Administration in Public Governance Discussion

Administration in Public Governance Discussion

200 Words per question, give 1 reference for each question:

1.  What is the current state of public service workers? Are public service personnel treated well, poorly, too well, etc.? How does their current state compare to other times in the past?

2.  Explain the complexities of historic public personnel management (government by gentlemen to current). Think of an organization you are employed with or are a part of. How is diversity defined in your organization? Give examples of how diversity recruiting programs work. How is your organization using such recruiting tools?

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3.  Should state and local budgets be based on financing existing and proposed policies, or should policy enactment be based on the availability of resources to finance them? Explain and give examples.

4.  Find a policy that is funded at all three levels. Analyze how that funding has changed over time. What does it mean for public management and the provisions of the services in the future? Explain and give examples.Administration in Public Governance Discussion

 
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Situated Cognition

Please respond to the following:

  • Discuss the impact of situated cognition on a K-12 course when taught face-to-face as opposed to online.
  • Make two recommendations for improving the course in question (either face-to-face or online) by applying what you know about situated cognition.
  • Describe which recommendation is more likely to result in measurable improvements. Explain your rationale.

Please respond to classmate:

 

The impact of situated cognition on a k-12 course` when taught face-to-face is more beneficial than online due to that fact that when learning in person you will be able to hear the instructor and see exactly what they are asking for. You are able to have great notes and see in detail materials being covered during the duration of the course. You are able to work with classmates and collaborate on assignments. This theory suggests that knowledge cannot be separated from the context or situation in which it was acquired. What we mean here by situated is that learning is connected to a culture, place, activity, or social situation. In other words, learning doesn’t happen in isolation from other people or our environment. We learn in and from specific places and interactions. In a very highly cited journal article, the psychologists John Seely Brown, Allan Collins, and Paul Duguid propose that for education to be as effective as possible, we need to take into consideration the broader context and culture where knowledge is formed. School is, of course, a crucial institution for learning, but often the learning that takes place here is very abstract.

To help students use and fully synthesize new knowledge, we need to situate the learning process in everyday life. In other words in order for use to learn it has to be useful in everyday life and put in real-world context for children to grasp it and learn it. If instruction is only held to just being taught on line students will not be able to engage with peers and develop the skill and knowledge to fully learn and use it. For example students learn from seeing it done and if they only learn it from reading or learning from online it takes the real-world application from it, and just places it in their mind without experiencing it. Which then puts us in thought of will they really learn it or learn from it if isolated to learn alone with no real example. If we fail to do this, then we aren’t educating students in a way that allows them to use knowledge. Instead, students are just storing the things they learn, often forgetting.

Two recommendations I think that can be done for online is applying more real-world application materials to engage students in the lesson and more relatable materials that gives this time period focuses. Provide examples of what the lesson will cover in detail and great hooks to engage the audience on the topics. Maybe videos and books or articles that focus on the lesson and that are also relatable. I think both are need in order to get the outcome wanted and needed. Having the materials more relatable will create a more engaged class and people expressing more of personal experiences in their work. The creative hook at the beginning of the lesson has to be eye catching to online learners and real-world applied to it so it can reach them and have clear understanding to it.

http://study.com/academy/lesson/situated-cognition-theory-definition.html

 
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Week 3 Discussion

54 54 unread replies. 71 71 replies.

Go to pages 71-72 of the eText and take the Self-Assessment on Behavioral Leadership Style. Share your results with the class. What do your assessment results say about you and your leadership style?

After reading chapter 3, describe the type of leader that you want to be in your career. Identify specific behavior you plan to use as a leader and behavior that you will not use.  What improvements do you want to make?

Please answer the question with your own substantive input.  Also, you must reply to the posts of at least 2 other students in the class.  You should participate throughout the week so others will be able to respond to your input and you to theirs.

DB POSTING REMINDERS:

  • Please remember the initial post should be written as early in the week as possible (no later than Wednesday, 11:59PM EST), and the peer responses are due by Saturday evening.
  • Be sure to reference your eText or other research to support your response.  You will be graded on how you relate the class readings to your initial post.
  • Apply appropriate examples that illustrate your points – feel free to bring your workplace experiences into the discussion. It helps us all learn when we can relate our past workplace experiences to what we’re learning here in the discussions.
  • When you make your initial post, please fully answer the question and make substantive responses – i.e. at least 150 to 300 words that really dive into the topic and show that you’ve read in your texts and done research to support your opinions.
 
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Democracy And Difference–Threaded Discussions– POL SC

writing two different essays and each for 300 words.

I have suggested that we should engage and be engaged by those persons who see and understand the world differently from those who sit comfortably within a dominant we society so that we might (re)imagine or discover a new place for democratic politics. And as film-goers who find ourselves more susceptible emotionally to the stimuli presented in a movie theatre, we can at times experience vicariously, yet deeply, the events, the stories, the lives of those who are different from ourselves. As individuals living in a multicultural and diverse society we should consider opening ourselves up to and welcoming such engagement and the possibilities for personal transformation in our individual sensibilities. Such a transformation might occur when one considers and compares the experiences of his or her life and the impact of those experiences on his or her identity next to those raw materials that make-up or construct the identity(ies) of those who are different from them, specifically those who have been marginalized, disregarded, and silenced by a dominant we society. I have suggested that when one truly sees Other, sees and hears the stories of difference crafted and told by the Other in film, one might come to respect the different voices and stories of those lives and thus allow him or herself to see and experience life from a new position, a transformed sensibility, where politics transcend convention. In other words, when we consider our lives next to those who are different from us, when we frame those different human stories next to our own personal human narrative we may come to understand how a particular human uncertainty and vulnerability informs all of our lives.

In 300-500 words share whether or not you believe film has the potential to transform one’s political sensibilities.  And if you believe that your personal sensibilities have been (re)shaped or transformed by a particular film, say so.  The objective here is to share your thoughts pertaining to the major thesis presented in Democracy and Difference.
To add a new post, click the “My Conclusion” link below

 
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Need Done By Tomorrow By 6pm Tomorrow

The endangered dusky gopher frog, a darkly colored, moderately sized frog with warts covering its back and dusky spots on its belly. Photo: U.S. Fish and Wildlife Service/Reuters

Amid all the hand-wringing about a polarized Supreme Court, note Tuesday’s unanimous decision for regulatory sanity. The case concerned whether a frog’s “critical habitat” can include land where the frog doesn’t live and can’t survive.

Weyerhaeuser v. U.S. Fish and Wildlife involves more than 1,500 acres in Louisiana that the government declared “critical habitat” for the dusky gopher frog, which is protected under the Endangered Species Act. Two problems: The critter hasn’t been seen in those parts for about five decades, and it can’t survive on the land without clearing forest canopy.

The timber company that operates on the land sued on the sensible grounds that the place can’t be critical habitat if the creature would die on arrival. The law allows Fish and Wildlife to designate certain unoccupied areas as critical habit but only if they’re essential to the conservation of the species. The designation threatens development on the land and could cost the owners $34 million by the government’s estimates.

The Fifth Circuit Court of Appeals ruled for the government in a decision with no limiting principle—by the circuit’s logic, a desert could be critical habitat for a fish, as more than a dozen state attorneys general pointed out in an amicus brief to the Supreme Court.

The Supremes ruled for the land owners 8-0. (Justice Brett Kavanaugh wasn’t seated at the time of oral argument.) Chief Justice John Roberts wrote for the Court that “according to the ordinary understanding of how adjectives work, ‘critical habitat’ must also be ‘habitat.’” The case is sent back to the circuit court to consider if the land is habitat, among other questions.

The Justices also ruled that the critical habitat designation is subject to judicial review. One mystery is why the Trump Justice Department defended such an expansive interpretation of the law. Maybe the next Attorney General can take the career bureaucracy off autopilot.

The Justices could revisit the case if the Fifth Circuit muffs the Court’s questions. Meantime, the dusky gopher frog would have a better chance of surviving in more places if the Endangered Species Act gave private land owners an incentive to protect wildlife rather than subjecting them to years of federal legal harassment.

Appeared in the November 28, 2018, print edition.

A.1) Do you think this decision will hinder endangered species protections?  Why or why not?

B) Now that you’ve read Petersen’s book on the Endangered Species Act, Acting for Endangered Species: The Statutory Ark, you can address the following questions:

History of Endangered Species Protection

  1. Prior to the ESA, what kinds of species were protected and why?
  2. Why was the ESA enacted in 1973 and why, for such a controversial statute, was it enacted so easily?

Snail Darter Controversy

  1. Why did the FWS refuse to list some species after the snail darter controversy?
  2. What role did private citizens and NGOs play in the snail darter controversy?

Spotted Owl Controversy

  1. Why was the tiny NGO “Greenworld” the initiator of the spotted owl listing issue, instead of a larger, better-established group?
  2. What was the legal issue in Babbitt v. Sweet Home and what was the Court’s holding?
  3. Why is this book subtitled the “statutory ark”?
 
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Planning Oral Briefings

Go to the White House website, www.whitehouse.gov, and perform a search on briefings. Review briefings from the Briefing Room and Press Briefings. Select two briefings published in the last 12 months. What went well with the briefings? What could have been better?

If you were the policy analyst helping to prepare each of those briefings, describe one key action that you would have taken to improve the outcome of each. Defend each of your proposed actions, explaining how they would help each of the briefings.

Please use APA format with appropriate in text citations

 
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Why Study Political Science?

Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 1, 2
  • Lesson
  • Additional scholarly sources you identify through your own research

Initial Post Instructions
Identify why students should learn about political science. Use evidence (cite sources) to support your response from assigned readings or online lessons, and at least one outside scholarly source.

Textbook:

Magstadt, T. (2017). Understanding Politics: Ideas, institutions, and issues (12th ed.). Boston, MA: Cengage

 
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Democracy And Difference—–Critical Review2– POL SC

Assignment Objectives:  Enhance and/or improve critical thinking and media literacy skills by:

1. Developing a clear and concise thesis statement (an argument) in response to the

following question: Does the film have the power to transform political sensibilities?

2. Writing an outline for a five paragraph analytical essay building on a clear and

concise thesis statement, including topic sentences and secondary supports.

3. Identifying and explaining three scenes from the film text in support of the thesis

statement/argument.

4.  Writing an introductory paragraph for the outlined analytical essay

Be sure to read thoroughly the writing conventions below before beginning this assignment.  

Note: You are NOT writing a full essay; rather, you are outlining an analytical essay by completing the dialogue in the boxes below.

Writing a Critical Review (analytical) Essay

  1. Every essay that you write for this course must have a clear thesis, placed (perhaps) somewhere near the end of the introductory paragraph. Simply stated, a THESIS (or ARGUMENT) expresses, preferably in a single sentence, the point you want to make about the text that is the subject of your essay. ATHESIS should be an opinion or interpretation of the text, not merely a fact or observation.  The best possible THESIS will answer some specific questions about the text. Very often the THESIS contains an outline of the major points to be covered in the essay. A possible thesis for an essay on character in Perry Henzell’s The Harder They Come might read somewhat as follows:The protagonist of THTC is not a hero in the epic sense of the word, but a self-centered young man bred of economic oppression and cultural dependency. The characters in this film have no real psychological depth, but are markers for a society of consumption and momentary glory.

    (You might then go on to exemplify from the text and argue in favor or against this interpretation: your essay need not hold to only one perspective.)

    What single, clear QUESTION does the above THESIS attempt to answer?

  2. Each essay should be organized into five (5) paragraphs, each based on one of two to four major ideas, which will comprise the BODY of the essay. Each paragraph must have a topic sentence, often (but not always) towards the beginning of the paragraph, which clearly states the ARGUMENT or point to be made in the paragraph. Following the thesis set forth above, the first paragraph might begin with a sentence like “Ivan’s desires and his destiny are signaled in the opening shots of the film, where the friendly, jumbled interior of the bus is contrasted with Ivan’s first view of the outer world: a world of shiny white cars and beautiful women.” Avoid topic sentences that fail to make an interpretative statement about the work or that merely state something any reader might observe; for example, “The first characters we see are country people on a bus to town.”
  3. Underline the THESIS and each TOPIC SENTENCE in every critical review essay you submit. This exercise will force you to make certain that you have expressed and developed the ideas in your essay clearly and logically.  (In other words, do not do this exercise five minutes before you submit the essay but, rather, as you are working on the very first draft.)
  4. Always use present tense verbs in your critical review essays about film texts.  Present tense is the verb tense of analysis.  Past tense, on the other hand, is the tense of narration. In each essay, you will be analyzing a particular text, not retelling or summarizing the story.  If you find yourself slipping into past tense as you compose, you are probably narrating rather than analyzing.
  5. Use specific passages from the text to support each point that you make in your essay. You may simply refer to an event in the text, or you may paraphrase what a character or the narrator says. But the best EVIDENCE will most often be direct quotes from the text.

The Introductory Paragraph – Some Approaches

In your essay, an opening or introductory paragraph may not always be the first one you write.  But it will be the first one your readers read and you need to engage your readers’ attention and interest and present all you need to make your thesis clear and convincing.

  1. Some Pitfalls to Avoid
    1. Dictionary definitions:  Define key terms and concepts in your opening paragraph, but don’t quote directly from the dictionary to do so. Use a dictionary – more than one dictionary – to formulate the definition in your own words.
    2. Generalizations about “life,” “society,” “people today,” etc.: You don’t want to begin your essay with the kind of statement that teeters on that fine line between opinion (those ideas you will go on to prove) and belief (those ideas unprovable with the evidence offered by the text).  Rather than a statement like, “Almost every man has a sense of pride and will go to war to prove it,” try something more specific to the text you are analyzing.  “The character of Roland exemplifies how personal pride and personal valor do not always lead to the most fortunate conclusion.”
    3. The painfully obvious:  Avoid opening statements like “Dante’s Inferno is about a journey to hell,” or “Roland is the hero of The Song of Roland,” unless such statements are in some way controversial and challenging to traditional interpretations of the text. Try to avoid any kind of tautological formula – “something is something else” – in the opening sentence, especially, but also elsewhere as an “argument.”
    4. Try to distinguish between historical or biographical fact:  “Dante’s Inferno was written in fourteenth-century Italy,” and interpretation, especially when you are considering the intention of an author:  “Dante wrote his Inferno to expose the problem of Florentine political corruption to the world.” The latter may be a part of your theory or thesis (or conclusion) but if you use it as a statement of fact (an “intentional fallacy”) you will have to prove it rather than merely argue it – a slippery and difficult and perhaps not particularly useful task. Beware also of using vague or imprecise generalizations of terms such as “dramatic,” “realistic,” or “critical,” which differ in their literary and historical significance.
  2. Challenges to Meet
    1. Try for a (syntactically) shapely and relevant opening sentence: be thoughtful and original and persuasive.  Always look for interesting ways into your essay: an epigraph, perhaps, or an important episode that seems to set the stage for what you want to say, or a succinct comparison with another well-known work, which will help your reader understand the point you want to make.
    2. Always (particularly in a comparative essay) identify your texts early on. (Usually with full title, full authors’ names, and date/period of publication.)
    3. Think of your thesis statement as the logical goal of the first paragraph. Everything you say here should lead towards (or from) that thesis. Anything that doesn’t lead in that direction – unless you are presenting a view different from yours, which you want to argue against—doesn’t belong in your paragraph.  Think of the paragraph as a funnel, where the contents are being concentrated and filtered to one end.

1.Using proper MLA bibliographic formatting, cite the film text in the box to the right:

http://www.bibme.org/citation-guide/MLA/film

give me reference or link

2.1. Develop a thesis statement pertaining to the assigned film text and whether or not it, the film, in your view has the power to transform one’s political sensibilities. Your argument should express your point of view regarding the politics of difference, political sensibilities, and political transformation(s) as related to the film. Remember, you’re writing (developing) an analytical essay. Submit your thesis statement in the box located to the right. Be sure to proofread your work.

3.2. Develop three (3) topic sentences that articulate the major ideas that will comprise the body of your essay. Remember that your topic sentences should clearly state the argument or point to be made in the respective paragraphs and must map back to your thesis statement. Submit your topic sentences in the box located to the right. Be sure to proofread your work.

4.3. Identify three (3) scenes from the film that support your thesis statement. Briefly explain your choices of scenes and how the scenes specifically support your thesis statement. Also, provide the exact time the scenes begin and end within the film text. Submit your reply in the box located to the right. Be sure to proofread your work.

5.4. Lastly, fully develop your introductory paragraph. Remember that the best possible thesis will answer some specific question about the text. In this case a question related to the film’s power to transform political sensibilities regarding difference. Your thesis statement should appear parenthetically within the paragraph you present. Submit your answer in the box located to the right. Be sure to proofread your work.

 
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CSR

Unit III Project Topic In Unit VII, you will submit a case study assignment based on the company you chose for the SWOT analysis in Unit II. Please be sure to reviewthe Unit VII requirements and work on this case study throughout the term rather than waiting until Unit VII to commence. In this unit, you will complete a project topic in which you present your company and give a brief introduction to the company. Present some basic information about the size of the company, its history, and how it is organized. In addition, present some information about the corporate social responsibility (CSR) of the company. Does the company follow Friedman’s or Carroll’s view of social responsibility? Your project topic should be at least one page in length, double-spaced, and in 12 pt. Times New Roman font. To complete this assignment, a minimum of two reputable sources must be used, cited, and referenced. Use APA style guidelines. Information about accessing the grading rubric for this assignment is provided below

 
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