Category: Public administration

There is no minimum or maximum page count required for this assignment. The last one was 4-6 pages
Using the case attached and at least two outside sources:
Briefly describe the facts of the case leading up to Bennett being terminated. While supporting facts are necessary for the story to flow, you should concentrate your efforts on the facts that are most important related to whether Bennett was retaliated against for protected First Amendment speech. Using this case and at least two outside sources, thoroughly explain the balance between the public employee’s freedom of speech and the public employer’s right to require limits to that speech. Explain what this case tells us about the public employee’s rights related to free speech. Finally, this case mentions the due process rights HCC afforded Bennett. Using our readings, explain why public employees like Bennett are afforded due process, where that requirement comes from, and what is generally considered adequate due process. Your paper should be double spaced with one 1” margins. There is no minimum or maximum page count. Your grade will be based on how well you explain the concepts and not how long or short your paper is. A complete and concise addressing of the points is welcome. Your reader should not need to be familiar with the case of have an advanced understanding of the law understand the principles you explain in your paper.
You should use the points to be addressed as headers in your paper.
Facts of the case
Balancing of First Amendment rights
What this case tells us
Due process for public employees Case Link: Bennett v. Metro. Gov’t of Nashville & Davidson
https://learn.umgc.edu/d2l/common/viewFile.d2lfile/Database/ODg3NDUxNDY/Bennett%20v.%20Metro.%20Gov%27t%20of%20Nashville%20_%20Davidson%20Cnty.%20(6th%20Cir.%202020).pdf?ou=1032573

Integrated Analysis of Political Economy in Public Administration
Description:
For this final project, you will create a PowerPoint presentation with a minimum of 15 slides, synthesizing the key concepts from Modules 5-6 and relating them to the overall Student Learning Outcomes (SLOs) of our course. The presentation should demonstrate a comprehensive understanding of the political economy’s role in public administration, incorporating analyses of different economic and political models, as well as their real-world applications.
Student Learning Outcomes (SLOs) Addressed:
Evaluate the concept of political economy in the context of public administration.
Assess various political structures and their influences on public administration.
Analyze market structures, failures, and bureaucratic challenges.
Critique free market and planned economy concepts within the scope of democratic values.
Debate governance models in public management.
Appraise privatization and public/private partnerships in U.S. public administration.
Instructions:
Develop a PowerPoint presentation with at least 15 slides. Each slide should focus on a specific concept or case study and provide in-depth analysis and reflection.
Include a voice-over or video recording for each slide lasting between 30 seconds and 1 minute, clearly articulating the content and your analysis.
Ensure the presentation is structured logically, with an introduction, body, and conclusion.
Incorporate insights from the course’s entire curriculum, emphasizing Modules 5-6.
Use graphics, charts, and other visual aids to enhance the presentation’s effectiveness.
Adhere to professional presentation standards with clear and concise slides free of clutter.
Cite all sources in APA style, both on the slides and in the accompanying speaker notes.
Submission:
The PowerPoint file with embedded audio or video files must be submitted through Canvas.
Late submissions will incur a penalty per the course policy, except under extraordinary circumstances with documented evidence.
Grading Criteria (500 points total):
Content (200 points)
Coverage of SLOs (100 points): Comprehensive and clear coverage of the course SLOs.
Depth of Analysis (50 points): Critical examination of political economy concepts and their application.
Integration of Modules (50 points): The integration of the content from Modules into the overall presentation is effective.
Presentation Design (100 points)
Visual Clarity and Appeal (50 points): Use of visuals that effectively complement and enhance the spoken content.
Organization (50 points): Logical sequence and coherent flow from slide to slide.
Delivery (100 points)
Clarity of Voice-over/Video (50 points): Clear articulation, pacing, and audibility in recordings.
Engagement and Presentation Skills (50 points): Ability to engage the audience and present information compellingly.
Research and Citation (50 points)
Accuracy of APA Citations (25 points): The slides and speaker notes should use the correct APA citation format.
Quality of Sources (25 points): Utilization of credible and relevant sources to support the presentation content.
Technical Execution (50 points)
Audio/Video Quality (25 points): High-quality audio and video recordings without technical issues.
Slide Functionality (25 points): Slides and multimedia elements function as intended without errors.
Total: 500 points
****TEXTBOOK****
TEXTBOOK WEBSITE: https://archive.org/details/introductiontopo0008edisack_y5r0
Email/username: Elizabeth.russell0101
Password: 2ESBu!JcfKx!EY4
TO READ BOOK CLICK BORROW FOR 1 HOUR (can only read book in 1-hour increments)
NOTES FROM THIS WEEK’S LESSON
Weeks 5-6 Notes
Democratic Processes and Market Systems in Public Administration
Module 3 of this course explores the interplay between democratic processes and market systems, examining diverse economic models and their implications for governance and public administration. This section will cover critical theorists and financial models, including Galbraith’s theory of social balance, critiques of U.S. monopoly capitalism, the Swedish model of social democracy, and the Mondragón cooperative as a form of worker democracy.
John Kenneth Galbraith and the Theory of Social Balance
John KeGalbraith’s work emphasizes the need for balance between different sectors of the economy to achieve social and economic stability. In his discussions on the social balance theory, Galbraith argues that public policy should aim to balance the power of different economic groups to prevent any one group from dominating the socio-economic landscape. This perspective is crucial for public administrators who must navigate the complexities of financial interests and power dynamics in policy formulation and implementation.
U.S. Monopoly Capitalism: An Irrational System?
This module segment examines critical perspectives on U.S. monopoly capitalism, questioning its rationality and sustainability. The critique focuses on the concentration of economic power within a small number of large corporations and its adverse effects on competition and economic equity. Understanding these dynamics is vital for public administrators involved in regulation and policy-making aimed at fostering competitive markets and preventing monopolistic practices.
The Middle Way: Swedish Social Democracy
Swedish social democracy, often called” the “Middle” Way,” balances market capitalism with strong social welfare policies. This model demonstrates how government intervention can coexist with a market-based economy to promote social welfare, economic stability, and equality. The Swedish example provides valuable lessons for public administration students on the potential of social democratic policies to mitigate the harsher aspects of capitalism while promoting economic growth and social welfare.
The Mondragón Cooperative: A Path to Worker Democracy
The Mondragón Cooperative in Spain represents a unique model of worker democracy within a capitalist framework. As one of the largest cooperatives in the world, Mondragón is organized around democratic principles that allow workers to have a say in the management of the enterprise, share profits, and make decisions. This model presents an alternative approach to traditional capitalist enterprises by emphasizing worker ownership and participation, offering insights into the possibilities of democratic governance in business practices.
Due: End of Week 6
PRESENTATION: Students are required to present a comprehensive review of the political economy in public administration, incorporating the theories and models discussed throughout the course.
****I attached two previous essays written for this class to help pull ideas from***

What does a resource dependency theorist say about organization survival? Arjen Boin and his colleagues challenge the idea that organizational adaptation always matters to organizational survival. What is the basis for their claim? What implications might their research have to a public manger attempting to overcome organizational turbulence? In your answer provide existing examples. Make sure to include the main scholars associated with the literature.
Use resource 
Title: Understanding and Managing Public Organizations
Author: Hal G. Rainey, Sergio Fernandez, Deanna Malatesta
Rainey: Chapter Three: What Makes Public Organizations Distinct
Rainey: Chapter Four: Analyzing the Environment of Public Organizations
Rainey: Chapter Five: The Impact of Political Power and Public Policy
https://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=124968554&site=eds-live&authtype=sso&custid=083-900

Attached Files:
civic-engagement-logic-model.pdf
civic-engagement-logic-model.pdf – Alternative Formats
(167.907 KB)
Example student 1
Example student 1 – Alternative Formats
(118.052 KB)
Example student 2
Example student 2 – Alternative Formats
(76.502 KB)
After thoroughly reviewing the assigned
course materials and going through the PowerPoint presentation, please
take a moment to examine the attached logic model for the University of
Nevada. This model illustrates a “democratic civic engagement logic
model,” which aligns with the topics we’ve covered in our class.
Your assignment is to create a mini
logic model (use the attached example) to enhance student engagement,
specifically at John Jay College. You can select any facet of student
engagement, whether it’s extracurricular workshops for career
development, establishing a student center providing tutoring services,
or creating a counseling center to support students during challenging
times.
In your mini logic model, incorporate at
least four essential elements for each category: input, outputs
(activities and participation), and outcomes (short-term, medium-term,
and long-term). 

Selection of Agency and Program
Choose a government agency from New York City, which you can find listed at NYC.gov. Alternatively, you can select a government agency and program beyond New York City.
I must approve your choice of agency and program, Professor Morote, no later than November 6, 2023.
Step Two: Agency and Program Description
• In your paper, describe the selected agency and program comprehensively.
Step Three: Mission Statement
• If a misions lemen Misiony exam ant, es ate ofe aty shag is eysationa an. EXplin in the lecture otes for the ninth discussion board, ema gunding framework.
Step Four: Logic Model
• Develop a Logic Model tailored to the selected program. This model should illustrate the program’s inputs, actilities, outputs, outcomes, and goals.
Step Five: Performance Measurement Indicators
• Create a set of performance measurement indicators that align with the Logic Model you’ve constructed. These indicators should effectively measure and evaluate the program’s performance.
Examples of NYC Government Agency Programs:
NYPD: Law Enforcement Explorers
HRA: Special One-Time Assistance (SOTA)
DFTA: Senior Citizen Rent Increase (SCRIE)

Instructions
In at least 300 words, reply to the original poster. You must use at least two scholarly journals to support your response.  You must also use at least one reference from the New International Version Bible.  All citations must be in APA 7th Edition format with both in-text citations and a References page.  If citations are from a book, the page number must be included.  Journals must be from within the past 5 years.  You must also use the attached text as a reference.
FYI…In the replies, many students do not analyze other students’ comments. Remember, you should write about the other student’s comments; that is, the good and bad points. Don’t just say you agree and tell the other student your opinion or just ask questions; that’s not sufficient. Look at several of their comments; list them in your reply, for context, and then critique them. I.e.:  I agree that on this point…; however, I disagree that it should be… On the other hand, you said that…, and, while I agree on part of that, I believe a better way… That’s analysis. Again, don’t simply tell them your opinions, as that is the biggest problem I see. Listing their comments is also important so that it gives a better understanding of what you are saying, according to the context of the comments.
Prompt
Public administrators conduct research to plan, solve problems, and support their decisions. They must collect data to support these tasks and other courses of action. Unfortunately, the literature indicates that these public administrators mostly use quantitative methods. What can qualitative research offer than quantitative methods cannot offer to support these public administration tasks?
Original Poster (Christopher Arnold)
Scholars concur that qualitative research methods in public administration fulfill a valuable role yet are underrepresented as an approach within the overall body of academic literature (Ospina et al., 2018). Despite the wide range of perspectives, theories, ontologies, and methods, purely qualitative methods have been perceived as a niche and, more so, have served as a buttress for quantitative data in mixed methods inquiries (Ospina et al., 2018). Yet qualitative research methods informed by a biblical-covenantal worldview offer several advantages to public administration researchers over quantitative methods, particularly in support of practical, real-world applications (Lune & Berg, 2017).
1 Thessalonians 5:21 instructs us to test all things and hold fast to that which is good. This suggests that as public administration researchers, we should seek to understand the cultural, economic, political, and social context of public administration tasks to support data-driven decision-making and problem-solving (Lune & Berg, 2017).
For example, in the study of federalism and intergovernmental relations, where power is shared between various agencies across executive, legislative, and judicial branches at one or more layers of government, a purely quantitative approach is overly reductive, since quantifying outputs into zeros and ones does not help qualify the outcomes and the impacts of policymaking (O’Toole, 1990). Qualitative methods, on the other hand, provide a nuanced understanding of the dynamics between stakeholders, including elected officials, public administrators, and special interest groups, elucidate the inputs that influence the outcomes, and enable program evaluation of the implementation of policies to identify the factors which facilitate or hinder effective governance and stewardship (Lune & Berg, 2017).
These methods also become useful in defining unintended consequences, which aids in designing more effective and responsive policies (Stout, 2013). Romans 13:1 means that every person should be subject to the governing authorities. Paul’s was underpinned by the message that while we are obligated to obey, we should not do so unquestioningly, particularly when the actions of the government of, by, and for the people conflict with a higher moral duty (Ingram et al., 2003).
Qualitative research methods provide the ways and means to explore these phenomena and explore the human experience with public administration, something numerical data cannot provide (Lune & Berg, 2017). “For what man knoweth the things of a man, save the spirit of man which is in him?” (1 Corinthians 2:11). Public administration researchers pursue knowledge not merely for the sake of knowledge but to gain wisdom and positively affect the policies, programs and services their system of government seeks to provide (Stout, 2013).
The tasks that comprise intergovernmental affairs, intergovernmental relations, and intergovernmental management, existing within a larger ethical framework, may impact different communities differently (Bolleyer, 2011). While the numbers may indicate a policy is adhering to program requirements or meeting a certain bottom-line policy goal, qualitative review can make policymaking more flexible and responsive by understanding how these tasks are experienced and perceived (Lune & Berg, 2017).
As the saying goes, perception is reality; various epistemologies argue that reality is reality (Rocheleau, 1986). How that reality is shaped varies from school to school (Ospina et al., 2018). “Then said Pilate unto him, ‘What is truth?’” (John 18:38). Romans 10:12 illustrated how earthly distinctions are meaningless to the heavenly father, and all who call upon him shall abound in riches. Transformative leaders seek to bridge this divide and address structural inequalities to promote equitable governance (Fischer, 2010). This is evocative of the covenantal duty or obligation between public administrators and those they govern, with their consent (Fischer, 2017).
Thus, seeing beyond the numbers can be said to help researchers understand the often subjective realities of the individuals and communities impacted by public administration (Stout, 2013). When insights from a Christian worldview and a biblical-covenantal perspective are incorporated, policymaking not only becomes more effective, but more just (Fischer, 2017). Transformation is enabled through servant leadership and the performance of stewardship, which reflects the experiences and needs of all individuals and organizations in the communities with a single set of values (Fischer, 2010). Recognizing these advantages, universities providing instruction in public administration research have made great strides in incorporating instruction in qualitative methods into their mandatory curricula (Stout, 2013). “The King will reply, ‘Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me.’” (Matthew 25:40).
Word Count: 897
References
Bolleyer, N. (2011). The influence of political parties on policy coordination. Governance, 24(3),
469-494.
Fischer, K. (2010). A biblical-covenantal perspective on organizational behavior & leadership,
Faculty Publications and Presentations, 523.
Fischer, K. J. (2017). The power of the covenant idea for leadership, reform, and ethical
behavior. The Journal of Values-Based Leadership, 10(2), 13.
Ingram, T. N., LaForge, R. W., Avila, R. A., Schwepker Jr, C. H., & Williams, M. R. (2003).
Government: A Public Administration Perspective. ME Sharpe.
Lune, H., & Berg, B.L. (2017). Qualitative research methods for the social sciences, 9th.
Pearson.
Ospina, S. M., Esteve, M., & Lee, S. (2018). Assessing qualitative studies in public
administration research. Public Administration Review, 78(4), 593-605.
O’Toole Jr., L.J. (1990). Theoretical developments in public administration: Implications for
the study of federalism. Governance 3(4), 394-415.
Rocheleau, B. (1986). Public perception of program effectiveness and worth: A
review. Evaluation and Program Planning, 9(1), 31-37.
Stout, M. (2013). Preparing public administration scholars for qualitative inquiry: A status
report. Public Administration Research, 2(1), 11.

Make up assignment
Make up assignment
Dear Students,
I would like to offer an additional
assignment for those who wish to further enhance their learning. This
assignment carries a weight of 6 points, equivalent to that of a team
assignment, and is designed to be completed individually.
Your task is to thoroughly study Chapter 15, titled “Gender and Leadership.”
Afterward, please analyze the case study
presented in Section 15.2, which explores the issues of lack of
inclusion and credibility.
For your response, provide answers to
the four questions, each containing 120 words, supported by at least two
citations from credible sources.
I encourage you to employ critical thinking skills in your responses.

Instructions
In order to learn more about approaches to managing public organizations, I’d like you to examine some of the current academic literature.
This week, you will create a synthesis matrix similar to one you might use for a literature review to help you examine the literature and the approaches to managing public organizations.
Using the public administration topic of your choice (with a management focus however), find at least four peer-reviewed sources from the APUS library (not texts or books or websites) you might use for a paper. As you review each one, find the main ideas that you might use in a literature review.  You should be able to find a minimum of three or four topics or ideas that you might use in a literature review.
Create a matrix (please see the attached sample). Put the last names of the authors of the sources in the top row.  List your main ideas in the left column.
Write some brief notes about what each author says about the various ideas. Authors won’t usually include every idea, but more than one author often covers some of the same ideas. In order to practice synthesizing and summarizing, do not use quotations. Everything in this assignment should be your own words. Use simple, meaningful notes for most of the information. These do not need to be complete sentences as long as the reader can understand what you mean. The idea is to help you explore various concepts related to managing public organizations and how different authors use them.
When you are done, be sure to include a reference list in APA format.
synthesismatrixforliteraturereview.pdf
(111.96 KB)

Make up assignment
Dear Students,
I would like to offer an additional
assignment for those who wish to further enhance their learning. This
assignment carries a weight of 6 points, equivalent to that of a team
assignment, and is designed to be completed individually.
Your task is to thoroughly study Chapter 15, titled “Gender and Leadership.”
Afterward, please analyze the case study
presented in Section 15.2, which explores the issues of lack of
inclusion and credibility.
For your response, provide answers to
the four questions, each containing 120 words, supported by at least two
citations from credible sources.
I encourage you to employ critical thinking skills in your responses.

Selection of Agency and Program 
*   Choose a government agency from New York City, which you can find listed at NYC.gov. Alternatively, you can select a government agency and program beyond New York City.
*   I must approve your choice of agency and program, Professor Morote, no later than November 6, 2023.
Step Two: Agency and Program Description
• In your paper, describe the selected agency and program comprehensively.
Step Three: Mission Statement
• If a misions lemen Misiony exam ant, es ate ofe aty shag is eysationa an. EXplin in the lecture otes for the ninth discussion board, ema gunding framework.
Step Four: Logic Model
• Develop a Logic Model tailored to the selected program. This model should illustrate the program’s inputs, actilities, outputs, outcomes, and goals.
Step Five: Performance Measurement Indicators
• Create a set of performance measurement indicators that align with the Logic Model you’ve constructed. These indicators should effectively measure and evaluate the program’s performance.
Examples of NYC Government Agency Programs:
*   NYPD: Law Enforcement Explorers
*   HRA: Special One-Time Assistance (SOTA)
*   DFTA: Senior Citizen Rent Increase (SCRIE)