 years: Junior, Senior)
Subject or Discipline:
Public Administration
Title:
no title. Just follow the instructions
Number of sources:
7
Provide digital sources used:
No
Paper format:
APA
# of pages:
42. 5
Spacing:
Double spaced
# of words:
1375
# of slides:
ppt icon 0
# of charts:
0
Paper details:
Information on how to draft a policy brief memo is attached.
The memo should be adress to the mayor Rawson. Please find
all the instructions attached. Use as many as sources needed.
Please note that this is not a tipical essay. It's a memo. Also
make sure that you read the guideline for writing a memo.
Comments:
#
Files
Who Uploaded
1
155610887_writ_tr_3.pdf
Guidelines for writing
38 KB
1 Oct, 03:58 AM
Customer
2
155610887_Policy_Brief_Exercise_1.docx
Order instructions
104 KB
43. 1 Oct, 03:58 AM
Customer
3
155610887_memo_tr_2.pdf
Guidelines for writing
55 KB
1 Oct, 03:58 AM
Customer
4
155610887_Chapter_1_4.pdf
eBook
1 MB
1 Oct, 03:58 AM
Customer
5
155610887_Analysis_and_Alternatives_5.pdf
eBook
2 MB
1 Oct, 03:58 AM
Customer